FIRST CERTIFICATE IN ENGLISH

Preparation CourseStudent’s Booklet

Cambridge Institute Plaza de España 6, 28013

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arronde@cambridgeinstitute.net

Format of the FCE exam

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

everyday written and spoken English at an upper-intermediate level for work or study purposes. It

consists of five papers. Each contributes 20% of the total marks available: Reading, Writing, Use of English, Listening, and Speaking.

THE READING TEST (1 HOUR)

You will need to demonstrate ability to read and understand information in fiction and non-fiction books, journals, newspapers and magazines.

PART 1: MULTIPLE CHOICE

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

PART 2: GAPPED TEXT

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

PART 3: MULTIPLE MATCHING

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

THE WRITING TEST (1 HOUR AND 20 MIN)

You will have to produce two different pieces of writing such as a short story, a letter, an article, a report, a review or an essay.

PART 1

This part tests the candidates’ ability to respond to a letter or email, and accompanying notes.

PART 2

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

Set texts

Set texts for Cambridge English: First until December 2013:

1. William Thackeray: Vanity Fair (Black Cat or any edition)2. Mary Stewart: This Rough Magic (OUP)

The texts are Graded Readers which have been adapted to the level and are suitable for Cambridge English: First candidates. Other editions of these books may be available. However, teachers and candidates should be aware that the language level in other editions may be less accessible.

USE OF ENGLISH ( 45 MINUTES)

PART 1

Candidates have to choose which one of the four words or phrases in the set fills the gap correctly.

For Nigel Portman, a love of travelling began with what’s (0) …….. a ‘gap year’.

A called B named C referred D known

Part 2

In this part, as there are no sets of words from which to choose the answers, candidates have to think of a word which will fill the gap correctly.

Lake Titicaca, often known (0) …as..… the ‘holy lake’, is situated in South America on the border between Bolivia and Peru.

PART 3

It consists of a text containing 10 gaps. At the end of some of the lines, and separated from the text, there is a stem word in capital letters. Candidates need to form an appropriate word from given stem words to fill each gap.

The Real Walkers Company offers a (0) …selection…...of small group SELECT walking holidays.

PART 4

It consists of eight questions. Each question contains three parts: a lead-in sentence, a key word, and a second sentence of which only the beginning and end are given.

A very friendly taxi driver drove us into town.

DRIVEN

We were driven into town by a very friendly taxi driver.

LISTENING: (40 MINUTES)

You will need to show you can understand the meaning of a range of spoken material, including news programmes, speeches, stories and anecdotes and public announcements.

PART 1

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

PART 2

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

PART 3

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

PART 4

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

SPEAKING: (14 MINUTES)

The FCE Speaking test has four parts and you take it together with another candidate. There are two examiners. One of the examiners conducts the test (asks you questions, gives you paper with things to talk about, and so on) and the other examiner listens to what you say and takes notes.

PART 1

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

PART 2

The examiner gives you a pair of photographs to talk about and you have to speak for 1 minute without interruption. The questions you have to answer about your photographs are written at the top of the page to remind you what you should talk about. When you have finished speaking, your partner then has to answer a short question from the examiner about your photographs. For succeeding in this part you will need to practice talking on your own about something: comparing, describing, expressing opinions.

PART 3

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

PART 4

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

DO´S & DON´TS AT FCE

READING

DOs

Read the sources, titles and subtitles of the texts if they are given; they are there to help you.

Read through each text before you answer the questions to get an overall impression and understanding of it. This includes Part 2, the gapped-text task.

Remember, the missing word(s) may be part of an idiom, fixed phrase or collocation, so always check the words around the gap carefully. (Part 2)

Remember, the missing sentence has to fit the context and the development of the text, so always check that the completed paragraph makes sense in the text as a whole. (Part 2)

Read the questions carefully and check each option against the text before rejecting it. (Part 2)2)

DON'Ts

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

text as well as in an option. (Parts 1 and 3)

WRITING

DOs

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

DONTs

Don't misspell key words which appear on the question paper. Don't copy too many words and phrases from the question paper - try to use your own

words. Don't mix formal and informal language. Don't use formal linkers in an informal letter. Don't waste time writing addresses for a letter, as they are not required. Don't answer Question 5 if you haven’t read one of the books. Don't worry if you run slightly over the word limit.

USE OF ENGLISH

DOs

Read the words following the gaps in Parts 1 and 2 as they may have an effect on the answer.

Make sure that any verb you write in a gap in Part 2 agrees with its subject. Write between two and five words as your answer in Part 4. Remember that the base word at the end of each line in Part 3 might have to change

into a negative or a plural. Check your spelling in all parts of the test. Make sure that you transfer your answers to the answer sheet accurately.

DON'Ts

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

LISTENING

DOs

Listen to and read the instructions throughout the test. Make sure you understand what you are listening for and what you have to do.

Use the preparation time before each recording is played to read through the question and think about the context.

Use the information on the page to help you follow the text. Look carefully at what is printed before and after the gap in Part 2 and think about the

kind of information that you are listening for. Write only the missing information on the answer sheet. (Part 2) Write your answers as clearly as possible. Check that your idea of what the correct answer is when you first hear the recording is

confirmed when you hear it for the second time. Answer all the questions - even if you're not sure. Make sure you have transferred your answers accurately to the answer sheet.

DON'Ts

Don't rephrase what you hear in Part 2; write down the word(s) or figure(s) that you hear on the recording.

Don't complicate your answer by writing extra, irrelevant information. (Part 2) Don't spend too much time on a question you are having difficulty with as you may miss

the next question. Don't rush to choose an answer based on an isolated word or phrase - concentrate on

the overall meaning. (Parts 1, 3 and 4)

SPEAKING

DOs

Make sure you are familiar with the focus, function and procedures of each part of the test.

Practise speaking English as much as possible in groups and in pairs, both inside and outside the classroom.

Listen carefully to the instructions and questions during the test and respond appropriately.

Speak clearly, so that both the interlocutor and assessor can hear you. Use all the opportunities you're given in the test to speak, and extend your responses

whenever possible. Ask for clarification of instructions or a question if you're not sure. Be prepared to initiate discussion as well as responding to what your partner says. Make full use of the time so that the examiner who is listening hears plenty of your

English.

DON'Ts

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

enough. The tests have to keep to the time limit for administrative reasons.

Common Proofreading Symbols

Symbol Meaning Example

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

apostrophe or singlequotation mark I wouldnt know where to put this base.

insert something I know it in fact, everyone knows it.

use double quotation marks My favorite poem is Design.

use a period here This is a declarative sentence…

delete The elephant´s trunk is is really its nose.

transpose elements He only picked the one he likes.

close up this space Jordan lost his favorite basket ball.

a space needed here I have only threefriends: Ted, Raoul, and Alice.

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

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

Common Proofreading Abbreviations

Abbreviation Meaning Example

Ab. a faulty abbreviation She had earned a Phd along with her M.D.

Agr.See also

P/A and S/V

agreement problem:subject/verb orpronoun/antecedent

The piano as well as the guitar need tuning.The student lost their book.

Awk.awkward expressionor construction

The storm had the effect of causingmillions of dollars in damage.

Cap. faulty capitalization We spent the Fall in Southern spain.

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

DICT faulty dictionDue to the fact that we were wonderingas to whether it would rain, we stayed home.

Dgl dangling constructionWorking harder than ever, this jobproved to be too much for him to handle.

- edproblem withfinal -ed

Last summer he walk all the way to Birmingham.

Frag fragmentDepending on the amount of snow we get thiswinter and whether the towns buy new trucks.

| |problem in parallel form

My income is bigger than my wife.

P/Apronoun/antecedentagreement

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

Pronproblem with pronoun

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

Repunnecessary repetition

The car was blue in color.

R-O run-on sentenceRaoul tried his best this timethat wasn't good enough.

Sp spelling error This sentence is flaude with two mispellings.

- s problem with final -s He wonder what these teacher think of him.

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

S/Vsubject/verb agreement

The problem with these cities are leadership.

T verb tense problem He comes into the room, and he pulled his gun.

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

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

What is a collocation?

A pair or group of words that are often used together. It sounds natural to native speakers but students of English have to make a special effort to learn them as they are difficult to guess.

Some collocations are fixed, meaning that they have only one word, for example: take a photo. No other word is possible there to express a similar meaning, however, some others are more open and many different words can be used to give a similar meaning as in: keep to the rules or stick to the rules.

Collocations can be found in:

adjectives and nouns The doctor ordered him to take regular exercise.

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

noun and noun Let's give Mr Jones a round of applause.

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

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

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

Intensifying adverbs:

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

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

Absolutely/Utterly: ridiculous, stupid, impossible, wrong, alone appalled, convinced, devastated, miserable. (Absolutely and utterly –slightly formal- combine with adjectives with very extreme meanings where we can’t used very. We say absolutely or utterly exhausted but not very exhausted, whereas we say very tired but not absolutely or utterly tired. Often, but not always there words have negative connotations)

Bitterly: disappointing/disappointed, resent, criticize, regret, complain, cry, weep (carries a feeling of deep sadness, used slightly more in writing than in conversation)

Deeply: ashamed, concerned, shocked, committed, moved, affected, hurt (feelings), regret, care, religious, unhappy. (collocates mainly with words associated to feelings, used slightly more in writing than in conversation)

Ridiculously: cheap, expensive, easy, low, high, long, short, small, large, early. (suggests something extreme, which seems unbelievable or unreasonable)

Strongly: oppose, influence, believe, deny, recommend, support, condemn, suggest, feel, argue, object (collocates with verbs particularly those that relate to having an opinion.

Make Do Take Pay

arrangements fora changea choicea commenta contributiondecisionan effortnoiseexcusefriendsan improvementa mistakea messmoneytroublerooma phone callprogressa difference

your bestnothingbusinessdamageharmexperimentexercisesa favouryour hairyour homeworkthe ironing, the cooking, the shopping, the washingsome work

a holidaya tripa train/busa riskan interestphotosa chanceadvantage ofactionmeasuresbreaka looka restan examnotesa seatsomeone´s placesomeone´s temperature

attentionyour respectstributea fineby credit cardcashinterestpay someone a complimentpay someone a visitpay the billpay the price

Come Go Get Save

come closecome complete withcome directcome earlycome firstcome into viewcome lastcome latecome on timecome preparedcome right backcome secondcome to a compromisecome to a decisioncome to an agreementcome to an endcome to a standstillcome to terms withcome to a total ofcome under attack

go abroadgo astraygo badgo baldgo bankruptgo blindgo crazygo darkgo deafgo fishinggo madgo missinggo on footgo onlinego out of businessgo overseasgo quietgo sailinggo to wargo yellow

get a jobget a shockget angryget divorcedget drunkget frightenedget homeget lostget marriedget nowhereget permissionget pregnantget readyget startedget the impressionget the messageget the sackget upsetget wetget worried

save electricitysave energysave moneysave one's strengthsave someone a seatsave someone's lifesave something to a disksave spacesave timesave yourself the trouble

Classifiers

A swarm of bees A bag of flour A pair of scissors A box of matches A pair of sunglasses A basket of fruit Bucket of water Bunch of flowers Cup of tea Flock of sheep/birds Gust of wind Herd of cattle Jug of milk Flight of stairs Loaf of bread Carafe of wind/water Item of luggage Pack of cards Pair of tweezers a pad of paper

Piece of equipment/cake

Pot of honey Puff of smoke School of whales/fish Slice of cake/bread Range of hills Sack of potatoes Spoonful of sugar Spot of bother Team of helpers Tin or can of beans Tube of toothpaste A heap of work (=a lot

of ) a ball of string a bar of chocolate a bottle of water a bunch of carrots a cube of sugar

Verbs followed by prepositions

Verbs followed by in:

Absorbed in something (especially absorbed in her work/a book)Confide in someoneBe engrossed in somethingImplicate someone in somethingInvolve someone in somethingResult in somethingSpecialize in somethingSucceed in something

Verbs followed by for:

Account for somethingAllow for something (to take into consideration)Apologize for something/someone (on their behalf: Let me apologize for Jack.)Blame someone for somethingCare for something/someoneCater for something/someoneCharge someone for something (make them pay for it)Count for something (especially: I count for nothing in this company)Earmark something for a particular usePay for someone/something

Verbs followed by of:

Accuse someone of somethingConvict someone of somethingRemind someone of somethingSuspect someone of something

Verbs followed by with:

Acquaint someone with somethingAssociate something with someoneCharge someone with somethingClutter with something (especially passive: The room was cluttered with boxes)Coincide with somethingCollide with somethingComply with somethingConcern with something (usually passive: be concerned with)Confront someone with somethingConfuse someone/something with someone/somethingCram with something (especially passive: be crammed with)Deal with someone/somethingDiscuss something with someoneFace with something (especially passive: be faced with)Ingratiate oneself with someoneMeet with something (especially: meet with an accident)Pack with something (especially: be packed with)Plead with someoneProvide someone with somethingTamper with somethingTrust someone with something

Verbs followed by from:

Bar someone from a placeBenefit from somethingDerive something from somethingDeter someone from somethingDiffer from somethingDistinguish one thing from another thing (also distinguish between two things)Distract someone from somethingExempt someone from somethingExpel someone from a placeRefrain from somethingResign from somethingResult from somethingStem from somethingSuffer from somethingTranslate one language from/into another language

Verbs followed by on:

Base something on somethingBlame something on someoneCentre something on something (usually passive: be centered on)Concentrate something on somethingCongratulate someone on somethingDecide on somethingDepend on someone/somethingElaborate on somethingImpose on someoneInsist on something/someone doing somethingPride oneself on somethingVerbs followed by against:Insure something against somethingProtest against something

Verbs followed by about:Argue about somethingBe concerned about something (be worried about)Boast about somethingDecide about somethingDream about somethingProtest about something

Verbs followed by out:

Phase something outVerbs followed by at:Glance at somethingGuess at somethingHint at somethingMarvel at something

Verbs followed by to:

Answer to something (especially: answer to a description)Appeal to someone (beg)It appeals to me ( I like the idea)Apply oneself to something. (This rule doesn’t apply to you)Attend to something said/heardAttribute something to someoneCommit oneself to something (especially passive: be committed to)Confess to somethingDevote oneself to something

Prefer one thing to another thingReact to somethingRefer to something (This number refers to the next page)Refer someone to someone (The doctor referred me to a specialist)Be resigned to somethingResort to something (meaning make sure it is done)Subject someone to something (stressed: subject)Succeed to the throneBe used to doing something

FCE Grammar reference

State verbs

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

Verbs which express opinions, feelings or knowledge, e.g. assume, believe, disagree, hate, hope, know,

like, love, prefer, realize, regret.

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

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

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

Would + infinitive and used to + infinitive

These are used to talk about things which happened repeatedly in the past but don´t happen now: When I

was small, my mother would read to me in bed. While she was reading to me, my father used to wash up the

dinner things.

- Use USED TO, not WOULD to talk about past states which no longer exist: There would be a grocer´s

opposite the bus station, but there´s a supermarket there now.

- USED TO only exists in the past.. (Note: The negative is didn´t use to) e.g. He didn´t use to be so short-

tempered. The question form is Did she use to…? Did you use to enjoy when you were a kid, because I

hated it?

- Use the past simple when you say how many times you did something: Charlie used to be a very

successful tennis player. He won the junior championship three times.

The present perfect tenses

We use the present perfect with time adverbs that connect the past to present: just, already, since, so far,

up to now, yet, today (when it is still the same day), this morning (when it is still the same morning): Have

you seen any good films lately? Britain has only won the World Cup once so far. Have you had any

interesting phone calls this morning?

Expressing purpose, reason and result

Expresses Phrases Followed by Position Examplespurpose So (that) A clause Between

clausesHe always dresses smartly so (that) people notice him.

with the purpose of / with the intention of

verb + -ing

After the main clause

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

So as / In order infinitive Carla came home early so as not to have an argument with her parents

infinitive Dieter goes to the gym every day to keep fit

reason because / since / as

A clause

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

We'd better postpone the meeting till after lunch because / since / as Fatima has been delayed.Because / As / Since he was feeling ill, he spent the day in bed.

in case

After the main clause

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

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

because of / due to / owing to

noun / verb + -ing

at the beginning of

the sentence or after the main

clause

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

For this reason A sentence at the beginning of the sentence and referring to the previous one

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

result Consequently/as a consequence/ as a result

A sentence at the beginning of the sentence and referring to the previous one. As a consequence and as a result can also be used at the end of the sentence

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

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

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

Affixes are either prefixes [syllables added before the word: dispose, propose) or suffixes (syllables added after the word: expectant, expectancy, expectation). In the CAE exam spellings must be correct for the answer to be considered correct. Below are some spelling rules when adding affixes.

Double the final consonant when you add -ed,-ing, -er, and -est to:

A one-syllable word which ends in consonant-vowel-consonant: run – runner, clap-clapping (but bend – bending, strange- stranger, bad badly, etc). But final w, x and y never doubled: flowed, taxing.

Verbs of two or more syllables which end in consonant-vowel-consonant and the final syllable is stressed: occurs-occurrence, forget-forgetting, admit-admittance (but forgetful, developing)

Verbs which end in “L” after one vowel in British English (in American English they may not double): travel-traveller, cancel-cancellation.

Don´t double the final consonant when:

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

Change Y to i:

In words which end in Y after a consonant, the Y becomes I when a suffix is added: happy-happiness, try-trial/tries, study-studious, family-familiar, rely-reliance.

But not these exceptions:

i becomes Y with –ing: lie-lying, die-dying

Dry-drier / drily but dryness, shy – shyness / shyly; day-daily

Drop the –e:

If there is a consonant before it and the suffix begin with a vowel (-er, ed, -ing, -ance, -ation): nonsense-nonsensical, amaze-amazing, sane-sanity.

Note these exceptions: words ending in –ce, -ge, -ee: noticeable, knowledgeable, disagreeable.

The final –e is not dropped when the suffix begins with a consonant: safe-safety, arrange-arrangement, disgrace-disgraceful (exception: argue-argument).

Adding prefixes

When a prefix is added (before the word), the spelling does not change: dis-, un- and ir-:appoint-disappoint, satisfied-dissatisfied, truthful-untruthful, necessary-unnecessary, relevant-irrelevant.

Note: Use il-, im- and ir- (not IN-) before words beginning with L, M, P or R: illegible, immodest, impractical, irresponsible.

1

NO, NONE, NOT

No

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

It´s used with comparative words and different: The traffic is no worse than it was at the same time yesterday. I had to work late every evening last week, and so far this week has been no different.

None

It´s a pronoun and means NOT ONE, NOT ANY or NO PART OF. It can be used with countable nouns, uncountable nouns and other pronouns. It is most commonly followed by OF: None of my friends, knows/know it´s my birthday today. None of the milk in the fridge is fresh.

It can also be used without a noun: “How much coffee do we have?” None. (at all). We need to buy some more bananas; there are none left.

Note: In formal written English NONE is considered to be a singular word and is followed by a singular verb: None of my colleagues speaks Spanish. However, in everyday speech plural verbs are more commonly used: None of this morning´s flights have been delayed.

Not

It´s mainly used to make verbs negative and is often contracted to n´t. You haven´t answered my question. Shoe told me not to phone her after 10pm.

It can also make a word or a phrase negative: Not many people voted in yesterday´s election. Not everyone can win the lottery.

Infinitives and verb + - ing forms

The –ing form of the verb is used after:

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

hate/like/love/prefer are usually followed by the –ing form but are sometimes followed by the to infinitive (see below).

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

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

Verbs followed by the infinitive and the –ing formA small number of verbs can be followed either by the infinitive or by the –ing form.

With no difference in meaning: begin, can´t bear, cease, convince, continue, hate, intend., like, love, propose, start: I`ve just started to learn / learning to ski. He had intended to leave / leaving the party before midnight.

Note: With the verbs like, love, hate there can be this slight difference in meaning:

I like to clean my car every week. (=focus on the result of the activity)

I like cleaning my car every week. (=focus on the activity itself, i.e. I enjoy cleaning it)

With different meanings:

Verbs expressing perception (infinitive without to)

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

forget

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

remember

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

2. Tom remembered closing the windows before he left. (=He recalled doing it.)

go on

1. He won his first race when he was seven and went on to break the world record. (=Breaking the World record was something he did later.)

2. He went on walking even though he was exhausted. (=He didn´t stop walking)

mean

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

regret

1. I regret to inform you that you have not passed the test this time. (= be sorry about something you are about to say – often because it is bad news.

2. He now regrets taking the day off work. (= He wishes he hadn`t taken the day off.)

stop

1. We´d better stop to look at the map (=stop what you are doing in order to do something else)

2. There´s nothing you can do about it, so stop worrying. (=finish worrying)

try1. I´ve been trying to repair my computer all morning (=attempt something difficult)2. Have you tried kicking it? (=do something which might solve a problem)

Other uses of the ING form:

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

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

car?

Relative clauses

Relative clauses contain a main verb and begin with a relative pronoun (that, which, who / whom, whose)

or a relative adverb (when, where, why)

Use that, who, whom, whose to refer to people: Max is the boy whose father is a firefighter. A

firefighter is someone who puts out fires. The firefighter that rescued me was only 19 years old.

Note: whom is formal and is used mainly with prepositions: the person to whom this letter is

addressed is in Madrid. Use that and which to refer to things: The tree that was blown down in the storm was over a

hundred years old. The book which won the prize was written by a 19 year old girl. Use when to refer to times: The weekend is a time when many people relax. Use where to refer to places: The place where they live is in the middle of nowhere. Use why to refer to reasons: The reason why I’m late is that my flight was cancelled.

Relative clauses can be at the end of the sentence, or can be embedded in another clause: Madrid is the

city where I grow up. Madrid, where I grow up, is the capital of Spain.

There are two main types of relative clauses: identifying (or defining) and non-identifying (or non-

defining): The relative pronoun in an identifying relative clause defines the noun which immediately

precedes it, and is therefore essential to the meaning of the sentence: The couple who brought

me up were not my real parents. (The relative clause tells us which couple) Non-identifying relative clauses add additional information, but are not essential to the meaning of

the sentence: The hotel, which has a hundred bedrooms, is on the outskirts of the city. Another type of non-identifying clause is a comment clause. In these we use which to introduce a

comment on a previous clause or phrase: It had been raining non-stop for the 24 hours, which is

why I didn’t go out. We were stuck in the traffic jam for 3 hours, which I found really frustrating.

Notes: In writing, non-identifying relative clauses are separated from the main clause by commas. My car,

which is 7 years old, has already run 2,000 km. In speech, slight pauses are used to show that a relative

clause is non-identifying.

Notes: the pronoun that cannot be used instead of who or which to introduce a non-identifying relative

clause.

Prepositions in time expressions

Use at:

With points of time: at four o’clock, at dawn, at midday. With short periods which we think of as points: I’m always short of money at the end of the month. With mealtimes: We can discuss it at lunch tomorrow.

(Note: We can also say: We can discuss it over / during lunch tomorrow)

With the weekend, Christmas and Easter: What are you doing at the weekend? (Note: in American English: What are you doing on the weekend? Is also possible.)

With night when talking about nights in general, not a particular night: The traffic noise makes it difficult for me to sleep at night. (See in the night below, under “parts of the day”.)

Use in:

For periods of time: in 2006, in March, in the autumn. For parts of the day: Sam always goes shopping in the morning. (but Sam always goes shopping

on Saturday morning. See below.)Note: we use at night when talking about nights in general (see above) and in the night to mean during a particular night: The pavement was wet this morning because it had rained in / during the night.

To say the period of time before something happens or how long something takes: I’ll call you back in 20 minutes. In six months’ time I’ll have finished university. Clara managed t do all her homework in just 20 minutes.

Use on:

For particular dates, days or parts of days: I’m going on holiday on July 22nd. We’re having a party on Saturday if you’d like to come. We always go bowling on Friday nights.

With occasion: Tatiana has visited us on several occasions in the past.

Conditionals

1st conditional

Form

If / unless + present simple / continuous tense – will/may/must, etc + infinitive

Use

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

2nd conditional

Form

If / unless + past simple / continuous tense – would/could/might + infinitve

Use

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

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

money. I don’t travel first class on the train.)

3rd conditional

Form

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

Use

To talk about imaginary situations or events I the past: If you had been born in the 19th century, you would have travelled to work by horse (imaginary, contrary to the facts: you weren’t born in the 19th century; you’re imagining a journey to work in the 19th century.)

In all types of conditional sentence the conditional clause (starting with if / unless) is understood and therefore often omitted: How would you communicate with someone whose language you couldn’t speak? – I’d use sign language.

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

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

Anastasia would never have bought such an expensive book (3rd conditional), if she wasn’t studying the subject for her PhD (2nd conditional.)

Other conditional structures

If it weren’t / wasn’t / hadn’t been for + noun: If it weren’t for Karol’s sense of adventure, we wouldn’t have mounted this expedition.

If + noun / pronoun + were to + infinitive (formal): If the company were to lower the fares, we’d have more money for other things.

Other uses of conditionals

You can:

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

Make criticisms or strong requests using:If you would + infinitive – would + infinitiveIf you’d stop making so much noise, perhaps we’d all be able to enjoy the programme.

Make polite formal requests using the following (listed from quite formal to very informal):o I’d appreciate it if you would / could: I’d appreciate it if you could hand in the report by

Thursday. (Note: this form can also be used for making polite complaints or criticisms: I’d appreciate it if you’d make less noise!)

o If you’d be so kind as to + infinitive (- will + infinitive): if you’d be so kind as to close the window.

At, in and on to express location

Use at:

When a place is thought of as a point, not an area (including at home, at school, at work, at university): I’ll meet you at the airport when you arrive.

To talk about an event involving a number of people: Tina met Joe at Charlie’s wedding. For addresses: She lives at Number 11, Abbey Road.

Use in:

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

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

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

Use on:

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

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

With means of transport apart from cars and taxis (see above): Hi Karen – I’m on a train and I’ll be getting to you about six. OK?

For technology: I’ve seen him on television. I’m afraid she’s on the phone at the moment. With left and right: You’ll find the post office on your left just past the supermarket. With lists: I’ll put “sausages” on the shopping list. With premises, farm, floor and island: It’s on the fifth floor.

Articles

The indefinite article a / an

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

Other uses:

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

The definite article the

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

We also use the with plural countable nouns to refer to something known, to something specific or to something that has been mentioned before: Grades are given according to accuracy and creativity. The grades range form A-F.

No article

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

In certain phrases which relate to places, institutions or situations: Did you go to university? (= Were you a student?) What did you do in class today? (= What did you learn?)

Other similar phrases: be in / go to church, court, hospital, prison; be at / go to sea, school, university, work; be at / go home.

The Use of Commas

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

No comma is used if these clauses come after the main clause: I thoroughly enjoyed the party.

However and nevertheless are followed by and sometimes also preceded by commas: I enjoy going to the gym. However, I can’t stand running. I enjoy going to the gym. John, however, can’t stand it.

Comment adverbials

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

Express the speaker´s attitude or opinion about what they say.

Some common adverbs: frankly, personally, unfortunately, surprisingly: I, personally, would only emigrate if I was sure it would improve my standard of living.

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

Express the speaker´s opinion of their or someone else´s actions: cleverly, kindly, mistakenly, strangely, foolishly, etc. (These adverbs depend on the action taken and therefore it is not possible to provide a list of the most common ones): The government has mistakenly, I think, put restrictions on immigration from certain countries. (i.e. I think the government´s action is a mistake): Strangely, I haven´t heard anything from her since she moved house. (I.e. I think her failure to communicate is strange.

Comment adverbials are often placed at the beginning of the sentence: Frankly, if I could choose, I´d leave Manchester and migrate back to the country.

However they can also be placed:

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

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

COHERENCE: TRANSITION WORDS

Below is a list of commonly used transition expressions, divided roughly according to meaning.

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

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

Comparison: Likewise, similarly, in the same way, whereas, in like manner.

Cause, result, purpose: Therefore, thus, hence, consequently, after all, to be sure, for this reason, accordingly, then, knowing this, naturally, of course, with this object, with this end, to this end, because of this, with this in mind, in many cases, by this means, in this way, as. Example, restatement: For example, for instance, more specifically, in particular, indeed, namely, specifically, to illustrate, in other words, in fact, that is, in brief, in short, to summarize, in conclusion.

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

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

Concession: Although it is true that, granted that, I admit that, it may appear that, naturally, of course.

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

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

Spatial: A little farther on, next to Y, in the next room, at the center of the table, at that altitude, across the way, between those cities, about a centimeter, to the right, beyond this area, just to the left. When what you have presented leads up to, or supports, or makes a case for what you are about to say: Therefore, Thus, Hence, Consequently, We can see from the previous that, Because of the previous [sentence, paragraph, line of reasoning, three points ...] we can see that [or, it is rational to believe that, or it is reasonable to hold that]... In light of this we can see that

When you have given your conclusion first and want to then give your evidence, support, justification for it: The evidence for ... is, The reason(s) for ... is (are), One can see this because, This can be seen because, This is supported by. When you are going to "contradict" what has been said before [or contradict what you are about to say]: However, But, Nevertheless, In spite of this [or, in spite of the fact that ...,] Despite [the fact that ..., ] Unfortunately that does not.... Paradoxically, Contradicting that is, While it may seem that.... On the other hand, The apparent implication is that ... , but; While it may be that..., ; The previous does not imply/demonstrate/show; We cannot reasonably deduce/infer/assume from this that... ; Although x, y .... ; While it is the case that..., still.... While it is the case that..., it is not the case that (or it is not true that, or it is not to be inferred that, or it does not imply that....)

To link together similar things (whether ideas or reasons): You can just number them; The following n things: [and then number them, or not number them -- whichever seems more appropriate]; Similarly, In the same vein, Along with, Accompanying that, Also, And, Additionally, In addition, Then too, Besides, Moreover, Further, Furthermore.

To say that something is true in "both directions" Conversely, The converse is also true, And vice versa

To say it is true in only one direction: The converse is not true, This only goes in one direction, This is only true in this direction.

To explain something further:

For example, Examples of this are, To clarify ... To say this in another way, In line with that...

To change topics:Moving on to a different point, considering something totally different now, let me digress for a moment, returning from the digression, returning to the above point about, related to.

Reports

Useful Language

To begin reports:

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

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

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

This report outlines the advantages and disadvantages of...

To end reports, Summarizing:

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

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

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

Recommending:

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

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

I (strongly) recommend/would suggest (that)

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

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

A successful report should consist of:

a) an introductory paragraph which clearly states the purpose and content of the report;

b) a main body in which the relevant information is presented in detail under suitable

subheadings; and

c) a conclusion which summarizes the information given, and may include an opinion

and/or suggestion/recommendation

Layout of Reports

To: ...........................

From: ......................

Subject: ..................

Date. ........................

Introduction

Paragraph 1State the purpose and content of your proposal or report

Main body

Paragraphs 2-3-4 (5)*Present each aspect under separate subheadings

Recommendations Paragraph 5Provide some ideas and things that can be done to improve or carry out what you have previously talked about.

ConclusionsFinal ParagraphGeneral assessment/conclusion/opinion

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

Articles

An article, in general, is a piece of writing for publication in a magazine, newspaper, brochure, leaflet, etc. It may

be formal or informal in style, depending on its intended readership. Hs purpose may be to provide information,

describe a place/event/experience, etc, present an opinion or balanced argument, offer advice/suggestions, etc.

There a/e certain specialized types of articles, however. These include:

1) news reports, which are brief, factual pieces of writing written for publication in newspapers, describing

important current events in a formal, impersonal style;

2) reviews, which are specialized articles written to describe, discuss and/or evaluate a film, book, theatrical

performance. TV series, etc. Such pieces are usually published in a magazine or newspaper.

A successful article should consist of:

an eye-catching title or headline which suggests the topic of the article that follows;

an introduction which clearly outlines the topic(s) to be covered;

a main body of several paragraphs in which the subject is developed in detail

a conclusion which summarizes the topic and/or offers an opinion, comments, recommendations, etc.

Useful clues to write an article

Before you start writing, it is important to decide:

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

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

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

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

The style of the article may be formal or semi-formal, depending on the intended readership; however, in all

articles/news reports/reviews you should avoid extremely vivid description, over-emotional or over-personal

writing, and simplistic vocabulary.

Use suitable descriptive, narrative or argumentative techniques, and expressions which are consistent with

the purpose of the article. Appropriate use of linking words/expressions and a wide range of vocabulary will

make your writing more interesting.

Select and organize the ideas and information you will present in each paragraph carefully, and begin each

paragraph with a clear topic sentence.

Points to consider

1. An article usually has a brief title: this should attract the reader’s attention and indicate what the article is

about. Articles may also have subheadings before each paragraph.

2. Depending on the topic of the article and the type of publication and its readership, you may need to use

formal, impersonal language, or informal language.

3. Articles may be written for a wide variety of purposes and can be descriptive, narrative, discursive, etc. The

techniques, style and expressions used should be appropriate to each kind of writing.

4. Articles for leaflets and brochures are usually informative and/or descriptive, and are written for advertising

purposes, or to provide readers with information, advice or suggestions. They should be clear, avoiding

extremely vivid description and over-emotional, over-personal or simplistic language

5. Select and organize the ideas and information you will present in each paragraph carefully. Begin each

paragraph with a clear topic sentence.

Article Writing Format

Title/Headline

IntroductionParagraph 1State the topic of the article

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

ConclusionFinal ParagraphSummary of the topic and/or opinion/comments/ recommendations)

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

Reviews

A review is a special type of article written for publication in a magazine, newspaper, etc., giving a brief

description or evaluation of a film, book, play, tv/radio program. It may be formal or semi-formal in style,

depending on its intended readership, and is usually written using present tenses.

A successful review should consist of:

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

theme, the main characters.

a main body of two more paragraphs containing the main pints of the plot (without revealing the

ending), and evaluating such features as the acting, writing style, direction, characters, etc.

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

usually with justification.

You may also be asked to give reasons why someone should see the film/play or read the book, how

it has influenced you. Note that the number and length of paragraphs varies depending on the topic.

Useful Language

To begin reviews:

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

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

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

To explain the plot:

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

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

Evaluating various features:

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

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

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

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

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

It is beautifully/brilliantly/sensitively written/directed.

To end reviews:

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

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

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

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

Review Writing Format

Title/Headline

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

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

ConclusionFinal ParagraphOverall assessment of work/recommendation

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

Letter of application

A formal letter of application is written when applying for a job or a place on an educational

course. A job application usually includes educational/professional qualifications, details of

previous experience as well as the applicant's qualities and skills. Previous experience should

be presented in a clear order using linking words such as: currently, before this, subsequently,

prior to this, following, whereupon, etc.

Useful Language: Applying for Jobs

To begin letters:

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

I am writing in connection with/with regard to the vacancy in your Sales Department, as

advertised in The Times on/of 14th October.

Experience/Qualifications:

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

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

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

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

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

I am due to take my final examinations in June...

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

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

To end letters:

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

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

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

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

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

Letter of application Writing Format

Introduction

Paragraph 1

State reason(s) for writing

Main Body

Paragraphs 2-3-4-5*

Education & qualifications, previous experience, personal qualities, suitability

Conclusions

Final Paragraph

Closing remarks

Full name

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

Letter of complaint

A formal letter of complaint is written to complain about a problem which has arisen (e.g. faulty

merchandise, rude staff, inaccurate information, etc). It should explain the reasons for the

complaint, and usually includes a suggestion/request/ demand concerning what should be done

(e.g. refund, compensation, etc).

Mild or strong language can be used depending on the writer's feelings and the seriousness of the

complaint, but abusive language must never be used.

Mild Complaint:

I am writing to complain about a factual error in yesterday's newspaper.

I hope that you will give this matter your prompt attention.

Strong Complaint:

I am writing to express my strong disapproval concerning the offensive behavior of an

employee at your company's Winchester Road branch. I demand a full, written apology or I

will be forced to take legal action.

The nature of the complaint should be clearly stated in the first paragraph. Each aspect of the

topic should be presented in a separate paragraph containing a clear topic sentence. Each

complaint should be supported by dear justification.

Useful Language

To begin letters

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

disappointment/dissatisfaction with ... Strong complaint:

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

To end letters: Mild complaint

I hope/trust this matter will be dealt with/resolved as soon as possible, receive your immediate attention, not be treated lightly.

I feel that you should .../I am entitled to compensation/a refund/a replacement. Strong complaint

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

Letter of complaint Writing Format

Introduction

Paragraph 1

State reason(s) for writing

Main Body

Paragraphs 2-3*

State complaint(s) with justification.

Paragraphs 4-5*

Suggest what should be done

Conclusions

Final Paragraph

Closing remarks

Full name

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

PHRASAL VERBS

Verb Meaning Example

ask someone out invite on a date Brian asked Judy out to dinner and a movie.

ask aroundask many people the same question

I asked around but nobody has seen my wallet.

add up to something equal Your purchases add up to $205.32.

back something up reverse You'll have to back up your car so that I can get out.

back someone up support My wife backed me up over my decision to quit my job.

blow up explode The racing car blew up after it crashed into the fence.

blow something up add air We have to blow 50 balloons up for the party.

break down stop functioning (vehicle, machine) Our car broke down at the side of the highway in the snowstorm.

break down get upset The woman broke down when the police told her that her son had died.

break something down divide into smaller parts Our teacher broke the final project down into three separate parts.

break in force entry to a building Somebody broke in last night and stole our stereo.

break into something enter forcibly The firemen had to break into the room to rescue the children.

break something inwear something a few times so that it doesn't look/feel new

I need to break these shoes in before we run next week.

break in interrupt The TV station broke in to report the news of the president's death.

break up end a relationship My boyfriend and I broke up before I moved to America.

break up start laughing (informal) The kids just broke up as soon as the clown started talking.

break out escape The prisoners broke out of jail when the guards weren't looking.

break out in something develop a skin condition I broke out in a rash after our camping trip.

bring someone down make unhappy This sad music is bringing me down.

bring someone up raise a child My grandparents brought me up after my parents died.

bring something up start talking about a subject My mother walks out of the room when my father brings up sports.

bring something up vomit He drank so much that he brought his dinner up in the toilet.

call aroundphone many different places/people

We called around but we weren't able to find the car part we needed.

call someone back return a phone call

I called the company back but the offices were closed for the weekend.

call something off cancel Jason called the wedding off because he wasn't in love with his fiancé.

call on someone ask for an answer or opinionThe professor called on me for question.

call on someone visit someone We called on you last night but you weren't home.

call someone up phoneGive me your phone number and I will call you up when we are in town.

calm down relax after being angryYou are still mad. You need to calm down before you drive the car.

not care for someone/something

not like (formal) I don't care for his behaviour.

catch upget to the same point as someone else

You'll have to run faster than that if you want to catch up with Marty.

check inarrive and register at a hotel or airport

We will get the hotel keys when we check in.

check out leave a hotel You have to check out of the hotel before 11:00 AM.

check someone/something out

look at carefully, investigate The company checks out all new employees.

check out someone/something

look at (informal) Check out the crazy hair on that guy!

cheer up become happier She cheered up when she heard the good news.

cheer someone up make happier I brought you some flowers to cheer you up.

chip in help If everyone chips in we can get the kitchen painted by noon.

clean something up tidy, clean Please clean up your bedroom before you go outside.

come across something find unexpectedly I came across these old photos when I was tidying the closet.

come apart separate The top and bottom come apart if you pull hard enough.

come down with something

become sick My nephew came down with chicken pox this weekend.

come forwardvolunteer for a task or to give evidence

The woman came forward with her husband's finger prints.

come from somewhere originate in The art of origami comes from Asia.count on someone/something

rely on I am counting on you to make dinner while I am out.

cross something out draw a line through Please cross out your old address and write your new one.

cut back on something consume less My doctor wants me to cut back on sweets and fatty foods.

cut something down make something fall to the ground We had to cut the old tree in our yard down after the storm.

cut in interrupt Your father cut in while I was dancing with your uncle.

cut inpull in too closely in front of another vehicle

The bus driver got angry when that car cut in.

cut instart operating (of an engine or electrical device)

The air conditioner cuts in when the temperature gets to 22°C.

cut something off remove with something sharp The doctors cut off his leg because it was severely injured.

cut something off stop providing The phone company cut off our phone because we didn't pay the bill.

cut someone off take out of a will My grandparents cut my father off when he remarried.

cut something outremove part of something (usually with scissors and paper)

I cut this ad out of the newspaper.

do someone/something over

beat up, ransack (Br.E., informal) He's lucky to be alive. His shop was done over by a street gang.

do something over do again (N.Amer.) My teacher wants me to do my essay over because she doesn't like my topic.

do away with something discard It's time to do away with all of these old tax records.

do something up fasten, close Do your coat up before you go outside. It's snowing!

dress up wear nice clothing It's a fancy restaurant so we have to dress up.

drop back move back in a position/group Andrea dropped back to third place when she fell off her bike.

drop in/by/over come without an appointment I might drop in/by/over for tea sometime this week.

drop someone/something off

take someone/something somewhere and leave them/it there

I have to drop my sister off at work before I come over.

drop out quit a class, school etc I dropped out of Science because it was too difficult.

eat out eat at a restaurant I don't feel like cooking tonight. Let's eat out.

end up eventually reach/do/decide We ended up renting a movie instead of going to the theatre.

fall apart break into pieces My new dress fell apart in the washing machine.

fall down fall to the ground The picture that you hung up last night fell down this morning.

fall out separate from an interior The money must have fallen out of my pocket.

fall out(of hair, teeth) become loose and unattached

His hair started to fall out when he was only 35.

figure something out understand, find the answer I need to figure out how to fit the piano and the bookshelf in this room.

fill something in to write information in blanks (Br.E.) Please fill in the form with your name, address, and phone number.

fill something outto write information in blanks (N.Amer.)

The form must be filled out in capital letters.

fill something up fill to the top I always fill the water jug up when it is empty.

find out discoverWe don't know where he lives. How can we find out?

find something out discover We tried to keep the time of the party a secret, but Samantha found it out.

get something across/over

communicate, make understandable

I tried to get my point across/over to the judge but she wouldn't listen.

get along/on like each other I was surprised how well my new girlfriend and my sister got along/on.

get around have mobility My grandfather can get around fine in his new wheelchair.

get away go on a vacation We worked so hard this year that we had to get away for a week.

get away with something

do without being noticed or punished

Jason always gets away with cheating in his maths tests.

get back return We got back from our vacation last week.

get something back receive something you had before Liz finally got her Science notes back from my room-mate.

get back at someone retaliate, take revenge My sister got back at me for stealing her shoes. She stole my favourite hat.

get back into somethingbecome interested in something again

I finally got back into my novel and finished it.

get on something step onto a vehicle We're going to freeze out here if you don't let us get on the bus.

get over somethingrecover from an illness, loss, difficulty

I just got over the flu and now my sister has it.

get over something overcome a problem The company will have to close if it can't get over the new regulations.

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

I don't know when I am going to get round to writing the thank you cards.

get together meet (usually for social reasons) Let's get together for a BBQ this weekend.

get up get out of bed I got up early today to study for my exam.

get up standYou should get up and give the elderly man your seat.

give someone awayreveal hidden information about someone

His wife gave him away to the police.

give someone away take the bride to the altar My father gave me away at my wedding.

give something away ruin a secret My little sister gave the surprise party

away by accident.

give something away give something to someone for free The library was giving away old books on Friday.

give something back return a borrowed item I have to give these skates back to Franz before his hockey game.

give in reluctantly stop fighting or arguing My boyfriend didn't want to go to the ballet, but he finally gave in.

give something outgive to many people (usually at no cost)

They were giving out free perfume samples at the department store.

give something up quit a habit I am giving up smoking as of January 1st.

give up stop trying My maths homework was too difficult so I gave up.

go after someone follow someoneMy brother tried to go after the thief in his car.

go after something try to achieve something I went after my dream and now I am a published writer.

go against someone compete, oppose We are going against the best soccer team in the city tonight.

go ahead start, proceed Please go ahead and eat before the food gets cold.

go back return to a place I have to go back home and get my lunch.

go out leave home to go on a social event We're going out for dinner tonight.

go out with someone date Jesse has been going out with Luke since they met last winter.

go over something review Please go over your answers before you submit your test.

go over visit someone nearby I haven't seen Tina for a long time. I think I'll go over for an hour or two.

go without something suffer lack or deprivation When I was young, we went without winter boots.

grow apart stop being friends over time My best friend and I grew apart after she changed schools.

grow back regrow My roses grew back this summer.

grow up become an adult When Jack grows up he wants to be a fireman.

grow out of something get too big forElizabeth needs a new pair of shoes because she has grown out of her old ones.

grow into something grow big enough to fit This bike is too big for him now, but he should grow into it by next year.

hand something downgive something used to someone else

I handed my old comic books down to my little cousin.

hand something in submit I have to hand in my essay by Friday.

hand something out to distribute to a group of people We will hand out the invitations at the door.

hand something over give (usually unwillingly) The police asked the man to hand over his wallet and his weapons.

hang in stay positive (N.Amer., informal) Hang in there. I'm sure you'll find a job very soon.

hang on wait a short time (informal) Hang on while I grab my coat and shoes!

hang out spend time relaxing (informal) Instead of going to the party we are just going to hang out at my place.

hang up end a phone call He didn't say goodbye before he hung up.

hold someone/something back

prevent from doing/going I had to hold my dog back because there was a cat in the park.

hold something back hide an emotionJamie held back his tears at his grandfather's funeral.

hold on wait a short time Please hold on while I transfer you to the Sales Department.

hold onto someone/something

hold firmly using your hands or arms

Hold onto your hat because it's very windy outside.

hold someone/something up

rob

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

keep on doing something

continue doing Keep on stirring until the liquid comes to a boil.

keep something from someone

not tell We kept our relationship from our parents for two years.

keep someone/something out

stop from entering Try to keep the wet dog out of the living room.

keep something up continue at the same rate If you keep those results up you will get into a great college.

let someone down fail to support or help, disappoint I need you to be on time. Don't let me down this time.

let someone in allow to enter Can you let the cat in before you go to school?

look after someone/something

take care of I have to look after my sick grandmother.

look down on someone think less of, consider inferior Ever since we stole that chocolate bar your dad has looked down on me.

look for someone/something

try to find I'm looking for a red dress for the wedding.

look forward to something

be excited about the future I'm looking forward to the Christmas break.

look into something investigate We are going to look into the price of snowboards today.

look out be careful, vigilant, and take notice Look out! That car's going to hit you!look out for someone/something

be especially vigilant for Don't forget to look out for snakes on the hiking trail.

look something over check, examine Can you look over my essay for spelling mistakes?

look something upsearch and find information in a reference book or database

We can look her phone number up on the Internet.

look up to someone have a lot of respect for My little sister has always looked up to me.

make something up invent, lie about something Josie made up a story about why we were late.

make up forgive each other We were angry last night, but we made up at breakfast.

make someone up apply cosmetics to My sisters made me up for my graduation party.

mix something up confuse two or more things I mixed up the twins' names again!

pass away die His uncle passed away last night after a long illness.

pass out faint It was so hot in the church that an elderly lady passed out.

pass something out give the same thing to many people The professor passed the textbooks out before class.

pass something up decline (usually something good) I passed up the job because I am afraid of change.

pay someone back return owed money Thanks for buying my ticket. I'll pay you back on Friday.

pay for somethingbe punished for doing something bad

That bully will pay for being mean to my little brother.

pick something out choose I picked out three sweaters for you to try on.

point someone/something out

indicate with your finger I'll point my boyfriend out when he runs by.

put something downput what you are holding on a surface or floor

You can put the groceries down on the kitchen counter.

put someone down insult, make someone feel stupid The students put the substitute teacher down because his pants were too short.

put something off postpone We are putting off our trip until January because of the hurricane.

put something out extinguish The neighbours put the fire out before the firemen arrived.

put something together assemble I have to put the crib together before the baby arrives.

put up with someone/something

tolerate I don't think I can put up with three small children in the car.

put something onput clothing/accessories on your body

Don't forget to put on your new earrings for the party.

run into someone/something

meet unexpectedly I ran into an old school-friend at the mall.

run over someone/something

drive a vehicle over a person or thing

I accidentally ran over your bicycle in the driveway.

run over/through something

rehearse, review Let's run over/through these lines one more time before the show.

run away leave unexpectedly, escape The child ran away from home and has been missing for three days.

run out have none left We ran out of shampoo so I had to wash my hair with soap.

send something back return (usually by mail) My letter got sent back to me because I used the wrong stamp.

set something up arrange, organize Our boss set a meeting up with the president of the company.

set someone up trick, trap The police set up the car thief by using a hidden camera.

shop around compare prices I want to shop around a little before I decide on these boots.

show offact extra special for people watching (usually boastfully)

He always shows off on his skateboard

sleep overstay somewhere for the night (informal)

You should sleep over tonight if the weather is too bad to drive home.

sort something out organize, resolve a problem We need to sort the bills out before the first of the month.

stick to somethingcontinue doing something, limit yourself to one particular thing

You will lose weight if you stick to the diet.

switch something off stop the energy flow, turn off The light's too bright. Could you switch it off.

switch something on start the energy flow, turn on We heard the news as soon as we switched on the car radio.

take after someone resemble a family memberI take after my mother. We are both impatient.

take something apart purposely break into pieces He took the car brakes apart and found the problem.

take something back return an item I have to take our new TV back because it doesn't work.

take off start to fly My plane takes off in five minutes.

take something off remove something (usually clothing) Take off your socks and shoes and come in the lake!

take something out remove from a place or thing Can you take the garbage out to the street for me?

take someone outpay for someone to go somewhere with you

My grandparents took us out for dinner and a movie.

tear something up rip into pieces I tore up my ex-boyfriend's letters and gave them back to him.

think backremember (often + to, sometimes + on)

When I think back on my youth, I wish I had studied harder.

think something over consider I'll have to think this job offer over before I make my final decision.

throw something away dispose of We threw our old furniture away when we won the lottery.

turn something downdecrease the volume or strength (heat, light etc)

Please turn the TV down while the guests are here.

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

turn something off stop the energy flow, switch off Your mother wants you to turn the TV off and come for dinner.

turn something on start the energy, switch on It's too dark in here. Let's turn some lights on.

turn something upincrease the volume or strength (heat, light etc)

Can you turn the music up? This is my favourite song.

turn up appear suddenly Our cat turned up after we put posters up all over the neighbourhood.

try something on sample clothing I'm going to try these jeans on, but I don't think they will fit.

try something out test I am going to try this new brand of detergent out.

use something up finish the supply The kids used all of the toothpaste up so we need to buy some more.

wake up stop sleeping We have to wake up early for work on Monday.

warm someone/something up

increase the temperature You can warm your feet up in front of the fireplace.

warm up prepare body for exercise I always warm up by doing sit-ups before I go for a run.

wear off fade awayMost of my make-up wore off before I got to the party.

work out exercise I work out at the gym three times a week.

work out be successful Our plan worked out fine.

work something out make a calculation We have to work out the total cost before we buy the house.

Tips for Spanish speakers

- Write longer sentences by joining ideas together.

- Use a range of different tenses.

- Bring your piece of writing to a definite end, for example by including a conclusion or a proper ending.

- Use a variety of adverbs in your writing to add interest.

- Be careful with ´false friends ´; words that are confused with similar words in Spanish.

- Make your writing as interesting and descriptive as you can.

- Remember to use a suitable closing expression when writing a letter.

- Try to avoid using the word ´ beautiful ´ all the time – there are many other adjectives you can use in English.

- Make a paragraph plan before you start writing your answer. Then write your answer clearly and always leave a line between paragraphs.

- Check your use of capital letters.

- Check the tenses you use in conditional sentences.

- Be careful to spell words with ` silent ´ letters correctly.

- Try to be ambitious. Use a range of vocabulary – especially different adjectives.

- Remember that some nouns are uncountable and have an `s ´ on the end.

- Remember to write in the same style throughout an article or essay.

- Make sure you use the right linking word in sentences.

- Check the negative prefixes you use in word formation.

- Revise common verb – noun collocations.

- Make sure you start each answer well, as a positive first impression is very important.

- Check the word order in direct and indirect questions.

- Make your writing clear and informative when writing a report.

- Use a wider range of language in the exam, even if it is not always accurate.

- Be careful to check for any missing punctuation in your writing.

- Try to use phrasal verbs in informal writing.

- Remember to use consistently formal language in a Part 2 letter of application.

- Learn some appropriate phrases and expressions that you could use in an informal letter or email.

- When writing a story, try to think of an interesting and descriptive opening to catch the attention of the examiner and to set the scene.

- Remember to cover all three points needed in a letter of application. Start a new paragraph for each point and try to explain each point thoroughly.

- When writing an article, engage the reader´s interest by bringing your writing to life.

- Learn some phrases with ´all ´ that you can use to impress the examiner.

- When writing a sentence, check that the verb agrees with the subject.

- Be careful not to miss out any preposition in your sentences.

- Be careful to choose the right word for what you want to say.