English 2 Gec Elec Modules 1 To 14 Copy - Docx 2

English 2
English Language
English Language
Enhancement Course
Enhancement Course
Author
Cecilia B. Anievas , Ph.D
Introduction
URS-IM-AA-CI-0175 Rev 00 Effective Date: August 24, 2020

The modules aim to develop students’ overall communicative competence with the
focus on meeting their immediate personal and academic needs. It is composed of 5 units
with 14 modules. Students will undergo 16 weeks of 3 hours classroom instructions per
week. (mode of instruction and meeting to be decided)
A pre-assessment test is administered before the commencement of the course to
assess the proficiency of the students in all the four areas of communication (Listening,
Speaking, Reading and Writing and grammar. (Optional-since the intermediate level is
pre-determined by the author for university level in the Philippines)
This module will develop students’ confidence and abilities in the English language
in terms of their comprehension and abilities of spoken and written English. Emphasis will
be placed not only on the enhancement of their ability in such skills that are clearly
essential as successful university students but also for the success of their future careers
in an increasingly globalized world, where English is the international language.
Enhancement activities will address issues of universal design focused specifically on the
globally accepted English language tests that determine the level of English
This module will include varied activities. The instructor will employ formative
assessment modes which will include exams (prelim, midterm exam and a final exam). In
addition to term exams, there will also be activities, exercises and at least a unit quiz, as
well as homework assignments, at the discretion of the instructor. The use of varied
assessment modes is intended to help motivate student learning and contribute towards
their enjoyment of a holistic educational experience.
The final assessment of one’s performance in the course will be based on
attendance, class participation, written assignments, oral presentations, class tests, and
examinations. As a general guideline, for every class meeting instruction (online), a
student can expect to invest an equivalent number of hours of self-study at the minimum.
Modules can be taken independently. The students are required to have sincere
dedication and commitment towards independent learning.
Plagiarism and Academic Dishonesty:

Students’ work must be their own. Plagiarism will not be tolerated at any level.
Plagiarism consists of using another author's words without proper identification and
documentation of that author. Be advised that any student caught plagiarizing will
automatically fail the plagiarized assignment and will be subject to academic discipline.
In addition, any form of cheating, such as copying another student’s work, fabrication of
sources, or the act, deliberately or unconsciously, of passing another author's work are
not allowed and will also be subjected to disciplinary actions.
Methods of learning English are highly variable depending on the student's level of
English proficiency and the manner and setting in which they are taught educational
materials (including spoken lectures and written assignments there are two distinct
models for teaching English: Educational programs for students who want to move to
English-speaking countries, and other programs for students who do not intend to move
but who want to understand English content for the purposes of education, entertainment,
employment or conducting international business. The differences between these two
models of English language education have grown larger over time, and teachers
focusing on each model have used different terminology, received different training, and
formed separate professional associations.
The four skills of language (also known as the four skills of language learning) are
a set of four capabilities that allow an individual to comprehend and produce spoken
language for proper and effective interpersonal communication. These skills are
Listening, Speaking, Reading, and Writing. In the context of first-language acquisition, the
four skills are most often acquired in the order of listening first, then speaking, then
possibly reading and writing. For this reason, these capabilities are often called LSRW
skills.
Listening is the first language skill we acquire in our native language. It is what is
known as a receptive skill, or a passive skill, as it requires us to use our ears and our
brains to comprehend language as it is being spoken to us. It is the first of two natural
language skills, which are required by natural spoken languages.
Speaking is the second language skill we acquire in our native language. It is what
is known as a productive skill, or an active skill, as it requires us to use our vocal tract and
our brains to correctly produce language through sound. It is the second of two natural
language skills.
Reading is the third language skill we may acquire in our native language. As with
listening, it is a receptive, or passive skill, as it requires us to use our eyes and our brains
to comprehend the written equivalent of spoken language. It is one of the two artificial
language skills, as not natural spoken languages have a writing system.
Writing is the fourth language skill we may acquire in our native language. As with
speaking, it is a productive, or active skill, as it requires us to use our hands and our brains
to produce the written symbols that represent our spoken language. Along with reading,
it is one of the two artificial language skills, as not natural spoken languages have a writing
system.
Each unit of this module consists of a self-practice activity. The enhancement
exercises are for self-development purposes and need not be submitted to anybody. The
goal of the module is to develop your language learning skills. The exercises are also
meant to encourage you to think about and devise some independent self-practices that
could make your learning more exciting and relevant.

TABLE OF CONTENTS
Introduction
Acknowledgement
Course Structure
Unit 1 Grammar Review
Module 1 The English Language

English as an International Language
Levels of Usage
Comparison of British and American English
Module 2 Grammar Review
Subject Verb Agreement
Pronoun Usage
Modifiers
Parallelism
Comparisons
Verb Tenses
Diction review
Module 3 Common Errors in English
Helpful tips to improve English
Unit 2 Listening Skills Enhancement
Module 4 Listening for Pronunciation

Module 5 Listening for detail
Module 6 Listening for Main idea
Unit 3 Reading Skills Enhancement
Module 7 Summary Completion

Module 8 Reading for Information
Module 9 Matching
Module10 Reading for detail and main ideas
Unit 4 Writing Skills Enhancement
Module 11 Integrated Writing

Module12 Independent Writing
Unit 5 Speaking Skills Enhancement
Module 13 Social Functions

Module 14 Independent Questions

WELCOME !
Welcome to English 2 (English Language Enhancement Course) which is primarily

focused on the integrated skills development in the four key areas of language learning
Listening, Speaking, Reading & Writing with grammar enhancement.
This course is designed primarily to improve the proficiency in English of students

so the language can be used confidently, effectively, and efficiently in various situations;
to effectively comprehend, explain and ultimately demonstrate intermediate to advanced
abilities utilizing the global standard reading, listening, speaking and writing strategies
and techniques ,exercises, quizzes, and formal assessments.
The author, Cecilia Bias Anievas is a Doctor of Philosophy major in Educational

Management ,a graduate of Master of Arts in Teaching major in English and also
completed the academic requirements in Master of Arts in Education . At present an
English Language Teacher in the College of Science at URS Morong Campus and a
Lecturer in the Graduate School at URS Pililla Campus. An experienced instructor with
more than 30 years in the field of teaching both here and abroad. She has specialized
English training services and has taught various subjects in English. For the better part of
her experience in teaching was in Bangkok Thailand at Assumption School and as an
English Language Teacher and later became the Head Teacher at ECC Thailand. Her
passion for teaching and guiding others has facilitated in hundreds of students fulfilling
their personal and professional goals. Her constant desire to discover more effective and
simplified methodologies in teaching English to learners has helped to define the
professional instructor she is today.
This is a work created through input from the following who worked together and
gathered the best of all experiences in order to build better material for enhancement for
all of our students in English in the university

Course Title: English Language Enhancement Course
Course Code : Eng. 2
Contact Hours: 54 hours / 3 hours per week
Course Credit : 3 units
Course Objectives
Students will go through a range of activities and exercises to equip them with
language learning principles as well as communicative strategies to build their
selfconfidence help them attain the required standard in order to pursue further academic
and/or professional programs, become independent learners and thinkers who will
continue to develop their awareness and English language competency.
Specific Objectives
The course adopts a learner-centered, interactive, skills-integrated, and
contentbased approach. At the end of the course, students are expected to:
1. Communicate ideas clearly in tasks relevant to specific discipline using authentic
materials.
2. Develop critical thinking skills in coping with academic tasks.
3. Engage in appropriate conversation skills in real-world setting.
4. Promote the understanding of intercultural diversity.
5. Boost confidence in using the English language for life-long learning
6. develop grammatical competence, to communicate in the situations of daily and
professional life at level of language proficiency according to “The Common European
Framework of Reference for Languages.”
7. understand and write about texts, as well as produce original texts and apply the skills
they have learned in the discipline to a variety of situations.
8. demonstrate the ability to respond to a text by employing personal experiences and
critical analysis.
9. compose a variety of modes by developing content, employing specific forms and
selecting language appropriate for a particular audience and purpose.
10. comprehend language by applying the conventions of Standard English in writing and
speaking the content, organization and language use of texts.
Course Description:
The course is designed to enhance the English language skills and competencies
of students in the following areas; listening, speaking, reading, writing and grammar . The
course content provides general training and exposure to the context of major English
language tests accepted globally like IELTS, TOEIC and TOEFL that measures the ability
to use and understand English language as it is read, heard, spoken and written in
university classrooms. This provides enhancement practice which reflects changes for
the development in language learning while pursuing career, for future work promotion,

COURSE STRUCTURE
The course Eng. 2 consists of 5 instructional units divided into 14 modules namely:
Unit 1 Grammar Review

MODULE
1 English as an International Language
Comparison of British and American English, Levels of Usage (Standard,
formal, informal, non-standard, dialect, slang
2 Fundamentals of English
Familiar and Unfamiliar Words, Accuracy in use of words, Concrete use of
Idioms
3 Common Errors verb tenses, degrees of comparison, preposition. articles)
Unit 2 Listening Skills Enhancement
4 Listening for gist
5 Listening for main idea
6
Listening for detail
Unit 3 Reading Skills Enhancement
7 Predicting Outcomes
8 Scanning and skimming
9 Identifying text structure and layout
10 Reading for detail and main ideas
Unit 4 Writing Skills Enhancement
11 Writing simple, compound and complex sentences using coordinating

conjunctions (and/so/but/or) and subordinators of time, reason and condition.
12 Using present simple and continuous, past simple and continuous, present
perfect simple and future forms.
Unit 5 Speaking Skills Enhancement
13 Conveying information, opinions and feelings

14 Holding conversations using opening and closing techniques

Class Approach
Though there will never be a face-to-face meeting with your instructor and
classmates in a physical classroom, this class is paced, which means that there is an
established start and end date, and that students will have weekly deadlines to meet
throughout the term. In each week of the course, students will be asked to participate in
two primary activities: 1) a class lecture discussion about a core aspect of the course and
2) enhancement activities related to a formal course project. Like taking a course on
campus, it will be important to keep up with the course work, as students will be required
to participate in class discussions and submit assigned tasks that have specific time
frames and deadlines associated with them
SCHEDULE
Classes Start August-September Orientation

Week 1
Course Introduction Week 2
Module 1 Week 3
Study Session 1 September
Module 2 Week 4
Module 3 Week 5
Study Session 2 September - October
Module 4 Week 6
Module 5 Week 7 Study
Session 3 October-November
Module 6 Week 8
Module 7 Week 9
Module 8 Week 10
Module 9 Week 11
Module 10 Week 12
Study Session 4 November
Modules 11 Week 13
Module12 Week 14
Study Session 5 December
Module 13 Week 15
Module 14 Week 16
Final Assessment Week 17
Schedule of Exams:
Prelim September 28-30
Midterm November 9-11
Finals December 9-11
Throughout the course, there will be a mixture of lectures and modules. Lectures
are designed to give students a grounding in a particular topic and to introduce them to
the surrounding theories, concepts and ideas. Modules will give them the chance to
explore these topics in greater depth, to develop their own ideas and to share these
through discussion with the class. Students will be challenged with range of
assessments. These will include completing in-class and online assessments and
assignments. Students will be informed of lecture dates for the content of the modules
to study.
Course Grading System Breakdown

Class Standing 70%
Assignments (ePortfolio) 20%
Quizzes, Enrichment Exercises 30%
Participation 20%
Term Examination
30% Total Possible Percentage Points 100%
Participation involvement is an absolute necessity not only coming to class prepared

with whatever readings are required for that day, but also asking question, bringing up
relevant examples, expressing opinion, and engaging with fellow classmates.
Reading Assignments:
The students will be informed of the weekly structure plan and module schedule
on the first day of class. They will be responsible to read the assigned topic module (unit)
before each class day, and they will be expected to be prepared for a short exam or quiz
which might be assigned that day, as well as to turn in any homework assignments that
may have been assigned on the previous class day.
Communication
Please do not hesitate to communicate in regards to your projects, homework,
classwork, or anything the class is working on. Sending communication through
messenger or an e-mail is allowed within working/office hours. Allow time to expect for
reply for there might be other students in consultation. (Email address shall be
communicated)

Unit 1
grammar review

MODULE 1
The English Language
Introduction
The module includes the English language as an international Language, level of usage
and the presentation of the difference between British and American English
General Objective
Realize the goal of learning and enhancing English language to attain proficiency
Learning Goals
Upon completion of Module students will be able to:
1. help them equip with appropriate language expressions to communicate effectively

in both oral and written contexts enable them to develop their grammatical
competence
2. promote the understanding of intercultural diversity.
3. comprehend language by applying the conventions of Standard English in

language use of texts.

The English Language
Language has a very significant role in many people's lives. It symbolizes the
cultures in societies where individuals interact and use to communicate with each other.
Communication is a key power to facilitate interactions among individuals and which
provide them with stronger relationships.
With globalization and worldwide exchange of knowledge and technology, English

as an international language serves as transmitter of varieties of knowledge from the
different parts of the world also as a means to enhance thinking skills for acquisition of
knowledge. There are varieties of standard English in different occasions and there are
different levels of language we use depend on the subject, purpose, and target of the
language and they are:
Royal English when speaking with the members of the Royal Family
Formal English-like in tuxedo or evening gown used in formal affairs like State of
the nation address, Privilege speech, Technical writing or Articles on serious subjects
Informal English in business clothes most commonly spoken by educated people

Writing is for general readers, speaker to general audience as in newspaper
Colloquial -spoken by educated people in casual talk
Vulgar (illiterate or nonstandard English),like in well-worn clothes. Used by

uneducated class
Slang-special and spontaneous language a group of people develops
Trite or cliché (hackneyed, shopworm, threadbare) Cliche means stereotyped

(last but not the least,home sweet home,bed of roses,better late than never,eat,drink and
be merry,all work and no play...) Shopworn means faded, Threadbare means shabby
,Trite means worn out General/Specific
General refers to classes of units e.g. College student
Specific refers to individual units freshman

Concrete and abstract
Concrete refers to things perceived by our senses like, bacon,mango,sticky,crispy
Abstract ideas and qualities perceived by our senses like Noise,discomfort,

contentment
Filipinisms
Filipinisms are considered English expressions that have been given specific local
meaning and are used by a group or community. Their meaning is different from the
commonly accepted meaning.
Activity:
Look up their meaning and compare them to what you know or understand about them.
Some of them may not be found in dictionaries:
Already Ballpen Biodata Blow out Bold Brown out

Calling card Carnapper Chit Colgate CR drops
Feeling Fill up Fly over For awhile FX Get down
Gets gives green Pentelpen Rubber shoe Shooting
Subdivision tasty xerox
Exercise:
Identify the better way to say that is acceptable and that can be understood by other
nationalities
Activities:
Search for more filipinism and share them class next meeting or share in the class on line
platform

British-American English
English is a vibrant and international language with the world’s population speaking
English as native, second or foreign language. The form of the language used in the
Americas especially in the United States and that used in the United Kingdom have
diverged in a few minor ways, leading to the versions now occasionally referred to as
American English and British English. The increased worldwide communication through
radio, television, the Internet and globalization has reduced the tendency towards regional
variation. This can result either in some variations becoming extinct (for instance, the
wireless, being progressively superseded by the radio) or in the acceptance of wide
variations as "perfectly good English" everywhere.
Differences between the two include pronunciation, grammar,

vocabulary (lexis), spelling, punctuation, idioms, and formatting of dates and numbers.
However, the differences in written and most spoken grammar structure tend to be
much less than those of other aspects of the language in terms of mutual intelligibility. A
small number of words have completely different meanings in the two versions or are
even unknown or not used in one of the versions.
To present some of them are:
Grammar A. Collective nouns

(staff/Team)
Am. Eng- always singular
BrEng - singular or plural
B. Auxillary
BrE I shall go home
Shall we go now?
AmE Should we go now?
C not
AmE You don’t need to come
BrE You need not come
C. Past tense (ed-t)

AmE Learned, dreamed,burned
BrE learnt,dreamt,burnt
D. Tag questions
AmE seldom use tag questions
BrE Often use tag questions
E. Punctuations
Quotation marks AmE “double quotation marks”
BrE ‘single quotation marks’
AmE period
Br.E full stop
AmE v.s./ Mrs./Mr.
BrE vs/Mrs/Mr
F. Spelling
American British
check Ck/que cheque
Learned,spoiled,smelled Ed/t Learnt,spoilt,smelt
Center,liter,meter -re/er Centre,litre,metre

-e/no e
Judgment Judgement
acknowledgment acknowledgement
Among, amid -st/no st Amongst, amidst
inquiry E/i enquiry
disk -c/k disc
Traveled, traveling L/ll Travelled, travelling
Enroll,fulfillment L/ll Enroll,fulfillment
program -me programme
Mold,color -ou Mould,colour

catalog -ue catalogue
Color,favor -our Colour,favour
Defense,offense,licence S/c Defence,offence
Summarize, organization S/z Summarise, organisation

Realize,analyze
Vocabulary
British English American English
accommodation accommodations
action replay instant replay
aerofoil airfoil
aeroplane airplane
agony aunt advice columnist
Allen key Allen wrench
aluminium aluminum
aniseed anise
anticlockwise counterclockwise
articulated lorry tractor-trailer
asymmetric bars uneven bars
aubergine eggplant
baking tray cookie sheet
bank holiday legal holiday
beetroot beet(s)
biscuit cookie; cracker
black economy underground economy

blanket bath sponge bath
block of flats apartment building
boiler suit coveralls
bonnet (of a car) hood
boob tube tube top
boot (of a car) trunk
bottom drawer hope chest
bowls lawn bowling
braces suspenders
brawn (the food) headcheese
breakdown van tow truck
breeze block cinder block
bridging loan bridge loan
bumbag fanny pack
candyfloss cotton candy
car park parking lot
casualty emergency room
catapult slingshot
central reservation median strip
chemist drugstore
chips French fries
cinema movie theater; the movies
cling film plastic wrap
common seal harbor seal

consumer durables durable goods
cornflour cornstarch
cos (lettuce) Romaine
cot crib
cot death crib death
cotton bud cotton swab
cotton wool absorbent cotton
council estate (housing) project
courgette zucchini
court card face card
crash barrier guardrail
crisps chips; potato chips
crocodile clip alligator clip
cross-ply bias-ply
crotchet (music) quarter note
current account checking account
danger money hazard pay
demister (in a car) defroster
dialling tone dial tone
diamante rhinestone
double cream heavy cream
draughts (game) checkers
drawing pin thumbtack
dressing gown robe; bathrobe

drink-driving drunk driving
drinks cupboard liquor cabinet
drinks party cocktail party
driving licence driver’s license
dual carriageway divided highway
dummy (for a baby) pacifier
dust sheet drop cloth
dustbin garbage can
earth (electrical) ground
engaged (of a phone) busy
estate agent real estate agent, realtor (trademark)
estate car station wagon
ex-directory unlisted
faith school parochial school
financial year fiscal year
fire brigade/service fire company/department
first floor second floor
fish finger fish stick
fitted carpet wall-to-wall carpeting
flannel washcloth
flat apartment
flexitime flextime
flick knife switchblade
flyover overpass

football soccer
footway sidewalk
fringe (hair) bangs
full stop (punctuation) period
garden yard; lawn
gearing (finance) leverage
gear lever gearshift
goods train freight train
greaseproof paper wax paper/waxed paper
green fingers green thumb
grill (noun) broiler
grill (verb) broil
ground floor first floor
groundsman groundskeeper
hairslide barrette
hatstand hatrack
hen night bachelorette party
hire purchase installment plan
hoarding billboard
hob stovetop
holdall carryall
holiday vacation
holidaymaker vacationer
homely homey

hosepipe (garden) hose
in hospital in the hospital
hot flush hot flash
housing estate housing development
hundreds and thousands sprinkles (for ice cream)
ice lolly Popsicle (trademark)
icing sugar confectioners’ sugar
indicator (on a car) turn signal
inside leg inseam
jelly babies jelly beans
Joe Bloggs Joe Blow
Joe Public John Q. Public
jumble sale rummage sale
jump lead jumper cable
jumper sweater
junior school elementary school
kennel doghouse
ladybird ladybug
a lettuce a head of lettuce
level crossing grade crossing
lift elevator
lolly lollipop
lollipop lady (or man) crossing guard
loose cover slipcover

lorry truck
loudhailer bullhorn
low loader flatbed truck
lucky dip grab bag
luggage van baggage car
maize corn
mangetout snow pea
market garden truck farm
marshalling yard railroad yard
maths math
metalled road paved road
milometer odometer
minim (music) half note
mobile phone cell phone
monkey tricks monkeyshines
motorway expressway; highway
mum/mummy mom/mommy
nappy diaper
needlecord pinwale
newsreader newscaster
noughts and crosses tic-tac-toe
number plate license plate
off-licence liquor store; package store
opencast mining open-pit mining

ordinary share common stock
oven glove oven mitt
paddling pool wading pool
paracetamol acetaminophen
parting (in hair) part
patience solitaire
pavement sidewalk
pay packet pay envelope
pedestrian crossing crosswalk
peg clothespin
pelmet valance
petrol gas; gasoline
physiotherapy physical therapy
pinafore dress jumper
plain chocolate dark chocolate
plain flour all-purpose flour
polo neck turtleneck
positive discrimination reverse discrimination
postal vote absentee ballot
postbox mailbox
postcode zip code
potato crisp potato chip
power point electrical outlet
pram baby carriage; stroller

press stud snap
press-up pushup
private soldier GI
public school private school
public transport public transportation
punchbag punching bag
pushchair stroller
pylon utility pole
quantity surveyor estimator
quaver (music) eighth note
queue line
racing car race car
railway railroad
real tennis court tennis
recorded delivery certified mail
registration plate license plate
remould (tyre) retread
reverse the charges call collect
reversing lights back-up lights
right-angled triangle right triangle
ring road beltway
roundabout (at a fair) carousel
roundabout (in road) traffic circle
rowing boat rowboat

sailing boat sailboat
saloon (car) sedan
sandpit sandbox
sandwich cake layer cake
sanitary towel sanitary napkin
self-raising flour self-rising flour
semibreve (music) whole note
semitone (music) half step
share option stock option
shopping trolley shopping cart
show house/home model home
silencer (on a car) muffler
silverside rump roast
skeleton in the cupboard skeleton in the closet
skimmed milk skim milk
skipping rope jump rope
skirting board baseboard
sledge sled
sleeper railroad tie
sleeping partner silent partner
slowcoach slowpoke
snakes and ladders chutes and ladders
solicitor lawyer
soya/soya bean soy/soybean

splashback backsplash
spring onion scallion
stag night bachelor party
Stanley knife utility knife
starter appetizer
state school public school
storm in a teacup tempest in a teapot
surtitle supertitle
swede rutabaga
sweet(s) candy
takeaway (food) takeout; to go
taxi rank taxi stand
tea towel dish towel
terrace house row house
tick check mark
ticket tout scalper
timber lumber
titbit tidbit
toffee apple candy apple or caramel apple
touch wood knock on wood
trade union labor union
trading estate industrial park
trainers sneakers
transport cafe truck stop

trolley shopping cart
twelve-bore twelve-gauge
underground subway
vacuum flask thermos bottle
verge (of a road) shoulder
vest undershirt
veterinary surgeon veterinarian
wagon (on a train) car
waistcoat vest
walking frame walker
wardrobe closet
water ice Italian ice
weatherboard clapboard
white coffee coffee with cream
white spirit mineral spirits
wholemeal bread wholewheat bread
windcheater windbreaker
windscreen windshield
wing (of a car) fender
worktop countertop
zebra crossing crosswalk
zed (letter Z) zee
zip zipper

Activity:
1. Highlight words from the list that you are familiar with and you know are
commonly used.
2. Report how many of them are on your list.
British English ( )
American Eng ( )
Which do you think you are more familiar, British or American English?
*For vocabulary self-enrichment:

look up in the dictionary the meaning of unfamiliar words

MODULE 2
Grammar Review
Students are usually less confident about expressing themselves through writing
because the language of their everyday speech differs greatly from that of written texts.
They may have limited vocabulary and skills in punctuation, be less practised in producing
original answers to comprehension questions and have little familiarity with producing
original compositions. However, their confidence can grow through practice in expanding
their range of vocabulary and teaching them better grammar and punctuation skills. This
unit provides some ways to help develop your students’ spelling, grammar and
punctuation skills
Specific Objectives
Upon finishing this module, students should be able to:
1. develop outstanding grammar skills do so primarily by mastering a limited number
of the most important grammar rules, which they use over and over
2. know the intimate rules of grammar.
3. review the common categories that capture the vast majority of recurring grammar
problems
First, we review the common categories that capture the vast majority of recurring
grammar problems. Next, we familiarize ourselves with the names of grammatical terms
that describe the words and word groups used in building sentences. Lastly, we see how
these parts interact as a whole by testing them through multiple-choice problems that
integrate key concepts.
Task: Choose the correct answer
Subject-Verb Agreement
The overarching principle regarding subject-verb agreement is that singular
subjects require singular verbs while plural subjects take plural verbs. Our objective is to
identify the subject in order to determine whether the verb is singular or plural.
Rule: “And” always creates a compound subject.

Q1 An office clerk and a machinist (was / were) present but unhurt by the on-site
explosion. Note that the only connecting word that can make a series of singular nouns
into a plural subject is “and.” In fact, “and” always creates a plural subject with but one
exception, as noted in the next rule.
Rule: If two items joined by “and” are deemed to be a single unit, then the subject is
considered singular, and a singular verb is required.
Q2 Eggs and bacon (is / are) Tiffany’s favorite breakfast.
Rule: “Pseudo-compound subjects” do not make singular subjects plural.

Pseudocompound subjects include the following: as well as, along with, besides, in
addition to, and together with.
Q3 A seventeenth-century oil painting, along with several antique vases, (has / have)
been placed on the auction block.
Rule: Prepositional phrases (i.e., phrases introduced by a preposition) can never

contain the subject of a sentence.
Note that some of the most common prepositions include of, in, to, by, for, and from
Q4 The purpose of the executive, administrative, and legislative branches of government

(is / are) to provide a system of checks and balances.
Rule: “There is/there are” and “here is/here are” constructions represent special
situations where the verb comes before the subject, not after the subject. The
normal order in English sentences is subject-verb-object (think S-V-O). “There is/
there are” and “here is/here are” sentences are tricky because they create
situations in which the verb comes before the subject. Thus, these sentence
constructions require that we look past the verb—“is” or “are” in this case—in order
to identify the subject.
Q5 Here (is / are) the introduction and chapters one through five.
Q6 (Is / are) there any squash courts available?
Rule: When acting as subjects of a sentence, gerunds and infinitives are always
singular and require singular verbs.

Q7 Entertaining multiple goals (makes / make) a person’s life stressful.
Q8 To plan road trips to three different cities (involves / involve) the handling of many
details.
Rule: “-One,” “-body,” and “-thing” indefinite pronouns are always singular.
Q9 One in every three new businesses (fails / fail) within the first five years of operation.
Rule: Certain indefinite pronouns—“both,” “few,” “many,” and “several”—are always

plural.
Q10 Few of the students, if any, (is / are) ready for the test.
Rule: “Some” and “none” indefinite pronouns may be singular or plural.
Q11 Some of the story (makes / make) sense.
Q12 Some of the comedians (was / were) hilarious.
Q13 None of the candidates (has / have) any previous political experience.
Rule: In “either…or” and “neither…nor” constructions, the verb matches the subject
which comes directly after the “or” or “nor.”
Q14 Either Johann or Cecilia (is / are) qualified to act as manager.
Q15 Neither management nor workers (is / are) satisfied with the new contract.
Rule: Collective nouns denote a group of individuals (e.g., family, government,

assembly, crew). If the collective noun refers to a group as a whole or the idea of
oneness predominates, use a singular verb. If not, use a plural verb.
Q16 Our group (is / are) meeting at 6 p.m.

Q17 A group of latecomers (was / were) escorted to their seats.
Rule: “The number” is a singular noun and takes a singular verb. “A number” is plural
and takes a plural verb.
Q18 The number of road accidents (has / have) decreased.
Q19 A number of train accidents (has / have) occurred.
Rule: Percents or fractions, when followed by an “‘of’ phrase,” can take a singular or
plural verb. The key lies in determining whether the noun within the “‘of’ phrase” is
singular or plural.
Q20 Fifty percent of video gaming (is / are) having great reflexes.
Q21 Two-thirds of their classmates (has / have) wakeÂ boards.
Rule: Measurements involving money (e.g., dollars, pounds), time (e.g., five years, the
fifties), weight (e.g., pounds, kilograms), or volume (e.g., gallons, kilograms) are
always singular and take singular verbs.
Q22 Ten dollars (is / are) an average daily wage for many people in the developing world.
Pronoun Usage
Rule: As a general guide, pronouns at or near the front of a sentence take their
subjective forms; pronouns at or near the back of a sentence take their objective forms.
The precise rule, however, is that pronouns take their subjective form when they are
subjects of a verb; they take their objective form when they are objects of a verb.
Q23 The present is from Beth and (she / her).
Q24 Cousin Vinny and (he / him) are both valedicÂ torians

Rule: Pronouns take their objective form when they are the direct objects of
prepositions.
Q25 Between you and (I / me), this plan makes a lot of sense.
Q26 Do not ask for (who / whom) the bell tolls.
Q27 People like you and (I / me) should know better.
Rule: When forming comparisons using “than” or “as…as,” supply any “missing words”
(e.g., a verb in the examples below) in order to determine whether the subjective or
objective form of the pronoun is correct.
Q28 My son is more sports minded than (I / me).
Q29 We skate as fast as (they / them).
Q30 During our group presentation, our teacher asked you more questions than (I / me).
Rule: Who vs. Whom. “Who” is the subjective form of the pronoun, and “whom” is the
objective form of the pronoun. If “he,” “she,” or “they” can be substituted for a pronoun in
context, the correct form is “who.” If “him,” “her,” or “them” can be substituted for a
pronoun in context, the correct form is “whom.”
Q31 The woman (who / whom) is responsible for pension planning is Mrs. Green.
Q32 This gift is intended for (who / whom)?
Rule: Do not use a reflexive pronoun (a pronoun ending in “-self”) if an ordinary

personal pronoun will suffice.
Q33 The tour leader told Julie and (me / myself) to turn off our cell phones.
Q34 Young Robert hurt (him / himself) while climbing alone.

Rule: Pronouns must agree in number with their antecedents.
Q35 A not-for-profit, like any other organization, has (its / their) own rules and regulations
to follow.
Q36 Everybody should mind (his or her / their) own business.
Rule: Pronouns should not be ambiguous in context. If a pronoun does not refer clearly
to a specific noun, it results in a situation of “ambiguous pronoun reference.”
Ambiguous: Sam never argues with his father when he is drunk.
Q37 Sam never argues with his father when ________ is drunk.
Rule: “Pronoun shifts,” also known as “shifts in point of view,” involve the inconsistent
matching of pronouns, either in terms of person or number. Within a single sentence
(and perhaps within an entire paragraph or writing piece), first person should be
matched with first person, second person matched with second person, and third
person matched with third person. A common violation involves matching the third-
person “one” or “a person” with the second-person “you.” Another violation involves
matching the thirdperson singular “he,” “she,” “one,” or “a person” with the third-person
plural “they.” Incorrect: To know that a person can’t vote is to know that you don’t have
a voice.
Q38 To know that a person can’t vote is to know that ________ have a voice.
Incorrect: One cannot really understand another country until they have studied its history
and culture.
Q39 One cannot really understand another country until ________ studied its history and
culture.
Modification
Modifiers, including modifying phrases, must be placed as close as possible to the
nouns they modify. As a mostly uninflected language, English depends heavily on word
order to establish modifying relationships. Therefore, the position of words is important.
Confusion occurs because most modifiers attach themselves to the first things they can
“get their hands on” in the sentence, even if it isn’t the right thing.

Rule: A misplaced modifier refers to a word which, because of its placement
within a sentence, no longer modifies what it originally was intended to modify.
Incorrect: He told her he wanted to marry her frequently. He __________ told her
he wanted to marry her. Incorrect: Coming out of the wood, the janitor was surprised to
find termites.
Q41 The janitor was surprised to find termites ______

_____________________________.
Rule: A dangling modifier refers to a situation in which the thing being modified is
absent from the sentence. Incorrect: After writing the introduction, the rest of the report
was easy.
Q42 After writing the introduction, __________ easily drafted the rest of the report.
Incorrect: Walking along the shore, fish could be seen jumping in the lake.
Q43 Walking along the shore, __________ could see fish jumping in the lake.
Rule: Occasionally, a modifier or modifying phrase may accidentally be placed where it

could modify either of two worlds or phrases. This situation results in a “squinting
modifier.” The writer should consider rewriting this sentence to clear up this ambiguity.
Incorrect: She said in her office she had a copy of the map.
Q44 She said she had __________ lying in her office.
Rule: Whenever a sentence opens with a phrase or clause that is set off by a comma,
check to make sure that the first word that follows the comma is properly being
modified by the opening phrase or clause that precedes it.
Incorrect: In addition to building organizational skills, the summer internship also
helped me hone my team-building skills.
Q45 In addition to building organizational skills, ___

________________________________________.
Incorrect: An incredibly complex mechanism, there are some 10 billion nerve cells in the
brain. Q46 An incredibly complex mechanism, __________ has some 10 billion nerve
cells. Incorrect: Based on our observations, the project will succeed.

Q47 ________________________________________.
Parallelism
Parallelism is both a style issue and a grammar issue. In other words, certain
elements of parallelism are based on principle (and are deemed to be more effective or
less effective, better or worse) while other elements are based on rules and are
considered correct or incorrect, right or wrong. The overarching principle regarding
parallelism is that similar elements in a sentence must be in similar form.
Rule: Verbs should follow consistent form. Typically this means that all verbs should
end in “-ed” or “-ing.”
Incorrect: In the summer before college, Max was a waiter at a restaurant, pursued
magazine sales, and even had a stint at delivering pizzas.
Q48 In the summer before college, Max __________ tables, __________ magazines,
and even __________ pizzas.
Rule: When prepositions are used before items in a series of three, there are two
possibilities with regard to their use. Either a single preposition is used before the first
item in a series (but not with the next two items) or prepositions are used before each
item in the series.
Incorrect: Our neighbors went to London, Athens, and to Rome.
Q49 Our neighbors went ________ London, Athens, and Rome.

Q50 Our neighbors went ________ London, ________ Athens, and ________ Rome.
Rule: Correlative conjunctions (e.g., either…or, neither…nor, not only…but also,

both…and) require that parallelism be maintained after each component part of the
correlative.
Incorrect: Jonathan not only likes rugby but also kayaking.
Q51 Jonathan ________________________ rugby but also kayaking.
Q52 Jonathan ________________________ rugby but also ________ kayaking.
Rule: Gerunds and infinitives should be presented in parallel form. Where possible,
gerunds go with gerunds and infinitives go with infinitives.

Less effective: Examining the works of William ShakeÂ speare—his plays and poetry—
is to marvel at one man’s seemingly incomparable depth of literary expression.
Q53 ________ the works of William Shakespeare—his plays and poetry—is to marvel at
one man’s seemingly incomparable depth of literary expression.
Rule: At times we can acceptably omit words in a sentence and still retain clear
meaning. To check for faulty parallelism (also known here as improper use of ellipsis),
complete each sentence component and make sure that each part of the sentence can
stand on its own.
Q54 In my favorite Japanese restaurant, the food is fascinating and the drinks ________
expensive.
Q55 The defendant’s own testimony on the stand neither contributed ________ nor
detracted from the defendant’s claim of innocence
Comparisons
The overarching principle in comparisons requires that we compare apples with
apples and oranges with oranges.
Rule: The superlative (“-est”) is used when comparing three or more persons or things;
the comparative (“-er”) is used when comparing exactly two persons or things.
Q56 Between Tom and Brenda, Tom is (better / best) at math.
Q57 Among our group, Jeff is the (wealthier / wealthiest) person.
Q58 Of all the roses in our neighborhood, Chauncey Gardiner’s grow the (more / most)
vigorously.
Q59 Chauncey Gardiner’s roses grow (more / most) vigorously than any other in the
neighborhood.

Rule: Remember to compare the characteristics of one thing to the characteristics of
another thing, not the characteristics of one thing directly to another thing. Incorrect:
Tokyo’s population is greater than Beijing.
Q60 Tokyo’s population is greater than the ________ of Beijing.
Q61 Tokyo’s population is greater than Beijing’s ________.
Q62 Tokyo’s population is greater than that of ________.
Q63 Tokyo’s population is greater than ___________.
Q64 Of all the countries contiguous to India, ____________________________.
Rule: Faulty or improper comparisons often leave out key words, particularly
demonstrative pronouns such as “those” and “that,” which are essential to meaning.
Q65 The attention span of a dolphin is greater than ________ of a chimpanzee
Q66 The requirements of a medical degree are more stringent than ________ of a law
degree.
Q67 Like ________________________ many politicians, the senator’s promises

sounded good but ultimately led to nothing.
Rule: “Like” is used with phrases; “as” is used with clauses. A “phrase” is a group of
related words that doesn’t have both a subject and a verb; a “clause” is a group of
related words that does have a subject and a verb. An easier way to remember the
difference is to simply say, “A phrase is a group of words which doesn’t have a verb; a
clause is a group of words which does have a verb.”
Q68 No one hits home runs (as / like) Barry Bonds.
Q69 No one pitches (as / like) Roy Halladay does.

Verb Tenses
Rule: Consistent use of verb tenses generally requires that a single sentence be written
solely in the present, past, or future tense.
Q70 My dog barks when he (sees / saw) my neighbor’s cat.
Q71 Yesterday afternoon, smoke (fills / filled) the sky and sirens sounded.
Q72 Tomorrow, we (will go / will have gone) to the football game.
Rule: The present perfect tense employs the verbs “has” or “have.” The past perfect tense
employs the auxiliary “had.” The future perfect tense employs the verb form “will have.”
Q73 We are raising money for the new scholarship fund. So far we (raised / have raised
/ had raised) $25,000.
Q74 By the time I began playing golf, I (played / had played) tennis for three hours.
Q75 Larry (studied / has studied/ had studied) Russian for five years before he went to
work in Moscow. Q76 By the time evening arrives, we (finished / had finished / will have
finished) the task at hand.
Rule: The subjunctive mood uses the verb “were” instead of “was.” The subjunctive
mood is used to indicate a hypothetical situation—it may express a wish, doubt, or
possibility. It is also used to indicate a contrary-to-fact situation.
Q77 Sometimes she wishes she (was / were) on a tropical island having a drink at sunset.
Q78 If I (was / were) you, I would be feeling quite optimistic.

Rule: Conditional statements are most commonly expressed in an “If…then” format, in
which case an “if” clause is followed by a “results” clause. Confusion often arises as to
whether to use “will” or “would.” The choice between these verb forms depends on
whether a given conditional statement involves the subjunctive. For situations involving
the subjunctive, the appropriate verb form is “would”; for situations not involving the
subjunctive, the verb form is “will.” A helpful hint is that “would” is often used in
conjunction with “were”—the appearance of both these words within the same sentence
is the telltale sign of the subjunctive.
Q79 If economic conditions further deteriorate, public confidence (will / would) plummet.
Q80 If economic conditions were to further deteriorate, public confidence (will / would)
plummet.
Q81 If my taxes are less than $10,000, I (will / would) pay that amount immediately.
Q82 If oil (was / were) still abundant, there (will / would) be no energy crisis.
Diction Review
Choose the answer that conforms to the proper use of diction.
Q83 (A) Everyone of the makeup exams is tough, but anyone who misses a scheduled
test with good cause is entitled to write one.
(B) Every one of the makeup exams is tough, but anyone who misses a
scheduled test with good cause is entitled to write one.
(C) Every one of the makeup exams is tough, but any one who misses a
scheduled test with good cause is entitled to write one.
Q84 (A) The green book, that is on the top shelf, is the one you need for math. The book
which is red is the one you need for writing.
(B) The green book, which is on the top shelf, is the one you need for math. The
book that is red is the one you need for writing.
(C) The green book, which is on the top shelf, is the one you need for math. The
book which is red is the one you need for writing.

Q85 (A) Let’s cherish the poem “In Flanders Fields.” Remembering those who fought for
our freedom lets us live easier.
B) Lets cherish the poem “In Flanders Fields.” Remembering those who fought for
our freedom let’s us live easier.
(C) Let’s cherish the poem “In Flanders Fields.” Remembering those who fought
for our freedom let’s us live easier.
Q86 (A) Once we turn these dreaded assignments into the professor’s office, we’ll feel a
lot less obliged to pass any information onto our classmates.
(B) Once we turn these dreaded assignments into the professor’s office, we’ll
feel a lot less obliged to pass any information on to our classmates.
(C) Once we turn these dreaded assignments in to the professor’s office, we’ll
feel a lot less obliged to pass any information on to our classmates.
Q87 (A) The McCorkendales didn’t used to enjoy warm weather, but that was before they
moved to Morocco and got used to summer temperatures as high as 35 degrees
Celsius.
(B) The McCorkendales didn’t use to enjoy warm weather, but that was before
they moved to Morocco and got use to summer temperatures as high as 35
degrees Celsius.
(C) The McCorkendales didn’t use to enjoy warm weather, but that was before
they moved to Morocco and got used to summer temperatures as high as 35
degrees Celsius. Idioms Review Idioms, like grammar and diction, are correct or
incorrect, right or wrong. Here are fifteen common idioms.
Q88 (A) A choice must be made between blue and green.

(B) A choice must be made between blue or green.
Q89 (A) Many doctors consider stress a more destructive influence on one’s longevity
than smoking, drinking, or overeating.
(B) Many doctors consider stress as a more destructive influence on one’s longevity
than smoking, drinking, or overeating.
(C) Many doctors consider stress to be a more destructive influence on one’s
longevity than smoking, drinking, or overeating.
Q90 (A) At first women were considered at low risk for HIV.
(B) At first women were considered as at low risk for HIV.
(C) At first women were considered to be at low risk for HIV.

Q91 (A) Many credit Gutenberg as having invented the printing press.
(B) Many credit Gutenberg with having invented the printing press.
Q92 (A) In the movie Silence of the Lambs, Dr. Hannibal Lecter is depicted as a brilliant
psychiatrist and cannibalistic serial killer who is confined as much by the steel bars
of his cell as by the prison of his own manufacture.
(B) In the movie Silence of the Lambs, Dr. Hannibal Lecter is depicted to be a
brilliant psychiatrist and cannibalistic serial killer who is confined as much by the
steel bars of his cell as by the prison of his own manufacture.
Q93 (A) Only experts can distinguish a masterpiece and a fake.

(B) Only experts can distinguish a masterpiece from a fake.
Q94 (A) Although medical practitioners have the technology to perform brain transplants,
there is no clear evidence that they can do it.
(B) Although medical practitioners have the technology to perform brain
transplants, there is no clear evidence that they can do so.
Q95 (A) In comparison to France, Luxembourg is an amazingly small country.

(B) In comparison with France, Luxembourg is an amazingly small country.
Q96 (A) Pete Sampras won Wimbledon with a classic tennis style, in contrast to Bjorn
Borg, who captured his titles using an unorthodox playing style.
(B) Pete Sampras won Wimbledon with a classic tennis style, in contrast with Bjorn
Borg, who captured his titles using an unorthodox playing style.
Q97 (A) There is more talk of a single North American currency today compared to ten
years ago.
(B) There is more talk of a single North American currency today compared with
ten years ago. (C) There is more talk of a single North American currency today
than ten years ago. 32 THE
Q98 (A) I prefer blackjack over poker.

(B) I prefer blackjack to poker.
Q99 (A) Rembrandt is regarded as the greatest painter of the Renaissance period.
(B) Rembrandt is regarded to be the greatest painter of the Renaissance period.
Q100 (A) The author does a good job of tying motivational theory to obtainable results.
(B) The author does a good job of tying motivational theory with obtainable results.
Rule: Whenever a sentence opens with a phrase or clause that is set off by a
comma, check to make sure that the first word that follows the comma is properly
being modified by the opening phrase or clause that precedes it. Incorrect: In
addition to building organizational skills, the summer internship also helped me
hone my team-building skills.

MODULE 3
Common Errors
Knowledge of grammar and vocabulary both are essential for confident and fluent
use of English language. Enhancement of skills of the students is necessary for them to
perform communicative tasks in pursuing college studies, in performing tasks which
includes such classroom activities as listening in lectures, note taking, participating in
class discussions, reading and comprehending not only textbooks but also reading
professional journals and organizing thoughts in writing and doing researches. Standards
in English and as far as possible, use grammatically, logically, and meaningfully correct
English are needed to improve and be proficient in English.
Have a read of the below list and we are sure you will find a lot of helpful tips to
improve your English!
100 things you can do to improve your English
1. Don’t be afraid to make mistakes. Be confident. People can only correct

your mistakes when they hear you make them.
2. Surround yourself in English. Put yourself in an all English speaking

environment where you can learn passively. The best way to learn is
through speaking.
3. Practise every day. Make yourself a study plan. Decide how much time a
week you are going to spend studying and stick to it. Establish a routine.
4. Tell your family and friends about your study plan. Get them to push you to
study and also don’t let them interrupt you.
5. Practice the 4 core skills: reading, writing, speaking and listening. They all
need to be worked on for you to improve.
6. Keep a notebook of new words you learn. Use them in sentences and try to
say them at least 3 times when you speak.
7. Do a lesson at least once a day.
8. Memorization of lists is one of the most common ways of learning

vocabulary for a test. It’s only a good exercise for short term studying
because you often do not retain the information that you have learned for a
test.

9. Use your body clock. If you’re not a morning person, study in the afternoon.
10. You will find words easier to remember if you try to remember an example
sentence using that word rather the word on its own.
11. Plan to take a test. You’ll find that you work harder when you need to study
for something.
12. Saying that, it’s better not to study just to take a test. Think of the bigger
picture. What can you do when you have a good command of English? How
will the quality of your life improve?
13. Give yourself a long term goal. Focus on working towards it.
14. Give yourself short term goals too and reward yourself when you achieve
each one.
15. Create an atmosphere in which you want to learn, not because you have to.
You’ll learn more when you’re learning because you want to.
16. Know what works best for you. Think about what methods have been
successful for you in the past and stick with them.
17. Figure out how you learn. It can be by memorising, reading, speaking,
summarising or other methods. Find out how you study best. It can be in a
quiet place by yourself or with a group.
18. Get help! If you don’t understand something you’ve got to ask someone.
Ask your teacher, classmates or friends for help.
19. Review and review and review! Make sure that you take the time to review
things you have studied in the past.
20. It’s not a good idea to study on your own for more than 30 minutes at a time.
Take regular breaks, get some fresh air and stretch your legs.
21. Don’t be in such a hurry to move up a level. Concentrate on the level you
are at now.
22. Watch DVDs rather than TV. It’s better to use something that you can watch
over again to catch information you might have missed the first time.
23. Watching TV only gives you the chance to hear something correctly first
time. This is better for high level students. It can be great practice for
speaking to native English speakers so you don’t have to ask them to repeat
themselves!

24. Read graded readers. These books are especially written for your level.
Read a whole novel. You can do it! You’ll feel great afterwards.
25. Children’s books have easier words and are a good alternative to graded
readers.
26. Newspapers are a good place to find passive constructs. Read through an
article and see if you can find the passive sentences.
27. Read for the general meaning first. Don’t worry about understanding every
word, then go back and look up new words.
28. For a word you don’t understand in a sentence, look at the other words
around it. They will give you a hint. Try to guess the meaning from the
context.
29. Learn root words. They’ll help you guess the meaning of words. For
example: scrib = write, min = small
30. When you learn a new word, think of all its other forms: Beautiful
(adjective),beauty (noun), beautifully (adverb).
31. Learn prefixes (dis-, un-, re-) and suffixes (-ly, -ment, -ful), these will help
you to figure out the meaning of words and build your vocabulary.
32. English, unlike Japanese or French, uses word stress. For new words,
count the syllables and find where the stress is. Only one stress per word
and always on a vowel. Two syllable verbs have a stress on the second
syllable (beGIN). 2 syllable nouns (TEAcher) and adjectives (HAPpy) stress
the first.
33. Use English whenever you can. It’s as simple as that!

34. Don’t translate into English from your own language. Think in English to
improve your fluency. Talk to yourself…but not on the bus otherwise people
will think you have gone crazy!
35. You can’t learn English from a book. Like driving a car, you can only learn
through doing it.
36. The most natural way to learn grammar is through talking.
37. Keep an English diary or journal. Start by writing a few sentences a day and
then get into the habit of writing more.
38. Why not start an online blog and share your writings with the world?

39. To become a better writer brainstorm as many ideas and thoughts onto
paper without worrying about grammar or spelling. Then think about the
structure. After that, write your piece using good grammar and spelling.
Finally, read it through or give it to someone else to check for mistakes.
40. Keep an eye on your punctuation as it can totally change what you’re trying
to say. Check out the difference in meaning between these two sentences:
“A woman without her man is nothing” and “A woman: without her, man is
nothing”.
41. Sing your heart out! Show the world your beautiful voice! Learn English
songs and sing along with them to improve fluency and intonation… anyone
for Karaoke?
42. Get a penfriend or use chat-rooms, forums and community sites. If you can’t
speak to someone in English, this is the next best thing.
43. Shadow English CDs. Listen to a few sentences then repeat what you
heard. Focus on the rhythm and intonation.
44. Have English radio on in your house. Even if you are not actively listening
to it, you will still be training your ears.
45. Mirror CDs. Read out loud along with a CD. Again, this is great for
intonation, pronunciation and rhythm.
46. Dictation. Listen to a CD or friend and write down what you hear.
47. Nobody likes to hear their own voice, but be brave and try it! Record your
voice and listen to your pronunciation and intonation. It will help you to
identify your problem areas.
48. Ask your helpful teacher if you can record his lesson. This is a great way to
review. You can also listen to your teachers speaking speed and intonation.
49. Use an English/English dictionary as it will help you to keep thinking in

English and not translating.
50. If an English/English dictionary seems scary, there are learner’s dictionaries

for English students of your level.
51. Don’t become too reliant on your dictionary. Your dictionary should be an
aid, not your main teacher. Try to guess the meaning of words rather than
going straight for your dictionary.

52. Don’t give up! Stay positive! Sometimes you will feel that you aren’t learning
quickly enough. Everyone feels like this, don’t worry about it. You’ll get there
in the end.
53. Enjoy it! We learn more when we are having fun!
54. If you get nervous when speaking, take two deep breaths before you say
something. You’ll speak better when you feel relaxed.
55. Keep yourself motivated by looking back at the textbooks and CDs you used
in the past. You’ll be surprised at how easy they seem to you now!
Congratulations, your level is improving!
56. You are never too young or too old to start learning English. Don’t make
excuses not to learn. What are you waiting for?
57. Procrastination can stop you from being successful. To stop procrastinating,
it’s important you understand if your procrastinating is to avoid studying, or
if it is your bad habit.
58. If you haven’t gotten the results you wanted yet, it’s not because you’re bad
at languages, it’s because you haven’t found your own special way of
learning yet.
59. Use resources which match your level. Don’t use texts/listening exercises
which are too difficult or too easy. Use materials which challenge you but
don’t frustrate you.
60. Don’t worry about making your accent perfect. It’s an important part of your
cultural identity to keep your accent. Native English speakers enjoy hearing
English spoken with an accent.
61. There are many types of English: British, American, South African and so
on. None of these are wrong or not as important. English is English.
62. Instead, be aware of the differences in American and British English and
use your words accordingly. For example: Elevator (US) / Lift (British).
63. Carry cue cards with you. These are small cards which you can write new
words on. You can pull them out and look at them whenever you a free
minute.
64. Use post-it notes and stick them around your home. You can use them to
label things. Stick one on your pet dog!
65. You can’t ignore phrasal verbs (two words verbs), there are hundreds of
them in English and they’re widely used. The more you focus on their
meaning, the more you’ll be able to guess the meaning of new ones. You’ll
start to recognise their patterns.
66. Use your intuition. Go with your gut feeling, you’ll be surprised how often
your first guess is the right guess. Like we said before, be confident.
67. Gather your thoughts. Take a second to think about what you’re going to
say. You know the grammar, but maybe you don’t use it correctly when you
speak.
68. Meet new people. Make the effort to mix with English speakers in your town.
You could join a club or go to bars where foreigners hang out. Buy one a
drink, they love that!
69. Be the person to start conversations in English. Try to keep the

conversations moving and use listening words (‘really?’ / ‘go on…’/ ‘what
happened then?’) Don’t wait for others to speak to you. Get in there!
70. Debate. Discuss topics in a group. Each person should choose a viewpoint
(even if you don’t agree with it) and debate it within the group. Make sure
you get your point across. Learn to listen actively. Active listening will help
in the classroom and it will help you get more out of, and contribute more
to, group study sessions. Focus on the person who is talking. Concentrate
on the speaker with your ears and eyes.
71. It’s not enough to only learn English words. You can teach a parrot English
words but that doesn’t mean it can speak English! You still need to have an
understanding of grammar.
72. Verb tenses are used by English speakers to talk about the timing of
actions. You might not have the same expressions in your own language.
It’s important that you know these tenses and when to use them.
73. English has many irregular verbs. You should drill yourself on them.
74. Keep it up! If you take a break from speaking English, you will find that your
level decreases and all your hard work has been wasted.
75. Don’t be put off by a bad test score. Sometimes students have the ability to
pass an English test, but can’t communicate well with English speakers. If
you can speak freely in English, you should be proud of yourself.
76. Remember that as long as you have tried your hardest, you have
succeeded!
77. Learn English with a friend. You’ll have someone you can practice with and
you can motivate each other to study.
78. Remember, the way we write English is not the same as how it’s
pronounced. For example ‘Ough’ has over 6 pronunciations. Familiarise
yourself the Phonetic Alphabet. It will help you correctly pronounce words
in the dictionary.
79. Get used to the ‘schwa’ sound [É™] — an unstressed and toneless neutral
vowel sound. ‘Schwa’ is the most common vowel sound in English. For
example, the ‘a‘ inabout and the ‘u‘ in supply.
80. Keep in mind that it takes longer to improve when our level is high. Usually
the fastest progress is made when we are beginners. Don’t think that you’re
suddenly not learning anymore, it’s just a less noticeable progress.
81. Make sure that your English matches the occasion. It’s OK to use slang with
friends but not in a business meeting. Decide in which situation it’s
appropriate to use the words and phrases you have learned.
82. Textbook English is often different from the way we casually speak. To learn
casual ‘slang’ watch movies.
83. Idioms can be difficult to memorise, but they are great fun to use and they’ll
make your English more colourful.
84. When talking we usually link words together so that two words can sound
like one. Simply put, we link words ending with a consonant sound to words
beginning with a vowel sound (consonant > vowel). We link words ending
with a vowel sound to words beginning with a vowel sound (vowel > vowel).
Practice these to improve your listening and pronunciation.
85. Make use of the internet. It’s full of resources to help you learn: BBC
Learning English ; learnenglish.ecenglish.com
86. Think about your strong and weak points. Write down which areas you want
to improve on and work on improving them. Of course, don’t ignore your
strong points. Congratulate yourself on how well you’ve done!
87. Unlearn your mistakes. You probably make the same grammar mistakes
over and over again. Use English tests results as a study tool. Go over your
mistakes and choose one or two that you want to focus on. Use your
favourite grammar book to check rules.
88. Use the correct article (a/an, the). Be aware that there is more to this rule
than a/an= non specific, the=specific. For example: A university (not an
university because it begins with a consonant sound). An hour (not a hour
because the ‘h’ is often silent).

89. For fluency, try image training. Before you go to that restaurant think
through what the waiter is likely to say to you. Think of what phrases you
are going to use.
90. Much communication comes through body language and gesture. These
can be different between cultures and countries. For example, the two-
fingered “V” for victory symbol is fine palms-out. If you make it with you palm
facing toward you, you’ll offend a British person. It means…well, you ask a
British person and find out for yourself!
91. The easiest one — Sleep! You’ll learn more after a good night’s sleep. You’ll
be able to concentrate more.
92. Take an English course in an English speaking country.
93. If you studying abroad, mix with people from other countries not only people
from your own country. It’s not a good idea for you to live in a shared house
with people from your own country. Enjoy a more cultural experience by
spending time with other nationalities.
94. Have you thought about getting a job or doing an internship abroad?
95. Get yourself a qualified teacher. Who wants to learn wrong things?
96. Nobody can learn all of the English language. No need to worry about trying.
A useful shortcut to learning is that in English we have lots of words that
have the same pronunciation, but a different spelling and meaning. For
example, ‘come here’ has the same pronunciation as, ‘I can hear the birds’.
You might find it easier to build vocabulary by knowing the different
meanings.
97. Once you have a basic level of English explore the different ways you can
say the same thing. This makes your English more interesting to the listener
and it shouldn’t be too difficult for you because you already know the basics.
For example, how many ways can we say, ‘Goodbye‘ in English?
98. When you are on your English course, be prepared for your class. Do your
homework as soon as possible and hand it in on time. Review your notes
and your last lesson a few minutes before the class. Doing this will refresh
your memory and you’ll be warmed up for lesson.
99. Don’t get distracted in class. Focus on the lesson, don’t stare out of the
window. Don’t be late, arrive a few minutes before the start of the lesson.
Don’t sit next to people who won’t speak to you in English. Switch off your
phone. Be organized, remember to take your textbook, notebook and pen.

100. Find a comfortable, peaceful place for quiet study. You need somewhere
where you can focus 100%.
Activity 1: Read each item carefully, tick (/) the items or numbers which is
workable with you, asterisk (*) items challenging and you can probably try, cross (X) out
number which seems difficult or impossible for you to do
Common Errors in English
Let us now develop outstanding grammar skills primarily by mastering a limited number
of the most important grammar rules, the recurring grammar problems which students
use over and over
This part will provide a highly distilled review of grammar, diction, and idioms. The
segments address grammar and is built on the “big six” grammar categories:
subjectverb agreement, modification, pronoun usage, parallelism, comparisons, and
verb tenses. The grammar categories provide a way to break grammar into those areas
where errors are most likely to occur.
Go over the following pairs of sentences, the first sentence stated incorrectly and the
second as the corrected one followed by a short explanation. Read and remember by
heart the grammar rules involved.
Be ready for a Quiz next meeting!
Incorrect: I am having four brothers and three sisters.

Correct: I have four brothers and three sisters.
Present continuous tense cannot be used for pragmatic situations such as this. Simple
present tense should be used.
Incorrect: He do not have a laptop.

Correct: He does not have a laptop.
Do not should not be used after the subject pronoun (He, She, It).
Incorrect: Does she has a car?

Correct: Does she have a car?
The helping verb does is used at the beginning and the main verb have denotes
possession or ownership.
Incorrect: (Question) "Today office is there?" (Answer) "No office is not there. Today is
Bharat bandh."
Correct: (Question) "Is today a working day?" OR "Are we working today?" (Answer)
"Yes we are working today or no we are not working today."
Incorrect: That only, she is very arrogant.

Correct: That was what I said. She is very arrogant.
Saying "That only" was the wrong way to emphasize what the speaker has already said.
Incorrect: Last before year she got very good marks. Correct: Year before last she got
good marks.
Phrases that can be used: Month before last, Day before last, Week before last.
Incorrect: He did not wrote the test last week.

Correct: He did not write the test last week.
The helping verb 'did' is followed by the present tense of the verb and not the past tense
form.
Incorrect: I cannot cope up with this pressure.

Correct: I cannot cope with this pressure.
The meaning of the verb cope is to manage. 'Cope' is followed by the preposition 'with',
and never followed by 'up'. Even professionals commit this error.
Incorrect: I came to office by walk.

Correct: I came to office on foot.
We can say "by car", "by bike", "by bus", "by train" and "by flight". However, we cannot
say "by walk", as it is the "foot" which is being used to travel and not "walk".
Incorrect: What is the time in your watch?

Correct: What is the time by your watch?
Incorrect: Our classroom is in the 2nd floor.

Correct: Our classroom is on the 2nd floor.
Incorrect: The price of this mobile phone is higher than yours.

Correct: The price of this mobile phone is higher than that of yours.
While comparing two individuals/things than is followed by the pronoun that.
Incorrect: His son-in-laws have come home.

Correct: His sons-in-law have come home.
In plural form, it is always mothers-in-law, brothers-in-law, sisters-in-law.
Incorrect: He has white hairs. Correct:

He has grey hair.
All the hair on one's head is considered uncountable and so, "hairs" is almost always
incorrect.
Incorrect: I prefer coffee than tea.

Correct: I prefer coffee to tea.
'Prefer' is always followed by the preposition 'to'.
Incorrect: The girl wants to get herself married.

Correct: The girl wants to get married.
Incorrect: This option is preferable than any other.

Correct: This option is preferable to any other.
Incorrect: Women commit less crimes than men.

Correct: Women commit fewer crimes than men.
Incorrect: I want a little quantity of milk.

Correct: I want a small quantity of milk.
Incorrect: Give a literally translation of the passage.

Correct: Give a literal translation of the passage.
Incorrect: Life is long if you know how use it.

Correct: Life is long if you know how to use it.
Incorrect: Don’t go in the sun.

Correct: Don’t go out in the sun.
Incorrect: I know him good.

Correct: I know him well.
Incorrect: They had no sooner arrived then they were arguing.

Correct: They had no sooner arrived than they were arguing.
Incorrect: He asked me that why I had not gone to the party. Correct:
He asked me why I had not gone to the party.
Incorrect: My sister’s all the books have been stolen.

Correct: All my sister’s books have been stolen.
Incorrect: On what you are here ?

Correct: What are you here for ?
Incorrect: Tell me why did you do that ?

Correct: Tell me why you did that.
Incorrect: I, you and he will do it together.

Correct: You, he and I will do it together.
Incorrect: Exercise is good both for work as well as health.

Correct: Exercise is good for work as well as health.
Incorrect: She did a request for some water.

Correct: She made a request for some water.
Incorrect: Open the last but one page of the book.

Correct: Open the last page but one of the book.
Incorrect: I am in favor to stop work now.

Correct: I am in favor of stopping work now.
Incorrect: Those who are absent, I shall punish them.

Correct: I shall punish those who are absent.
Incorrect: I’m really excited to good news from you.

Correct: I’m really excited to get your good news
Incorrect: I feel myself feverish.

Correct: I feel feverish.
Incorrect: He made an excuse to be late.

Correct: He made an excuse for being late.
Incorrect: He rose equal to the occasion.

Correct: He was equal to the occasion.
Incorrect: Are your work busy ?

Correct: Do you have a busy job ?
Incorrect: She left a bit in a hurry.

Correct: She left in a bit of a hurry.
Incorrect: I’ll date her out this Friday.

Correct: I’ll take her out on a date this Friday.
Incorrect: If someday we meet, would we again start?

Correct: If someday we meet, would we start again?
Incorrect: I am difficult to learn Chinese.

Correct: It is difficult for me to learn Chinese.
Incorrect: Thailand is coming into rainy weather.

Correct: Thailand is in the rainy season now.

Incorrect: What time of a day now in your country?
Correct: What is the time now in your country?
Incorrect: You can try it more…

Correct: You can try a few times…
Incorrect: He went to abroad to further his study.

Correct: He went abroad to further his study.
Incorrect: Today, I’ll cut my hair.

Correct: I’ll have my hair cut today.
Incorrect: Did China come into rain season?

Correct: Is it the rainy season in China?
Incorrect: How was your sleeping yesterday?

Correct: Did you have a good sleep yesterday?
Incorrect: Why don’t stay more time here?

Correct: Why don’t you stay a little longer?
Incorrect: You like ice cream, isn’t it?

Correct: You like ice cream, don’t you?
Incorrect: It is a high pay job.

Correct: It is a high-paying job.
Incorrect: I can’t get over how you look well.

Correct: I can’t get over how well you look.
Incorrect: How much is the temperature?

Correct: What is the temperature?
Incorrect: Don’t feel anger with me !!! I’m just kidding.

Correct: Don’t be mad at me !!! I’m just kidding.
Incorrect: I have been abroad 10 years.

Correct: I have been abroad for 10 years.
Incorrect: How does he like ?

Correct: What does he look like ?
Incorrect: Lilian is living far away with China.

Correct: Lilian is living far away from China.

Incorrect: Are you a saler, Jame?
Correct: Are you a salesman, Jame?
Incorrect: Which kind of that car?

Correct: Which type of car is that ?
Incorrect: How are you this week ?

Correct: How have you been this week ?
Incorrect: There’s an exceptional to every rule.

Correct: There’s an exception to every rule.
Incorrect: How can I explain if you keep to but in?

Correct: How can I explain if you keep butting in?
Incorrect: I’ll go out after the dinner.

Correct: I’ll go out after dinner.
Incorrect: We make the bread with the flour.

Correct: We make bread with flour.
Incorrect: The experience is the mother of wisdom.

Correct: Experience is the mother of wisdom.
Incorrect: He has decided to step down as the captain of the team.

Correct: He has decided to step down as captain of the team.
Incorrect: Never tell tales out of the school.

Correct: Never tell tales out of school.
Incorrect: They study in the England.

Correct: They study in England.
Incorrect: More people today die of the cancer.

Correct: More people today die of cancer.
Incorrect: I like to play the football.

Correct: I like to play football.
Incorrect: The pink is my favorite color.

Correct: Pink is my favorite color.
Incorrect: Although it’s raining, but she still go out.

Correct: Although it’s raining, she still goes out.
Incorrect: You may not realize that how important time is.
Correct: You may not realize how important time is.
Incorrect: Linda’s work is more perfect than Jamie’s.

Correct: Lind’s work is better than/superior to Jamie’s.
Incorrect: I don’t have enough money to buy new bicycle.

Correct: I don’t have enough money to buy a new bicycle.
Incorrect: Why do you need hundred dollars ?

Correct: Why do you need a hundred dollars ?
Incorrect: He has good knowledge of English grammar.

Correct: He has a good knowledge of English grammar.
Incorrect: I often go to theater on the weekend.

Correct: I often go to the theater on the weekend.
Incorrect: Your advice is great significance.

Correct: Your advice is of great significance.
Incorrect: The event is bound to attracting wide press coverage .

Correct: The event is bound to attract wide press coverage .
Incorrect: Please persuade him don’t do that.

Correct: Please persuade him not to do that.
Incorrect: I saw them to work.

Correct: I saw them work.
Incorrect: She looks cheerfully today.

Correct: Shelley looks cheerful today.
Incorrect: The lights his room’s are on.

Correct: The lights of his room are on.
Incorrect: Either of the plans are equally dangerous.

Correct: Either of the plans is equally dangerous.
Incorrect: Don’t pretend to not recognize me.

Correct: Don’t pretend not to recognize me.

Incorrect: He neither has talent nor the desire to learn.
Correct: He has neither talent nor the desire to learn.
Incorrect: Only I and my friend were at the concert.

Correct: Only my friend and I were at the concert.
Incorrect: Lizzie approached me and held my hand, say, “Hello !”

Correct: Lizzie approached me, held my hand, and said, “Hello !”
Incorrect: She found difficult to sustain the children’s interest.

Correct: She found it difficult to sustain the children’s interest.
Incorrect: I would have made a big fault only you advised.

Correct: I would have made a big mistake only you advised.
Incorrect: He goes better every day.

Correct: He gets better every day.
Incorrect: I’ve passed the hearing test with a high score.

Correct: I’ve passed a listening test with a high score.
Incorrect: It was still bright outside.

Correct: It was still light outside.
Incorrect: Who cooked this salad ?

Correct: Who made this salad ?
Incorrect: Different from me, she is proficient in Chinese.

Correct: Unlike me, she is proficient in Chinese.
Incorrect: Little children are difficult to understand that.

Correct: It is difficult for children to understand that.
Incorrect: Don’t step in the grass.

Correct: Keep off the grass.
Incorrect: I get my salary twice a month.

Correct: I get paid twice a month..
Incorrect: Would you like to drink ?

Correct: Would you like something to drink?
Incorrect: What do you expect in a pig but a grunt?

Correct: What do you expect from a pig but a grunt?

Incorrect: I forget my hat in the house.
Correct: I left my hat in the house.
Incorrect: Be careful or you’ll have a cold.

Correct: Be careful or you’ll catch a cold.
Incorrect: The head office is in Tokyo.

Correct: The main office is in Tokyo.
Incorrect: He cannot read and write.

Correct: He cannot read or write.
Incorrect: This is the way how I made it.

Correct: This is how I made it.
Incorrect: I introduce Mr. Smith to you !

Correct: May I introduce Mr. Smith to you !
Incorrect: Do you have any pencil? Yes I have it .

Correct: Do you have a pencil ? Yes, I have one.
Incorrect: She is wearing blue jeans pants.

Correct: She is wearing blue jeans.
Incorrect: Last night I didn’t keep my diary.

Correct: Last night I didn’t write anything in my diary.
Incorrect: He made a world record.

Correct: He set a world record.
Incorrect: The class’s students are 55.

Correct: There are 55 students in the class.
Incorrect: I don’t even understand my mind.

Correct: I don’t even understand what I was thinking.
Incorrect: I felt good mood today.

Correct: I am in a good mood today.
Incorrect: My watch doesn’t move at all.

Correct: My watch isn’t running.
Incorrect: We moved house to Johor last month.

Correct: We moved to Johor last month.
Incorrect: He is our common friend.

Correct: He is our mutual friend.
Incorrect: It was my first time to go abroad.

Correct: It was the first time I had gone abroad.
Incorrect: It is not of only your business.

Correct: It is none of your business.
Incorrect: I do anything I can for you.

Correct: I will do anything I can for you.
Incorrect: You should describe what has happened detailly.

Correct: You should describe what has happened in detail.
Incorrect: It happened a few minutes before.

Correct: It happened a few minutes ago.
Incorrect: Where is the capital of Japan.

Correct: What is the capital of Japan?
Incorrect: Which of these two shirts do you prefer more.

Correct: Which of these two shirts do you prefer?
Incorrect: I’ve got many homeworks for this week.

Correct: I’ve got a lot of homework for this week.
Incorrect: I am sorry to have kept you waited.

Correct: I am sorry to have kept you waiting.
Incorrect: There is a stranger knock at the door.

Correct: There is a stranger knocking at the door.
Incorrect: After dinner, my mother suggested to go for a walk.

Correct: After dinner, my mother suggested going for a walk.
Incorrect: Would you mind to give me a hand?

Correct: Would you mind giving me a hand?
Incorrect: I am married next month.

Correct: I will get married next month.

Incorrect: You can sit my next seat.
Correct: You can sit next to me.
Incorrect: Where are you come from ?

Correct: Where do you come from ?
Incorrect: Bill’s no afraid to express his opinions.

Correct: Bill’s not afraid to express his opinions.
Incorrect: His life could dangerous.

Correct: His life could be in danger.
Incorrect: Joanna was painful when her boyfriend left her.

Correct: Joanna was in pain when her boyfriend left her.
Incorrect: We are necessary to keep these two issues distinct.

Correct: It is necessary to keep these two issues distinct.
Incorrect: Lorna likes the kitten. I like it either.

Correct: Lorna likes the kitten. I like it too.
Incorrect: I will go but I have not finished my homework too.

Correct: I will go but I have not finished my homework yet.
Incorrect: Veronica is a hard student.

Correct: Veronica is a hard-working student
Incorrect: I have never tried on so a nice dress.

Correct: I have never tried on such a nice dress.
Incorrect: Please give me a detail schedule of the meeting.

Correct: Please give me a detailed schedule of the meeting.
Incorrect: I like orange.

Correct: I like oranges.
Incorrect: One hour are much too long for me to wait!

Correct: One hour is much too long for me to wait!
Incorrect: The manager and the secretary was out.

Correct: The manager and the secretary were out.
Incorrect: Neither I nor you clean the board.

Correct: Neither I nor you cleans the board.

Incorrect: Many people prefer to buy Malaysia products.
Correct: Many people prefer to buy Malaysian products.
Incorrect: My cousin dead in that accident.

Correct: My cousin died in that accident.
Incorrect: She bought two photos albums.

Correct: She bought two photo albums.
Incorrect: He has three son-in-laws.

Correct: He has three sons-in-law.
Incorrect: Do you like to play the volleyball?

Correct: Do you like to play volleyball?
Incorrect: I looked at me in the mirror.

Correct: I looked at myself in the mirror.
Incorrect: James is a matured man of forty.

Correct: James is a mature man of forty.
Incorrect: Your writing needs to be improving.

Correct: Your writing needs to be improved.
Incorrect: Since that incident, I followed my friend’s advice.

Correct: Since that incident, I have followed my friend’s advice.
Incorrect: I think I will never find someone as you.

Correct: I think I will never find someone like you.
Incorrect: I do not know why did this happen.

Correct: I do not know why this happened.
Incorrect: Why the postman did not come today ?

Correct: Why didn’t the postman come today ?
Incorrect: We’ll get down at the next bus stop.

Correct: We’ll get off at the next bus stop.
Incorrect: The shop is opened every day.

Correct: The shop is open every day.

Incorrect: The gold is a kind of precious metal.
Correct: Gold is a kind of precious metal.
Incorrect: She is taller compared to me.

Correct: She is taller than me.
Incorrect: I’ll give to you soon.

Correct: I’ll give it to you soon.
Incorrect: Thanks for giving me useful advices.

Correct: Thanks for giving me useful advice.
Incorrect: Thanks for giving me useful advices.

Correct: Thanks for giving me useful advice.
Incorrect: Why don’t you take a driving license?

Correct: Why don’t you get a driving license?
Incorrect: Get up early is good for one’s health.

Correct: Getting up early is good for one’s health.
Incorrect: My father will be home today afternoon.

Correct: My father will be home this afternoon.
Incorrect: I very love drawing.

Correct: I love drawing very much.
Incorrect: What of season do you like best ?

Correct: Which season do you like best ?

Unit 2
Listening

Listening Skills Enhancement
Modules Introduction
People actually engage in more listening activities than they engage in reading for
the purpose of extracting, understanding and evaluating information. Listening skills will
develop only when students have an opportunity to hear English being spoken in natural
contexts. Because a child’s home environment may not offer such a context, it is important
to include classroom activities where students can listen to samples of oral English that
represent or recreate real-life uses of English.
To realize the importance of listening, we consider that it occupies about 45% of
the time adults spend in communication. This is significantly more than speaking, which
accounts for 30 per cent, reading 16 % and writing 9%. Remarkable as learners often say
that listening is the most challenging of all the skills in English.
Contributing factors having difficulty in listening include the speaker talking quickly,
background noise, a lack of visual clues (such as on the telephone), the listener’s limited
vocabulary, a lack of knowledge of the topic, and an inability to distinguish individual
sounds. One of the best ways to learn a language well and to do well on the test is to use
English in real life.
This unit showed some ways to understand common language functions so that
students can respond appropriately. Listening strategies such as understanding
directions, distinguishing between facts and opinions, understanding the speaker’s
purpose, etc., are some of the techniques involved in effective listening. Students need
exposure to authentic samples of language — that is, the language used in real life — to
prepare themselves to communicate effectively outside the classroom. The activities and
resources included in this unit are meant to show students how best to use English in
real-life situations.
There are 3 Listening Modules in the Listening section, you'll get between four to
five total listening passages per module. The first Module is the practice of listening for
pronunciation. The other two modules in two types: lectures and conversations. Lectures
are passages designed to imitate a classroom lecture. Sometimes, there will be a
discussion between the professor and students. Each lecture will last twenty minutes and
be followed by questions and exercises.
Modules Outcomes
 engage your students in real-life communicative tasks to practise their listening
comprehension,
 help your students understand English when spoken at normal conversational speed,
 enable your students to respond to language functions in English,
 give your students opportunities to hear English spoken with standard, accepted
pronunciation, and
 familiarise students with correct word and sentence stress in English.

MODULE 4
Listening for Pronunciation
Introduction
With the Listening module, your ability to listen for basic interpersonal, instructional
and academic purposes will be tested. As a student, listening skills are crucial as you
need to listen and comprehend a variety of academic and social conversations that may
involve during your campus life. In this module on listening, there will be activities that you
can use to improve students’ listening comprehension by making them understand
differences in pronunciation. This will help them become familiar with phonological
information about English sounds. The activities in this unit will focus on giving students
opportunities to hear pronunciation differences in appropriate contexts, so that they can
use these skills for real-life listening.
Objective
Practice listening skills for details and get accustomed to the accents and speed
of talk in proper pronunciation.
Learning Goals and Targets
At the end of the module, students should be able to:
 help recognise differences in English pronunciation stemming from vowel length (i.e., between
long and short vowel sounds),
 give practice in recognising the difference in meaning in words that are pronounced with
different
stress when used as different grammatical words,
 familiarise with the use of weak forms of English words, and
 practice pronunciation in a specific context.

Listening for Pronunciation #1
 Accuracy check: First listen with the scripts.

 Read aloud: read the script to check for accuracy of pronunciation.
 Listen and read along: Follow the text while you listen. How accurate were you? Did you sound
the same as the speaker(s)?
The Chaos
https://youtu.be/tfRSvTSY0d4
Dearest creature in creation, Study

English pronunciation.
I will teach you in my verse
Sounds like corpse, corps, horse, and worse.
I will keep you, Suzy, busy,
Make your head with heat grow dizzy.
Tear in eye, your dress will tear.
So shall I! Oh hear my prayer.
Just compare heart, beard, and heard,
Dies and diet, lord and word, Sword
and sward, retain and Britain.
(Mind the latter, how it's written.) Now
I surely will not plague you
With such words as plaque and ague.
But be careful how you speak:
Say break and steak, but bleak and streak;
Cloven, oven, how and low, Script,
receipt, show, poem, and toe. Hear
me say, devoid of trickery,
Daughter, laughter, and Terpsichore,
Typhoid, measles, topsails, aisles,
Exiles, similes, and reviles;
Scholar, vicar, and cigar,
Solar, mica, war and far;

One, anemone, Balmoral,
Kitchen, lichen, laundry, laurel;
Gertrude, German, wind and mind,
Scene, Melpomene, mankind. Billet
does not rhyme with ballet, Bouquet,
wallet, mallet, chalet.
Blood and flood are not like food, Nor
is mould like should and would.
Viscous, viscount, load and broad,
Toward, to forward, to reward.
And your pronunciation's OK
When you correctly say croquet,
Rounded, wounded, grieve and sieve, Friend
and fiend, alive and live.
Ivy, privy, famous; clamour
And enamour rhyme with hammer.
River, rival, tomb, bomb, comb, Doll
and roll and some and home.
Stranger does not rhyme with anger,
Neither does devour with clangour.
Souls but foul, haunt but aunt,
Font, front, wont, want, grand, and grant,
Shoes, goes, does. Now first say finger,
And then singer, ginger, linger,
Real, zeal, mauve, gauze, gouge and
gauge, Marriage, foliage, mirage, and
age. Query does not rhyme with very,
Nor does fury sound like bury.
Dost, lost, post and doth, cloth, loth.
Job, nob, bosom, transom, oath.
Though the differences seem little, We
say actual but victual.
Refer does not rhyme with deafer. Foeffer
does, and zephyr, heifer.
Mint, pint, senate and sedate; Dull,
bull, and George ate late.
Scenic, Arabic, Pacific,
Science, conscience, scientific.
Liberty, library, heave and heaven,
Rachel, ache, moustache, eleven. We
say hallowed, but allowed, People,
leopard, towed, but vowed.
Mark the differences, moreover,
Between mover, cover, clover;
Leeches, breeches, wise, precise,

Chalice, but police and lice;
Camel, constable, unstable, Principle,
disciple, label.
Petal, panel, and canal, Wait,
surprise, plait, promise, pal.
Worm and storm, chaise, chaos, chair, Senator,
spectator, mayor.
Tour, but our and succour, four. Gas,
alas, and Arkansas.
Sea, idea, Korea, area, Psalm,
Maria, but malaria.
Youth, south, southern, cleanse and clean.
Doctrine, turpentine, marine.
Compare alien with Italian, Dandelion
and battalion.
Sally with ally, yea, ye, Eye,
I, ay, aye, whey, and key. Say
aver, but ever, fever,
Neither, leisure, skein, deceiver.
Heron, granary, canary.
Crevice and device and aerie.
Face, but preface, not efface.
Phlegm, phlegmatic, ass, glass, bass.
Large, but target, gin, give, verging,
Ought, out, joust and scour, scourging.
Ear, but earn and wear and tear Do
not rhyme with here but ere.
Seven is right, but so is even,
Hyphen, roughen, nephew Stephen, Monkey,
donkey, Turk and jerk,
Ask, grasp, wasp, and cork and work.
Pronunciation -- think of Psyche! Is
a paling stout and spikey? Won't it
make you lose your wits, Writing
groats and saying grits?
It's a dark abyss or tunnel:
Strewn with stones, stowed, solace, gunwale,
Islington and Isle of Wight,
Housewife, verdict and indict.
Finally, which rhymes with enough --
Though, whrough, plough, or dough, or cough?
Hiccough has the sound of cup.
My advice is to give up!!!
Practice reading on your own!
The Chaos. Gerard Noist Trenite http://www.wordsmith.org/awad/english.html

Listening for Pronunciation Practice #2
Allen’s Announcement
Allen: Good morning, everybody! Please pay attention to this announcement.

Amina: Wait a minute! I don’t think everyone’s here — Ricky is absent, and so is Sheila.
Allen: Well, I can’t hold the announcement just because they choose to absent
themselves from work! There’s good news for us — there’s a present for you if you
present the record of last week’s activities accurately. The video guys will record
the best presentation! And the boss wants the best presenter to submit his or her
résumé at my desk so that your promotion can be processed!
Amina: I don’t object to getting a promotion, but what is the object of carrying it out
like this?
Allen: We’ll come to that in a while. All right, guys! Who will conduct today’s session?
Remember, there’ll be marks for good conduct as well!
Amina: Let’s not forget that we have to produce a good report at the end of the day.
Allen: True. And after that everyone’s been ordered to resume work — no holiday, guys!
Activity: Underline the part of the word (the syllable) that is stressed in each
word you hear.
1. Ab-sent
2. Ab-sent
3. Pre-sent
4. Pre-sent
5. Re-cord
6. Re-cord
7. Re-sume
8. Re-sume
9. Ob-ject
10. Ob-ject
11. Con-duct 12. Con-duct 13. Pro-duce
14. Pro-duce
These activities can help you better articulate difficult sounds or confusing words.
Try saying them out loud over and over again, slowly at first but getting faster and faster.
Activities
• First listen with scripts.

• Read aloud: read the script to check for accuracy of pronunciation
• Listen and read along: Follow the text while you listen. How accurate were you?
Did you sound the same as the speaker(s)?
• Practice with a friend
Easy Tongue Twisters

1. Big black bear: A big black bug bit the big black bear, but the big black
bear bit the big black bug back!
2. clam cream can: How can a clam cram in a clean cream can? 3. Four
furious friends: Four furious friends fought for the phone.
4. Green glass globes: Green glass globes glow greenly.
5. Ice cream: I scream, you scream, we all scream for ice cream!
6. Sandwich sane witch: There's a sandwich on the sand which was sent by a sane
witch.
7. Spell New York: Knife and a fork, bottle and a cork, that is the way you spell New
York.
8. I saw Susie: I saw Susie sitting in a shoe shine shop.
Medium Tongue Twisters- Try these slightly more difficult tongue twisters 1.
Can you can a can: Can you can a can as a canner can can a can?
2. Copyright: When you write copy you have the right to copyright the copy you write.
3. Fuzzy wuzzy: Fuzzy Wuzzy was a bear, Fuzzy Wuzzy had no hair, Fuzzy Wuzzy
wasn't very fuzzy, was he?
4. Good cook: How many cookies could a good cook cook If a good cook could cook
cookies? A good cook could cook as much cookies as a good cook who could cook
cookies.

5. How many cans?: How many cans can a cannibal nibble, if a cannibal can nibble
cans? As many cans as a cannibal can nibble if a cannibal can nibble cans.
6. I have got a date: I have got a date at a quarter to eight; I’ll see you at the gate,so
don’t be late.
7. I thought of thinking: I thought, I thought of thinking of thanking you.
8. one one: One-one was a race horse. Two-two was one too. One-one won one
race. Two-two won one too.
9. Peter piper: Peter Piper picked a peck of pickled peppers. A peck of pickled
peppers Peter Piper picked. If Peter Piper picked a peck of pickled peppers,
Where's the peck of pickled peppers Peter Piper picked?
10. Seven slick snails: Seven slick slimy snails, slowly sliding southward.
11. Spell chicago: Chicken in the car and the car can go, that is the way you spell
Chicago.
12. Thirty-three thieves: The thirty-three thieves thought that they thrilled the throne
throughout Thursday.
13. Two witches, two watches: If two witches would watch two watches, which witch
would watch which watch?
14. Understand: If you understand, say ""understand"". If you don't understand, say
""don't understand"". But if you understand and say ""don't understand"". how do I
understand that you understand?
15. Whether the weather: Whether the weather be fine, or whether the weather be not.
Whether the weather be cold, or whether the weather be hot. We'll weather the
weather whether we like it or not.
Difficult English Tongue Twisters

1. Betty butter: Betty bought some butter, but the butter Betty bought was bitter, so
Betty bought some better butter, and the better butter Betty bought was better than
the bitter butter Betty bought before!
2. Biscuit mixer: I bought a bit of baking powder and baked a batch of biscuits. I
brought a big basket of biscuits back to the bakery and baked a basket of big
biscuits. Then I took the big basket of biscuits and the basket of big biscuits and
mixed the big biscuits with the basket of biscuits that was next to the big basket
and put a bunch of biscuits from the basket into a biscuit mixer and brought the
basket of biscuits and the box of mixed biscuits and the biscuit mixer to the bakery
and opened a tin of sardines.
3. Doctor doctoring: When a doctor doctors a doctor, does the doctor doing the
doctoring doctor as the doctor being doctored wants to be doctored or does the
doctor doing the doctoring doctor as he wants to doctor?
4. Mary Mac: Mary Mac's mother's making Mary Mac marry me. My mother's making
me marry Mary Mac. Will I always be so Merry when Mary's taking care of me?
Will I always be so merry when I marry Mary Mac?
5. Nature watcher: Out in the pasture the nature watcher watches the catcher. While
the catcher watches the pitcher who pitches the balls. Whether the temperature's
up or whether the temperature's down, the nature watcher, the catcher and the
pitcher are always around. The pitcher pitches, the catcher catches and the
watcher watches. So whether the temperature's rises or whether the temperature
falls the nature watcher just watches the catcher who's watching the pitcher who's
watching the balls.
6. Wish to wish: I wish to wish the wish you wish to wish, but if you wish the wish the
witch wishes, I won't wish the wish you wish to wish.
watching the balls.
8. Betty butter: Betty bought some butter, but the butter Betty bought was bitter, so
Betty bought some better butter, and the better butter Betty bought was better than
the bitter butter Betty bought before!
9. Biscuit mixer: I bought a bit of baking powder and baked a batch of biscuits. I
brought a big basket of biscuits back to the bakery and baked a basket of big
biscuits. Then I took the big basket of biscuits and the basket of big biscuits and
mixed the big biscuits with the basket of biscuits that was next to the big basket
and put a bunch of biscuits from the basket into a biscuit mixer and brought the
basket of biscuits and the box of mixed biscuits and the biscuit mixer to the bakery
and opened a tin of sardines.
10. Doctor doctoring: When a doctor doctors a doctor, does the doctor doing the
doctoring doctor as the doctor being doctored wants to be doctored or does the
doctor doing the doctoring doctor as he wants to doctor?
11. Mary Mac: Mary Mac's mother's making Mary Mac marry me. My mother's making
me marry Mary Mac. Will I always be so Merry when Mary's taking care of me?
Will I always be so merry when I marry Mary Mac?
watching the balls.
CHANTS
These can help you better articulate difficult sounds or confusing words. Try saying
them out loud over and over again, slowly at first but getting faster and faster. Here’s an
example to practise some words which are often mixed up:

Try saying the sentences above out loud. Each one should take the same
amount of time to say since they all have the same number of stressed syllables (3). I
thought the exam was tough even though I had been thorough when looking through my
notes.
through (like ‘shoe’) /θruː/

thought (like ‘sport’) /θɔːt/
tough (like ‘huff’) /tʌf/
thorough (like ‘borough’) /ˈθʌrə/
though (like ‘go’) /ðəʊ/
Chants are great way to help you develop natural-sounding rhythm:
These are the books I bought.

I couldn’t remember his name.
Why did you take the train?
Peter was in London again.
She doesn’t eat any meat.
Think about which words or sounds you want to improve and try writing your own limerick,
tongue twister or chant. You might also find it useful to record yourself reading the rhymes
and play them back to listen out for how you can improve your performance.
iteslj.org / links 1st International Collection of Tongue Twisters - English (Michael Reck) A large
collection. Mr. Twister's Tricky Tong
Assignment:
Now you’ve had some practice, how about making up your own rhymes?

MODULE 5
Listening for Detail
Introduction
To realize the importance of listening, we consider that it occupies about 45% of
the time adults spend in communication. This is significantly more than speaking, which
accounts for 30 per cent, reading 16 % and writing 9%. Remarkable as learners often say
that listening is the most challenging of all the skills in English.
Objectives
The students are expected to:
1. skim through the questions first and try to predict what kind of information they
need to listen out for
2. group words used in a similar context to form Mind maps
3. infer meaning by deciding what kind of detail they need to identify in the listening
text
4. guess meaning of new words using the context or situation to help them with the
technique of inferring
Contributing factors having difficulty in listening include the speaker talking quickly,
background noise, a lack of visual clues (such as on the telephone), the listener’s limited
vocabulary, a lack of knowledge of the topic, and an inability to distinguish individual
sounds.
There are Conversations passages designed to imitate the kinds of conversations

you might have at a school in an English-speaking country. For example, they might be
about requesting books from the library. You'll get two or three conversations on the test.
Each conversation will last about three minutes and be followed by five questions. Some
of the passage narrators in the Listening section will have American accents; others might
have British or Australian accents. While you listen to each passage, you'll have scrap
paper to take notes on if you like. You'll be able to refer to your notes while you answer
the questions. You don't have to take notes, but it's a good idea.
1. Whenever you listen to an audio clip, practice taking notes on the main idea
of what you read and hear as well as on the main details. Whenever you
listen to an audio clip,
2. Make sure you develop comfort with the accent by listening
3. Just write down the keywords, as this really helps you speed up the note
taking process and ensures that you do not miss important terms.

4. Play audio clip plays once during practice. Train your ears to listen fully the
first time and grasp all the key information at one go.
5. Try to understand the topic and the relation between the different sentences
being spoken. If something is being repeated especially at a higher pitch, it
emphasizes its importance in the text.
6. Focus on the emotions conveyed by the speakers. Are they happy, angry
or upset about
Note: You’ll get take home activities, assignments and other activities as well.
The following listening exercises are passages in a form of conversations designed

to imitate the kinds of conversations you might have at a school or in an English-speaking
country. For example, they might be about requesting books from the library. You'll get
three conversations in the module. Each conversation will last about three minutes and
be followed by questions.
Some of the passage narrators in the Listening section will have American accents;
others might have British or Australian accents. While you listen to each passage, you'll
have scrap paper to take notes on if you like. You'll be able to refer to your notes while
you answer the questions. You don't have to take notes, but it's a good idea.
The Conversations which in the passages are designed to imitate the kinds of
conversations you might have at a school in an English-speaking country. For example,
they might be about requesting books from the library. You'll get three conversations on
the enhancement exercises. Each conversation will last about three minutes and be
followed by set of questions.
Depending on the context you can often predict the kind of words and style of
language the speaker will use that helps us anticipate the kind of information we are likely
to hear. Moreover, when we predict the topic of a talk or a conversation, Focus interest in
a specific kind of information. You can ignore anything that does not sound relevant. In
this way, you are able to narrow down your search and get the detail you need.
Skim through the questions, underline the important words and decide what kind
of detail you need to identify in the listening text, guess its meaning using the context or
situation to help you the technique of inferring meaning: using clues and prior knowledge
about a situation to work out the meaning of what you hear.

#1 Packhan’s Shipping Agency
AUDIO
Complete the form below. Write no more than three words and/or a number for
each answer.
PACKHAM’S SHIPPING AGENCY
Customer Quotation Form
Name: Jacob 1 …………
Address to be collected from: 2 ………… College, Downlands Rd Town: Bristol
Postcode: 3 …………
Size of container: Length: 1.5m
Width: 4 …………
Height: 5 …………
Contents: clothes 6 ………… 7 …………
Total estimated value: 8 £…………
Country of destination: ..........….. Kenya

Activities
Accuracy check: First take notes without scripts. After that, compare your notes to the
script. Check for accuracy, spelling, and misunderstanding.
• Read aloud: After you read aloud, listen to the audio. How accurate were you? Did
you sound the same as the speaker(s)?
• Listen and read along: Follow the text while you listen. This will make strong
connections for you in respect to pronunciation and understanding key words.
Notice how the keywords are pronounced clearer and louder.
Tapescript Listening Recording (Packham’s)
You will hear a telephone conversation between a customer and an agent at a
company which ships large boxes overseas.
A Good morning, Packham’s Shipping Agents , can I help you?

B Oh yes, I’m ringing to make enquiries about sending a large box, a container, back to
Kenya from the UK
A Yes of course. Would you like me to try and find some quotations for you?
B Yes, That’d be great. Thank you.
A.Well, first I need a few details from you
B Fine
A Can I take your name?
B It’s Jacob Mkere.
A Can you spell your surname, please?
B Yes, it’s M-K-E-R-E.
A Is that ‘M’ for mother?
B Yes.
A Thank you, and you say that you will be sending the box to Kenya?
B That’s right.
A And where would you like the box picked up from?
B From college, if possible.
A Yes, of course. I’ll take down the address now.
B It’s Westall College.
A Is that W-E-S-T-A-L-L?
B Yes, ... college.

A Westall College. And where’s that
B It’s Downlands Road, in Bristol.
A Oh yes, I know it. And the postcode?
B It’s BS8 9PU.
A Right ... and I need to know the size.
B Yes, I’ve measured it carefully and it’s 1.5m long ...
A Right. B 0.75m wide ... A OK.
B And it’s 0.5m high or deep.
A Great. So I’ll calculate the volume in a moment and get some quotes for that. But first
can you tell me, you know, very generally, what will be in the box? B Yes there’s mostly
clothes.
A OK. [writing down]
B And there’s some books.
A OK. Good. Um ... Anything else?
B Yes, there’s also some toys.
A OK and what is the total value, do you think, of the contents?
B Well the main costs are the clothes and the books – they’ll be about £1500 but then
the toys are about another two hundred – so I’d put down £1700.

Listening #2 Which Hotel
Listen Carefully
AUDIO
Answer Questions 1 – 4 Which hotel matches each description?
Choose your answers from the box and write the correct letter A-E next to questions 1-4.
A The Bridge Hotel
B Carlton House
C The Imperial
D The Majestic
E The Royal Oak
1 is in a rural area ……………….
2 only opened recently ……………….
3 offers facilities for business functions ……………….
4 has an indoor swimming pool ………………
Activities
• Accuracy check: First take notes without scripts. After that, compare your notes to
the script. Check for accuracy, spelling, and misunderstanding.
• Read aloud: After you read aloud, listen to the audio. How accurate were you? Did
you sound the same as the speaker(s)?

• Listen and read along: Follow the text while you listen. This will make strong
connections for you in respect to pronunciation and understanding key words.
Notice how the keywords are pronounced clearer and louder.
Tapescript- Listening Recording (Which Hotel)
You will hear a man talking to an official at a tourist information office.
Official Can I help you?

Man Yes, I was wanting somewhere to stay for a few days - a four or five star
hotel. Can you tell me something about the possibilities?
Official OK, right,well there are five hotels that might interest you. Were you wanting a
city centre location, or would you be interested in something a bit further out?
Man Well, I do have a car so I could go for either. Official Well, there are three
central hotels in the range you're looking for – there's Carlton House and The
Imperial, they're both near the main square, but if you've got your own
transport you might be interested in the Royal Oak – that’s out in the country,
about ten kilometres away, very peaceful. Then there's the Bridge hotel and
the Majestic – they're both in town but not in the centre, they're out on the
airport road.
Man Mmm that might be a bit far out actually. OK, now the other two you mentioned,
in the city centre. Can you tell me a bit about them?
Official Well, they're both excellent hotels. If you want something with a bit of character,
Carlton House is quite unusual – it's a very old building that was originally a
large private house, it was bought by the Vannis chain and they completely
refurbished it – they took their first guests just a few months ago but it's
already got an excellent reputation. That's a five star hotel. Or there's the
Imperial, which is a much more modern building. That's also has its own gym
and it also has internet connection and meetings rooms – it's used for
conferences and corporate events as well as private guests. That's five star
as well.
Man Does it have a swimming pool as well as a gym?
Official No – the Royal Oak has an outdoor pool, which is lovely in the summer, but
the only hotel with an indoor pool is the Bridge Hotel. It doesn't have a gym
though. The Majestic is planning to build a swimming pool and a fitness centre,
but it's not finished yet.
Man I see. Well, I think I'll probably go for one of the city centre hotels.

Listening #3 Booking a London Tour
Listen to the telephone conversation between the Agent and the Tourist.
Agent: London Premier Tours. How can I help?

Tourist: Hi, I’m coming to London with my family and we’d like to see the city. We just
wanted some information on the best way to do this.
Agent: Ok, I’ll see if I can help. Firstly, when are you coming and for how long? Tourist:
Let me see, we’re leaving the US at the end of June. We’re going to stay with
friends in Oxford for a week, so we’ll arrive in London around 10th July. It will
just be for a few days as we fly to Paris on the 13th July.
Agent: And how many people?
Tourist: I’m coming with my sister and our parents.
Agent: And do you know what kind of things you want to see when you are here? Is
there anything in particular?
Tourist: Not really, we just want to see the main sites, you know, historical places I guess.
The places that London is famous for.
Agent: Well as you only have a short amount of time, the best way to do that is probably
by a bus tour. The tour costs 29 pounds for adults and 14 pounds for children
for the day.
Tourist: What time does it start?
Agent: Well, basically the ticket is valid for the whole day. The first bus is at 7am, but
buses depart every 20 minutes throughout the day up until 4pm. Sorry, I mean
6pm – it’s Summer now, so the buses run later. So you can start and finish
whenever you want within those times. So do you have to stay on the same bus
the whole time?
Tourist: No, no. It is a hop-on, hop-off service. So you can get off at whichever stop you

like.
Agent: You can then stay there as long as you like, and then get back on another bus
when it arrives.
Tourist: Oh, ok, I see what you mean. What sites do you see on the tour then?
Agent: That depends on which route you choose. There are three routes and we call
them the red, yellow and blue routes. There are many attractions, but the main
attractions on the red route are St Paul’s Cathedral, the London Eye and
Buckingham Palace.
Tourist: I’m not too worried about the Cathedral, but I know my
parents would enjoy the London Eye, so we’d better see that. What about the
other routes?
Agent: The most famous places on the yellow route are Big Ben and the Houses of
Parliament.
Tourist: Ah, both of those would be interesting to see. And the Blue route?
Agent: Harrods and Hyde Park Corner are on that route.
Tourist: I’d like to see Harrods, but I don’t think we’ll have time for shopping and I don’t
know Hyde Park so we’ll not go on that route. So we’d probably choose the red
or yellow. What do we have to do about booking?
Agent: If you want to book you can do that with one of our customer service operators
on the phone. Or otherwise you can go to our website and book. Some people
just arrive on the day and buy a ticket on the bus, but if it’s full you may not be
able to get a seat.
Tourist: Probably best if we book in advance then, so I’ll do it on the internet in a few
weeks when we know exactly what dates we’ll be there.
Agent: Ok, well it can get very busy in the summer over the three months of June to
August, so it’s probably best to book at least a week before you come. But you
still have about 6 weeks before you leave so you have plenty of time to think
about it.
Tourist: Ok, thanks, you’ve been a great help.
Assignment
Try doing at least 3 tasks assigned and report /share insights in class your experience.

• Watch or listen to a recorded TV programme or clip from YouTube. Pause after every few
sentences. Try to predict what is going to happen or what the speaker might say next.
• Find a short video with subtitles on a topic that interests you. Use the title to help you predict the
content and then listen out for the content words
• Find an example of a business presentation or lecture and see how many signpost phrases you
can identify
• Listen to a weather report to get details about the weather, or you could follow the sports news
to find out the latest results
• Find a YouTube clip from a popular television show, Now, rather than watch it, just listen to the
dialogue. Determine how much can you infer about what is taking place, who is talking and what
their relationship is?

MODULE 6
Listening for Main Idea
Introduction
Listening section tests how well you can understand spoken English and answer
questions about it. Listening can be hard because the passages go by pretty fast - it's not
like reading where you can go at your own pace. But, if you know in advance what kinds
of passages you'll get, it's a lot easier to make it through the test without getting frazzled.
In this lesson, first, we'll cover the passages you'll be listening to, then, we'll move on to
the types of questions you'll be asked. In the practice exercises you will hear recordings
of different talks and discussions. After each audio clip, you will hear a number of
questions based on what you have just heard. Questions are of multiple-choice variety
and you need to choose the best answer.
It takes around 3 minutes to listen to every recording. Sometimes you may get
some additional experimental passages to listen. In all conversations you may play once
and you need to take down notes while the audio clip plays. Later you may answer the
questions basis these notes.
When you are listening for main idea, skim through the questions first and try to
predict what kind of information you need to listen out for. Skim through the questions,
underline the important words and decide what kind of detail you need to identify in the
listening text. When you hear a word you don't understand, try to guess its meaning
using the context or situation to help you, the more you practice, the better you will get.
Put on your attention to detail as well as your comprehension and critical reasoning
skills. They need you to draw out inferences, identify the main theme/summary of the
discussion as well as identify facts highlighted. Listen Again – The last listening question
format involves listening again to a small part of the talk and then answering the question
which relates to something said. Questions asked could evaluate you on your
understanding of why does the speaker say something (structure & organization) or what
the speaker means in the given context (inference based). These questions test your
critical reasoning skills and not just your notetaking skills.
The listening section requires the utmost concentration and getting accustomed to
the accents and speed of talk and consistent practice can help you. However, an
understanding of the different question types along with the nature of lectures you often
come across coupled with taking a few practice tests will ensure that you improve your
listening skills.
Listening Passages
Let's start with passages. In the Listening section, you'll get between six and nine
total listening passages. The passages come in two types: lectures and conversations.
Lectures are passages designed to imitate a classroom lecture. Sometimes, only the
professor will speak; sometimes there will be a discussion between the professor and
students. You'll get anywhere from four to six lectures on the test. Each lecture will last
three to five minutes and be followed by six questions.
LISTENING EXERCISE #1 The Panda

Activities
• First , listen to audio Clip without the tapescripts.
• After that, listen to the audio while answering the exercises . Check for
accuracy
Choose the correct letter A, B or C.
1. Each day, pandas need to eat:
A Very little nutrition
B 12-38 kg of bamboo
C 330 pounds of bamboo

2. If pandas are cared for away from the wild, they can live for approximately:
A 6 months
B 14-20 years
C 30 years
Choose TWO letters A-E.

Select two things that are endangering pandas:
A Public awareness
B Ecotourism
C Poaching
D Other wildlife
E Building of roads and railroads
Write NO MORE THAN THREE WORDS AND / OR A NUMBER.
5. What proportion of the panda population in China is protected by reserves?
6. What did the WWF create which encouraged people to support pandas?
7 - 10
Write NO MORE THAN TWO WORDS for each answer.
Reasons that pandas may not be worth saving:
They are extremely (7) to look after
They have a diet that is not (8)

They get sick easily and are hard to breed
Reasons that pandas should not be allowed to die out:
They are in danger because (9) are damaging the

forests
We should protect their homes because other animals live
there
so they
The number of pandas in the wild is
will not become extinct
(10)

Listening #1
Pandas
Ok, I’m here today to talk to you all about the Panda. It is a species of bear that is
under great threat from the damage that humans are doing to the places where they live.
The panda is a peaceful animal that has a black and white coat and is loved around the
world. It is a distinctive symbol of China and The Panda has also been the logo of the
WWF, that’s the World Wide Fund for Nature, since it was set up in 1961. It is a member
of the bear family. They live mainly in bamboo forests high in the mountains of western
China. A Panda's daily menu consists almost entirely of the leaves, stems, and shoots of
various bamboo plants. Bamboo contains very little nutritional value, so pandas must eat
12-38 kg every day to meet their energy needs. New born pandas are about the size of a
stick of butter, so that is really small. But they can grow to up to 330 pounds as adults.
They are dependent on their mothers for the first few months of their lives. Panda cubs
start to climb trees when they are only 6 months old, and as adults the pandas make
excellent climbers, despite their big weight. A panda's average life in the wild is 14-20
years, but a panda can live up to 30 years when they are looked after in places such as
zoos. So why do we worry about Pandas so much? Why are they important? Well, Pandas
play a very important part in the bamboo forests where they live by spreading seeds which
helps plants and trees to grow. In the Yangtze Basin where pandas live, the forests are
full of a vast variety of amazing wildlife, such as dwarf blue sheep, multi-coloured
pheasants and other species that are in danger of extinction, including the golden
monkey. Also, Pandas bring huge economic benefits to local communities through
ecotourism. Pandas have two main threats. The first is hunting, which is a constant
concern. Poaching or killing the animals for their fur has declined due to strict laws and
greater public awareness of the panda’s protected status. But hunters seeking other
animals in panda habitats continue to kill pandas accidentally. They are also threatened
by habitat loss. In other words, by the loss of the home where they live. China’s Yangtze
Basin region is where the panda’s main home is. But this area is an important economic
region for this booming country. So roads and railroads are being built and these are
increasingly destroying the forest. This means that panda populations get separated and
so they can’t find a partner to mate with and have babies. Q11 Q12 Q13 Q14 Go to:
www.ieltsbuddy.com So, what is being done to protect the Panda? The Chinese
government has established more than 50 panda reserves. Reserves are places in the
wild where animals are protected. However, only around 61% of the country’s panda
population is protected by these reserves. The WWF is also playing a big part in protecting
the Panda. The idea for the WWF logo came from ChiChi: a giant panda that had arrived
at London Zoo in 1961, the same year WWF was created. The people who set up the
WWF were aware of the need for a strong symbol that everybody around the world would
recognize. They agreed that the big, furry animal with her cuddly, black-patched eyes
would make an excellent logo. This has helped to encourage many people to help support
the panda. Controversially, a well-known television presenter called Chris Packham, who
has hosted programs about animals for many years on British TV, said pandas might not
be worth saving. He explained that pandas are extraordinarily expensive to keep going.
We spend millions and millions of pounds on this one species, but much less on others.
He argues that it would be better to take all this money we spend on pandas and look
after other natural places such as rain forests around the world. He says we have to
accept that some animals are stronger than others. The panda is a bear that eats a type
of food that isn't very nutritious, it gets diseases easily and it is very difficult to breed. He
thinks that extinction is very much a part of life on earth, and we are going to have to get
used to it in the next few years because climate change is going to result in all sorts
animals disappearing. However, I don’t agree with him. The panda is quite a weak animal,
but this is not why it is going to die, or become extinct. When he says that if you leave
them be, they will die out, that's simply not true. The reason it is in danger is because of
the damage that humans are doing to the forests that they live in. If we don’t destroy this,
then they will survive in the same way that they have for thousands of years. And also,
the places where the pandas live should be protected anyway. The panda shares its home
with the red panda, golden monkeys, and various birds that are found nowhere else in the
world. The panda's numbers are increasing in the wild, so I don't see them dying out.
Listening #2
Dolphins
Behavior of Dolphins
- almost 40 species of dolphin
- found (1)_____________
- usually in shallower seas
- carnivores
SOCIALISING
- very sociable and live in pods
- super-pods may have more than (2)___________dolphins
- have strong social bonds
- help other animals - Moko helped a whale and calf escape from (3)__________
- have been known to assist swimmers
CULTURE
- discovered in May 2005 that young bottlenose dolphins learn to (4)__________
- dolphins pass knowledge from mothers to daughters, whereas primates pass to
(5)___________
AGGRESSION
- dolphins may be aggressive towards each other
-Like humans, this is due to disagreements over (6. ) and competition for females
- Infanticide sometimes occurs and the killing of porpoises
FOOD

- dolphins have a variety of feeding methods, some of which are (7)________to one
population - Methods include:
• herding
• coralling
• (8)______________or strand feeding
• whacking fish with their flukes
PLAYING
- have a variety of playful activities
- common behaviour with an object or small animal include:
• carrying it along
• passing it along
• (9)___________away from another dolphin
• throwing it out the water
- may harass other animals
- playful behaviour may include other (10)___________such as humans
-
TAPESCRIPT (Dolphins)
Ok, today’s lecture is about the behaviour of dolphins. Dolphins are mammals
closely related to whales and porpoises. There are almost forty species of dolphin, and
they vary in size from 1.2 meters and 90lb up to 9.5 meters and 10 tonnes. They are found
worldwide, mostly in the shallower seas of the continental shelves and they are
carnivores, eating mostly fish and squid. Dolphins are highly social animals, often living
in pods of up to a dozen individuals, though pod sizes and structures vary greatly between
species and locations. In places with a high abundance of food, pods can merge
temporarily, forming a super-pod; such groupings may exceed 1,000 dolphins.
Membership in pods is not rigid, with interchange being common. Dolphins can, however,
establish strong social bonds; they will stay with injured or ill individuals, even helping
them to breathe by bringing them to the surface if needed. This altruism does not appear
to be limited to their own species. A male dolphin called Moko in New Zealand was
observed guiding a female Pygmy Sperm Whale together with her calf out of shallow
water where they had been stranded several times. Dolphins have also been seen
protecting swimmers from sharks by swimming circles around the swimmers or charging
the sharks to make them leave. Dolphins also display culture, something long believed to
be unique to humans and possibly other primate species. In May 2005, a discovery in
Australia found Indo-Pacific bottlenose dolphins teaching their young to use tools. They
cover their snouts with sponges to protect them while foraging for food. This knowledge
is mostly transferred by mothers to daughters, unlike primates, where knowledge is
generally passed on to both sexes. Using sponges as mouth protection is a learned
behaviour. Another learned behaviour was discovered among river dolphins in Brazil,
where some male dolphins use weeds and sticks as part of a sexual display. Dolphins
may also engage in acts of aggression towards each other. The older a male dolphin is,
the more likely his body is to be covered with bite scars. Male dolphins engage in acts of
aggression apparently for the same reasons as humans: that is disputes between
companions and competition for females. Acts of aggression can become so intense that
targeted dolphins sometimes go into exile after losing a fight. Male bottlenose dolphins
have also been known to engage in infanticide, which is the killing of their young. Dolphins
have also been known to kill porpoises for reasons which are not fully understood, as
porpoises generally do not share the same diet as dolphins and are therefore not
competitors for food supplies. The main food of dolphins is fish and squid, and various
methods of feeding exist among and within species, some apparently exclusive to a single
population. One common feeding method is herding, where a pod squeezes a school of
fish into a, known as a bait ball. Individual members then take turns plowing through the
ball, feeding on the stunned fish. Coralling is a method where dolphins chase fish into
shallow water to catch them more easily. Orcas and bottlenose dolphins have also been
known to drive their prey onto a beach to feed on it, a behaviour known as beach or strand
feeding. Some species also whack fish with their flukes, stunning them and sometimes
knocking them out of the water. When it comes to playful behaviour, dolphins show
various types, often including objects, self-made bubble rings, other dolphins or other
animals. When playing with objects or small animals, common behaviour includes
carrying the object or animal along using various parts of the body, passing it along to
other members of the group, or taking it from another member, or throwing it out of the
water. Dolphins have also been observed harassing animals in other ways, for example
by dragging birds underwater without showing any intent to eat them. Playful behaviour
that involves another animal species with active participation of the other animal can also
be observed, playful human interaction with dolphins being the most obvious example.
However playful interactions have been observed in the wild with a number of other
species as well, such as Humpback Whales and dogs.
Listening #3
Aspects of Life in The UK

Questions 11 – 16 Answer the questions below. Write NO MORE THAN THREE
WORDS AND/OR A NUMBER for each answer.
What TWO factors can make social contact in a foreign country difficult?
• 11 ...............................
• 12 ...............................
Which types of community group does the speaker give examples of? • theatre
• 13 ..................................
• 14 ..................................
In which TWO places can information about community activities be found?
• 15 ..................................
• 16 ..................................
Tapescript - Aspects of Life in The UK
You will hear an extract from a talk given to a group who are going to stay in the
UK. Good evening, and welcome to the British Council. My name is John Parker and I’ve
been asked to talk to you briefly about certain aspects of life in the UK before you actually
go there. So I'm going to talk first about the best ways of making social contacts there.
Now you might be wondering why it should be necessary. After all, we meet people all
the time. But when you’re living in a foreign country it can be more difficult, not just
because of the language, but because customs may be different. If you’re going to work
in the UK you will probably be living in private accommodation, so it won’t be quite so
easy to meet people. But there are still things that you can do to help yourself. First of all,
you can get involved in activities in your local community, join a group of some kind. For
example, you’ll probably find that there are theatre groups who might be looking for actors,
set designers and so on, or if you play an instrument you could join music groups in your
area. Or if you like the idea of finding out about local history there’ll be a group for that
too. These are just examples. And the best places to get information about things like this
are either the town hall or the public library. Libraries in the UK perform quite a broad
range of functions nowadays – they’re not just confined to lending books, although that’s
their main role of course.

Unit 3
Reading

MODULE 7
Summary Completion
Reading Passage #1
Sample Academic Reading Summary Completion (selecting words from the text)
Note: This is an extract from a Part 3 text about the ‘Plain English’ movement, which promotes the use of clear English. ‘The Cambridge
Encyclopedia of Language’, David Crystal, 3rd Edition, © Cambridge University Press, 2010.
The instructions accompanying do-it-yourself products are regularly cited as a

source of unnecessary expense or frustration. Few companies seem to test their
instructions by having them followed by a first-time user. Often, essential information is
omitted, steps in the construction process are taken for granted, and some degree of
special knowledge is assumed. This is especially worrying in any fields where failure to
follow correct procedures can be dangerous. Objections to material in plain English have
come mainly from the legal profession. Lawyers point to the risk of ambiguity inherent in
the use of everyday language for legal or official documents, and draw attention to the
need for confidence in legal formulations, which can come only from using language that
has been tested in courts over the course of centuries. The campaigners point out that
there has been no sudden increase in litigation as a consequence of the increase in plain
English materials. Similarly, professionals in several different fields have defended their
use of technical and complex language as being the most precise means of expressing
technical or complex ideas. This is undoubtedly true: scientists, doctors, bankers and
others need their jargon in order to communicate with each other succinctly and
unambiguously. But when it comes to addressing the non-specialist consumer, the
campaigners argue, different criteria must apply
Task: Complete the summary below. Choose NO MORE THAN TWO WORDS from
the passage for each answer.
Consumers often complain that they experience a feeling of 1 ………… when trying
to put together do-it-yourself products which have not been tested by companies on a 2
………… . In situations where not keeping to the correct procedures could affect safety
issues, it is especially important that 3 ………… information is not left out and no
assumptions are made about a stage being self-evident or the consumer having a certain
amount of 4 ………… . Lawyers, however, have raised objections to the use of plain
English. They feel that it would result in ambiguity in documents and cause people to lose
faith in 5 ………… , as it would mean departing from language that has been used in the
courts for a very long time.

Answers 1 frustration 2 first-time user 3 essential 4 special knowledge 5 legal formulations
Reading Passage 2
'This Marvellous Invention'
Of all mankind’s manifold creations, language must take pride of place. Other
inventions – the wheel, agriculture, sliced bread – may have transformed our material
existence, but the advent of language is what made us human. Compared to language,
all other inventions pale in significance, since everything we have ever achieved depends
on language and originates from it. Without language, we could never have embarked on
our ascent to unparalleled power over all other animals, and even over nature itself. But
language is foremost not just because it came first. In its own right it is a tool of
extraordinary sophistication, yet based on an idea of ingenious simplicity: ‘this marvellous
invention of composing out of twenty-five or thirty sounds that infinite variety of
expressions which, whilst having in themselves no likeness to what is in our mind, allow
us to disclose to others its whole secret, and to make known to those who cannot
penetrate it all that we imagine, and all the various stirrings of our soul’. This was how, in
1660, the renowned French grammarians of the Port-Royal abbey near Versailles distilled
the essence of language, and no one since has celebrated more eloquently the magnitude
of its achievement. Even so, there is just one flaw in all these hymns of praise, for the
homage to language’s unique accomplishment conceals a simple yet critical incongruity.
Language is mankind’s greatest invention – except, of course, that it was never invented.
This apparent paradox is at the core of our fascination with language, and it holds many
of its secrets
Complete the summary using the list of words, A-G, below. Write the correct letter, A-G,
to answer
The importance of language The wheel is one invention that has had a major
impact on 1 ………… aspects of life, but no impact has been as 2 ………… as that of
language. Language is very 3 ………… , yet composed of just a small number of sounds.
Language appears to be 4 ………… to use. However, its sophistication is often
overlooked.
A difficult
B complex
C original
D admired
E material

Reading 3
[Note: This is an extract from a Part 1 text about older people in the workforce.]
© The Economist Newspaper Limited, London,
Clearly, when older people do heavy physical work, their age may affect their
productivity. But other skills may increase with age, including many that are crucial for
good management, such as an ability to handle people diplomatically, to run a meeting
or to spot a problem before it blows up. Peter Hicks, who co-ordinates OECD work on
the policy implications of ageing, says that plenty of research suggests older people are
paid more because they are worth more. And the virtues of the young may be
exaggerated. ‘The few companies that have kept on older workers find they have good
judgement and their productivity is good,’ says Peter Peterson, author of a recent book
on the impact of ageing. ‘Besides, their education standards are much better than those
of today’s young high-school graduates.’ Companies may say that older workers are not
worth training because they are reaching the end of their working lives; in fact, young
people tend to switch jobs so frequently that they offer the worst returns on training. The
median age for employer-driven training is the late 40s and early 50s, and this training
goes mainly to managers.
TASK: The list below gives some of the advantages of employing older workers.
A They are less likely to be involved in careless accidents.
B They can predict areas that may cause trouble in the future.
C They are able to train younger workers.
D They can deal with unexpected problems.
E They are more conscientious.
F They are prepared to work for lower salaries.
G They are more skilled in personal relationships.
Choose TWO from letters, A-G. Choose two which are mentioned by the writer as
advantages of employing older workers
1.
2.
Which TWO disadvantages are mentioned by the writer of the text?
A They are too confident of their own skills.
B They may injure themselves.
C They do not stay with the same company for very long.
D Their training has been too theoretical.
E They are not as well educated as older workers.
F They demand higher salaries.
Two disadvantages of employing younger workers
3.
4.
Reading Passage 4

Lake Baikal Crescent-shaped Lake Baikal, in Siberia, is only the ninth largest lake
in area at 385 miles (620km) in length and 46 miles (74km) in width, yet it is easily the
largest body of fresh water in the world. It holds one-fifth of the world’s total fresh water,
which is more than the total of all the water in the five Great Lakes; it holds so much fresh
water in spite of its less-than impressive area because it is by far the world’s deepest lake.
The average depth of the lake is 1,312 feet (400 meters) below sea level, and the Olkhon
Crevice, the lowest known point, is more than 5,250 feet (1,600 meters) deep. Lake
Baikal, which today is located near the center of the Asian peninsula, is most likely the
world’s oldest lake. It began forming 25 million years ago as Asia started splitting apart in
a series of great faults. The Baikal Valley dropped away, eventually filling with water and
creating the deepest of the world’s lakes.
1. What is stated in paragraph 1 about the shape of Lake Baikal?

(A) It is wider than it is long.
(B) It is circular in shape.
(C) Its width is one-half of its length.
(D) It is shaped like a new moon.
2. It is indicated in paragraph 1 that the area of Lake Baikal
(A) is less than the area of eight other lakes
(B) is one-ninth the area of Siberia
(C) is greater than the area of any other freshwater lake
(D) is equal to the area of the five Great Lakes
3. According to paragraph 1, Lake Baikal
(A) holds one-fifth of the world’s water
(B) holds five times the water of the Great Lakes
(C) holds one-ninth of the world’s water
(D) holds 20 percent of the world’s fresh water
4. According to paragraph 1, the Olkhon Crevice is
(A) outside of Lake Baikal
(B) 400 meters below sea level
(C) the deepest part of Lake Baikal
(D) 5,000 meters deep
5. It is mentioned in paragraph 2 that Lake Baikal
(A) is not as old as some other lakes
(B) formed when sections of the Earth were moving away from each other
(C) was fully formed 25 million years ago
(D) is today located on the edge of the Asian peninsula

MODULE 8
Reading for Information
In recognizing the organization of ideas and find the information in the passage it
is helpful to identify the question and look how the information in the passage is organized.
Check if the information in the second paragraph is related to the information in the first
paragraph
To find the answer to this type of question it can generally be determined by looking
at the first sentence of the appropriate paragraphs.
1. Read the first line of each paragraph. S
2. Look for words that show the relationship between the paragraphs.
3. Choose the answer that best expresses the relationship.
Reading passage 1
[Note: This is an extract from a Part 1 text about the scientist Marie Curie. Adapted with
from Encyclopaedia Britannica, Inc.]
The life and work of Marie Curie Marie Curie is probably the most famous woman
scientist who has ever lived. Born Maria Sklodowska in Poland in 1867, she is famous for
her work on radioactivity, and was twice a winner of the Nobel Prize. With her husband,
Pierre Curie, and Henri Becquerel, she was awarded the 1903 Nobel Prize for Physics,
and was then sole winner of the 1911 Nobel Prize for Chemistry. She was the first woman
to win a Nobel Prize. From childhood, Marie was remarkable for her prodigious memory,
and at the age of 16 won a gold medal on completion of her secondary education.
Because her father lost his savings through bad investment, she then had to take work
as a teacher. From her earnings she was able to finance her sister Bronia’s medical
studies in Paris, on the understanding that Bronia would, in turn, later help her to get an
education. In 1891 this promise was fulfilled and Marie went to Paris and began to study
at the Sorbonne (the University of Paris). She often worked far into the night and lived on
little more than bread and butter and tea. She came first in the examination in the physical
sciences in 1893, and in 1894 was placed second in the examination in mathematical
sciences. It was not until the spring of that year that she was introduced to Pierre Curie.
Do the following statements agree with the information given in Reading Passage 1? write
TRUE if the statement agrees with the information FALSE if the statement contradicts the
information NOT GIVEN if there is no information on this
1 Marie Curie’s husband was a joint winner of both Marie’s Nobel Prizes.
2 Marie became interested in science when she was a child.

3 Marie was able to attend the Sorbonne because of her sister’s financial
contribution
Reading Passage 2
Conflict within an organization is not always viewed as undesirable. In fact, various
managers have widely divergent ideas on the value that conflict can have. According to
the traditional view of conflict, conflict is harmful to an organization. Managers with this
traditional view of conflict see it as their role in an organization to rid the organization of
any possible sources of conflict. The interactionist view of conflict, on the other hand,
holds that conflict can serve an important function in an organization by reducing
complacency among workers and causing positive changes to occur. Managers who hold
an interactionist view of conflict may actually take steps to stimulate conflict within the
organization.
1. How is the information in the passage organized?

(A) The origin of ideas about conflict is presented. " (B) Contrasting views of
conflict are presented.
(C) Two theorists discuss the strengths and weaknesses of their views on conflict.
(D) Examples of conflict within organizations are presented.
2. What type of information is included in the third paragraph?
(A) A comparison of the interactionist and traditional views of conflict
(B) A discussion of the weaknesses of the interactionist view of conflict
(C) An outline of the type of manager who prefers the interactionist view of conflict
(D) A description of one of the opposing views of conflict
Reading Passage 3
IQ, or lntelligence Quotient, is defined as the ratio of a patron's mental age to
chronological age, with the ratio multiplied by 100 to remove the decimal. Chronological
age is easily determined; mental age is generally measured by some kind of standard test
and is not so simple to define. In theory, a standardized IQ test is set up to measure an
individual's ability to perform íntellectual operations such as reasoning and problem
solving. These intellectual operations are considered to represent intelligence. In practice,
it has been impossible to arrive at consensus as to which types of intellectual operations
demonstrate intelligence. Furtherrnore, it has been impossible to devise a test without
cultural bias, which is to say that any IQ tests so far proposed have been shown to reflect
the culture of the test makers. Test takers from that culture would, it follows, score higher
on such a test than test takers from a different culture with equal intelligence.
1 What type of information is included in the first paragraph?

(A) An argument
(B) A definition
(C) An opinion
(D) A theory

2. How does the information in the third paragraph differ from that in the second
paragraph?
(A) It presents a contrasting point of view.
(B) It follows chronologically from the ideas in the second paragraph.
(C) It presents real information rather than a premise.
(D) lt presents an example of the ideas in the second paragraph.
Reading Passage 4
The largest lake in the western United States is the Great Salt Lake, an inland
saltwater lake in northwestern Utah, just outside the state capital of Salt Lake City. Rivers
and streams feed into the Great Salt Lake, but none drain out of it; this has a major
influence on both the salt content and the size of the lake. Although the Great Salt Lake
is fed by freshwater streams, it is actually saltier than the oceans of the world. The salt
comes from the more than two million tons of minerals that flow into the lake each year
from the rivers and creeks that feed it. Sodium and chloride – the components of salt –
comprise the large majority of the lake's mineral content. The Great Salt Lake can vary
tremendously from its normal size of 1,700 square miles, depending on long-term weather
conditions. During periods of heavy rains, the size of the lake can swell tremendously
from the huge amounts of water flowing into the lake from its feeder rivers and streams;
in 1980 the lake even reached a size of 2,400 square miles. During periods of dry weather,
the size of the lake decreases, sometimes drastically, due to evaporation.
1. How is the information in the passage organized?

(A) Two unusual characteristics of the Great Salt Lake are discussed.
(B) Contrasting theories about the Great Salt Lake's salt levels are presented.
(C) The process by which the Great Salt Lake gets its salt is outlined.
(D) The reasons for the variations in the Great Salt Lake's size are given.
2. The third paragraph contains information on
(A) how the size of the lake affects weather conditions
(B) the effects of contrasting weather conditions on the size of the lake
(C) the effects of changes in the size of the lake
(D) the causes of the varied weather conditions in the area of the l

Reading Passage 5
In 1603, Queen Elizabeth I of England died. She had never married and had no
heir, so the throne passed to a distant relative: James Stuart, the son of Elizabeth’s cousin
and one-time rival for the throne, Mary, Queen of Scots. James was crowned King James
I of England. At the time, he was also King James VI of Scotland, and the combination of
roles would create a spirit of conflict that haunted the two nations for generations to come.
The conflict developed as a result of rising tensions among the people within the nations,
as well as between them. Scholars in the 21st century are far too hasty in dismissing the
role of religion in political disputes, but religion undoubtedly played a role in the problems
that faced England and Scotland. By the time of James Stuart’s succession to the English
throne, the English people had firmly embraced the teachings of Protestant theology.
Similarly, the Scottish Lowlands was decisively Protestant. In the Scottish Highlands,
however, the clans retained their Catholic faith. James acknowledged the Church of
England and still sanctioned the largely Protestant translation of the Bible that still bears
his name.
James’s son King Charles I proved himself to be less committed to the Protestant
Church of England. Charles married the Catholic Princess Henrietta Maria of France, and
there were suspicions among the English and the Lowland Scots that Charles was quietly
a Catholic. Charles’s own political troubles extended beyond religion in this case, and he
was beheaded in 1649. Eventually, his son King Charles II would be crowned, and this
Charles is believed to have converted secretly to the Catholic Church. Charles II died
without a legitimate heir, and his brother James ascended to the throne as King James
II.
James was recognized to be a practicing Catholic, and his commitment to
Catholicism would prove to be his downfall. James’s wife Mary Beatrice lost a number of
children during their infancy, and when she became pregnant again in 1687 the public
became concerned. If James had a son, that son would undoubtedly be raised a Catholic,
and the English people would not stand for this. Mary gave birth to a son, but the story
quickly circulated that the royal child had died and the child named James’s heir was a
foundling smuggled in. James, his wife, and his infant son were forced to flee; and
James’s Protestant daughter Mary was crowned the queen.
In spite of a strong resemblance to the king, the young James was generally
rejected among the English and the Lowland Scots, who referred to him as “the
Pretender.” But in the Highlands the Catholic princeling was welcomed. He inspired a
group known as Jacobites, to reflect the Latin version of his name. His own son Charles,
known affectionately as Bonnie Prince Charlie, would eventually raise an army and
attempt to recapture what he believed to be his throne. The movement was soundly
defeated at the Battle of Culloden in 1746, and England and Scotland have remained
Protestant ever since.
1. Which of the following sentences contains an opinion on the part of the author?
a. James was recognized to be a practicing Catholic, and his commitment to
catholicism would prove to be his downfall
b. James’ son King Charles I proved himself to be less committed to the Protestant
Church of England was a faithful follower of the Protestant Church of England.

c. The movement was soundly defeated at the Battle of Culloden in 1746, and
England and Scotland have remained ostensibly Protestant ever since.
d. Scholars in the 21st century are far too hasty in dismissing the role of religion
in political disputes, but religion undoubtedly played a role in the problems that
faced England and Scotland.
2. Which of the following is a logical conclusion based on the information that is provided
within the passage?
a. Like Elizabeth I, Charles II never married and thus never had children.
b. The English people were relieved each time that James II’s wife Mary lost
another child, as this prevented the chance of a Catholic monarch.
c. Charles I’s beheading had less to do with religion than with other political
problems that England was facing.
d. Unlike his son and grandsons, King James I had no Catholic leanings and
was a faithful follower of the Protestant Church of England.
3. Based on the information that is provided within the passage, which of the following
can be inferred about King James II’s son?
a. Considering his resemblance to King James II, the young James was very
likely the legitimate child of the king and the queen.
b. Given the queen’s previous inability to produce a healthy child, the English
and the Lowland Scots were right in suspecting the legitimacy of the prince.
c. James “the Pretender” was not as popular among the Highland clans as his
son Bonnie Prince Charlie.
d. James was unable to acquire the resources needed to build the army and
plan the invasion that his son succeeded in doing.
4. Which of the following best describes the organization of the information in the
passage?
a. Cause-effect
b. Chronological sequence
c. Problem-solution
d. Comparison-contrast
5. Which of the following best describes the author’s intent in the passage?
a. To persuade
b. To entertain
c. To express feeling
d. To inform
6. What can be inferred from paragraph two about the author’s view of 21st century
scholars?
a. 21st century scholars often disregard the role of religious views in historical
political disputes.
b. 21st century scholars make hasty observations about historical political
disputes.
c. 21st century scholars lack the details necessary to understand historical
political disputes.
d. 21st century scholars think that religion is never used in political disputes.
7. What is the nickname of the founder of a group called the Jacobites? a. Jacob

b. The Deceiver
c. The Pretender
d. The Fool
8. Who does the passage say ascended the throne because someone else did not have
a legitimate heir?
a. King James Stuart
b. Queen Elizabeth I
c. King Charles II
d. King James II
9. Which of the following best describes what the passage is about?
a. The lineage of the current Queen of England
b. The history of religions in Scotland and in England
c. The role of religion had in conflict between England and Scotland
d. The history and origin of the Jacobites
10. What was the result of King Charles I’s political troubles?
a. He was beheaded
b.He was exiled
c. He was hanged
d. He was dethroned
11. Based on the following sentence, what can you infer about the meaning of the
italicized word?
“Mary gave birth to a son, but the story quickly circulated that the royal child had died and
the child named James’s heir was a foundling smuggled in.”
a. A prince
b. An orphan
c. A nephew
d. An illegitimate child
12. What kind of tone does this passage have?
a. humorous
b. informative
c. solemn
d. sarcastic
13. Which piece of information is least important to the purpose of the passage?
a. Queen Elizabeth I died in 1603
b. King James I had a bible translation commissioned
c. Bonnie Prince Charlie attempted to reclaim the throne
d. King Charles II was believed to have secretly converted to Catholicism
14. What was the end result of the conflict after the Battle of Culloden?
a. England and Scotland became Catholic as a result of the battle
b. James the Pretender and his wife had to flee for safety
c. This battle started conflict that would continue for generations
d. England and Scotland have remained Protestant

MODULE 9
Reading Skills Enhancement
MATCHING
Reading Exercise #1
Read the text. Match the underlined examples in the text with the grammatical
terms listed A – H. Mark the correct letter (A – H) on your answer sheet. There is one
extra option which you do not need to use.
Grammatical terms
A conjunction
B preposition
C adverb
D superlative adjective
E object pronoun
F demonstrative adjective
G possessive adjective
H demonstrative pronoun
Text
For me the (1) best thing about the weekend is that I don’t have to go to work. I
like (2) my job but I have to spend all day in an office and I’m someone who loves being
outside. Another good thing about the weekend is (3) that I don’t have to get up at half
past six every day. It isn’t (4) too bad in summer but I hate (5) it in winter when it’s dark
in the morning. (6) That’s the time when I dream about moving away from (7) this country
to somewhere light and bright.
1.
2.
3.
4.
5.
6.
7.

Reading Exercise #2
Match the underlined parts of the email with the functions listed A – G. Mark the
correct letter (A – G) on your answer sheet. There is one extra option which you do not
need to use.
Functions
A expressing ability
B making an offer
C making a prediction
D expressing intention
E expressing possibility
F making a request
G expressing preference
Email
Dear Juan,
Thought I’d let you know (1) I’m planning to come to Chile next year and I’m hoping to
visit you there! (21) January is my first choice, but I might stay with Mum then, so (2) it
could be that I’ll visit you in February instead. Anyway, (3) I’d be really grateful if you could
share your knowledge. What’s the weather like in February? How much can I see in two
weeks? (4) I know how to check all this on the internet, but it would be good to speak to
someone who knows the country. By the way, (5) would you like me to bring you anything
special from Britain? Speak soon, I hope.
Frank
Reading #3
Choose the best option (A, B or C) to complete each statement on speaking skills.
Using the correct letter (A, B or C)
1 Adapting your speech to the listener can involve
A giving attention to register.
B making use of prompting.
C politely correcting.
A. A common feature of speech which is not fluent is
A hesitation.
B encouragement.
C turn takin.
A Interactive speaking involves
A developing a topic.
B using a variety of language patterns.
C exchanging ideas.
A. An example of self-correction is
A No, what I actually said was…..
B I mean coming down the stairs, sorry.

C That’s right. In other words, a lot of people think that…..
A. Trying to help the listener can involve
A requesting clarification.
B interrupting.
C paraphrasing.
A. A speaker uses repetition to
A explain things more simply when communication has broken down.
B speed up the interaction process.
C clarify things for a listener who has not heard properly
A. Linking devices are important when
A giving a presentation to an audience.
B using corrected speech.
C communicating the meaning of individual words
Reading #4
Look at the learning strategies and the three learner activities A, B and C. Two of
the learner activities are examples of the learning strategy. One learner activity is NOT.
Mark the letter (A, B or C) which is NOT an example of the learning strategy on your
answer sheet.
1. Using a written reference resource to clarify meaning
A Learners check pronunciation of a new phrase in a dictionary.
B Learners check the register of a new phrase on the internet.
C Learners use examples on a worksheet to check understanding of a new
phrase.
2. notetaking
A Learners record the main points from a lecture in writing.
B Learners make a mind map of what they have learned from a lesson.
C Learners complete gaps in a coursebook text.
3. organizing work
A A learner categorizes vocabulary into words she knows and doesn’t know.
B A learner writes vocabulary quiz questions for his partner.
C A learner notes down important vocabulary under headings according to
topic.
4. guessing meaning from context
A Learners use the intonation of a speaker in a recording to work out what
he is feeling.
B Learners use a picture in a story to identify what a new word means.
C Learners use a pictur

MODULE 10
Reading for Detail
It is helpful to try and determine the pattern how the passage is organized. Find
the introduction, discussion and conclusion. The questions to ask may include but not
limited to : What does the introduction contain? Does it clearly establish the subject? Does
it express or imply purpose?
As a practice you may identify the question to the following:

According to the passage, ... It
is stated in the passage...
The passage indicates that...
Which of the following is true...?
In order to find answers to these questions, look for the pattern from major
paragraph parts or order in the passage. In looking for answers:
1. Choose a key word in the question.
2. Skim in the appropriate part of the passage for the key word or idea.
3. Read the sentence that contains the key word or idea carefully.
4. Look for the answer that restates an idea in the passage.
5. Eliminate the definitely wrong answers and choose the best answer from
remaining choices.
Reading Passage 1
Ice ages, those periods when ice covered extensive areas of the Earth, are known
to have occurred at least six times. Past ice ages can be recognized from rock strata that
show evidence of foreign materials deposited by moving walls of ice or melting glaciers.
Ice ages can also be recognized from land formations that have been produced from
moving walls of ice, such as U-shaped valleys, sculptured landscapes, and polished rock
faces.
1. According to the passage, what happens during an ice age?
(A) Rock strata are recognized by geologists.
(B) Evidence of foreign materials is found.
(C) Ice covers a large portion of the Earth's surface. (D) Ice melts six times.
2. The passage covers how many different methods of recognizing past ice ages? (
(A) One
(B) Two
(C) Three
(D) Four

3. According to the passage, what in the rock strata is a clue to geologists of a past ice
age?
(A) Ice
(B) Melting glaciers
(C) U-shaped valleys
(D) Substances from other areas
Reading Passage # 2
The human heart is divided into four chambers, each of which serves its own
function in the cycle of pumping blood. The atria are the thin-walled upper chambers that
gather blood as it flows from the veins between heartbeats. The ventricles are the
thickwalled lower chambers that receive blood from the atria and push it into the arteries
with each contraction of the heart. The left atrium and ventricle work separately from those
on the right. The role of the chambers on the right side of the heart is to receive
oxygendepleted blood from the body tissues and send it on to the lungs; the chambers
on the left side of the heart then receive the oxygen-enriched blood from the lungs and
send it back out to the body tissues.
1. The passage indicates that the ventricles
(A) have relatively thin walls
(B) send blood to the atria
(C) are above the atria
(D) force blood into the arteries
2. According to the passage, when is blood pushed into the arteries from the ventricles?
(A) As the heart beats
(B) Between heartbeats
(C) Before each contraction of the heart
(D) Before it is received by the atria
3. According to the passage, which part of the heart gets blood from the body tissues
and passes it on to the lungs?
(A) The atria
(B) The ventricles
(C) The right atrium and ventricle
(D) The left atrium and ventricle
Reading Passage #3
The Golden Age of Railroads refers to the period from the end of the Civil War to
the beginning of World War I when railroads flourished and in fact, maintained a near
monopoly in mass transportation in the United States. One of the significant
developments during the period was the notable increase in uniformity, particularly
through the standardization of track gauge and time. At the end of the Civil War, only

about half of the nation's railroad track was laid at what is now the standard gauge of 1.4
meters; much of the rest, particularly in the southern states, had a 1.5-meter gauge.
During the postwar years, tracks were converted to the 1.4-meter gauge, and by June 1,
1886, the standardization of tracks was completed, resulting in increased efficiency and
economy in the rail system. A further boon to railroad efficiency was the implementation
of Standard Time in 1883. With the adoption of Standard Time, four time zones were
established across the country, thus simplifying railroad scheduling and improving the
efficiency of railroad service.
1. According to the passage, the Golden Age of Railroads

(A) occurred prior to the Civil War
(B) was a result of World War I
(C) a period when most of U.S. mass transportation was controlled by the railroads
(D) resulted in a decrease in uniformity of track gauge
2. The passage mentions that which of the following occurred as a result of uniformity of
track gauge? (A) The Civil War
(B) Improved economy in the transportation system
(C) Standardization of time zones
(D) Railroad schedules
3. The passage indicates that Standard Time was implemented
(A) before the Civil War
(B) on June 1, 1886
(C) after World War I
(D) before standardized track gauge was established throughout the U.S.
Answers:
1.
2.
3.
Reading Passage # 4
The Postage Stamp

The postage stamp has been around for only a relatively short period of time. The
use of stamps for postage was first proposed in England in 1837, when Sir Rowland Hill
published a pamphlet entitled “Post Office Reform: Its Importance and Practicability” to
put forth the ideas that postal rates should not be based on the distance that a letter or
package travels but should instead be based on the weight of the letter or package and
that fees for postal services should be collected in advance of the delivery, rather than
after, through the use of postage stamps. The ideas proposed by Hill went into effect in
England almost immediately, and other countries soon followed suit. The first English
stamp, which featured a portrait of then Queen Victoria, was printed in 1840. This stamp,
the “penny black”, came in sheets that needed to be separated with scissors and provided
enough postage for a letter weighing 14 grams or less to any destination. In 1843, Brazil
was the next nation to produce national postage stamps, and various areas in what is

today Switzerland also produced postage stamps later in the same year. Postage stamps
in five- and ten-cent denominations were first approved by the U.S. Congress in 1847,
and by 1860 postage stamps were being issued in more than 90 governmental
jurisdictions worldwide.
1. According to paragraph 1, postage stamps were first suggested

(A) in the first half of the eighteenth century
(B) in the second half of the eighteenth century
(C) in the first half of the nineteenth century
(D) in the second half of the nineteenth century
2. It is indicated in paragraph 1 that Sir Rowland Hill believed that postage fees
(A) should be paid by the sender
(B) should be related to distance
(C) should have nothing to do with how heavy a package
is
(D) should be collected after the package is delivered 3.
What is stated in paragraph 2 about the first English postage stamp?
(A) It was designed by Queen Victoria.
(B) It contained a drawing of a black penny.
(C) It was produced in sheets of 14 stamps.
(D) It could be used to send a lightweight letter.
4. According to paragraph 2, Brazil introduced postage stamps
(A) before England
(B) before Switzerland
(C) after the United States
(D) after Switzerland
5. It is mentioned in paragraph 2 that in 1847
(A) postage stamps were in use in 90
different countries
(B) it cost fifteen cents to mail a letter in the United States
(C) two different denominations of postage stamps were introduced in the
United States
(D) the U.S. Congress introduced the “penny black” stamp
Reading Passage # 5
The black widow is the most dangerous spider living in the United States. It is most
common in the southern parts of the country, but it can be found throughout the country.
The black widow got its name because the female has been known to kill the male after
mating and, as a result, becomes a widow. The black widow is rather distinctive in
appearance; it has a shiny globular body, the size and shape of a pea, and is marked on
its underbelly with a red or yellow spot. The female is considerably more ample than the
male, roughly four times larger on the average. If a human is bitten by a black widow, the

spider's poison can cause severe illness and pain. Black widow bites have occasionally
resulted in death, but it is certainly not the norm for black widow bites to be mortal.
1. In line 4, the word "widow" means

(A) a type of poison
(B) the dead male spider
(C) the human victim of the spider
(D) a female whose mate has died
2. Which of the following is closest in meaning to the word "globular" in line 5?
(A) Earthen
(B) Luminescent
(C) Green in color
(D) Round
3. The word "ample" in line 7 indicates that the spider is
(A) feminine
(B) large in size
(C) dotted with colors
(D) normal
4. Which of the following has the same meaning as the word "mortal" in line 10? (A)
Deadly
(B) Painful
(C) Poisonous
(D) Sickening Answers:
1.
2.
3.
4.
Reading Passage # 6 Smog

The oxidation of exhaust gases is one of the primary sources of the world’s
pollution. The brown haze that is poised over some of the world’s largest cities is properly
called photochemical smog; it results from chemical reactions that take place in the air,
using the energy of sunlight. The production of smog begins with gases are created in the
cylinders of vehicle engines. It is there that oxygen and nitrogen gas combine as the fuel
burns to form nitric oxide (NO), a colorless gas. The nitric oxide is forced out into the air
through the vehicle tailpipe along with other gases. When the gas reaches the air, it comes
into contact with available oxygen from the atmosphere and combines with the oxygen to
produce nitrogen dioxide (NO2), which is a gas with a brownish hue. This nitrogen dioxide
plays a role in the formation of acid rain in wetter or more humid climates and tends to
decompose back into nitric oxide as it releases an oxygen atom from each molecule; the
released oxygen atoms quickly combine with oxygen (O2) molecules to form ozone (O3).
The brownish colored nitrogen dioxide is partially responsible for the brown color in
smoggy air; the ozone is the toxic substance that causes irritation to eyes.

1. The word poised in paragraph 1 is closest in meaning to
A interacting
B sitting
C blowing
D poisoning
2. The phrase take place in paragraph 1 is closest in meaning to
A position themselves
B put
C are seated
D occur
3.The word forced in paragraph 1 could best be replaced by
A obliged
B required
C pushed
D commanded
4. The word hue in paragraph 2 is closest in meaning to A
color
B odor
C thickness
D smoke
5. The phrase plays a role in paragraph 2 is closest in meaning to
A makes fun of
B serves a function in
C acts the part of
D moves about in

Unit 4
writing

MODULE 11
Integrated Writing
The Writing Task requires you to write a summary of at least 150 words in
response to a particular graph (bar, line or pie graph), table, chart, or process (how
something works, how something is done). This task tests your ability to select and report
the main features, to describe and compare data, identify significance and trends in
factual information, or describe a process.
Task Achievement remember to:

• include an overview statement
• report accurate data
• highlight key information or trends
• include enough data
• speculate or give an opinion about why changes have occurred
• use an appropriate tone
• writing required number of words
• including a final summary or concluding paragraph
Writing Task 1 The Difference between Theft and Robbery
To put it simply, someone is guilty of robbery if he steals from a person using force
or makes them think force will be used. Theft means taking someone’s property but does
not involve the use of force. Burglary means illegally entering a property in order to steal
property from it.
The chart below shows the changes that took place in three different areas of crime
in Panama City from 2010 to 2019.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

Write at least 150 words.
Model answer
This graph illustrates how crime rates altered in Panama City during the period
2010-2019. We can see immediately that the greatest change occurred in the number of
burglaries, while incidents of theft remained low but steady.
In 2010, we can see that burglary was the most common crime, with approximately
3,400 reported cases. The figure rose to around 3,700 in 2011, but then there was a
downward trend until 2015. At this point the figure stood at just over 1,000 incidents. This
rose slightly in 2016, then continued to fluctuate for the remaining period.
In 2010, the number of cars being stolen stood at around 2,800 and followed a
similar trend to burglary until 2013. At this point the number rose, standing at around 2,200
in 2014. There was a marginal decrease in the following year, but from then on, the trend
was generally upwards.
Finally, robbery has always been a fairly minor problem for Panama City. The
number of offences committed changed little over nine years. It is interesting to note that
the figure of approximately 700 in 2010 is the same figure for 2019. (185 words).

Writing Task 1
Writing Task 2
You should spend about 20 minutes on this task.

The graph below shows the number of hours per day on average that children
spent watching television between 1950 and 2010.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

There are a number of common mistakes that prevent students from getting a high score in
Task Achievement. These are:
• not including an overview statement
• misreporting data
• not highlighting key information or trends not including enough or any data
• speculating or giving an opinion about why changes have occurred using an
inappropriate tone
• writing fewer than 150 words
• not including a final summary or concluding paragraph, or producing one which doesn't
summarise the main features.
Model Answer
The graph shows the number of hours per day on average that children spent watching
television. The graph covers the period between 1950 and 2010.
From 1950 to 1960, there was a modest rise in the average number of hours children
spent in front of the television set. This was followed by a marked increase from approximately
one hour to four hours of viewing per day among children between 1965 and 1982. Over the
next five years, there was a decrease. However this trend proved negligible as the viewing
figure then rose again marginally, and it reached a peak of over four hours in 1995.
Between 1995 and 2010, there was another modest decline in the hours children spent
watching television.
Overall, it can be concluded that there has been a significant rise in television viewing
over the sixty-year period, though there is some indication that this trend may be changing.

Written Task
Writing Task 3

Model answer
These two pie charts show the differences between two groups of Canadians (25 to 35 and
45 to 55 year olds) in terms of their post-school qualifications.
The first point to note is the huge increase in the number of people with qualifications.
The younger group is more than two times bigger than the older group (515,600 compared
to 213,400).

Comparing the two groups, Humanities and Nursing have experienced an increase in
popularity with older graduates; Nursing rose by 4%. However, the biggest gain was made by
engineering, which increased from 9% to 19% of the whole.
Some subjects were more popular with the younger age group. The biggest loss in graduate
numbers were to Science, Maths and Computers which, as a group, have decreased by 8%.
Administration has declined by 4%.
To sum up, the graphs show a more than twofold increase in the number of graduates.
The most noticeable change in subject percentages is the increase in the number of
engineering graduates.
(164 words)
Writing Task 4
Writing an Introduction
Use the following structure for the introduction to a Task 1 answer:
• One sentence to explain what the table shows. (Use different words from the words used in the
heading for the table wherever possible.)
• One or two sentences summarizing the information shown in the table.
• Do not include details in the introduction. Save the details for the main part of your text, after
the introduction.
You should spend about 20 minutes on this task.

The table below shows top ten countries with largest population in 2019, and how it is
projected to change by 2100.
Summarize the information by selecting and reporting the main features, and make
comparisons where relevant Write at least 150 words.
Model answer
The table compares the population of the world's top ten countries in 2019 with
projected numbers in 2100.

In 2019, China had the highest population of 1,439 million, with India second on
1,380 million. However, by 2100, India is projected to have the highest population of 1,551
million with China second on 941 million - down 498 million since 2019. Although the USA
is projected to increase its population from 331 million to 478 million, it steps down from
third to fourth place, being overtaken by Nigeria, which moves up from seventh place with
206 million, to a total of 730 million, representing a massive increase of 524 million. Brazil
drops from sixth place in 2019 with 213 million, down to tenth in 2100 on 177 million - a
decrease of 36 million.
Three of the ten most populous countries in the world will no longer be among the
top ten in 2100, and all three will be supplanted by rapidly growing nations in Africa.
Except for China and Brazil, all other projections show an increase between 2019
and 2100, but there is a significant shuffling of position by some countries, the elimination
of others, and the introduction of new contenders for a top-ten placing
(203 words)
EXTRA PRACTICE
IELTS Sample Letters (IELTS Writing Task 1)
The purpose of this section is to help you with the Writing Task 1 of the IELTS
General test. In Task 1, candidates are asked to respond to a given problem with a letter
requesting information or explaining a situation. It is suggested that about 20 minutes is
spent on Task 1, which requires candidates to write at least 150 words. Depending on the
task suggested, candidates are assessed on their ability to:
-engage in personal correspondence
- elicit and provide general factual information - express needs,
wants, likes and dislikes
- express opinions (views, complaints etc.)
Test tip
When you are considering the purpose of your letter, you also need to think about what
you have to do in the letter, e.g. complain, advise, etc. This will affect the language and
expressions that you choose.
You need to use the right tone throughout your letter. You will lose marks if you use an
inappropriate tone or if you use the wrong tone in parts of your letter.
Examiners will ignore any sections of text copied directly from the question. Remember
that this will reduce your total word count and may also reduce your marks. You should
spend about 20 minutes on this task.
You have heard that a developer plans to build a shopping centre near your
home. Write a letter to the council. In your letter say how you heard about the
plan explain how you feel about it ask for more information about it
You do NOT need to write any addresses.

Begin your letter as follows:
Dear Sir or Madam,
Model answer
Dear Sir or Madam,
I am a resident of Boundary Road and I have recently read in the local newspaper that a
shopping centre is going to be built near where I live.
This news was rather a surprise to me. I have been living in Boundary Road for five years
now and it has always been a very quiet street with very few tall buildings. I think a
construction like this will change the atmosphere of the area considerably and, like many
other residents I have spoken to, I am not at all happy about it.
I think people who live in the area have a right to know more about the plan before it goes
ahead, so I would like to request further details regarding the dates of the planned building
work and the size of the centre. Also, I sincerely hope you are planning to provide a car
park, as otherwise parking will become very difficult for everyone in the area. I look
forward to hearing from you.
Faithfully,
John Carlson
(175 words)
Writing Task

MODULE 12
Independent Writing
The writing task for independent writing, consists of two separate tasks: an
Integrated Writing task and an Independent Writing task. The Integrated task requires
you to write a response comparing a lecture and an article, whereas the Independent task
requires you to write an opinionated essay in which you agree or disagree with an idea.
Integrated Writing Task

Divide into four paragraphs: an introduction and three body paragraphs!). But if you
want to write a conclusion, just be sure you keep it short — two to three sentences at
most Paragraph 1 (Introduction)
Your first paragraph will introduce the lecture and how it relates to the reading. This
paragraph doesn’t need to be long; a simple two or three sentences should suffice.
1. Begin with a topic sentence that summarizes the main point of the lecture.
Examples:
According to the lecture, …
Based on the lecture, …
The lecturer states/believes that …
The lecturer talks about …
The lecturer discusses …
2. Next, explain whether the passage refutes or supports the main point of the lecture.
Examples (Contrast):
By contrast, the author of the passage explains/states/posits that …
The author of the passage, however, disagrees with this idea/belief. Instead, he/she
believes that …
The author of the passage, however, doubts this idea/belief and thinks that … The
author challenges this point, however, by explaining/suggesting/positing that …
Examples (Agreement):
This line of thinking agrees with that of the author, who states that …
The author of the passage agrees with this notion/idea/belief, stating that …
Likewise, the author of the passage explains/states/posits that …
The author of the passage supports this idea/belief, explaining that …
Paragraph 2 (Body)

In this paragraph, you’ll want to focus on one of the key points in the lecture and explain
whether the passage refutes or supports this idea.
1. Introduce the main point you’ll be discussing. Examples:

First, the lecturer asserts/claims/suggests that …
For one, the lecturer thinks/believes that …
The first point the lecturer makes is that …
2. Next, describe this particular point in more detail and then discuss how the
passage either refutes or supports it. I suggest using one to two sentences here.
Examples:
On the other hand, the author asserts/claims/suggests that …
Likewise, the author thinks/believes that …
This concept is refuted/supported by the passage, which asserts/claims/suggests that …
3. Finally, conclude your paragraph by explaining what this difference or similarity

means. Examples:
For the Integrated task, you must read a passage on an academic topic for three minutes
and then listen to a short lecture on the same topic. This lecture will either support or
challenge what’s written in the passage. Your response must summarize the main
points discussed in the lecture and explain how these points relate to the reading.
This difference/similarity ultimately means/indicates that …
Basically, the lecturer/author is saying that …
The lecturer and author are essentially in agreement with each other. Both think/believe
that …
Clearly, the lecturer and author maintain different views on …
Paragraph 3 (Body)
In this paragraph, you’ll focus on another key point in the lecture and again discuss
how the passage either agrees or disagrees with this idea. The structure here is
essentially identical to that of paragraph 2, so make sure you are using new transitions
and varying your word choice.
1. Start by introducing the second point in the lecture you’ll be discussing. Because
this is your second body paragraph, do not use transitions such as “first” or “first of all.”
Examples:
Second, the lecturer argues/contends/asserts that …
Next, the lecturer suggests/proposes that …
Another key point the lecturer makes is that …
2. Next, explain this key point in more detail and elaborate on how it is either
refuted or supported by the passage. As with paragraph 2, I recommend using one to two
sentences here.
Examples:

In other words, the lecturer is suggesting/proposing that …
The author, however, agrees/disagrees with this idea/belief, suggesting/proposing that …
Similarly, the author argues/contends/asserts that …
3. Finally, explain what this difference or similarity means. Examples:

What this difference/similarity means is that …
This difference/similarity in thinking tells us that …
Evidently, the lecturer thinks/believes that … , whereas the author thinks/believes that …
Paragraph 4 (Body + Conclusion)

This final body paragraph will offer your last key point in addition to a brief conclusion.
Once again, try to vary your transitions and words here so that your body paragraphs do
not sound redundant.
1. Introduce and summarize the third point in the lecture. This is your third and
final body paragraph, so do not use transitions such as “first” or “next.” Instead, use
transitions such as “third,” “finally,” “last,” and “lastly.”
Examples:
Third, the lecturer explains/states that …
Finally, the lecturer introduces the idea that …
Lastly, the lecturer goes on to say that …
2. Then, explain this point in more detail and discuss whether the passage matches
or challenges it. Use one or two sentences here.
Examples:
This point is also made in the passage, which argues/contends/asserts that …
The passage supports this idea, suggesting/proposing that …
On the contrary, the author writes that …
3. Finally, conclude your paragraph by explaining the significance of this similarity

or difference. You should also look at this sentence as the conclusion to your entire
response. Remember, you do not need to write a separate concluding paragraph for this
task; it’s perfectly OK to combine it with your last body paragraph!
Examples:
In conclusion, the lecturer and author appear to be in agreement/disagreement about …
All in all, the lecturer argues/contends/asserts that … , whereas the author
argues/contends/asserts that Template 2: Independent Writing Task
For this task, you will read a short prompt and then write a response explaining whether
you agree or disagree with the issue or idea. Unlike the Integrated task, here you’ll be
writing an opinionated response (though you do not have to write about your actual
opinion).

You’ll have 30 minutes to write an essay of at least 300 words. Because this essay
should be longer than the Integrated task, it’s best to use the basic five-paragraph
structure, with an introduction, three body paragraphs, and a conclusion.
Note that many of the example sentences below are based on the sample
Independent Writing prompt used above. This means that these sentences will not
apply exactly to other prompts! So don’t simply copy the sentences onto your test; instead,
use them as a general guide to help you develop a better sense of style and flow in your
writing.
Now, let’s take a look at our Independent Writing TOEFL template.
Paragraph 1 (Introduction)
In this paragraph, you’ll introduce the main issue or idea and rephrase the prompt in your
own words. Then, you’ll state whether you agree or disagree with the statement and why.
1. For your first sentence, you’ll want to come up with a hook that introduces the topic
of your essay in a unique and creative way. Most people start broad and then get
specific.
This sentence is also a great opportunity to insert a hypothetical question.
Examples:
There is great debate about ...
It is said that ... But is this always true?
Many people wonder whether telling the truth at all times is necessary in order to
maintain a healthy relationship with someone.
2. Next, introduce your opinion on the topic. You may list your specific reasons for
your opinion here or in the following sentence(s). Remember, this doesn’t need to be your
real opinion!
Examples:
In my opinion, …
I believe that … is important because …
I agree/disagree with this idea/suggestion because …
For me, although telling the truth is important, there are many cases in which it’s OK
to lie.
3. Here, state how many points (three is ideal) you’ll be discussing in your essay and then
briefly summarize what these reasons for agreeing or disagreeing are. Your reasons
may come from facts, predictions, personal beliefs, experiences, etc.
Examples:
In this essay, I will address three potential problems with lying in relationships. Lying
is never a smart idea because it undermines trust in relationships, causes feelings of
betrayal, and often leads to more lying.

You’ll have a total of 20 minutes to write your response. Your response should be
around 150-225 words. During this time, you may reread the passage; however, you may
not listen to the lecture again.
Below is an example of an Integrated Writing task borrowed from ETS:
Reading Passage
Critics say that current voting systems used in the United States are inefficient and
often lead to the inaccurate counting of votes. Miscounts can be especially damaging if
an election is closely contested. Those critics would like the traditional systems to be
replaced with far more efficient and trustworthy computerized voting systems.
In traditional voting, one major source of inaccuracy is that people accidentally vote
for the wrong candidate. Voters usually have to find the name of their candidate on a large
sheet of paper containing many names—the ballot—and make a small mark next to that
name. People with poor eyesight can easily mark the wrong name. The computerized
voting machines have an easy-to-use touch-screen technology: to cast a vote, a voter
needs only to touch the candidate’s name on the screen to record a vote for that
candidate; voters can even have the computer magnify the name for easier viewing.
Another major problem with old voting systems is that they rely heavily on people
to count the votes. Officials must often count up the votes one by one, going through
every ballot and recording the vote. Since they have to deal with thousands of ballots, it
is almost inevitable that they will make mistakes. If an error is detected, a long and
expensive recount has to take place. In contrast, computerized systems remove the
possibility of human error, since all the vote counting is done quickly and automatically
by the computers.
Finally some people say it is too risky to implement complicated voting technology
nationwide. But without giving it a thought, governments and individuals alike trust other
complex computer technology every day to be perfectly accurate in banking transactions
as well as in the communication of highly sensitive information.
Lecture Transcript
(Narrator) Now listen to part of a lecture on the topic you just read about.
(Female professor) While traditional voting systems have some problems, it’s
doubtful that computerized voting will make the situation any better. Computerized voting
may seem easy for people who are used to computers. But what about people who aren’t?
People who can’t afford computers, people who don’t use them on a regular basis—these
people will have trouble using computerized voting machines. These voters can easily
cast the wrong vote or be discouraged from voting altogether because of fear of
technology. Furthermore, it’s true that humans make mistakes when they count up ballots
by hand. But are we sure that computers will do a better job? After all, computers are
programmed by humans, so “human error” can show up in mistakes in their programs.
And the errors caused by these defective programs may be far more serious. The worst
a human official can do is miss a few ballots. But an error in a computer program can
result in thousands of votes being miscounted or even permanently removed from the
record. And in many voting systems, there is no physical record of the votes, so a

computer recount in the case of a suspected error is impossible! As for our trust of
computer technology for banking and communications, remember one thing: these
systems are used daily and they are used heavily. They didn’t work flawlessly when they
were first introduced. They had to be improved on and improved on until they got as
reliable as they are today. But voting happens only once every two years nationally in the
United States and not much more than twice a year in many local areas. This is hardly
sufficient for us to develop confidence that computerized voting can be fully trusted.
Writing Task 1
In 20 minutes, write your response. Your response should be around 150-225
words. Summarize the points made in the lecture, explain how they oppose specific
points made in the reading passage.
Independent Writing Task
For the Independent task, you will write about your opinion on a certain topic.
You must provide clear reasons and specific examples for why you agree or disagree with
the issue or statement. (This doesn’t have to be your real opinion, though!) You’ll have 30
minutes to write your response. A typical high-scoring essay is at least 300 words.
You’ll receive a score on a scale of 0-5.
* level-5 essay effectively addresses the topic, provides clear and ample details, and
contains at most only minor issues with grammar and word choice.
* level-3 essay offers a generally coherent response with occasional slips in clarity.
*level-1 essay offers little to no detail and contains multiple technical errors.
Writing Based on Knowledge and Experience

This section of the test asks you questions about common experiences. You will
be asked to give your opinion and provide reasons and examples. You will not be required
to have any previous knowledge on a topic. You will have 30 minutes to prepare an essay
in response to the question provided.
Question types: Do you agree or disagree with the following statement?

Students should take out student loans to avoid working while studying. Use specific
reasons and examples to support your answer.
Some people think it’s better to live with a roommate. Other people prefer to live
alone. Which do you prefer? Use specific reasons and examples to support your answer.
It is better to grow up with siblings than without. Do you agree or disagree? Use
specific reasons and examples to develop your essay.
It has recently been announced that the public library in your area will be closed for the
summer months for a major renovation and expansion. Do you support or oppose this
plan. Why? Use specific reasons and details to support your answer.
Example:

Some people prefer to settle down and start
a family in a rural area. Other people prefer the
convenience of the big city. Which do you prefer?
Use specific reasons and examples to support your
opinion.
Sample Essay:
Does this scenario sound familiar to you? A
young couple meets and falls in love in the city.
Later they get married and decide to move to a rural
area. They plan to start a family. This may have
been the case years ago, but today more couples
are choosing to settle down in the city. In my opinion a city has more to offer a new family
than a rural area. These things include jobs, institutions, and support systems.
There are more work opportunities for young couples in a city than in a rural area.
Unemployment is much lower in urban centers. One reason for this is that many jobs in
rural areas are seasonal. It is more common for large companies to be based in the city.
Even though the cost of living is higher in the city than it is in a rural area, people who
work in the city tend to have much higher salaries. Furthermore, financial stress is a
leading cause of divorce and leads to the break up of families.
The city offers important institutions such as the best hospitals and schools that
rural areas don't always have. For instance, people who get sick or have babies in rural
areas often have to travel to the city for medical attention. This can lead to bills and
transportation problems. While their parents have to commute to work, kids sometimes
have to travel a long way on a bus to school. All of the travel takes away from family time.
In addition, kids who grow up in rural areas are less likely to go to post secondary schools.
Most have to go to the city to get a good education.
It is more likely that a young couple will have the support of friends and family in
the city than in a rural area. When a young couple moves away from this support system,
they often feel isolated. On the other hand, small communities are usually close and
friendly. It doesn't take long to meet new friends in a small town. People look out for each
other and the crime rate is much lower. Even still, you can never replace your best friends
and relatives. Consequently, birthdays and holidays feel lonely without grandparents and
childhood friends to join in the celebration.
Essay Checklist
Do I have an interesting introductory sentence?

Do I have a thesis?
Does my introduction state the topics that I plan to cover?
Does each paragraph have a topic sentence?
Do I use examples and reasons to support my points?
Is my spelling and punctuation correct?
Do I use simple grammatical structure that I am comfortable with?
Do I use transitional phrases?
Have I covered both sides of an issue fairly?
Did I prove my thesis?
Does my conclusion end with an interesting thought or idea?
Living in the city is a new trend for young families. This is partly because people
are starting families later. I have already established my career and home in the city. My
friends and family and all of the things I need are here. When I meet my future spouse I
hope he agrees to settle down in the city.
The score you receive for this task will be on a scale of 0-5. According to a level-5
essay (i.e., a perfect essay) selects the most crucial information from the lecture and
presents it in a coherent, accurate, and well-organized manner. A level-3 essay is
satisfactory but overall vague, with fewer key points and several grammatical errors.
Finally, a level-1 essay offers minimal coherency and fails to address any of the main
points in the lecture.

Unit 4
Speaking

MODULE 13
Social Functions
This module aimed to familiarize students with certain social functions of English.
It exposed them to real-life situations and adequate practice in using the appropriate
language forms in conversations similar to those used in everyday life. The unit also gave
strategies to help students practice these skills in the classroom
Specific Objectives
At the end of the module, the students should be able to:

1. Be encouraged to speak spontaneously in various social situations;
2. Familiarize themselves with common functions of English such as apologising, giving clarifications
and giving a description;and
3. Be provided with a vocabulary guide appropriate for different functions
For students, the preparation for participating fully in social life begins at school .
In the classroom as a communication situation, students have opportunities to perform
some linguistic functions like asking permission, asking for information asking for
clarifications, apologizing and giving a description and making a request. However, these
are not the only uses of English in daily life. To enable students to use English effectively
for social communication, we need to have practice performing other functions in English
and give students opportunities to share information naturally in their peer groups as they
would in real-life situations.
Activities to be done in pairs and groups help students feel less inhibited and shy,
and give them a real purpose for speaking, as their group mates will have similar interests
and lead similar personal lives. It is important, therefore, to use an activity-based
approach to teaching, not just in the English classroom, but in other subject areas as well.
Activity 1
Task 1: Read out the transcript like a conversation
Christina: Hey, Ravi! Why didn’t you turn up at my place last evening? Everyone was
waiting for you to show up, you know! In fact, we waited till 9:00 p.m. to
start!
Ravi: I’m so sorry, Tina — I just couldn’t get away from the office!

Christina: Well, since you didn’t call to say you weren’t coming, we didn’t know for sure!
Ravi: I know, Tina — it was really rude of me not to call — can you forgive me,
please?
Christina: It wasn’t just me, you know — Suzie came only to meet you, and I had a real
problem with the seating arrangement at dinner!
Ravi: My sincere apologies once again, dear — I just hope I can make up for it
soon!
Christina: It’s okay, but you better not repeat this — I don’t know if I can take it one
more time!
Ravi: Please let it pass this time — I promise this will never happen again!
Christina: All right, all right — you’re forgiven! Now buy me an ice cream, or I’ll tell
everyone about this!
Ravi: Really? Now who’s being mean? Ha ha!
Task 2: Follow-up exercise
Discuss the expressions used to apologise, and have the students brainstorm for more such
expressions. Also draw their attention to the responses made by Christine, and ask them to think of
other ways of responding.
Now break the students into groups of five or six and let them choose from the devise
different communication situations. Have them provide a few more expressions they may
adopt to apologize to others in social situations
at the bookstore in
a relative’s house
at the airport/on a
bus at the
shopping mall at
school
In their groups, the students should think of a situation for an apology, and write a
short dialogue on a conversation The dialogue should contain expressions of apology and
appropriate responses. When the groups are ready, the group members should perform
a role play based on their conversation. The other groups should note the expressions
used for apologies. At the end of the role play session, you can wind up by discussing
once more the different ways of making an apology, and ask students to practise these
at home and in social situations.
Activity 2 Asking for Clarifications

In the classroom and outside, one of the most common language functions one
needs to perform is asking for and giving clarifications. Sometimes we ask someone to
repeat what he or she said because of background noise interference; at other times, the
speaker may be speaking too fast or we may not be paying attention. At home, we use
fairly informal language to ask for clarifications, especially because we use the home
language.
Here is a list of common expressions used to clarify information that the listener did not
understand. Practise using them in the classroom when you do not understand something
said by your teacher or classmates. This will help you use them in real-life conversations
outside the classroom.
1 I’d like everyone to clarify their points, please.

2 Am I on the right track?
3 Please pull this conversation together for everyone’s clarification.
4 Could you repeat what you wanted to say?
5 Could you explain what you have in mind?
6 Can someone explain this from the beginning please?
7 Could you remind me what we were planning to discuss?
8 Could someone explain what this is about?
9 Could you say that again, please?
10 Can I ask you to repeat what you just said?
11. Sorry, I think I missed the point.
Task 1
Read out the transcript like a conversation, and have students complete the worksheet.
Rahila: Okay, everyone, let’s finalise our plans for
the Sports Day... Lisa, Ron, Nick, Didier,
Wendy — everyone, please pay attention!
Wendy: Sorry, Rahila — didn’t catch it —
________________?
Rahila: I just said we should start discussing our plans for Sports Day... Did you
talk to Coach Andrews?
Wendy: Me? No — was I supposed to?
Ron: Why, Wendy, wasn’t it you who offered to meet Coach Andrews after
classes on Friday?
Wendy: But I thought we were supposed to meet him together — Lisa and I!

Lisa: Hey — I thought I heard my name —
_______________________________?
Rahila: Really, Lisa, why are you always so vague? Wendy says she and you
were supposed to have met Coach Andrews together on Friday.
Lisa: Oops! I forgot! _____________________________?
Nick: You don’t remember? I was with you when Wendy called Thursday
night, and I thought she said you two needed to discuss Sports Day
preparations.
Lisa: I’m confused now… weren’t we supposed to meet Coach after we’d made our plans?
Didier: Guys, guys, we’re moving off the tracks now —
________________________________?
Nick: All right — let’s go over this once more. Everyone, please pay attention! We need
to discuss how to start planning the Sports Day events. Wendy and Lisa
are going to discuss it with Coach Andrews. I hope this clarifies it for
everyone now.
Didier: Ummm… I was thinking, like, how about drawing up a plan ourselves and getting
it past Coach? We don’t have much time, y’know!
Rahila: That’s not a bad idea – Didier, ________________?
Wendy: Didier, remem…
Nick: I have an ide…
Rahila: Nick, please don’t interrupt her — Wendy,
________________________________?
Wendy: What I was saying was that Didier and I were just talking about things we could
do and he…
Didier: Yeah, and I was saying we could divide the games into under 14, and over 15 or
something like that…
Rahila: Okay, I think I get it — you are suggesting we have two sets of competitions —
one for kids under 14 years, and the other for the rest of us older kids,
that is, 14 upwards.
Nick: That sounds good…
Ron: Someone ________________________________. Are we going to
make a rough plan now, and everyone will contribute their ideas, and we
will then take it to the Coach for confirmation? ______________?
Everyone: Absolutely!
Nick: Okay, everyone — let’s be serious about this:
________________________________.

Activity 3 Describing an object
This activity should provide some strategies to help your students describe an
object, another common function of any language. All through our lives, we describe
things in our home languages, from what we put in our mouths as children, to describing
creepy-crawly creatures lurking in our homes, to the exotic things we see on holidays,
objects of beauty around us, and finally, in our old age, we are asked by our doctors to
describe what we see with our failing eyesight! In short, we describe hundreds of things
around us — people, objects, processes, beliefs (yes, the descriptions can be of
nontangible things!) — and some of these we describe in English.
Task 1 identify from a set of pictures the object that they will hear being described.
Task 2. identify the objects from the descriptions, and number them
An open book: This is a rectangular object about the size of a shoe box. It is made of
thin sheets of paper bound together. The inner sheets are encased in two covers, made
of thick sheets. The object contains printed matter with margins on each side of the
sheets. The object is used for gathering or displaying knowledge or information.
A pair of spectacles: This object consists of two pieces of glass that are held in place
with a frame made of plastic, metal or wood. The two glass pieces are cut into a round,
oval, square or rectangular shape, and held in a thin frame. The frame has two long sticks,
about seven or eight centimetres long, which are bent at the ends to look like the letter
“l.” This object is used to view things at a distance more clearly, or small objects and
written matter that cannot be viewed by the naked eye.

A pencil box: It is a rectangular object, cuboid in shape, about 15 centimetres long, six
centimetres wide and three centimetres high. It is made of plastic, metal or wood, and is
used to store tools used for writing.
A mobile phone: This is a hand-held wireless instrument used to communicate with
people at a distance. It has an in-built computer that allows the user to store the contact
numbers of people they wish to speak to, and many other features that enable the user
to communicate with other people. This object works on a battery and sometimes includes
a torch. The advanced versions of this object can be used to watch TV, audio- or video-
record events and sounds, and even allows the user to be visible to the listener.
A stethoscope: This is an instrument used by a doctor to listen to a person’s heartbeat.

It consists of a rubber tube, about two feet in length, connected at one end to two metal
tubes with earpieces. At the other end, the rubber tube is connected to a flat, round, metal
object that resembles a medal.
Electric iron: An instrument used to remove creases from clothes, this object works on
electricity. The object, about the size of a book, is conical in shape, and has a flat metal
plate on one surface, which can be heated. The flat surface is attached to a metal or
plastic casing that contains wires and other heating apparatus. The plastic case also has
a non-heating plastic handle for people to hold it. The object may have a wire attached at
one end to connect it to an electric point, or it may be wireless.
A shoe: This object is an article of clothing used by both men and women. It is made of
a sturdy fabric. The object is about the size of a human foot, and is rectangular in shape,
but rounded at the front and back. It is hollow and has a thick bottom called a “sole,” made
of plastic or some other material that uses friction to keep it steady on the ground. The
object has a soft inner lining for comfort. The fabric is stitched to the sole, and can be held
in place by two laces that can be inserted into holes made in the front.
A clock: This is a round object made of plastic or metal. It works on a spring that is
attached to three thin plastic sticks with arrows at the end. The sticks, which go round and
round constantly in a fixed time span, are made of plastic. The longest stick is about one
foot long, while the other two are about seven and five centimetres long respectively. The
front of the object has a paper or plastic sheet glued to it, on which is printed the numbers
1 to 12. The sheet is protected by a glass cover. The object rests vertically on two metal
feet. At the top of the object, on the circumference, there is a triangular handle. On either
side of the handle, two round metal buttons are attached, each about the size of a coin.
When pressed, these metal coins produce a sound.
Task 3 Expressions used to describe an object

familiarize them with the expressions used for descriptions
Expressions describing shape:

round, oval, square, flat, long, diagonal, diamond-shaped, pear-shaped, heart-shaped,
zigzag, elliptical, rectangular, triangular, circular
Expressions describing size:
large, small, short, tiny, enormous, huge, average, pint-sized, microscopic, mid-sized
Expressions describing dimensions:
hollow, cube, spherical, conical, cylindrical, concave (turning in), shapely, convex
(turning out), bent, stretched
Expressions describing directions:
up, down, left, right, north, south, east, west, above, below, over, under, between,
beside, along, across, beneath
Colour expressions:
red, blue, yellow, green, amber, azure, turquoise, jade, ashen, grey, brown, crimson,
maroon, magenta, indigo, purple, violet, orange, pink, beige, silver, gold, bluish-green,
greenish-red, purplish-yellow, inky-blue, icy blue, copper, rust
Useful phrases:
a This object is a… b
It has… c It is used
for… d It is made
of… e It comprises…
f It consists of…
g.The size of this object is
Task 4
For the final part of the activity, bring to the class or draw interesting objects that
are not too easy to describe either some differently shaped objects (see and ask them to
describe them). Working in pairs, they should first write out a description using then ask
them to describe it. One partner should then read it aloud to the rest of the class. The
rest of the students in class will have to understand clearly what object is being described.
Keep a record of the best description, and discuss with the class what made it so good.
The rest of the class can practise and modify their own descriptions to match the pictures
better

MODULE 14
Independent Task Questions
Speaking is being able to communicate effectively and fluently. You do have to use
a ‘range of structures’, but that does not mean that you have to use every complicated
phrase and tense in the English language. Focus on real communication and the ‘range
of structures’ will look after themselves.
If you don’t understand one word in a question, it is acceptable to ask to explain

what that one word means. It is also acceptable to ask to repeat the question if you didn’t
quite understand what they said. However, do not abuse this privilege and use it for every
question; only use it when absolutely necessary.
If you really have no idea, be honest and tell them you don’t really know and then
have a guess. It is not an examination of your knowledge, so it is perfectly acceptable to
make something up if you are really stuck. Ask in a polite way that also demonstrates
your English abilities.
Many simply just look with a confused look on their face and expect someone to
know what they are thinking- they can’t. Others might just repeat the sentence or word
they don’t know- again people do not know what you mean when you do this and does
not have to help you unless you specifically ask them. The worst thing you can do is say
‘What?’ or ‘Huh?’; this is not only poor English, but also considered impolite.
Below are some phrases that are not only polite, but also demonstrate quite a high
level of English.
You should vary these phrases if you use them more than once.
Asking to Repeat the Question

• I’m sorry I didn’t quite (catch/get) that, can you say that again please?
• Can you repeat the question please?
• Sorry, could you repeat the question please?
Asking to Explain a Word

• I’m sorry but I don’t quite understand the word (X); can you explain it to me?
• I’m a little confused about the word (X); can you tell me what it means? Sorry, can you
explain what (X) means?

TOEFL Speaking test records your speaking by the computer; then, your answers will
be rated by human examiners. It takes 20 minutes in total and contains six questions. The
topics are usually related to academic activities, inside or outside school, such as
discussing or summarizing in studying, talking with administrative staff, or expressing an
opinion
Practice slowly first with old exam questions and think about how you could extend
your answers and even have notes and books in front of you. Think deeply about what
structures you need to use and focus on getting your answers perfect. Then, you can
practice ‘fast’ with new questions and without any help and hopefully, because you have
studied the structures in detail, you will be able to use them naturally without any help.
For practice, draft the topics, analyze the sample answers, and exercise under timing
videos. If you finish these materials and are ready for all listed questions, you can deal
with speaking topics with full confidence.
Try recording yourself and then listen back and think about the following:
• Could you improve the vocabulary?
• Did you make any grammar mistakes that could be fixed?
• Did you speak fluently or did you speak at an unnatural speed?
• How was your intonation?
• Did you extend your answer enough?
• Did you speak clearly?
Try again and keep practicing until you are really confident about talking about the
common topics
A Speaking test is supposed to represent a ‘normal’ conversation between two people

and it is totally normal to be able to ask the person you are speaking to for clarification if
you don’t understand. However, there are some rules that you should follow.
Don’ts
• Don’t ask personal questions or any questions about the topics being discussed. There isn’t time
for this and the examiner will probably ignore your questions and you might get offended.
• Don’t ask the to explain what a whole sentence means. You can ask them to explain what ONE
word means in a sentence, but nothing more than that.
• Don’t ask to change the question if you don’t understand it or you don’t know much about the
topic. Always attempt an answer.
• Don’t ask to repeat every question.
• Don’t ask to explain one word for every question. Only use this when you really need it.
• Don’t wait for help . They won’t unless you ask them to and then only as much as they are
allowed to.
• Don’t simply repeat the question to give yourself more time to think.

Do’s
• Do ask to repeat a question if you don’t understand.
• Do ask to explain the meaning of one word if you don’t know it.
• Do attempt an answer for every question. It is better to attempt something rather than nothing.
Do use some of the phrases to extend answers
Below are a few ways that you can easily extend your answers from a short sentence to
a more comprehensive answer that will sound better.
Feelings and Opinions

You can easily extend your answer by saying how you feel about the question you were
just asked. It will also make your answer more interesting.
What do you like to do in your spare time?
Short answer: ‘I like shopping.’
Longer answer: ‘I like shopping because I love trying on new clothes and I always feel
more confident when I’m wearing a new outfit.
Contrasting Details
One of the easiest ways you can extend your answer is to simply use the word ‘but’ to
contrast details.
How long have you worked there?
Short answer: I’ve worked there for three years.
Longer answer: I’ve worked there for three years, but I’m going to change careers next
year.
Combining Details
Instead of giving a very short answer you can add in some extra details with ‘and’, ‘with’
or ‘also’.
Do you live in a flat or a house?
Short answer: I live in a house.
Longer answer: I live in a house with my two brothers and my mum. We’ve also got a
dog and a cat.
Past Comparisons
You can talk about what you ‘used to’ do and how that has changed now in the present.
Do you play sport?
Short answer: I play football.
Longer answer: I used to love basketball, but now I play football more because that’s
what my friends are in to.
Adding Reasons

Always try to explain why you think or do something in the test. You can do this using
‘because’ or ‘so’.
Do you like your job?
Short answer: Yes, I really love my job.
Longer answer: Yes, I really love my job because I get to help people with their problems
everyday.
Future
If something will change in the future, you can use one of the future structures, like ‘will’
or ‘be + going to’.
Do you work or study?
Short answer: I’m at university at the moment.
Longer answer: I’m at university at the moment, but I’m graduating next year and I will
hopefully get a job in advertising.
Contrast Opposite Opinions

You might be asked a question where you have to talk about your opinion or another
person’s opinion. Use ‘even so’ or ‘although’ to show that you have considered both sides.
Is your hometown a nice place for tourists to visit?
Short answer: Yes, it has a really nice beach.
Longer answer: Yes, it has a really nice beach, although it is getting really busy these
days, so it’s not as pristine as it used to be.Giving Examples
Real life examples are always the easiest things to talk about because you can talk about
them naturally and in more detail.
Do you get along with your brothers?
Short answer: No, we’re not in to the same things.
Longer answer: No, we’re not in to the same things, like when we are both watching TV
we always fight about what show to watch.
Frequency
You can use words like ‘usually’, ‘never’, ‘always’ and ‘more often than not.’ to extend
your answers.
What do you do at the weekends?
Short answer: I watch TV and play computer games.
Longer answer: I usually watch TV and play computer games, but sometimes I go out
for a drink with my friends
One tactic you can use if you don’t understand the question is to give yourself some extra
time to think and then give an answer.
There are three stages to this:
Paraphrase question

Tell the examiner you don’t really know the
answer Attempt an answer For example:
Question: How has the internet changed TV viewing habits in your country?
Answer: Do people watch TV differently now because of the internet? That’s an interesting
question, let me think for a second. If I had to give an answer I would say……. Do some
paraphrasing when needed by simply saying the question in a different way, but keeping
the same meaning This not only gives you extra time to think but also tells that you know
how to paraphrase
If you are unsure about what to say and give yourself some time to think, here are some
phrases you could use to do that:
• That’s a difficult/interesting/tricky question, let me think for a second.
• I’ve never thought about that before, please give me a second.
• I’m going to have to think about that one for a few seconds.
• I’ve really no idea, just give me a moment.
• It will be far more impressive if you are honest and tell you are unsure than saying nothing or not
answering the question you were asked. You should also not think for more than a few seconds.
If you can’t think of an answer after a few seconds, just make an attempt answer by
saying one of these phrases when absolutely necessary:
• If I had to say…..
• Off the top of my head…..
• Without knowing too much about this topic, I would say….
• If I was forced to say I guess……
Use the following checklist for all your independent speaking responses so you can
analyze your weaknesses and improve your score. Here’s how you do it:
Step 1: Record your response
Step 2: Listen back to your response with the checklist
Step 3: After finishing the checklist, choose one part of your speaking you would like to
improve
Step 4: Try the same question again, this time focusing on your one weakness
1. Did I speak for 42-45 seconds?
2. Was my introduction 12 seconds or less?
3. Did I have enough time to include a short conclusion (7 seconds or less)?
4. Did I look at the clock to monitor my time at least twice?
5. Did I include at least two transitional words or phrases?

6. Did I speak at a smooth and even pace for the majority of my response?
7. Did I speak in a natural and conversational tone (no robot voice)?
8. Did I elaborate on the topic with a well developed personal example or anecdote?
2020 Speaking Topics

These are 20 popular TOEFL speaking topics in 2019-2020 exams..
1: Describe a place you have never been to but would like to go someday.
2: If your friends from another country are going to visit your country, where would you
suggest them to go?
3: What are the significant features of a cafe or restaurant you like
4: Do you think we should preserve the old building in the city?
5: Describe a place, for example, a seashore park in your city where you often visit.
6: Describe an important gift you have, tell us why it is important.
7: Have you had any work experiences before? Describe any of your jobs.
8: Describe the most impressive moment in your life.
9: How do you acquire knowledge? Give us some examples.
10: Do you prefer to choose a profession that requires you to work in a group?
11: Is there any invention that has changed your life most recently?
12: Which study method do you prefer, online courses or traditional classroom?
13: Describe a painting you have seen before. Why do you like it or dislike it?
14: What kind of friends do you like? Tell the main reason.
15: What do you like to read in your free time? For example, magazines, newspapers, or
books.
16: Do you like to live with roommates or live alone?

17: Someone focuses on one job throughout life; others like to change from one position
to another. Which one do you think is better? Why?
18: Some people think life in modern times is easier than our grandparents, do you agree
with it?
19: Do you agree that childhood is the happiest time in life?
20: How do you think about university education? Some people think it's important, and
some don't.
21: Describe one of your favorite songs or one of your favorite movies.
Independent Task's Questions

The first two questions are straight problems about personal preference: usually
one or two sentences. You view the issue, prepare, and then speak
One independent task is limited in one minute: preparation time: 15 seconds; response
time:45seconds.
Question 1 and question 2 are separate topics and related to different scenarios, such as
person, place, event, or anything you are supposed to know in campus life.
Here over 100 TOEFL speaking topics are collected for Question 1 and 2. They
cover common questions of recent years. Prepare and practice them The topics and
questions are organized into three sections:
The first section includes 80 common topics to prepare draft answers and polish
them in advance, then memorize your works.
The second section provides audio materials for 20 TOEFL speaking questions as
well as sample answers, follow the style to speak loudly to train mouth and tongue. The
third section gives 30 questions in 2 videos that mock the time frame as precisely as in
real TOEFL speaking test circumstance, by which you may familiarise with the actual
TOEFL speaking test pace.
2.2 Common Topics and Questions to Practice

TOEFL speaking topics don't need special knowledge or background to answer.
If you know these common topics and prepare answers before test day, you will show
stronger confidence and fluency in test. Write a draft for each of questions is a shortcut
to up your score, so don't miss anyone of the list.
1. What is the most useful book for you? Why?

2. Is TV positive or negative to modern society? Give your choice.

3. Describe the most important decision that you made in your life.
4. Do you think high school should teach music and art as other basic science?
5. After school, how do you spend your time usually?
6. Should mobile phones be forbidden in some places?
7. Describe a celebration or moment that impressed you very much.
8. Which one acts more influence on you, newspaper, TV, or teachers?
9. Describe social or political celebration events in your culture.
10. Should the government pay bills for museums and theatres? Explain your argument.
11. Where is your favorite place in your city? Why?
12. Where do you like to visit with friends?
13. Do you prefer having meals at home?
14. What park is your favorite one?
15. Big city or small town, which do you prefer to go to college?
16. Magazine, novel, poem, which do you prefer to read?
17. Do you like living alone or with a roommate?
18. Which is a common choice for your party: restaurant, café, or home?
19. Computers have improved our lives while others think computers have caused problems
20. Talk about a teacher.
21. Do you prefer to work at an office or at home?
22. Talk about someone you respect.
23. Should a university be open to all students?
24. Should parents lead their children to watch TV? Or the children should choose by
themselves.
25. What is the most efficient transportation in your country?
26. What is the most important invention of the last 100 years?
27. Should college students be successful in careers easier than ones without a
college education? Why?
28. Talk about the characteristics of friends.
29. Someone suggests school to cut the recycling. Try to comment on it.
30. Do you want to be a leader? Or to be a follower?
31. Which one do you think is better to help do research: internet or academic books?
32. In general, where do people get information? From TV, newspaper, and other
media, or family and friends?
33. What is your ideal job?
34. Do you prefer to take an extended vacation or several short vacations in a year?
35. What are the characteristics of a good parent?
36. Do you prefer to study alone on assignment from class or to study in a group?
37. What is your goal in the future?
38. Describe a challenging experience.
39. Do we should choose a major for job hunting or just for our interests?
40. What sort of movies do you like? Comedy, drama, or others?
41. What will you do to relax?
42. Is it essential for students to attend class regularly or study by oneself?
43. Describe an enjoyable event in your childhood
44. Describe one of your schools?

45. Should schools add Sport courses for generic students?
46. What do you miss most when you are away from home?
47. Some people believe that we should give a hand in severe cases without
hesitation; others argue that you should ensure not to cause new troubles.
48. Describe a unique opportunity given to you.
49. Talk about a good leader.
50. Should people always tell the truth?
51. Describe an object which is very important to you
52. Do you agree that we can judge a person by the appearance at first glance?
53. What is your choice: a job or career?
54. If you have a lot of money, how do you spend?
55. What should students do in their vacations?
56. Describe a happy event in childhood, explain why it is memorable.
57. Communicate with your family and friends by letter, e-mail, or by telephone. What
is your option?
58. Your favorite time of a year.
59. Some people want to have a relaxed and unhurried life, do you agree with it?
60. What is your favorite room?
61. In a journey, some used to get destination directly, and some enjoy the procedure
to reach the goal. How about your opinion?
62. When you get a restaurant or café, about what features do you care

1. What are the characteristics of a good parent?
2. Do you prefer to study alone on assignment from class or to study in a group?
3. What is your goal in the future?
4. Describe a challenging experience.
5. Do we should choose a major for job hunting or just for our interests?
6. What sort of movies do you like? Comedy, drama, or others?
7. What will you do to relax?
8. Is it essential for students to attend class regularly or study by oneself? 43. Describe an
enjoyable event in your childhood 44. Describe one of your schools?
45. Should schools add Sport courses for generic students?
46. What do you miss most when you are away from home?
47. Some people believe that we should give a hand in severe cases without hesitation; others argue
that you should ensure not to cause new troubles.
48. Describe a unique opportunity given to you.
49. Talk about a good leader.
50. Should people always tell the truth?
51. Describe an object which is very important to you
63. In city development, do we keep old buildings? Or replace them with a new building?
64. Do you prefer to get advice from family and friends, or learning through personal experience?
65. Do you agree or disagree: Students should wear uniform in school?
66. Compare online courses with traditional courses.
67. Talk about a subject that will lead to a better job.
68. Some think the college experience is essential, and some think not important. What is your
opinion?
69. Describe a letter or poem that is important to you.
70. Forest, desert, where do you like to live?
71. Experience of asking help from others. How do others help you?
72. High salary job or top personal satisfying career, which is your choice?
73. A student should do a part-time job or summer intern, do you agree?
74. What skill do you want to learn?
75. Is it a good idea to have a one-year break before college study?
76. Talk about some good news about yourself.
77. Should first-year students live alone or with seniors in the same building?
78. Students will learn more when they have discussions. Do you agree with it?
79. Do you agree or disagree: The most important lesson can't be learned in class.
80. Should university education be free?
REFERENCES
Chicago Press,(2003). Cook, Claire Kehrwald. Line by Line: How to Edit Your Own
Writing. Boston: Houghton Mifflin.
Cornelia Muganda et al.,(2012) Commonwealth of Learning. Open Resources for

English
Language Teaching: Module 3 – Success in Reading.Creative Commons
Attribution-ShareAlike 3.0 Licence (international):
http://creativecommons.org/licences/by-sa/3.0
Ehrenhaft, George.(2009) Barron’s SAT Writing Workbook. 2nd ed, Barron’s Educational
Series. Hauppage, NY: Barron’s.
Encarta Webster’s Dictionary of the English Language.(2004) 2nd ed. New York:
Bloomsbury.
Fogarty, Mignon.(2007) “Grammar Girl: Quick and Dirty Tips for Better Writing.”
http://grammar.quickanddirtytips.com/. Fogiel, Max. The English Handbook of
Grammar, Style, and Composition. Piscataway, NJ: Research and Education
Association.
Kramer, Melinda, Glenn H. Leggett, and C. David Mead.(1995) Prentice Hall Handbook
for Writers. 11th ed. Englewood Cliffs, NJ: Prentice Hall.
Merriam Webster’s Collegiate Dictionary. 11th ed. Springfield, MA: Merriam Webster,
(2005). Opdycke, John B. Harper’s English Grammar. New York: Warner, 1983.
Oxford Dictionary of English. 2nd ed. New York: Oxford University Press.
Ritter, Robert M. (2003) The Oxford Style Manual. New York: Oxford University Press.
Royal, Brandon. Little Gold Grammar Book. Maven Publishing 4520 Manilla Road
Calgary, Alberta, Canada T2G 4B7 www.mavenpublishing.com
Skillin, Marjorie E., and Robert M. Gay.(2007) Words into Type. 3rd ed. Englewood Cliffs,
NJ: Prentice-Hall.
Strunk, William, Jr., and E. B. White. (2000) The Elements of Style. 4th ed. New York:
Allyn and Bacon.
Thompson, S., Anderson, M., and Liu, K. (2004). Training module for the universal design
of English proficiency and content area assessments. Minneapolis, MN: University
of Minnesota, National Center on Educational Outcomes
Trask, Robert Lawrence.(1999) The Penguin Guide to Punctuation. London: Penguin.

Truss, Lynne. (2004). Eats, Shoots & Leaves: The Zero Tolerance Approach to
Punctuation. New York: Gotham.
Venolla, Jan.(2004) Write Right! A Desktop Digest of Punctuation, Grammar, and Style.
4th ed. Berkeley: Ten Speed Press.
Warriner, John E. (1988) .English Composition and Grammar: Complete Course.

Orlando, FL: Harcourt Brace Jovanovich.
Wikipedia, The Free Encyclopedia, s.v. “Writing Style,” http://

en.wikipedia.org/wiki/Writing_style.
Cornelia Muganda et al., Commonwealth of Learning. Open Resources for English

Language Teaching: Module 3 – Success in Reading.Creative Commons
Attribution-ShareAlike 3.0 Licence (international):
http://creativecommons.org/licences/by-sa/3.0

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English 2

Cecilia B. Anievas , Ph.D

URS-IM-AA-CI-0175 Rev 00 Effective Date: August 24, 2020

Plagiarism and Academic Dishonesty:

URS-IM-AA-CI-0175 Rev 00 Effective Date: August 24, 2020

Unit 1 Grammar Review

Module 1 The English Language

Unit 2 Listening Skills Enhancement

Module 4 Listening for Pronunciation

Unit 3 Reading Skills Enhancement

Module 7 Summary Completion

Unit 4 Writing Skills Enhancement

Module 11 Integrated Writing

Unit 5 Speaking Skills Enhancement

Module 13 Social Functions

URS-IM-AA-CI-0175 Rev 00 Effective Date: August 24, 2020

Welcome to English 2 (English Language Enhancement Course) which is primarily

This course is designed primarily to improve the proficiency in English of students

The author, Cecilia Bias Anievas is a Doctor of Philosophy major in Educational

URS-IM-AA-CI-0175 Rev 00 Effective Date: August 24, 2020

URS-IM-AA-CI-0175 Rev 00 Effective Date: August 24, 2020

Unit 1 Grammar Review

Unit 2 Listening Skills Enhancement

4 Listening for gist

5 Listening for main idea

8 Scanning and skimming

9 Identifying text structure and layout

10 Reading for detail and main ideas

Unit 4 Writing Skills Enhancement

11 Writing simple, compound and complex sentences using coordinating

Unit 5 Speaking Skills Enhancement

13 Conveying information, opinions and feelings

URS-IM-AA-CI-0175 Rev 00 Effective Date: August 24, 2020

Classes Start August-September Orientation

Course Grading System Breakdown

Participation involvement is an absolute necessity not only coming to class prepared

URS-IM-AA-CI-0175 Rev 00 Effective Date: August 24, 2020

URS-IM-AA-CI-0175 Rev 00 Effective Date: August 24, 2020

Upon completion of Module students will be able to:

1. help them equip with appropriate language expressions to communicate effectively

2. promote the understanding of intercultural diversity.

3. comprehend language by applying the conventions of Standard English in

URS-IM-AA-CI-0175 Rev 00 Effective Date: August 24, 2020

With globalization and worldwide exchange of knowledge and technology, English

Informal English in business clothes most commonly spoken by educated people

Colloquial -spoken by educated people in casual talk

Vulgar (illiterate or nonstandard English),like in well-worn clothes. Used by

Slang-special and spontaneous language a group of people develops

Trite or cliché (hackneyed, shopworm, threadbare) Cliche means stereotyped

General refers to classes of units e.g. College student

Specific refers to individual units freshman

Abstract ideas and qualities perceived by our senses like Noise,discomfort,

Already Ballpen Biodata Blow out Bold Brown out

URS-IM-AA-CI-0175 Rev 00 Effective Date: August 24, 2020

Differences between the two include pronunciation, grammar,

To present some of them are:

Grammar A. Collective nouns

C. Past tense (ed-t)

check Ck/que cheque

Learned,spoiled,smelled Ed/t Learnt,spoilt,smelt

Center,liter,meter -re/er Centre,litre,metre

Among, amid -st/no st Amongst, amidst

inquiry E/i enquiry