WRITING SKILLS

UNIT 1: AN OPINION PARAGARH

- Use the simple tense to talk about facts or things that are generally true/ about habits and
daily rountines
S + V(o,s,es) / am,is,are/ have,has +……
- A strong topic sentence should introduce the main idea of the paragraph. It should not too
general or too specific
UNIT 2: A PROBLEM – SOLUTION PARAGRAPH
- Use simple past tense to talk about events that began and ended in the past: S + V 2/ed
- Form the simple past tense of be (was/were), other verbs (-ed), irregular past tense form.
- Supporting idea sentences often repeat or paraphrase key words from the topic sentence.
- When introducing a new supporting idea, use transition words and phrases like First of all,
Firstly, Secondly, Another, Also, In addition, Furthermore, Finally, Besides, Last but not
least,..
- Detail sentences give descriptions, reasons, facts, and examples about supporting ideas: For
example, For instance, Because, Since,…..
UNIT 3: A DESCRIPTIVE PARAGRAPH
- Use present perfect tense: S + have/has V3/ed
 For something that began in the past and continues to the present
 For something that happened at an unspecified time in the past
 When the time in the past is not important
- Use a phrase with since to show when something started in the past
- Use since + a point in time , for + a length of time , in the + time period to describe
something that began in the past and continues to the present
- Use already in affirmative statemetnts to emphasize that something happened at an
unspecified time in the past
- Use recently or lately to emphasize that something happened or didn’t happened at an
unspecified time in the recent past
- Concluding sentences can state an opinion (either the author’s, or a person mentioned in the
paragraph), make a prediction, or ask a question for the reader to think about. They can also
restate or summarize the main idea of a long or complex paragraph.
- Can use words and phrases like: In conclusion, To sum up, In short, To summarize,
UNIT 4: EXPLANING THE INFORMATION PRESENTED IN THE GRAPH
- Use these phrases to introduce a description of a chart or graph (followed by a comma):
According to the graph,…; As the chart/ graph shows,…; As we can see from the chart,….;
- Common verbs used to describe charts and graphs (usually in simple past tense):
  rose to/by, increased to/by, grew, doubled, tripled, quadrupled (x4), peaked,
reached a high point of
  declined, decreased, dipped, dropped, fell, reached a low point of
  remained stable/ steady, stayed (about) the same
- Prepositions are often used to describe information in charts and graphs
 Use ‘to’ with most verbs to talk about a number or amount that something reached
  Use ‘by’ with most verbs to talk about how much something changed
 Use these words to talk about time:
o Over: a period of time
o Between: a period from one year to another
o By: at a certain time
o In: during a number of years
- Usually begin a description of a chart or graph by explaining its main idea or purpose
- Provide details – specific data that support the main idea
UNIT 5: A HOW TO DO SOMETHING PARAGRAPH
- By + V-ing / Gerund phrases expresses how to reach a result. => Cause
- By + V-ing / Gerund phrases can appear at the beginning or at the end of a sentence. Use a
comma when they appear at the beginning of a sentence.
- Using Outline :
Topic: How to ……………

Topic sentence:………….

Suporting idea 1: ………….. Details (two or more)

Suporting idea 2:…………… Details (two or more)

Suporting idea 3 or more:…………… Details (one or more)

Concluding sentence:……………………….

UNIT 6: AN ARGUMENTATIVE PARAGRAPH

- Making a concession is saying that one idea is true, but another ideais stronger or more
important.
Although/ Even though S + V (concession clause) , S + V (main clause)
S + V (main clause) although/ even though S + V (concession clause)
- To convince the reader that your point of view is valid and true.
 First, you state the issue
 Then you state your argument and give reasons why you think it is valid
- Certain phrases that you can use to express your agreement or disagreement:
 Agreement:
o I (generally) agree (with the idea) that…….
o I support the viewpoint that……….
o There are a number of strong agruments to support the idea that……..
 Disagreement:
o I disagree (with the idea) that……….
o I do not share the view that…………..
o There are sone important reasons to disagree with the idea that………..
UNIT 7: A PROCESS PARAGRAPH
- Use simple present tense to describe a natural or biological process – that is, to explain how
something happens
- When you write a process paragraph, you explain steps or events in chronological order –
the first event appears first, then the next event, and so on
- Use sequence words and phrases are used to indicate the beginning of a process
 First, Initially, To begin with => to indicate the beginning of a process
 Second, Third, Then, Next, After, After that => to show the following steps
 While, At the same time, During => to show actions or steps that happen at the same
time
 Finally, Last, Last but not least, Eventually => to be used to indicate the final step
 When, As soon as, Once => to describe an event that happens just before another
event
UNIT 8: A COMPARISON PARAGRAPH
- We use comparative adjectives when talking about two things (not three or more)
 Adj + -er than
 More/ Less + Adj than
- To say things are or are not the same: (not) as + Adj + as
- When comparing two items, you can write about similarities or differences. Should use
transition words and phrases like:
 Similarities: Similarly, Both, Also, Like,…
 Differences: However, On the other hand, Unlike, In contrast,…..
UNIT 9: A SUMMARY PARAGRAPH
- To write a summary paragraph, you should replace some of the original words or phrases
with synonyms
- Should understand the context in which you are using a word in order to choose the best
synonym.
- When you write a summary paragraph, you explain the key ideas of an original text in your
own words. A summary paragraph has the following characteristics:
 It’s shorter than the original text
 It includes all the key ideas but fewer details
 It does not contain new information
 It presents the key ideas in the same order as the original
 It has a topic sentence that expresses the main idea of the original
 It should not contain your own opinions
- To write a summary:
 First, read the original text and highlight the key ideas as you read
 Then write the key ideas in your own words
UNIT 10: A PARAGRAPH GIVING ADVICE
- Use zero conditional sentence ti describe general truths and facts
IF + S + Vs/es/o , Vo
 - Use zero conditional with modal verbs to give advice:
IF + S + Vs/es/o , S + modal V + Vo
- Also use the zero conditional with imperative verbs to give advice:
IF + S + Vs/es/o , Vo
- When you write about advice, it’s important to include details that explain:
 Why the advice is important
 How to follow the advice

Introducing supporting ideas Giving details and examples

First (of all),………….. One……..
Secondly,………. An example of this is……..
Another………… For example,………
Furthermore,……. For instance,……….

Presenting similar ideas Presenting contrasting ideas

Similarly,………… However,…….
Both…. On the other hand,………..
Like………….. In contrast,……………
Describing cause and effect Describing a process
Therefore,…………. First (of all),………….
As a result,……. Then / Next / After that,…………..
Because of this,……….. As soon as………../ Once………
If,……., then……….. Finally,………

TIPS FOR ACADEMIC WRITING, you should:

- Write in full sentences
- Use formal Eng
- Be clear and coherent – keep to your main point; avoid technical words
- Use signal words or phrases and conjunctions to connect your ideas (see the table above)
- Have a clear poin (main idea)
- Use a neutral point of view – avoid overuse of personal pronouns ( I,we,you) and subjective
language such as nice or terrible
- Use facts, examples, expert opinions to support your argument
- Avoid using abbreviations or language used in texting
- Avoid using contraction
- Avoid starting sentences with or, and, but
 VOCABULARY EXTENTION
UNIT 1:
- Common expressions with the word living:
 Standard of living: the level of wealth someone has
 Cost of living: the average cost of the basic necessities of life
 Living the dream: experiencing the achievement of all your career or life goals
 Make a living: to earn enough money from a job to pay for housing, food, ect,…
 Do (something) for a living: to have a job or career
- Some words can be both nouns and verbs like offer, pick, taste, volunteer. If a word follows
an adjective, it is more likely to be a noun.
UNIT 2:
- Common collocations with the word power:
 Full power: the maximum amount of power that something can produce
 Solar power: electricity produced using energy from the sun
 Power failure: a loss of the electric power to a particular area
 Power line: a cable that carries electricity into a building
 Power plant: a building or group of buildings where electricity is produced
- Some adjectives end with the suffix -able or -ible , mean “able to”
 Adj formed from N and V often end in -able. If the N or V ends in -e , drop the -e and
add -able
 Other adj not formed from N and V usually end in -ible
UNIT 3:
- Some collocations are in Adj + N form. Adding an adj before the word contribute gives
more information about kind of contribution being described.
- The suffix -al can mean “relating to”. Add -al to some N to make Adj.
UNIT 4:
- The suffix -ial means “connected or related to”. For N ending in -e or -y , drop it and add -
ial
- Collocations are formed with prepositions like in,on, out.
 Rely on: to depend on someone or something
 Get on: to have a good relationship with someone
 Build on (success): to continue to achieve more success
 Take on (work): to begin ti deal with more work
 Move on: to progress or become more morden.
UNIT 5:
- The suffix -ize means “cause to become”. Add -ize to some N & Adj to make them into V.
For N and Adj ending in -y , drop it and add -ize
- Common expressions with the word state:
 State of affairs: a situation or set of circumstances
 State od emergency: a severe situation in which the government has increased powers
to deal with a problem
  State of repair: the physical condition od something
 State of shock: the condition of being very upset because of something unexpected
 State-of-the-art: the best available or the newest
UNIT 6:
- The prefix en- means “putting or causing to be in a certain condition”.
- Using a variety of Adj to accurately describe emotion can make your writing mor interesting
and effective
UNIT 7:
- The prefix ex- can mean “from” or “out of”
- Many Adv are formed by adding -ly to the end of Adj. Adj ending in -le , replace -e -> -y.
Adj ending in -y, remove it and add -ily
UNIT 8:
- Some collocations are in Adj + Style that gives more information about the kind of style
being described.
- The prefix trans- can mean “across” or “beyond”
UNIT 9:
- Some collocations are in Adj + Advantage that gives more information about the kind of
advantage being described.
- The prefix pro- can mean “forward in place or time”. Most of these kinds of pro- words
include root words that do not typically mean anything on their own.
UNIT 10:
- Common expression with word Challenge:
 Present a challenge: appear to be difficult
 Meet a challenge: overcome and complete a difficult problem
 (a) Big challenge: very difficult to do
 (a) Fresh challenge: look for something new and difficult to do
- Common expression with word Quality:
 Quality of life: how good or bad a person’s life is
 Air quality: the degree to which the air in a particular place is pollution-free
 Star quality: a special ability that makes someone seem better than other people
 Quality time (with someone): give them all of your attention.
 PRONUNCIATION
26: SYLLABLES: PLURAL AND OTHER -S ENDINGS
- The -s ending is just a consonant sound, not another syllable. It is pronounced /s/ , /z/
- When the -s ending is another syllable like /s/, /z/, /§/, /t§/, /dʒ/, it is pronounced /iz/
- With -s endings, we sometimes get a lot of consonant sounds together at the end of syllable.
Many speakers make it simpler and do not pronounce one of the Cs
27: SYLLABLES: ADDING PAST TENSE ENDINGS
- Usually the -ed ending is just a consonant sound, not another syllable; the letter e is silent.
Notice that -ed rhymes with either /t/, /d/
- If infinitive of the verb ends with sounds /t/, /d/, -ed or -d is a new syllable; the letter is
pronounced as a vowel sound /-id/
- If the word after the past tense verb begins with a consonant, you may not hear the -ed
28: STRESS IN TWO-SYLLABLE WORDS
- Many two-syllable words come from a one-syllable word. In these two-syllable words, the
stress is on the syllable of the original word
- Most two-syllable nouns and adjectives have stress on the first syllable, even if they don’t
come from an original one-syllable word. However, there are a number of exceptions to this
general rule like asleep, mistake, machine, alone, which have stress on the second syllable
- Most two-syllable verbs have stress on the second syllable, even if they don’t come from an
original one-syllable word. However, exceptions like cancel, copy and two-syllable verbs
ending in -er and -en , e.g. answer, enter, offer, listen, happen, open, which all have stress
on the first syllable.
- Some words are both nouns and verbs. Noun – first syllable and verb – two syllable.
However, there is not always a change of stress in words that are both nouns and verbs like
answer, picture, promise, reply, travel, visit that always have stress on the same syllable
- The stress stays in the same place when we make longer words from these two-syllable
nouns, adjectives, and verbs
29: STRESS IN COMPOUND WORDS
- In most compound words, the stress is on the first part.
- If the first part of the compound word is an ADJ, there may be stress on the second part too
(00)
- There may be stress on the second part of compound noun when: (00)
 The Object in the second part is made out of the material in the first
 The first part tells us where the second part is
- If the compound word is not a Noun, we often put stress on the second part too
- Sometimes a compound word (0o), (00) looks the same as
 A normal Adj and Noun (00)
 A normal Noun and Verb (00)

30 + 31: STRESS IN LONGER WORDS :

 - Usually, longer word stays on the same syllable as in the original word. There is a list of
beginnings and endings which do not change the stress of the shorter word:
-able -hood -less -ship
-al -ing -ly Un-
-er In- / im- -ment Under-
-ful -ise -ness -ish
- The ending -ion or -ian, the stress always moves to the syllable before these endings
- The ending -ic also moves the stress to the syllable before it
- When a syllable changes from unstressed to stressed, or stressed to unstressed, the vowel
sound often changes
- In the words with endings -y, the stress is placed on the syllable two from the end. However,
the stress stays on the same syllable as in the wording in -y such as photographer ->
photography, climatologist -> climatology
32: SENTENCES WITH ALL THE WORDS STRESSED:
- In a sentence, we put stress on one syllable of all the most important words. In some
situations, emergencies, there is stress on one syllable of all of the words.
- Sentences with all words stressed have a distinctive rhythm
33: UNSTRESSED WORDS
- There are the kinds of words which are not normally stressed:
 Pronouns
 The verb be
 Auxiliary verbs
 Articles
 Conjunctions
 Prepositions
- Negative auxiliary verbs are usually stressed
34: PRONOUNS AND CONSTRACTIONS
- The speaker doesn’t pronounce the letter H in her , he, him unless it is at the beginning of
the sentence
- The vowel sound in the pronouns and his, her, their, our is very short
- You do not join the pronoun to an auxiliary verb at the end of a sentence: yes, I will
- You only put stress on pronouns if you want to emphasize or contrast something
35: PRONOUNCING THE VERB BE
- You don’t normally put stress on are in the middle of a sentence
- The word is is not usually spoken as a separate syllable. But if the word before ends with
letters like S, CE, GE, CH , it is a new syllable
- In the middle of a sentence, was and were are also usually unstressed
- The verb be is normally unstressed at the start of a sentence too
- The verb be is stressed in negative contractions and at the end of sentences or is also
stressed for emphasis or contrast
36: AUXILIARY VERBS
 - 0oo0: is a very common rhythm in questions beginning with Wh- words followed by
auxiliary verbs
- Other auxiliaries are also usually unstressed in questions: has, have, do, does, will
- Auxiliaries are stressed in negative contractions and at the end of sentences or for emphasis
or contrast
37: PRONOUNCING SHORT WORDS (A, OF, OR)
- Short words like articles, conjunctions and prepositions are usually unstressed
- Notice that the vowels in all the unstressed syllables are pronounced the same /ə/ .The
consonant sounds after the vowel may not be pronounced
- The vowel sound in to and the is different if the following word begins with a vowel
38 + 39 +40: JOINING WORDS
- The /h/ is often dropped from the beginning of pronouns
- When one word ends with a consonant and the next word begins with a vowel, imagine that
the consonant is at beginning of the next word
- Sometime we have to add an extra sound to separate vowel sounds. The same three
sounds /r/, /j/, /w/ are also added between whole words to separate vowel sounds
- /r/ is used to separate vowel sounds when there is a letter at the end of the first word. But if
the following word begins with a vowel sound, the R is pronounced, in order to separate the
two vowels.
- The sounds /j/, /w/ can also be pronounced to separate vowel sounds:
 If the first word ends in a vowel sound like /i/ and the next word starts with any vowel
sound, we add the sound /j/
 If the first word ends in a vowel sound like /u:/ or /u/ and the next word starts with
any vowel sound, we add the sound /w/
- When one word ends with a consonant sound and the next word begins with a consonant
sound, the first consonant sound is often changed.
- The sounds which most frequently change when they are at the end of a word are /d/, /t/, /n/.
they can change so much that the word sounds like another word.
- The consonants /d/, and /t/ may disappear completely when the next word starts with a
consonant
41: UNDERSTANDING CONVERSATION
42: READING ALOUD: ‘PRONOUNCING PUNCTUATION’
- Pauses can change the meaning of what we say
- We need to use pauses to give us time to think, and to give the listener time to take in the
information.
43: GROUPING WORDS
- The line / shows where they are divided. The second phrase is pronounced all as one group
- The speaker divides it into groups which are pronounced all joined together like one long
word

44: SHOWING THAT YOU WANT TO CONTINUE

 - We often say noises like ehm to keep our speaking turn while we are thinking of what to say
or doing something else.
- You can use noises like ehm to ‘buy time’. If you are silent, the other person may think you
have finished and start talking
- The voices on the same level when they say the word before the pause but their voices go
down at the end of their speaking turns
- At the start of their turns, the speakers use expressions like: yeah, I know what you mean;
yeah, right; Absolutely; Well, OK
45: TELLING A STORY
- Anyway and well are often said in quite a high-pitched voice
- Uh huh? or mmmm? Is used in order to encourage other people to continue.
- Use A low-pitched voice to show that they so not want to speak.
46: UNDERSTANDING SMALL TALK
- Different people often have their own favorite ‘throw away’ words that wouldn’t change the
sentence meaning and often said in a low voice
 I mean
 It’s sort of like
 Like….
 Kind of
 You know
However, in other contexts, they have meaning but is used as ‘throw away’ words
47: UNDERSTANDING INSTRUCTIONS
- The signals Right, Now, Ok, which tell you that you that you are moving on the next step
- They are often not pronounced so strongly if they are used in other contexts
- The speaker uses the word Oh to signal that he has learnt something new
48: QUOTING SPEECH
- How to pronounce the quote marks (‘ ‘)
 The speakers show the quotes by putting a short pause before and after. Also, their
voice is higher on the quotes
 We may pronounce quote marks for written words or thoughts, not just speech
49: INTRODUCTION TO EMPHATIC STRESS
- Speakers can choose to put the stress in any place. This is like underlining words in writing:
we do this to put emphasis on words
- To underline a word, a speaker does one or more of these things: a makes it louder, b makes
it longer, c makes it higher
- We emphasize words when we want to make a contrast with what the other person says or
correct some wrong information

50: EMPHASISING ADDED DETAILS

 - When it is new information.
- When the speaker gives information and the other can add new details
51: EMPHASISING IMPORTANT WORDS
- The speakers ‘underline’ the words which are most important in their argument
- The word which is more important depends on the context. The speaker ‘underlines’
different words in the different contexts.
52: EMPHASISING CONTRASTING ALTERNATIVES (nhấn mạnh lựa chọn tương lai)
- When we present alternatives, we ‘underline’ the contrast between them
- The same sentence can be pronounced differently, depending on the sentence that came
before it.
- The word we choose to ‘underline’ can change the meaning of our sentence.
53: EMPHASISING CORRECTIONS
- When we hear an error and we correct it, we ‘underline’ the correct information.
- If only a part of a word or phrase is not heard correctly, we ‘underline’ only that part when
we correct.
54: INTRODUCING TONES
- Some idiomatic expressions have a fixed melody, or tone
- We can choose to make our voice go up or down at the end.
55: ASKING AND CHECKING TONES:
- The voice usually goes down at the end of ‘open’ question and up at the end of ‘check’
question
- In the sentence, the voice can go up at the end makes it sound like a question
56: TONES IS ASKING FOR INFORMATION
- An ‘open’ question is where we ask for information we didn’t have before, and the voice
usually goes down at the end
- A ‘check’ question is where we make sure that information we have is correct, and the
voice usually goes up at the end.
- In ‘open’ question, the voice starts going down in the last word only, because this is the
word the speaker is emphasizing or ‘underlining;
- In ‘check’ question, the voice sometimes goes down before it goes up at the end
57: TONES IN NEW AND OLD INFORMATION
- This is ‘Old’ information, and the voice normally goes up at the end.
- This is ‘New’ information, and the voice normally goes down at the end.

58: CONTINUING OR FINISHING TONES

 - When we use ‘check’ question, the voice goes up at the end. Then, when we finally tell the
news, the voice goes down at the end. This shows that we have finished the story
- The voice goes up at the end when we want to continue the story which is old information
- The voice goes down at the end when we want to finished the story which is new
information
- If we are saying a list of things, our voice goes down at the end of the last thing to show we
have finished. On the other things, the voice goes up to show the list is not finished.
59: AGREEING AND DISAGREEING TONES
- When we agree with the other person, our voice often goes down at the end. We tell the
other person our opinion, confident they will not be upset
- When we disagree, our voice often goes up at the end, so our opinion sounds unfinished and
less strong, because we do not want to upset the other person
- When we use question tags to check information, the voice goes up at the end
60: HIGH TONES
- High tone will show that we really mean what we are saying
- Our voices don’t go high when we do not mean it
- When we give an opinion about something with a very strong adjective, our voice usually
goes high to show our strong feeling.
- People often say a strong adjective with a flat voice, to mean the opposite.
- If you use strong adjectives, make your voice go high or people may think you do not mean
it
GOING DOWN GOING UP
- Repeat the word
- Open question - Check question
- New information - Old information
- Finishing tones - Continuing tones
- Agreement - Disagreement
- Tell our opinion which is sure and - Tell our opinion sounds unsure,
confident the listener will not upset unfinished and less strong, because we
do not want to upset the listener
 Agreement, confidence, news,  Disagreement, uncertainty, check
statement, strong opinion, new question, old information, questions
information, open question(wh- (tags, yes/no), continuing story or
question), finishing story or conversation
conversation

SPEAKING
PHRASES FOR CLASSROOM COMMUNICATION

Phrases for Expressing Yourself

Expressing Opinions Expressing Likes and Dislikes

I think……. I like….
I believe…… I prefer…….
I’m sure…… I love…….
In my opinion/view…… I can’t stand…….
If you ask me,……. I hate……
Personally,………. I really don’t like……..
To me,…….. I don’t care for……

Giving Facts Giving Tips or Suggestions

There is evidence/proof………. Imperative (e.g., Try to get more sleep)
Experts claim/agrue……… You/we should/ shouldn’t…
Studies show…. You/ we ought to….
Researchers found….. It’s (not) a good idea to….
The record shows….. I suggest (that)……
Let’s…….
How/What about…..+ (N/Gerund)
Why don’t we/you……
You/we could……

Agreeing Disagreeing
I agree I disagree
True I’m not so sure about that
Good point I don’t know
Exactly That’s a good point, but I don’t agree
Absolutely I see what you mean, but I think that….
I was just about to say that
Definitely
Right!

Phrases for Interacting with Others

Clarifying/Checking Your Understanding Asking for Clarification/Confirming
Understanding
So are you saying that…?
Sorry, I didn’t catch that. Could you repeat it?
So what you mean is….?
I’m not sure I understand the question.
What do you mean?
I’m not sure I understand what you mean.
How’s that?
Sorry, I’m not following you.
How so?
Are you saying that…?
I’m not sure I understand/follow
If I understand correctly, you’re saying that….
Do you mean…?
Oh, now I get it. You’re talking about.., right?
I’m not sure what you mean

Checking Others’Understanding Asking for Opinions

Does that make sense? What do you think?
Do you understand? We haven’t heard from you in a while.
Do you see what I mean? Do you have anything to add?
Is that clear? What are your thoughts?
Are you following/with me? How do you feel?
Do you have any question? What’s your opinion?

Taking Turns Interrupting Politely

Can/May I say something?
Could I add something?
Can I just say…?
May I continue?
Can I finish what I was saying?
Did you finish your thought?
Let me finish. / Let’s get back to.
Excuse me.
Pardon me.
Forgive me for interrupting….
I hate to interrupt but….
Can I stop you for a second?

Asking for Repetition Showing Interest

Could you say that again? I see. Good for you.
I’m sorry? Really? Seriously?
I didn’t catch what you said. Um-hmmmm. No kidding!
I’m sorry. I missed that. What did you say? Wow. And? (Then what?)
Could you repeat that please? That’s funny/amazing/ incredible/ awful!

PHRASES FOR PRESENTING

Introduction

Introducing a Topic
I’m going to talk about…. Today we’re going to talk about…
My topic is……… So we’re going to show you…
I’m going to present….. Now/Right/So/Well,(pause),let’s look at…..
I plan to discuss…. There are three groups/reasons/effects/factors...
Let’s start with…… There are four streps in this process.

Body

Listing or Sequencing Signaling Problems/Solutions

First/ First of all/ The first (noun)/To start/To One problem/issue/challenge is…….
begin,…. One solution/answer/response is…….
Second/Secondly/ The second/Next/ Another/
Also/ Then/ In addition,..
Last/ The last/ Finally,…
There are many/several/three types/kinds of/
ways,…

Giving Reasons or Causes Giving Results or Effects

Because + (clause) So + (clause)
Because of + (noun phrase) Therefore, + (sentence)
Due to + (noun phrase) As a result, + (sentence)
Since + (clause) Consequently + (sentence)
The reason that I like ….. is…… …….causes + (noun phrase)
One reason that people……is…… ……..lead to + (noun phrase)
One factor is + (noun phrase) …….had an impact/effect on + (noun phrase)
The main reason that….. If…..then……

Giving Examples Repeating and Rephrasing

The first example is …. What you need to know is…..
Here’s an example of what I mean…. I’ll say this again…
For instance,…. So again, let me repeat…..
For example,… The most important point is…….
Let me give you an example…..
…………..such as……….
………….like……….