‘Module 1 ‘Module 2 ‘Module 3 Module 4 ‘UNIT 1 Something to shout about! (pp. 7-26) Ambition, success, achievement, happiness UNIT2 Escape Artists (pp. 27-46) ‘ave, entertainment, leisure, relaxing UNIT 3 People Power (pp. 53-72) People, families, appearances. UNIT 4 Growing Concerns (0p. 7352) Soda problems, civil ibetis, ‘unemployment, poverty intemational issues, environmental problems UNIT 5. Our Changing World (pp. 99-118) Technology, computers, space travel, technology in everyday ie UNIT 6 A Job Well Done (o9. 119-138) Work, the workplace, business, professions, money UNIT7 Fit for Life (pp. 145-164) Health, fitness, medicine, sport & exercise UNIT Live and Learn (pp. 165-184) ‘School, education, university ife, educational issues UNIT 9 The Image Business (pp. 191-210) The fashion industry, image, the visual arts UNIT 10. Shop Around (op. 211-234) Shopping, the economy, advertising Grammar Reference (p. 239) Irregular Verbs (9. 245) ‘Appendix 1 ~ Phrasal Verbs (p. 250) Contents Celebrations; career sucess; colocations; words often confused; leaders; expressing satisfaction, idioms; fixed phrases with an, phrasal verbs; Communication: giving and responding to news Pastimes and hobbies; sure actives; adectives ‘colocation; idioms; fied phrases with af, phrasal verbs; Communication: making and responding to suggestions interrupting Family; media; characteristics; words often confused; «allocations; idioms; fixed phrases with of, phrasal vets (clear, come); Communication: apologising Crime and the law: punishment; charity; social issues; People in the egal profession; phrasal verbs, idioms; fixed phrases with against; Communication: problems and solutions Science and technology: computers; phrasal verbs; idioms; fixed phrases with in; Communication: sharing opinions Jobs, work and workplaces; collocations, idioms; fixed ‘phrases with on; phrasal verbs; Communication: polite requests Health problems; treatments; medicine; collocation; idioms, fixed phrases with under, phrasal verbs; Communication: making appointments School, college, university: study methods; subjects leaming; collcations; idioms; fixed phrases with by, phrasal verbs; Communication: describing similarities! differences Image; looks; collocation; idioms; fied phrases with 6 Collocations a. Tick (V) the boxes in the table to form collocations. Think of at least two more phrases for each verb. ‘the right to davhave sth experience a salary one’s > 7 'b. Now use some of the collocations in their correct form to complete the sentences below. 1. The heavyweight champion ‘ver his opponent in the last round of the match, 2 She went to work in the restaurant to asa chef 3. Although he's incredibly wealthy now, when he fist ‘ame to this country he asa dish washer. 4) He's very well paid for his free-lance writing but he also from the bookshop where he works 5. she asa tough businesswoman by sticking to her principles ‘and never backing down from the competition Fixed Phrases (phrases with on) a. Match the fixed phrases with their meanings. on the ofchance working on second thoughts [21] justin ase on awtim [35 tiuet0 a beet Ivatiidee (ca capa on principle [EIC} after reconsideration ‘on one's own [ET] intentionaily on target as plonned on duty ELD onyit on purpose [SE independentiy on condition that with a limited amount ‘of money b Now, use fixed phrases to fill in the gaps in the sentences, 1. 'don't think there is @ vacancy in the company at the moment, but you could ring my boss onthe of chance 2 | think til take Sarah to a fancy restaurant for her birthday. let's have a suprise party at home, 3. Chris owns a line of successful boutiques in the UK and beleve it or not, she manages them completely 4 We'te pleased to anngunce that our proposed sales figures for the year are right 5 Fd love to go to the house-warming party with you but !m and really can’ afford a gift D Phrasal verbs Appendix 1 Match the verbs with the particles to form phrasal verbs and use them in the correct tense to complete the sentences below. Then explain the poe verbs in your own words 10 Cowa ee can wear Her employers persistent enthusiasm for the new scheme het resistance to it. A trainee his superior’s orders quickly and efficiently, The minister with the ceremony despite the noise from the back of the church ‘At a very young age she determined what her career ‘goals were and set out to them Unfortunately, the difficuities he was having at work into his personal if. After the shock of being made head manager slowly «James went about settling the difficulties between members of his staff. As the day the graduate became ‘more and more excited about the upcoming ceremony. The champion runner liked to joke that he ‘vera hundred pairs of trainers before he won hs title To everyone's disbelief, the Jamaicans the trophy in the men’s bob-sledding event I'm sure you'l get the position. Now stop pacing or youl the polish on the floor!’Idioms a, Match items from the two columns to make idioms. n pairs, guess what the idioms might mean. Do you have similar idioms in your language? have the word 2 seventh heaven [J bein b the Joneses [| bea feather © in one's cap [| have one'sheed od atone's feet [_} keep on e show [J keep up with f tothebone [] rb sb up the 9 wrothe top [] steal the fr in the clouds [] work one's fingers i top of things | wore tes Hvis b. Now, rewrite the sentences below using one of the idioms from Ex. 9a 1. Due to the success of her latest CD, the number of ‘Spportunities open to the young diva are limites. Due to the sucess ofher latest CD, the young da has the word at her feet. 2. My grandfather, who was a poor farmer, laboured night. and day to send his children to university 3° Nowadays, people are so busy competing with those around them that they forget to enjoy life. 4 His ability to control the goings-on in the large company made him a fantastic manager. 5 ver the years, Sue has steadily imoroved_her position in the law firm. 1 @ Listen to four short extracts. Match the extracts ‘as you hear them with the situations. ‘A. Promotion brat! 8 Mariage exrect2 Mute births ewes D_ Postponing a Date Brac a ( Listen again and tick the phrases that you hear. Giving News Responding to Good News + Imaftad ve got some bad | + You cat be serous! news + Who'd have ever thought! + reget toinform you that | © | can't believe tis! + Wow! That's fantastic + You'l never uess + Congratulations! + thate to tellyou th, but. | «You're joking! + You'enever goingto | +. Thatsinedbe! belive ths, but. © Thats very good news + You can’t imagine what indeed! rappened then! «Ihave wonderful news for Soe es a + Ohno! +m pleased to inform you |* Tats temblefawtuy ay honbe! + Theesa bitofa pen |? Ohheteni © I don't like to be the bearer mE ASG ‘of bad news, but ‘© Which of the phrases are formal and which are informal? Giving and Responding to News 4. Look at the phrases from Ex. 11b again. With a partner, act out dialogues similar to the ones you heard in Ex. 11a, giving and responding to news. Base your dialogues on some of the a. Unjumble the coloured words to complete the cartoon caption below. elapsed to inform you that you" t your promotion, but | rerteg to form you that we're bankrupt. b. What other phrases for giving good and bad news can you think of? following situations. ees passing/alling an examination losing/winning a match/competition a disastrous holiday meeting an old friend you had lost touch with reading about someone you know in the newspaper damagingfosing something getting a job being promoted/fired getting into university ‘mafia ve got some bad news Ohno. What’ the matter? ‘ve just ot my chemistry exam results, and ve fled. ‘Oh, what pity Andyou workedso hardforit. etc 1314 1 Task 2 Listening - Part 4 ‘Multiple Matching Task . With a partner, talk about a special moment in your life when you felt very happy. * How old were you? ‘+ What was the situation? '* Who was with you? How did they feel? Now listen to five people talking about special “moments in their lives and do the following two tasks. STRATEGY POINT ‘Take advantage of the time you have to look at the Questions before you have to listen to the recording, This wil help you predict the themes ofthe listening extracts ‘Both tasks 1 and 2 are based on the same extracts Concentrate on Task 1 in the frst listening and on Task in the second listening * There are three items in each task that don't match with any of the extracts Task 1 For questions 1-5, match the extracts as you hear them with the people, listed A-H, A Anuse 1 B lawyer © A school leaver B D A fitness instructor E Ateacher B F A sibling "i G Apensioner H Anactor 5 For questions 6-10, match the extracts as you hear ‘them with the topics, listed AH. Cuistening 2 @ You will hear a radio news report about ‘Google’, a popular Internet search engine. Before you listen, look at questions 1 - 9 an: pairs try to predict what kind of information ‘might be needed to complete the gaps. art 1 ((B) Now listen to the report. For questions 1-9, fill ‘the gaps with the missing information. wa STRATEGY POINT * This partis 2 monologue. + Youwill need between 1 and 3 words for each gap. * Your answers must fit grammatically with the rest of the sentence ‘+ ead through the exercise before you listen. The sentence: stems contain information that you will hear in the listening text, but the information is worded diferent, To fill in the gaps comectl, be alert for information Contained inthe stems, but ina pataphrased form. ‘Google's success is such that the brand name has become a i For its success, Google relied on [2 which isa particulary old-fashioned way to market a product. ‘Google is naw the offi search engine for top global The professor mentioned by the reporter used the word ‘googling’ to indicate that, rather than being involved in serious [& he was|ust browsing He was searching the ina relaxed manner looking for tings to interest him Temajaryo [5] ] use Goal o search the Net The brand name has become so widely used tat itis sometimes spelt without its [7 ] The verb to goodie’ terally means searching for whats of use to you through a vst quantty of [B “Google's a aiant speling of ‘oogo aterm invented bya ‘matheratician’s [9 | several decades ago, A Getting a job i B Publishing a book © Watching a play iF D Passing an exam E Watching a prie-giving [8 F Having a baby G Fishing university Hi Climbing a mountain fi In pairs, think of other situations where the people in Task 1 could fee! the same way. © Have you ever used Google? What do you think of it? Tell your partner. 4d. What other famous and very successful products do you know of? Why do you think they're successful? Discuss in pairs.' Speaking - Part 2: Compare, Contrast & Speculate ) Achievements c_> 3 a Look at the photographs below. Compare and contrast two or three of them, saying what kind of success is portrayed in each one and who you think might be feeling the happiest. You have about 1 minute to do this. b, Who do you think may have worked the hardest to achieve success? ) Celebrations Cap Now look at the two pictures of birthdays. Compare and contrast the pictures, saying what differences there are between the two ‘occasions and what each birthday means to the person celebrating, Useful language: Comparing ‘Both pictures show + Inboth pictures the people ae + Both pictures were taken © The main conectionSsmilarty between these picuresis that Contrasting # The fist picture shows ohn whereas the second one ture on the lft... whereas in the other one * The mainimoststiking difference between the two pictures + There ae several dferences between the pictures: fist, Speculating + They couldimightimay be + They seernvappear to be * I supposelassumesimagine that * Itcould/nightimay be that | © tcan'tbe surecertan, but perhaps * Although I can't be sure, perhaps =p d. How do you think each celebration might develop? 4, Listen to two candidates doing the speaking ‘tasks above and compare their performance to that of your classmates. ‘Assess your classmates in terms of * grammar and vocabulary « discourse management * pronunciation * interactive communication Everyday English Responding to news 5 _Inpairs quess and say what the other speaker says. a Typical! d- Good for her. b Alright for some. Lucky you © Poor you! ‘Av Imsomy butyour computer cant be fixed. 8: Typical 1516 Reading * Get the gst fist by looking at the Remember: * Options which sound a lot like ‘You are going to read an article about happiness. Before you read, in pairs discuss the following. 1. Are the people of your generation generally happier or unhappier than your parents’ generation? 2 Look at the tile and introduction to the article. What do you think the writers answer to his ‘question will be? Read quickly through and check title and reading the text quickly Read the questions and question stems (the actual questions, not the four choices) Read the text carefully and Underline the parts which are relevant to the questions. Choose an answer to each question the text (e.g. ones that use words that also appear in the tert) are usually wrong, Some wrong options may be generally true, but they don't answer the question or they are Not true according to the text Some wor nearly com options are very , apart from one ‘word (eg. an adverb lke ‘never’ Now read the passage and answer the questions (1-6). ‘What can be inferred about National Smile Week? A B re D Its organisers cid not expect it to succeed, It seems to have annoyed some. people. it was largely unsuccessful ‘twas not ambitious enough 3 Why do we _ feel bad? We've tried shopping and New Age cures, making money and spending it We're still miserable. What’s missing from our lives? Did you notice an outbreak of joviality and generosity last week? Peopl ‘beaming at you as they let you go ahead in the bus queue, grinning as the shared your morning traffic jam, smirking through the quarterly budge planning meeting? No? The organisers of National Smile Week will be do All their efforts to perk us up for at least seven days have run, it the sand of our collective scepticism. Four out of ten of us think become worse in the past five years, Two million of us are on anti depressants; only a minority of us think ‘people can be trusted most of th time’. Mix in some road/air/office/phone rage, a rise in reported incivilit and a good dose of political apathy and the gloom looks even starker We're a wretched lot. All this when average house prices have just blasted through th £100,000 mark, when life expectancy continues to lengthen, mortality rate Which of the following is implied in the second paragraph? A People are getting stinger B People ae getting less polite People ae arguing more about politics People are working longer hous. What is the writer referring to when he says the palace] can be beamed into our ving rooms’? (I, 29-30) A atvertsing 8 over-work © poles D- depression ‘An increase in earnings fails to make most people happier because A their expenses ae incredibly high B_ they realise that's not where happiness les there is always someone who earns more. D_ they don't have financial problems.are dropping and more than a third of young people enjoy ‘what was once the clite privilege of higher education. We are healthy, wealthy and wise. Yet we've never felt so bad. If we seem like a nation of ingrates it may be because all the goodies that are supposed to make us happy don't do it for us any more — even if we have yet to wake up to the fact. So, your house is worth half a million. Karl Marx, Who for all his faults knew a bit about capitalism, captured the Keeping-up-with-the-Joneses dynamic of market economies perfectly: “A house may be large or small; as long as the neighbouring houses are likewise small, it satisfies all the social requirements of a residence, But let there arise next to the little house a palace and the little hhouse shrinks to a hut.’ With mass media, the palace doesn’t have to be next door ~ it can be beamed into our living rooms. Money doesn’t make most of us happy any more. Poor -ople, understandably, see theie life satisfaction rise with income but for most of the population in a country as, aiiluent as ours, any jump-start to well-being from a pay rise quickly wears off. “I was window-shopping in the South of France recently and I saw a diamond-studded woolly hat, and I quite fancied it.’ When we get to that, stage we should realise that more money isn't getting us much more in terms of happiness. Harrods is currently carrying a pair of shoes priced at a cool million ~ imagine if somebody stepped on your foot. But what about health? Surely the virtual elimination ‘of most fatal diseases, rising life expectancy and falling mortality should be cheering us up? Not a bit of it. All that happens is that our expectations rise just as or even 5 According to the writer, improvements in health care ‘A made no difference to the public's mood B alleviated some health worries. C citectly led to increased anxiety, D_ only caused complex egal issues. 6 On average, people in their early thirties ‘A have more friends B have happier mariages. Care better-educated. D_ face more problems. ©) Vocabulary Practice 3. Find at least three words or phrases which are synonyms for the word ‘miserable’. b. Explain the highlighted words. more quickly. Objectively, our health is better on almost ‘every count, but this doesn’t translate into our feeling any healthier. We are more aware of our health, so we more anxious about it. Medicine has become a victim of its own success: having massively reduced the chances probably next week. Fingers crossed See you at the weekend, Mandy B Dear Miss Trueman, ‘You have 1) been selected / been picked out for a second interview which will 2) be held / come about in the Head Teacher's office at 10.00 am on Tuesday, 9th March. In addition to the Head Teacher, the Head of Department will also 3) come along / be present. Following the interview we invite you to 4) look ‘around | tour the school premises to see the children in their working environment. You will be informed of the outcome in §) due ‘course / a week or so. Ifyou are successful you would be expected to take up the position at the beginning of | May, following a two-day induction session We look forward to seeing you again on 9th March. ‘Yours sincerely, — . What differences do you notice between the ‘wo letters in the following areas? * lexis (e.g. choose vs. select) © grammar (e.9. you have been selected vs. they've chosen me) 412. Now read the following letter and use the information in this text to complete the gaps in the formal letter. Use no more than two words for each ‘gap. The words you need do not occur in the informal letter. Dear Jen, You wor't believe thial Ive just heard | got the job | applied for at Maynard's school. lant that fantastic! Theyre going to fill me in on everything on Monday Gth and IW meet the staff at break. They really Iked ‘my application and | aid well in the interviewe. They think Im going to really help the school Ag well a8 my timetabled teaching, Im going to be working with the Head of Department. on the admin comected with the different courses. This should take up about a third of my time. They eay lovely things about mel Il be joining a group of teachers whove been together for years 60 (W\ defricely be the new girl on the block! I'm 90 excited My feet haven't touched the ground since | got the letter. Wish me luck Love, Mandy Dear Miss Trueman, We have great pleasure in). ava that YOU MVE 2) oe in your application to join the teaching sta at Maynard's School, Your 3) session js to be held at 9.15 on the morning of 6th May and you will 4) to the staff at breaktime that day Let me say how 5) wwe were with your application and interview; we feel that you will be a Very SONG 6) tothe school. ‘We should like your work to include 7) the Head of Department in his organisation, planning and running of the various courses we offer. This would be a. to your own teaching commitment and should 9) approximately 30% of your time. ‘Once again, please accept our congratulations and we look forward to your strengthening an already 1). team of teachers Yours sincerely, 2122 \A Formal letters are writen for a variety of reasons - e.g 1 topresent information, to make an application, to recommend ‘someone or something, to complain, to apologise, ete. Informal letters are written for similar reasons but are usually writen to people you know, The main difference between formal and informal letters is the language that you use. In all cases, its essential that the style of the leter is appropriate forthe target reader. Aletter should contain: ‘+ Anintroduction in which the reason for writing is clearly stated. In formal letters, itis often necessary to state who you are. ‘+ A main body in which the task is covered according to the instructions given. Each different issue should be siscussed in a separate paragraph. You usualy begin each main body paragraph with a topic sentence Examples and/or explanations are then added in supporting sentences * A conclusion in which you restate the main points of the letter and/or state an opinion, For formal etter, any ‘action you want taken should be clearly stated at the end of the letter. n informal eters, you usually end by sending your wishes and perhaps asking the other Person to write back D vocabulary a Use the phrases given to fillin the gaps in the sentences below, as in the example. ‘ take issue with © in addition to this ‘tis concemed * voice my concern about ‘ expressed the opinion that * with regard to * views contzined. which appeared in 1 I would aso like to tae ssuewith the statement made by your journalist that the students of the college are to blame for this situation 2 Lamwtting to complain about the article yesterday’ issue of your newspaper. 3. Lamuiting to the proposed changes to the education system in the district. 4 The in your report were extreme and unfounded, 5. The writer the project was a failure, 6 you should Consider the enormous progress that has been made 7 the effect (on the public | feel that this will be considerable 8 As faras the committee they have done everything in their power to see that this unfortunate event is not repeated b. Look at the situations below and, for each one, imagine that you have to write a letter showing your objection. Use the phrases above to suggest sentences that would be suitable. A You have just seen a TV documentary which was very ctitical of your home town, B_ You have recently heard that the college where you study English is planning to increase its fees ©The government has announced plans to close down the only remaining hospital in your town, D_ The local authorties have recently released plans to build a new office complex on fields near your home E You recently read an artide accusing people in your country of not caring about the environment, D Understanding the Rubric Part One of the CAE writing paper is a compulsory writing task which is based on reading input. It is important that you follow the instructions carefully and use the information you are given. 2. Read the rubric and reading input below, paying careful attention to the underlined words and phrases. ‘The English cass that you belong to recently studied the artice below, which was taken from an international students’ magazine. After a discussion, ‘many members of your class disagreed with the points ‘that have been made. You felt that the comments in theartce did nat apoy to your county Your teacher has asked you, as class representative, to ‘wits tothe editor of the magazine, explaining why vou fel the aril is inaccurate Write your letter (approximately 250 words). Everything's just perfect, thanks! Ieseems that there are a lot more contented people nowadays. According 10 the results of our recent survey, people the world over are happy with their lives. Look at what else we discovered: © 9.out of 10 people said they were happy withthe level of education available to them. © Over three quarters of those who responded are happy With their jobs. ‘The majority of people are happy with city life Although they would not say no to more money, most people claim that they have enough to lve comforabhy ‘© Public transport is, people say, excellent.Now tick (7) the appropriate boxes in the statements below. a You should write: a formal etter (] an informal ietter [7] b_ tis going ta be read by. someone you know [_] someone you don’t know [—] € Your reason for wtng sto: present information [_] make an application (] recommend someone or something [_] complain (—] apologise L) d__In order to follow the instructions you should write & letter agreeing [_] disagreeing [] with the artice in the reading input Tick the boxes below to show which of the points are suitable for inclusion in ths eter. Give reasons. * We do not feel that most people are happy with thei fives © |, for one, am very unhappy with my ie © think your survey is abi lie * Many people in my country have complaints about the education system. © Most of us are happy with our jobs. © Assignificant percentage of us would move if we could * Lack of money is among the most commonly reported complaints. * Our public transport system is seriously under-funded and our roads are heavily congested 0 0 00 000 o D Analysing the Model 3 Read the model on the right and use the words! phrases to fill in the gaps. Suggest alternatives which could be used in their place. Then answer the questions that follow. ‘furthermore » secondly « finally * to conclude + in fact « frst of all with reference to 1. Does the introduction dearly state the reason for verting? What other information i included in the first paragraph? 2 ~ Does the fist sentence of each main body paragraph leaty state the topic ofthat paragraph? = How does the writer support each of these sentences? ~ Which point(s) from the reading input does the writer «address in each paragraph? 3 How does the writer conclude the letter? Dear Sir/Madam, 1am writing 1) the article entitled ‘everything's just perfect, thanks!” which appeared in the june issue of your magazine. Following a discussion of the article in our English class, 1 have been chosen to express our disagreement with some of the views contained in the article 2) é , we find it difficult to believe that such a large number of people are satisfied with the education system and with their working conditions. This is certainly not the case here, where mary people have complaints about the poor standards of education. 3).. lack of job satisfaction is known to be among the Greatest couses of stress in this country. ees , it certainly is not true that ‘most people are happy with public transport, either in our cities or in the country. 5) ‘ one of the most commonly heard complaints is that there are insufficient. buses and trains to serve an ever-increasing population. It is a wellknown fact that our public transport system is seriously under- funded and our roads are heavily congested. And, as far as city life is concerned, a_ significant percentage would move if they had the opportunity, 6) wnenennnennaninn WE feel it is unrealistic: of you to claim that most people have enough money to live on, Were this so, we would have none of the financial problems faced by most people and widespread poverty would not be an issue. 2 , we found your article to be extremely inaccurate’ in its assessment of living conditions. since your magazine claims to represent students from all over the world, we look forward to reading more objective reporting in future issues. Yours faithfully, ‘Mark Wiseman p 4. How strongly does the writer feel about the points he ‘makes? Find examples of words or phrases which helped you to decide. Then suggest how the leter could have been written more or less forcefully 5 Complete te following sentences using ideas of your own, + find it difficult to belive that + It contain isnot true that + itis a wellknown fact that + fee! itis unrealistic 23= Formal and Informal Style How formal your letter needs to be depends on the target reader and the eason or vnting, t's very important to maintain the same level of formaity throughout your letter (in other words, you should not mix very formal expressions with very informal nes). Study the guides. Formal syle incudes + sophisticated vocabulary «impersonal tone «move Fequent Use of the passive voice. # complex grammatical constructions * formal inking devices » advanced vocabulary Informal style includes: * colloquial (spoken) and idiomatic English * personal tone/ direct address « less frequent use of the passive voice « less ‘complex grammatical constructions + simple linking devices ‘less advanced vocabulary # contractions 4. Look at the formal expressions on the left, which have all been taken from the model. Match them with their less formal equivalents, I 1 Lam wating @ sayhow much {disagree l Sea tg ib on b ened 3) Wwe find it difficult to ¢ Ithought I'd drop you a bere that ie 4 express my disagreement 5 seriously under-funded evenyone knows which was called a e 6 inaccurate f somany 7. asignifcant percentage g_ it can’t be right that 8 itis awel-known fact bh wrong 9. opportunity {doesn’t have enough 10 entitled money ' re | 24 Read the sentences below and say whether they are formal or informal. Then suggest who the target reader might be. 1 Itis a wel-known fact that the school is seriously under- funded. 2 Inthe article which was called ‘A National Disgrace’, the information was wrong. 3 Alot of people would do this if they had the chance. 4 tcan'tbe right that so many people believe this 5 | am writing to express my disagreement with the opinions in last night's Agenda’ on BBC2. , Now, using phrases from Ex. 4, and making other necessary changes, re-write the sentences ina different style. Discuss the effects that the different styles would have on the readers. D ‘onic and Supporting sentences 6 a. Read the following paragraphs and say whether each one contains an explanation, an example, of both. Then think of an appropriate topic sentence for each one. The first one has been done for you. To begin with, there i pressing ned for renovation work tobe | Yours faithfully, or Dear MrMrs/Ms Smith, -+ Yours sincerely, ‘Al formal eters bean with the e3son for wing -e.9. fam wing request. /infryou../complan about apologise. ppyfr «ete Imation, you can indude one or more ofthe folowing + who you ae. Jamuatng on beh of my Enlshclas. * a eference to someting you have seen or read ~ 9, fam ntngin ‘sponse toyour ace n ast Tuesdoysisue of duction News. * deals of place, time, people spoken to, etc, eile | was attending te seminars studentson th May Depending on the reason for writing, etters can end with one or ‘more of the following + Asummary ofthe main body ** reiteration of the reason for writing *» Areassurance ‘© Areference to future action + An expression of gratitude Match the beginnings and the endings below and identify the techniques which have been included. Then say which letter: * isinformal * isto.a newspaper ‘is applying for a job A. Dear Mr Wooster, 7 am writing in my capacity as secretary of the college social club to say how concerned we were to read about the decisions taken at the committee meeting held on the fourth of last month, B Dear Matk, ; |lam writing to let you know about a marvellous ‘opportunity that | have heard about and that | ‘think is exactly what you're looking for. __eeninseniggenainaaasacaaD © Dear SirtMadam, | am waiting to express my ress my interest in the Position of part-time. library assistant that | a advertised in your newsletter dated 13th June INFORMAL LETTERS Informal letters usually begin and end with fist names in the following way. Dear John, -* Lots of love, Susan Dear Margaret -+ Take care and write soon, Bil Informal letters can begin withthe reason for writing, eg. | thought ! would write to let you know about this fantastic new course tha’ being offered. Alternatively, they can begin with an informal greeting, eg. How areyou doing? The closing comment depends on the content of the etter -e.9, rite oon andlet me know what you think. / Why dorityou giveitaty?/ etc 1 Ast've said, this rally is too good a chance to let slip by. honestly don’t think it will be very difficult for you ofall people to qualfy. So why not give it @ go? Write and let me know how you get on. Say hello to everyone for me, Lots of love, Jill 2 | hope that you will consider me for the post. | enclose a copy of my CV, together with two letters of reference. |look forward to hearing from you and having the opportunity to discuss this matter further nay faithfully, Kate Lowe | trust you will give this issue Your urgent Consideration and will take the opinions of the students into account. Thanking you in anticipation for your cooperation on this matter. Mepemon Yours sincerely, Graham Wiseman 25