PART 1 - Words and sentences

Words and sentences

1 Word classes: nouns, verbs, adjectives, etc

Look at the different kinds of word in this sentence.

/Pronoun/ /Verb/ /Determiner /Adjective / /Noun / /Preposition / /Noun / /Adverb/

/
I have an important conference at work Tomorrow,
/Linking /Pron./ /Verb/ /Adverb/ /Adjective/
word/
so I ‘m rather buzy.
A What kind of word?

There are eight different kinds of word in English. They are called 'word classes' or 'parts of
speech'. Here are some examples from the conversations in the café.

Verb: have, am, is, would, like, come, are, sitting, look
Noun: conference, work, coffee, party, Saturday, Jessica, friends, corner
Adjective: important, busy, good, cheap
Adverb: tomorrow, rather, really, here
Preposition: at, to, on, in
Determiner: an, this, our, the
Pronoun: I, it, you
Linking word: so, and

B Words in sentences
Some words can belong to different classes depending on how they are used in a sentence.

VERBS NOUNS
Can I look at your photos? We I like the look of that coat.
work on Saturday morning. I'll be at work tomorrow.

EXERCISES
1 What kind of word?

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Read this paragraph and then say which word class each underlined word belongs to. To help you
decide, you can look back at the examples in A.

2 What kind of word?

Read this paragraph and then write the words in the spaces below. Write the first three verbs
under 'Verb', and so on. Do not write the same word more than once.

Henry thinks Claire is wonderful. He loves her madly, and he dreams of marrying her, but
unfortunately he is rather old for her. Today they are at a cafe with their friends Sarah and Mark, so
Henry can't get romantic with Claire. But he might buy her some flowers later.

3 Words in sentences
Is the underlined word a verb, a noun or an adjective?

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2 Sentence structure: subject, verb, object, etc

Sentence structure

The parts of a sentence are the subject, verb, object, complement and adverbial. A statement begins
with the subject and the verb. There are five main structures which we can use to make a simple
statement.
SUBJECT VERB OBJECT OBJECT COMPLEMENT ADVERBIAL
My arms are aching. --------------------- ---------------------- ---------------------- -------------------

Something happened. --------------------- --------------------- --------------------- -------------------

I need a rest. --------------------- --------------------- --------------------

Five are moving the piano. --------------------- --------------------- --------------------
people
This piano Is --------------------- --------------------- heavy. --------------------

It was --------------------- --------------------- a big problem. --------------------

It Is --------------------- --------------------- --------------------- on my foot.

Their Is --------------------- --------------------- --------------------- nearby.

house
It s giving Me backache. --------------------- --------------------
David bought Melanie a present. --------------------- --------------------

My arms are aching --------------------- --------------------- --------------------- terribly.

Note:

 The subject and object can be a pronoun (e.g. I) or a noun phrase (e.g. the piano).
 The complement can be an adjective (e.g.heavy) or a noun phrase (e.g. a big problem).The
complement often comes after be. It can also come after appear, become, get, feel, look,
seem, stay or sound.
 An adverbial can be a prepositional phrase(e.g. on my foot) or an adverb (e.g. nearby).

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  We use two objects after verbs like give and send.
 We can add adverbials to all the five main structures.

I really need a rest.

Of course this piano is heavy.
Fortunately their house is nearby.
To everyone's surprise, David actually bought Melanie a present yesterday.

EXERCISES
1 Parts of the sentence

Mike and Harriet are on holiday. They have written a postcard to David and Melanie. Look at each
underlined phrase and say what part of the sentence it is: subject, verb, object, complement or
adverbial.

2 Sentence structure

After moving the piano, the five friends had a rest and a cup of tea. Look at this part of their
conversation and then write the letters a)- e) in the correct place.

3 Word order

Put the words in the correct order and write the statements.

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4 Adverbials

These sentences are from a news report. Write down the two adverbials in each sentence. Each
adverbial is a prepositional phrase or an adverb.

e.g. Prince Charles opened a new sports centre in Stoke yesterday. in Stoke /yesterday

1 He also spoke with several young people…………………………………………………………..

2 The sports centre was first planned in 1994. …………………………………………………………..
3 Naturally, the local council could not finance the project without help. …………………………………………..
4 Fortunately, they managed to obtain money from the National Lottery. …….…………………………………..

3 Direct and indirect objects

1 Introduction

Here are some more examples:

2 To or for?

We give something to someone, and we buy something for someone. We can use to with these
verbs: bring, feed, give, hand, lend, offer, owe, pass, pay, post, promise, read, sell, send, show,
take, teach, tell, throw, write

Example:

Vicky paid the money to the cashier, OR Vicky paid the cashier the money.
Let me read this news item to you. OR Let me read you this news item. We showed the photos to
David, OR We showed David the photos.

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We can use for with these verbs: book, bring, build, buy, choose, cook, fetch, find, get, leave,
make, order, pick, reserve, save

They found a spare ticket for me. OR They found me a spare ticket.
I've saved a seat for you. OR I've saved you a seat.
Melanie is making a cake for David, OR Melanie is making David a cake.

3 Give + pronoun

Sometimes there is a pronoun and a noun after a verb such as give. The pronoun usually
comes before the noun.

EXERCISES
1 Give

Look at the Christmas presents and write sentences about them.

Put one of these words at the end of each sentence: necklace, scarf, sweater, tennis racket, watch

2 Indirect object or to?

Write the information in one sentence. Put the underlined part at the end of the sentence.
Sometimes you need to.

3 To or for?

Mark's boss at Zedco is Mr Atkins. He is telling people to do things. Put in to or for.

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4 Give + pronoun

Complete each answer using the words in brackets. Sometimes you need to use to or for.

READING
1 Read the text (Magazine front cover) and the language note below about predicting, skimming,
and scanning then answer the questions.

1. What is the purpose of this text?

--------------------------------------------------------------------------------------------------------------------------------
2. What are the four main articles of this Magazine? How did you come to this conclusion?
--------------------------------------------------------------------------------------------------------------------------------
3. Among the four articles on the cover which is the most important in this Magazine? Justify
your answer.
--------------------------------------------------------------------------------------------------------------------------------
4. If you had to choose one of the four articles to read which one you would choose?
--------------------------------------------------------------------------------------------------------------------------------
5. Why would you read such article(s)?
--------------------------------------------------------------------------------------------------------------------------------

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Glossary:
Tough Forte Newly Recentemente Crisis Crise
Bet Aposta Reveal Revela Faith Fé
Matters Importa Beloved Adorada
Fall Abrandamento Icon Icone

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Language Notes
Strategies: predicting, skimming, scanning and reading for detail
Predicting content
To familiarise yourself with a text, it is a good idea to make predictions by looking at pictures and
headings before you start to read. Think about the following questions before you read a text:
 What do the pictures show?
 What do the headings and subheadings tell you? What topic might the article be about?
 What do you already know about this topic?

Skimming
Skimming involves reading quickly to get the main idea of a text. Reading topic sentences (usually
the first sentence of a paragraph) can be an effective way of understanding the main idea of the
text.

Scanning
Scanning involves searching for numbers, symbols and long words in a text. This is a useful way of
locating answers in reading exams. You can scan the text for words or numbers from the question.

Reading for detail or intensive reading

We use this skill when we need to understand every work in a part of a text. This may be used
when we answer detailed reading questions in exams.

2 Read and speaking

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Speaking
Prepare to introduce yourself to your colleagues. Look at the words and expressions in bald in
previous reading passage to help you.

Vocabulary – Collocations with work

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EXERCISES
1Writing and speaking

2 Vocabulary

Write your answers here:

1. ………………………… 5. …………………………
2. ………………………… 6. …………………………
3. ………………………… 7. …………………………
4. ………………………… 8. …………………………

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CONTEXTUAL REFERENCES
Transitional markers are words used to link ideas together so that the text is smoother to read.
When pronouns such as it, they, them, I, he, she, me, them, him, which, who, whose, whom,
where, when, why, that, such, one, and demonstrative adjectives such as this, that, these, and
those, and possessive pronouns and adjectives for instance mine, ours, theirs, my, your, their, its,
are used as transitional markers, they refer to a word, or words mentioned earlier in the sentence or
paragraph. Also, words like another, others, the other, these, those, all, some, can be used in the
place of nouns which have been already mentioned (deleted nouns). Their function is to take your
thoughts back to something that has already been mentioned. Thus they serve as synonyms or
substitutes. Other words which are often used to refer backwards are the former, the latter, the
second, first, etc., the last.

Examples:

1. Animation is a component of multimedia; it is used in online video games as well as in

moving banners displaying sports scores or stock prices.
2. Even though an optical fibre is as thin as hair, its signal carrying capacity is higher than
copper wire.
3. Today, telecommunication is widespread and devices that assist the process, such as
television, radio and telephone, are common in many parts of the world.
4. An operating system is a master control program which controls the functions of the
computer system as a whole and the running of application programs.
5. Most programs are user-friendly but some programs are very complicated.
6. There is no best answer to the question which online service is the best. Rating a particular
online service over another online service is entirely subjective. Price is important for some
people, while the number of file available for download is important to others people.
7. Multimedia combines text with sound, video, animation and graphic. This greatly enhances
the interaction between user and machine.
8. Technology has been developed increasingly, which makes our lives more convenient.

Sample paragraph

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A computer ,like any other machine, is used because it does certain jobs better and more efficiently
than humans. It can receive more information and process it faster than any human. The speed at
which a computer works can replace weeks or even months of pencil-and-paper work. Therefore
computers are used when the time saved offsets their cost which is one of the many reasons they
are used so much in business, industry and research.

EXERCISE

1 Read the passage and identify what each underlined word refer to.

Computers are electronic machines that process information. They are capable of communicating

with the user, of doing different kinds of arithmetic operations and of making three kinds of
decisions. However, they are incapable of thinking. They accept data and instructions as input, and
after processing it they output the results.

When talking about computers, both hardware and software need to be considered. The former
refers to the actual machinery, whereas the latter refers to the programs which control and
coordinate the activities of the hardware while processing the data.

The first computer was built in 1930 but since the computer technology has evolved a great deal.
There are three different kinds of computers in use today: the mainframe, the microcomputer and
the minicomputer. These all have one thing in common: they operate quickly and accurately in
solving problems.

2 Draw a circle around the substitute word, or words (contextual reference) then a rectangle
around the word(s) that refer to and join them with arrows.

The Matrix is a cyber-thriller that captures the audience’s attention from the beginning. The movie,
directed by Wachowski brothers, has a story line that combines action, science fiction, and special
effects. The world is a virtual environment created by computers, where people are just slaves to AI
machines which generate energy from human bodies.

Neo is a computer hacker that looks for an answer to the question “what’s the Matrix?” He discovers
the truth when he meets the rebels Trinity and Morpheus. Trinity helps Neo and kills “agents” who
are really machines in human form. Morpheus shows Neo what the Matrix is – a reality beyond
reality that controls human lives. The Matrix is protected by “agents” led by Agent Smith, the
character who tries to kill Neo.

Neo receives strong powers and becomes “The One” who will liberate human kind from the evil
artificial intelligence known as the Matrix. In the end, he kills Agent Smith and saves the humans, but
does … really kill him? Find out in the next Matrix movie.

PART 2 - Tenses- Present and past tenses

Present simple and continuous

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Thoughts, feelings and states
We normally use the present simple to talk about thoughts and feelings.

I think it's a good programme.

Kitty likes her job.

We also use it to talk about states and permanent facts.

Reporting means a lot to her.

Paper burns easily.

We also use the present simple in I promise, I agree, I refuse, etc.

I promise I'll write to you.

It's all right. I forgive you.

Temporary or permanent?

PRESENT CONTINUOUS PRESENT SIMPLE

We use the present continuous for a routine or
situation that we see as temporary (for a short
period).
I'm working at a sports shop for six weeks.
At the moment they're living in a very small flat.
We use the present simple for a routine or
situation that we see as permanent.
I work at a sports shop. It's a permanent job.
They live in a very nice flat.

Always

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EXERCISES
1 Use
Look at each underlined verb and say what kind of meaning it expresses. Is it a thought, a feeling,
a fact or a repeated action?

2 Forms 1
Complete the sentences by putting in the verbs. Use the present simple. You have to decide if the
verb is positive or negative.

3 Forms 2
Complete the conversation. Put in the present simple forms.

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4 Forms 3
Complete the conversation. Put in the present simple forms.

5 Present continuous or simple?

At work Mark is talking to Alan in the corridor. Complete their conversation. Put in the present
continuous or simple of the verbs.

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6 Present continuous or simple?

Complete the sentences. Put in the present continuous or simple of the verbs.

7 I think/I'm thinking etc

Complete the conversation. Choose the correct form of the verb.

READING & SPEAKING

a) Look at the signatures. Can you identify any of the people?

B C

D E F

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What your signature says about you

Your signature is the part of your handwriting that says the most about your personality. It is quite
normal for your signature to change during your life, as your signature reflects how you

evolve as a person. It is also common to have several signatures, for example a more formal
signature (name and surname) when you sign a credit card or passport, and an informal signature
(just your first name) when you sign a birthday card.

Your formal signature A signature usually contains either a first name and a surname, or initials and
a surname, or, less frequently a first name and initials. Your first name represents your private or
family self, and your surname represents your public self, how you are socially and at work.

If your first name is more prominent in your signature, this implies that you have positive feelings
about your childhood and that your ‘private’ self is more important to you than your ‘public’ self.

If your surname is more prominent, this means that your ‘public’ self is more important to you. The
more space there is between your name and surname, the more you wish to keep your public and
private self separate.

If you use only initials either for your first name or your surname in your signature, this means that
you are more secretive about this part of your personality (your private or public persona).

Legibility A legible signature, where names can be clearly read, implies that you are a person with
clear ideas and objectives. The more illegible your signature is, the less assertive you are as a person,
and the more you tend to avoid conflict.

Angle Most signatures are horizontal, rising, or descending. A rising signature means that you are
the kind of person who, when faced with problems, will work to overcome them. Usually optimistic,
you are in control and ambitious. A descending signature means that you

have a tendency to get depressed and give up when faced with problems, and lack self-confidence.
Some people’s signatures go through a temporary phase where they go down, which shows that
they are going through a hard time or an illness. A horizontal signature suggests an emotionally
stable person who is well-balanced and generally satisfied with the way their life is going.

Size If your signature is bigger than the rest of the letter or document you have written, that means
that you are self-confident and have quite a high opinion of yourself. Some people actually sign in
capital letters, which suggests they are arrogant rather than self-confident. People whose signature
is smaller than the rest of the text may be insecure and have low self-esteem.

b) Read the first paragraph of an extract from a book about graphology. On a piece of paper,
write the sentence I look forward to hearing from you, and then sign your name under the
sentence.

c) Now read the rest of the extract and answer the questions. According to the extract, which of
the people A–F…?

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1 has / had no separation between their public and private self, and is / was not very assertive

2 is / was more identified with their public self, optimistic, and ambitious

3 is / was more identified with their private self, and without much self confidence

d) Try to guess the meaning of the words and phrases from the context. Check with your
dictionary or the teacher.

e) Now look at your partner’s piece of paper with his / her signature, and explain what it means.

f) Did you agree with your partner’s interpretation? Do you think graphology is a serious
science? Why (not)?

1. has / had no separation between their public and private self, and is / was not very assertive

2. is / was more identified with their public self, optimistic, and ambitious

3. is / was more identified with their private self, and without much self confidence

4. is / was probably rather arrogant

5. keeps / kept their public and private life separate, is / was ambitious, and has / had positive
feelings about their

6. is / was secretive about their private life, and keeps / kept it very separate from their public
life

g) Now look at your partner’s piece of paper with his / her signature, and explain what it means.

Did you agree with your partner’s interpretation? Do you think graphology is a serious science?
Why (not)?

Past simple or Continuous

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2 It happened as I was driving

3 The sun was shining

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EXERCISES

1 Past simple or continuous?

2 Past simple or continuous?

3 Past simple or continuous?

READING

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1. Read the article and choose a, b, or c.

1 The survey was paid for by.

a. Dr Petrie
b. City University
c. CentralNic

2 If your password is ‘family oriented’, you.

a. probably have a large family

b. probably don’t use a computer very often
c. are likely to be an animal lover

3 If your password is ‘Brad Pitt’, you probably.

a. want to identify yourself with a famous person

b. watch a lot of TV
c. go to the cinema very often

4 People who belong to the ‘cryptic’ group .

a. worry about other people reading their emails

b. don’t spend much time trying to invent a password
c. can’t think of an interesting password

5 Passwords say something about our personalities because .

a. we think for a long time before choosing one

b. we choose words which we will remember easily
c. we choose something without thinking about it

Passwords reveal your personality

THE WORD OR PHRASE that you use to open your email account may provide a key to
your personality as well as to your correspondence, according to a British psychologist.
Helen Petrie, professor of human /computer interaction at City University in London,
analysed the responses of 1,200 Britons who participated in a survey funded by CentralNic,
an Internet domain-name company. The results were recently published on CentralNic’s
website.

Petrie identifies three main password ‘ genres ’. ‘Family oriented’ respondents numbered
nearly half of those surveyed. These people use their own name or nickname, the name of a
child, partner, or pet, or a birth date as their password. They tend to be occasional computer
users and have strong family ties . ‘They choose passwords that symbolize people or events
with emotional value,’ says Petrie. One third of respondents were ‘fans’, using the names of
athletes, singers, movie stars, fictional characters, or sports teams. Petrie says fans are
young and want to ally themselves with the lifestyle represented by a celebrity. Two of the
most popular names were Madonna and Homer Simpson. The third main group of

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participants are ‘cryptics’ because they pick unintelligible passwords or a random string of
letters, numerals, and symbols such as ‘Jxa+157’. Petrie says cryptics are the most security-
conscious group. They end to make the safest but least interesting choices.

Passwords are revealing for two reasons. First, because they are invented on the spot .
‘Since you are focused on getting into a system, for example your email account, you’re
likely to write down something that comes quickly to mind,’ says Petrie. ‘In this sense
passwords tap into things that are just below the surface of consciousness. Also, to
remember your password, you pick something that will stick in your mind. You may
unconsciously choose something of particular emotional significance.’

PART 3 – Future forms

WILL AND BE GOING TO

Will does not express an intention.

It's her birthday. She's going to have a meal with her friends, NOT She'll have a meal. But we often
use be going to for an intention and will for the details and comments.
We're all going to have a meal. There'll be about ten of us. ~ Oh, that'll be nice.

As well as be going to, we can use the present continuous.

We're going to drive/We're driving down to the South of France. ~ That'll be a long journey. Yes, it'll
take two days. We'll arrive on Sunday.

2 Decisions and intentions

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3 Predictions

It is often possible to use either form in a prediction. For example, we can also say I think United are
going to win the game. Usually be going to is a little more informal and conversational than will.

EXERCISES

1 Complete the conversation. Put in will or be going to with the verbs.

2 Complete the news report about the village of Brickfield.

Use will or be going to. Sometimes either is possible.

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READING

MARKETING AND MARKET ORIATATION

1 Read the texts

Text A

Text B

Text C

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2 Look at texts A and B above. Read the article and answer the questions.

1. Which of the four P’s are mentioned here?

_____________________________________________________________________
2. Does the author think the four P’s are a complete definition of marketing?
_____________________________________________________________________
3. Does the author think that marketing is only for marketers?
_____________________________________________________________________

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Vocabulary

1 Match the sentence beginnings (1-5) with the correct endings (a-e). These sentences all contain
expressions from Text C above.

Write your answers here:

1. ………………….
2. ………………….
3. ………………….
4. ………………….
5. ………………….

SPEAKING

4 Reading and Collocations

PRODUCTS AND BRANDS

1 Read text A and B below.

Text A

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Text B

2 Match the correct sentence beginnings (1-7) with the correct endings (a-g). The sentences all
contain expressions from Text A above.

Write your answers here:

1. ………… 4. ………… 7. …………

2. ………… 5. …………
3. ………… 6. …………

3 Look at the words in Text B above. Which applies to each of these products.

I. microwave oven _____________________________________

II. cotton _____________________________________________
III. Cars _______________________________________________
IV. hamburgers _________________________________________
V. Soap powder ________________________________________

4 Complete this marketer’s description of his work using expressions from Text C.

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SPEAKING

Reading and Vocabulary

1. Look at the following extracts from job advertisements. Match the titles to the job
descriptions.

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 PART 4 – Conditional sentences

CONDITIONAL 1

First conditional: If we hurry, we’ll catch the bus.

The verb in the if-clause (e.g. hurry) is in the present simple, not the future.
NOT If we'll hurry, we'll catch the bus. But we can use will in the if-clause when we make a request.
If you'll just wait a moment, I'll find someone to help you. (- Please wait a moment...)

We can use the present continuous (e.g. are doing) or the present perfect (e.g. have done) in the if-
clause.

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If we're expecting visitors, the flat will need a good clean.
If you've finished with the computer, I'll put it away.

The main clause often has will. But we can use other modal verbs (e.g. can).

If you haven't got a television, you can't watch it, can you?
If Henry jogs regularly, he might lose weight.
If Matthew is going to a job interview, he should wear a tie.

The if-clause usually comes first, but it can come after the main clause.
If I hear any news, I'll phone you. /I'll phone you if I hear any news.

Some more use of the first conditional: If you heat water, it boils

We sometimes use the present simple in both clauses.

If you heat water, it boils.

If Daniel has any money, he spends it.
If you press this switch, the computer comes on.

This means that one thing always follows automatically from another.
Pressing the switch always results in the computer coming on. This is usually called the ZERO
CONDITIONAL.

EXERCISES

1 Comment on the situations. Use if + present simple + will /can

2 Match the sentences and join the with if

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CONDITIONAL 2

Second conditional: If I ate cake, I’d get fat.

Note the past simple (e.g. ate). We do not use would in the if-clause. NOT If I'd eat cake.
But we can use would in the if-clause when we make a request.
If you'd like to come this way, the doctor will see you now. (= Please come this way ...)

As well as the past simple we can use the past continuous (e.g. was doing) in the if-clause.
If Rachel was playing her stereo, it wouldn't be so quiet in here.

In a type 2 if-clause we sometimes use were instead of was, especially in the clause if I were you.
If Rachel were playing her stereo, it wouldn't be so quiet in here.
If I were you, I'd ask a lawyer for some advice.

The main clause often has would. We can also use could or might.
If we had a calculator, we could work this out a lot quicker.
If Rachel worked harder, she might do even better at her studies.
The if-clause usually comes first, but it can come after the main clause.
If I knew, I'd tell you./I'd tell you if I knew.

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First and second conditional (Type 1 and type 2)

Compare these examples.

Type 1: If you have a lie-down, you'll feel better.

Type 2: If l had a million pounds, I'd probably buy a yacht.

The present tense (have) refers to a possible future action, something which may or may not
happen.

The past tense (had) refers to something unreal. If I had a million pounds means that I haven't really
got a million pounds, but I am imagining that I have. Compare these examples.

Type 1: If we take the car, we'll have to pay for parking.

Type 2: If we took the car, we'd have to pay for parking.

Here both sentences refer to a possible future action. But in the type 2 conditional, the action is less
probable.

If we took the car may mean that we have decided not to take it.
We can use type 2 conditionals in offers and suggestions.
If you needed a ticket, I could get you one.
If you felt like seeing the sights, we could take a bus tour.

Type 2 is less direct than type 1. The speaker is less sure that you want to see the sights.

EXERCISES

1 Comment on these situations. Use a second conditional with would or could.

2 Complete the conversation. Put the correct form of the verb. You may need to use will or would.

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READING

Read the article from The Marketer’s Guide and answer the questions

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 1. How important is branding to your company?
___________________________________________________________________________
___________________________________________________________________________
2. How important is it in your culture?
___________________________________________________________________________
___________________________________________________________________________
3. Make a list of brands you like and brands you don’t like. Explain your feelings (did you have a
bad experience with the brand? Was it advertised with an amusing or horrible commercial?)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

VOCABULARY

Use the words in the box to complete the following list of ways to learn about your customers.

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SPEAKING

Activity 1

Look at the following scenarios. Work with a partner to decide which data collection method is
best for each one. Try to use phrases from the Useful Phrases box below to give your opinions and
to agree or disagree.

Useful phrases

Activity 2

The marketing research firm has prepared the following script for the telephone survey. Work in
pairs to ask and answer the questions.

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Do you think this is a good survey? Why or why not? Are there any questions you would add or
change?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Activity 3
The questions below were taken from a survey. Use the words in brackets (and the correct tense)
to complete them.

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Now ask your partner the questions and note his/her answers. How could a mobile phone
manufacturer use this information?

Useful Language

Vocabulary
1 Complete the text using words from the box.
advertising mix price products promotional

Marie Curie Cancer Care is reviewing its marketing strategy in an attempt to attract a wider
audience. It will stop using (1)………………. techniques, such as mailings and events. Television (2)
………………. and face-to-face marketing are both being tested in a bid to supplement the charity’s
typical over-60s donor base with younger supporters. If tests prove successful, they will become part
of Marie Curie’s marketing (3) )………………. .

In addition, Marie Curie Cancer Care is expanding its online shop. Stylish handbags at a (4)
………………. of £10 are attractive to younger customers. Marie Curie Cancer Care says it is responding
to customers’ needs and wants by selling elegant fashion wear (5) )………………. .

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2 Do the following words and expressions refer to product, price, place, promotion, or people?
accessibility customers discounts location sales force branding delivery distribution quality
special deals competitors direct marketing launch reputation support

Product Price Place Promotion People

ORGANIZING INFORMATION

What’s a paragraph?

A paragraph is a group of related sentences that develop an idea. In nearly every paragraph, there is
one idea that is more important than all the others. This idea is called the main idea of the
paragraph and is usually found at the beginning of the paragraph.

Sample paragraph 1

All computers, whether large or small, have the same basic capabilities. They have circuits for
performing arithmetic operations. They all have a way of communicating with the person(s) using
them. They also have circuits for making decisions.

In sample paragraph 1, the first sentence, ‘All computers, whether large or small, have the same
basic capabilities.’ Express the main idea of the paragraph.

All main idea sentences have a topic and say something about the topic.

Example:

All computers, [topic] whether large or small, have the same basic capabilities. [about the topic]

In some of your reading, finding main ideas may serve your needs but in much of your studying you
need to grasp details. It is sometimes difficult to grasp and understand details than main ideas. You
will find it helpful if you think of details as growing out of the main idea. In sample paragraph 1,
there are three major details growing out of the main idea. These are the major details:

1. They have circuits for performing arithmetic operations.

2. They all have a way of communicating with the person(s) using them.

3. They also have circuits for making decisions.

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A major detail often has minor details growing out of it. Theses minor details tell more about a major
detail, just as major details tell more about a main idea. In studying, you often find a paragraph that
has many small details that you must grasp and remember. Breaking up a paragraph of this kind into
its three components: the main idea, major details and minor details will help you understand and
remember what it is about.

EXERCISE
1 Organize this paragraph into its three components.

It is the incredible speed of computers along with their memory capacity that make them so useful
and valuable. Computers can solve problems in a fraction of the time it takes man. For this reason,
businesses use them to keep their accounts, and airlines, train lines, and bus lines use them to keep
track of ticket sales. As for memory, modern computers can store information with high accuracy
and reliability. A computer can put data into its ‘memory’ and retrieve it again in a few millionths of
a second. It also has a storage capacity for as many as a million items.

Diagram 1

2 Find the main idea, major details, and minor details by completing the block diagram after
reading the paragraph.

The computer has changed the production of copy in the newspaper industry. There are three steps
involved in the process: input, correction and output. First, the computer numbers each story,
counts words and gives a listing of the length of each story. Then a page is made up, advertisements
are placed in, the copy is shifted or deleted and corrections are made. Finally, the computer
hyphenates and the result of all this is a newspaper page.

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Diagram 2

3 Find the main idea, major details, and minor details by completing the block diagram after
reading the paragraph.

Railways use large computer systems to control ticket reservations and to give immediate
information on status of its trains. The computer system is connected by private telephone lines to
terminals in major train stations and ticket reservations for customers are made through these. The
passenger’s name, type of accommodation and the train schedule is put into the computer’s
memory. On a typical day, a railways computer system gets thousands of telephone calls about
reservations, space on the railways, and request for arrivals and departures. A big advantage of the
railway computer ticket reservation system is its rapidity because a cancelled booking can be sold
anywhere in the system in just a few seconds later. Railway computer systems are not used for
reservations alone. They are used for a variety other jobs including train schedules, planning, freight
and cargo loading, meal planning, personnel availability, accounting and stock control.

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Diagram 3

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 PART 6 - Business correspondence

INFORMAL EMAIL/LETTER

How to write informal letters or emails

Salutation or Greeting
Start with Dear followed by the first name of the person to whom you are writing. In emails, you can
also start with Hi (and the person's name). Dear Ben, or Hi Ben, (Don't forget to use only the first
name of the person you are writing to and not Dear Mr John, which is never used, or Dear Mr John
Brown, which sounds too formal.)

Informal letters sometimes have a comma after the person's name, and the letter starts on the line
below. The important thing is to be consistent with the style that you choose to use (so if you use a
comma after the person's name at the start of the letter, use a comma after the closing statement at
the end).

Body
Openings
When writing an informal letter, you are usually replying to another letter. You would normally start
with a greeting, then acknowledge the letter to which you are replying. It is often a good idea to
acknowledge some key information given in the original letter too. You can also make a comment on
your own reply.

Useful phrases for the opening

 How are you? / How have the family been? / I hope you are well.
 Thank you / Many thanks for your (recent/last) letter / postcard.
 It was good / nice / great to hear from you again.
 I was so surprised to hear that...
 I’m sorry I haven’t written / haven't been in touch for such a long time.
 It’s ages since I’ve heard from you. I hope you're well / you and your family are well.
 How are things? / How are you? / How’s it going?

Closing
 The end of your letter is as important as the beginning. There are some standard ways of
finishing an informal letter or email.

 Give a reason why you're ending the letter: Anyway, I must go and get on with my work! / I
guess it's time I got on with that studying I've been avoiding.

 Send greetings and/or make reference for future contact: Give my love / regards to... / Say
hello to... / Anyway, don't forget to let me know the dates of the party. / I'll try and phone
you at the weekend to check the times. / We must try and meet up soon. / I can't wait to
hear from you / Look forward to seeing you again / Hope to hear from you soon / See you
soon / Write soon

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  Closing statement such as Love, Lots of love, All the best, Take care, Best wishes, should be
written on a new line. If you used a comma after the opening greeting, use a comma here
too.

 Signing off: Your first name then follows on another new line

INFORMAL EMAIL/LETTER 1 - MODEL QUESTION

TASK
You have received this email from an English-speaking boy called Simon.

Hello,

I would like to get to know someone from your country and a friend has told me that you would like
to practise your English. Perhaps we could email each other. Could you tell me a bit about yourself
and your family? Could you suggest how we might meet sometime in the future?

Thanks,

Simon

Write your email in 100 words in an appropriate style.

INFORMAL EMAIL/LETTER - MODEL ANSWER

Hello Simon,

I'm glad you're interested in my country. As your friend said, I'd like us to email each
other to help me improve your English.

Let me start by telling you a bit about myself and my family. My name's Ivo and I live
in Kutna Hora, which is about 45 minutes from Prague by car. I used to work for a
medical company but now I'm learning to be a salesperson. In the future I want a job
where I can travel for my work. I've already been to a few places in Europe but I've
never been to an English-speaking country.

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I live at home with my parents, which is convenient, as I don't have to do much
housework and my meals are cooked for me. My younger brother is studying at
university. Although he is four years younger than me, we get on quite well. We both
enjoy snowboarding and music.

What about you? Have you ever been to the Czech Republic? It would be great if you
could come over one day and we could fix up a meeting. Why don't you let me know
your plans?

Anyway, I must go and get on with my work! Looking forward to hearing from you
soon.

Best wishes,

Ivo

FORMAL LETTER OR EMAIL

Formal letters may be written to an individual or to an organisation. The purpose may be, for
example,
 to apply for part-time or vacation work (application letter)
 to apply for study or scholarship opportunity (application letter)
 to complain about something (complaint letter)
 to make suggestions about something
 to request information (enquiry letter)

In many exam questions, you will be told what to include in your reply. Make sure that your reply
answers any questions that you were asked in the task and takes into account any additional
information that you have been told to mention. It is important that you include these in order to
get a good grade.

How to write formal letters or emails

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[1] Salutation or Greeting

 If you know the name of the person you are writing to use the title (Mr, Mrs, Miss or Ms)
and the surname only. If you are writing to a woman and do not know if she uses Mrs or
Miss, you can use Ms, which is for married and single women. Examples: "Dear Mr
Simpson," / "Dear Mrs Flanders," / "Dear Miss Skinner," / "Dear Ms Van Houten,"

 (B) If you do not know the name of the recipient of the letter begin with "Dear Sir," / "Dear
Madam," (if you know you are writing to a man or a woman) or "Dear Sir or Madam," or
“Dear Sir/Madam,” (if you do not know the sex of the person you are writing to)

[2] Body

[2.1] Opening

The first paragraph states the reason(s) for writing and, if needed, what you are responding to (an
advert, a prospectus...). In addition, an opening paragraph is needed to make reference to previous
correspondence.

Useful phrases for the opening

 I would like to apply for one of the scholarships I saw advertised in your prospectus.
[applying for a scholarship]
 I am looking for an outdoor work during the summer holidays and I would like to apply for
the position of hotel lifguard assistant which I say advertised in my university's student
newspaper. [applying for a job]
 I have seen your advertisement for the post / vacancy / job of… advertised in the local
newspaper on 16 June. I am writing because I would like to apply for the job. [applying for a
job]
 I am the secretary of my college Science Club. I saw your advertisement for the exhibition
"The Next 100 Years" and I am interested in organising a group visit. I was wondering if I
could ask you some questions about it. [requesting information]
 I am writing (in order) to complain about the advertisement for your new game. Having just
played the game, I realise that the advertisement is misleading. [complaint letter]
 I am writing with regard to ... I am writing with reference to... I am writing in response to...
 Thank you for /your letter of 9 May... /for your letter regarding...
 In reply tor your letter of 8 May, ...

[2.2], [2. .] Main content

The rest of the body will be organized in paragraphs: that will make reading easier and the effect on
the target reader will be better. For example, an application letter may have this layout and
paragraphing:
 Salutation or greeting
 #1 Opening (first paragraph)
 #2 About you (age, where you live, education-training and/or work experience relevant to
the job, languages ...)
 #3 Reasons for applying (why you are suitable for the job)
 #4 Conclusion (availability for interview, further questions, ... - if necessary)
 Closing

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  Final salutation
 Name and surname

Note

For any type of formal letter, paragraphing is just a matter of common sense, grouping ideas
logically (covering two points or questions in one paragraph, two other points or questions in another
paragraph...). You should aim for three to five paragraphs.

[3] Closing

The end of your letter is as important as the beginning. You usually state what you would like the
recipient to do, make a reference to a future event, offer to help...
 I look forward to hearing from you soon / I look forward to receiving your reply
 I look forward to receiving a full refund (in a complaint letter)
 I would like to know what you are going to do about this situation (in a complaint letter)
 I would like to thank you in advance for this information (in a enquiry letter -requesting
information)
 If you require/Should you need further information, please do not hesitate to contact
me/feel free to contact me.

[4] Final salutation

Depending on how you started your letter (See "[1]Salutation or Greeting" above), you will end your
letter with
 (A) Yours sincerely,
 (B) Yours faithfully,

[5] Sign your name and then print your name clearly underneath on another new line

Moe Szyslak

Moe Szyslak

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LETTER LAYOUT

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Letter of application - useful phrases

Dear ......

I am writing to apply for a/the job of ..... which I saw advertised in "The Guardian" newspaper.

I am 26 years old and at the moment I am studying … at …. Having studied English for over seven
years I am a fluent speaker of the language. My qualifications also include Proficiency certificates in
both French and German. As far as experience is concerned, I have worked as ............. for ........... As
for my character, people tell me I am ...............

I feel I would be suitable for this job because ............ . This will give me the opportunity to ….. . I
would also like the chance to....

I look forward to hearing from you.

Yours …

Name

FORMAL EMAIL/LETTER - MODEL QUESTION

TASK

You see this announcement in an English-language college prospectus.

Scholarships
Every year, two scholarships are offered to candidates from overseas who can show how our one-
year course in English and American studies would help their career. Scholarships cover fees,
accommodation and food, but not transport or personal spending money. To apply, write a letter
explaining why you think you deserve a scholarship.

Write your letter in 100 words in an appropriate style.

FORMAL EMAIL/LETTER - MODEL ANSWER

Dear Sir/Madam,

I would like to apply for one of the scholarships I saw advertised in your prospectus.

At present, I am training to be a secondary school teacher of English and I finish my course at

49
the end of June. However, I feel I still have a lot to learn about the language and culture of
the English-speaking world and would benefit considerably from a course in an English-speaking
country.

The reason I am applying for a scholarship is that I cannot afford the cost of studying abroad. I
have no income except for my student grant, so if I am fortunate enough to be given a
scholarship, I would have to work part-time to save some personal spending money. My parents
will borrow som money for my airfare if I am successful.

I would appreciate being given the opportunity to study at your college and would be very
grateful if you would consider my application.

Yours faithfully,

Pedro Gadicto

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READING

BUSINESS MATTERS

1 Complete the company description and job advertisement with words from the box.
Then compare answers with a partner.

Client diagnosing from time to time installing launched maintaining

provide service centres spreadsheet and database supplies

2 Look again at the company description and job advertisement in 1. Which one of these
patterns do they follow?

1. a mix of general and detailed information throughout

2. general information first and more detailed information later
3. more detailed information first and more general information later
4. only detailed information

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WRITING

Write a job advertisement for an IT job you would like or your current IT job. Use the
patterns identified above.

JOB APPLICATION

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53
CURRICULUM VITAE

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55
CURRICULUM VITAE

Personal information

Name: Pamela Janet Mason

Address: 29 Greenlands Avenue, London, SW3 6RF
Telephone: 01924 786512
Mobile: 0779 9238182
Email: pam_mason@scapenet.com

Objective:
To find a role in a film or TV production company that will enable me to acquire and develop the
skills required for a career in film or television.

Profile:
An outgoing and articulate graduate with work experience in both television

Education and qualifications

Education and qualifications are put in reverse order. Add any prizes and awards that you have won.
Education and qualifications:
2009-present: MA in Media Studies. Bristol University. Expected 2010
2005-2009: BA In Media Studies with French (2:1) Bristol University
1997-2004 Beacon School, London
3 A levels: Drama (A); French (A); German (B)
5 AS levels
9 GCSEs
Work experience
This is also in reverse order, beginning with the most recent. You can include any holiday or part-
time work.
Work experience:
October 2007-June 2008: Language assistant in secondary school in France. Taught English to large
classes and small groups. Ran a film club and a holiday dance and drama club. Assisted with school
drama productions.
September 2004-August 2005: Production assistant at Oordman and Associates Filmmakers, London
N16. Performed office and on-set duties.
June-September 2004: Tutor for Jacaranda Drama Workshops. Led groups of teenagers of different
backgrounds in dance and drama activities. Directed end of course shows.
July-August 2003: Host at Adventure Camping holiday campsite in France. Led the children's club for
4-10 year olds and performed various practical duties on the campsite.
Skills
Your practical abilities. Include any exams you have passed or qualifications you have gained.
Skills:
Languages: French-near native-speaker fluency (CEF C1); German (B2).
Good keyboard skills. Familiarity with Word, Excel and film editing packages.
Clean driving licence.
Interests

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Interests:
Drama, both acting and directing; singing (was member of university choral society).
Regular volunteer at a local centre for the homeless.
References
References:
Professor May Duncan
Department of French
Bristol University
Bristol BS8 1TH

Ms R J Oordman
Oordman and Associates Filmmakers
London N16 6TJ

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