1. style and fashion
2. clothing
3. shirts

4^
Et NEW EDITIONS
SOPHIA
ZAPHIROPOULOS
<C°c<5>
Introduction
INTRODUCTION
New Fowler Proficiency Writing Skills I is the first part of a
t w o - p a r t c o u r s e which aims to teach t h e t e c h n i q u e s
students require to attempt any of the variations among
t h e six f o r m s of writing task s e t in t h e r e v i s e d
Cambridge Proficiency examination. Approximately o n e
third of the material in Writing Skills has been revised for
this book. All the o t h e r material in this b o o k is new.
Eleven of the twenty units consist of t w o facing pages,
and should, under normal circumstances, be completed
in a l e s s o n , with a writing task to be d o n e later in
approximately o n e hour, the time allowed for it in the
examination. In t h e remaining nine units of four pages,
t w o lessons will normally be required.
The changes in the examination
The biggest change in the writing paper of the revised
Cambridge Proficiency examination is that it n o w has
t w o parts, as do FCE and CAE.
P a r t I c o n s i s t s of a c o m p u l s o r y q u e s t i o n comprising
i n s t r u c t i o n s and a t e x t or t e x t s w h i c h p r o v i d e
candidates with a clear c o n t e x t . T h e r e is always m o r e
than o n e point to a d d r e s s in this q u e s t i o n , and
candidates should learn to identify t h e s e points and
ensure that they c o v e r t h e m w h e n writing. T h e
q u e s t i o n is discursive, and candidates are e x p e c t e d to
w r i t e o n e o f t h e following:
an
article
an essay
a letter
a
proposal
In P a r t 2, candidates c h o o s e o n e question
comprising instructions which give candidates
guidance to t h e c o n t e x t . In o r d e r to be successful in
Part 2, candidates should be c o m p e t e n t at narrating,
analysing, h y p o t h e s i s i n g , d e s c r i b i n g , giving r e a s o n s ,
p e r s u a d i n g , judging p r i o r i t i e s , e v a l u a t i n g , m a k i n g
recommendations,
giving
information
and
summarising. Candidates are e x p e c t e d t o w r i t e o n e
of t h e following, from a c h o i c e of t h r e e :
an
article
a letter
a
proposal
a review
a
report
For t h o s e c a n d i d a t e s w h o have s t u d i e d o n e o f t h e
three set texts, Q u e s t i o n 5 consists of three
q u e s t i o n s , o n e for each o f t h e s e t t e x t s . Candidates
are required t o w r i t e o n e o f t h e following:
an
article
an essay
a
letter
a review
a
report
T h e t i m e limit (2 hours) and length of writing tasks
( 3 0 0 - 3 5 0 words), remain unchanged.
T e a c h i n g w r i t i n g skills
It is important for students to understand that while
credit is given to Proficiency candidates for their use of
s t r u c t u r e and v o c a b u l a r y , t h e s e a r e n o t t h e o n l y
considerations to be taken into account; organisation
and the relevance of the answer to the task are at least
equally important. Different writing tasks require
s p e c i f i c t e c h n i q u e s t o d e a l w i t h t h e m , and s u c h
t e c h n i q u e s can be taught effectively through m o d e l s
written within the capacity of a g o o d student that can
be analysed, imitated and practised. T h e s e models are
supported with revision of the necessary grammatical
structures and lexical items by means of accompanying
exercises and the reference section and the appendix at
t h e end.
Doing justice to oneself in an examination
T h e Proficiency examination requires a considerably
m o r e sophisticated use of English than First Certificate
and t h e difference b e t w e e n t h e s e t w o levels is often
underestimated by students. The difference, however, is
n o t s o m u c h a m a t t e r o f using m o r e c o m p l i c a t e d
s t r u c t u r e s or a w i d e r range of vocabulary as of
providing a n a n s w e r r e l e v a n t t o t h e q u e s t i o n , well
organised in g o o d , clear sentences and paragraphs. The
range of q u e s t i o n s o p e n to the e x a m i n e r is
considerable, as indicated by the contents pages of this
book, but learning the right technique to deal with each
is half t h e battle. T h e r e f o r e , it is r e c o m m e n d e d that
students pay particular attention to the tips provided
throughout the book. These consist of practical advice
on what to do and what not to do in a given situation
and should make it possible for students w h o take it to
do justice to themselves in the exam.
Contents
UNIT
PART
TECHNIQUE
MODELS
S E C T I O N
I
2
Describing and narrating
REVISION
P A G E
I : A R T I C L E S
What a difference!
Tenses
Close friends again
Used to and would
I
Taking sides
Who's freedom? Theirs or ours?
I
Balancing an argument
Computers: a dream or a nightmare?
10
Connectors and modifiers:
14
balancing an argument
I
Providing solutions
T o o many people, not enough earth
Conditionals
Preserving the planet for future
Should, ought to and would
16
generations
S E C T I O N
5
2
Complaining
2:
L E T T E R S
18
Semi formal: A resident's concerns
Formal: An official complaint
2
Giving information
20
A letter of welcome to
exchange students
2
Making suggestions
Preserving and restoring a town
Improving a town
I
Giving opinions
Young people on the streets
Articles
24
Should
Conditionals
26
S E C T I O N 3: E S S A Y S
Comparing
Public and private transport in the city
Connectors and modifiers
30
Responding to generalisations
Relation between national
Articles
32
Connectors and modifiers
34
character and climate
Ii
I
Providing information
The importance to good health
Alternative medicine
Contents
UNIT
PART
TECHNIQUE
MODELS
S E C T I O N
12
2
Applying for funds
REVISION
PAGE
4 : P R O P O S A L S
First aid facilities at the
38
Five Oaks Sports Centre
13
Assessing choices
Passive voice
42
Decline in local tourism
Should
46
A college newspaper
Conditionals
Spending the proceeds
of a summer fair
14
Evaluating a situation
S E C T I O N
5:
R E V I E W S
IS
2
Reviewing a book
Not without my daughter
Tenses in 'timeless' time
50
16
2
Reviewing a film
Castaway
Tenses in 'timeless' time
52
2
Reviewing a restaurant/hotel
Phrases in apposition
54
The Willows
Compound adjectives
S E C T I O N
2
6:
R E P O R T S
Assessing facilities
The Majestic Hotel
Assessing suitability
The Jorvik Viking Centre
58
Connectors and modifiers:
60
developing an argument
20
2
Giving information
A college film club
62
Reference section
64
Appendix
70
CPE W r i t i n g S h e e t s
72
Articles
Describing and narrating
In this article, Martin Fraser d e s c r i b e s his return to a small t o w n in England after an a b s e n c e of 25 years.
Read t h e article and c o m p l e t e t h e e x e r c i s e s that follow.
What a difference]
L
W h e n I w a s a b o y I u s e d to s p e n d a
fortnight every s u m m e r with my aunt
E l i z a b e t h in L e a b u r y , a small t o w n in t h e
M i d l a n d s . B u t twenty-five years ago she
r e t i r e d a n d m o v e d to t h e s e a s i d e , a n d I did
n o r return until I had to go there on
b u s i n e s s last w e e k .
villages I u s e d to ride t o . As y o u c o m e into
L e a b u r y , y o u no l o n g e r p a s s a f a r m w i t h
cows grazing in t h e fields. A vast h o u s i n g
estate stretches from the m o t o r w a y to
what used to be the outskirts.
My aunt's house was on the outskirts
of t h e t o w n so I often u s e d to ride o u t into
t h e c o u n t r y on my bicycle. I w o u l d follow
t h e L o n d o n r o a d for a m i l e o r t w o a n d
t h e n b r a n c h off for a c i r c u l a r t o u r of t h e
n e i g h b o u r i n g villages, eventually finding
my way back by the other main road.
A b o u t a mile from h o m e t h e r e w a s a small
p o n d with d u c k s s w i m m i n g on it. I u s e d to
s t o p t h e r e t o w a t c h t h e m a n d skim s t o n e s
across the water. Beyond the p o n d was
H a y w a r d ' s F a r m , with cows grazing in t h e
fields, a n d t h e n I w o u l d c o m e d o w n t h e
hill i n t o t h e t o w n a n d t u r n r i g h t i n t o m y
a u n t ' s r o a d t o c o m p l e t e t h e circuit.
h a v e b e e n k n o c k e d d o w n a n d t h e r e is a big
shopping centre with a multi-storey car
p a r k b e s i d e it. T h e r e a r e n o family s h o p s
in the main street now, only the s a m e
offices, s t o r e s a n d f a s t - f o o d r e s t a u r a n t s
you find e v e r y w h e r e . T h e old t o w n u s e d t o
h a v e a c h a r a c t e r of its o w n b u t n o w it is
like any o t h e r p l a c e in E n g l a n d .
T h e r e have obviously b e e n changes
since I w a s a b o y b u t I w a s n o t p r e p a r e d
for m a n y of t h o s e I saw last w e e k . F o r o n e
thing, the motorway that passes close to
the town actually goes over two of the
The centre of the town has been
entirely transformed. T h e old buildings
On t h e way back, I w e n t to see my
aunt's old house, though I hardly
r e c o g n i s e d it at first. T h e p r e s e n t o w n e r s
have p a i n t e d it bright yellow so it looks
like a big j a r of m u s t a r d . I s h o o k my h e a d
i n disbelief a n d t u r n e d t o w a r d s h o m e . B u t
just before I reached the motorway, I
s u d d e n l y saw s o m e t h i n g familiar, a little
p o n d with a wall r o u n d it, s o m e ducks, a n d
two boys skimming stones across the
water. At least some things have not
changed.
Describing and narrating
2
Articles
This article refers to four separate t i m e s :
A
B
C
D
25 or more years ago, when the writer was a boy
last week, when he visited the town again
the present moment
some time or period of time in between his childhood and now
Study Reference section 12 on page 68 and Reference section 14 on page 69 and then a n s w e r t h e s e
q u e s t i o n s , writing t h e c o r r e c t letter of t i m e reference (A, B, C or D) in t h e space, as in t h e e x a m p l e .
W h i c h p e r i o d o r p e r i o d s a r e r e f e r r e d t o in:
a
t h e first s e n t e n c e ?
b
t h e w h o l e of t h e s e c o n d p a r a g r a p h ?
c
t h e first s e n t e n c e of t h e t h i r d p a r a g r a p h ?
and
d
t h e d e s c r i p t i o n of t h e e n t r y to t h e t o w n ?
e
t h e d e s c r i p t i o n in t h e fourth p a r a g r a p h ?
and
f
t h e writer's c o m m e n t s in t h e last p a r a g r a p h ?
and
W h i c h t e n s e s ( p r e s e n t , p r e s e n t perfect o r p a s t ) o r f o r m s (used t o , w o u l d ) d o e s t h e w r i t e r u s e t o d e a l with e a c h p e r i o d ?
B
C
D
3
Look at t h e pictures of A t h e n s and
w o r k with a n o t h e r m e m b e r o f t h e
class to d e c i d e w h a t changes have
taken place in t h e period of 70 years
between the times when the
p h o t o g r a p h s w e r e taken.
W r i t e an article a b o u t changes
that have taken place in o n e of
t h e following in r e c e n t years:
a
your neighbourhood
b
a p l a c e w h e r e you w e n t on
holiday as a child
c
a city or c o u n t r y y o u first
visited m a n y years ago a n d
h a v e s e e n again recently
Follow this plan of four stages
(though t h e r e may be m o r e than
four paragraphs):
1
Introduction, indicating the place
and your association with it
2
Description of the place as it
used to be
3
Description of the place as it is
now, emphasising changes that
have occurred
4
Your reactions to these changes
7
Describing and narrating
Articles
T h e description of changes in a place (pages 6-7) w a s told from t h e point of v i e w of t h e p r e s e n t m o m e n t .
In many articles of this kind, h o w e v e r , t h e main narrative t e n s e is past.
Study Reference section 12b and d on page 68 and t h e n read Gloria's article a b o u t a m e e t i n g with a s c h o o l friend
s h e m e t again after t e n years w h o had changed. M o s t of t h e verbs have b e e n left in brackets.
C o m p l e t e t h e article by putting t h e m into t h e m o s t suitable t e n s e .
Close
friends
again
Soon after I left school my family (1)
(move) to Bristol and I
(2)
(lose) touch with all my friends, when l (3)
(return) to London last year after ten years, l (4)
(find) some of
their names in the phone book and we (5)
(organise) a reunion.
But there was no trace of Eugenia, my closest friend. The others told me they
(6)
(not see) her for a long time.
Eugenia was the most attractive girl in my class. She was tall and slim and
(7)
(have) ioveiy dark brown eyes and long black hair that
(8)
(come) half way down her back, she was very popular because
she (9)
(have) a wonderful sense of humour, she used to invent
games to keep us all amused and always (10)
(seem) to be
laughing and smiling.
One morning last month I (11)
(go)
into
a jeweller's
shop
in the city to buy a watch. The only assistant was a tall woman who
(12)
(look) a few years older than me. Her hair was grey
and although she still (13)
(have) a young, slim figure, there
were lines around her eyes, and she (14)
(have) a long, deep
scar on her cheek. I (15)
(ask) to see some watches, our eyes
(16)
(meet), and she (17)
(give) a little cry of
amazement. She (18)
(stare) at me for a few seconds and
then she (19)
(say): "Gloria, (20)
(you not
remember)
me?"
I (21)
(shake) my head and her face (22)
(grow) sad, but then she (23)
(say) quietly: "No, l (24)
(change) a lot, l suppose. I'm Eugenia."
I was so embarrassed that l (25)
just (26)
(not know) what to say so l
(put) my arms round her. We (27)
(arrange) to meet and then she (28)
life. She said that after leaving school, she (29)
and had married a man she had met there. They (30)
(tell) me the story of her
(go) to America
(live)
together happily for several years until her husband (31)
(kill)
in a car crash, she (32)
(be) injured in the crash and her
hair (33)
(turn) grey overnight. After that she (34)
(return) to London but (35)
(have to) take the first job she
could
find.
I (36)
(see) her several times since then. I want to do
everything I can to help her. it was a terrible shock at first to see how much
she (37)
(change) but now we (38)
(become)
close friends again and can be together.
Describing and narrai:
Gloria gives us a lot of information a b o u t herself and
Eugenia. Find t h e paragraph in which s h e tells us t h e
following and w r i t e t h e c o r r e c t paragraph n u m b e r in
t h e space, as in t h e e x a m p l e .
7
a
h o w s h e lost c o n t a c t w i t h E u g e n i a
b
h o w s h e m e t h e r again
c
h o w s h e feels a b o u t h e r n o w
d
w h a t E u g e n i a w a s like at school
e
w h a t she l o o k e d like at school
f
w h a t she used to do at school
g
w h a t she d o e s n o w
h
w h a t she looks like n o w
i
w h a t s h e w a s d o i n g in t h e y e a r s b e t w e e n
j
w h e r e G l o r i a first m e t h e r
k
why E u g e n i a h a s c h a n g e d
..J....
W h a t do y o u think is t h e m o s t i m p o r t a n t point in
t h e story? W h y ? H o w d o e s Gloria e m p h a s i s e it?
Look at t h e pictures of t h e man and t h e w o m a n and
w o r k with a n o t h e r m e m b e r o f t h e class t o n o t e
d o w n h o w t h e y have changed physically in t h e
c o u r s e of thirty years.
W r i t e an article with t h e main narrative t e n s e in
t h e past a b o u t t h e changes y o u n o t i c e d in s o m e o n e
you saw again n o t long ago but had n o t s e e n for a
long t i m e . T h e p e r s o n may b e s o m e o n e y o u k n o w
or a famous p e r s o n y o u saw in real life or on TV
( n o t an a c t o r / a c t r e s s playing different parts).
Follow this plan of four stages (though t h e r e may be
m o r e than four paragraphs):
1
Introduction, indicating how you first saw
the person
2
Description of what they used to look like
If you knew them, what they were like; if
you write about a famous person, say what
impression they gave you.
3
Description of what they looked like when
you saw them again, what they were like, or
the impression they gave
4
Say how and why you think they had
changed, and how you felt about the
changes.
Articles
aking sides
Articles
Read t h e q u e s t i o n and t h e article b e l o w and c o m p l e t e t h e e x e r c i s e s
that follow.
T h e following c o m m e n t s w e r e m a d e during a public discussion, held at y o u r
t o w n hall. T h e discussion w a s a b o u t t h e f r e e d o m of t h e press. You have
b e e n asked to w r i t e an article for t h e local n e w s p a p e r responding to t h e
c o m m e n t s and giving y o u r o w n opinion.
They are encouraged to
invade peoples privacy
by shameless
celebrities
who want press
coverage at any cost.
Journalists have a
responsibility to the public
î/fou
to investigate a story and
uncover the real facts - no
denij
matter who they upset.
can't
that a aood
\ey
snoui
ashamedof
tfiemsefvesl
dal ielli
can
newipaperi
T'hey
have no respect for
5
an
individuals
privacy!
Journalists are fierce in defence of the freedom of the press but KEITH HUNTER asks
Whose freedom? Theirs or ours?
Every time there is an outcry against the
their servants to disclose the secrets of their
excesses of the popular press and they are t h r e a t e n e d
employers' private lives, the editors who send armies
with some kind of sanction, usually no m o r e t h a n the
of employees with microphones and tape recorders to
responsibility to print an apology w h e r e no one will
t h e h o m e of a n y o n e , rich or p o o r , w h o s e relatives
notice it, editors and newspaper owners take refuge
have died tragically - have a very clear aim in life. F o r
in t h e sacred c o n c e p t of ' t h e freedom of t h e p r e s s '
them the freedom of the press is really the freedom to
and warn against the evils of censorship. They argue
m a k e money out of other people's shame and misery.
t h a t it is t h e i r duty to i n v a d e p e o p l e ' s privacy, in
Most of us would be reluctant to impose
effect to deprive t h e m of their freedom to live their
censorship on the press but would like to put a stop to
own lives in p e a c e , b e c a u s e it is 'in t h e public
their intrusion into p e o p l e ' s private lives. N o t long
interest.'
ago t h e r e was a play on TV t h a t suggested a n e a t
No one who believes in democracy and the
solution. A M e m b e r of Parliament proposed that if a
freedom of speech wants newspapers to be silenced if
newspaper published an untrue story about s o m e o n e ,
they are genuinely engaged in exposing corruption in
he would be given the same a m o u n t of space in t h e
high places. In t h e newspapers' defence, it can also be
n e w s p a p e r to write a story a b o u t t h e j o u r n a l i s t or
a r g u e d t h a t many figures in t h e public eye are
editor, true or false. I wonder how they would react if
d e s p e r a t e for almost any kind of publicity. S o m e of
similar lies and half-truths a b o u t their own private
t h e m seem to have no higher aim in life than a vague
lives and those of their families were published 'in the
desire
public interest'!
to
feature
in
magazines,
posing
for
p h o t o g r a p h s o r r e c o u n t i n g t h e i n t i m a t e details o f
their lives in interviews.
T h o s e who create news stories with sensational
headlines, however, - the photographers who pursue
the famous on m o t o r cycles, the journalists who bribe
If you write an article where you are strongly in favour of
something or against it, remember that others may have
different opinions. It is more effective to mention them and
then show they are wrong than not to mention them at all.
Taking sides
2
Articles
C h o o s e t h e s e n t e n c e , a or b, that b e s t d e s c r i b e s w h a t t h e w r i t e r is saying in each paragraph. T h e n read t h e
c o r r e c t s e n t e n c e s t o g e t h e r t o s u m m a r i s e t h e argument.
P a r a g r a p h 1 a Editors are right to defend the freedom of t h e press when they are criticised.
b Editors use the popular belief in the freedom of the press to justify their invasion of
people's privacy.
P a r a g r a p h 2 a No o n e wants censorship for political reasons and it is true that many well-known figures
seek publicity at all costs.
b Newspapers have a duty to expose corruption and have to publish stories about
well-known figures if they are required to.
P a r a g r a p h 3 a So newspapers work hard to find out the facts of the cases they investigate.
b But newspapers only investigate stories about people's private lives to m a k e money out
of them.
P a r a g r a p h 4 a Newspapers should be censored if they tell lies.
b Newspaper staff should be subjected to the same t r e a t m e n t as their victims if they tell lies.
In which paragraphs is t h e w r i t e r following t h e t e c h n i q u e s u g g e s t e d in t h e tip on t h e o p p o s i t e page?
3
T h e w r i t e r tries t o influence t h e reader with his c h o i c e o f w o r d s . A n s w e r t h e q u e s t i o n s b e l o w t o
understand m o r e a b o u t this.
a
F i n d w o r d s or p h r a s e s in t h e first two p a r a g r a p h s t h a t suggest t h e following:
The press
1
go t o o far in p u r s u i n g n e w s stories.
2
a r e n o t really sorry for w h a t t h e y d o .
3
a r e hypocritical in t h e i r d e f e n c e of t h e i r actions.
4
u p s e t p e o p l e ' s lives.
Many
well-known
people
5
will do a n y t h i n g to be n o t i c e d .
6
h a v e no s e r i o u s a i m in life.
7
invite t h e invasion of t h e i r privacy.
b
W h a t is t h e effect of substituting t h e s e w o r d s for t h o s e t h e w r i t e r uses: follow ( p u r s u e ) , p a y ( b r i b e ) ,
i n f o r m a t i o n (secrets), n u m b e r s ( a r m i e s ) , u n h a p p i n e s s ( m i s e r y ) ?
c
W h i c h of t h e s e w o r d s is obviously an e x a g g e r a t i o n b u t effective b e c a u s e it also implies aggression?
S!
Articles
4
Taking sides
Based on t h e c o m p o s i t i o n and t h e tip on page 10, put t h e paragraph plan b e l o w into t h e c o r r e c t order.
a
Say why you d i s a g r e e with t h e s e a r g u m e n t s a n d d i s r e g a r d t h e m
b e c a u s e t h o s e you s u p p o r t a r e m o r e i m p o r t a n t . Give e x a m p l e s .
b
R e a c h a conclusion, s u m m a r i s i n g y o u r p e r s o n a l o p i n i o n in two
or three sentences.
c
T h i n k of o n e or two ideas for t h e o t h e r side of t h e issue a n d
say w h a t sort of p e o p l e a r e likely to s u p p o r t t h e m .
d
I n t r o d u c e t h e subject in g e n e r a l t e r m s . Do n o t r e a c h a c o n c l u s i o n
i m m e d i a t e l y t h o u g h you c a n suggest which side you a r e on.
L o o k at this q u e s t i o n and t h e n put t h e paragraph n o t e s b e l o w into t h e c o r r e c t o r d e r according to t h e plan in
e x e r c i s e 4. Can you think of a suitable title?
You heard t h e following c o m m e n t s a b o u t vivisection while y o u a t t e n d e d a d e b a t e on t h e subject at
college recently. You have d e c i d e d to w r i t e an article for publication in t h e c o l l e g e magazine responding
t o t h e s e c o m m e n t s and giving y o u r o w n opinion.
Under no
So
once
are
its
circumstances should
manu
^atal diseases
now curable and
all thanhs
research,
on
to
animals be used in laboratory
experiments. Animals feel
pain and shouldn't be made
to suffer in this way.
carried out
'Medicalresearch
is acceytahie,
using
animahsjor
cosmetic testing
intoferahfe.
animails.
Q0Q(?Q<?QQ0Q
Scientists - must carry out research on someone/something - better
animals than humans. 1000s lives saved through medical breakthroughs
- only possible because of experiments on animals. Humans are higher
life form than animals - using animals justified.
Conflict surrounding use of animals in labs - nothing new. Laws brought
in - ban some experimentation. Extend law to cover ALL experiments?
Medical research to save lives OK if NO other way of doing research
possible. Cosmetic research not acceptable - total ban.
Animal rights activists
all forms banned
no justification.
Pain/Suffering extreme. Humans - no right to treat animals like this.
Alternative methods must be found, Some research done for cosmetic
reasons only!
hut
is
There is no
justification
for
vivisection:
animals
have rights too.
Taking sides
6
2
Articles
C h o o s e o n e of t h e q u e s t i o n s b e l o w and w r i t e y o u r article using t h e paragraph plan o p p o s i t e . D o n ' t forget to
think of a title.
You belong to a debating s o c i e t y and o v e r h e a r d t h e s e c o m m e n t s at a r e c e n t d e b a t e . T h e d e b a t e w a s
a b o u t w h e t h e r capital p u n i s h m e n t should be r e s t o r e d for s o m e crimes. You feel strongly a b o u t t h e issue
and have decided to w r i t e an article for y o u r local n e w s p a p e r responding to t h e c o m m e n t s and giving
y o u r o w n opinion.
l{
^Jabln
An eye for an eye,
anotlier
a tooth for- a tooth!
of
perion-'i
life is never riq Lt
wLatever
the restoration
capital punishment
prevents even one
murder, then its
worthwhile.
tL
What
if
someone who's
innocent is
foundguiCty?
plan in
b
You live in a small t o w n s o m e of w h o s e residents are b e c o m i n g increasingly w o r r i e d a b o u t s p o r t s and
h o b b i e s that harm t h e e n v i r o n m e n t . T h e t o w n council held a m e e t i n g to discuss t h e problem and y o u
a t t e n d e d . After hearing w h a t local p e o p l e had to say, y o u d e c i d e d to w r i t e an article for t h e local paper
responding t o t h e c o m m e n t s and giving y o u r o w n opinion.
^Jlie
country
auiet
ianei
around tL
town, are overrun witli
ijouiiii racing
motorlllei
eir
and creating,
nuliance
let
putting
tL
otkeri
In
atone
iivei
oJI
danger.
a
The wildlife of Granger's
Lake is being terrified every
weekend by jet skie shattering
the silence of this once
peaceful haven. It's a
disgrace.
ifl can't
ride my jet ski
on the Cake,
where am 1
sup-posed
to go?
We live in this
town too and should
be able to do what we
like, where and when
we like. Were not
any
laws.
13
i
Articles
l
Balancing an argument
Read t h e q u e s t i o n and t h e article b e l o w and c o m p l e t e t h e e x e r c i s e s that follow.
Your t u t o r has s h o w n y o u t h e following e x t r a c t s on t h e subject of c o m p u t e r s . You have b e e n asked to w r i t e
an article for t h e c o l l e g e magazine entitled Computers: a dream or a nightmare? W r i t e y o u r article taking t h e
points raised b e l o w into c o n s i d e r a t i o n and giving y o u r o w n opinion.
Technological progress in the world of
computers saves everyone time. At the
touch of a button, massive amounts of
information can be accessed. Furthermore,
work done on a computer can be updated
and changes can be made speedily.
Future generations will come to rely on
computer technology to such a great extent
that they will no longer need to learn to do
things for themselves. This would appear to
be acceptable, but what happens when the
machines go wrong?
Computers: a dream or a nightmare?
W i t h i n a few y e a r s , w e h a v e
come to regard computers as an
i n d i s p e n s a b l e p a r t of everyday life.
We see t h e m in o p e r a t i o n in almost
every office and they are increasingly
c o m m o n in the h o m e . While this has
b e e n a g r e a t a d v a n t a g e for s o m e
people because it has m a d e their
work easier, it has b e e n a nightmare
for others, who have had difficulty in
learning new skills. In the same way,
while some parents believe that their
children can learn faster with
computers, others worry that they will
b e c o m e totally d e p e n d e n t o n t h e m
before they have learnt to read, write
and count for themselves.
O n t h e o n e h a n d , t h e benefits
computers have brought are obvious.
Above all, they save space and time.
Vast quantities of data can be kept
economically
on
disks
and
r e p r o d u c e d a t any t i m e i n s t e a d o f
filling r o w s of filing c a b i n e t s , a n d
there are hundreds of timeconsuming tasks that can now be
p e r f o r m e d very simply. In a m i n u t e
or two, a typist can now edit and
r e t y p e a l e t t e r ; in a few s e c o n d s , a
bank can check how much a customer
has in an account in another city.
On the other hand, however,
t h e r e are also d i s a d v a n t a g e s .
Computers do make mistakes
although they are always the result of
a h u m a n e r r o r . We r e a d of p e o p l e
r e c e i v i n g g a s bills for m i l l i o n s o f
pounds because the computer has
been badly p r o g r a m m e d or an
2
T h e writer's approach to t h e subject is balanced. Study
Connectors and Modifiers A3 on page 70 and underline
t h e four w o r d s o r phrases that t h e w r i t e r has used t o
balance his argument.
o p e r a t o r has pressed the wrong key.
T h e trouble is that computers do not
r e c o g n i s e such e r r o r s so t h e r e is a
danger that the next generation may
be taught to rely on t h e m absolutely
before they have learnt the basic
skills necessary to work out problems
for themselves.
On balance, computers are
neither a dream nor a nightmare.
They are admirable tools that
improve the quality of life but, like all
tools, they must be used sensibly. We
must never forget that h u m a n beings
provided t h e m with the information
they contain so we cannot trust them
until w e k n o w e n o u g h t o r e c o g n i s e
when it is inaccurate. In this respect,
the g r e a t e s t risk c o m e s at t h e
national level; the advice given by a
g o v e r n m e n t c o m p u t e r could lead to
d i s a s t e r if t h o s e r e s p o n s i b l e for
m a k i n g t h e decisions w e r e t e m p t e d
to take it just because it came from a
machine that is supposed to be
infallible.
Tip
Good articles of this kind do not require the use of very
complicated structures but they do require connectors to be well
used. Always check the appendix on page 70 before writing one.
Balancing an argument
Articles
3
Answer t h e s e questions.
a
W h i c h two s e n t e n c e s in t h e first p a r a g r a p h a r e e x a m p l e s of t h e w r i t e r b a l a n c i n g by using c o n t r a s t .
Which phrase does he use to show that he regards the examples as equal?
b
W h a t c o n t r a s t exists b e t w e e n p a r a g r a p h s 2 a n d 3?
c
W h a t c o n c l u s i o n d o e s t h e writer r e a c h ? I s h e i n favour o f c o m p u t e r s o r against t h e m ?
d
I n d i c a t e t h e p u r p o s e of e a c h p a r a g r a p h , writing t h e c o r r e c t n u m b e r in t h e s p a c e .
Advantages of computers
Conclusion
Disadvantages
Introduction,
T h e w r i t e r s u p p o r t s general s t a t e m e n t s with explanation o r e x a m p l e s . Underline t h e phrases o r s e n t e n c e s i n
t h e article that s u p p o r t t h e s e s t a t e m e n t s .
a
b
c
d
e
f
We r e g a r d c o m p u t e r s as an i n d i s p e n s a b l e p a r t of everyday life.
F o r s o m e p e o p l e this h a s b e e n an a d v a n t a g e , for o t h e r s a n i g h t m a r e .
C o m p u t e r s save s p a c e .
C o m p u t e r s save t i m e .
Computers make mistakes.
T h e information they contain may not be correct.
A magazine is inviting readers to submit articles a b o u t different forms of transport. You have read t h e
personal a c c o u n t b e l o w and have d e c i d e d to w r i t e an article on t h e advantages and disadvantages of
travelling by train. W r i t e y o u r article responding to t h e points b e l o w and giving y o u r o w n opinion.
It seems that nowadays cars and aeroplanes are much more popular forms of
transport than the train, depending, of course, on whether your journey is short
or long distance. But 1 remember years ago, when 1 was a young child, that
travelling by train was considered the best way to go.
Before writing y o u r article, l o o k at t h e plan b e l o w and make s o m e n o t e s . You can w r i t e four paragraphs,
following t h e s a m e plan as t h e article on c o m p u t e r s .
a
Title. T h i n k of a title for y o u r article. W h i l e it is i m p o r t a n t for y o u r article to h a v e a s u i t a b l e title, do n o t s p e n d
t o o m u c h t i m e o n it.
b
I n t r o d u c t i o n . Give a g e n e r a l i m p r e s s i o n of t h e c u r r e n t situation. Do n o t at this stage give e x p l a n a t i o n s of
advantages or disadvantages.
c
A d v a n t a g e s of travelling by train. List t h r e e in c o m p a r i s o n with cars or p l a n e s , a n d give an e x a m p l e or
e x p l a n a t i o n for e a c h , as in t h e t a b l e .
Advantage
1
.No.traffic.jams.
Example/Explanation
. difficult.to. calculate. time of..
jour.ney.5..
2
3
d
D i s a d v a n t a g e s . List t h r e e d i s a d v a n t a g e s a n d give an e x p l a n a t i o n or e x a m p l e , as for p a r a g r a p h 2.
Disadvantage
Example/Explanation
1
2
very
jrfoTï to be well
we writing one.
3
e
C o n c l u s i o n . S u m up y o u r a r g u m e n t , giving y o u r o w n o p i n i o n .
15
4
Articles
Read t h e q u e s t i o n below, t h e n o t e s
o p p o s i t e and t h e article below, and
c o m p l e t e t h e e x e r c i s e s that follow.
Providing
solutions
0 0 0 0 0 0 0 OOK^O
World pop, doubled since 1950. UN predict + 5 0 % by 2050.
World's naturai resources - running out!
You b e l o n g to a s o c i e t y that is
concerned about the environment.
A g u e s t speaker recently gave a
talk t o t h e s o c i e t y o n t h e subject
of t h e p r o b l e m of population
g r o w t h w h i c h y o u a t t e n d e d . You
t o o k s o m e n o t e s and have b e e n
asked to w r i t e an article for t h e
society's m o n t h l y newspaper.
W r i t e y o u r article.
[
Impose
birth
confrot? -
not
Put pressure on govts to find solution. If not = war, famine, disease!
Too many people, not enough earth
At first sight, t h e solution seems simple. Experts in
developed countries argue that we should impose birth
c o n t r o l w o r l d w i d e . If p a r e n t s only h a d t h e children
they really wanted, they say, population growth would
be m a n a g e a b l e , as it is in E u r o p e . P e o p l e should be
educated in reliable methods of birth control, and
where necessary, these should be supplied. If a birth is
n o t desired, t h e p r e g n a n c y should be t e r m i n a t e d by
abortion.
However, the failure of countries to reach
agreement on problems like global warming indicates
that there would be even stronger resistance if a plan
of this kind w e r e p u t into practice. In this case, t h e
3
rights/religion/tradition would
Politicians in developing countries say developed countries use too
many resources - reduce, BUT still not a solution.
Of all the problems the h u m a n race is responsible
for that t h r e a t e n life on E a r t h , p o p u l a t i o n growth is
the most serious. T h e world's population has more
t h a n d o u b l e d s i n c e 1950 a n d t h e U n i t e d N a t i o n s
predict that it will grow a further 5 0 % by 2050 to nine
billion. All these additional people will require m o r e
food, m o r e land to grow it on and m o r e houses to live
in, a n d will c o n s u m e m o r e raw materials to p r o v i d e
t h e basic r e q u i r e m e n t s of everyday life. T h e world's
resources cannot support such an increase indefinitely.
2
human
agree (eg China)
opposition would be due not merely to selfish national
interests but to individual wishes and conviction,
family or tribal tradition and the powerful influence of
religious authorities. In some parts of the world, large
families are considered desirable and a son is regarded
as essential. In China, where the government has
p u r s u e d a ruthless policy of limiting families to o n e
child, population growth has only b e e n controlled at
t h e cost of considerable personal suffering.
Politicians in m a n y developing c o u n t r i e s , w h e r e
the population is growing much faster than in E u r o p e ,
refuse to accept that it is the main cause of
environmental problems. They point out that countries
like t h e U n i t e d States c o n s u m e far m o r e t h a n their
fair s h a r e o f t h e w o r l d ' s r e s o u r c e s . D e v e l o p e d
countries should reduce their consumption, but even if
they did, this would not p r e v e n t disaster unless
p o p u l a t i o n g r o w t h was b r o u g h t u n d e r c o n t r o l . W e
should p u t pressure on governments to find a viable
s o l u t i o n . O t h e r w i s e , t h e p a i n f u l a l t e r n a t i v e will
b e c o m e unavoidable; t h e population will eventually be
decimated by war, famine and disease.
C h o o s e t h e b e s t heading for each paragraph, and w r i t e t h e c o r r e c t n u m b e r in t h e s p a c e . N o t e that t w o of t h e
c h o i c e s are n o t c o r r e c t .
a
An alternative solution
d
W h y a s o l u t i o n m u s t be f o u n d
b
A straightforward solution
e
Selfish o p p o s i t i o n
c
W h y solutions a r e n o t easy
f
T h e size of t h e p r o b l e m
Look at Reference section 4a and b on page 64 and Reference section I1 on page 67 and then study t h e use of
should, would and will in t h e article a b o v e and underline t h e m w h e r e t h e y appear.
Providing solutions
Articles
Read Sarah's article on t h e e n v i r o n m e n t . C o m p l e t e it by putting t h e verbs in brackets in t h e c o r r e c t t e n s e
or using should or would w h e r e necessary.
Preserving
the
planet
Human activity (1)
for
future
generations
(have) a devastating effect on the environment
since the industrial Revolution. Factories and their products have polluted the air in cities, and the
water in rivers and seas; forests (2)
(be transformed) into desert by poor
methods of cultivation; in our hunger for land, we (3)
(invade) the natural
habitat of other species, now in danger of extinction. Our activities (4)
(probably increase) the temperature of the earth, bringing with it the risk of flooding, w h a t
(5)
(we do) to resolve these problems before it is too late?
Solutions certainly exist. In general, we (6)
(consume)
less and recycle
raw materials. In particular, we (7)
(restrict) the use of cars in cities;
we (8)
(close) factories that pollute the air or the rivers; we
(9)
(protect) wildlife by banning indiscriminate hunting; and we
(10)
(protect) the rainforests by providing poor farmers with the means
to cultivate efficiently. Above all, we (11)
(try) to control population
growth, which (12)
(add) to the problems as fast as we take steps to
resolve them.
If we could accomplish this, we (13)
generations. But it (14)
self-interest and (15)
(preserve)
the
planet for
future
(not be) possible unless governments laid aside
(agree) to co-operate. In fact, laws protecting the
environment already exist in almost every country. The trouble is that they are often broken, in
many countries with the consent of the rulers. Perhaps a real solution (16)
(only be found) if every country in the world had an honest, democratic government.
in such circumstances we may think that there is nothing we can do as individuals to save
the environment. But we can do a great deal if we are prepared to make sacrifices. We
(17)
(ask) ourselves if we really need to go out in the car or buy
something new. And we (18)
(19)
We (20)
(respect)
the environment at all times,
we
(not leave) litter around the countryside or throw rubbish in rivers.
(plant) trees and not cut them down.
Sarah is following t h e s a m e paragraph plan that w a s used for t h e article on population growth. In paragraphs
1, 2 and 4, circle t h e t o p i c s e n t e n c e and underline t h e e x a m p l e s that s u p p o r t it.
W r i t e an article in a n s w e r to t h e q u e s t i o n below, using t h e paragraph plan in e x e r c i s e 2.
T h e e x t r a c t b e l o w w a s taken from a letter y o u read in y o u r college magazine. You have d e c i d e d to w r i t e
an article for t h e magazine responding to t h e letter and proposing s o m e solutions to t h e problem.
... is just not the same any more. I remember walking along
the river as a child and even swimming in it when the weather
was warm. Now, the water is stagnant and polluted and the
path along the bank is littered with rubbish.
The town centre itself has also been affected. Traffic blocks
the roads and the poor pedestrians are choked with exhaust
fumes. It really is time that something was done to save our
town and the surrounding countryside before it's too late.
If you answer a problem-solving
question, do not make vague general
statements that you cannot support.
Make use of any facts that you know to
be true from whatyou have experienced
or read. Take account of opposition to
any solution you propose and bear in
mind that there is probably no simple
answer to the question.
Complaining
Letters
Sheila D o n a l d s o n is annoyed a b o u t t h e way in which p e o p l e behave in t h e park near her h o u s e . Read her letter to
t h e s e c r e t a r y of t h e local n e i g h b o u r h o o d w a t c h s c h e m e and c o m p l e t e t h e e x e r c i s e that follows.
Dear
Anne,
I'm writing on behalf of my family and my neighbours to ask you if you
would mind writing to the council about Russell Park. We are fed up because,
as you know, we've written to them several times to protest but they still
haven't done anything.
The real problem is that there aren't any walls or fences round the park and
young people bang around inside at night shouting and laughing so loudly that
we can't sleep. Some of them are vandals and have broken the swings t h a t
the children play on and trampled all over the flowerbeds.
There
these
looks
people
is also a problem
days - sleeping on
a mess with paper
round to clear up
with tramps - New Age Travellers as they are called
the benches at night. So every morning the park
and beer cans lying about. The council ought to send
every day, instead of once a week.
Really these are just signs of bigger social problems that the council should
try to tackle. They ought to provide a shelter for the homeless and teach the
vandals a lesson by enforcing the laws that l suppose exist.
We would really be very grateful if you could write on our behalf - maybe
your letter would carry more weight and get some results. I'll see you at our
meeting next month.
Best
regards,
In
Sheila Donaldson
2
lamination, you
are not required to write
addresses on your letters.
D e c i d e w h e t h e r t h e following s t a t e m e n t s are t r u e or false. Underline t h e phrases in t h e letter
that justify y o u r answers.
T
F
a
T h i s is t h e first t i m e Sheila has c o m p l a i n e d .
She
b
is
complaining about young people
because
m a k e a noise in t h e p a r k at night.
d
h a v e d e s t r o y e d installations in t h e play a r e a .
Travellers because:
e
they sleep in t h e p a r k d u r i n g t h e day.
f
c r e a t e litter.
She
g
they:
climb o v e r t h e walls r o u n d t h e p a r k .
c
She is complaining about New Age
18
t h e
thinks the council should:
s e n d p e o p l e r o u n d to clean t h e p a r k o n c e a w e e k .
h
p r o v i d e a c c o m m o d a t i o n for N e w A g e Travellers.
i
pass laws to control v a n d a l s .
j
p u n i s h v a n d a l s by enforcing t h e p r e s e n t laws.
Complaining
Letters
Read Anne's letter to t h e council, w r i t t e n in formal language, and c o m p l e t e t h e e x e r c i s e that follows.
D e a r Sir/Madam,
I am writing on behalf of my neighbours in the vicinity of Russell Park to express our
annoyance that in spite of r e p e a t e d protests, nothing has been done to improve t h e
situation there.
T h e problem stems in part from the fact that there are no walls or fences r o u n d the park
and young people remain t h e r e at night making so much noise that it keeps everyone
awake. A n u m b e r of t h e m are vandals who have broken the swings in the children's play
park and destroyed the flowerbeds.
A p a r t from that, the park is used as a refuge at night by New Age Travellers sleeping on
benches, with the result that every morning the area is covered with litter. In our view, the
park should be cleaned every day, instead of once a week.
We are aware that the real solution lies in dealing with m o r e general social problems
affecting society. However, we consider that action should be taken to provide a shelter
for homeless people and that if laws exist to prevent young people from vandalising t h e
park, they should be enforced.
W e look forward to hearing from you,
Yours faithfully,
_
.
y-\nne DanKs
^jQ
W£KtKtBBKS&
Two ways in which formal and
informal language are different
^
fo i
a r e
m
a
t
o r m s
A n n e Banks
w
e
0
n o t u s e s
e g
I v e )
o r
o r m a l l e t t e r s
^
<" >
f
and we often use passive forms
rather than active (eg, nothing
-zz< at the s e n t e n c e s below, taken from Sheila's letter. Find and underline the equivalent s e n t e n c e s in Anne's letter.
\ c : e the way t h e phraseology changes depending on w h e t h e r the style of writing is formal or semi-formal.
a
W e ' v e w r i t t e n several t i m e s t o p r o t e s t b u t t h e y still h a v e n ' t d o n e anything.
h
Y o u n g p e o p l e h a n g a r o u n d inside at night s h o u t i n g a n d l a u g h i n g so loudly t h a t we c a n ' t sleep.
c
S o m e of t h e m a r e v a n d a l s a n d h a v e b r o k e n t h e swings that t h e children play on.
d
T h e p a r k looks a m e s s with p a p e r a n d b e e r cans lying a b o u t .
e
T h e council o u g h t to s e n d p e o p l e r o u n d to clear u p .
f
T h e y o u g h t to t e a c h t h e v a n d a l s a lesson by e n f o r c i n g t h e laws t h a t I s u p p o s e exist.
Read t h e question and t h e n o t e s b e l o w and w r i t e y o u r letter, using Anne's letter as a m o d e l for form and style.
You a t t e n d e d a residents'
meeting recently which
w a s held t o d i s c u s s t h e
p r o b l e m s with a football
ground near y o u r h o u s e .
You heard t h e complaints
b e l o w at t h e m e e t i n g and
have decided t o w r i t e t o
t h e council on behalf of
your neighbours to ask
them to take action to
improve t h e situation.
% \ s \ s \ \ \ \ \ \
They make so much noise - no games late at night!
Keep rival fans_apart! Stop the fighting! Police should escort
visiting supporters to and from
the ground.
Don't let them park their cars on the pavement! Tow them away!
Buses and coaches in the club car parkl Stop people throwing
stones at visiting teams!
•_
Giving information
Letters
Read t h e q u e s t i o n b e l o w and Tom Aldridge's letter, and c o m p l e t e t h e e x e r c i s e s that follow.
TrZu^T
1
t 3 k i n
f
P
a
r
t
i
n
a
n
e
x
c
h
a
n
e
S P r o g r a m m e with s t u d e n t s from abroad and has d e c i d e d t o
p r o d u c e a w e l c o m e letter w h , c h s t u d e n t s will r e c e i v e on arrival. T h e e d i t o r has asked y o u t c w r i t e a
w e l c o m e letter g.vmg information on c o l l e g e facilities, describing places of part cu ar interest: hT he
area as well as mentioning special e v e n t s which will take place during their stay
u
L
D e a r Visitor
(!)
Welford College of Education, I would like to welcome you to
our college, and I h o p e that you have a pleasant stay during the Student Exchange P r o g r a m m e . T h e
information which follows is intended to help m a k e your stay m o r e pleasurable.
College Facilities
T h e M a i n Library is o p e n from 8 am - 10 pm on weekdays and from 10 am - 7 pm at t h e weekend.
Books may be borrowed for a one-week period, with the exception of books in t h e Reference Library
( A n d e r s o n Building), which must not be removed u n d e r any circumstances.
T h e Halls of Residence provide half-board accommodation, so lunch can be bought at the college
canteen (Main Building), or t h e Students' U n i o n , or off campus itself. (2)
,
however, that t h e college is some distance from town (20 minutes by bus) so students should ensure
they have sufficient time between lessons if they want to leave campus.
A m a p of t h e c a m p u s can be found on t h e noticeboard situated in the entrance to the M a i n Building.
F u r t h e r information regarding lessons, extra activities, etc can also be found there, while t h e
noticeboard outside the Students' U n i o n is the best place to find out about upcoming social events.
Places of Interest
T h e town itself has lots to offer. W i t h its tiny streets and winding alleys, it is a great place to buy
souvenirs. T h e A r t Gallery and the Natural History M u s e u m are situated in t h e town centre.
Special Events
As part of the National Students' Council Arts Festival, t h e college has organised a week of concerts
to be held in t h e Students' U n i o n from 15th May. P r o g r a m m e s and tickets (3)
m e m b e r s of the E n t e r t a i n m e n t C o m m i t t e e .
A quiz night (4)
25th May. This is a charity event; all proceeds will
go to the local children's hospital. Students interested in taking part should contact Sarah on the
Entertainment Committee.
We hope that this information (5)
Please (6)
information.
Y o u r s sincerely
T o m Aldridge
Student Counsellor
and that you enjoy your stay.
the College Secretary should you require further
Giving information
Letters
Read Tom's letter again and fill in t h e gaps with t h e phrases below.
are
available
from
is being held on
will be helpful
do not hesitate to contact
on
it should be noted
behalf of
T h e q u e s t i o n stated that t h e w r i t e r should give information on college facilities, d e s c r i b e places of particul;
n t e r e s t in t h e area as well as m e n t i o n special e v e n t s which will take place during their stay. C o m p l e t e t h e
chart with t h e things t h e w r i t e r m e n t i o n s on each of t h e t o p i c s .
College facilities
WÊÊ
Places of particular interest
Special events
\~~~ III ^ i p P I !
5
• I
Look again at t h e letter and a n s w e r t h e following q u e s t i o n s .
Why d o e s t h e writer m e n t i o n :
a
the Reference Library?
b
the Halls of R e s i d e n c e ?
c
the fact t h a t t h e college is s o m e d i s t a n c e from t o w n ?
d
the noticeboards?
e
t h e N a t i o n a l S t u d e n t s ' C o u n c i l A r t s Festival?
f
t h e local c h i l d r e n ' s h o s p i t a l ?
It is very important that letters giving
information do not sound like long
lists. The information will sound
more realistic if there is a reason for
giving the information.
6
5
Giving information
Letters
T h e following table s u m m a r i s e s all t h e information given in Tom's letter. C o m p l e t e t h e table w i t h t h e
w o r d s and p h r a s e s b e l o w .
A r t Gallery
Halls
upcoming
charity
of Residence
social
enough time
Entertainment
off campus
events
Reference
I week borrowing
Committee
Library
15th
May
C o l l e g e facilities
library
M a i n Library - 8 - 1 0 w e e k d a y s , 1 0 - 7 w e e k e n d s - A n d e r s o n Building - no b o r r o w i n g a l l o w e d
- half board only; no lunch
lunch
canteen - M a i n Building
S t u d e n t s ' Union
college 20 m i n s f r o m t o w n -
noticeboards
?
M a i n Building - m a p of c a m p u s - info l e s s o n s / activities
S t u d e n t s ' Union -
Places of interest
town
souvenirs
National History M u s e u m
Special events
week of concerts
National S t u d e n t s ' C o u n c i l Arts Festival
S t u d e n t s ' Union
p r o g r a m m e s and t i c k e t s -
quiz night
25th May
- p r o c e e d s to local hospital
interested? - S a r a h , Entertainment C o m m i t t e e
Giving information
6
Letters
I
6
Read t h e question b e l o w and prepare y o u r letter by c o m p l e t i n g t h e table
with t h e kind of information y o u w o u l d give.
T h e Tourist Board in y o u r area has decided to p r o d u c e w e l c o m e letters
which will be given to t o u r i s t s on their arrival at t h e local airport to help
t h e m make t h e m o s t of their holiday. You have b e e n asked to w r i t e t h e
letter for English-speaking visitors. You should m e n t i o n places to visit in
t h e n e a r e s t t o w n , d e s c r i b e t h e surrounding area and r e c o m m e n d any
e v e n t s y o u think visitors w o u l d find interesting.
Surrounding area
Interesting events
23
Letters
Making suggestions
T h e local n e w s p a p e r has offered prizes to readers making
suggestions for improving t h e t o w n w h e r e y o u live.
Read t h e letter from o n e of t h e o l d e r inhabitants of t h e t o w n ,
published recently, and c o m p l e t e t h e e x e r c i s e s that follow.
Sir,
I am writing in response to
your appeal for suggestions for
improving our town. W h e n I
was young it was one of the
most beautiful towns in the
country, but its c h a r m has been
its downfall in recent years. It
has b e e n t u r n e d into a tourist
attraction p o p u l a r with young
p e o p l e who do not appreciate
it. In consequence, most of the
improvements I suggest would
be attempts to preserve or
r e s t o r e w h a t i s left o f t h i s
d e l i g h t f u l p l a c e b e f o r e it is
destroyed.
O n e of t h e m a i n p r o b l e m s
is t h a t air traffic to o u r tiny
airport,
especially cheap
c h a r t e r flights in s u m m e r
arriving at night, has expanded
to such an extent that those
who live nearby are unable to
sleep because of t h e noise. In
my view t h e airport should be
closed at night and tourist
flights should be restricted to
the hours of daylight.
It used to be very p l e a s a n t
to walk through the narrow
streets of t h e old town in t h e
evening, with their restaurants
a n d cafes, b u t now they have
been replaced by bars and
night clubs o p e n till very late,
playing loud music, and t h e r e
are so many cars parked on the
pavements that it is impossible
to walk safely. T h e c e n t r e
s h o u l d b e r e s t o r e d t o its
former attractive state. Bars
should be required to close by
12.00 pm, the streets should be
converted into a pedestrian
precinct and a multi-storey car
park should be built on the
vacant site near the market.
A n o t h e r useful i n n o v a t i o n
the council could introduce
would be an information
c e n t r e for t o u r i s t s i n t h e
s q u a r e o u t s i d e t h e town hall.
At present many visitors arrive
without accommodation and
w a n d e r through t h e streets in
search of hotels and b o a r d i n g
h o u s e s , o r s t o p passers-by t o
ask t h e way. If t h e r e w e r e a
properly equipped information
centre, it would not only be of
help to t h e m b u t would be of
great benefit to the tourist
industry.
Alexander Martin
Read Mr Martin's letter again, and make notes about the problems
he mentions and the solutions he suggests in the table below.
Problem
Solution(s)
a
1
b
2
c
3a
3b
d
4
C h o o s e the best heading for each paragraph, and write the correct
number in the space. N o t e that t w o of the choices are not correct.
a
A t o w n for y o u n g p e o p l e
b
I n f o r m a t i o n for tourists
c
T h e airport
d
The newspaper's appeal
e
T h e old t o w n
f
T o u r i s t s in t h e t o w n
Note the form of address used
to the editor of a newspaper,
unless you know that she is a
woman, in which case
'Madam' is used instead.
Joking suggestions
Letters
Young p e o p l e usually have a different s e t of priorities from their parents and grandparents. Before y o u
read Anna Margolis's letter, l o o k at Reference section I on page 6 4 , Reference section 11 on page 67 and
Reference section 13 on page 6 9 . N o w c o m p l e t e t h e letter by putting t h e v e r b s in brackets in t h e m o s t
appropriate form, using active or passive f o r m s with would, should, must or could, and writing the or a in
t h e s p a c e s , only w h e r e n e c e s s a r y .
Sir,
While I agree with some of (I)
suggestions (2)
improving (3)
town, (4)
is only concerned with attracting (6)
main problem in my opinion is that (5)
tourists. In my view there are (7)
readers have made for
council
number of
improvements that (8)
(undertake) for the benefit of (9)
residents, especially (10)
younger ones.
In (11)
first place, there are not enough sports and leisure facilities. Instead of building
(12)
multi-storey car park on (13)
vacant site near (14)
town centre, they
(15)
(construct) (16)
indoor swimming pool and (17)
tennis courts that (18)
(use) in (19)
winter.
Secondly, I have read that (20)
old railway station is going to be pulled down. T h e space
(21)
(transform) into (22)
park and it (23)
(not cost) much to provide a place for (24)
small children to play (25)
games. Part
of it (26)
(turn into) (27)
adventure playground or (28)
children's zoo.
Lastly, tourists who go as far as (29)
river (30)
(disgust) by
(31)
litter along (32)
banks and (33)
pollution from (34)
few old factories that are still in (35)
operation. The area (36)
(clean up), the factories (37)
(close down) and (38)
serious effort
(39)
(make) to transform (40)
riverside area into (41)
place where (42)
people (43)
(enjoy) (44)
kind of
pleasant walk they once had through (45)
old part of (46)
town.
Anna Margolis
- - - a lists t h r e e kinds of i m p r o v e m e n t s , with a paragraph for each:
a
b
e
introducing something new
t r a n s f o r m i n g s o m e t h i n g a l r e a d y in existence
r e m e d y i n g s o m e t h i n g unsatisfactory
I : —slete t h e table b e l o w b y referring t o her letter.
Problem
a
enough leisure facilities
Solution(s)
1
2
b
Open space created when railway
3
station is pulled down
4a
4b
:
Litter on river bank
5
Pollution of river
6
•"• - :e a l e t t e r addressed to t h e e d i t o r of y o u r local newspaper, suggesting i m p r o v e m e n t s that could be
m a d e to y o u r t o w n or t h e area of a city w h e r e y o u live. Follow t h e paragraph plan of Anna's letter and
t r y to include at least o n e e x a m p l e of each kind of i m p r o v e m e n t .
Letters
Givins opinions
Read t h e q u e s t i o n and t h e letter
b e l o w and c o m p l e t e t h e
e x e r c i s e s that follow.
You have read the extract b e l o w as part of a
e t t e r to a local newspaper. You decide to write a
letter t o the s a m e newspaper responding t o t h e
points raised and expressing your o w n views
J know I am not alone in feeling threatened by
the presence of groups of young people who
seem to have nothing better to do than hang
around the town centre making a nuisance of
themselves.
nowadays:
It is a reflection of our society
a society
that encourages laziness
and allows the younger generation to waste
their time in this way. If something is not done
soon, then 1 fear that these individuals will
turn to crime and our town will no longer be
the safe peaceful place it once was.
you can't get a j o b and if you
clubs o r c e n t r e s i n o u r a r e a
Sir,
can't get a job, how do you get
that
could
provide
some
form
I am writing in response to
experience?
of
occupation
for
t
h
e
m
during
a l e t t e r I r e a d in T u e s d a y ' s
Finally, I am of the opinion
the day. T h e y are forced to
edition of The Kenton Herald
t
h
a
t we should show m o r e
either meet at each other's
a n d h a v e t o say I f e e l t h e
u
n
d
erstanding towards these
homes, often an impossible or
opinions expressed are a little
young p e o p l e , who a r e , after
u
n
d
e
s
i
r
a
b
l
e
o
p
t
i
o
n
,
o
r
i
n
one-sided in that the letter
all, o u r neighbours. Although
public places, namely the town
implies that young people are
it is unpleasant to see people
centre.
to be blamed for this situation
hanging
around on t h e streets,
In addition to this, it is well
and that it is what they want.
it must be even w o r s e for
known
that
u
n
e
m
p
l
o
y
m
e
n
t
in
It is my opinion that the
those who are in this situation.
our area is a serious problem
community should accept
If we were to offer t h e m t h e
a m o n g 18-25 y e a r o l d s . J o b
some of the blame too. If
chance to change their
opportunities are limited and
solutions to this problem
situation, I am sure they
a
n
y
t
h
a
t
a
r
e
a
v
a
i
l
a
b
l
e
a
r
e
h a d b e e n s o u g h t earlier, t h e
would do so. It is time for us
t
a
k
e
n
b
y
p
e
o
p
l
e
w
i
t
h
situation might n o t h a v e got
all to take some responsibility
qualifications or previous
so o u t of h a n d .
for t h e m and their position.
work experience. As a result,
While I admit that our
I l o o k f o r w a r d to s e e i n g
it
has
long
been
the
case
that
town c e n t r e is increasingly a
my l e t t e r p u b l i s h e d in a
if
school
leavers
cannot
go
on
place where teenagers and
forthcoming issue.
t o f u r t h e r e d u c a t i o n for
young adults congregate, I
whatever reason, they will be
also a p p r e c i a t e that m a n y of
u n l i k e l y to find j o b s locally. J o h n H o l m e s
them have no alternative.
Moreover, there is the age-old
Y o u n g p e o p l e have n o w h e r e
p r o b l e m : without experience,
else to go. T h e r e a r e no youth
Giving opinions
Letters
read t h e letter again and a n s w e r t h e following q u e s t i o n s .
bucfa p a r a g r a p h ( s ) d o e s J o h n :
a
refer to t h e lack of facilities for y o u n g p e o p l e ?
b
talk a b o u t w h o s e responsibility t h e p r o b l e m of y o u n g p e o p l e on t h e streets is?
c
talk a b o u t u n e m p l o y m e n t b e i n g a r e a s o n for t h e s i t u a t i o n ?
d
and
explain why h e ' s writing?
a e r e e to s o m e e x t e n t with w h a t t h e w r i t e r of t h e l e t t e r in The Kenton Herald said?
_ c c < at t h e s e conditional s e n t e n c e s taken from t h e letter.
a
If solutions to this p r o b l e m h a d b e e n s o u g h t earlier, t h e s i t u a t i o n m i g h t n o t h a v e got so o u t of h a n d .
.. if school leavers c a n n o t go on to f u r t h e r e d u c a t i o n
:
;:
1
they will be unlikely to find j o b s locally.'
e were to offer t h e m t h e c h a n c e to c h a n g e t h e i r situation, I am sure they w o u l d do so.'
-ne is an e x a m p l e of:
1
a p r e s e n t or future a c t i o n in which t h e result will p r o b a b l y h a p p e n ?
2
a p r e s e n t or future action which is unlikely to h a p p e n
3
a past action which c a n n o t be c h a n g e d ?
• a: Reference section 4c on page 64 and then w r i t e a conditional s e n t e n c e to e x p r e s s t h e following situations.
. h o s e boys d i d n ' t have j o b s a n d s p e n t their t i m e doing a great
[teal of v o l u n t a r y w o r k .
b
This t e e n a g e r was n o t offered t h e j o b so he d i d n ' t t a k e it.
T h e police d i d n ' t allow y o u n g p e o p l e t o h a n g a r o u n d o n t h e
streets in t h e past w h i c h is p r o b a b l y why they d i d n ' t do so.
d
T h e r e w e r e n ' t g r o u p s of y o u n g p e o p l e in t h e t o w n c e n t r e y e a r s
ago which m e a n t p e o p l e d i d n ' t feel t h r e a t e n e d .
27
Letters
5
Giving opinions
N o w l o o k at Reference section 4e on page 65. L o o k at h o w t h e conditional s e n t e n c e s from t h e letter can
be rewritten.
a
'If solutions to this p r o b l e m h a d b e e n s o u g h t earlier, t h e situation m i g h t n o t have got so o u t of h a n d . '
H a d solutions t o this p r o b l e m b e e n s o u g h t earlier, t h e situation m i g h t n o t h a v e got s o o u t o f h a n d .
b
Tf school leavers cannot go on to further education for whatever reason, they will be unlikely to find jobs locally.'
S h o u l d school leavers b e u n a b l e t o g o o n t o f u r t h e r e d u c a t i o n for w h a t e v e r r e a s o n , t h e y will b e unlikely
to find jobs locally.
c
Tf we w e r e to offer t h e m t h e c h a n c e to c h a n g e their situation, I am sure they w o u l d do so.'
W e r e w e t o offer t h e m t h e c h a n c e t o c h a n g e t h e i r situation, I a m s u r e t h e y w o u l d d o so.
6
Rewrite t h e s e s e n t e n c e s practising t h e m o r e formal ways of writing conditional s e n t e n c e s .
a
If y o u n g p e o p l e h a v e no qualifications or training, they will n o t be able to find w o r k .
b
If o p p o r t u n i t i e s for t r a i n i n g existed, I am sure p e o p l e w o u l d t a k e a d v a n t a g e of t h e m ,
c
If we all t a k e an interest in o u r t o w n , things will get b e t t e r .
d
If t e e n a g e r s h a d b e e n e n c o u r a g e d to go on to college, t h e y w o u l d have h a d b e t t e r c h a n c e s of finding w o r k .
Giving opinions
Letters
Look at this question b e l o w and t h e n do t h e e x e r c i s e which follows.
You have read this e x t r a c t
a o o u t relationships b e t w e e n
different g e n e r a t i o n s in a
-ational newspaper. You
: = :ide to w r i t e a letter to
:~e s a m e n e w s p a p e r
-esponding t o t h e points
e - : i o n e d and giving y o u r
> i opinion.
_
I look at the younger generation now and can see no similarities
with my own when we were young. Nowadays they have
altogether too much freedom.
They're encouraged to go out and see
the world; to travel rather than settle down.
changed.
Their priorities have
No longer do they want to raise a family: they're more
interested in buying fast cars,
expensive holidays and generally
wasting their money. In my day we were expected to show respect
to our elders, raise a family and become law abiding citizens.
' : j will find it easier to a n s w e r this kind of q u e s t i o n if y o u disagree with t h e points that have b e e n raised in t h e
r • : - a c t . A n s w e r i n g t h e s e q u e s t i o n s will help y o u to think of ideas to include in y o u r letter.
a
:
T h e extract says t h a t y o u n g p e o p l e h a v e ' t o o m u c h ' f r e e d o m . ' T o o m u c h ' m e a n s ' m o r e t h a n they n e e d o r i s g o o d
: t h e m ' . H o w can you s u p p o r t t h e a l t e r n a t i v e view t h a t t h e f r e e d o m y o u n g p e o p l e h a v e is n o t excessive?
b
H o w have y o u n g p e o p l e ' s p r i o r i t i e s c h a n g e d ?
c
H o w can these c h a n g e s be s e e n as a positive t h i n g ?
4
Is it t r u e to say t h a t y o u n g p e o p l e ' n o l o n g e r w a n t to raise a family'?
" is the writer implying a b o u t y o u n g p e o p l e t o d a y w h e n he says: 'we w e r e e x p e c t e d to s h o w r e s p e c t to o u r
e l d e r s , raise a family a n d b e c o m e law a b i d i n g citizens'?
e
::
: - - : etter to help you organise y o u r opinions into a paragraph plan and t h e n w r i t e y o u r letter.
i ;_ = s: on b e l o w and, before y o u w r i t e y o u r letter, ask yourself q u e s t i o n s , as in e x e r c i s e 7 a b o v e , to help
: _
- £ i c t h e following e x t r a c t in a magazine. You d e c i d e to w r i t e
:
: : : r e s a m e magazine responding t o t h e points raised and
g M n g y o u r o w n opinions o n t h e matter.
e reaUy got out of hand. Everywhere you look there are pictures
n dels u ho are supposed to represent perfect people. We're
r-.;.zzr.:.\ aid. directly or indirectly, that appearance is everything. Have
x Jjorgrxt£7i that 'beauty is only skin deep'? Doesn't personality count
z'jng anymore?
The cost of keeping fit and dressing fashionably is
jr the majority of people. Magazines, advertisements and the like
>**
?typ making ordinary people feel inferior.
You don't have to disagree
with everything that is said.
You may agree to a certain
extent but feel the opinions
expressed are one-sided.
Essays
I
Comparing
L o o k at t h e q u e s t i o n and t h e essay b e l o w and do t h e e x e r c i s e s that follow.
Your t u t o r s h o w s y o u t w o e x t r a c t s from articles a b o u t transport.
Working out which bus route is best and then waiting at stops
for buses which are more often than not delayed or overcrowded
is not my idea of fun. Nothing beats the convenience of being
able to hop in my car and drive quickly to my destination.
Public transport is better now than
ever before. It's cheap, reliable and
avoids the problem of finding or
affording
parking.
Your t u t o r asks y o u to w r i t e an essay a b o u t public and private t r a n s p o r t in t h e city, stating which form
of t r a n s p o r t y o u prefer.
(1)
, the answer to the question 'Which is better in the city - public or
private transport?' may seem obvious. A/lost people would rather use their own car than stand in a
queue waiting for a bus. (2)
, however, driving a car may not always be the most
convenient form of transport in a city, even if the authorities allow you to take it into the centre.
Having your own form of transport, which usually means a car, naturally has advantages.
(3)
, at least (4)
, is the fact that you can start and finish
your journey when and where you like, driving from your house to your office, for example.
(5)
(6)
, even if you have your own parking space at
home, you may find it difficult or expensive to park near your office, if that is the case, it would
have been quicker and cheaper to travel by bus.
(7)
, bus journeys are only quicker if the use of private cars is restricted
because buses are likely to be held up in the same traffic jams. Provided you live near a bus route
that takes you near your destination and the bus is on time, it is probably a better means of
transport than your own car, but as we all know buses are often late and frequently crowded so
you may have a very frustrating, uncomfortable journey.
When l was on holiday in London recently, I travelled in the centre of the city by taxi, bus and
underground. The taxi fares were very expensive and the journey took a long time because the
driver continually had to stop at traffic lights or behind a line of cars.
The bus was even slower
for the same reasons but also because it had to stop to pick up and set down passengers. The
underground trains were crowded and uncomfortable but this was by far the fastest and cheapest
way to cross the city. (8)
, I would rather go by car than bus on the surface,
but if I can travel underground in the city, I prefer public transport.
2
Study Connectors and Modifiers on page 7 0 . T h e n read t h e essay again and c o m p l e t e it, c h o o s i n g from t h e list of
c o n n e c t i n g phrases.
at first sight
3
first and foremost
however
in fact
in practice
Answer these questions.
a
W h y is p r i v a t e t r a n s p o r t p r e f e r a b l e in t h e o r y ?
b
W h y isn't it always b e t t e r in p r a c t i c e ?
c
In w h a t c i r c u m s t a n c e s a r e j o u r n e y s q u i c k e r by b u s t h a n by c a r ?
in theory
on the other hand
personally
Comparing
I
Why a r e b u s j o u r n e y s often u n r e l i a b l e a n d u n p l e a s a n t ?
e
Why are j o u r n e y s by b u s usually slower t h a n t h o s e by c a r ?
f
W h y are j o u r n e y s by t h e u n d e r g r o u n d t h e m o s t c o n v e n i e n t in c e n t r a l L o n d o n ?
G «e each paragraph a heading, c h o o s i n g from this list. W r i t e t h e
r e j e c t n u m b e r i n t h e space.
a
A d v a n t a g e s a n d d i s a d v a n t a g e s of travelling by b u s
b
A d v a n t a g e s a n d d i s a d v a n t a g e s of travelling by car
I inclusion: it d e p e n d s w h e t h e r y o u a r e a b o v e g r o u n d
:
l u c t i o n : is private t r a n s p o r t always p r e f e r a b l e ?
If you have to compare two things that
each have advantages and disadvantages,
it is easier to deal with them in separate
paragraphs, concentrating on one at a time
(see Paragraphs 2 and 3) than to write a
number of sentences comparing them in
the same paragraph.
-_-£ question below, which is similar to t h e article y o u w r o t e in Unit 3 on travelling by train. T h e r e is a
e - c e . however. T h e r e you w e r e considering t h e g o o d and bad points of o n e thing; here y o u are
i- -g t w o things with g o o d and bad points in each case. Follow t h e s a m e plan as t h e essay on t h e
; te oage, using t h e n o t e s b e l o w as a guide.
finish
V
O J T class is going on a field trip to an island in t h e s u m m e r holidays. T h e r e has b e e n much discussion a b o u t
ere o e s t way t o travel. H e r e are s o m e o f t h e c o m m e n t s that w e r e made.
'
F lying is quicker,
ng us with more time to
pend on our hofiday.
bq
ii
muck
more
tLe
Loiidcaij
u!i qget
ijou
boat
i
relaxing
and. qe
qetó
Think of the cost: flying
mood before
is really expensive.
to tLe Island.
t u t o r has asked y o u t o w r i t e an essay o n this subject: Which is the better way of travelling to an island, by
:t: :• :. air? W r i t e y o u r essay, responding to t h e v i e w s e x p r e s s e d and stating y o u r o w n preference.
TFOUR
:
auction. W r i t e a b a l a n c e d p a r a g r a p h b u t do n o t go into t o o m a n y details.
Explain t h e a d v a n t a g e s a n d d i s a d v a n t a g e s of travelling by air. ( B u t see TIP below)
"
:n t h e a d v a n t a g e s a n d d i s a d v a n t a g e s of travelling by sea.
:h a conclusion. If you h a v e a p r e f e r e n c e , say so a n d s u p p o r t it with an e x a m p l e , p r e f e r a b l y from
-. - - -.al e x p e r i e n c e . If n o t , y o u can b a l a n c e y o u r conclusion, suggesting t h a t t h e choice d e p e n d s on
: _ r s -uch a s t h e r e a s o n for t h e j o u r n e y o r t h e t i m e o f year etc. Give a n e x a m p l e i n e a c h case.
t .'' imte an essay
- T i o dungs, and
bmr m smng preference for
mat of ALJIL deal with the kind
wsm pm.fu in paragraph 3
tmm&t m *iU lead more
mmmmtA mto your conclusion,
httktscmse. if you would rather
p.i **• an: rexerse the order of
xnx&nphs 2 and 3.
Essays
Read t h e q u e s t i o n and t h e essay
b e l o w and c o m p l e t e t h e e x e r c i s e s
that follow.
Your t u t o r s h o w s y o u t w o
e x t r a c t s from articles a b o u t
national character.
Responding to generalisations
Years ago, (1)
historian Arnold Toynbee based his theory of (2) ..
history on (3)
climate. Comparing groups of immigrants to (4)
United States, he argued that (5)
Pilgrim Fathers in (6)
New
England were forced by their harsh climate to work hard and so became
self-reliant and stern and puritanical in (7)
temperament, while those
who settled in (8)
warmer southern states were easy-going and relaxe.
and depended on (9)
slave labour. If his theory was correct, similar
comparisons
should
be
possible
between
the
people
of
northern
and
southern Europe.
It is only natural that the
climate
affects
people's
personality.
How can a
worker from a hot country
possibly work as hard as his
northern
counterpart?
The
same can be said for the
happy-go-lucky
attitude
that so many people from
warm places have, which is
rarely seen in most colder
countries.
Assumptions
that
people
have the same character
simply because they are
from the same country are
completely
unfounded.
It
is unfair to base opinions
like this on what are, quite
obviously,
stereotypes.
Needless to say, such generalisations cannot be applied to (10)
individuals, and generalisations about people from different countries are
based on stereotypes that foreigners form about them, which may be
inaccurate or out of date. Some people in Greece may still imagine the
typical Englishman as someone carrying (11)
umbrella and wearing
(12)
bowler hat, even though the English tourists who come to Greece
seldom remind anyone of this picture in their appearance or behaviour.
All the same, there is no doubt (13)
grain of (14)
truth in this
theory that makes (15)
sense. People from Scandinavia, historically
confined to their houses throughout the long winter by ice and snow, had
more reason to be gloomy and introspective than people in Mediterranean
countries, who could get out into (16)
sun all the year round. It is
even reasonable to suppose that when the long summer evenings come to
Norway and Sweden, with eighteen hours of daylight, the people have more
excuse to celebrate by going a little mad and getting drunk.
Where the theory is generally accepted is in the comparisons made in
almost every
3
Answer these questions.
in
Europe
between people from the
north and the
while the northerners see Londoners, in particular, as lazy, self-indulgent
and
Your t u t o r asks y o u to w r i t e
an essay a b o u t t h e relation
b e t w e e n national character
and climate responding to
t h e points raised and giving
your o w n views on the
matter. W r i t e y o u r essay.
country
south. In England, southerners have always regarded those from the north
as hard-working, but unpleasantly direct in speech and mean about money,
insincere. Anyone who
goes
to
Milan
or
Barcelona will
find
people
making the same criticisms of southerners from Naples or Seville and being
condemned
by
them
in
the
same
way.
Everywhere
the
warmer
weather
in
the south seems to have produced the same contrast. Greece is a smaller
country,
with less
scope for climatic
differences
and
in ancient times,
it
was the Spartans, from the south, who were by tradition tougher and less
pleasure-loving, is Greece an exception to the general rule?
Responding to generalisations
ations
Essays
10
t h e s e q u e s t i o n s and w r i t e an essay on o n e of t h e m .
Your t u t o r s h o w s y o u t w o e x t r a c t s from articles a b o u t personality traits.
theory
of
(2)
P t° (4)
I
New
»id so became
Courage is the greatest virtue. If you
are not brave, the rest are no use. In
this day and age, there is no place for
the
faint-hearted.
k while those
oing and relaxee
rrect, similar
Nowadays, it appears that the only thing which will help us
survive is our sense of humour. There's absolutely no point
in being conscientious when all around you are slacking off.
The main thing is that you are able to laugh things off.
Your t u t o r asks you to w r i t e an essay a b o u t t h e m o s t important personality trait in today's w o r l d
responding to t h e points raised and giving y o u r o w n v i e w s on t h e matter. W r i t e y o u r essay.
pern and
to (10)
countries
are
t h may be
imagine
the
»>d wearing
"•ome to Greece
v
: - can prepare for this c h o i c e b y c o m p l e t i n g t h e s e e x e r c i s e s first.
-_:
following virtues in ranking order. W r i t e a n u m b e r from I to 7 in t h e space provided.
r behaviour.
truth in this
generosity
humility
a sense of h u m o u r
r
- ; - answers t o t h e s e q u e s t i o n s t o help you c o m e u p with a plan for t h e c o m p o s i t i o n .
historically
md snow, had
Mediterranean
round, it is
wngs come to
ople have more
honesty
chastity
courage
- ird work
I
. judge p e o p l e by o n e virtue a l o n e or a c o m b i n a t i o n ?
~ . Nevertheless, s o m e virtues a r e m o r e i m p o r t a n t t h a n o t h e r s .
W h i c h o n e s a n d why?
H : w d o you r a t e c o u r a g e a n d h u m o u r against t h e o t h e r s y o u have m e n t i o n e d ?
''•sons made in
p i and the
'om the north
about money,
'If-indulgent
id people
ville and being
T weather in
is a smaller
rt times, it
Jher and less
H
accurate do y o u t h i n k t h e extracts a r e ?
Your t u t o r s h o w s you t w o e x t r a c t s from articles a b o u t personal happiness.
'ttTu'k
it is true to say that money can't buy
happiness, you can't be happy without
a. ¡1
can anyone be expected to be happy
their lot if they haven't got anything?
X'hhout the basic necessities, it is unrealistic
: expect to be happy.
There is nothing more important in the world
than one's health. Without it, one's life is at best
uncomfortable, at worst a complete misery. One
cannot be expected to be happy if in pain, or if
one's friends or family are ill. Therefore, the only
guarantee to happiness is one's health.
v
on page 64
sssary.
r x , r t u t o r asks you to w r i t e an essay a b o u t personal happiness responding to t h e points raised and
5 • s y°
v i e w s o n t h e matter. W r i t e y o u r essay.
r
u r
o
w
n
points m a d e in t h e e x t r a c t s in a four-paragraph
S h o r t i n t r o d u c t i o n , indicating y o u r o p i n i o n
If money does not make people happy, what does? Define
w h a t you think d o e s m a k e t h e m h a p p y .
C a n t h e lack o f m o n e y c a u s e u n h a p p i n e s s a n d p r e v e n t
p e o p l e from enjoying life? T h i n k of e x a m p l e s .
H • far are the extracts t r u e ? To w h a t e x t e n t d o e s m o n e y
. ntribute to h a p p i n e s s a n d h o w d o e s it do so?
Most people would not immediately
answer yes' or 'no' to questions like
the ones in this unit. The best way
to answer is to find something
interesting to say, giving examples
from what you know. Do not fill
your essay with well-meaning
generalisations.
Providing
Essays
I
information
Read t h e q u e s t i o n and t h e essay b e l o w and c o m p l e t e t h e e x e r c i s e s that follow.
You have a t t e n d e d a c o u r s e on health and have b e e n asked by y o u r t u t o r to w r i t e an essay on t h e i m p o r t a n c e of
diet to g o o d health. You have b e e n to a lecture on t h e subject and have m a d e t h e n o t e s below. W r i t e y o u r essa>
using y o u r n o t e s and expressing y o u r o w n opinions.
THE IMPORTANCE OF
DIET TO GOOD HEALTH
I What should
we eat?
Health risks
f i n i m 'j'tin—fli
variety most
important factor
dangers of food
poisoning (meat,
fruit, seafood)
Which meal
is most
important?
big meals?
Mediterranean
diet (people
live longer)
hygiene
(at home and in
restaurants)
(1)
that diet is essential to good health, choosing the right diet,
(2)
, depends on a number of factors. (3)
, what we eat is
obviously important. (4)
, we need to consider how often we have a meal and
which meals should be the main meals of the day. (5)
, even if our diet is
suitable, we must do our best to ensure that the food we eat is not contaminated.
Even the experts disagree about what constitutes the best diet. There is, (6)
,
fairly general agreement that a balanced diet like the 'Mediterranean diet', mainly consisting of
fruit, vegetables and fish but also including some meat, is the healthiest and, (7)
people who follow it live longer. The key to a good diet is really variety, in places where people
depend entirely on one kind of food, their diet will lack some vitamins and their health will suffer.
We may have our main meal during the day or in the evening but there is no doubt that it is
better to have a good breakfast than eat a lot late at night, we need energy at the beginning of a
day's work but not when going to bed, when a big meal may lead to indigestion. Regular meals are
also important. Young people often get indigestion because they eat sweets, cakes and fast food in
between meals and have no appetite when they go home for lunch or dinner.
(8)
the right diet does not always prevent illness, though we can minimise
the risks by insisting on cleanliness in restaurants and refusing to eat anything that is not quite
fresh. Some diseases contracted by animals may be passed to human beings eating meat; insecticides
sprayed on fruit trees may be poisonous if we eat the fruit raw; some coastal waters are
contaminated
and
seafood
caught
there
can
cause
food
poisoning.
In
normal
circumstances,
however,
the right diet is the essential factor for good health, it can make us strong, keep our weight down
and so enable us to live longer.
• ^ • • • • • • ^ • • • • • • • • • • • • • • • • • • • • I t : '
2
Study Connectors and Modifiers on page 70 and c o m p l e t e t h e essay a b o v e with t h e phrases below.
apart from that
it goes without saying
as a result
nevertheless
in the first place
however
finally
of course
Providing
ion
information
Essays
11
Essays providing information generally make a n u m b e r of main points, contained in t o p i c s e n t e n c e s . T h e s e are
• s u p p o r t e d by e x a m p l e s or explanation. Find t h e main points in t h e essay o p p o s i t e and t h e s e n t e n c e s
— 2 : s u p p o r t t h e m . T h e first has b e e n d o n e for y o u .
mportance of
'rite y o u r essay
a
P a r a g r a p h 1: O n e m a i n p o i n t followed by e x a m p l e s .
.VM . PPM'.. Choosing the rjght diet depends on. a..number f .factors.
n
0
^ompies:
b
.#>.?.. t h r e e . sentences. that
follqyy
P a r a g r a p h 2: O n e m a i n p o i n t , followed by a s e n t e n c e of e x p l a n a t i o n .
F a r a g r a p h 3: Two m a i n points, each followed by e x p l a n a t i o n or e x a m p l e .
hygiene
T home and in
estaurants)
:
:
a p h 4 : T w o m a i n points, o n e followed b y e x a m p l e s , t h e o t h e r b y a c o m m e n t .
_->:• 2 : the question b e l o w and t h e n d o t h e e x e r c i s e s .
Tfou have a t t e n d e d a talk a b o u t alternative m e d i c i n e and t h e value of h o m e o p a t h i c r e m e d i e s in
particular, and have m a d e t h e n o t e s below. Your t u t o r has n o w asked y o u to w r i t e an essay on this
• e c t using y o u r n o t e s .
j ^ ' n d p j e _ of_lTomeopathic remedies - treat whole person not just disease
herbal remedies - harmless although not always effective
around since 18th century + even Hippocrates, father of medicine
rome from plants, can be used without doctor's prescription (must follow instructions)
_susgicion about traditional drugs - dangerous side effects
eg_p_r Bach's flowers - good for stress, psychological illnesses
a
W h y are people turning to homeopathic remedies?
b
W h a t is t h e a d v a n t a g e of using t h e m ?
c
W h a t e x a m p l e of a h o m e o p a t h i c r e m e d y is given?
d
W h a t is it u s e d for?
E
H o w long have h o m e o p a t h i c r e m e d i e s b e e n i n u s e ?
f
W h a t principle is b e h i n d h o m e o p a t h i c r e m e d i e s ?
S
W h a t a r e they m a d e f r o m ?
h
W h a t p r e c a u t i o n s m u s t you t a k e if you use t h e m
t o t r e a t vourself?
Providing
Essays
5
h o w s h e has organised t h e information from her n o t e s into paragraphs.
Read Lucy's essay to s e e
1(1
(1)
recent years, many people have become suspicious of (2)
traditional
drugs
tl™t (3)
As
information
prescribed
by
their
doctors
because
number of them have (4)
5
()
resuit, they are turning to (6)
and (7)
8
(J
they
herbal remedies have (9)
suffering from. (12)
alternative
advantage
of
23
special properties
natural
healing
process,
recovery.
remedies used are generally obtained from (24)
and can be used without (27)
provided (29)
plants.
wide range of (26)
consulting (28)
patient chooses (30)
illnesses
doctor,
right cure, (31)
cure that matches his symptoms, and he follows (32)
for (33)
use very carefully.
Although (34)
seem to be (36)
remedies (38)
(40)
turn towards (35)
instructions
alternative medicine would
recent phenomenon, in fact, (37)
homeopathic
people use today have been in (39)
existence
eighteenth century. (41)
even older and derives from Hippocrates, (42)
principle behind them is
father of (43)
medicine, who recognised that it is necessary to treat (44)
person, and not just (45)
6
Dr
symptoms of (17)
body's natural forces to (22)
They are available to treat (25)
s i n c e
harmless,
patient is
similar psychological illnesses.
homeopathy is essentially (20)
stimulating (21)
being
example of one such remedy is (13)
people to overcome (16)
stress and (18)
( )
medicine
disease (11)
Bach's flowers, which are supposed to have (14)
helping (15)
19
read
homeopathy.
even if they do not always cure (10)
( )
have
dangerous side effects.
whole
disease he is suffering from.
Alan and the have b e e n left o u t of Lucy's essay. Add t h e m only w h e r e necessary.
ms
Providing
information
11
Essays
Z - : : se o n e of t h e q u e s t i o n s b e l o w and w r i t e an essay.
You have been asked by y o u r t u t o r to w r i t e an essay on t h e i m p o r t a n c e of e x e r c i s e to g o o d health.
•Vrite y o u r essay using t h e n o t e s b e l o w and e x p r e s s i n g y o u r o w n ideas.
THE IMPORTANCE OF
EXERCISE TO GOOD HEALTH
What exercise
should we do?
exercise programme?
resting
rnioyable
regular
exercise
low impact
obesity
high impact
000000
Q
-
Q
o
can take many forms: alcohol, smoking, taking drugs, work
~ded a lecture on t h e
.:
i c a i c t i o n s and t h e
- e i : : n e y p o s e t o g o o d health.
" : . - : - t o r has asked you t o
- - :e i- essay on t h e subject
-g r_-e "ores o p p o s i t e and
E : ess -,g -our o w n ideas.
i_ all can be dangerous to your health
some are deadly: lung cancer, cirrhosis of the liver
passive smoking
I
pregnant women can pass their drug addiction on to their
unborn
baby
are started by peer pressure, stress/anxiety, curiosity
difficult to quit - special support groups & rehabilitation
I
programmes
(eg
Alcoholics
Anonymous)
37
Proposals
Applying for funds
Read through t h e q u e s t i o n and t h e proposal b e l o w to g e t a general idea of t h e meaning and t h e n c o m p l e t e
t h e e x e r c i s e s that follow.
You are a m e m b e r of a s p o r t s club and have b e e n asked by t h e club to w r i t e a proposal to t h e local
authorities asking for financial help to d e v e l o p t h e first aid facilities currently available at t h e s p o r t s
c e n t r e . It has b e e n s u g g e s t e d that y o u focus on existing facilities, w h a t exactly is required and h o w t h e
funds w o u l d benefit t h o s e p e o p l e using t h e s p o r t s c e n t r e . W r i t e y o u r proposal.
This proposal aims to outline t h e reasons why funding is required by the Five O a k s Sports C e n t r e in order to
improve first aid facilities available at the centre. It will also show that these improvements are necessary and will
benefit members.
Currently the first aid provisions at the centre are insufficient. T h e r e is a first aid box in t h e reception area and a
qualified m e m b e r of staff is on duty to deal with minor injuries and accidents. Unfortunately this m e m b e r of staff
has other duties to perform during working hours and is not always easy to locate. Valuable time could be lost
trying to track down the individual in the event of an accident of a m o r e serious nature. This is obviously an
undesirable situation that needs to be corrected.
In t h e event that funding is m a d e available, the first priority is the creation of a first aid station within the sports
centre. This would n e e d to be clearly signposted so people can find it quickly and easily, and fully equipped with
the necessary supplies. Secondly, the appointment of qualified, full-time m e m b e r s of staff employed to work
within the station is also necessary. T h e r e would only need to be o n e on duty at any one time although other
employees who have some first aid training could be on call should they be required. These m e m b e r s of staff
would need to be be supplied with beepers, so they could be contacted at any time regardless of where there may
be. Finally, telephones connected directly to the first aid centre should be installed to enable people requiring
assistance at the site of an accident to p h o n e for that assistance.
At present those people using the sports centre who suffer an injury or b e c o m e unwell are not being properly
catered for. If t h e suggestions above were implemented, fast and effective assistance would be readily available at
all times. This would benefit our m e m b e r s and t h e public who use t h e centre, increasing the confidence that
people have in the Five Oaks Sports Centre.
2
;;• :
Ill
38
C h o o s e t h e b e s t heading for each paragraph, w r i t e t h e n u m b e r s 1-4 on t h e d o t t e d lines below, and w r i t e t h e
headings in t h e spaces in t h e proposal.
a
H o w funding w o u l d be s p e n t
b
Purpose
c
Existing facilities
d
Benefits
12
Applying for funds
: : • 2 : :~e p r o p o s a l again and a n s w e r t h e s e q u e s t i o n s .
sat a r e t h e two s h o r t c o m i n g s of t h e first aid facilities c u r r e n t l y p r o v i d e d by t h e Five O a k s S p o r t s C e n t r e ?
b
Hew m a n y suggestions d o e s t h e p r o p o s a l i n c l u d e ?
-. :hese suggestions?
t i lap e listing four different kinds of proposal. W i t h a partner, l o o k at t h e list of s h o r t c o m i n g s and
: ox. C a n you c o m p l e t e t h e table with t h e missing information?
retraining,
no local computer facilities except Internet cafes
re-entering the job market
for local community as well as students
'<oi>ege
facilities,
old/damaged
equipment
: excess
:-
the
•'acilities
unemployed - training/job
Benefits
Existing shortcomings
1
2
2
3
: a r e e r advisory service
opportunities
people wanting to return to work
Proposal
minding / childcare
i-ge shopping c e n t r e
research
no help/advice for school leavers, the unemployed or
r . i i free to shop
•_ - :: :c create a study
& cown library with computers
reference section - homework,
school leavers - further education
::-:rs facilities shared with public
- rr : :
no quiet area for study
occupy children
games
I
1
(children bored - misbehave,
shops difficult to navigate with
pushchairs, young children, etc)
1
w o r k on own
2
1
2
3
-nproving sports facilities
j community
1
1
,
2
2
3
m e e t people
39
Proposals
Applying for funds
A proposal n e e d s to be w r i t t e n in a formal style. Look at t h e s e s e n t e n c e s b e l o w and
tick ( /) t h o s e that y o u think w o u l d be suitable to include in a proposal.
1
I t h i n k t h a t a p l a c e w h e r e m u m s a n d d a d s can leave t h e i r kids for
an h o u r or two is a really g o o d idea.
2
U n f o r t u n a t e l y , t h e s p o r t s facilities available a r e i n a d e q u a t e a n d
m u c h of t h e e q u i p m e n t is e i t h e r o l d or d a m a g e d .
3
L o t s of p e o p l e d o n ' t w a n t to sit in a smoky, noisy cafe just so
t h e y c a n surf t h e net.
4
T h i s p r o p o s a l tries to say why o u r t o w n n e e d s a c a r e e r
advisory service.
5
T h e provision of such a service w o u l d leave p a r e n t s free to s h o p
in t h e k n o w l e d g e t h a t their c h i l d r e n a r e b e i n g well l o o k e d after.
6
I'm sure you'll a g r e e t h a t a c o m p u t e r a n d study a r e a is j u s t w h a t
o u r t o w n library n e e d s .
7
If t h e s p o r t s c e n t r e is really g o o d a n d c h e a p , lots of p e o p l e
will u s e it.
8
T h i s p r o p o s a l o u t l i n e s t h e r e a s o n s why U p p e r C h e s t o n r e q u i r e s
funding to c r e a t e a C a r e e r s A d v i s o r y Service t h a t w o u l d be of
benefit to local p e o p l e of all ages.
Can y o u rewrite t h e s e n t e n c e s from e x e r c i s e 5 that y o u did n o t tick, so t h e y are in a m o r e
suitable style?
•
H P
40
Applying
for funds
Proposals
zse o n e of the q u e s t i o n s b e l o w and w r i t e a proposal, using t h e information from e x e r c i s e s 4 - 6 to
You w o r k at t h e local library and y o u and y o u r c o l l e a g u e s have d e c i d e d to ask t h e local authority
f o r funding t o e x t e n d t h e s e r v i c e s offered. T h e funding w o u l d b e used t o c r e a t e a quiet
s u d y ' r e a d i n g area and provide a c o m p u t e r area w h e r e m e m b e r s of t h e public w o u l d be able to
j s e t h e c o m p u t e r s and also a c c e s s t h e Internet. W r i t e a proposal outlining w h y t h e s e facilities
a.-e n e c e s s a r y and h o w t h e y w o u l d benefit t h e c o m m u n i t y as a w h o l e .
You are a qualified child minder and have decided to w r i t e a proposal applying for funds to start up
pour o w n business. You w o u l d like to use t h e m o n e y to provide childcare facilities at a shopping
c e n t r e in t h e nearby t o w n . It has b e e n suggested that y o u include details of t h e lack of facilities
ixesentry available, h o w y o u w o u l d spend t h e m o n e y and h o w y o u r plans w o u l d be of benefit.
r
a e a youth c o u n s e l l o r and have b e e n asked to w r i t e a proposal to t h e local authority asking
for n j n d s to c r e a t e a c a r e e r s advisory s e r v i c e in y o u r t o w n . You should explain w h y this s e r v i c e is
- c e d e d and h o w i t w o u l d benefit t h e community.
You are a m e m b e r of t h e Student U n i o n at y o u r university. T h e r e have b e e n a n u m b e r of
:: -: a i t s about t h e lack of s p o r t s facilities available to s t u d e n t s and it has b e e n d e c i d e d that t h e
versity will apply to t h e local authority for funds to make i m p r o v e m e n t s . You have b e e n asked
zz write a proposal outlining t h e existing facilities and explaining h o w t h e m o n e y should be spent.
Assessing choices
Proposals
nH
i
Read t h e q u e s t i o n and t h e proposal b e l o w and c o m p l e t e t h e e x e r c i s e s that follow.
You have read a n o t i c e in t h e local n e w s p a p e r from t h e t o w n council inviting residents to give
their opinions on h o w m o n e y raised at a r e c e n t fair could be used. T h e t o w n councillors have
m a d e s o m e s u g g e s t i o n s - e x t e n d i n g t h e t o w n library, improving t h e local park or renovating a
local building. You d e c i d e to s e n d in a proposal, c o m m e n t i n g on t h e s e possibilities, and stating
which idea w o u l d be t h e b e s t for t h e local c o m m u n i t y and why.
Purpose
T h e aim of this proposal is to discuss the suggestions which were m a d e by t h e town councillors on
how the money raised at t h e 1st A n n u a l S u m m e r Fair should best be spent.
Town Library
T h e town library, which is very popular with the local residents and is said to be one of the best in the
country, is very cramped, with space being at a premium. This is partly d u e to the fact that the new
audio section occupies a (1)
a m o u n t of space in the main library, which
;
m e a n s that the wide variety of books available has to be c r a m m e d into a much smaller space than
would otherwise be desirable. It is, therefore, logical that some people feel that building an extension
would be a (2)
way to spend the money raised at the S u m m e r Fair.
St Leonard's Park
T h e park on St Leonard's Street has long b e e n a meeting place for old and young alike. However,
with the exception of the gardens, which are very well cared for, the p a r k is (3)
in
n e e d of repair. T h e open-air stage, which was once the venue for many plays and concerts, has been
badly vandalised, and a (4)
a m o u n t of money will be n e e d e d in order that
it be restored. F u r t h e r m o r e , the children's playground is, for want of a better word, a safety hazard,
and this must be rectified immediately if the town council is to avoid being held accountable for
accidents.
The Old Schoolhouse
F o r many years now, there has b e e n talk about the renovation of the old schoolhouse in t h e main
town square. Unfortunately, this has not yet been brought to fruition. It is (5)
a
great pity that this building, which is part of our local heritage, has been allowed to fall into disrepair.
However, the cost of renovating such a building would (6)
exceed the funds
available at this time.
Recommendation
In conclusion, while all three suggestions would benefit t h e local community in some way, it is my
2
belief that St Leonard's Park deserves our (7)
attention. I h o p e that the points
outlined in this proposal will receive your (8)
consideration.
Read t h e proposal again and fill t h e gaps using t h e adjectives and adverbs below. M o r e than o n e a n s w e r
may be possible.
badly
serious
J*
commendable
substantial
considerable
surely
immediate
undoubtedly
Assessing choices
3
m
If
Proposals
Find w o r d s and phrases in t h e proposal which mean t h e s a m e as:
a
limited
b
t a k e s up
c
really n e e d s m e n d i n g
d
fixed
e
b l a m e d for
f
carried out
g
d e t e r i o r a t e in c o n d i t i o n
h
be m o r e t h a n
r e s e Questions a b o u t t h e proposal o n t h e previous page.
• ••, hich p a r a g r a p h d o e s t h e writer s t a t e t h e p u r p o s e of t h e p r o p o s a l ?
-;ch p a r a g r a p h d o e s t h e writer s t a t e which of t h e suggestions he thinks is t h e b e s t ?
•
• _ e> the writer do in t h e first s e n t e n c e s in p a r a g r a p h s 3-5?
: rr an
i r e a s o n s for s p e n d i n g m o n e y on each of t h e suggestions?
To*ra
Library:
St L e o n a r d ' s P a r k :
T h e Old Schoolhouse:
•dertine t h e e x p l a n a t i o n s / e x a m p l e s given for t h e r e a s o n s . A r e t h e r e e x p l a n a t i o n s / e x a m p l e s for all t h r e e
• W h \ do you think this is?
the three
sug:g:estiron>
ssalinword
r, helped
hecih
starting w i t h t h e o n e t h e writer t h i n k s is t h e m o s t a p p r o p r i a t e , writing t h e
you find y o u r answer.
Proposals
5
L o o k at t h e s e n t e n c e s below. T h e y are w r i t t e n
in t h e active v o i c e . In t h e proposal, find
c o r r e s p o n d i n g s e n t e n c e s in t h e passive v o i c e
and w r i t e t h e m below.
44
As with all formal writing, the passive voice is used in proposab.
This is mainly due to the fact that it is not appropriate to talk
directly to the person who is going to read the proposal. This is
especially true if blame is being apportioned.
a
T h e a i m of this p r o p o s a l is to discuss t h e suggestions which t h e t o w n councillors m a d e .
b
T h e y say t h a t t h e t o w n library is o n e of t h e best in t h e c o u n t r y .
c
T h e y h a v e to c r a m t h e w i d e variety of b o o k s available into a m u c h s m a l l e r p l a c e .
d
S o m e o n e h a s badly v a n d a l i s e d t h e o p e n - a i r stage, w h i c h w a s o n c e t h e v e n u e for m a n y plays a n d c o n c e r t s .
e
Y o u will n e e d a c o n s i d e r a b l e a m o u n t of m o n e y in o r d e r t h a t it be r e s t o r e d .
f
6
Assessing choices
Y o u m u s t rectify this i m m e d i a t e l y if t h e t o w n council is to avoid s o m e o n e h o l d i n g t h e m r e s p o n s i b l e
for accidents.
Rewrite the following sentences using the passive voice w h e r e possible.
a
S o m e o n e m u s t h i r e a b u s w h e n t h e h o c k e y t e a m plays away from h o m e .
b
U n f o r t u n a t e l y , we will n o t raise a lot of m o n e y for t h e field trip.
c
T h e y said t h a t t h e science lab at this college is t h e best in t h e country.
d
S o m e o n e n e e d s t o l o o k after t h e e m p l o y e e s ' c h i l d r e n while e m p l o y e e s a r e w o r k i n g .
Assessing choices
Proposals
s h o u l d b u y a c o o k e r or a m i c r o w a v e oven for p e o p l e to h e a t up food.
;
uld set up a gym in t h e b a s e m e n t , which n o b o d y uses.
5sal on o n e of t h e following q u e s t i o n s . Do t h e e x e r c i s e s before y o u begin writing to help y o u .
': - ege has b e e n given funding by a f a m o u s f o r m e r s t u d e n t and t h e Student C o m m i t t e e has m a d e
: : ~ e s u g g e s t i o n s - a n e w s c i e n c e lab, a n e w mini-bus or a field trip abroad. You d e c i d e to s e n d in a
: :: zn . c o m m e n t i n g on t h e s e possibilities, and stating which idea w o u l d be t h e b e s t and why.
i •': o w i n g q u e s t i o n s to c o m p l e t e t h e paragraph plan.
- :-oduction:
W h a t is t h e a i m of y o u r p r o p o s a l ?
p a r a g r a p h 2:
W h a t r e a s o n a n d e x p l a n a t i o n / e x a m p l e c a n you t h i n k of for building a n e w science l a b ?
p a r a g r a p h 3:
W h a t r e a s o n a n d e x p l a n a t i o n / e x a m p l e c a n y o u t h i n k o f for a n e w m i n i - b u s ?
p
a r a g r a p h 4:
ion:
W h a t r e a s o n a n d e x p l a n a t i o n / e x a m p l e c a n you t h i n k of for a field trip a b r o a d ?
W h a t is your recommendation?
ny you w o r k for has been given funding to improve working conditions. T h e board of directors
iree suggestions - childcare facilities, cooking facilities or building a gym. Employees have b e e n
nd in proposals c o m m e n t i n g on t h e s e possibilities, stating which idea would be t h e b e s t and
your proposal.
o w i n g q u e s t i o n s t o c o m p l e t e t h e paragraph plan.
—rroduction:
W h a t is t h e aim of y o u r p r o p o s a l ?
a r a g r a p h 2:
W h a t r e a s o n a n d e x p l a n a t i o n / e x a m p l e c a n y o u t h i n k of for c h i l d c a r e facilities?
P a r a g r a p h 3:
W h a t r e a s o n a n d e x p l a n a t i o n / e x a m p l e c a n y o u t h i n k o f for c o o k i n g facilities?
c
Paragraph 4:
W h a t r e a s o n a n d e x p l a n a t i o n / e x a m p l e c a n y o u t h i n k of for a b u i l d i n g a gym?
Conclusion:
W h a t is your recommendation?
Proposals
Read t h e q u e s t i o n and t h e proposal b e l o w and do
t h e e x e r c i s e s that follow.
You are a m e m b e r of t h e local tourist
association which recently held a m e e t i n g on
t h e problem of t h e reduction in t h e n u m b e r of
visitors t o t h e area. You a t t e n d e d t h e m e e t i n g
and have b e e n asked to w r i t e a proposal for
t h e local authorities evaluating t h e situation
and making s o m e r e c o m m e n d a t i o n s , using t h e
n o t e s y o u t o o k a t t h e meeting.
oooo o o o o
\&
\fc
^
\%
\ |
\ |
%|
Solutions:
_
1 advertising
2. clean up beaches
_3 appeal to different tourists
Purpose
T h e purpose of this proposal is to discuss the problems the local tourist industry faces and to p u t
forward measures that could be taken to improve t h e situation.
C u r r e n t Situation
U n f o r t u n a t e l y , o u r t o w n is c o n f r o n t e d by t h e s a m e p r o b l e m t h a t is crippling t h e rest of t h e
country. T h e fall in the n u m b e r of tourists visiting our town is having a devastating impact on the
local community. In just five years, local tourism has declined by 3 0 % , forcing many businesses to
close. As a result, local u n e m p l o y m e n t has increased by 1 0 % . O u t l i n e d below are s o m e
suggestions that could help rectify this situation.
Recommendations
1 Many of our m e m b e r s feel that the key to increasing local tourism is to diversify into other
kinds of tourism. Perhaps the local council should consider different ways of p r o m o t i n g our
town as a holiday resort by providing financial assistance to those who wish to invest in our
a r e a . If g r a n t s w e r e given to investors to set up n e w v e n t u r e s , such as specialist holiday
companies, t h e r e would be m o r e variety which would encourage different sorts of tourists to
visit our area.
2 In o r d e r to attract visitors to o u r area, it is essential t h a t we have attractive b e a c h e s a n d
coastlines. This would entail clearing beaches of rubbish, and making sure that all beach bars
and seaside restaurants are attractive to look at, unlike some of the monstrosities which are
spoiling t h e coastline at present. Providing this m e a s u r e is taken, the visitors who c o m e h e r e on
beach holidays would be encouraged to return, and our r e p u t a t i o n as a beach resort would
improve.
3 A n o t h e r answer to the problem would be to launch an international advertising campaign. If
local government funds were m a d e available for such a campaign, t h e local tourist association
would do its utmost to m a k e a sizable contribution. This would be an excellent way to p r o m o t e
the region and encourage tourism. H a d we d o n e this earlier, we may have b e e n able to avoid
the unfortunate situation in which we find ourselves today.
Conclusion
It is i m p e r a t i v e t h a t s o m e t h i n g is d o n e to e n s u r e t h e revival of local t o u r i s m . It is o u r firm
conviction that the i m p l e m e n t a t i o n of the suggestions above would m a k e a significant
contribution to this.
\&
w
W
W
W
W
™
W
Problem:
drop in tourism
in 5 yrs
hotels, restaurants and shops had to shut down
10% more people out of work
^
Evaluating a situation
Proposals
a s e s in t h e proposal which are similar in meaning to t h e o n e s below. S o m e t i m e s m o r e than
ble.
Don't use the same
words and phrases in
your writing that are
in the question. Try
to use synonyms, or
paraphrase as far as
possible.
r. _r.:rv
j : r'.e are o u t o f w o r k
mendations
beaches
m and t h e proposal again and a n s w e r t h e following q u e s t i o n s .
phi s) d o e s t h e writer:
g e n e r a l situation at t h e t i m e of writing?
n m e n d a t i o n b a s e d o n i n f o r m a t i o n given i n t h e n o t e s ?
and.
aim of the p r o p o s a l is to evaluate the situation a n d m a k e r e c o m m e n d a t i o n s ?
ir r e c o m m e n d a t i o n s will h e l p i m p r o v e t h e s i t u a t i o n ?
he recommendation can be implemented?
and ,
i n f o r m a t i o n a b o u t t h e p r o b l e m given i n t h e n o t e s ?
ortance of m e a s u r e s b e i n g t a k e n ?
the result of t h e r e c o m m e n d a t i o n will b e ?
and ,
• : ::s one. you are trying to persuade someone to take action. Therefore,
mouM do your best to make them understand how important something is.
:
:-. r = s e n t e n c e s b e l o w using t h e w o r d s in bold. U s e b e t w e e n t w o and five w o r d s . You may wish to l o o k
:~zze •'or help with t h e structures n e e d e d .
i
~-«; : - :hat business is b a d is having a h u g e effect on t h e local c o m m u n i t y .
s
business
on t h e local c o m m u n i t y .
Imr p e o p l e feel t h a t giving g r a n t s to n e w b u s i n e s s e s is t h e way to i n c r e a s e t r a d e .
. fee that the
to give g r a n t s to n e w businesses.
! :s might like to think a b o u t ways to tidy up the n e i g h b o u r h o o d .
.
i
. -
r
.::horities
cleaning up t h e n e i g h b o u r h o o d .
;. e a p e o p l e m u s t be t r a i n e d p r o p e r l y if we a r e to r e d u c e t h e u n e m p l o y m e n t level.
c-^ntial"
aider t o r e d u c e the u n e m p l o y m e n t level,
people are trained properly.
T h i s is h o w best to e n c o u r a g e business in t h e area,
c \ : 111 e n t
to e n c o u r a g e business in t h e a r e a .
f
We must do s o m e t h i n g b e f o r e it's t o o late,
imp* r a t h e
d o n e b e f o r e it is t o o late.
47
Proposals
Evaluating a situation
Look at Reference section 4a, b and e on pages 6 4 - 6 5
and Reference section 11 on page 67 and then c o m p l e t e
t h e proposal b e l o w with t h e c o r r e c t form o f t h e verbs
in brackets or using would w h e r e necessary.
00 00 000
Problem:
college wants to stop publishing
You are head e d i t o r of t h e college n e w s p a p e r and
y o u recently a t t e n d e d a staff m e e t i n g a b o u t t h e
p r o b l e m of l o w readership. You have b e e n asked
to w r i t e a proposal for t h e Principal evaluating
t h e situation and outlining s o m e suggestions,
using t h e n o t e s y o u t o o k at t h e staff meeting.
college
newspaper not popular enough
local advertisers want to pull out _
Solutions:
1
2
3
make
appearance. more
up-to-date
make available in other areas of college
special features on local events
Purpose
T h e purpose of this proposal is to discuss the problems the college newspaper faces and to m a k e
r e c o m m e n d a t i o n s which (1)
(improve) the situation.
Current Situation
Unfortunately, our newspaper is in grave danger of being closed down. T h e college is seriously
c o n s i d e r i n g w i t h d r a w i n g its f u n d i n g , o n t h e g r o u n d s t h a t c i r c u l a t i o n i s n o t high e n o u g h .
F u r t h e r m o r e , local advertisers are contemplating withdrawing from the newspaper for the same
r e a s o n . O u t l i n e d below are s o m e suggestions that (2)
(help) rectify this
situation.
Recommendations
1 In o r d e r to increase the circulation of the college newspaper, it is imperative that there are a
n u m b e r of points of sale apart from t h e English D e p a r t m e n t , where it is sold at present. This
(3)
(entail) persuading other m e m b e r s of staff on the newspaper to give
up s o m e of their t i m e in o r d e r to sell p a p e r s at t h e m a i n college e n t r a n c e . T h e S t u d e n t s '
U n i o n (4)
(be) another suitable location. (5)
(this/think of) sooner, we may already have been making a profit.
2 Some m e m b e r s of staff believe that the key to increasing circulation is to bring the newspaper
into the 21st century. Perhaps the design d e p a r t m e n t could create a new concept for t h e paper.
I f t h e n e w s p a p e r l o o k e d m o r e m o d e r n , s t u d e n t s (6)
(undoubtedly find) it m o r e attractive.
3 A n o t h e r answer to t h e p r o b l e m would be to have new features and articles which students
want to find out about. F o r example, a ' W h a t ' s O n ' section could be included, with details of
local cinemas, concerts, etc. This (7)
(be) an excellent way to encourage
students to buy the newspaper on a regular basis.
Conclusion
It is vital t h a t s o m e t h i n g is d o n e to p r e v e n t t h e c o l l e g e n e w s p a p e r b e i n g c l o s e d d o w n . If
suggestions such as the ones above (8)
newspaper can be saved.
(take) seriously, we believe that t h e
Evaluating a situation
: r~~ ; . e s : on and t h e proposal again and c o m p l e t e t h e paragraph plan.
- z- :•: . zz on:
discuss newspaper's problems and suggest improvements
Z . — i~ : 5 t - a t i o n :
G o e r i sanation?
itbout the p r o b l e m ?
lations:
I?
pitmen t?
2?
art?
• _ . —i!r\ii".:on 3?
|Hwi»i^knient?
Z :<-<:»js»on:
--
-..-.r.ce o f m e a s u r e s b e i n g t a k e n ,
xir r e c o m m e n d a t i o n s will i m p r o v e t h e s i t u a t i o n .
- r r e "'c c w i n g proposal using t h e n o t e s below.
t a i H-= a - e m•per of t h e local business p e o p l e ' s a s s o c i a t i o n w h i c h recently held a m e e t i n g on t h e
; ack of business in t h e area. You a t t e n d e d t h e m e e t i n g and have b e e n asked to write
Z "Z Z -z — ie local authorities evaluating t h e situation and outlining s o m e suggestions, using t h e
măceşii
zn
00 00 000
Reviews
I
Reviewing a book
Look at t h e q u e s t i o n b e l o w and read Julia's review that follows. T h e n c o m p l e t e t h e e x e r c i s e s that follow.
A magazine which regularly reviews b o o k s has invited its readers to s e n d in a review of a b o o k in
which c o u r a g e and d e t e r m i n a t i o n play an important role. W r i t e a review for t h e magazine saying
w h a t you learnt from it.
Not Without My Daughter w a s r e c o m m e n d e d to me as t h e a m a z i n g t r u e story of o n e w o m a n ' s
c o u r a g e a n d love for h e r d a u g h t e r in a p a r t i c u l a r l y difficult a n d d a n g e r o u s p e r i o d of h e r life.
B e t t y M a h m o o d y , t h e a u t h o r , (1) was betrayed b y h e r h u s b a n d , D r Sayyed B o z o r g M a h m o o d y
( M o o d y ) a n d i m p r i s o n e d w i t h o u t rights, w i t h n o m e a n s o f r e t u r n i n g t o h e r o w n c o u n t r y .
D e s p i t e t h e t e r r i b l e t r e a t m e n t a n d h a r d s h i p s s h e (2) endured, w h i c h w o u l d h a v e b r o k e n m a n y
a strong-willed p e r s o n , s h e (3) determined to e s c a p e w i t h h e r d a u g h t e r , M a h t o b .
T h e b o o k (4) began inside an a e r o p l a n e which (5) was making its d e s c e n t into h e r h u s b a n d ' s
h o m e l a n d . O n b o a r d (6) were Betty, M o o d y a n d M a h t o b . E v e n a t this stage o f t h e b o o k t h e
r e a d e r s (7) understood t h a t Betty (8) was having misgivings a b o u t h e r j o u r n e y to a c o u n t r y which,
at t h e t i m e , so d e s p i s e d A m e r i c a a n d its citizens. H o w e v e r , s h e (9) felt t h a t she (10) had to allow
h e r d a u g h t e r to visit h e r h u s b a n d ' s family b e f o r e b e i n g e n r o l l e d in school b a c k in t h e States.
T h e story (11) unfolded to reveal t h a t Betty's w o r s t n i g h t m a r e (12) had come t r u e : s h e a n d h e r
b e l o v e d d a u g h t e r (13) had become p r i s o n e r s at t h e m e r c y of h e r h u s b a n d a n d his often cruel
family. B e t t y (14) couldn't come to t e r m s with h e r fate a n d (15) vowed to e s c a p e a n d r e t u r n to
A m e r i c a . U n d e r s t a n d a b l y , s h e (16) was unwilling to do so w i t h o u t M a h t o b b u t (17) found, to h e r
h o r r o r , t h a t t h e p e o p l e s h e (18) met (19) couldn't or (20) wouldn't h e l p her.
Finally she (21) came into c o n t a c t with A m a h l , w h o (22) was able to a r r a n g e h e r e s c a p e across
t h e b o r d e r . T h e story (23) ended with a d e t a i l e d a c c o u n t of B e t t y a n d M a h t o b ' s t r e a c h e r o u s t r e k
t h r o u g h t h e m o u n t a i n s d u r i n g a s n o w s t o r m a n d their final arrival in T u r k e y , from w h e r e t h e y
(24) travelled b a c k to A m e r i c a .
As well as b e i n g well-written, this e x t r a o r d i n a r y b o o k is also t h o u g h t - p r o v o k i n g . I f o u n d I w a s
u n a b l e to p u t it d o w n , a n d finished r e a d i n g it within 48 h o u r s of starting it. A l t h o u g h it is
u p s e t t i n g at t i m e s , t h e o v e r w h e l m i n g love of a m o t h e r for h e r child (25) was a p p a r e n t on e a c h
p a g e . I realised t h a t n o t e v e r y o n e in this w o r l d h a s a safe a n d peaceful existence; s o m e t h i n g t h a t
m a n y p e o p l e , myself i n c l u d e d , often t a k e for g r a n t e d . It will r e m a i n an u n f o r g e t t a b l e a c c o u n t of
c o u r a g e , love a n d d e t e r m i n a t i o n t h a t s h o u l d b e a n i n s p i r a t i o n t o u s all.
2
Read t h e review again and a n s w e r t h e following q u e s t i o n s .
I n which p a r a g r a p h ( s ) d o e s Julia:
a
give h e r r e a c t i o n to t h e b o o k ?
b
give us a brief overview of t h e p l o t ?
c
m e n t i o n t h e title a n d a u t h o r of t h e b o o k ?
d
s u p p o r t h e r c h o i c e of b o o k while e x p a n d i n g on t h e p l o t ?
,
and
Reviewing a book
Reviews
-. Reference section I2f on pages 6 8 - 6 9 . Julia w r o t e her review as a past t e n s e narrative. Change t h e
e-rs in italics into t h e t e n s e s that should be used to w r i t e a b o u t a b o o k .
Introduction
I
3
Paragraph 2
4
6
8
9
1«
Paragraph 3
II
12
U
14
15
14
17
15
19
i: a r e questions b e l o w and c h o o s e o n e . W r i t e a paragraph plan using Julia's review as a guide. Expand
. • z i- 'zo a review practising p r e s e n t t e n s e s .
- - i g a z ne is running a feature in which they review b o o k s
. : m a k e g o o d presents for a friend. They are inviting
e - - e a c e r s to send in reviews on b o o k s t h e y think w o u l d
z-z s - -_ao.e. W r i t e a review of a b o o k y o u think w o u l d make a
i : - - - explaining w h y
z
• : . ; e o n g t o a b o o k club and have b e e n asked t o w r i t e a
,
.
I.
I
i
•z :~e n e x t n e w s l e t t e r r e c o m m e n d i n g a b o o k to
HJjJ
U u i
Whenyou write a review, do not
get caught up in just retelling the
story. Instead, concentrate on the
main points that explain why you
c h o s e
t h l s
b
o
o
k
t o
r e v i e w
a
n
d
your reaction to it.
'
--z — e ~ o e r s . W r i t e a review of a b o o k which has had an
- : ; : : a - y o u r life.
jction title?
author?
brief overview of p l o t ?
" a . - Body
main points of the plot that
s u p p o r t y o u r choice?
Conclusion
reaction':
51
Reviewing a film
Reviews
mmm
Read t h e question and t h e review b e l o w and do t h e exercises
which follow.
A popular monthly magazine, which regularly reviews films, has
invited its readers to write a review of a film recently released on
video for the magazine. W r i t e your review of a film recently released
on video and say what you consider to be t h e disadvantages of
watching a film on video rather than at t h e cinema.
Castaway, which (1)
(just/release) on
v i d e o , (2)
( b e ) o n e of t h e biggest b l o c k b u s t e r s of
2000. F o r s o m e s t r a n g e r e a s o n , I (3)
( n o t see) it
at t h e c i n e m a , so I (4)
( d e c i d e ) to get it o u t on v i d e o . A l t h o u g h I (5)
( b e ) very glad I did, I n o w (6)
( r e g r e t ) n o t having s e e n it on t h e big screen.
C h u c k N o l a n d ( T o m H a n k s ) (7)
( b e ) a F e d E x executive w h o (8)
b y t h e clock a n d (9)
(live)
( n o t s p e n d ) e n o u g h t i m e with his girlfriend Kelly ( H e l e n H u n t ) ,
as his w o r k frequently (10)
( t a k e ) h i m to t h e four c o r n e r s of t h e e a r t h . At a C h r i s t m a s
a
party, C h u c k (11)
e
( P g ) a n d m u s t leave i m m e d i a t e l y for Asia. D u r i n g t h e flight,
C h u c k ' s p l a n e (12)
(hit) a t e r r i b l e t h u n d e r s t o r m , t h e p l a n e (13)
( c r a s h ) a n d C h u c k (14)
( b e ) t h e only survivor.
He (15)
(float) in a life raft to a d e s e r t island s o m e w h e r e in t h e Pacific. R e l y i n g on his
wits a n d instinct, N o l a n d (16)
( c r e a t e ) a makeshift h o m e . He (17)
(face) a s s o r t e d c h a l l e n g e s , including l e a r n i n g h o w to crack o p e n c o c o n u t s a n d h o w to m a k e a fire by
r u b b i n g o n e p i e c e o f w o o d against a n o t h e r . A s t h e days (18)
h o p e s of b e i n g r e s c u e d (19)
( t u r n i n t o ) w e e k s , his
(dwindle).
C h u c k ' s a d v e n t u r e (20)
( b e ) a lonely, d e s o l a t e o n e : a fact which is constantly
r e a f f i r m e d by shots of t h e massive o c e a n a n d starry skies. A f t e r four y e a r s of lonely existence, C h u c k
(21)
(build) a raft a n d (22)
C h u c k (23)
( b a t t l e ) with t h e w a v e s for h o u r s o n e n d a n d (24)
(give u p ) h o p e of b e i n g r e s c u e d w h e n he (25)
(26)
( m a k e ) a final a t t e m p t at e s c a p e .
( s p o t ) by a c a r g o ship a n d
( t a k e b a c k ) to civilisation, w h e r e things (27)
all t h e way h e (28)
T h e film (29)
( n o t b e ) at
(imagine) them to be.
( b e ) very impressive, b u t it w o u l d h a v e b e e n even m o r e so on t h e big
s c r e e n . A s with all a c t i o n scenes w a t c h e d o n a T V screen, justice c a n n o t h a v e b e e n d o n e t o t h e p l a n e crash,
which m u s t h a v e b e e n terrifying w h e n s e e n ( a n d h e a r d ) a t t h e c i n e m a . Similarly, t h e scenery m u s t h a v e
b e e n b r e a t h t a k i n g , a n d t h e v a s t n e s s o f t h e sea a n d sky w o u l d h a v e m a d e C h u c k ' s loneliness even m o r e
painful to watch. U n f o r t u n a t e l y , this (30)
( b e ) t h e p r i c e o n e has to p a y for w a t c h i n g a
v i d e o r a t h e r t h a n t h e 'real thing'.
Study Reference section I2f on pages 6 8 - 6 9 and fill in
t h e blanks in t h e review with t h e c o r r e c t t e n s e of t h e
verbs in brackets.
Underline any w o r d s and phrases used in t h e review to
s h o w w h e n something happened, or t h e passing of time.
When describing the plot of a film or book, it is
important that the reader knows the order in which the
main events occur. To do this effectively, you should
use a variety of time expressions in your writing.
Reviewing a film
Reviews
sd on t h e review on t h e previous page, put t h e paragraph plan b e l o w into t h e c o r r e c t order. W r i t e
c^rjon, Main Body, Conclusion.
S t a t e y o u r g e n e r a l r e a c t i o n t o t h e film. C o m m e n t o n t h e d i s a d v a n t a g e s o f w a t c h i n g
t h e p a r t i c u l a r film on v i d e o a n d discuss t h e g e n e r a l d i s a d v a n t a g e s of films on v i d e o .
S t a t e t h e title of t h e film a n d give a r e a s o n for w a t c h i n g t h e film on v i d e o . I n d i c a t e
t h a t w a t c h i n g films on v i d e o has its d i s a d v a n t a g e s .
Briefly d e s c r i b e t h e p l o t . M e n t i o n a s p e c t s of t h e film which exemplify y o u r o p i n i o n
of w a t c h i n g films on v i d e o .
r. : - e q u e s t i o n s b e l o w , think of a film for each o n e and c o m p l e t e t h e paragraph plans which follow with
Dopular film magazine has invited its readers to w r i t e a r e v i e w for t h e magazine. W r i t e a review of a
> - c < b u s t e r and say w h a t y o u c o n s i d e r to be t h e essential qualities that make a blockbuster.
I (live)
Hunt),
-troduction
iristmas
çht.
title?
r e a s o n for w a t c h i n g t h e b l o c k b u s t e r ?
I n d i c a t e t h a t b l o c k b u s t e r s h a v e essential qualities.
" a n Body
ï on his
y
k
plot?
e x a m p l e s of b l o c k b u s t e r qualities?
Conclusion
his
your general reaction?
qualities of film?
g e n e r a l qualities of b l o c k b u s t e r s ?
aopular monthly magazine, which regularly reviews films, has an awards c e r e m o n y every year. Readers
•: • a a e e n invited to n o m i n a t e a film for t h e c a t e g o r y ' C o m e d y of t h e Year'. W r i t e a review a b o u t a film
: _ : - - < d e s e r v e s t o win t h e award and say w h a t you c o n s i d e r t o b e t h e essential qualities that make a
=coc c o m e d y film.
-foduction
title?
r e a s o n for w a t c h i n g t h e c o m e d y ?
I n d i c a t e t h a t c o m e d i e s h a v e essential qualities.
Main Body
plot?
e x a m p l e s of qualities of c o m e d i e s ?
Conclusion
your general reaction?
qualities of film?
g e n e r a l qualities of c o m e d i e s ?
a is
"';!^
•jina
—
e
——
'—'
"
- := a -eview in a n s w e r to o n e of t h e q u e s t i o n s a b o v e , using y o u r paragraph plan, and taking t h e things y o u
Èmm learnt in this unit into c o n s i d e r a t i o n .
53
Reviews
I
Reviewing a restaurant/hote
Read t h e q u e s t i o n and t h e review b e l o w and c o m p l e t e t h e e x e r c i s e s that follow.
You are e m p l o y e d in a large c o m p a n y w h o s e manager is retiring. T h e c o m p a n y w a n t s to organise a
leaving party as a t o k e n of its appreciation for t h e manager's many years of s e r v i c e . You have b e e n
asked to w r i t e a review of a restaurant in y o u r area that y o u c o n s i d e r suitable for t h e o c c a s i o n .
You should include details of seating capacity, cuisine and any o t h e r s e r v i c e s y o u feel w o u l d make
this a suitable v e n u e .
The Willows, (1)
,
h a s a r e p u t a t i o n for providing top-quality, t r a d i t i o n a l English cuisine t o g e t h e r with high-class
service. It also h a s t h e a d v a n t a g e of b e i n g able to p r o v i d e a private dining a r e a t h a t c a n be h i r e d for
a n e v e n i n g o r l u n c h t i m e event.
T h e r e s t a u r a n t i s set i n t h e a t t r a c t i v e s u r r o u n d i n g s o f t h e h o t e l w h e r e guests a n d t h o s e using t h e
r e s t a u r a n t a r e able to enjoy a walk t h r o u g h t h e extensive g a r d e n s , (2)
, d o w n to t h e lake t h a t gives
t h e h o t e l its n a m e . T h e p r i v a t e dining r o o m itself, (3)
, p r o v i d e s seating for a m a x i m u m of 100 p e o p l e , a l t h o u g h
t h e r e is a d a n c e floor a n d DJ a r e a if r e q u i r e d . In this event, seating w o u l d be r e d u c e d to a
m a x i m u m o f 80. S h o u l d a D J b e r e q u i r e d , t h e h o t e l can o r g a n i s e this o r t h o s e hiring t h e r o o m can
do so. If a DJ is n o t r e q u i r e d , t h e n t h e h o t e l will a r r a n g e for s o m e p l e a s a n t b a c k g r o u n d m u s i c in
k e e p i n g with t h e event.
T h e waiting staff at The Willows, (4)
, do their
u t m o s t to m a k e o n e ' s visit enjoyable a n d t h e chefs a r e r e n o w n e d for their skill a n d t h e variety in t h e
dishes they c r e a t e . T h e m a n a g e r suggests a set m e n u for an occasion such as a r e t i r e m e n t party, a
n u m b e r of which a r e available, varying in price according to w h a t is chosen. She assures me that
vegetarians a n d o t h e r dietary n e e d s can be c a t e r e d for, providing a d v a n c e d notification is given.
As The Willows is s i t u a t e d on t h e o u t s k i r t s of T o n b r i d g e , (5)
t h o s e using p u b l i c t r a n s p o r t s h o u l d n o t e n c o u n t e r difficulties i n r e a c h i n g t h e r e s t a u r a n t . T h e r e i s
also a m p l e p a r k i n g for t h o s e w h o w o u l d b e driving.
I w o u l d n o t h e s i t a t e to r e c o m m e n d The Willows as an ideal location for Mr W i t h e r t o n ' s r e t i r e m e n t
party. It offers excellent service a n d g o o d f o o d in a relaxed, p l e a s a n t e n v i r o n m e n t t h a t c a n be
conveniently r e a c h e d by m e m b e r s of o u r staff.
Look at Reference section 7 on page 66 and study t h e e x a m p l e s t h e r e before c o m p l e t i n g t h e review with t h e
phrases below.
a large nearby town
a beautiful, wood-panelled room overlooking the grounds
friendly and professional individuals
lovingly maintained since they were planted at the turn of the twentieth century
the well-known restaurant situated in the grounds of The Lake Hotel
/1hot€l
Reviewing a restaurant/hotel
:
: : :
; - -ases in t h e review that mean t h e following:
nd b e l o n g i n g to a n d s u r r o u n d i n g a building
of
« a: ite-.ery best
Ut « É f e a view
Hi
1
Mlfci I B Ì ml
: c
ntzrm '
= •-.
again and a n s w e r t h e s e q u e s t i o n s a b o u t it.
:e::s
: the r e s t a u r a n t h a s t h e writer focused o n ?
m ati : in is given in direct a n s w e r to t h e q u e s t i o n set?
her
information
is given in s u p p o r t of this v e n u e ?
-.is *ve paragraphs. W h i c h of t h e headings
: : : - :s to e a c h of t h e five paragraphs?
. J — - e ^ s I-5 o n t h e d o t t e d lines t o indicate
sftflity and
.-.rings, seating and
hieing the venue
of recommendatoin
parking
music arrangements
iarv
Reviewing a restaurant/hotel
Reviews
Look at Reference section 2c on page 64 and c o m p a r e t h e s e s e n t e n c e s :
T h e dining r o o m has w o o d p a n e l s .
It is a w o o d - p a n e l l e d d i n i n g r o o m .
R e w r i t e t h e s e s e n t e n c e s , c o n v e r t i n g t h e m from o n e form t o a n o t h e r ,
7
a
T h e h o t e l has twenty b e d r o o m s .
b
It is a glass-roofed s w i m m i n g p o o l .
c
T h e building has t h r e e floors.
d
T h e y a r e all d a r k - h a i r e d w a i t e r s .
e
She is a w e l l - m a n n e r e d r e c e p t i o n i s t .
C o m p l e t e t h e table with t h e adjectives b e l o w that can be used to d e s c r i b e f o o d , staff and hotels/restaurants.
delicious
elegant surroundings
inefficient
rude
luxurious
shabby
spacious
extortionate (x2)
neglected
tasteless
first<lass
overcooked
unhelpful
fresh
overpriced (x2)
varied
friendly
polite
welcoming
inattentive
professional
well-presented
Hotels/Restaurants
Reviewing a restaurant ¡hotel
Reviews
17
: w o m o r e q u e s t i o n s . C o m p l e t e t h e paragraph plans b e l o w t h e m with n o t e s t o help y o u organise
l'-.s and ideas for each review. T h e n c h o o s e o n e review to w r i t e , following y o u r plan and practising
he v o c a b u l a r y y o u m e t in e x e r c i s e s 3, 6 and 7.
- a v e b e e n reading an issue of Out on the Town, a magazine to do with e n t e r t a i n m e n t . You s a w
a d v e r t i s e m e n t and have decided to a n s w e r it. W r i t e a review for t h e magazine r e c o m m e n d i n g a
a _ r a n t in y o u r area, explaining w h y it w o u l d be a g o o d c h o i c e .
We are looking
for restaurants
that would be
suitable venues
for a
21st birthday
celebration. Do
you have any
ideas?
M
-t-oduction
name, location of restaurant?
a -
food available?
Body
staff?
atmosphere?
cost, o t h e r facilities?
Conclusion
Sum up your recommendation.
~'i 3 : j d e n t Union at t h e university you attend is organising a c o n f e r e n c e for s t u d e n t s from a n u m b e r
a- e f f e r e n t universities. It has asked for suggestions of h o t e l s in t h e area w h e r e t h e c o n f e r e n c e can be
~£ a. W r i t e a review of a suitable hotel, including details of w h a t it has to offer, w h e r e it is located
ar-d any o t h e r information y o u feel is relevant.
-:roduction
Main B o d y
name, location of hotel?
facilities for c o n f e r e n c e ?
capacity?
cost/special r a t e s ?
o t h e r r e l e v a n t facilities/information?
Conclusion
Sum up your recommendation.
Assessing facilities
Reports
Marina w o r k s for a travel agency and stays in h o t e l s in o r d e r to
a s s e s s their facilities. Afterwards s h e w r i t e s a report. L o o k at her
c o m m e n t s on t h e Majestic Hotel and put a tick beside positive
c o m m e n t s and a c r o s s beside negative c o m m e n t s .
OOOOO000000
\a
\ porter
\ very
\ heJgfuMJooked
\
\
\theatre\ tickets,
\ gave
\ directions.
\
Hall
b
Long queue at breakfast. Took 20^ minutes_to find a free table.
No separation between smoking and non-smoking tables.
\
Room old fashioned. Mattress uncomfortable, couldn't sleep.
_d
Receptionist barely polite, no smile. Couldn't find my reservation.
Did not offer to help with luggage, gave me the wrong key.
e
Bathroom spotlessly clean, modern, shower, .useful toiletries.
f
Room service forgot my order of sandwiches. Had to ring three times.
g
Excellent menu at lunch, first-class service, fine cuisine.
jh
TV only offered local channels. Reception very poor.
Read Marina's r e p o r t o p p o s i t e . C o m p a r e it to
t h e c o m m e n t s s h e m a d e and find t h e paragraph
w h e r e s h e has used each of t h e c o m m e n t s .
W r i t e t h e c o r r e c t letter (a-h) in t h e s p a c e s
below.
Paragraph 2:
. and.
Paragraph 3:
, and ,
P a r a g r a p h 4:
. and,
To make a r e p o r t as clear as possible, information is
separated into paragraphs, each of which is given a
heading. C h o o s e t h e b e s t heading for each paragraph,
w r i t e t h e n u m b e r s 1-5 on t h e d o t t e d lines b e l o w and
t h e headings in t h e s p a c e s in Marina's report.
a
Staff a n d service on offer
b
Introduction
c
R e s t a u r a n t facilities
d
Accommodation
e
Conclusion
Reports
John Pettiman
Marina Sanches
T i e Majestic Hotel
" J a n u a r y 2003
c«tlines mv assessment of the Majestic Hotel, where I stayed overnight on the 18th January 2003.
- . . . mmodation and restaurant facilities t h e hotel offers.
•: Majestic was mixed. While s o m e of t h e hotel staff w e r e very helpful - the hall p o r t e r n o t
theatre tickets for m e , b u t also gave me precise directions for getting to t h e t h e a t r e - others
•. .. ptionist on arrival m a d e an especially p o o r impression. He did not greet me with a
s t e a d was barely polite. He t o o k a long time to find my reservation and w h e n he did find it,
a key. which t u r n e d out to be t h e wrong one, and instead of getting a p o r t e r to h e l p me with
;arr\ it myself. I have no complaint to m a k e of the c h a m b e r m a i d s but the room
» and inefficient. I o r d e r e d a sandwich but h a d to ring t h r e e times before it was b r o u g h t
: . had forgotten my order.
. pleasant but the furniture was rather old-fashioned and the bed was a nightmare; the
p> and uncomfortable that I couldn't sleep. T h e r e was a TV but it only offered local
. . ;eption was very poor. This failure to consider the needs of foreigners was reflected in
- not supplied with t h e newspaper I asked for t h e next morning because I had m a d e my
n abroad and the c o m p u t e r automatically excluded my request. T h e one good thing about the
m. It was spotlessly clean, h a d a m o d e r n shower, and was provided with useful
_ .
:ien forget to bring like combs a n d a sewing kit.
.
.
t h e p o o r r o o m service, I had breakfast the next morning in the breakfast room, but this was
: . arge enough for the n u m b e r of guests. I had to stand in a long q u e u e for twenty minutes
-.. - _
- a r t e a table; the one I was given, non-smoking, was so close to the smoking tables that I
T - T j, : : - -~ •:. all through my breakfast. In contrast, the restaurant, where I had lunch, was by far
mmtXMM- T h e r e was an excellent m e n u , the meal was very well cooked and t h e waiter service was first class.
r
the Majestic H o t e l cannot claim to be majestic as there are rather m o r e criticisms to be
a • c points to be raised in its favour.
: • v a - e o o r t s b e l o w , using Marina's r e p o r t as a guide.
":.
zz zz.z::
:
:
:a
- ' a - a chain of d e p a r t m e n t s t o r e s and visit different s t o r e s
i~e - facilities and s e r v i c e . You have b e e n asked to w r i t e a
a- - e a d office on a n e w d e p a r t m e n t s t o r e which has just
assess ng t h e facilities available and c o m m e n t i n g on t h e
: - = ' e d . W i r e y o u r report.
-or a chain of restaurants and visit different restaurants
d i e chain to a s s e s s their facilities, s e r v i c e and quality of
You have b e e n asked to w r i t e a r e p o r t on a n e w restaurant
-as ast o p e n e d , assessing t h e facilities available, t h e s e r v i c e
: : — a : - g o n t h e quality o f cuisine. W r i t e y o u r report.
-
In answering this sort of
question in an examination,
don't make the mistake of
only concentrating on
negative points; mention
both the good and bad
points.
Reports
I
Assessing suitability
L o o k at t h e q u e s t i o n and t h e r e p o r t below. T h e n c o m p l e t e t h e e x e r c i s e s that follow.
You w o r k for a c o m p a n y that organises
foreign visitors. You w e n t to visit such a
w r i t e a r e p o r t giving details of w h a t t h e
and saying w h e t h e r it w o u l d be suitable
To:
From:
Subject:
Date:
e x c u r s i o n s to places of historical interest for groups of
place locally (a m u s e u m , castle, e t c ) and have b e e n asked to
place offers visitors, w h y it w o u l d be interesting historically
for foreign visitors.
Mr Jenkins
Jane Hendle
T h e Jorvik Viking C e n t r e , York
12th February 2003
Introduction
This report relates to my recent visit to T h e Jorvik Viking Centre in the historic city of York. T h e purpose of my
visit was to determine the centre's historical interest and also its suitability for foreign visitors. T h e centre has been
built on the archaeological site where many artefacts relating to everyday life in Viking times were uncovered.
The Exhibition
Visitors travel a r o u n d the main exhibition in vehicles called magic timecars. (1)
, they are
transported back in time to the streets of a busy m a r k e t town in 948 AD and experience t h e sights, sounds and
smells of that time! Visitors t h e n go through other areas such as a Viking h o m e and the h a r b o u r which are all
recreated to be typical of England at that time. This visually stimulating exhibition is fascinating to all ages, even
the very young, as they can experience the everyday life of our ancestors in Viking England. (2)
,
it would appeal to foreign visitors because commentary, via audio cassette, is available in five languages.
T h e next section of the centre is m o r e m o d e r n and focuses on t h e excavation of the site in the 1980s. Visitors see
and hear what the site looked and sounded like. T h e r e are also n u m e r o u s objects recovered from the site on
display, including tools, pots and jewellery.
T h e exhibition itself does not b e c o m e crowded because visitors are confined to their timecars, which are carried
along at a constant pace. (3)
, other areas of the centre were fairly busy on t h e day I visited d u e
to a n u m b e r of school visits on that day.
Facilities
(4)
the Jorvik Viking Centre has a small café where visitors can buy refreshments and snacks,
I was unable to use it as there were too many people queuing to m a k e purchases or waiting for free tables.
(5)
, it would be advisable for a group of visitors to m a k e other arrangements at one of the
nearby cafés or restaurants in York. T h e r e is also a souvenir shop which sells postcards, posters and gifts,
(6)
t h e choice is limited.
Conclusion
(7)
, the Jorvik Viking Centre would certainly be of interest to visitors historically as it is an
unusual and m e m o r a b l e experience providing an insight into Viking England. It is also suitable for foreign
visitors as information is provided in a n u m b e r of languages. (8)
, attempts should be m a d e to
arrange visits at times when other group visits have not been booked.
Study Connectors and Modifiers A on page 70
and then c o m p l e t e the report with t h e s e
connecting w o r d s and phrases.
,,
, ,
& ( ^
to sum up
a
h
h
o
u
x
, ,
nevertheless
consequently
first of all
moreover
however
Assessing suitability
Reports
• s h o u l d have a c l e a r i n t r o d u c t i o n explaining t h e p u r p o s e of t h e r e p o r t and a c o n c l u s i o n t h a t
c u e s t i o n . Read t h e beginnings a n d e n d i n g s b e l o w t h a t have c o m e from v a r i o u s r e p o r t s . M a t c h t h e
w i t h t h e c o n c l u s i o n s a n d u n d e r l i n e w o r d s a n d p h r a s e s t h a t h e l p y o u identify:
; p o r t was written.
cation for why t h e w r i t e r d o e s or d o e s n o t r e c o m m e n d a p a r t i c u l a r p l a c e .
ons
TIC <jbject of this r e p o r t is t h e L a n g t o n Wildlife Park. T h e r e p o r t aims to outline what the p a r k
° • its visitors in general as well assessing its suitability for families with y o u n g children.
-
: this r e p o r t is to o u t l i n e t h e suitability of A l t o n T o w e r s T h e m e P a r k as t h e
sane for this y e a r ' s school trip in M a y . A c c e s s , facilities a n d cost have b e e n c o n s i d e r e d .
• the r e p o r t c o m m i s s i o n e d by A & M T r a v e l to assess t h e value of including C a n t e r b u r y
.
n the list of excursions c u r r e n t l y available at this travel agency.
_ r e p o r t on t h e n e w l y - o p e n e d G a t e w a y A r t Gallery, which I visited last w e e k .
'•:des i n f o r m a t i o n a b o u t t h e gallery, its o w n e r a n d t h e exhibits. T h e gallery o p e n e d
nonths a g o in H a v e n S t r e e t a n d is p r o v i n g to be very p o p u l a r .
Z : - : -i ons
: t h e p o i n t s m e n t i o n e d a b o v e , this c a t h e d r a l w o u l d p r o v e t o b e p o p u l a r . T h e b u i l d i n g
of historical interest even to t h o s e w h o a r e not religious. In a d d i t i o n to t h e s t u n n i n g
ire a n d g r o u n d s , t h e inside of t h e building c o n t a i n s m a n y interesting features as well as
on r e g a r d i n g its history.
p. despite t h e interest s h o w n by t h e public, I feel t h a t s o m e t h i n g is missing. As a result of
ng. the s h o w r o o m s d o not d o t h e w o r k s o n display justice. A l t h o u g h t h e r e m a y b e o n e o r
ings w o r t h y of n o t e , t h e majority of exhibits s e e m to be of p o o r quality.
ide. the p a r k is extremely well-organised and offers v a l u e for m o n e y , especially if visitors
ntage of t h e special offers that a r e available.
sion, this a t t r a c t i o n , which is c o n v e n i e n t l y l o c a t e d , w o u l d s e e m to be a suitable v e n u e ,
i t h e cost of e n t r a n c e d o e s a p p e a r to be high, u n l i m i t e d use of t h e rides is included,
tore, t h e o t h e r facilities on offer w o u l d m a k e this an enjoyable day o u t for all.
be conclusions is n o t r e l a t e d to t h e i n t r o d u c t i o n , a n d t h e r e f o r e t h e q u e s t i o n set?
-. : - i i' i " e q u e s t i o n s b e l o w a n d w r i t e y o u r r e p o r t .
":. ~ : • - i t o u r i s t office t h a t w a n t s to increase t h e variety of t o u r s and
;
. -. : - s t i - ' e r s c u s t o m e r s . You have b e e n asked to w r i t e a r e p o r t a b o u t a
• i _ -ecently visited. You should give details of w h a t kind of m u s e u m it is,
r - e - : t e i c- offer and say h o w suitable it w o u l d be for visitors of various ages.
: t ege s having a g r o u p of foreign visitors to stay for a w e e k . T h e principal
w=- :t_ : e n t s to w r i t e r e p o r t s on a cultural festival t h a t t h e y think t h e
mmors w o u l d enjoy. W r i t e a r e p o r t giving information a b o u t t h e festival
;
; • a: t h e /isitors w o u l d learn from it a b o u t y o u r c o u n t r y ' s c u l t u r e .
Remember that your
introduction should
outline what your
report will cover and
make sure your
conclusion sums up
your findings and that
it answers the question.
61
20
[
Reports
Giving information
Read t h e q u e s t i o n and t h e m o d e l r e p o r t b e l o w and c o m p l e t e t h e e x e r c i s e s that follow.
As s e c r e t a r y of t h e college film club, y o u have b e e n asked to w r i t e a r e p o r t for t h e club's annual
meeting. W r i t e y o u r report, c o m m e n t i n g on m e m b e r s h i p , activities and special e v e n t s which have taken
place o v e r t h e past year, and m e n t i o n any plans which have b e e n discussed for n e x t year.
Purpose
T h e purpose of this report is to outline the progress m a d e by the film club this year, its first year of existence,
and to discuss its plans for the future.
The Members
Although we did not start off as well as expected, the situation improved as the year went on and students learnt
m o r e about what the film club is all about. To date, our m e m b e r s n u m b e r forty, which is quite r e m a r k a b l e
considering the lack of publicity.
Activities
As well as our weekly meetings to discuss film in general, the club has developed special interest groups where
people meet, d e p e n d i n g on their interests in different genres. This has proved to be quite popular, and the
discussions a r e carrying on into o u r n o r m a l meetings, which is stimulating t h e interest of o t h e r m e m b e r s .
However, the most successful aspect of the club is the film-making meetings; which, quite frankly, have been
phenomenally popular.
Special Events
T h e series of lectures by young directors which were held in January was a resounding success. According to
those who attended, t h e quality of t h e lectures was second to n o n e . Unfortunately, the film festival held in
M a r c h was not as successful as we has anticipated, due to circumstances beyond our control. T h e film b u r e a u
proved to be unreliable, and the organisers were forced to change the p r o g r a m m e without notice on a n u m b e r
of occasions.
Future Plans
It has been agreed that funding must be found for m o r e equipment, due to t h e popularity of the film-making
lessons, and a new series of lectures is already being investigated. F u r t h e r m o r e , some m e m b e r s have suggested
that the lack of initial interest and the failure of the film festival were mainly due to lack of publicity, so this is
also being looked into. It has also been decided that we must find a m o r e reliable film b u r e a u to work with.
Conclusion
On t h e whole, it would be fair to conclude that, although a n u m b e r of setbacks have b e e n encountered, the
Film Club has m a n a g e d to establish itself as a popular extra-curricular activity, and is here to stay.
2
Read t h e r e p o r t again and a n s w e r t h e following q u e s t i o n s .
a
62
In t h e i n t r o d u c t i o n , a p a r t from stating t h e p u r p o s e of t h e r e p o r t , t h e w r i t e r gives a p i e c e of i n f o r m a t i o n .
W h a t is it?
b
In p a r a g r a p h 2, w h a t is m e n t i o n e d a p a r t from t h e n u m b e r of m e m b e r s ?
c
W h a t a r e t h e t h r e e m a i n activities m e n t i o n e d in p a r a g r a p h 3?
Giving information
Reports
eriine any extra i n f o r m a t i o n w h i c h is given a b o u t t h e s e activities.
i
îe two special events m e n t i o n e d in p a r a g r a p h 4?
•. anv extra i n f o r m a t i o n which is given a b o u t t h e s e activities.
r t m e n t i o n s n e g a t i v e p o i n t s a s well a s p o s i t i v e o n e s . C i r c l e t h e s e p o i n t s i n t h e m o d e l . W h e r e d o e s
_ - c o m m e n t on w h a t can be d o n e to avoid t h e m in t h e f u t u r e ?
: i
es t h e writer m e n t i o n in this p a r a g r a p h ?
• • e : ag-am plan of t h e m o d e l r e p o r t using t h e w o r d s below.
--an festival
film-making meetings
lectures
special meetings
weekly meetings
FUTURE PLANS
o w n d o g r a m plans for b o t h o f t h e q u e s t i o n s b e l o w and w r i t e o n e o f t h e r e p o r t s .
~--_~ze - of t h e Entertainment C o m m i t t e e at y o u r college, which is organising a fancy
: ;: : : - behalf of a local charity. W r i t e a progress r e p o r t for a m e e t i n g with t h e chanty,
wemng w h a t a r r a n g e m e n t s have b e e n m a d e regarding f o o d and drink, music and tickets, and
. - - ~ done.
e
n<*
—
1
s
e
o" responsible for wheelchair access in t h e t o w n , write a progress report for
- e e t i n g , c o m m e n t i n g on w h a t has already been achieved concerning public
: : - dings and private businesses and s h o p s and describing w h a t remains to be d o n e .
Reference Section
b
A an
An intelligent young man (mental
ability-age)
An is used before a vowel sound: an elephant, an
c
umbrella, an aeroplane; but not when u is
d
A green cotton dress (colour-material)
pronounced like 'you': a useful book. It is also used
e
A
before h w h e n h is not pronounced: an h o n e s t man.
A large round ball (size-shape)
German car factory
(nationality/origin-purpose)
W h e n we mention something for the first time, we
c
normally use a/an; w h e n that thing is referred to
again, we use the definite article t h e , because by
an adjective and a noun plus an - e d ending,
n o w it is understood which o n e we mean:
meaning is usually w i t h or h a v i n g :
A p h o t o g r a p h e r took his photograph without
He's a red-haired, broad-shouldered man.
permission. He got so angry that he broke the
photographer's
(He's a man with red hair and broad should
camera.
We also use a / a n in numerical expressions (for
C o m p o u n d adjectives
C o m p o u n d adjectives are s o m e t i m e s made
3
Adverbs of frequency
example, in expressions of frequency or quantity):
a
She has classes three times a week.
Adverbs of frequency, like a l w a y s and o f t e n
and other single-word adverbs of indefinite ti
Petrol costs about sixty pence a litre here.
like r e c e n t l y , generally go before the main v
(See also t h e , u s e a n d o m i s s i o n )
but after forms of b e :
Margaret is never late; Jane never comes
Adjectives
a
late, either.
Position
1 Adjectives generally c o m e before the noun
or as a c o m p l e m e n t after be and s o m e other
verbs ( l o o k , s e e m , f e e l etc.)
b
t w o o r more:
/ have never seen such a good film.
She's a pretty girl. She looks very pretty.
2
They usually go b e t w e e n an auxiliary and the
main verb or after the first auxiliary if there
She must sometimes have wondered if she
made the right decision.
W h e n we use m o r e than o n e adjective
before a noun we do n o t usually write a n d
b e t w e e n the adjectives. We use c o m m a s if
the combination is not usual, but not if it is
very c o m m o n . Compare:
4
Conditional sentences
a
He's a nice little man. ( c o m m o n )
condition and a future t e n s e for the main clau
She's a shy, secretive woman, ( n o t usual)
but n o t e the alternative with the imperative:
We use a n d w h e n the adjectives are a
If I see him tomorrow, I'll give him your message
If you see him tomorrow, give him my message.
c o m p l e m e n t after b e , s e e m , f e e l , etc.:
He's short and fat./She seems charming and
intelligent.
Modals may also be used in the main clause:
With three adjectives, we usually put a
If you go out, you must put on your coat. It's a
c o m m a after the first:
We were cold, wet and tired.
b
Present and future
We generally use the present tense for the
b
Imaginary situations in p r e s e n t or futun
We use the past tense for the condition and t
conditional t e n s e ( w o u l d + infinitive) for the
Order
In normal usage, we prefer to put s o m e
main clause. W i t h the verb b e , we usually use
adjectives before others:
w e r e for all persons:
He's a nice little man (NOT little nice).
If I were (was) rich, I'd buy a house by the sea.
The rule is that general adjectives like n i c e or
If we offered you the job, would you accept it.
p r e t t y c o m e before m o r e precise o n e s . N o t e
t h e s e examples:
a
I've read the first hundred pages.
(ordinal-cardinal)
c
Past situations
In talking about the past, we usually use the p
perfect tense for the condition and the
conditional perfect ( w o u l d h a v e + past
Reference section
aanJciple) for the main clause:
ntal
d k n o w n what was wrong, I would have
f
told you.
material)
But if the present situation is a direct result of
:
_--_iIfllled condition in the past, the main
AA_SE may be in the conditional tense:
d studied more when I was at school, I would
a better job today.
ves made witl
d ending. Th
1
red man.
id
Permanent condition
: : e d i t i o n is always true we use the present
:=•-£=
" both parts of the sentence:
- r r e s n ' t rain, the rivers dry up and the
shoulder:
- : : die of thirst.
Variations
3 aternatives t o a w e can suggest that the
A
i and o f t e n
: : : : : ay is not very likely:
indefinite tir
x should s e e him, will you give him my
the main ver
R:.\-ife? (please give him my message)
~ - e r e is also a formal variation of this:
comes
S h o u l d you see him,...
- : a : ves to b are:
r" «e were to offer you the job, would you
accept it?
uy and the
ry if there are
Were we to offer you the job,...
~ - e s s suggest that t h e offer is unlikely.
ered if she ho:
I
•s-.te—atives to c are:
Hod
known, I would have informed you.
~- : s more formal than:
tf
»e for the
le main clause
mperative:
four message,
my message.
ain clause:
ir coat. It's comL
lit or f u t u r e I
ndition and ths
ive) for the
•rect questions: word order
a.ESTIONS, the question uses t h e
; a - -EGATIVE, not interrogative form: the
• is ALWAYS subject before verb. If the
: - -as no question w o r d , the indirect
JIM-NCR
=s after i f / w h e t h e r ; if it has a question
marz. ~iz < • : • : s repeated in the indirect question:
JNE M I S ID know iflwhether you are English.
•• - :- - - F - E / will be tomorrow.
• : - - . : ~ a - G £ S - •'orm in the present and past
e usually use
x by the sea.
au accept it?
had known ...
k speak English?) Ask him iflwhether he
: ac -e ar."
.-.onder what he said.
if 7m a - E S B O N WORD is ALREADY the subject in the
APSOTFLHBSNON, THE WORD ORDER will not change
By use the pas:
JIIIERA ARE
id the
iPllhia
+ past
S be:
N f f - " ' J next ) Tell me what happened next
7
: - re' *ho she is.
Indirect speech: paraphrase
S o m e verbs can be used in indirect s p e e c h to
indicate t h e way things are said and t h e purpose of
w h a t w a s said. In t h e table below, n o t e the purpose
of the verb from the example in direct speech, and
the constructions possible with the verbs we can use
instead of s a y and t e l l in indirect speech:
Purpose Verb
D i r e c t s p e e c h and paraphrase
accusation accuse
'You stole it, didn't you?'
I accused him of stealing it
'Yes, I took it'
admission admit
He admitted having taken it.
'You should take more exercise.'
advise
advice
He advised her to take more exercise.
He advised taking more exercise.
'/ think you're right'
agreement agree
She agreed with me/the idea.
'All right I'll help you'
She agreed to help me.
'That's the best method.'
We agreed that it was the best
method.
We agreed on the best method.
apologise 'I'm sorry I arrived late.'
apology
He apologised for arriving late.
complaint complain 'You should have done the job better.'
He complained that they
should have...
'I wish he wouldn't do that.'
She complained to me about him.
'I didn't steal it'
deny
denial
He denied t h a t he had s t o l e n it.
He denied having s t o l e n it.
'Would you like to come to
invitation invite
the party?'
He invited her ( t o c o m e ) to
the party.
'I'll help you, shall I?'
offer
offer
She offered to help m e .
'I won't do it'
refuse
refusal
He refused to do it.
'I wish I hadn't broken it'
regret
regret
She regretted having broken it.
She regretted t h a t s h e had
b r o k e n it.
'Don't forget to post it'
reminder remind
She reminded him to p o s t it.
'Why don't you go with her?'
suggestion suggest
He suggested t h a t I should go
with her.
'Let's go for a walk!'
She suggested g o i n g for a walk,
threaten 'If you don't go away, I'll call the
threat
police.'
He threatened to call the police
if they didn't go away.
'Be careful. The roads are icy.'
warning
warn
He warned h e r to be careful.
He warned h e r of/about the
icy roads.
He warned her t h a t the roads
were icy.
Reference section
7
Phrases in apposition
They aren't here. They must be in the cinema.
(inside the building)
O n e way of giving additional information about a
On the screen (surface), on the radio, on
person or thing is to use a phrase in apposition
(instead of a relative clause with a relative pronoun
8
b
into, onto, out of, off
and a form of b e ) .
W i t h verbs of m o v e m e n t , we generally use
Mr Taylor, (who is) the team manager, said...
and o n t o , though in and on are c o m m o n :
The cathedral, (which is) the oldest building in the
He fell intolin the water.
city, was built...
He got ontolon his bicycle.
Prepositions of place
O u t o f indicates the opposite m o v e m e n t t o
i n t o and off the opposite m o v e m e n t t o o n t
a
at, in, on
(See in and on in a above, for the idea of bei
At is used:
'inside' or 'on a surface'. Compare:
He took the knives and forks out of the drawer.
for particular points: at the end of the road,
(opposite of i n t o / i n )
at number 27.
We'll have to take the tyre off the wheel.
for places w h e n we are c o n c e r n e d with their
(opposite o f o n t o / o n )
purpose or location, n o t their size or shape:
at the station, at the supermarket.
9
She works at the post office.
Prepositions of t i m e
(Compare: She's in the post office, buying
some stamps (= inside).)
at, in, on
for places (small t o w n s , villages etc.) the
U s e this list as a check:
speaker d o e s n o t consider very important or
at for exact periods of time: at five o'clock,
d o e s not know very well: at Melton
dinner time,
Mowbray,
at for festivals:
a town near Leicester.
(Someone
at
this
moment.
at Christmas,
at Easter,
at
w h o lived there would probably say: / live in
New
Melton
others are: at night (but during the day), at
Mowbray.)
Year.
weekends,
In suggests:
at present
(=
now)
'inside' or a situation with three dimensions:
on for days and dates: on Monday, on
in the kitchen, in the High S t r e e t (but
June
USA = on Main Street) because of the
the festive period), on summer evenings, on
houses on both sides,
Sunday
IOth,
on
morning
Christmas Day (compare at f
on
Friday
night
a large area, like a country, province, city:
in
New Zealand,
in
Kent,
in
in for longer periods of time: in August, in
Manchester.
spring, in
O n suggests:
1985, in the nineteenth century, i
t h e Middle Ages,
a surface: on the wall, on Earth, on a small
(compare
in the past,
in the future
at present)
island.
in for periods of time within which or at the
a line: on the coast, on the River Thames,
of which something may happen: in the
on the road, on the way to
morning,
left-hand
side
of the
on t h e
in
five
minutes,
in
a week's time.
street.
10
Reported speech
Also note the following:
They're sailing in their boat on the lake.
She's swimming in the lake.
a
Statement
W h e n w e convert direct speech t o reported
In the corner of the room (= inside) but atlon the
speech and the introducing verb is in the past,
corner of the street (= outside).
the t e n s e changes. Expressions of time and pla
He's at the cinema (he's g o n e to s e e a film).
also change unless the speaker is still in the sa
/'// meet you at the cinema, (outside, or near
place on the same day ( h e r e is still h e r e , and
the door)
t o d a y is still t o d a y ) . U s e the conversion tabl
c
: - - " " E ' E N C E and note that in all cases t o l d me
:
Orders and requests
T h e s e are made with the imperative in direct
I : E said:
speech. In reported speech we use the object +
Direct
Reported
"w working hard.
infinitive after t e l l (for orders) and a s k (for
She said she was
working
travel by train.
requests):
hard,
She said she travelled by
Direct
Reported
D o n ' t worry.
She told him not to
worry.
train.
*TT g o i n g to change
She said she was going to
— • ::
change ...
"I s e e ,ou on
Please keep quiet!
She asked them to keep
quiet.
She said she would see ...
W h e n we do not reproduce the actual w o r d s used in
'-me - E . E R seen it
She said she had never
direct speech we can paraphrase w h a t was said by
seen...
: ; : <e :: him on
I com run faster
_
using o t h e r verbs (offer, s u g g e s t , etc.) (See
She said she had spoken ...
She said she could run ...
* E ~z - may
She said the train might
ar^rre " E .
Indirect speech: paraphrase)
II
Should
a
arrive...
must go to the
should a n d ought to
S h o u l d and o u g h t t o indicate obligation o r
advice. W e prefer o u g h t t o i f w e are doubtful
She said she had to go ...
that the obligation will be m e t or the advice will
Ml "'jr.
"•
-.: future
be taken:
You've got a bad cough. You should/ought to see
She said she would have
IRREARWIG)
to
go
...
a doctor.
Other changes
You ought to see a doctor, but I don't suppose
-e~
there
you will.
r :
that
The past forms are s h o u l d / o u g h t to h a v e +
i:
then
past participle. They are used to e x p r e s s regret
«*5sce-riay
the day before, the previous day
in the first person, blame or criticism in the
: - - : - -: ••• the day after, the next day, the
second and third:
following day
::
ee-
/ shouldn't have said that to her. It was very
the w e e k before, the previous
unkind, (regret)
week
i •-. * E E K
You should have been more careful. Then you
THE w e e k after, the next week, the
wouldn't have broken it. (blame or criticism)
following w e e k
i i:
before
b
Should a n d would
S h o u l d and w o u l d can both be used for the
first person in t h e conditional t e n s e , and as the
ARE ••• ORD order of indirect questions (see
past of s h a l l for the first person in reported
I n d i r e c t q u e s t i o n s ) . T h e t e n s e changes in
speech. But they have separate meanings and
- R E C I T E D questions are the same as for
usage. (For w o u l d s e e Conditional s e n t e n c e s
- . ; : I - r - - . s Isee table in a above).
Direct
-eve .
seen
r f ~~
Where does
Reported
She asked me if I had seen ...
W h e r e they are often seen in combination is
w h e r e s e n t e n c e s of advice or regret/blame (see
s h o u l d a) are followed by conditional
_
ve We?
4 b , 4 c and 4 e . )
She asked me where he lived.
They shouldn't
sentences:
(should
not)
allow
motor cycles in the forest. If they kept them out,
these
fires
wouldn't
(would
not)
start.
You should have taken my advice. If you had, this
wouldn't
(would
not)
have
happened.
c
Tenses
Past simple and continuous
The past simple is used to refer to past acti
a
Present tenses
in the order they occurred, but also for
The present simple t e n s e is used for actions that
customary or continuing actions in past time:
occur repeatedly or at any time, often with
He spent his childhood in London, and did not
adverbs of frequency like a l w a y s and time
move to the country until he got married at
expressions like e v e r y d a y . The question form
age of twenty-five.
and negative are formed with do as auxiliary:
The past continuous is used for continuing
She lives in the country but she doesn't
work
actions in past time in relation to a main acti
there.
in the past simple.
Do you ever wonder what's going to happen in
He m e t his wife in the city; at that time he was
the future?
studying at the university, (before and after he
Everything comes to those who wait, so they say.
met her)
The present simple t e n s e can be used to refer to
In everyday situations, we usually find t h e s e
future time.
t e n s e s in three combinations:
The present continuous t e n s e is used for actions
that are going on at present and for temporary
1
situations. The t e n s e is formed by the verb be +
a s e q u e n c e of completed actions (past
simple):
present participle:
She c a m e in, took off her hat and coat, a
Look! They're waving at us!
sat
down.
What is she doing these days? She's writing
2
a novel.
an action taking place before and possibly
after a c o m p l e t e d action (past continuous
The present continuous t e n s e can be used to
and simple):
refer to future time.
/ was talking to my father on the phone
b
when she came in.
Present perfect and past t e n s e s
The present perfect t e n s e s are used:
1
3
t w o actions continuing side by side in pas
time (past continuous):
to talk about actions or situations that began
While he was talking to me I was looking
in the past and are still going on, s o m e t i m e s
out of the window.
with a time expression which refers to the
present:
I've been working hard this year.
d
Past and past perfect t e n s e s
W e use the past perfect t e n s e s w h e n w e are
2
to talk about actions which have taken place
already talking about the past and want to ref
repeatedly up to the present:
to a previous time:
I've seen that film six times.
3
When he finally arrived,
we had been waiting
him for over three hours.
with for, s i n c e and expressions like all
Until he met her, he had never been in love.
m y life:
I've lived in the village for ten years, but my
husband has lived here all his life.
e
They are n o t used with past time expressions,
infinitive) in combination with the past w h e n
which always require a past tense. Compare:
we refer forward in time in a narrative:
/ h a v e n ' t seen her recently/for a long time.
I
saw
her
yesterday/three
days
Past and conditional t e n s e s
We use the conditional t e n s e ( w o u l d +
/ h o p e d that she would soon feel better.
ago.
(Compare: / h o p e you will soon feel better.)
We use the present perfect for questions and
answers referring to past events without a time
reference, but the past must be used w h e n a
Have you seen the film at the Palace?
I haven't/Yes,
T e n s e s in 'timeless' t i m e
We do not normally use the present t e n s e s as
time is mentioned:
No,
f
I saw it on Saturday.
the main narrative t e n s e s unless we are dealin
with what always happens - for example, 'a
typical day in s o m e o n e ' s life' or in describing
Reference section
4
what happens in books, films, etc. N o t e the use
;f tenses in this kind of narrative:
^amlet' takes place in Denmark.
5
When Hamlet
mountains: E v e r e s t , A c o n c a g u a .
meals and clock times: She has breakfast at
eight o'clock.
comes on stage he is mourning his father, who
6
died before the play began, but the audience have
gerunds: She likes getting up early.
a -eady seen his ghost appear to Hamlet's friends.
c
Seen afterwards, they will come to tell him what
U s e and omission
W e use t h e w h e n referring t o something
REY have seen (or saw the night before).
specific, not w h e n we are talking in general
r>e. use and omission
terms; something specific includes something
previously mentioned. Compare the following:
~ i e _se of the definite article in English often differs
We want peace,
—
The war in that distant country is still going on.
J
- -sage i n other languages. Check each example
qprirst your o w n language.
a
not war.
(a specific war)
T h e is not used unless the noun is followed by a
Use
clause that modifies it; for example, a relative
•*« e use t h e w h e n talking about:
clause, or a phrase containing of that modifies it.
I
weights and measures: Petrol is sold by the
N o u n s modified by adjectives before t h e m or
litre, (but: It's sixty pence a litre.)
prepositional phrases after them do n o t
require t h e :
musical instruments: She can play the violin.
Life is hard.
3
groups or classes of people: the young, the
Modern life is more complex than life in the
blind (NOT the youngs) but the verb form is
nineteenth
plural:
The life that we lead today is more complex than
The
young/Young people
today are
very
the
life
century.
of our ancestors.
different from my generation.
*
rivers, seas, oceans, mountain ranges (but
not mountains o r lakes): t h e T h a m e s , t h e
Mediterranean, t h e Atlantic, t h e Alps.
5
14
Used to
used to a n d
would
Used to, followed by the infinitive, refers to
unique objects and points of the compass:
what habitually happened in the past in contrast
t h e world, t h e sun, t h e m o o n , t h e
to what happens now. The negative is either
n o r t h . The moon is the earth's moon,
u s e d n o t t o o r d i d n o t u s e t o . U s e d t o has
though there may be others.
no present form. For customary actions in the
W e say t r a v e l n o r t h (direction) but t r a v e l
present, we use the present simple tense:
t o t h e n o r t h (compass point, area).
/ u s e d to live in London, but now I live in Bristol.
We usually prefer w o u l d + infinitive for
3
Omission
repeated actions in past time in a c o n t e x t
•Ve do not use t h e w h e n speaking about
already established by a verb in the past simple
:- a 'a owing:
t e n s e or u s e d t o . It d o e s n o t always indicate a
contrast with present time but rather
games and sports: She plays tennis and
goes
1
skiing.
subjects of study: She studies history and
geography.
'Whenever!Every time
this
happened...'.
When I was a child, we used to visit my
grandmother every Sunday. The whole family
would put on their best clothes and we would
walk to her house.
:
anguages: She can speak English. ( N o t e that
we talk about t h e E n g l i s h (the people as a
group, as in a3 above), but nationality has no
article: I'm English.)
6
Appendix
CONNECTORS AND
MODIFIERS
Expressing opinion in modern English depends to a considerable e x t e n t on the correct use of connecting w o r d s and ph
that help the reader or listener to understand what is being said. Such w o r d s or phrases can be used to s h o w h o w an
argument is organised, to prepare the reader for what is coming next or to convey the t o n e of what is being said. In
completing a writing task, above all o n e that requires you to organise an argument or express an opinion, use this Appen
for reference. It is also worthwhile, w h e n e v e r you c o m e across any of the w o r d s or phrases listed b e l o w in this b o o k or
your general reading, to make a note of it and s e e h o w it is being used.
A
DEVELOPING
1
AN
3
A R G U M E N T
Sequence
Making a list of points:
Point I : I n t h e first p l a c e , T o b e g i n w i t h , T o
s t a r t w i t h , F i r s t o f all, F i r s t a n d f o r e m o s t
(when it is the m o s t important point).
4
consequence, Consequently.
B
2
Contrast
This can be established by clauses with but or
concession clauses with although, in spite of etc.
C o n n e c t o r s are also available, however, to s h o w
that a point contradicts or limits the previous
point(s) made to s o m e extent:
H o w e v e r , N e v e r t h e l e s s , All t h e s a m e , A t
t h e s a m e t i m e ; A f t e r all ( a strong argument
against previous points that has apparently not
been considered); In c o n t r a s t (a direct
contrast t o what has g o n e before); O n t h e
o t h e r h a n d (used for balance - s e e b e l o w but also alone to indicate an alternative point
of view).
ESTABLISHING FACTS
I n fact, T h e fact o f t h e m a t t e r i s t h a t . . . ; A s
m a t t e r of f a c t (indicating that the hearer may be
surprised by it).
Final point: Finally, Lastly; A b o v e all (only
used if the last point is the m o s t important).
Conclusion: I n c o n c l u s i o n , T o s u m u p
(usually at the beginning of the last paragraph,
not at the end of a list); T a k i n g e v e r y t h i n g
i n t o a c c o u n t , All t h i n g s c o n s i d e r e d , All i n
all (reaching a conclusion, w h e t h e r or not the
points listed agree); In brief, In s h o r t , In a
w o r d (the last t w o conversational) (only used if
what you say is brief).
Result
To s h o w the result of an action, or to indica
the logical development of an argument from
examples you have given, use As a r e s u l t , In
Point 2 : S e c o n d l y , I n t h e s e c o n d p l a c e (used
if there are further reasons to come); In
a d d i t i o n to t h a t (usually the second and final
reason); A p a r t f r o m t h a t , W h a t i s m o r e
(conversational), M o r e o v e r (formal) (used for
second reasons of a different kind, but tending
towards the same conclusion as the first);
B e s i d e s (for a second reason so strong that it
makes the first almost irrelevant).
Balance
This can be established by clauses using whil
In presenting opposing arguments of equal
strength, use O n t h e o n e h a n d and O n t h e
o t h e r h a n d . To indicate that you are reachi
balanced conclusion, use O n b a l a n c e .
A t first s i g h t , O n t h e f a c e o f i t (used i n c o n t r
to In f a c t to s h o w the difference b e t w e e n
appearance and fact).
In p r a c t i c e , used in contrast to In t h e o r y , In
p r i n c i p l e to establish what happens in reality; In
e f f e c t , close to In f a c t in meaning, suggests 'for
practical purposes'.
C
EXPRESSING PERSONAL OPINION
In my opinion, In my view, To my mind, As I
s e e i t (conversational); P e r s o n a l l y , F o r m y p a
(contrasting the individual view with that of the
majority); A s far a s I'm c o n c e r n e d
(conversational) = 'In so far as it affects me'.
D
MODIFYING
1
General statements
G e n e r a l l y , In g e n e r a l , As a r u l e , As a
g e n e r a l rule, On t h e w h o l e , In t h e main,
For t h e m o s t part.
2
Partly c o r r e c t
To s o m e extent, To a certain extent, Up
to a point.
2
Lank of knowledge
A s far a s I k n o w , T o t h e b e s t o f m y
• • w w l e d g e ; F o r all I k n o w (conversational)
. ti-::i
Especially
I n p a r t i c u l a r , E s p e c i a l l y . N o t e that
e s p e c i a l l y appears as an adverb, not as a
c o n n e c t o r at the beginning, like c l e a r l y ,
g-orance.
obviously.
A c c o r d i n g t o ...; B y all a c c o u n t s (indicating
F
REPHRASING
-5SCC-S Dility lies w i t h a number of people).
In o t h e r w o r d s , T h a t is to say.
_ — ter. validity
U n d e r t h e c i r c u m s t a n c e s , A s i t is, T h i n g s
G
REFERRING
TO A S U B J E C T OR P E R S O N
- g =s t h e y a r e (conversational) (what is
A s r e g a r d s ..., W i t h r e g a r d t o ..., I n t h i s
: :- y valid in present circumstances, n o t in
:
c o n n e c t i o n , A s f a r a s ... i s c o n c e r n e d .
: "jmstances).
5 - - SG
H
TERMINATING DISCUSSION
I n a n y c a s e , A n y w a y , A t a n y r a t e (the last t w o
Obviously
d e a r l y . Obviously, Of course, N e e d l e s s to
say
As everyone knows, It g o e s without
JJfiig
m o r e conversational). All t h e s e suggest 'whatever
happens', 'whatever t h e facts are', and in effect imply
that nothing else can be said or needs to be said.