English Skills Training

Goals, Objectives,
Learning Approach & Strategies
 Lesson objectives
1. Goals, objectives and Strategies
2. Awareness of different approaches to learn English
3. Awareness of the importance of form of words, phrases
& clauses, linking words and discourse markers in
organizing speaking & writing.
4. Awareness of common errors.
5. Pronunciation, IELTS, Job Interview
Contoso
S u i t e s
Is it important to have goals?

Contoso 3
S u i t e s
What is the difference between a goal
and an objective?

Contoso 4
S u i t e s
What is a goal?

A goal is a short statement of a desired outcome

to be accomplished over a long time frame,
usually three to five years. It is a broad
statement that focuses on the desired results
and set the direction but does not describe the
methods used to get the intended outcome.
Contoso 5
S u i t e s
What is a goal?

A goal is a short statement of a _____ _____ to

be accomplished over a long time frame, usually
three to five years. It is a broad statement that
focuses on the desired results and ____ ____
_____ but does not describe the ____ ____ to
get the intended outcome.
Contoso 6
S u i t e s
What is an objective?

An objective is specific, actionable target that

need to be achieved within a specified time
frame, such as a month, or a year, to reach a
certain goal. An objective describes the tasks,
actions and priorities involved in achieving a goal.

Contoso 7
S u i t e s
What is an objective?

An objective is _______, ________ ______ that

need to be achieved within a ______ ______ and
______, such as a month, or a year, to reach a
certain goal. An objective describes the ______,
______ and ______ involved in achieving a goal.

Contoso 8
S u i t e s
How to set end goals and not mean goals? 1

1. As a noun, usually plural. A means to an end. Means is

an activity or process done or resources required to
accomplish a goal.

Contoso 9
S u i t e s
How to set end goals and not mean goals?

1. What experience in (private and work) life do

you desire to have?
2. Who will you serve and what values you will
bring to them ?
3. What skills do you need to develop and grow to
enable you to do and achieve the above?
Contoso 10
S u i t e s
Strategy

What is a strategy?

Contoso 11
S u i t e s
Strategy

Strategy is a plan of action designed to achieve a

long-term or overall aim.

Contoso 12
S u i t e s
Learning strategies
1. Socratic Method : Asking relevant questions and seeking
words and ideas for developing answers.
2. Active learning approach : Identify key steps & implement
the process in daily practices, paying attention to details.
3. Lexical approach : Identify & develop active vocabulary
through speaking & writing practices.

Contoso 13
S u i t e s
Background
“Post-truth” was voted as the most popular word in 2016 by Oxford dictionaries.
We are in fact living in a post-truth “environment in which facts are viewed as
irrelevant, or less important than personal beliefs and opinions, and emotional
appeals are used to influence public opinion.” This can be attributed to how
education, political and business systems have degenerated into propaganda to
promote hidden agendas with ulterior motives not conducive for young people to
gain true knowledge and become critical independent thinkers. People
responsible for educating and teaching young people should be mindful of this
unhealthy trend, and inspire them to think critically and independent. What is
printed in books, magazines, main news media and government booklets do not
necessarily mean the information contains truth. Everyone should ask the
question : “What is truth” and earnestly seeks the answer of what’s the most
important truth about your life, where we came from, what are we doing on earth,
and where we are going with eternity in mind. Contoso 14
S u i t e s
Neural Networks in our Brain establishes long term memory by
forming and connecting Synapses repeatedly.

A photo
of Real
Synapses
Contoso
S u i t e s
How does our brain memorize information?

Contoso 16
S u i t e s
WHAT IS MEMORY?
Memory is the faculty or capacity of the mind for storing and
retrieving information.

Listening, reading, touching

Processing in working memory

Storing into long term memory

Retrieving from long term memory

Contoso 17
S u i t e s
Extremely
short
retention
period

Contoso
S u i t e s
CHUNKING PROCESS

Chunking can be defined as

“the process by which large
pieces of information is
divided into smaller units
(chunks) that are easier to
retain in short-term or
working memory”, which It is difficult to memorize large
number of letters & new words,
cannot handle more than 9 which have no meaning the first
small chunks of words. time we read it.
Contoso 19
S u i t e s
AFTER CHUNKING

After chunking, words &

phrases rearranged in
small chunks become
much easier to
memorize.
After chunking, by rearrange 18
meaningless letters to form 3
categories of 6 words with meanings,
it is now much easier to memorize the
18 letters. Contoso 20
S u i t e s
ENCODING PHRASES BY CHUNKING TECHNIQUES

Chunking techniques involve Acrostic : A poem, word puzzle,

rearranging the first alphabet of or other composition in which
each words in a group of certain letters in each line form a
word or words.
collocated words, and convert
Example : Hanging On My Extreme Surfboard
them into meaningful and easy
to remember acrostics, and Names of 5 great lakes:
store these encoded words in Huron, Ontario, Michigan, Erie, Superior
memory.

Contoso 21
S u i t e s
Can you remember the 10 grammar rules?

Contoso 22
S u i t e s
10 POINT GRAMMAR CHECKLIST

1. Check for missing or incorrect articles:

"5% of population of the UK is..." "5% of the population of the UK is..."
2. Check the 3rd person singular 's' agreement in the present tense:
".. she want to go to university..." "... she wants to go to university..."
3. Check that your verbs are correct (in the active tense and passive voice):
"In 1945 the war end ..." "In 1945 the war ended..."
4. Check that your verb forms are correct:
"They have been tried to..." "They have been trying to. ."
5. Check all your subject-verb agreements:
"... poor countries has suffered." " p o o r countries have suffered...“
6. Check your countable and uncountable nouns, former in singular or plural form:
"Most student do not wish to..."
but "Most peoples in the world..."
"Most students do not wish to..."
"Most people in the world.," Contoso 23
S u i t e s
7. Check that your pronouns refer to (previously mentioned) nouns:
"He wants to go to university...“ (if "a student" is not mentioned before)
"He wants to go to university .“ (if "a student" is previously mentioned)
Note that pronouns can come before the nouns they substitute for, but this is not as common.
8. Check that your prepositions are correct:
"The company was interested at..." "The company was interested in ..."
9. Check that your parts of speech are correct:
"... it was a destruction act,,," (noun) " it was a destructive a c t . " (adj.)
10. Check that your conditional forms are correct:

Leave up to 5 minutes at the end of the test to read your work again with this checklist in mind.
Whenever you write, in the IELTS test and for practice, you should always check for errors.
Contoso 24
S u i t e s
Grammar rules related to nouns : (4)
article, countable, pronoun, part of speech
ACPP Part of a CAP

Grammar rules related to verbs : (6)

Tense of verb, Singular-plural, Subject-verb, Active-passive
voice, Preposition + noun collocation, Conditionality
TSSAPC CiTy PASS

Contoso 25
S u i t e s
How to memorize 5 moods of verb :
An illustration
Grammar
A category or form which indicates whether a
verb expresses fact (indicative mood), command
(imperative mood), question (interrogative
mood), wish (optative mood), or conditionality
(subjunctive mood) that indicates the attitude of
the speaker. Contoso 26
S u i t e s
EXAMPLE OF ENCODING 5 MOODS OF VERB

A category or form which Acronym :

indicates whether a verb FC Q WC
expresses fact (indicative
mood), command (imperative
Example of an acrostic :
mood), question (interrogative
mood), wish (optative mood),
Fat Commander
or conditionality (subjunctive
Question
mood) that indicates the Wishful Con
attitude of the speaker.

Contoso 27
S u i t e s
How do people process information to
make decisions, form opinions and take
actions?

Contoso 28
S u i t e s
Information
Facts provided or learned about something or
someone. (Based on truth and reality, but feelings,
emotions and intuition are also potential sources of
information for one’s decision making process).

What is conveyed or represented by a particular

arrangement or sequence of things.

Contoso
S u i t e s
Decision
to judge or form an opinion objectively, authoritatively,
and wisely, especially in matters affecting action.

Or impulsively. Someone who is impulsive tends to do

things without thinking about what will happen as a
result. Synonym of impulsive : foolish, mindless, hasty.

Contoso
S u i t e s
Energy
available power: an adequate or abundant amount of
such power: an exertion of such power

Contoso
S u i t e s
Time
available time; a limited period or interval, as
between two successive events (start and finish)

Contoso
S u i t e s
Resource
• a source of supply, support, or aid, especially one
that can be readily drawn upon when needed.
• resources, the collective wealth of a country or its
means of producing wealth.

Contoso
S u i t e s
Desire verb noun
to express a wish to obtain or something desired; 
desires sow our thoughts, thoughts trigger actions,
actions become habits, habits form characters,
characters affect our future destiny.

Therefore, be mindful of how we make decisions

based on careful and not impulsive thoughts and
desires.
Contoso
S u i t e s
Synonyms and similar words

Affect and effect

Affect and effect are both verbs and nouns, but only effect is common as a
noun, usually meaning ‘a result, consequence, impression, etc.’: my father's
warnings had no effect on my adventurousness.  Affect most commonly
means ‘produce an effect on, influence’: smoking during pregnancy can affect
the baby's development. Affect also means ‘pretend to have or feel
(something)’ (see effect and affect): ‘she affected a concern for those who
had lost their jobs.’ 

Effect means ‘bring about’: the negotiators effected an agreement despite

many difficulties

Contoso 35
S u i t e s
Focus on learning and practice using frequently used words
Progressing from beginner level to advanced—which will greatly improves your ability
to communicate—involves mastering around 3,500 words. That’s a far less daunting
task than adding the 10,000 words necessary to move from advanced to native speaker
level.

Harvard Business Review :

Global Business speaks English
900 common verbs

Contoso 36
S u i t e s
Observations & suggestions
Suggest to focus on learning collocated words & phrases & phrasal
verbs instead of learning individual words, 1 word at a time.
in context of surrounding text & it’s connotation to understand
Read _________
meaning & use appropriate words.

Suggest to pay attention to arrangement & collocation of various

form of words, phrases & clauses (noun, verb, adjective &
_____
preposition)

Suggest to use an English only dictionary & collocation dictionary to

identify collocated words to practice writing & speaking, and
Contoso
Macmillan dictionary to identify frequently used words. S u i t e s
37
 Collection of sentences made to practice the following skills:

Paraphrasing : study synonyms, word forms,

sentence structures.

Collocations: study phrases, phrasal verbs &

collocated word forms.

Precision : study the dictionary in detail, analyse

& contrast usage of synonyms.
Contoso 38
S u i t e s
 Active learning as 6 cognitive & intentional process
Metacognition : Awareness and understanding of one's own
thought process and detail steps involved).

1. Knowledge acquisition (organization, memorization & internalization)

2. Comprehension (context & forms, listening & reading )
3. Application (practice using phrases)
4. Analysis (parts & pattern)
5. Synthesis (connecting the dot)
6. Evaluation (criteria & feedback loop)

Contoso
S u i t e s
Knowledge acquisition

Knowledge involves recognizing or remembering facts, terms, basic

concepts, or answers without necessarily understanding what they mean.

Learning Actions
Select - identify, list -  define - state, describe - recognize, locate,
categorize, classify, memorize – recite,  name – label, tag (organize
information)

Contoso 40
S u i t e s
Recognize

Identify (someone or something) from having encountered them before;

know again.

Acknowledge the existence, validity, or legality of.

Show official appreciation of; reward formally.

* Establish or indicate who or what or where (someone or something) is.

Contoso 41
S u i t e s
Organize
Arrange systematically; order.
Make arrangements or preparations for (an event or activity)
Coordinate the activities of (a person or group) efficiently.
Approach : Process Content to be processed

Knowing Phrases, phrasal verbs, collocated chunks

Comprehending Definitions in context

Applying Exercises to apply NEW chunks in speaking.

Analysing First attempt, second attempt & third attempt

Synthesizing Common errors to avoid and error of omission.

Contoso 42
S u i t e s
Comprehension

Comprehension involves demonstrating an understanding of facts and

ideas by organizing, summarizing, translating, generalizing, giving
descriptions, and stating the main ideas (keywords).

Learning Actions
Match – interrelate, restate – rewrite, relate, describe, paraphrase -
explain, give examples – illustrate, distinguish, interpret, extend, chunk,
visualize

Contoso 43
S u i t e s
Application

Application involves using acquired knowledge—solving problems in new

situations by applying acquired knowledge, facts, techniques and rules.
Learners should be able to use prior knowledge to solve problems, identify
connections and relationships and how they apply in new situations.

Learning Actions
Organize, generalize, dramatize, prepare, produce, choose, sketch, apply,
solve, draw, show, paint, design, write, speak, present, teach

Contoso 44
S u i t e s
Analysis

Analysis involves examining and breaking information into component

parts, determining how the parts relate to one another, identifying motives
or causes, making inferences, and finding evidence to support
generalizations.

Learning Actions
Compare, contrast, analyze, clarify, point out, distinguish, differentiate,
subdivide, infer, survey, select, prioritize, categorize.

Contoso 45
S u i t e s
Synthesis

Synthesis involves building a structure or pattern from diverse elements; it

also refers to the act of putting parts together to form a whole. 

Learning Actions
Construct, compose, originate, hypothesize, develop, design, combine,
produce, plan, invent, organize, summarize  

Contoso 46
S u i t e s
Evaluation

Evaluation involves presenting and defending opinions by making

judgments about information, the validity of ideas, or quality of work
based on a set of criteria. 

Learning Actions
Judge, relate, weight, criticize, support, consider, critique, recommend,
appraise, compare, evaluate, learning by teaching

Contoso 47
S u i t e s
Contoso
S u i t e s
Lexical approach : intentionally learn and use
phrases and “lexical chunks” of collocated
words & phrases frequently used for speaking
& writing.

Contoso 49
S u i t e s
Effective communication
Giving a lot of information clearly Logical &
and in a few words Concise consistent
A line of development
with no sharp breaks. Continuity Coherent
Fluency.
The material dealt with in
a speech, article or literary work Content
on a topic. Well
organized &
Capable of causing Convincing Cohesive forming
a united whole
someone to believe that
something is true or real,
good or bad. Easy to understand
Clear
and comprehensible Contoso 50
(pronunciation) S u i t e s
Form
1. The structure of a word, phrase, clause,
sentence or discourse.
2. Any of the ways in which a word may be
spelled, pronounced, or inflected.
‘verb, noun, adjectival, adverbial form etc’
3.   The arrangement of parts in a whole.
Contoso 51
S u i t e s
IELTS Writing
Content test
keywords : 3 criteria – How it is graded
most important
components to construct meaning and ideas of
sentences of your speech or essay.
Noun – subject of a topic. Adjective.
Verb – predicate stating something about the
subject.
Organization : signposting & linking words
Adverb – time (when), manner (how)
expressing a relation of time, place (where),
circumstance, manner (how), cause (who,
which, what), degree (how intense), frequency
(how often)
Preposition – time (when), place (where),
direction (where to / from), agency (who,
which, what), manner (how)
Conjunctions - FANBOYS, conjunctive adverbs,
semi-colon. Discourse markers.
Vocabulary : paraphrase & avoid repetition
Adjective + noun adverb + verb
Flipping subject-object, active-passive voice,
Single noun- compound noun
Grammar : develop a range of structures
10 grammar rules & conjugation of verbs.
4 types of sentences
3 types of participle clauses
4 types of conditional sentences
Have you used words in the correct forms and
arranged in the correct positions?
Attributive adjective & preposition are always
before a noun; predicative adjective comes after
the subject. Adverb can be positioned before or
after the noun it modifies.
Contoso
S u i t e s
like
ADJECTIVE
1 attributive (of a person or thing) having similar qualities or characteristics to another
person or thing.
‘I responded in like manner’
1.1 predicative (of a portrait or other image) having a faithful resemblance to the original.
‘‘Who painted the dog's picture? It's very like.’’

VERB
To find somebody/something pleasant, attractive or enjoyable.

ADVERB
1 informal Used in speech as a meaningless filler or to signify the speaker's uncertainty
about an expression just used.
2 informal Used to convey a person's reported attitude or feelings in the form of direct
speech (whether or not representing an actual quotation)
‘so she comes into the room and she's like ‘Where is everybody?’’ Contoso
S u i t e s
53
like
PREPOSITION
1 Having the same characteristics or qualities as; similar to.
‘he used to have a car like mine’
1.1 In the manner of; in the same way or to the same degree as.
‘he was screaming like a banshee’
1.2 In a way appropriate to.
‘students were angry at being treated like children’
2 Used to draw attention to the nature of an action or event.
3 Such as; for example.

CONJUNCTION
1 In the same way that; as.
2 As though; as if.

NOUN
1 Used with reference to a person or thing of the same kind as another.
‘the quotations could be arranged to put like with like’ Contoso 54
S u i t e s
as
PREPOSITION
1 used to describe somebody/something appearing to be somebody/something else
2 used to describe the fact that somebody/something has a particular job or function3
Such as; for example.

ADVERB
1 as… as… used when you are comparing two people or things, or two situations
2 used to say that something happens in the same way
3 as… as… used to emphasize an amount

CONJUNCTION
1. Used to indicate that something happens during the time when something else is taking
place. ‘Frank watched him as he ambled through the crowd’
2 Because; since. Even though. ‘I must stop now as I have to go out’
‘Try as he might, he failed to pull it off’
Contoso 55
S u i t e s
Types of Phrases
1. Noun phrase
(noun + modifier or determiner)
2. Prepositional phrase
(preposition + noun or pronoun +
modifier)
3. Adjective phrase
(adjective + modifier or other
words)
4. Adverb phrase
(adverb + other words)
5. Verb phrase
(auxiliary verb + main verb)
Examples
She bought a black dress.
One of our relatives never drinks coffee.
He is sleeping on the carpet.
He drives the car in a high speed. *
The boy in the shop is my friend.
She gave me a cup full of tea.
He drives a car at a very high speed. *
They walked along the wall.
She is writing a letter. Contoso
She is waiting for someone. S u i t e s
Types of Phrases Examples

6. Infinitive phrase I enjoy to drive a car. (as a noun)

(to + base form of a verb) to act as a noun, To get success in exam is the goal of every student. (as a noun)
adjective or adverb The government made a plan to help the poor. (as adjective)
She sang a song to please the audience. (as adverb)

7. Gerund phrase I enjoy listening to music. (as an object noun)

(verb + ing + modifier and other words)
The crying of a baby disturbed me a lot. (as a subject noun)

8. Participle phrase She got a mail, stating about her exam.

(present or past participle + modifier or
linked words + comma(s)) to act as an The chair, made of plastic. looks beautiful
adjective

9. Absolute phrase Sally waited for her friends to arrive, her muffins freshly baked and
(noun+ participle + other words) to modify ready.
an independent clause. Contoso
S u i t e s
Present participles Note that present participles have a similar meaning to
active verbs. 
We can use participle
clauses when the To give the result of an action
participle and the verb The bomb exploded, destroying the building.
in the main clause have
the same subject. To give the reason for an action
Knowing she loved reading, Richard bought her a book.
For example,
Waiting for Ellie, I made To talk about an action that happened at the same time as
some tea. (While I was another action
waiting for Ellie, I made Standing in the queue, I realised I didn't have any money.
some tea.)
To add information about the subject of the main clause
Starting in the new year, the new policy bans cars in the
city centre.

Contoso
S u i t e s
Perfect participle clauses Having got dressed, he slowly went
downstairs.
show that the action Having finished their training, they
they describe was will be fully qualified doctors.
finished before the Having been made redundant, she
action in the main started looking for a new job.
clause.
Perfect participles can be structured
to make an active or passive meaning.

Contoso
S u i t e s
Past participles Used in this way, participles can make
normally have a your writing more concise. 
passive (If you use participles in this way, … )
meaning.
To give the reason for an action
Worried by the news, she called the
hospital.

To add information about the subject of

the main clause
Filled with pride, he walked towards the
stage.

Contoso
S u i t e s
Contoso
S u i t e s
Type of error Errors and examples
1. Grammar Still adverb : Up to and including the present or the time mentioned;
Yet adverb : Up until the present or a specified or implied time. For this meaning, it is used
at the end of the sentence.
Conditional sentences : grammatical form of if and result clause
Participle clauses : perfect, past, present

2. Phrasal verbs & Grow up. Set apart (something or someone) versus set aside (something)
phrases Play havoc, leap of faith, at first glance
Dancing gerund noun / Danced Utter / utterly nonsense.
To leave (infinitive noun) / left
3 Incorrect word Which pronoun adjective what one; what one of. whose pronoun (the possessive case
form or word of who or which used as an adjective)
choice It has long been known (adverb) than (introduce second element of a comparison)
Bitterly / strongly, Utter / highly nonsense.
Emerge / spring (to rise, leap, move, or act suddenly and swiftly)
4. Linking words staple / base (bottom support)
pattern / embellishment an ornament or decoration.
Nevertheless : In spite of that; notwithstanding; all the same. Without being affected by
the particular factor mentioned.

Contoso
S u i t e s
Type of error Errors and examples
1. Grammar Singular / plural
5 simple sentence structure
Well versus wonderful (satisfactory, pleasing, or good: versus excellent; great; marvelous)
Used to versus be used to
Conditional sentences : grammatical form of if and result clause
Participle clauses : perfect, past, present

2. Phrasal verbs & Set apart (something or someone) versus set aside (something)
Play havoc, leap of faith, at first glance
phrases
3 Incorrect word Dancing gerund noun / Danced Utter / utterly nonsense.
form or word To leave (infinitive noun) / left
choice Emerge / spring (to rise, leap, move, or act suddenly and swiftly)
staple / base (bottom support)
pattern / specimens a part or an individual taken as exemplifying a whole
4. Linking words Nevertheless : In spite of that; notwithstanding; all the same. Without being affected by
the particular factor mentioned.

Contoso
S u i t e s
Vowel sound
A /eɪ/ game tape /ə/ better /ɑ:/ bar /æ/ tap

E /i:/ sleep /e/ ten /ɪə/ hear /eə/ where /ʊə/ pure

I /ʌɪ/ ɪmply /ɪ / slip /aɪ / mine

O /əʊ/ no  /aʊ/ how /ɔɪ/ toy /ɔ:/ more /ɜ:/ word /ɒ/ gone
/ʊ/ good /u:/ food

U /juː/ university /ʌ/ cup

Contoso 64
S u i t e s
No airflow
restriction with
the mouth's
open profile, to
form the main
syllable and the
word stress.

Constrict then
release the
airflow
Restricting
airflow through
teeth
Restricts airflow
through the
nose and throat

Interactive phonemic From left to right : Roll your tongue more to the back of Contoso
URL
65
chart : your mouth to pronounce syllables
S u i t e s
PRONOUNCATION

Pronounce English words accurately by training how to control

airflow with teeth and muscles of the mouth, tongue, throat and
lips, and practice hearing your own voice by speaking it.
Pronunciation is a physical activity like dancing.

Contoso 66
S u i t e s
Exercise : Pronounce words Flash cards

Practice with pairs of voiced and unvoiced consonants in contrast,

and be aware that the spelling of an English word cannot be relied
on to learn how to pronounce the word accurately.

Contoso 67
S u i t e s
Context of using collocations & synonyms : categorize
each sentence with letter A to G
A. People (goals & achievement, relationship)
B. Places (man-made & natural)
C. Problems (cause & effect, solution, pros & cons)
D. Things (man-made & natural)
E. Events (action, incidence, occasion & situation)
F. Feelings, state, conditions (adjectives and idiomatic
expressions)
G. Business
Contoso 68
S u i t e s
 About the IELTS
• The International English Language Testing
System (IELTS) is an internationally recognised
proficiency test for non-native speakers.
• There are two versions, the Academic Version
and the General Training Version.
• Candidates are scored from Band 1 (‘non user’)
to Band 9 (‘expert user’) in all four skills.
• Scores are generally valid for two years.
Contoso
S u i t e s
Band descriptions
• In Speaking and Writing, your proficiency will be
assessed (from Band 0 to Band 9) on four
separate criteria.

• Writing: a) Task achievement; b) Coherence

and Cohesion; c) Grammatical range and
accuracy; d) Lexical resource
• Speaking: a) Fluency and coherence;
b) Lexical resource ; c) Grammatical range and
accuracy; d) Pronunciation
Contoso
S u i t e s
What is lexical resource?

IELTS assessors judge candidates on their

‘lexical resource’. This is basically:

• Use of a wide range of vocabulary

• Use of idiomatic expressions
• Use of paraphrasing

Contoso
S u i t e s
 IELTS Band 5
11 manages to talk about familiar and unfamiliar topics
but uses vocabulary with limited flexibility

7 attempts to paraphrase but with mixed success

IELTS Band 6
3 has a wide enough vocabulary to discuss topics at length and
make meaning clear in spite of inappropriacies

2 generally paraphrases successfully

Contoso
S u i t e s
 IELTS Band 7
9 uses vocabulary resource flexibly to discuss a variety
of topics

1 uses some less common idiomatic vocabulary and

shows some awareness of style and collocation, with
some inappropriate choices

4 uses paraphrases effectively

Contoso
S u i t e s
 IELTS Band 8
uses a wide vocabulary resource readily and flexibly
8
to convey precise meaning

uses less common idiomatic vocabulary skilfully,

12
with occasional inaccuracies

10 uses paraphrases effectively as required

IELTS Band 9
6 uses vocabulary with full flexibility and precision in all topics

5 uses idiomatic language naturally and accurately Contoso

S u i t e s
IELTS Listening test format
IELTS listening consists of 40 questions with a
duration of 30 minutes. There are 4 sections, and
each is treated separately and played once only.
• There are many types of IELTS listening question
tasks:
• matching tasks • multiple choice tasks • short-
answer question tasks
• true/false tasks • sentence completion tasks •
chart / table completion tasks
• Gap fill tasks • diagram labelling tasks
Contoso
S u i t e s
IELTS Listening test format
• You need to be able to:
• read the instructions and questions
• listen for general information & instructions
• listen for specific information which is answer to a
question
• write down the answers on the test paper as you
need to continue to listen for the answers to the
questions that follow.
Contoso
S u i t e s
Activity to prepare for listening test
Reading the questions to predict what you will
hear to find the answers in sequence. If you have
missed one answer, pay attention to listen for the
next answer to the next question.

Write faster by using shorthand in listening test to

jot down first 3 letters of an answer, so you have
sufficient time to listen to the next answer.
Contoso
S u i t e s
IELTS Reading test format
IELTS academic reading consists of three long
passages. There are a total of 40 questions in
the IELTS academic reading test. The passages
are sourced from books, newspapers, journals,
magazines. with a duration of 60 minutes. The
total text length of the passages ranges from
2,170 to 2,750. The passages are written for a
non-specialist audience and are mostly
academic ones with a general interest.
Contoso
S u i t e s
Activity to prepare for reading test :
Reading faster & knowing what to look for
Instead of reading the whole passage first, read faster with
the intention to search for answers to the test questions
from the passage. Look for the main idea of each paragraph
by identifying it’s topic sentence, to make it easy to locate
the answers.
Instead of reading word by word, search & read noun
phrases & verb phrases, topic content key words that form
logical unit of thoughts which answer a WH question for
each group. The answers will always be paraphrases of
words used in the question. Contoso
S u i t e s
Academic Types of question Types of task
Writing Part 1

Write at least Describe 1 or more Test how well factual

table(s), chart(s), information shown in a
150 words graph(s), diagram ofa
within 20 diagram is summarized
process or how in a report, the content
minutes something works, or
of which is to describe,
changes in 2 maps over
time shown in interpret & compare
diagram(s). Make key features displayed.
comparison where
relevant.
Contoso
S u i t e s
Writing 1 : Describe data shown in different types of diagram

A pie chart A line chart A bar chart or bar graph

A table A diagram, maps, flowchart An organization chart

Contoso
S u i t e s
Academic Types of question Types of task
Writing Part 2

Test how well an

opinion stated in the
Write a descriptive or introduction of an
Write at least argumentative essay essay is backed by the
250 words to defend an opinion content of the essay
within 40 backed by evidence & which describe and
minutes personal experience. support the opinion
with valid evidence,
reasons, arguments
and examples.
Contoso
S u i t e s
Speaking Part 1 Types of question Types of task

Examiner and Test how well a

candidate introduce candidate answer
Answer 3 to 4 themselves, and general questions on
questions for candidate answers familiar topics relating
about 4 to 5 questions on familiar to personal matters.
minutes topics such as family,
job, studies, free-time
activities etc.

Contoso
S u i t e s
Speaking Part 2 Types of question Types of task

A candidate will be Test how well a

One minute of given a topic specified candidate organize and
preparation on a task or topic card deliver a speech at
time and speak given by the examiner, length about the topic
for one to two typically with 4 which answer all the
minutes specific questions. questions given in the
task card.

Contoso
S u i t e s
Speaking Part 3 Types of question Types of task

Test how well a

Answer 3 to 4 Discussion on more candidate answer
questions for abstract issues related general questions on
about 4 to 5 to the chosen topic in familiar topics relating
minutes part 2 of the test. to general matters.

Contoso
S u i t e s
Speaking 2 & 3 : Discussion topics (not exhaustive)
• Problems that affect your country
• Financial success and how to achieve it
• Poverty and hunger in the Thirld World
• Crime and punishment
• Fashion and design
• Public transport
• Youth and the problems they face
• The role of television and radio in society
• The influence of the print media
• Current affairs
• The changing nature of family life
• Nuclear energy
• World economic solutions
• Diet, health and exercise
• The consequences of global warming
• Recreational facilities in modern cities
• Future energy resources
• The relevance of school examinations
• Materialism and the consumer
• Space travel
• Modern medicine
• Censorship and the Internet
• Types of governments in the world today
• Women in the workplace
• The qualities and skills of a good company
manager
• The necessity of a strong defence force
• The advantages of an international language
• The design of modern cities
• The influence of sport in society
• Street protests and individual rights
• Religion and the church in the modern world
• The pros and cons of living in a foreign country
• The meaning of happiness
• Living together, marriage and divorce Contoso
S u i t e s
86
Be prepared
Do your homework: Familiarise yourself with lexis
about topics that frequently come up:
e.g. holidays & travel / studying & education / work /
relationships / sport / food / health / books and films /
music / accommodation / clothes and fashion / people
– personality & character, physical appearance.
Remember: think of phrases, not just individual words.
Spoken English is less formal and different from
Academic English in writing, which is more formal.

Contoso
S u i t e s
Familiarisation, Personalisation and
Practice
 Familiarisation: Make a list of common topics.
At home, make a list of phrases and expressions
you can use for each topic.
 Personalisation: Use words and phrases that
are true for you, not just that you found in a
book. They will be easier to remember and you
are more likely to use them.
 Practice: Practice saying phrases until they are
‘second nature’ – then you will be able to use
them without thinking.
Contoso
S u i t e s
What interviewers are looking for to choose the right candidate

1. Can the candidate do the job?

2. Are they motivated to do the job?
3. Is the candidate interested in learning new skills?
4. Is the candidate coachable?
5. Are they a fit for your team culture?

Contoso 89
S u i t e s
What do you think are the most important skills for you to develop?

Soft skills Hard skills

Contoso 90
S u i t e s
What do you think are the most important skills to develop?
Soft skills –aptitude & attitude Hard skills – technical skills
Interpersonal skills Job specific acquired skills
Leadership & vision Computer technology
Team building & inspiration Marketing
Decision making & problem solving Design
Communication & confidence Engineering
Speak many languages
Capacity
Attention&topassion tomemorization
detail & learn & grow Project management
Work ethic & integrity
Teaching, coaching, mentoring
Contoso 91
S u i t e s
What interviewers are looking for to choose the right candidate
Body Language :  gives insight into a candidate’s feelings, personality, and interests.

Work Ethic & Attitude : how a candidate handles heavy workloads, difficult situations and
interpersonal conflicts in the past.

Specific Experiences & Accomplishments : candidate who answers with the 

S-T-A-R method (situation, target, action, result).

Life-Long Learning : candidate who is keen to continuously learn and add new skills

Passion : candidate who shows passion in a work related topic.

Problem solving approach : to determine how a candidate develops processes and go

about finding solutions.
Contoso 92
S u i t e s
Preparation checklist

Practice your delivery for different interview questions

Contoso
S u i t e s
Preparation checklist
Preparation Checklist

1. You know yourself and what values you have to offer

2. You know you and the position are a match.
3. You know the organization’s history and the benefits you
would bring to it.
4. You have prepared a professional résumé (cv builder: URL)
.
5. You’ve practiced, practiced, practiced your delivery.
6. You’ve selected appropriate attire. Contoso
S u i t e s
Preparation checklist
Preparation Checklist

7. You know answers to probable & less common questions,

including behavioral-based questions.
8. You’ve practiced your smile, eye contact, and firm handshake.
9. You’ve made sure you will arrive at the interview site on time.
10. You can convince yourself and your interviewer that this
organization couldn’t live without you, because you are so
good. (Be yourself and believe in yourself. There is no other
person like you in the World.) Contoso
S u i t e s
Preparation checklist

Practice your delivery for different interview questions

Contoso
S u i t e s
Preparation checklist
Step 1: Understand yourself

• Education • Clubs and organizations

• Experience, both paid and • Extra-Curricular activities
unpaid
• Work ethics
• Accomplishments and
• Values of self and potential to
achievements
the team
• Skills and competencies
• Community service Contoso
S u i t e s
Preparation checklist
Step 2: Create your professional resume

• Create a powerful, competent • Give yourself all the credits

and experienced image by you deserve.
using action words to describe • Be totally honest, but don’t
yourself & your achievements. short change yourself by
• Create a professional resume. underestimating your
• Look for ways to put a positive accomplishments.
spin on your career history. • Have a professional critique
of your resume.
Contoso
S u i t e s
Sections of
Preparation resume
checklist

Summary  Optional
Employment history Achievements and
Skills milestones 
Education Awards, certificates and
Basic personal information organizations
Contact information Hobbies and interests

Contoso 99
S u i t e s
3 main types
Preparation of resume
checklist formats

1.Reverse chronological
2.Functional
3.Combination

Contoso 100
S u i t e s
1.Reversechecklist
Preparation chronological

The best way to showcase employment history,

this format begins with your most current (or most
recent) place of employment and works backwards  

Contoso 101
S u i t e s
2. Functional
Preparation checklist

For jobs where specialized skills count for more than

employment history, the functional resume allows you to
highlight your expertise right from the top of your
resume in a section often called “Experience.” Choose a
functional format if your skills are the most important
aspect of your job.
Contoso 102
S u i t e s
3. Combination
Preparation checklistformat

The advantage of the combined resume is that it allows

the job seeker to first draw the hiring manager’s
attention to their strengths, while also providing the
employment history information that many traditional
companies expect. For candidates whose experience best
fits a functional resume but aren’t sure how well it will
be received, a combined resume is the right choice.
Contoso 103
S u i t e s
Summarychecklist
Preparation

Write a Summary that has some character, energetic

phrasing, action verbs and soft/hard skills, demonstrating
your determination, professionalism and positive outlook

Leave out lengthy grammar constructions so that the

Summary is concise but highlight your distinctive
qualities and achievements.
  Contoso 104
S u i t e s
Employment
Preparation history
checklist : professional experience

Each position should be outlined in the following

approximate format:
Job title , company name, location of employment
Month and year started and left the position
Between three and six bullet points briefly outlining your
results and role at the company
 
Contoso 105
S u i t e s
Skills section
Preparation checklist

Space is finite and you may have many skills. Make sure
the ones you describe (especially at the top) are the ones
that fit the job listing.

It’s important to analyze the job description to prioritize

what you include in this section.

Contoso 106
S u i t e s
Skills section
Preparation : language
checklist skills

Use language that a hiring manager would understand.

Use phrases such as "working professional" and "full
professional" and be honest about your current level. 
There are several ways to include your language skills:
1. Language Sidebar
2. Within work experience.
3. Education. 
4. Within special skills or personal details Contoso 107
S u i t e s
Skills section
Preparation : language
checklist skills

Be prepared to speak the language in an interview. 

If you are applying for an international role where
languages are important, be prepared for an interviewer
to test your proficiency. There may well be written tests
which form part of the interview process. Don't lie about
your proficiency - you will be found out at some point.

Contoso 108
S u i t e s
Educationchecklist
Preparation section

Reverse Chronological doesn’t only apply to your

Employment History. Your education should also
showcase the most recent and impressive academic
achievements first.

Your education listing can include things like online

certificates, bootcamps, specialized seminars or courses
and so on. Contoso
S u i t e s
109
How to write
Preparation cover
checklist letter and personal statement

Cover letter for auditor : URL Builder : URL

Personal statement : URL

Contoso 110
S u i t e s
Step 3: Know
Preparation the position
checklist
Make sure you and the position are a match

• Duties & responsibilities of the position

• Compensation range
• Location
• Work schedules
• Benefits
Contoso
S u i t e s
Preparation checklistthe organization
Step 4: Know
Where to find organization’s information

• Organization’s name • Search engines like Google

• Private or public • College placement office
• What products or services • Networking
• Key management team • Library and newspaper
• Organization’s website archives

Contoso
S u i t e s
Preparation checklist
Step 5: General Tips
• Map your route to the interview site
so you arrive at least 15 minutes
earlier and not be late.
• Appropriate business attire is a
must.
• Refer to your achievements often
before your interview date, so
they’re fresh in your mind.
• Know your answers to probable
questions before you walk in the
door.
• If you have access to a video
recorder, tape a mock interview so
you can see your nonverbal
communication.
• The image you project and how
you present yourself will be either
a deal-maker or deal-breaker.
• Think about questions you need to
ask. Write them down to jog your
memory.
Contoso
S u i t e s
Preparation checklist

Practice your delivery for different interview questions

Contoso
S u i t e s
Practice, practice, practice your answers and your
delivery. Ask others to critique you.

Contoso
S u i t e s
Common & less common interview questions

Contoso
S u i t e s
Common questions : Work
1. Can you describe your job to me?
2. How long have you been doing it?
3. Can you describe one of your typical working days?
4. Why did you choose to do that job?
5. What things do you enjoy about your work? Why?
6. What do you think is the attraction of your work?
7. What is your ideal job?
8. Why do you want to change your current job?
9. Are you willing to keep your job permanently?
10.What are your plans for the future?
Contoso
S u i t e s
 Common questions : Work
Common questions with model answers

1. Could you introduce a little about yourself? (Don’t

ramble. Stay focused on those things about yourself that
make you best qualified for the job.)
2. What are your strengths? (Make sure you know what they
are before you get to the interview. Make a list.)
3. What are your weaknesses? (Careful of this one. What
you say can and will be held against you.)
Contoso
S u i t e s
 Common questions : Work
What are your weaknesses? Reasons why this is asked

Besides seeking more insight into your fitness for the position,
recruiters want some indication of self-awareness and integrity.
Above all, they are interested in your desire and capacity to
improve and develop. This can provide clues about your
judgment and analytical abilities as a proactive problem-solver.

Consider the “weaknesses” question as a golden opportunity to

stand out from the rest. Contoso
S u i t e s
 Common questions : Work
Weakness example : Hard to say no

• Of course it feels good when bosses or coworkers appreciate and

value my contributions, but I’m also aware it’s a weakness to have
trouble saying “no” to their requests. Whether it’s a one-off favor or
committing to a new assignment, the desire to help sometimes
overrules my judgment about how much I can handle realistically. 
• I’ve found it much easier to handle this situation since I started using
a project management app on my phone and laptop. One quick
glance gives me a color-coded snapshot of all my commitments. I’m
able to say “yes,” “no” or  “maybe” without hesitation, or any sense
Contoso
of guilt for letting anyone down. S u i t e s
 Do’s Common questions : Work
Don’ts

• Prepare a list of carefully • Denying that you have any

chosen weaknesses, which do weaknesses.
not involve abilities that are • A joking or frivolous response
essential to this job • “I’d rather not say,” or “Hmm, I’d
• Affirming room for have to give that more thought.” 
improvement, alongside • Discussing the “wrong” weakness 
an action plan — past, present • Use negative words like “poor,”
or future — conveys strength “failed,” “not good at” or
rather than weakness. “problems with.”
Contoso 121
S u i t e s
 Common questions : Work
Common question & model answer

1. Could you introduce a little about yourself?

My name’s AAA. I attended XXX University where I
majored in _________. I started my career at __________
Company as a _________. I’ve been there for ___ years
now …
I’m a hard worker and I like to take on a variety challenges. And
outside of work, I like to engage in my personal activities such as
reading newspaper, listening to music, cooking…
Contoso
S u i t e s
 Common questions : Work
Common questions & model answers

2. What are your strengths?

After having worked for a couple of years, I realized my strength is
working with a large amount of work within a short period of time. I get
things done on time and my manager appreciated it.

3. What are your weaknesses?

This might be bad, but when I studied in university I found that I was
not being detail oriented enough. I always want to accomplish as much
as possible. But I realized this hurts the quality and I’m currently
working on finding a balance between quantity and quality. Contoso
S u i t e s
 Common questions : Work
Common questions

1. How would your current (or last) boss describe you?

2. Describe the attributes of the worst boss you ever had.
3. Describe a conflict or disagreement you have had at work
and explain how you handled it.
4. How do you react to criticism?
5. Give an example of a risk you took at work or school and
how it turned out. What did you learn from the
outcome? Contoso
S u i t e s
 Common questions : Work
Common questions

1. What is your managerial style?

2. Why do you want to leave your current employer?
3. What was your most important contribution to
your last (or current) employer?
4. What accomplishment in your life are you most
proud?
Contoso
S u i t e s
 Common questions : Work
Common questions

1. What do you think make you a good fit for this

company?
2. Do you manage your time well?
3. What are your short-term / long-term goals?

Contoso
S u i t e s
 Common questions : Work
Less common questions

1. How would your current (or last) boss describe you?

(Be honest . . . They may be talking to him/her)
2. Describe the attributes of the worst boss you ever had.
(Treat this like a minefield. A misstep could blow up in your
face. Try to put a positive spin on the negative attributes.)
3. Describe a conflict or disagreement you have had at work
and explain how you handled it.
Contoso
S u i t e s
 Common questions
Less common questions
: Work

1. How do you react to criticism? (This is not the time for ego)
2. Give an example of a risk you took at work or school and
how it turned out. What did you learn from the outcome?
3. What is your managerial style?
4. Why do you want to leave your current employer? (Positive,
positive. A prospective employer doesn’t want to hear a
litany of grievances against your current employer.)
Contoso
S u i t e s
 Common questions : Work
Less common questions

1. What was your most important contribution to

your last (or current) employer?
2. What accomplishment in your life are you most
proud?
3. Would you hire you for this job? Why?

Contoso
S u i t e s
 Common questions : Work
Less common questions

1. Why should we hire you over other finalists for this

position? (Of course, you won’t know their credentials,
so focus on your own.)
2. What motivates you?
3. How do you motivate others to achieve their personal
best? (Keep in mind that motivation is internal. You can
only “motivate” yourself.)
Contoso
S u i t e s
Behavioral Based Interview questions

Contoso
S u i t e s
STAR method to prepare answers
Situation : describe the situation or problems

Tasks : what were the tasks at hand

Actions : what you did to resolve the problems

Results : what are the results of your actions; what

have you learned or accomplished?
Contoso
S u i t e s
 Behavioral based questions
Problem solving
SKILL: Analytical
QUESTION: Give an example where you actively designed several
solutions to a single problem.

SKILL: Creativity
QUESTION: Give an example of a situation where you were inventive
and explored new ways of thinking. What was the outcome?

Contoso
S u i t e s
 Behavioral based questions
Problem solving
SKILL: Decision Making/Decisiveness
QUESTION: (1) Give an example of how you reached a practical business decision
by an organized review of the facts and weighing of options. (2) Give an
example of a situation when you had to stand up for a decision you made even
though it made you unpopular.

SKILL: Organization and Planning

QUESTION: Many positions have well-established, standard methods to help you
do the job. Give an example of a time when you found a systematic method for
solving work problems to be a good routine to follow. How did your planning
help you deal with the unexpected?
Contoso
S u i t e s
 Behavioral
Problem solving based questions

SKILL: Giving advice

QUESTION: What would you say are the characteristics of a good adviser?

Contoso
S u i t e s
 Behavioral
Problem solving based questions

SKILL: Giving advice

QUESTION: What would you say are the characteristics of a good adviser?
Well, firstly, a good adviser should be a good listener, someone
ANSWER: who takes the time to understand the situation before offering
advice.
Secondly, an adviser should try to be objective, and avoid judging
the person who is seeking help. Finally, I think the best advisers
have the ability to ask the right questions and encourage others
to find their own answers. Contoso
S u i t e s
 Behavioral based questions
Behavioral
SKILL: Coping with pressure
QUESTION: Describe a high-pressure situation you had to handle
at work or school. What happened, who was involved and what
did you do in terms of resolution?

SKILL: Tolerance of Ambiguity

QUESTION: Give an example of a time when you had to deal with
frequent and unexpected changes. What does this say about your
ability to work in an ambiguous or unstructured circumstance?Contoso
S u i t e s
 Behavioral based questions
Behavioral
SKILL: Versatility
QUESTION: In work situations, as in life, we sometimes have to
compromise to make things happen. Tell me about a time when you
felt it necessary to compromise your own immediate interests in
order to be flexible and tolerant of another’s needs.

SKILL: Energizing
QUESTION: Give an example of a time when your positive attitude
caused others to be motivated or energized into action. Be specific.
Contoso
S u i t e s
 Behavioral based questions
Leadership

SKILL: Team Building

QUESTION: Building a team spirit to get results is often difficult. Tell me about a
time when you had your greatest success in building a team spirit. What specific
results did the team accomplish?

SKILL: Influence
QUESTION: (1) Give an example when you first used fact and reason to persuade
others to take action. Be specific. (2) Give an
example of a time when your communication skills were powerful enough to
enable you to influence the way others thought or acted, even in a very difficult
Contoso
situation. S u i t e s
 Behavioral based questions
Leadership

SKILL: Influence
QUESTION:
(1) Give an example when you first used fact and reason to
persuade others to take action. Be specific.
(2) Give an example of a time when your communication skills
were powerful enough to enable you to influence the way
others thought or acted, even in a very difficult situation.
Contoso
S u i t e s
 Behavioral
Personal based questions
work habits

SKILL: Spoken Communication

QUESTION: Careful listening and effective communication go hand in
hand. Tell about a specific time when your ability to listen helped you
communicate better. Tell about a specific experience of yours that
illustrates your ability to influence others verbally.

SKILL: Written Communication

QUESTION: In some jobs, it is necessary to document work thoroughly.
Give an example of a project you completed that required detailed
written documentation. Contoso
S u i t e s
 Personal work based
Behavioral habits questions

SKILL: Interaction

QUESTION: Being skillful in dealing with others on the job

is an important factor in being productive. Describe a time
when you were successful in dealing with another person
because you built a trusting and harmonious relationship.

Contoso
S u i t e s
Illustrations

1 Using linking words

2 Collocated words

Contoso
S u i t e s
Combine the following sentences by making use of linking words.

1. You speak up. Nobody is going to know.

2. You are the only friend. You taught me right from wrong.
3. I was not happy. I went to the reception for the sake of my friend.
4. You do not finish it. You will have to face the consequences.
5. I do not know the person. He owns a brand new Mercedes Benz.
6. My brother does not watch animation movies. My brother liked Kungfu
Panda.
7. I don’t think I will be able to make it. I missed the bus.
8. You should do it. I will have to ask Praveen to do it.
9. There are no trains available. We took a flight.
10. Seetha finishes her work. Seetha will be on her way.
Contoso 144
S u i t e s
Combine the following sentences by making use of linking words.

1. You speak up. Nobody is going to know.

Unless you speak up, nobody is going to know.
2. You are the only friend. You taught me right from wrong.
You are the only friend who taught me right from wrong.
3. I was not happy. I went to the reception for the sake of my friend.
Though I was not happy, I went to the reception for the sake of my friend.
4. You do not finish it. You will have to face the consequences.
If you do not finish it, you will have to face the consequences.
5. I do not know the person. He owns a brand new Mercedes Benz.
I do not know the person who owns a brand new mercedes Benz.

Contoso 145
S u i t e s
Combine the following sentences by making use of linking words.

6. My brother does not watch animation movies. My brother liked Kungfu

Panda.
Even though my brother does not watch animation movies, he liked Kung Fu
Panda.
7. I don’t think I will be able to make it. I missed the bus.
I don’t think I will be able to make it because I missed the bus.
8. You should do it. I will have to ask Praveen to do it.
Either you should do it or I will have to ask Praveen to do it.
9. There are no trains available. We took a flight.
As there were no trains available, we took a flight.
10. Seetha finishes her work. Seetha will be on her way.
As soon as Seetha finishes her work, she will be on her way.
Contoso 146
S u i t e s
Task. Insert correct collocated word. (more than 1 word is possible in some case)

1.  The meeting took almost five hours so it was impossible to ____ attention all the time.

2. The problem is difficult to _____ under control.

3. Mary is going to be a mother soon, she is ______ a baby.
4. It took them over a week to _____/_____ a decision.
5. It goes without _____ that we’ll all support your new proposal.
6. There are three important points I'd like to _____.
7. Don’t ______ to conclusions, I haven't had a chance to explain it to you yet.
8. The professor _____ her a compliment about her well-written essays.
9. John _____/______ his dream / goal / ambition of becoming a Doctor.
10. . Everyone at our table was taken _______ / taken by surprise at his rudeness toward a
paying customer.
11. I _______ into her on the way back from the hospital. (Meet someone by chance.)
12. The economic recovery is in danger of ________ out. (Decrease or fade gradually before
coming to an end.)
Contoso 147
S u i t e s
Task. Insert correct collocated word.

1.  The meeting took almost five hours so it was impossible to pay attention all the time.
2. The problem is difficult to keep under control.
3. Mary is going to be a mother soon, she is expecting a baby.
4. It took them over a week to reach / make a decision.
5. It goes without saying that we’ll all support your new proposal.
6. There are three important points I'd like to raise.
7. Don’t jump to conclusions, I haven't had a chance to explain it to you yet.
8. The professor paid her a compliment about her well-written essays.
9. John fulfilled his dream / goal / ambition of becoming a Doctor.
10. . Everyone at our table was taken aback / taken by surprise at his rudeness toward a
paying customer.
11. I bumped into her on the way back from the hospital. (Meet someone by chance.)
12. The economic recovery is in danger of petering out. (Decrease or fade gradually before
coming to an end.)
Contoso 148
S u i t e s
Thank you!

Contoso
S u i t e s