FCE Student's Booklet 2013

FIRST CERTIFICATE IN ENGLISH

Preparation Course Student’s Booklet 

Format of  Format  of the the FCE exam Cambridge Cambridge First Certificate in English (FCE) is an exam for people who need to prove they can use

everyday written and spoken English at an upper-intermediate level for work or study purposes. It consists of five papers. Each contributes 20% of the total marks available: Reading Reading , Writing , Use of  English, Listening, and and Speaking .

THE READING

TEST

(1

HOUR)

 You will will need need to to dem demonst onstra ratte abil abilit ity y to to read read and and und underst erstan and d inf inform ormatio ation n in fict fictio ion n and and non non-fic -ficttion ion books, journals, newspapers and magazines. PART 1: MULTIPLE CHOICE

In this part, there is an emphasis on detailed understanding of a text, including the expression of  opinion, attitude, purpose, main idea, detail, tone and gist. Candidates are also tested on their ability to recognize meaning from context and follow text organization features, such as exemplification, comparison comparison and reference. PART 2: GAPPED TEXT

It consists of one text from which seven sentences have been removed and placed in jumbled order after the text, together with an eighth sentence which does not fit in any of the gaps PART 3: MULTIPLE MATCHING

In this part, there is an emphasis on locating specific information and detail, and recognizing opinion and attitude, attitude, in one long long text text or a group of short short texts. texts. Part P art 3 consists of one long text or up to six shorter texts, preceded by 15 questions. Candidates are required to locate the specific information which matches the questions

THE WRITING TEST (1

HOUR AND

20 MIN )

 You wil willl hav have e to to pr produ oduce tw two dif diffferen erentt pie piece ces s of wr writin iting g such such as a sho shorrt st story ory, a let letter, er, an art article icle,, a report, a review or an essay. PART 1

 This  This part art test ests th the can candid didates ates’’ abil abilit ity y to resp respon ond d to a let letter or email, ail, and and acco accom mpany anying ing notes otes.. PART 2

P art 2, 2, candidates have a choice of tasks. Questions Questions 2–4 2– 4 are general general questions, based on a range of  topics, such as health and fitness, sport, music and so on. The tasks for questions 2–4 may include any of the following task types: an article, an essay, a letter, a report, a review, a story.

Set texts

Set Set texts for Ca for Cambridge mbridge English: First unti l December December 2013: 2013:

1. 2.

William Thackeray: Vanity Fair (Black Cat or any edition) Mary S tewart: tewart: This Rough Magic (OUP)  The  The text exts are are Grad Graded ed Read Readers ers which ich have ave been een adap adaptted to the lev level and and are are suit suitab able le for Cambridge English: First candidates. Other editions of these books may be available. However, teachers and candidates should be aware that the language level in other editions may be less accessible.

USE OF ENGLISH ( 45

MINUTES)

PART 1

Candidates have to choose which one of the four words or phrases in the set fills the gap correctly. For Nigel Portman, a love of travelling began with what’s (0) …….. a ‘gap year’.  A c all ed B named C referred D known Part 2

In this part, as there are no sets of words from which to choose the answers, candidates have to think of a word which will fill the gap correctly. Lake Titicaca, often known (0) …as..… as ..… the ‘holy lake’, is situated in South America on the border  between Bolivia and Peru. PART 3

It consists of a text containing 10 gaps. At the end of some of the lines, and separated from the text, there is a stem word in capital letters. Candidates need to form an appropriate word from given stem words to fill each gap. The Real Walkers Company offers a (0) …selection….. selection…....of small group SELECT walking holidays. PART 4

It consists of eight questions. Each question contains three parts: a lead-in sentence, a key word, and a second sentence of which only the beginning and end are given. A very friendly taxi driver drove us into town. DRIVEN driven into tow n by a very friendly taxi driver. We were driven

L ISTENING: (40

MINUTES)

 You wil willl need need to to show show you you can can und underst erstan and d th the mea mean ning ing of a ran range of spo spoken ken mat mater eria ial, l, incl inclu uding ing news programmes, speeches, stories and anecdotes and public announcements. PART 1

A series of short, unrelated recordings of approximately 30 seconds each. You have to listen to the recordings and answer one multiple-choice question per text. Each question has three options (A, B or C). You have to practice listening for general meaning (gist), detail, function, purpose, attitude, opinion, relationship, topic, place, situation, genre, agreement, etc. PART 2

A monologue or recording with two or more speakers lasting approximately 3 minutes. To answer the questions, you have to complete the sentences on the question paper with information you hear on the recording. You have to practice listening for detail, specific information, stated opinion. PART 3

A series of statements and short related monologues of approximately 30 seconds each. You listen to the the recordings and choose which statement statement best matches matches what each speaker says. s ays. Y ou have to practice listening for general gist, detail, function, purpose, attitude, opinion, relationship, topic, place, situation, genre, agreement, etc. PART 4

A monologue or recording with two or more speakers which lasts approximately 3 minutes. You have to listen to the recording and answer seven multiple-choice questions. Each question has three options (A, B or C). You have to practice listening for opinion, attitude, gist, main idea, specific information.

SPEAKING: (14

MINUTES)

 The  The FCE Sp S peak eaking ing test est has fou fourr par parts an and you take ake it toget ogeth her with ith anot anoth her can candidat idate. e. Ther There e are are two examiners. One of the examiners conducts the test (asks you questions, gives you paper with things to talk about, and so on) and the other examiner listens to what you say and takes notes. PART 1

It´s a conversation with the examiner. The examiner asks questions and you may have to give information about yourself, talk about past experiences, present circumstances and future plans. You will need to practice giving information information about yourself and expressing your opinion about various various topics, and you will have to do so for 3 minutes. PART 2

 The  The exam examin iner er giv gives es you you a pair pair of of phot photog ogrraph aphs to tal talk k abou aboutt and and you you hav have e to to speak speak for for 1 min minu ute without interruption. The questions you have to answer about your photographs are written at the top of the page to remind you what you should talk about. When you have finished speaking, your partner then has to answer a short question from the examiner about your photographs. For succeeding in this part you will need to practice talking on your own about something: comparing, describing, expressing opinions.

PART 3

It´s a conversation with the other candidate. The examiner gives you some pictures and a task to do.  You have to talk with the other candidate and make a decision together (e.g. which things in the pictures are most important/most difficult etc.) For this part you will need to practice exchanging ideas, expressing and justifying opinions, agreeing and/or disagreeing, suggesting, interacting cooperatively, reaching a decision together, etc. This conversation between you and your partner must last 3 minutes. PART 4

Further discussion with the other candidate about the same topic as the task in P art 3, so you will have to practice expressing and justifying opinions, agreeing and/or disagreeing for about 4 minutes.

DO´S & DON´TS  AT FCE READING DOs •

•

•

•

•

Read the sources, titles and subtitles of the texts if they are given; they are there to help you. Read through each text before you answer the questions to get an overall impression and understanding of it. This includes Part 2, the gapped-text task. Remember, the missing word(s) may be part of an idiom, fixed phrase or collocation, so always check the words around the gap carefully. (P art 2) Remember, the missing sentence has to fit the context and the development of the text, so always check that the completed paragraph makes sense in the text as a whole. (Part 2) Read the questions carefully and check each option against the text before rejecting it. (Part 2)2)

DON'Ts • • • •

Don't try to answer any questions without referring carefully to the text. Don't spend too much time on any one part of the paper. Don't forget to record your answers on the separate answer sheet. Don't assume that you have found the correct answer if the same word appears in the text as well as in an option. (Parts 1 and 3)

WRITING DOs • • • • • • • • • •

Read the whole question thoroughly and underline important parts. Make a plan for each answer, including ALL points. Expand the points in P art 1 if you can, using relevant ideas and information. Write in paragraphs, whenever appropriate. Use a range of vocabulary, even if you are unsure of the correct spelling. Check tense endings, plural forms and word order in sentences. Check irregular past tenses and question formation. Use language that is appropriately formal or informal for the task. Choose a Part 2 question that you feel confident you can write about. Write clearly, so that the examiner can read your answer.

DONTs • •

• • • •

Don't misspell key words which appear on the question paper. Don't copy too many words and phrases from the question paper - try to use your own words. Don't mix formal and informal language. Don't use formal linkers in an informal letter. Don't waste time writing addresses for a letter, as they are not required. Don't answer Question 5 if you haven’t read one of the books.

•

Don't worry if you run slightly over the word limit.

USE OF ENGLISH DOs •

• • •

• •

Read the words following the gaps in P arts 1 and 2 as they may have an effect on the answer. Make sure that any verb you write in a gap in Part 2 agrees with its subject. Write between two and five words as your answer in Part 4. Remember that the base word at the end of each line in Part 3 might have to change into a negative or a plural. Check your spelling in all parts of the test. Make sure that you transfer your answers to the answer sheet accurately.

DON'Ts • • • • • • •

Don't write the answers to any of the examples on your answer sheets. Don't choose your answer in P art 1 before you have read all the options. Don't write out the full sentence when answering the questions in P art 4. Don't leave the base word at the end of the line in Part 3 unchanged. Don't decide on your answer before reading the whole of a sentence in all parts. Don't give alternative answers for any questions. Don't change the word given in any way in Part 4.

LISTENING DOs •

•

• •

• • •

• •

Listen to and read the instructions throughout the test. Make sure you understand what you are listening for and what you have to do. Use the preparation time before each recording is played to read through the question and think about the context. Use the information on the page to help you follow the text. Look carefully at what is printed before and after the gap in Part 2 and think about the kind of information that you are listening for. Write only the missing information on the answer sheet. (Part 2) Write your answers as clearly as possible. Check that your idea of what the correct answer is when you first hear the recording is confirmed when you hear it for the second time. Answer all the questions - even if you're not sure. Make sure you have transferred your answers accurately to the answer sheet.

DON'Ts •

• •

•

Don't rephrase what you hear in Part 2; write down the word(s) or figure(s) that you hear on the recording. Don't complicate your answer by writing extra, irrelevant information. (Part 2) Don't spend too much time on a question you are having difficulty with as you may miss the next question. Don't rush to choose an answer based on an isolated word or phrase - concentrate on the overall meaning. (Parts 1, 3 and 4)

SPEAKING DOs •

•

•

• •

• • •

Make sure you are familiar with the focus, function and procedures of each part of the test. Practise speaking English as much as possible in groups and in pairs, both inside and outside the classroom. Listen carefully to the instructions and questions during the test and respond appropriately. Speak clearly, so that both the interlocutor and assessor can hear you. Use all the opportunities you're given in the test to speak, and extend your responses whenever possible. Ask for clarification of instructions or a question if you're not sure. Be prepared to initiate discussion as well as responding to what your partner says. Make full use of the time so that the examiner who is listening hears plenty of your English.

DON'Ts • • • •

Don't prepare long answers in advance, or learn and practise speeches. Don't try to dominate your partner or interrupt them abruptly during the Speaking test. Don't leave long or frequent pauses. Don't worry about being interrupted by the examiner. This shows you have spoken enough. The tests have to keep to the time limit for administrative reasons.

Common Proofreading Symbols

Symbol

Meaning insert a comma

Example  The mayor´s brother I tell you is a crook.

apostrophe or single quotation mark

I wouldnt know where to put this base.

insert something

I know it in fact, everyone knows it.

use double quotation marks

My favorite poem is Design .

use a period here

 This is a declarative sentence…

delete

 The elephant´s trunk is is really its nose.

transpose elements

close up this space

He only picked the one he likes.  J ordan lost his favorite basket ball .

a space needed here

I have only threefriends : Ted, Raoul, and Alice.

begin new paragraph

“I knew it,” I said. … “I thought so,” she replied.

no paragraph

“I knew it,” I said. … “He´s no good”.

Common Proofreading Abbreviations  Abbreviation Meaning  Ab .  Agr. See also P/A and S/V  Aw k.

a faulty abbreviation

Example She had earned a Phd along with her M.D.

agreement problem:  The piano as well as the guitar need tuning. subject/verb or   The student lost their book. pronoun/antecedent awkward expression  The storm had the effect of causing or construction millions of dollars in damage. faulty capitalization

We spent the Fall in Southern spain.

CS

comma splice

Raoul tried his best, this time that wasn't good enough

DICT

faulty diction

Due to the fact that we were wondering as to whether it would rain, we stayed home.

Dgl

dangling construction

Working harder than ever, this job proved to be too much for him to handle.

- ed

problem with final -ed

Last summer he walk all the way to Birmingham.

Frag

fragment

Depending on the amount of snow we get this winter and whether the towns buy new trucks.

problem in parallel form

My income is bigger than my wife.

pronoun/antecedent agreement

A student in accounting would be wise to see their advisor this month.

Cap.

|| P/A

Pron

problem with pronoun

My aunt and my mother have wrecked her car  The committee has lost their chance to change things.  You'll have to do this on one's own time.

Rep

unnecessary repetition

 The car was blue in color.

R-O

run-on sentence

Raoul tried his best this time that wasn't good enough.

Sp

spelling error

This sentence is flaude with two mispellings.

-s

problem with final -s

He wonder what these teacher think of him.

STET

Let it stand

 The proofreader uses this Latin term to indicate that proofreading marks calling for a change should be ignored and the text as originally written should be "let stand."

S/V

subject/verb agreement

 The problem with these cities are leadership.

T Wdy

verb tense problem

He comes into the room, and he pulled his gun.

wordy

Seldom have we perused a document so verbose, so ostentatious in phrasing, so burdened with too many words.

WW

wrong word

What affect did the movie have on Sheila? She tried to hard to analyze its conclusion.

What is a collocation? A pair or group of words that are often used together. It sounds natural to native speakers but students of English have to make a special effort to learn them as they are difficult to guess. Some collocations are fixed, meaning that they have only one word, for example: take a photo . No other word is possible there to express a similar meaning, however, some others are more open and many different words can be used to give a similar meaning as in: keep to the rules or stick to the rules.

Collocations can be found in: adjectives and nouns  The doctor ordered him to take regular exercise . •

nouns and verbs  The lion started to roar  when it heard the dog barking . •

noun and noun Let's give Mr J ones a round of applause. •

verbs and adverbs I vaguely remember  that it was growing dark when we left. •

verbs and expressions with prepositions At first her eyes filled with horror , and then she burst int o tears . •

adverbs and adjective Are you fully aware of the implications of your action? •

Intensifying adverbs: In English we can used very or very much in different ways using words like highly, utterly, bitterly, deeply. All this words collocate with other specific words and other combinations sound unnatural. •

Highly : likely, unlikely, unusual, successful, competitive, profitable, effective, controversial, recommended. (It’s used with some probability words – likely, unusual-. With the exception of  highly controversial , it usually combines with very positive words. Extremely can also be used with all the opposite adjectives except

recommended) •

•

•

•

 Abso lutel y/Ut terly : ridiculous, stupid, impossible, wrong, alone appalled, convinced, devastated, miserable. ( Absolutely and utterly –slightly formal- combine with adjectives with very extreme meanings where we can’t used very. We say absolutely or utterly exhausted but not very exhausted, whereas we say very tired but not absolutely or

utterly tired. Often, but not always there words have negative connotations) Bitterly: disappointing/disappointed, resent, criticize, regret, complain, cry, weep (carries a feeling of deep sadness, used slightly more in writing than in conversation) Deeply: ashamed, concerned, shocked, committed, moved, affected, hurt (feelings), regret, care, religious, unhappy. (collocates mainly with words associated to feelings, used slightly more in writing than in conversation) Ridiculously: cheap, expensive, easy, low, high, long, short, small, large, early. (suggests something extreme, which seems unbelievable or unreasonable)

•

Strongly: oppose, influence, believe, deny, recommend, support, condemn, suggest,

feel, argue, object (collocates with verbs particularly those that relate to having an opinion.

Make

Do

Take

Pay

arrangements for a change a choice a comment a contribution decision an effort noise excuse friends an improvement a mistake a mess money trouble room a phone call progress a difference

your best nothing business damage harm experiment exercises a favour your hair your homework the ironing, the cooking, the shopping, the washing some work

a holiday a trip a train/bus a risk an interest photos a chance advantage of  action measures break a look a rest an exam notes a seat someone´s place someone´s temperature

attention your respects tribute a fine by credit card cash interest pay someone a compliment pay someone a visit pay the bill pay the price

Come

Go

Get

Save

come close come complete with come direct come early come first come into view come last come late come on time come prepared come right back come second come to a compromise come to a decision come to an agreement come to an end come to a standstill come to terms with come to a total of  come under attack

go abroad go astray go bad go bald go bankrupt go blind go crazy go dark go deaf  go fishing go mad go missing go on foot go online go out of business go overseas go quiet go sailing go to war go yellow

get a job get a shock get angry get divorced get drunk get frightened get home get lost get married get nowhere get permission get pregnant get ready get started get the impression get the message get the sack get upset get wet get worried

save electricity save energy save money save one's strength save someone a seat save someone's life save something to a disk save space save time save yourself the trouble

Classifiers • • • • • • • • •

A swarm of bees A bag of flour A pair of scissors A box of matches A pair of sunglasses A basket of fruit Bucket of water Bunch of flowers Cup of tea

• • • • • • • • •

Flock of sheep/birds Gust of wind Herd of cattle  J ug of milk Flight of stairs Loaf of bread Carafe of wind/water Item of luggage Pack of cards

• • • • • • • • •

Pair of tweezers a pad of paper Piece of equipment/cake Pot of honey Puff of smoke School of whales/fish Slice of cake/bread Range of hills Sack of potatoes

• • • • • • • • • • •

Spoonful of sugar Spot of bother  Team of helpers  Tin or can of beans  Tube of toothpaste A heap of work (=a lot of ) a ball of string a bar of chocolate a bottle of water a bunch of carrots a cube of sugar

Verbs followed by prepositions Verbs fo llowed by in :  Absorbed in something (especially absorbed in her work/a book) Confide in someone Be engrossed in something Implicate someone in something Involve someone in something Result in something Specialize in something Succeed in something Verbs fo llowed by fo r :  Account for something  Allow for something (to take into consideration)  Apologize for something/someone (on their behalf: Let me apologize for Jack .) Blame someone for something Care for something/someone Cater for something/someone Charge someone for something (make them pay for it) Count for something (especially: I count for nothing in this company ) Earmark something for a particular use Pay for someone/something Verbs fo llowed by of :  Accuse someone of something Convict someone of something Remind someone of something Suspect someone of something Verbs fo llowed by with:  Acquaint someone with something  Associate something with someone Charge someone with something Clutter with something (especially passive: The room was cluttered with boxes ) Coincide with something Collide with something Comply with something Concern with something (usually passive: be concerned with ) Confront someone with something Confuse someone/something with someone/something Cram with something (especially passive: be crammed with ) Deal with someone/something Discuss something with someone Face with something (especially passive: be faced with ) Ingratiate oneself with someone Meet with something (especially: meet with an accident ) Pack with something (especially: be packed with) Plead with someone Provide someone with something Tamper with something Trust someone with something

Verbs fo llowed by from: Bar someone from a place Benefit from something Derive something from something Deter someone from something Differ from something Distinguish one thing from another thing (also distinguish between two things ) Distract someone from something Exempt someone from something Expel someone from a place Refrain from something Resign from something Result from something Stem from something Suffer from something Translate one language from/into another language Verbs fo llowed by on : Base something on something Blame something on someone Centre something on something (usually passive: be centered on ) Concentrate something on something Congratulate someone on something Decide on something Depend on someone/something Elaborate on something Impose on someone Insist on something/someone doing something Pride oneself on something Verbs followed by against: Insure something against something Protest against something Verbs fo llowed by about:  Argue about something Be concerned about something (be worried about ) Boast about something Decide about something Dream about something Protest about something Verbs fo llowed by out: Phase something out Verbs followed by at: Glance at something Guess at something Hint at something Marvel at something Verbs fo llowed by to :  Answer to something (especially: answer to a description )  Appeal to someone (beg) It appeals to me ( I like the idea)  Apply oneself to something. (This rule doesn’t apply to you )  Attend to something said/heard  Attribute something to someone Commit oneself to something (especially passive: be committed to)

Confess to something Devote oneself to something Prefer one thing to another thing React to something Refer to something (This number refers to the next page) Refer someone to someone (The doctor referred me to a specialist ) Be resigned to something Resort to something (meaning make sure it is done ) Subject someone to something (stressed: subject) Succeed to the throne Be used to doing something

FCE Grammar reference State verbs

We don´t usually use the continuous with state verbs. These are commonly:



Verbs which express opinions, feelings or knowledge, e.g. assume, believe, disagree, hate, hope, know, like, love, prefer, realize, regret.



Verbs which describe appearance, e.g. appear, look, seem, resemble.



Verbs which describe senses, e.g. feel, smell, taste.



There other verbs: belong, consist, contain, cost, have, own.



Would + infinitive and used to + infiniti ve

 These are used to talk about things which happened repeatedly in the past but don´t happen now: When I was small, my mother would read to me in bed. While she was reading to me, my father used to wash up the dinner things.

- Use USED TO, not WOULD to talk about past states which no longer exist: There would be a grocer´s opposite the bus station, but there´s a supermarket there now.

- USED TO only exists in the past.. (Note: The negative is didn´t use to) e.g. He didn´t use to be so shorttempered. The question form is Did she use to…? Did you use to enjoy when you were a kid, because I hated it?

- Use the past simple when you say how many times you did something: Charlie used to be a very successful tennis player. He won the junior championship three times.

The present perfect tenses

We use the present perfect with time adverbs that connect the past to present:  just, already, since, so far, up to now, yet, today (when it is still the same day), this morning (when it is still the same morning): Have you seen any good films lately? Britain has only won the World Cup once so far. Have you had any interesting phone calls this morning?

Expressing purpose, reason and result

Expresses purpose

Phrases

Followed by

Position

So (that)

A clause

Between clauses

with the purpose of / with the intention of 

verb +-ing

Examples He always dresses smartly so (that) people notice him.

Teresa got up early with the intention of studying before going in to university.

After the main clause So as / In order

infinitive

infinitive reason

because / since / as

at the beginning of the sentence (more emphatic) or between clauses

Carla came home early so as not to have an argument with her parents Dieter goes to the gym every day to keep fit We'd better postpone the meeting till after lunch because / since / as Fatima has been delayed. Because / As / Since he was feeling ill, he spent the day in bed.

A clause in case

 Take your mobile with you in case you need to call me.

otherwise

because of / due to / owing to

result

noun / verb +-ing

For this reason

A sentence

Consequently/as a consequence/ as a result

A sentence

After the main clause

Candice always writes things down otherwise [=because if  she doesn't) she forgets them.

at the beginning of  the sentence or after the main clause at the beginning of the sentence and referring to the previous one

All flights have been cancelled because of/ due to / owing to the bad weather.

at the beginning of the sentence and referring to the previous one. As a

Ranjit injured himself in training yesterday. As a consequence, he won't be taking part in the match today.

consequence and as a result

can also be used at the end of the sentence

Someone called me unexpectedly. For this reason I was late for the meeting.

Keiko didn't write a very good letter of application. She was rejected as a result.

Spelling rules for affixes and inflections (-ed, -ing)

Affixes are either prefixes [syllables added before the word: dispose, propose) or suffixes (syllables added after the word: expectant , expectancy, expectation ). In the CAE exam spellings must be correct for the answer to be considered correct. Below are some spelling rules when adding affixes. Double the final consonant when you add -ed,-ing, -er, and -est to: A one-syllable word which ends in consonant-vowel-consonant : run – runner, clap-clapping (but bend – bending, strange- stranger, bad badly, etc). But final w, x and y never doubled: flowed, taxing. Verbs of two or more syllables which end in consonant-vowel-consonant and the final syllable is stressed: occurs-occurrence, forget-forgetting, admit-admittance (but forgetful, developing) Verbs which end in “L” after one vowel in British English (in American English they may not double): travel-traveller, cancel-cancellation. Don´t doubl e the final consonant when:    

There are two final consonants: correspond-correspondence. If there are two vowels before the final consonant: disappear-disappearance. The verb ends in a vowel: interfere-interference The stress is not on the final syllable: deepen-deepening.

Change Y to i:

In words which end in Y after a consonant, the Y becomes I when a suffix is added: happy-happiness, trytrial/tries, study-studious, family-familiar, rely-reliance. But not these exceptions: i becomes Y with –ing: lie-lying, die-dying

Dry-drier / drily but dryness, shy – shyness / shyly; day-daily Drop t he –e:

If there is a consonant before it and the suffix begin with a vowel (-er, ed, -ing, -ance, -ation): nonsensenonsensical, amaze-amazing, sane-sanity. Note these exceptions: words ending in –ce, -ge, -ee: noticeable, knowledgeable, disagreeable.  The final –e is not dropped when the suffix begins with a consonant: safe-safety, arrange-arrangement, disgrace-disgraceful (exception: argue-argument ).  Addi ng prefixes

When a prefix is added (before the word), the spelling does not change: dis-, un- and ir-:appointdisappoint, satisfied-dissatisfied, truthful-untruthful, necessary-unnecessary, relevant-irrelevant. Note: Use il-, im- and ir- (not IN-) before words beginning with L, M, P or R: illegible, immodest, impractical, irresponsible.

1

NO, NONE, NOT No

It means NOT ANY or NOT EVEN ONE. It can be used with countable or uncountable nouns: I have no idea of what you´re talking about. There were no cars on the road at that time of the morning.

It´s used with comparative words and different: The traffic is no worse than it was at the same time yesterday. I had to work late every evening last week, and so far this week has been no different. None It´s a pronoun and means NOT ONE, NOT ANY or NO PART OF. It can be used with countable nouns, uncountable nouns and other pronouns. It is most commonly followed by OF: None of my friends, knows/know it´s my birthday today. None of the milk in the fridge is fresh. It can also be used without a noun: “How much coffee do we have?” None. (at all). We need to buy some more bananas; there are none left.

Note: In formal written English NONE is considered to be a singular word and is followed by a singular verb: None of my colleagues speaks Spanish. However, in everyday speech plural verbs are more commonly used: None of this morning´s flights have been delayed. Not

It´s mainly used to make verbs negative and is often contracted to n´t . You haven´t answered my question. Shoe told me not to phone her after 10pm. It can also make a word or a phrase negative: Not many people voted in yesterday´s election. Not everyone can win the lottery. Infinitives and verb + -in g forms

The –ing form of the verb is used after:

Some verbs which express likes and dislikes, e.g. dislike, enjoy, loathe, (don´t) mind, (can`t) stand: She can´t stand getting stick in a traffic jam. But note the following exceptions:

−

hate/like/love/prefer are usually followed by the –ing form but are sometimes followed by the to

−

infinitive (see below). ing form but are sometimes followed by the to infinitive (see below) would +hate/like/love/prefer is always followed by the to infinitive (see below).

−

Certain verbs, e.g. admit, appreciate, avoid, can`t help, consider, delay, deny, f inish, imagine, involve, keep, mind, miss, postpone, prevent, report, resist, risk, suggest: The prime minister has just finished speaking.

•

Verbs fol lowed by the infini tive and the –ing form

A small number of verbs can be followed either by the infinitive or by the –ing form. With no difference in meaning: begin, can´t bear, cease, convince, continue, hate, intend., like, love, propose, start: I`ve just started to learn / learning to ski. He had intended to leave / leaving the party before midnight. Note: With the verbs like, love, hate there can be this slight difference in meaning: •

I like to clean my car every week. (=focus on the result of the activity) I like cleaning my car every week. (=focus on the activity itself, i.e. I enjoy cleaning it) With dif ferent meanings: •

Verbs expressing perception (infinitive without to)

1. We saw the plane take off. (=focus on the result of the activity.) 2. We saw the plane taking off  (=We saw only part of the process.)

•

forget

1. I forgot to phone my brother. (=I didn`t phone him) 2. I`ll never forget phoning my sister that night . (=I phoned her and I recall it well.)

•

remember 

1. Tom remembered to close the windows before he left. (=He did something he had to do; he didn`t forget.) 2. Tom remembered closing the windows before he left. (=He recalled doing it.)

•

go on

1. He won his first race when he was seven and went on to break the world record. (=Breaking the World record was something he did later.) 2. He went on walking even though he was exhausted. (=He didn´t stop walking)

•

mean

1. I`m sorry, I didn`t mean to be rude. (=intend) 2. If we want to catch the early train, it`ll mean getting up at 5.00 . (=involve)

•

regret

1. I regret to inform you that you have not passed the test this time. (= be sorry about something you are about to say – often because it is bad news. 2. He now regrets taking the day off work. (= He wishes he hadn`t taken the day off.)

•

stop 1. We´d better stop to look at the map (=stop what you are doing in order to do something else) 2. There´s nothing you can do about it, so stop worrying . (=finish worrying)

•

try 1. I´ve been trying to repair my computer all morning (=attempt something difficult) 2. Have you tried kicking it? (=do something which might solve a problem)

Other uses of the ING form:

 

as an adjective: that was a really interesting film as a noun: (the subject or object of a verb): Driving can be very tiring, especially late at night.

 

As part of a participle clause or phrase After a preposition: Thank you all for being here. What wrong with lending him my car?

Relativ e clauses

Relative clauses contain a main verb and begin with a relative pronoun (that, which, who / whom, whose) or a relative adverb (when, where, why) 









Use that, who, whom, whose to refer to people: Max is the boy whose father is a firefighter. A firefighter is someone who puts out fires. The firefighter that rescued me was only 19 years old. Note: whom is formal and is used mainly with prepositions: the person to whom this letter is addressed is in Madrid. Use that and which to refer to things: The tree that was blown down in the storm was over a hundred years old. The book which won the prize was written by a 19 year old girl. Use when to refer to times: The weekend is a time when many people relax. Use where to refer to places: The place where they live is in the middle of nowhere. Use why to refer to reasons: The reason why I’m late is that my flight was cancelled.

Relative clauses can be at the end of the sentence, or can be embedded in another clause: Madrid is the city where I grow up. Madrid, where I grow up, is the capital of Spain.  There are two main types of relative clauses: identifying (or defining) and non-identifying (or nondefining): The relative pronoun in an identifying relative clause defines the noun which immediately precedes it, and is therefore essential to the meaning of the sentence: The couple who brought me up were not my real parents. (The relative clause tells us which couple) Non-identifying relative clauses add additional information, but are not essential to the meaning of  the sentence: The hotel, which has a hundred bedrooms, is on the outskirts of the city. Another type of non-identifying clause is a comment clause. In these we use which to introduce a comment on a previous clause or phrase: It had been raining non-stop for the 24 hours, which is why I didn’t go out. We were stuck in the traffic jam for 3 hours, which I found really frustrating. 





Notes: In writing, non-identifying relative clauses are separated from the main clause by commas. My car, which is 7 years old, has already run 2,000 km. In speech, slight pauses are used to show that a relative clause is non-identifying. Notes: the pronoun that cannot be used instead of who or which to introduce a non-identifying relative clause.

Prepositio ns in ti me expressions

Use at: • • •

•

•

With points of time: at four o’clock, at dawn, at midday. With short periods which we think of as points: I’m always short of money at the end of the month. With mealtimes: We can discuss it at lunch tomorrow. (Note: We can also say: We can discuss it over / during lunch tomorrow ) With the weekend, Christmas and Easter: What are you doing at the weekend? (Note: in American English: What are you doing on the weekend? Is also possible.) With night when talking about nights in general, not a particular night: The traffic noise makes it difficult for me to sleep at night. (See in the night below, under “parts of the day”.)

Use in: For periods of time: in 2006, in March, in the autumn. For parts of the day: Sam always goes shopping in the morning. (but Sam always goes shopping on Saturday morning. See below.) Note: we use at night when talking about nights in general (see above) and in the night to mean during a • •

particular night: The pavement was wet this morning because it had rained in / during the night. To say the period of time before something happens or how long something takes: I’ll call you back in 20 minutes. In six months’ time I’ll have finished university. Clara managed t do all her  homework in just 20 minutes. Use on: •

•

For particular dates, days or parts of days: I’m going on holiday on July 22 nd. We’re having a party

on Saturday if you’d like to come. We always go bowling on Friday nights. With occasion: Tatiana has visited us on several occasions in the past. Conditionals

1st conditional Form If / unless + present simple / continuous tense – will/may/must, etc + infinitive

Use  To talk about very possible or probable situations in the present or future: If you miss the last train home, you can always stay at my place.

2nd conditional Form If / unless + past simple / continuous tense – would/could/might + infinitve

Use •

To talk about less possible or improbable situations in the present or future: If I got the job, I’d have to move to Bristol.

•

To talk about imaginary situations or events in the present: If I had more money, I’d travel first class on the train. (I’m imagining having more money, contrary to the facts: I don’t have much money. I don’t travel first class on the train.)

3rd conditional Form If / unless + past perfect simple or continuous tense – would have / could have / might have + past participle (been, done, eaten, etc.)

Use  To talk about imaginary situations or events I the past: If you had been born in the 19 th century, you would th have travelled to work by horse (imaginary, contrary to the facts: you weren’t born in the 19 century; you’re imagining a journey to work in the 19th century.) In all types of conditional sentence the conditional clause (starting with if / unless) is understood and therefore often omitted: How would you communicate with someone whose language you couldn’t speak?  – I’d use sign language.

If one part of the sentence speaks about the present / future and the other part about the past, 2nd and 3rd conditionals can be “mixed”: rd

If I hadn’t met Julia when I was travelling in Bulgaria last year  (3 conditional) we wouldn’t be married nd now (2 conditional.) rd

 Anastasia would never have bought such an expensive book (3 conditional), if she wasn’t studying the nd subject for her PhD (2 conditional.) Other condit ional structures If it weren’t / wasn’t / hadn’t been for + noun: If it weren’t for Karol’s sense of adventure, we wouldn’t have mounted this expedition. If + noun / pronoun + were to + infinitive (formal): If the company were to lower the fares, we’d have more money for other things. Other uses of cond itionals

 You can: •

Give advice using if I were you + I would + infinitive: If I were you, I’d take the laptop as hand luggage.

•

Make criticisms or strong requests using:

If you would + infinitive – would + infinitive If you’d stop making so much noise, perhaps we’d all be able to enjoy the programme. •

Make polite formal requests using the following (listed from quite formal to very informal): o

o

I’d appreciate it if you would / could: I’d appreciate it if you could hand in the report by Thursday. (Note: this form can also be used for making polite complaints or criticisms: I’d appreciate it if you’d make less noise!) If you’d be so kind as to + infinitive (- will + infinitive): if you’d be so kind as to close the window.

 At , in and on to express location

Use at: •

•

When a place is thought of as a point, not an area (including at home, at school, at work, at university): I’ll meet you at the airport when you arrive. To talk about an event involving a number of people: Tina met Joe at Charlie’s wedding.

•

For addresses: She lives at Number 11, Abbey Road.

Use in: •

When a place is thought of as somewhere with an area or space: Gary lives in a small flat at the top of a tower block.

• •

For cars and taxis: Let’s talk in the car. Normally with in class, in hospital, in prison, in court: He studied for a law degree while he was in prison.

• •

With people or things which form line: Wait in the queue! For the world: It’s the tallest building in the world.

Use on: •

To talk about a position in contact with a surface: We’ve hung that picture you gave us on the wall above the fireplace. She lay on the beach soaking up the warm spring sunshine.

•

To talk about a position on something thought of as a line, e.g. a coast, a road, the outskirts, the edge, etc: Keyhaven is a small village on the south coast. There were huge traffic jams on the motorway yesterday evening.

•

• • • •

With means of transport apart from cars and taxis (see above): Hi Karen – I’m on a train and I’ll be getting to you about six. OK? For technology: I’ve seen him on television. I’m afraid she’s on the phone at the moment. With left and right: You’ll find the post office on your left just past the supermarket. With lists: I’ll put “sausages” on the shopping list. With premises, farm, floor  and island: It’s on the fifth floor.

 Arti cl es

 The indefinite article a / an  A/an is used for something general or non-specific, or when we refer to something for the first time: have you got a bicycle? (=any kind of bicycle) He’s a good gymnast. (= one of many). There’s a tennis club in our town.

Other uses: To refer to someone’s job or function: She used to be a hotel receptionist. To mean one: I have a sister and two brothers. My grandfather lived to a hundred.  The definite article the • •

The is used when we know what is being discussed, e.g. it may be something specific, it may have been mentioned before, or there may be only one of it: When is the furniture arriving? (=the local college, the

only one) We also use the with plural countable nouns to refer to something known, to something specific or to something that has been mentioned before: Grades are given according to accuracy and creativity. The grades range form A-F. No article •

With plural countable nouns and uncountable nouns with a general meaning: Cats chase mice. Pollution is ruining our towns and cities.

In certain phrases which relate to places, institutions or situations: Did you go to university? (= Were you a student?) What did you do in class today? (=What did you learn?) Other similar phrases: be in / go to church, court, hospital, prison; be at / go to sea, school, university, •

work; be at / go home.

The Use of Commas

If a sentence starts with a clause introduced by whereas, while, though, although and even though, even if, despite, etc, a comma is used to separate the first clause from the rest of the sentence: Even though I felt ill, I thoroughly enjoyed the party.

No comma is used if these clauses come after the main clause : I thoroughly enjoyed the party. However and nevertheless are followed by and sometimes also preceded by commas: I enjoy going to the gym. However, I can’t stand running. I enjoy going to the gym. John, however, can’t stand it. Comment adverbials

Express how certain the speaker is about something. Some common adverbs: certainly, definitely, possibly, probably, undoubtedly: She´s definitely happier now than she was when she first arrived in the country.

Express the speaker´s attitude or opinion about what they say. Some common adverbs: frankly, personally, unfortunately, surprisingly: I, personally, would only emigrate if I was sure it would improve my st andard of living.

Some common adverbial phrases: in my opinion, quite honestly, generally speaking, to my surprise: Quite honestly, I don´t think you should have given him so much money.

Express the speaker´s opinion of their or someone else´s actions: cleverly, kindly, mistakenly, strangely, foolishly, etc. (These adverbs depend on the action taken and therefore it is not possible to provide a list of the most common ones): The government has mistakenly, I think, put restrictions on immigration from certain countries. (i.e. I think the government´s action is a mistake): Strangely, I haven´t heard anything from her since she moved house. (I.e. I think her failure to communicate is strange. Comment adverbials are often placed at the beginning of the sentence: Frankly, if I could choose, I´d leave Manchester and migrate back to the country. However they can also be placed: •

In the middle position in the sentence (between the subject and the adverb): She was unfortunately extremely late for the appointment.

Or at the end of the sentence: Demetrio is thinking of emigrating to Australia, apparently. NOTE: In writing, comment adverbials are usually separated from the rest of the sentence by comma when used at the beginning or the end of the sentence. •

COHERENCE: TRANSITION WORDS Below is a list of commonly used transition expressions, divided roughly according to meaning.  Addi ti on:

Moreover, furthermore, in addition, also, incidentally, by the way, further, too, again, more important, next, first, second, etc., firstly, secondly, etc., in the first place, in the second place, etc., last, lastly, finally, either, as well. Contrast:

However, yet, in contrast, on the other hand, in any case, on the contrary, still, otherwise, actually, all the same, at any rate, at the same time, nevertheless, notwithstanding, instead, in spite of this, anyway, by contrast, in reality, whereas. Comparison :

Likewise, similarly, in the same way, whereas, in like manner. Cause, result, purpose:

 Therefore, thus, hence, consequently, after all, to be sure, for this reason, accordingly, then, knowing this, naturally, of course, with this object, with this end, to this end, because of this, with this in mind, in many cases, by this means, in this way, as. Example, restatement:

For example, for instance, more specifically, in particular, indeed, namely, specifically, to illustrate, in other words, in fact, that is, in brief, in short, to summarize, in conclusion. Time:

afterwards, later on, soon, meanwhile, in the meantime, next, immediately, then, later, at length, eventually, at the same time, in the same instant, today, nowadays, in the beginning, to begin, in time, in future, finally, initially, subsequently, simultaneously. Place:

Here, there, nearby, beyond, further on, opposite, on the opposite side, on the right, on the left, behind, in back. Concession:

Although it is true that, granted that, I admit that, it may appear that, naturally, of course. Summary, Repetition, or Conclusion:

as a result, as has been noted, as I have said, as we have seen, as mentioned earlier, in any event, in conclusion, to conclude, in brief, finally, in other words, in short, in a word, on the whole, therefore, in summary, to summarize, to sum up, in a nutshell, all in all. Chronological :

Presently, the next day, before, during, at length, soon, afterward, after, when, afterward, by that time, since, while, meanwhile, at that moment, next, from then on, first, within an hour, soon, at last later, earlier, second, then.

Spatial :

A little farther on, next to Y, in the next room, at the center of the table, at that altitude, across the way, between those cities, about a centimeter, to the right, beyond this area, just to the left. When what you have presented leads up to, or supports, or makes a case for what you are about to say:

 Therefore, Thus, Hence, Consequently, We can see from the previous that, Because of the previous [sentence, paragraph, line of reasoning, three points ...] we can see that [or, it is rational to believe that, or it is reasonable to hold that]... In light of this we can see that When you have given your conclusion first and want to then give your evidence, support,  just if ic ation for i t:

 The evidence for ... is, The reason(s) for ... is (are), One can see this because, This can be seen because, This is supported by. When you are going to "contradict" what has been said before [or contradict what you are about to say]:

However, But, Nevertheless, In spite of this [or, in spite of the fact that ...,] Despite [the fact that ..., ] Unfortunately that does not.... P aradoxically, Contradicting that is, While it may seem that.... On the other hand, The apparent implication is that ... , but; While it may be that..., ; The previous does not imply/demonstrate/show; We cannot reasonably deduce/infer/assume from this that... ; Although x, y .... ; While it is the case that..., still.... While it is the case that..., it is not the case that (or it is not true that, or it is not to be inferred that, or it does not imply that....) To link together similar th ings (whether ideas or reasons):  You can just number them; The following n things: [and then number them, or not number them --

whichever seems more appropriate]; Similarly, In the same vein, Along with, Accompanying that, Also, And, Additionally, In addition, Then too, Besides, Moreover, Further, Furthermore. To say that something is true in "both directions "

Conversely, The converse is also true, And vice versa To say it is t rue in only one direction:

 The converse is not true, This only goes in one direction, This is only true in this direction.

To explain something further:

For example, Examples of this are, To clarify ... To say this in another way, In line with that...  To change topics: Moving on to a different point, considering something totally different now, let me digress for a moment, returning from the digression, returning to the above point about, related to.

Reports

Useful Language

•

To begin reports:



The purpose/aim/intention of this report is to examine/assess/ evaluate the suitability of... for .../the advisability of (+ ing)/the performance of....

 As requested, this is a report concerning/regarding the matter/subject of 



•

•



This report contains the assessment of... which you requested/asked for,



This report outlines the advantages and disadvantages of...

To end reports, Summarizing: 

To conclude/To sum up/In conclusion...,



On the basis of the points mentioned above/On the whole, it would seem that



The only/obvious conclusion to be drawn from these facts is that...

Recommending: 

It is (therefore) felt/believed/apparent/obvious (that)... would be ideal for 



It would (not) be advisable/advantageous/practical/wise to



I (strongly) recommend/would suggest (that)



My/Our recommendation is that... should be....



I recommend that the best course of action would be ...

 A successful report should consist of:

an introduct ory p aragraph which clearly states the purpose and content of the report; a main body in which the relevant information is presented in detail under suitable subheadings; and a conclusion which summarizes the information given, and may include an opinion and/or  suggestion/recommendation

Layout of Reports  To: ................................. From: ...................... Subject: .................

Date. .............................. Introduction Paragraph 1 State the purpose and content of your proposal or report Main body Paragraphs 2-3-4 (5)* Present each aspect under separate subheadings Recommendations Paragraph 5 Provide some ideas and things that can be done to improve or carry out what you have previously talked about. Conclusions Final Paragraph General assessment/conclusion/opinion

* The exact number and division of paragraphs will depend on the specific instructions for each report task

 Articles An article, in general, is a piece of writing for publication in a magazine, newspaper, brochure, leaflet, etc. It may be formal or informal in style, depending on its intended readership. Hs purpose may be to provide information, describe a place/event/experience, etc, present an opinion or balanced argument, offer advice/suggestions, etc.  There a/e certain specialized types of articles, however. These include: 1) news reports, which are brief, factual pieces of writing written for publication in newspapers, describing important current events in a formal, impersonal style; 2) reviews, which are specialized articles written to describe, discuss and/or evaluate a film, book, theatrical performance. TV series, etc. Such pieces are usually published in a magazine or newspaper. A successful article should consist of: an eye-catching title or headline which suggests the topic of the article that follows; an introduction which clearly outlines the topic(s) to be covered; a main body of several paragraphs in which the subject is developed in detail a conclusion which summarizes the topic and/or offers an opinion, comments, recommendations, etc.

Useful cl ues to write an article •

Before you start writing, it is important to decide:



where the article is intended to appear (e.g. magazine, leaflet, etc)



who the intended readers are (e.g. the general public, fellow students, etc)



what the purpose of writing is (e.g. describe, inform, advise, etc)

 These abovementioned three factors will determine the style, language and arrangement of your article •

The style of the article may be formal or semi-formal, depending on the intended readership; however, in all articles/news reports/reviews you should avoid extremely vivid description, over-emotional or over-personal writing, and simplistic vocabulary.

•

Use suitable descriptive, narrative or argumentative techniques, and expressions which are consistent with the purpose of the article. Appropriate use of linking words/expressions and a wide range of  vocabulary will make your writing more interesting.

•

Select and organize the ideas and information you will present in each paragraph carefully, and begin each paragraph with a clear topic sentence.

Points to consider 

1. An article usually has a brief title: this should attract the reader’s attention and indicate what the article is about. Articles may also have subheadings before each paragraph. 2. Depending on the topic of the article and the type of publication and its readership, you may need to use formal, impersonal language, or informal language. 3. Articles may be written for a wide variety of purposes and can be descriptive, narrative, discursive, etc.

 The techniques, style and expressions used should be appropriate to each kind of writing. 4. Articles for leaflets and brochures are usually informative and/or descriptive, and are written for advertising purposes, or to provide readers with information, advice or suggestions. They should be clear, avoiding extremely vivid description and over-emotional, over-personal or simplistic language 5. Select and organize the ideas and information you will present in each paragraph carefully. Begin each paragraph with a clear topic sentence.

 Arti cl e Writing Format Title/Headline Introduction

Paragraph 1 State the topic of the article

Main Body

Paragraphs 2-3-4-5* Development of the topic - each new aspect should be presented in a separate paragraph with a clear topic sentence

Conclusion

Final Paragraph Summary of the topic and/or opinion/comments/ recommendations)

The exact number of paragraphs will depend on the specific requirements of each writing task.

Reviews A review is a special type of article written for publication in a magazine, newspaper, etc., giving a brief description or evaluation of a film, book, play, tv/radio program. It may be formal or semiformal in style, depending on its intended readership, and is usually written using present tenses. A successful review should consist of: •

an introduction which mentions the title, type of book/play/film etc the setting (when/where), the theme, the main characters.

•

a main body of two more paragraphs containing the main pints of the plot (without revealing the ending), and evaluating such features as the acting, writing style, direction, characters, etc.

•

a conclusion which includes an overall assessment of the work and/or a recommendation,

•

usually with justification.

You may also be asked to give reasons why someone should see the film/play or read the book, how it has influenced you. Note that the number and length of paragraphs varies depending on the topic.

Useful Language

To begin reviews:

•

•

•



This well-written/informative/fascinating/thought-provoking book is…



The fill/book/play is set in…/tells the story of …/is based on…



The film/play stars…/is directed by…/is the sequel to…

To explain the plot: 

The plot revolves around .../involves .../focuses on .../has an unexpected twist.



The story begins with .../unfolds/reaches a dramatic climax when….

Evaluating various features: 

The play/film/series has a strong/star-studded/mediocre cast.



The acting is moving/powerful/excellent/weak/disappointing/unconvincing.



The plot is grippinq/dramatic/fascinatinq/suspense-filled/fast-movinq.



The plot is far-fetched/predictable/confusing/dull/unimaginative.



The script/dialogue is touching/witty/hilarious/boring/mundane.



It is beautifully/brilliantly/sensitively written/directed. To end reviews:

•



You should definitely see/read…/Don´t miss it/ You might enjoy…



All in all, it is well worth seeing / reading, since…



On the whole, I wouldn´t recommend it, in view of the fact that…



It is a classic of its kind/it is sure to be a hit/best-seller

Review Writing Format Title/Headline Introduction

Paragraph 1 Background: type of story, setting, theme, main characters.

Main Body

Paragraph 2 Main points of the plot Paragraph 3 Comments on various features e.g. acting, plot, characters, etc. Paragraphs 4-5* Explanation, reason/example Conclusion

Final Paragraph Overall assessment of work/recommendation

* The exact number and division of paragraphs will depend on the specific requirements of each writing task.

Letter of application A formal letter of application is written when applying for a job or a place on an educational course. A job application usually includes educational/professional qualifications, details of  previous experience as well as the applicant's qualities and skills. Previous experience should be presented in a clear order using linking words such as: currently, before this, subsequently, prior to this, following, whereupon, etc. Useful Language: Applyi ng for J obs •

To begin letters: 

I am writing to apply for the post/position of... advertised in yesterday's ...



I am writing in connection with/with regard to the vacancy in your Sales Department, as advertised in The Times on/of 14th October.

•

•

Experience/Qualifications: 

I am currently/At present I am employed/working as...



I was employed as (position) by (company) from (date) to (date)….



During this time, I held the position of .../was responsible for .../my duties included...



I have received training in .../completed an apprenticeship, etc...



My qualifications include .../I am presently studying/attending a course…



I am due to take my final examinations in J une...



I have/hold/obtained/was awarded a degree/diploma/certificate in...



I have successfully/recently completed a course in (subject) at (place).

To end letters : 

I enclose/Please find enclosed my CV/references from…



I would appreciate a reply at your earliest convenience/as soon as possible.



I would be available for an interview at any lime/until the end of J une/etc.



I would be pleased / happy to supply you with any further information/details…



Please contact me should you have any further questions/queries.

Letter of appli cation Writing Format Introduction

Paragraph 1 State reason(s) for writing

Main Body

Paragraphs 2-3-4-5* Education & qualifications, previous experience, personal qualities, suitability

Conclusions

Final Paragraph Closing remarks Full name * The exact number and division of paragraphs and the order of presenting information will depend on the specific instructions for each letter-writing task.

Letter of complaint  A formal letter of complaint is written to complain about a problem which has arisen (e.g. faulty merchandise, rude staff, inaccurate information, etc). It should explain the reasons for the complaint, and usually includes a suggestion/request/ demand concerning what should be done (e.g. refund, compensation, etc). Mild or strong language can be used depending on the writer's feelings and the seriousness of the complaint, but abusive language must never be used. 

Mild Complaint:

I am writing to complain about a factual error in yesterday's newspaper. I hope that you will give this matter your prompt attention. 

Strong Complaint:

I am writing to express my strong disapproval concerning the offensive behavior of an employee at your company's Winchester Road branch. I demand a full, written apology or I will be forced to take legal action.  The nature of the complaint should be clearly stated in the first paragraph. Each aspect of the topic should be presented in a separate paragraph containing a clear topic sentence. Each complaint should be supported by dear justification. Useful Language •

To begin letters

Mild complaint: I am writing to complain about/ draw your attention to (the problem of )... express my disappointment/dissatisfaction with ... Strong complaint: 



I am writing to express my annoyance/extreme dissatisfaction with /anger at /protest about I regret to/feel I must inform you how appalled/shocked I was ...

•

To end letters:



Mild complaint I hope/trust this matter will be dealt with/resolved as soon as possible, receive your immediate attention, not be treated lightly. I feel that you should .../I am entitled to compensation/a refund/a replacement. Strong complaint 



  

I (must) insist on .../insist (that)/demand .../warn you that... Unless this matter is resolved .../Unless satisfactory compensation is offered ... I will have no choice but to/I will be forced to take further/legal action.

Letter of compl aint Writing Format Introduction

Paragraph 1 State reason(s) for writing

Main Body

Paragraphs 2-3* State complaint(s) with justification.

Paragraphs 4-5* Suggest what should be done

Conclusions

Final Paragraph Closing remarks

Full name

* The exact number and division of paragraphs and the order of presenting information will depend on the specific instructions for each letter-writing task.

PHRASAL VERBS Verb

Meaning

ask someone out

invite on a date

ask around add up to something back something up back someone up blow up blow something up break d own break d own break something down break in break int o something break something in break in break up break up break out break out in something bring someone down bring someone up bring something up bring something up call around call someone back

Example Brian asked J udy ou t to dinner and a

movie. ask many people the same I asked around but nobody has seen my wallet. question  Your purchases add up to $205.32. equal  You'll have to back up your car so that I reverse can get out. My wife backed me up over my decision support to quit my job.  The racing car blew up after it crashed explode into the fence. We have to blow 50 balloons up for the add air party. Our car broke down at the side of the stop functioning (vehicle, machine) highway in the snowstorm.  The woman broke down when the get upset police told her that her son had died. Our teacher broke the final project divide into smaller parts down into three separate parts. Somebody broke in last night and stole force entry to a building our stereo.  The firemen had to break into the room enter forcibly to rescue the children. wear something a few times so that I need to break these shoes in before we run next week. it doesn't look/feel new  The TV station broke in to report the interrupt news of the president's death. My boyfriend and I broke up before I end a relationship moved to America.  The kids just broke up as soon as the start laughing (informal) clown started talking.  The prisoners broke out of jail when the escape guards weren't looking. I broke out in a rash after our camping develop a skin condition trip.  This sad music is bringing me down. make unhappy My grandparents brought me up after raise a child my parents died. My mother walks out of the room when start talking about a subject my father brings up sports. He drank so much that he brought his vomit dinner up in the toilet. phone many different We called around but we weren't able to find the car part we needed. places/people I called the company back but the offices were closed for the weekend.

return a phone call

call something of f 

cancel

call on someone

ask for an answer or opinion

call on someone

visit someone

call someone up

phone

calm down

relax after being angry

 J ason called the wedding of f  because he wasn't in love with his fiancé.  The professor called on me for question. We called on you last night but you weren't home. Give me your phone number and I will call you up when we are in town.  You are still mad. You need to calm down before you drive the car.

not care for  someone/something

catch up check in check out check someone/something out check out someone/something

not like (formal)

get to the same point as someone else arrive and register at a hotel or airport leave a hotel look at carefully, investigate look at (informal)

cheer up

become happier

cheer someone up

make happier

chip in

help

clean something up

tidy, clean

come across something

find unexpectedly

come apart

separate

come down with something

become sick

come forward come from somewhere count on someone/something

volunteer for a task or to give evidence originate in rely on

cross something out

draw a line through

cut back on something

consume less

cut something down

make something fall to the ground

cut in

interrupt

cut in

pull in too closely in front of another vehicle

cut in

start operating (of an engine or electrical device)

cut something of f 

remove with something sharp

cut something of f 

stop providing

cut someone of f 

take out of a will

cut something out

remove part of something (usually with scissors and paper)

do someone/something over 

beat up, ransack (Br.E., informal)

do something over 

do again (N.Amer.)

do away with something

discard

do something up

fasten, close

dress up

wear nice clothing

drop back

move back in a position/group

I don't care for his behaviour.

 You'll have to run faster than that if you want to catch up with Marty. We will get the hotel keys when we check in .  You have to check out of the hotel before 11:00 AM.  The company checks out all new employees. Check out the crazy hair on that guy!

She cheered up when she heard the good news. I brought you some flowers to cheer you up . If everyone chips in we can get the kitchen painted by noon. Please clean up your bedroom before you go outside. I came across these old photos when I was tidying the closet.  The top and bottom come apart if you pull hard enough. My nephew came down wit h chicken pox this weekend.  The woman came forward with her husband's finger prints.  The art of origami comes from Asia. I am counting on you to make dinner while I am out. Please cross out your old address and write your new one. My doctor wants me to cut back on sweets and fatty foods. We had to cut the old tree in our yard down after the storm.  Your father cut in while I was dancing with your uncle.  The bus driver got angry when that car cut in .  The air conditioner cuts in when the temperature gets to 22°C.  The doctors cut off his leg because it was severely injured.  The phone company cut off our phone because we didn't pay the bill. My grandparents cu t my father of f  when he remarried. I cu t this ad ou t of the newspaper. He's lucky to be alive. His shop was done over by a street gang. My teacher wants me to do my essay over because she doesn't like my topic. It's time to do away with all of these old tax records. Do your coat up before you go outside. It's snowing! It's a fancy restaurant so we have to dress up . Andrea dropped back to third place when she fell off her bike.

drop in/by/over 

come without an appointment

drop someone/something of f 

take someone/something somewhere and leave them/it there

drop out

quit a class, school etc

eat ou t

eat at a restaurant

end up

eventually reach/do/decide

fall apart

break into pieces

fall down

fall to the ground

fall out

separate from an interior

fall out

(of hair, teeth) become loose and unattached

figure something out

understand, find the answer

fill something in

to write information in blanks (Br.E.)

fill something out

to write information in blanks (N.Amer.)

fill something up

fill to the top

find out

discover

find something out

discover

get something across/over 

communicate, make understandable

get along/on

like each other

get around

have mobility

get away

go on a vacation

get away wi th something

do without being noticed or punished

get back

return

get something back

receive something you had before

get back at someone

retaliate, take revenge

get back into something

become interested in something again

get on something

step onto a vehicle

get over something

recover from an illness, loss, difficulty

get over something

overcome a problem

get round to something

finally find time to do (N.Amer.: get around to something )

get together 

meet (usually for social reasons)

get up

get out of bed

get up

stand

give someone away give someone away

reveal hidden information about someone take the bride to the altar

I might drop in/by/over for tea sometime this week. I have to drop my sister of f  at work before I come over. I dropped out of Science because it was too difficult. I don't feel like cooking tonight. Let's eat ou t . We ended up renting a movie instead of  going to the theatre. My new dress fell apart in the washing machine.  The picture that you hung up last night fell down this morning.  The money must have fallen out of my pocket. His hair started to fall out when he was only 35. I need to figure out how to fit the piano and the bookshelf in this room. Please fill in the form with your name, address, and phone number.  The form must be filled out in capital letters. I always fill the water jug up when it is empty. We don't know where he lives. How can we find out? We tried to keep the time of the party a secret, but Samantha found it ou t . I tried to get my point across/over  to the  judge but she wouldn't listen. I was surprised how well my new girlfriend and my sister got along/on. My grandfather can get around fine in his new wheelchair. We worked so hard this year that we had to get away for a week.  J ason always gets away with cheating in his maths tests. We got back from our vacation last week. Liz finally go t her Science notes back from my room-mate. My sister got back at me for stealing her shoes. She stole my favourite hat. I finally got back into my novel and finished it. We're going to freeze out here if you don't let us get on the bus. I just got over the flu and now my sister has it.  The company will have to close if it can't get over the new regulations. I don't know when I am going to get round to writing the thank you cards. Let's get together for a BBQ this weekend. I got up early today to study for my exam.  You should get up and give the elderly man your seat. His wife gave him away to the police. My father gave me away at my wedding.

give something away

ruin a secret

give something away

give something to someone for free

give something back

return a borrowed item

give in

reluctantly stop fighting or arguing

give something out

give to many people (usually at no cost)

give something up

quit a habit

give up

stop trying

go after someone

follow someone

go after something

try to achieve something

go against someone

compete, oppose

go ahead

start, proceed

go back

return to a place

go out

leave home to go on a social event

go out with someone

date

go over something

review

go over 

visit someone nearby

go without something

suffer lack or deprivation

grow apart

stop being friends over time

grow back

regrow

grow up

become an adult

grow out of something

get too big for

grow into something

grow big enough to fit

hand something in

give something used to someone else submit

hand something out

to distribute to a group of people

hand something over 

give (usually unwillingly)

hang in

stay positive (N.Amer., informal)

hang on

wait a short time (informal)

hang out

spend time relaxing (informal)

hang up

end a phone call

hold someone/something back

prevent from doing/going

hold something back

hide an emotion

hold on

wait a short time

hold onto

hold firmly using your hands or

hand something down

My little sister gave the surprise party away by accident.  The library was giving away old books on Friday. I have to give these skates back to Franz before his hockey game. My boyfriend didn't want to go to the ballet, but he finally gave in .  They were giving out free perfume samples at the department store. I am giving up smoking as of J anuary 1st. My maths homework was too difficult so I gave up . My brother tried to go after the thief in his car. I went after my dream and now I am a published writer. We are going against the best soccer team in the city tonight. Please go ahead and eat before the food gets cold. I have to go back home and get my lunch. We're going out for dinner tonight.  J esse has been going out with Luke since they met last winter. Please go over your answers before you submit your test. I haven't seen Tina for a long time. I think I'll go over for an hour or two. When I was young, we went without winter boots. My best friend and I grew apart after she changed schools. My roses grew back this summer. When J ack grows up he wants to be a fireman. Elizabeth needs a new pair of shoes because she has grown out of her old ones.  This bike is too big for him now, but he should grow into it by next year. I handed my old comic books down to my little cousin. I have to hand in my essay by Friday. We will hand out the invitations at the door.  The police asked the man to hand over  his wallet and his weapons. Hang in there. I'm sure you'll find a job very soon. Hang on while I grab my coat and shoes! Instead of going to the party we are just going to hang out at my place. He didn't say goodbye before he hung up . I had to hold my dog back because there was a cat in the park.  J amie held back his tears at his grandfather's funeral. Please hold on while I transfer you to the Sales Department. Hold onto your hat because it's very

someone/something hold someone/something up keep on d oing something keep something from someone keep someone/something out

arms

rob continue doing not tell stop from entering

keep something up

continue at the same rate

let someone down

fail to support or help, disappoint

let someone in

allow to enter

look after  someone/something

take care of 

look down on someone

think less of, consider inferior

look for  someone/something look forward to something

try to find be excited about the future

look into something

investigate

look out look out for  someone/something

be careful, vigilant, and take notice

look something over 

check, examine

look something up

search and find information in a reference book or database

look up to someone

have a lot of respect for

make something up

invent, lie about something

make up

forgive each other

make someone up

apply cosmetics to

mix something up

confuse two or more things

pass away

die

pass out

faint

pass something out

give the same thing to many people

pass something up

decline (usually something good)

pay someone back

return owed money

pay for something

be punished for doing something bad

pick something out

choose

point someone/something out

indicate with your finger

put something down

put what you are holding on a surface or floor

put someone down

insult, make someone feel stupid

put something of f 

postpone

be especially vigilant for

windy outside. A man in a black mask held the bank up this morning.

Keep on stirring until the liquid comes to

a boil. We kept our relationship from our parents for two years.  Try to keep the wet dog ou t of the living room. If you keep those results up you will get into a great college. I need you to be on time. Don't let me down this time. Can you let the cat in before you go to school? I have to look after my sick grandmother. Ever since we stole that chocolate bar your dad has looked down on me. I'm looking for a red dress for the wedding. I'm looking forward to the Christmas break. We are going to look into the price of  snowboards today. Look out! That car's going to hit you! Don't forget to look out for snakes on the hiking trail. Can you look over my essay for spelling mistakes? We can look her phone number up on the Internet. My little sister has always looked up to me.  J osie made up a story about why we were late. We were angry last night, but we made up at breakfast. My sisters made me up for my graduation party. I mixed up the twins' names again! His uncle passed away last night after a long illness. It was so hot in the church that an elderly lady passed out.  The professor passed the textbooks ou t before class. I passed up the job because I am afraid of change.  Thanks for buying my ticket. I'll pay you back on Friday.  That bully will pay for being mean to my little brother. I picked out three sweaters for you to try on. I'll point my boyfriend ou t when he runs by.  You can pu t the groceries down on the kitchen counter.  The students pu t the substitute teacher down because his pants were too short. We are putting off our trip until J anuary

because of the hurricane.

put something out

extinguish

put something together 

assemble

put up with someone/something

tolerate

put something on

put clothing/accessories on your body

run into someone/something run over  someone/something run over/through something

meet unexpectedly drive a vehicle over a person or thing rehearse, review

run away

leave unexpectedly, escape

run out

have none left

send something back

return (usually by mail)

set something up

arrange, organize

set someone up

trick, trap

shop around

compare prices

show off  sleep over 

 The neighbours pu t the fire ou t before the firemen arrived. I have to pu t the crib together before the baby arrives. I don't think I can put up with three small children in the car. Don't forget to put on your new earrings for the party. I ran into an old school-friend at the mall. I accidentally ran over your bicycle in the driveway. Let's run over/through these lines one more time before the show.  The child ran away from home and has been missing for three days. We ran out of shampoo so I had to wash my hair with soap. My letter got sent back to me because I used the wrong stamp. Our boss set a meeting up with the president of the company.  The police set up the car thief by using a hidden camera. I want to shop around a little before I decide on these boots.

act extra special for people watching He always shows off on his skateboard (usually boastfully) stay somewhere for the night  You should sleep over tonight if the weather is too bad to drive home. (informal)

sort something out

organize, resolve a problem

stick to something

continue doing something, limit yourself to one particular thing

switch something off 

stop the energy flow, turn off 

switch something on

start the energy flow, turn on

take after someone

resemble a family member

take something apart

purposely break into pieces

take something back

return an item

take off 

start to fly

take something off 

remove something (usually clothing)

take something out

remove from a place or thing

take someone out

pay for someone to go somewhere with you

tear something up

rip into pieces

think back

remember (often + to, sometimes + on)

think something over 

consider

throw something away

dispose of 

turn something down

decrease the volume or strength (heat, light etc)

We need to sort the bills ou t before the first of the month.  You will lose weight if you stick to the diet.  The light's too bright. Could you switch it of f . We heard the news as soon as we switched on the car radio. I take after my mother. We are both impatient. He took the car brakes apart and found the problem. I have to take our new TV back because it doesn't work. My plane takes off in five minutes. Take off your socks and shoes and come in the lake! Can you take the garbage ou t to the street for me? My grandparents took us ou t for dinner and a movie. I tore up my ex-boyfriend's letters and gave them back to him. When I think back on my youth, I wish I had studied harder. I'll have to think this job offer over  before I make my final decision. We threw our old furniture away when we won the lottery. Please turn the TV down while the guests are here.

turn something down

refuse

I turned the job down because I don't want to move.

turn something off 

stop the energy flow, switch off 

turn something on

start the energy, switch on

turn something up

increase the volume or strength (heat, light etc)

turn up

appear suddenly

tr y something on

sample clothing

tr y something out

test

use something up

finish the supply

wake up

stop sleeping

warm someone/something up

increase the temperature

warm up

prepare body for exercise

wear off 

fade away

work out

exercise

work out

be successful

work something out

make a calculation

 Your mother wants you to turn the TV of f  and come for dinner. It's too dark in here. Let's turn some lights on . Can you turn the music up ? This is my favourite song. Our cat turned up after we put posters up all over the neighbourhood. I'm going to tr y these jeans on , but I don't think they will fit. I am going to tr y this new brand of  detergent ou t.  The kids used all of the toothpaste up so we need to buy some more. We have to wake up early for work on Monday.  You can warm your feet up in front of  the fireplace. I always warm up by doing sit-ups before I go for a run. Most of my make-up wore off before I got to the party. I work out at the gym three times a week. Our plan worked out fine. We have to work out the total cost before we buy the house.