The ultimate phrasal verb book

However, a few phrasal verbs in this textbook are identified as informal, and it is better not to use them in serious, formal speech or writing. But these informal phrasal verbs are important because they are very common in everyday informal speech and writing. Some phrasal verbs are very easy to understand. For example, it is not difficult to understand sit down or come in because their meanings are obvious. But many phrasal verbs are very idiomatic. Idiomatic means that there is no way to know what the verb and particle mean together by knowing what the verb and particle mean separately. For example, every beginning-level student learns what the words call, run, off, and out mean, but that does not help the student to know that call off means cancel or that run out means use all of something. Each section of this textbook starts with a FOCUS, an explanation of something important about phrasal verbs. Then eight phrasal verbs and an explanation of each important meaning of each one are presented along with one or more example sentences for each meaning. Following that are several exercises to help you understand and remember what the phrasal verbs mean and how to use them in a sentence. And like real conversation, questions asked with I or we are answered with you, and questions asked with you are answered with / or we. And because there is a lot to learn in this textbook, there is a lot of review to help you learn it. Every phrasal verb is reviewed at least twice later in the book. The more idiomatic phrasal verbs are reviewed more often, and the more important meanings of phrasal verbs with several meanings are reviewed more often. Terms, Abbreviations, and Symbols Used in this Textbook verb particle p.v. phrasal verb n. a noun made from a phrasal verb part.adj.put on it. When words or sentences have a line through them, it means that they are incorrect. ... Three dots between the verb and the particle mean that the object of the phrasal verb can be placed between the verb and the particle. vi 1. FOCUS ON: separable and nonseparable phrasal verbs Phrasal verbs are either separable or nonseparable. Unfortunately, there is no rule that will help you to look at a phrasal verb and always know whether it is separable or nonseparable. Separable phrasal verbs Separable phrasal verbs can be separated by their object. When the object is a noun, it is usually entirely optional whether the object is placed between the verb and the particle or placed after the particle. Both sentences below are correct: took off. tookoff However, when a pronoun is used instead of a noun, the pronoun must be placed between the verb and the particle: I took them off. I took off them. But in one type of sentence, separable phrasal verbs must be separated — when the phrasal verb has two objects: put on. put on put on put on Nonseparable phrasal verbs ran into ran into. Throughout this book, phrasal verbs that can be separated have three dots (...) between the verb and the particle. come from come from & comes from come from coming from came from 1. come from p.v. When you come from a place, you were born there or lived there previously. When you come from a family or a social situation, your past experience helps to explain your present attitudes and behavior. comes from came from 2. come from p.v. When something comes from a source, that is where it originated. from coming from Infinitive figure out present tense -ing form past tense past participle figure out & figures out figuring out figured out figured out 1. figure ... out figure out something, such as the answer to a question, the solution to a problem, or why a person is a certain way or acts a certain way, you think about and succeed in understanding it. figure out. figure out give back give back & gives back giving back gave back given back 1. give ... back (to) p.v. When you return something to someone, you give it back. Can I use your pen? I''ll give it back after the test. Timmy, give that toy back to your sister right now! look for look for & looks looking for looked for looked for for 1. look for p.v. When you look for things or people, you try to find them. / looked looking for put on put on & puts on putting on put on put on 1. put... on p.v. When you place something on or apply something to your body, you put it on. I put on my new dress before going to the party. Eric forgot to put suntan lotion on, and now he''s as red as a lobster. 2. put... on p.v. When you place something on or apply something to another surface, you put it on. I put the book on the table. Jerry put too much fertilizer on his lawn, and now he has to cut it twice a week. 3. put... on p.v. When you attach or affix something to another thing, you put it on. puton put on 4. put... on p.v. When you put on weight, you gain weight. THE ULTIMATE PHRASAL VERB BOOK put on putting on 5. put ...on p.v. When you organize or perform something for other people''s entertainment, such as a play or a concert, you put it on. put on put on 6. put.. .on p.v. [informal] When you put people on, you kid or tease them. putting on! put on put-on n. Something done with the intention of fooling or deceiving people is a put-on. put-on run into run into & runs into running into ran into run into 1. run into p.v. When you are driving and hit another vehicle or something near the road, such as a tree or a telephone pole, you run into it. ran into run into 2. run into p.v. When you meet people unexpectedly or unintentionally, you run into them. Bump into is the same as run into. ran into run into 3. run into p.v. When you unexpectedly encounter difficulties or problems, you run into them. running into ran into 4. run into p.v. When the total of something grows to a large amount or number, it runs into that amount or number. run into ran into show 1. show up p.v. When you appear somewhere, you show up. Turn up is similar to show up. shown up showed up 2. show up p.v. When something appears or becomes visible, it shows up. show up show up take off 3 take off & takes off taking off took off taken off 1. take ...off p.v. When you remove something from your body, you take it off. tookoffTakeoff 2. take ...off p.v. When you remove something from a surface, you take it off. took off take off 3. take ...off p.v. When you remove something from something it is attached or affixed to, you take it off. takes took 4. take ... off p.v. When you take time off from work or study, you do something different, in stead of working or studying. take take 5. take off p.v. When an airplane leaves the ground and flies up into the air, it takes off. tookoff takingoff takeoff Takeoff takeoff was 6. take off takes off. takingoff takes off, 7. take off p.v. [informal] When you leave suddenly or quickly, you take off. 4 took off in take off. 8. take ... off p.v. When you reduce the price of something that is for sale by a certain amount, you take that amount off the price. takeoff took off EXERCISE 1 a — Complete the sentences with phrasal verbs from this section. Be sure the phrasal verbs are in the correct tense. Example: Sergeant Jones is very strict with his children. He COMES FROM a military family. 1. After the police arrived, we _________________quickly. 2. Sales of air conditioners really ________________ when the temperature got over 100 degrees last summer. 3. Megan ________ a lot of weight ________ when she was pregnant. 4. I''m going to install a new program tonight, and I hope I don''t _______________ any problems. 5. The invisible ink _________________only under ultraviolet light. 6. I was expecting 100 people at the party, but only around 50 _________________. 7. Jane was lucky; she _________________ a good family. 8. Be sure you ________ a coat of primer ________before you paint the fender. 9. My cousin is so weird that even his mother can''t ________ him ___________. 10. I don''t feel well; I think I''ll ________ tomorrow _________ and stay home. 11. We were scared to death when we heard voices ________the attic. 12. My son always forgets to ________________ his coat before he goes outside. 13. I was surprised when our plane ________________ on time. 14. We ________________ our dog all night, but we couldn''t find him. 15. Paul finally _________________ my CDs after I asked him for them about a million times. 16. I''m not going to the party because I don''t want to _______________________Janice. 5 

Write right transitions

8 Body of a Paragraph: Review    In the body of a paragraph, you need to make sure that every sentence relates to the topic  sentence. This means that every sentence should be about the topic sentence.  Read the paragraphs below. In each paragraph, there are two sentences that do not relate  to the topic sentence. Cross out these sentences. (See page 76 for answers.)      PARAGRAPH 1: My Favorite Hobby: Reading Books    Books are like windows to the world, and that is why reading is my favorite hobby. I  first fell in love with books at the age of 5, when I was first learning to read. My mother gave  me the book Green Eggs and Ham and helped me read it. She bought this book at a grocery  store. As I grew older, I discovered famous authors and different kinds of stories. Recently, I  read all of the Harry Potter books, and these are now my favorite books. The Harry Potter  movies are very good, too. When I go to college, I hope to major in literature and continue  exploring the wonderful world of books.    PARAGRAPH 2: The Most Important Modern Invention: The Computer    The computer is the most important modern invention because it has changed how  we live. In the past, students often went to the library to do research, but now, most  research is done on a computer using the internet. There is a library near my house, but I  don’t go there very often. Also, computers have changed how people communicate. People  write emails instead of letters, and with the invention of services like Skype, telephones may  one day be replaced by computers. I can use my telephone to go on the internet and check  my email. Finally, computers have made travelling much easier; we can buy airplane tickets  using a computer, and GPS technology makes it easier to reach our destination. In sum, the  invention of the computer has given us new possibilities and conveniences which now seem  hard to live without.    9   Writing Assignment: School Application Essay    For this assignment, you will write an application essay for a school that you might apply to  (college, high school, etc.). In this essay, you need to tell the school why they should accept you.  You will need to give many reasons in the body of the paragraph.    First, make a list of your best personal qualities (for example: hard working, honest,  responsible, eager to learn, good leadership, enjoy working with others, etc.)    Personal Qualities    _____________________________________    _____________________________________    _____________________________________    _____________________________________    _____________________________________    _____________________________________    _____________________________________          Now, make a list of your most important achievements or things you have done (for  example: won “Best Student” award, won spelling bee, perfect attendance, elected student  president, chosen as teacher’s assistant, etc.)    Achievements    _____________________________________    _____________________________________    _____________________________________    _____________________________________    _____________________________________    _____________________________________    _____________________________________        10 Writing Assignment: School Application Essay    Using the “personal qualities” and “achievements” you listed on the previous page, write an  application essay for a school you might apply for (college, high school, etc.). Explain why you  would be a good student in this college. Don’t forget to begin with an interesting topic sentence!      School Application Essay        _____________________________________________________________________    ___________________________________________________________________________    ___________________________________________________________________________    ___________________________________________________________________________    ___________________________________________________________________________    ___________________________________________________________________________    ___________________________________________________________________________    ___________________________________________________________________________    ___________________________________________________________________________    ___________________________________________________________________________    ___________________________________________________________________________    ___________________________________________________________________________    ___________________________________________________________________________    ___________________________________________________________________________    ___________________________________________________________________________    ___________________________________________________________________________    ___________________________________________________________________________    ___________________________________________________________________________    ___________________________________________________________________________    ___________________________________________________________________________    ___________________________________________________________________________    ___________________________________________________________________________    ___________________________________________________________________________    11 Concluding Sentences      When you write a paragraph, you need to start with a topic sentence, give examples and  details in the body, and end with a proper concluding sentence.      The conclusion is the end of the paragraph. In the concluding sentence, you want to repeat  the main point, and make it sound like the paragraph is ending. The concluding sentence is  often similar to the topic sentence, but with different words.    You can often use phrases like this to begin the concluding sentence:  As you can see,  That’s why…  In brief,  In conclusion,  On the whole,  In sum,  In short,  In summary,    For example:    Topic sentence: My grandfather had more stories than a children’s library.  Conclusion:  As you can see, my grandfather had an endless imagination that brought smiles    to everyone around him.      Topic sentence: When I was a child, I thought my grandfather was superman.  Conclusion:  In short, although he is not really a super hero, my grandfather is very special to    me for many reasons.    Topic sentence: My pet dog has eaten my homework, destroyed my shoes, and bitten my      friend, but still I can never get angry at her.  Conclusion:  In conclusion, although she sometimes behaves badly, my pet dog will always be    an important part of my life.    Read the topic sentences below, then write a concluding sentence that says almost the  same thing. (Begin your concluding sentence with one of the transitions above.)      1. Topic Sentence: I have always looked forward to seeing my grandfather.    Concluding Sentence:__________________________________________________________      ___________________________________________________________________________    2. Topic Sentence: My pet bird brings wonderful music to my life.    Concluding Sentence:__________________________________________________________      ___________________________________________________________________________    3. Topic Sentence: It is important for children to learn English because it is spoken almost    everywhere in the world.     Concluding Sentence:__________________________________________________________      ___________________________________________________________________________  12   Concluding Sentences    Like topic sentences, concluding sentences need to be interesting!     A good concluding sentence not only ends the paragraph but also makes the reader feel like  the paragraph was interesting and creative.     Examples:  • In short, summer is a good time of year. (boring!)  • In short, summer is a relaxing and magical time of year. (interesting!)  • In brief, playing guitar is fun. (boring!)  • In brief, playing guitar is a frustrating yet rewarding hobby that anyone can enjoy.  (interesting!)    In these examples, the underlined words are adjectives. Relaxing, magical, frustrating, and  rewarding are more interesting adjectives than good and fun. Try to use interesting  adjectives when you write, and your writing will be much more interesting. (If you need help  finding interesting adjectives, look in a thesaurus!)        Read the concluding sentences below. Write (I) if they are “interesting”, or (U) if they are  “uninteresting”. (See page 76 for sample answers.)    1. _____ In short, my grandfather was a good man.    2. _____ In brief, playing tennis can change your life and make you a happier, healthier    person.    3. _____ In sum, my hometown is a wonderful and peaceful place to grow up.    4. _____ In conclusion, my cat is a funny pet.    5. _____ As you can see, French is a fun language to learn.        Now, rewrite the sentences that you think are (U) “uninteresting”. Use different adjectives  to make the sentences more interesting.    ___________________________________________________________________________    ___________________________________________________________________________    ___________________________________________________________________________  13 Concluding Sentences: Practice      Read the paragraphs below. They are missing a concluding sentence. Write a concluding  sentence that is similar to the topic sentence and interesting!    Writing is not only a way to communicate, it is a tool for expressing your thoughts and exploring new ideas. Ever since I was young, I have kept a diary. I wrote my thoughts in my diary every day. Now that I am older, I still enjoy writing, and I often write short stories. Sometimes I still like to write down my thoughts at the end of the day. It helps me understand myself better, and it helps me see my life more clearly. __________________________________________________________ _____________________________________________________________________ My nephews Jason and Levi are like a ray of sunshine in my cloudy life. Every time I see them, they make me smile, even if I’m in a bad mood. Although they are much younger than me, I enjoy talking to them and sharing secrets with them. We like to go swimming and hiking as well as playing basketball sometimes. My nephews look up to me, so I try to behave well and give them a good example. I am glad my nephews live near me, and I am excited to watch them grow up. ________________ _____________________________________________________________________. For people around the world, the Red Cross is often the difference between life and death. For several years, the Red Cross has been helping people who are sick, victims of wars, and victims of natural disasters. The Red Cross does not take sides, but rather helps anyone who needs help. After Hurricane Katrina hit New Orleans, the Red Cross worked hard and saved many lives. Also, after Japan was hit by a tsunami in 2011, the Red Cross helped the people there get through this difficult time. ________________________________________________________________ _____________________________________________________________________   

Understanding and using english grammar international edition

C h a p te r 19 CONNECTIVES THAT EXPRESS CAUSE AND EFFECT, CONTRAST, AND C O N D IT IO N ........................................................................................................................3 9 7 19-1 19-2 19-3 19-4 19-5 19-6 19-7 19-8 19-9 C h a p te r 20 CONDITIONAL SENTENCES AND WISHES 20-1 20-2 20-3 20-4 20-5 20-6 20-7 20-8 20-9 20-10 A p p en d ix Using because o f and due t o ...................................................................................... 397 Cause and effect: using therefore , consequently, and so ...............................399 Summary of patterns and punctuation .....................................................................400 Other ways of expressing cause and effect: such . .. that and so . . . t h a t ................................................................................................................... 402 Expressing purpose: using so that ............................................................................ 404 Showing contrast (unexpected r e s u lt)....................................................................... 406 Showing direct contrast .................................................................................................408 Expressing conditions: using otherwise and or (else) ...................................... 410 Summary of connectives: cause and effect, contrast, and co n d itio n ................411 .......................................................................4 1 6 Overview of basic verb forms used in conditional sentences ............................416 True in the present or fu tu re.........................................................................................417 Untrue (contrary to fact) in the present or future ................................................ 419 Untrue (contrary to fact) in the p a s t .......................................................................... 421 Using progressive verb forms in conditional sentences ...................................... 427 Using “mixed time” in conditional sentences ........................................................428 Omitting i f ..........................................................................................................................429 Implied co n d itio n s...........................................................................................................430 Verb forms following w i s h ........................................................................................... 434 Using would to make wishes about the future ...................................................... 436 SUPPLEMENTARY GRAMMAR CHARTS .......................................................................... 4 3 9 Unit A: B asic A -l A-2 A-3 A-4 A-5 A-6 G ram m ar Term inology ...............................................................................................439 Subjects, verbs, and o b jects............................................................................................439 A djectives............................................................................................................................ 439 Adverbs .............................................................................................................................. 440 Prepositions and prepositional phrases .....................................................................440 The verb be ....................................................................................................................... 441 Linking v e r b s .....................................................................................................................441 Unit B: Q u e s tio n s ......................................................................................................................................... 442 B -l Forms of yes /no and information questions .......................................................... 442 B-2 Question words ................................................................................................................443 B-3 Shortened yes/no questions ......................................................................................... 445 B-4 Negative q u e stio n s...........................................................................................................445 B-5 Tag q u estio n s.....................................................................................................................446 Unit C: C o n tractio n s ..................................................................................................................................447 Unit D: N e g a tiv e s ......................................................................................................................................... 448 D -l Using not and other negative w o r d s ..........................................................................448 D -2 Avoiding double negatives ........................................................................................... 448 D -3 Beginning a sentence with a negative w o r d ............................................................. 448 Unit E: Preposition C o m b in a tio n s ....................................................................................................... 449 E Preposition combinations with adjectives and v erb s.............................................. 449 CONTENTS ix Unit F: The S u b ju n ctive .........................................................................................450 F UnitG: The subjunctivein noun c la u s e s ....................................................................450 Troublesome V e rb s ...................................................................................450 G R a is e / r i s e , s e t ls it , la y H i e ............................................................................ 450 Listening S c rip t............................................................................................................... 451 Answer K e y ..................................................................................................................... 465 In d e x ................................................................................................................................517 A udio CD Tracking List ................................................................................................ 530 x CONTENTS Preface to the Fourth Edition Understanding and Using English Grammar is a developmental skills text for intermediate to advanced English language learners. It uses a grammar-based approach integrated with communicative methodologies to promote the development of all language skills in a variety of ways. Starting from a foundation of understanding form and meaning, students engage in meaningful communication about real actions, real things, and their own real lives in the classroom context. Understanding and Using English Gram m ar functions principally as a classroom teaching text but also serves as a comprehensive reference text for students and teachers. The eclectic approach and abundant variety of exercise material remain the same as in the earlier editions, but each new edition incorporates new ways and means. In particular: • W A R M -U P E X E R C I S E S F O R T H E G R A M M A R C H A R T S Newly created for the fourth edition, these innovative exercises precede the grammar charts and introduce the point(s) to be taught. They have been carefully crafted to help students discover the target grammar as they progress through each warm-up exercise. • L IS T E N IN G P R A C T IC E Numerous listening exercises help students interact with the spoken language in a variety of settings that range from the relaxed, casual speech o f everyday conversation to the academic content of classroom lectures. An audio C D accompanies the student text, and a full audio script can be found in the back of the book. • A C A D E M IC R E A D IN G S Students can read and respond to a wide selection of carefully crafted readings that focus on the target grammar structure. • E X P A N D E D S P E A K IN G A C T IV IT IE S Students have even more opportunities in this fourth edition to share their experiences, express their opinions, and relate the target grammar to their personal lives. T h e text often uses the students’ own life experiences as context and regularly introduces topics of interest to stimulate the free expression of ideas in structured as well as open discussions. • C O R P U S -IN F O R M E D C O N T E N T Based on the findings of our corpus researcher, Gena Bennett, grammar content has been added, deleted, or modified to reflect the discourse patterns of spoken and written English. xi Understanding and Using English Gram m ar is accompanied by • A comprehensive W o r k b o o k , consisting of self-study exercises for independent work. • An all-new T e a c h e r ’s G u id e , with step-by-step teaching suggestions for each chart, notes to the teacher on key grammar structures, vocabulary lists, and expansion activities and PowerPoint presentations for key chapters. • An expanded T est B a n k , with additional quizzes, chapter tests, and mid-term and final exams. • T e s t - G e n e r a t o r software that allows teachers to customize their own tests using quizzes and tests from the Test Bank. • A z a r In te r a c tiv e , a computer-based program keyed to the text, provides easily understood content, all-new exercises, readings, listening and speaking activities, and comprehensive tests. • P o w e r P o in t presentations for key chapters. Based on real-world readings, these lessons are designed for use in the classroom as “beyond-the-book” activities. They can be found in the new Teacher’s Guide or downloaded from AzarGrammar.com. • A C h a r t b o o k , a reference book consisting only of the grammar charts. • A z a r G r a m m a r .c o m . This Web site provides a variety o f supplementary classroom materials and is a place where teachers can support each other by sharing their knowledge and experience. • F u n w ith G r a m m a r , a teacher resource text by Suzanne Woodward with communicative activities correlated with the Azar-Hagen Grammar Series. It is available as a text or as a download on AzarGrammar.com. The Azar-Hagen Grammar Series consists of • Understanding and Using English Gram m ar (blue cover), for upper-level students. • Fundamentals o f English Gram m ar (black), for mid-level students. • Basic English Gram m ar (red), for lower or beginning levels. PREFACE / Acknowledgments a A revision o f this scope could not have been done without the skills of top-notch professionals. We began with a group of outstanding reviewers whose detailed comments guided our writing. We wish to express our gratitude for their thoughtful reviews. They areTonie Badillo, El Paso Community College; Edina Bagley, Nassau Community College; Michael Berman, Montgomery College; Elizabeth Bottcher, Columbia University; Eric Clinkscales,Teikyo Loretto Heights University; Cathy Costa, Edmonds Community College; Ms. Carlin Good, Columbia University; Deanna Cecil Ferreira, English Language Institute; Linda Gossard, D P T Business School E S L Program; Dr. Sheila Hakner, St. John’s University; Martha Hall, New England School of English; Jennifer Hannon, Massachusetts Community College; Alyson Hanson, Gateway Community College; Joan Heiman, Community College of Denver; Steven Lasswell, Santa Barbara City College; Linda Leary, Albany Education; Louis Lucca, LaGuardia Community College; Kate Masterson, Boston Center for Adult Education; Phyllis M cCollum, D P T Business School E S L Program; David Moody, El Paso Community College; Jan Peterson, Edmonds Community College; Antonina Rodgers, Northern Virginia Community College; Lenka Rohls, LaGuardia Community College; Rebecca Suarez, The University of Texas at El Paso; Ann Marie Tamayo, Queens Community College; and Kelly Roberts Weibel, Edmonds Community College. We would like to thank a terrific support team that allows us to do what we do with enjoyment and ease: Shelley Hartle, managing editor par excellence, who worked magic on every page; Amy M cCormick, Azar product manager, who oversaw our project and handled our myriad requests with unfailing grace, humor, and skill; Ruth Voetmann, development editor, whose attention to detail helped polish each chart and exercise; Janice Baillie, expert production editor and copy editor; Sue Van Etten, our skilled and multi-talented business and Web site manager; Gena Bennett, corpus researcher, whose findings helped keep us abreast o f the nuances and changes in spoken and written discourse; and Robert Ruvo, our invaluable production liaison at Pearson Education. Finally, we’d like to thank the dedicated leadership team from Pearson Education that guided this project: JoAnn Dresner, Anne Boynton-Trigg, Rhea Banker, and Sherry Preiss. For the new design of this fourth edition we were lucky to have had the combined talents of Michael Cimilluca from Lindsay Communications, Ann France from Pearson Education, and freelance artist KrisW iltse. Our appreciation also goes to illustrators Don M artinetti and Chris Pavely for their humor and inspired artwork. Finally, we would like to thank our families for their unflagging patience and encouragement throughout this extensive revision. Their insights and support are a continual source of inspiration. Betty S. Azar Stacy A. Hagen x iii 

Understanding the arab culture

x / UNDERSTANDING THE ARAB CULTURE arise from my years of experience in the cross-cultural field and which every visitor needs to know either to eliminate uncertainty or to satisfy basic human curiosity. It is an attempt to help these visitors and sensitize them to common taboos and faux pas. At the same time, it would be pretentious to suggest that this book applies to every Arab you will meet irrespective of their age, sex, education and nationality. The driving force behind this book and behind a life-time commitment to cross-cultural issues is threefold. As an Arab living in the West, I was gradually becoming fascinated by observing my own culture from a distance. The idea of comparing ‘Arab’ and ‘Western’ cultures became intellectually appealing, and witnessing changes in one’s own attitudes was interesting, as well as being, on some occasions, painful. Furthermore, cross-cultural training gave me more impetus when facing ‘real hunger’ for more information about the Arab region and more importantly when witnessing dramatic transformations in perceptions and attitudes towards the Arab world. Finally, this book is underpinned by the belief that cross-cultural dialogue will definitely help avoid many future international conflicts, or at least help us manage them better. The fact that this book was first published at the same time as the invasion of Iraq owed itself to coincidence rather than timing (good or bad). Nonetheless, the fact that this book had something to say about cross-cultural dialogue was important in the face of world events where real dialogue did not seem to have happened. Events in Iraq, as elsewhere, in the last few years have not disillusioned me, but rather refreshed and strengthened the belief that better understanding between East and West is now more essential than ever. P R E F A C E / xi In summary, this book aims to give guidelines and practical tips, to inform and raise questions, build bridges and demolish barriers, and finally, clarify a few misconceptions about the Arabs, their culture and attitudes. In writing this book I tried to combine theory with practice, to be user friendly without drifting into triviality. I have also made the assumption that my target audience is largely Western. I pray to the Almighty God that this modest book has succeeded in achieving what it set out to do. Dr Jehad Al-Omari This page intentionally left blank About the Author Dr Jehad Al-Omari is an experienced Cross-Cultural Management Consultant and has been training Western executives on Arab affairs and cross-cultural matters since 1986. A regular lecturer and speaker with international institutions such as Farnham Castle, Cranfield School of Management, the Netherlands Institute of MBAStudies and Canning, he also holds a number of consultancy posts with numerous multinational firms operating in the Arab World. Dr Jehad Al-Omari currently divides his time between Europe and the Arab World where in addition to teaching on training programmes he supervises MBA students and is engaged in a number of expatriation and repatriation studies in the Middle East. He can be contacted by e-mail at jamha191@hotmail.com Testimonials ‘Dr Al-Omari thinks deeply, is a wise man and a good teacher.’ Richard Pooley, Canning International Training and Development ‘Dr Al-Omari’s seminars are world class. He has been one of the most professional consultants that we, as a company, have ever worked with (and our standards are very high).’ Hans van der Linden, Managing Director, TMA Ltd ‘Dr Al-Omari’s seminars have broadened our view of the Arab world.’ Nancy Helledie, Borealis A/S ‘Dr Al-Omari balances the theory with practical application and xiii xiv / U N D E R S T A N D I N G T H E A R A B C U L T U R E real-life examples.’ Garth GF Ward, Cranfield University ‘Dr Al-Omari’s teaching and communication skills are very high.’ Sean Rickard, Cranfield University Acknowledgements This book comes as a result of teaching cross-cultural issues for over 16 years throughout Europe, the Middle East and North America. During this time, I had the pleasure and honour to work with many professionals from whom I have learnt many aspects that have helped me in my chosen craft. I would like to extend my warmest thanks to Vincent Guy who was my first mentor and trainer and with whom I have had many useful discussions on aspects of the Arab culture and culture in general. I shall always be grateful to Mike Ward who has shown me many insights into the World of cross-cultural management and multinational teambuilding. Thanks also to many individuals and institutions who have supported me in many ways and particularly to Jeff Toms from Farnham Castle, Richard Pooley from Canning and Garth Ward from Cranfield School of Management. I shall always be indebted to them and to Mark Trier from Language Solutions and to Hans van der Linden from Transnational Management Associates. I am also very obliged to many friends and colleagues who have taught me much about life in the West, edited this book or previous work and given me many important comments. These are too many but I would particularly like to mention Dawn Attlesey, Peter Aylett, Julian Paxton, Anne Mills, Hayder Al Fekaiki, John Mattock, Steven Pritchard and Terence Brake. On many occasions, their interest in the Arab world and culture have given me many hints about what to write and from which angle. xv 

Very young learners (resource books for teachers)

1 The creative classroom Syllabus and lesson planning Designing a syllabus A syllabus for pre-school children will be quite different from one for older learners. First of all, most children of this age cannot yet read and write, or make the kind of abstract deductions that even a child of seven can make. The children will still be gaining basic skills such as holding a crayon or pencil, colouring in, relating the real thing to a pictorial representation of it, being able to recognize shapes, sorting and classifying, recognizing similarities and differences, using scissors, glue, and other implements. Any syllabus will have to take all these things into consideration. Whereas older children could be expected to follow a clear structural progression and to acquire some basic grammar rules, small children will learn better by mimicking and using language in context. It is quite normal for native-speaker children to say things like ''I did went'' at the age of four or five, and so in the early stages it is better not to worry too much about grammatical correctness but to get the children to enjoy using the language. This is best achieved by topic-led work. In many countries there is no prescriptive syllabus for pre-school teaching. This has the advantage of giving teachers the freedom to design the syllabus around the children''s own needs and interests, but the disadvantage is that teachers have no guidelines as to what they should teach and how they should set about it. We hope that the teaching suggestions contained in this book will help you work out and implement your own syllabus. How you plan your syllabus and your lessons will depend on your teaching situation, but as far as possible it would be a good idea to link what you are teaching to what the children are learning in their pre-school classes in their own language. If you are their teacher all the time this will be easier, but if not, you may need to liaise with their other teachers and their parents/guardians. It is important to show the children that English is a means of communication and that it can be a vehicle through which they learn other things. Although this book is divided into topic areas in the order that we consider most relevant to small children, it does not constitute a syllabus and you will need to decide the order in which you wish to present language. A typical order might be: 1 Identification—name (verb—am, is, are) 2 Numbers, age (verb—am, is, are) 3 Parts of the body (verb—I''ve got...) 4 Colours, Description (verbs—am, is are, I''ve got...) 5 Family (verb—I''ve got...) This is only a suggestion as there are no hard and fast rules about creating a syllabus. You may find it useful to find out what the latest craze is (dinosaurs, Batman, etc.) before planning your course. With this age-group exposure to a wide range of language through stories, songs, videos, etc. is very important, and we should try to build up a vast passive knowledge (in the same way as children learning their first language). It is vital to remember that the children are very young and that we are aiming to make their first exposure to English an enjoyable one. They have many years of learning ahead of them and they will have enough hurdles to jump later on. If their first experience of English (or any other language) is pleasurable, they will have a positive attitude towards it for the rest of their lives. If your pupils have had no contact with English before, it is important to start off with simple, basic language and to recycle it in as many ways as possible. Lesson planning How much can small children reasonably be expected to learn in one lesson? Although children might seem to have no trouble understanding and using the language being presented, this does not mean that they have learnt it, and only repeated exposure and recycling over many lessons will ensure that they are able to use the language independently. Fortunately, young children like what is familiar and want the same story, song, etc. again and again. Your lesson planning will depend on your children and how long you see them for. If your lessons are more than fifteen minutes in length, you need to keep the children''s interest by changing activities every five or ten minutes. This is why it is important to have a wide variety of activities. Some children work more quickly than others, so it is useful to have some toys, games, or jigsaws for them to play with, or pictures to colour in, while the other children are finishing. With small children it can help to have an established routine. It gives them a sense of security and they know what to expect. You can have signals which indicate a change of activity. For example, a whistle might indicate an active game, a piece of calm or classical music the prelude to a story, a clap the introduction to a rhyme or chant. It does not really matter what your signals are but once they become an established routine, it will be easier to organize the children. A possible lesson plan might be as follows: 1 A familiar song 2 New language 3 Craft activity connected with the new language 4 A song, rhyme, or chant connected with the new language 5 A familiar active game or activities with Total Physical Response 6 A familiar story You need to have a balance of lively and calming activities (see Chapter 2, ''Basic language activities''). Organization of the classroom If your teaching situation allows for some flexibility, it is best to have a space in the classroom where physical activities such as dancing and active games can take place. When telling stories, taking the register, etc., if possible seat the children on a carpet in semicircles facing the teacher as this makes communication easier. If your desks are fixed to the floor, perhaps you could use the area between the teacher''s desk and the pupils'' desks. It is important to have a place where the children''s work can be displayed. If the classroom is used for other subjects perhaps there could be an ''English corner''. Class management Children of this age are not used to pair or group work and the activities will generally be wholeclass, choral-type work led by the teacher or done on an individual basis. However, it is important that children of this age learn to co-operate. Games, role-play, and joint efforts (see 1.4, ''House register'') all contribute to this end. It is not easy to organize small children into a homogeneous group. In many pre-school classes a large amount of time is spent on free or semi-directed play with just some of the time spent on whole-group activities such as story-telling or singing. There are often helpers to organize the rest of the children while the teacher deals with individuals or small groups. However, in the majority of schools the situation is very different. Classes are large and teachers often receive no assistance at all. English teachers may see the children for one or more periods a week varying in length between 15 minutes to an hour or more. This means that different strategies will need to be employed according to the situation. Most teaching will tend to be teacher-centred and opportunities for free play will be minimal due to the classroom setup and the need to expose the children to the target language as soon as possible. Although some of the work will involve whole-class activities such as choral work, question and answer, chanting and singing, in other activities, such as crafts, the children will be working individually. If there is a mix of ages or abilities it may be necessary to divide the class into smaller groups according to their developmental age and deal with them separately so that while one group is colouring and cutting, for example, another group is listening to a story or doing some specific language practice. This sounds difficult to organize, but it is preferable to forcing some children to do things they are not ready for or boring those who are ready to go on to something more challenging. If possible, you can use the corners of the classroom as special areas: one corner could have some toys, one could have some games, another could have some picture-books and old magazines and catalogues. If some children have finished their work quickly they could go to one of the corners and play for a few minutes. When most of the children have finished an activity, they can be involved in something else such as a story or a song while the others have time to complete their work. Sometimes children just do not want to join in. When this happens, it is better not to make an issue of it. They may be hungry, tired, or anxious about some aspect of the activity. Usually when they see that the others are having a good time, they will want to join in. If possible, enlist the help of parents who might be willing to participate and help children with going to the toilet as well as setting up craft activities etc. Some might even welcome the chance to learn English! If you feel that a particular activity is not going well, do not be afraid to change tack and do something you know the children love. You can always come back to the original activity on another day when the children are more receptive. There will inevitably be a fair amount of noise, especially when the children get excited during an active game. If possible, play some of the games in the school playground or field. Classroom language Children can pick up a lot of language through the normal day-today routine of what we do in class. Greetings, instructions, etc. should all be carried out in English. From the beginning you can respond in English even if the children use their first language, but gradually encourage them to use English themselves. Non-native teachers of English often ask what expressions they should use. This is very difficult to say as native speakers vary a lot in what they use, but a few of the most common are given below: Instructions (teacher) - Look at me / Listen to me/Could you come here please? Put your {coat) on/take your (coat) off. Don''t do that/Stop (pushing, picking your nose, etc.) Quiet, please/Pay attention, please. Please get into line. Make a circle/hold hands/drop hands. Put your hand up. This is how you (colour, fold, cut, stick, tear) it. Go andfindlfetch me a ... Give me your papers. Praising It is important to praise small children''s efforts. Here are some useful phrases: - Well done! - Very good. - That''s a nice picture. Requests (pupils) - Can I have a ...? Can I go to the toilet? Can I borrow a ... ? Can I clean the board/give out the papers/collect the papers? Clarification (pupils) - What''s [hermano] in English? - I don''t understand. For more examples of classroom language see the books Use of English in the Classroom by Sagrario Salaberri or A Handbook of Classroom English by Glyn Hughes (see Further Reading, page 187). Activity types Story-telling and drama When we are teaching pre-literate children, we need to revert to time-honoured story-telling skills and use visual aids, dramatic tone of voice, mimicry, gesture, and mime to bring the story alive. You do not have to be good at acting to keep a group of children enthralled. Even though modern children are brought up on a diet of television, they still enjoy the human contact of a real live person telling them a story. When telling a story, it is important to create a close and intimate atmosphere. The children can sit in semicircles on a carpet or cushions round your chair. This should ensure that your face, hands, and visual aids are visible to all the children. It is better to tell a story than to read it from a book, in order to create better interaction with the children and to have eye contact with them. You can write down a few cues and these, together with any pictures and drawings, should help you remember the story. Later on, when you want to encourage children to start reading books, it will be a good idea to read some of the stories from books, showing the children the pictures in order to stimulate interest in the books themselves. From the beginning encourage the children to join in with the story where there is repetition. By the second or third telling you can start leaving bits out or altering the story, which will have the double value of checking on listening comprehension and encouraging the children to speak. There are many children''s stories available, both traditional and modern, and you will probably choose your favourites. It might be better to start off with traditional stories from the children''s own cultural background as they may already be familiar to the children and this will aid comprehension. If English books are not available, you can use a book written in the children''s own language for the pictures and tell the story yourself. There is a danger of oversimplifying the language when telling a story, but story-books written for native speakers are fine with this agegroup and it is essential to expose them to fluent and natural English. Stories are usually about (imaginary) things which happened in the past, and the stories in this book include past tense forms. Obviously we are not suggesting that you should teach the children how to form tenses such as the simple past or past continuous, but in the context of a story they will hear them and understand them naturally, which is a good preparation for active use when the children are older. A dramatic way to present a story is by using an overhead projector and creating a shadow-play. The darkened room, the focused light, and the movement of the figures create an atmosphere which has long been appreciated in the theatre tradition. Older children can prepare the cut-outs which are to be used. Alternatively, you can create a shadow-play theatre by hanging up a sheet to act as a screen and shining a strong light behind it. The children themselves will want to tell stories, often about the drawings they are doing or what has happened to them. You can encourage this by asking questions. Later on, when they are beginning to read and write, they can write and illustrate their ''news''. At this age children spend a lot of time in a fantasy world, sometimes conversing and playing games with an imaginary friend, sometimes ''being'' a cowboy, robot, dinosaur, nurse, superman, etc. The older the child, the more elaborate the creation will generally be. While children of three or four may just play at being a character for a short while, children of six or seven construct an elaborate plot to their game. This creativity can be harnessed in the classroom by encouraging the children to re-enact stories you have told them. This works particularly well with some of the old favourites such as ''Little Red Riding Hood'', ''The gingerbread man'', ''The three billy-goats'', etc. The children quickly pick up the repeated dialogues and can use them appropriately in their dramatizations. (See ''Pretend play'', page 26.) Some teachers like to tell stories using a felt board and figures cut out of felt, which is a useful way of illustrating the meaning. Nowadays, velcro is a useful material and figures with velcro backing can be stuck to a fuzzy board. If these are unavailable, figures can be stuck on to a whiteboard with sticky tape, Blu-tack, or plasticine. Alternatively, you can use magnets to stick up pictures on some of the modern whiteboards. With all of these methods the children can help to prepare the characters and to move the figures when you tell the story. For more ideas and tips, see Storytelling with Children by Andrew Wright in this series, which also contains helpful guide-lines for simple board drawings. Using story-books and videos Very young children cannot yet read, but it is a good idea to interest them in books so that they want to learn. As well as telling stories from memory, read them stories from picture books. Choose a book which is short and has large, clear pictures. Make sure all the children can see the book and pause to show them the pictures as you are reading. In Further Reading (page 187) we suggest some books which are suitable for very young children. Some books, for example Where''s Spot? by Eric Hill and The Very Hungry Caterpillar by Eric Carle, are available in many languages and in bilingual versions. If you can''t find books in English, use books in the children''s language and paraphrase them in English. You can still show the pictures and the children won''t know the difference! Many children''s stories are available in both book and video form (and some now on CD-ROM). Some children will be familiar with story characters from TV but not with the books they originally came from. You can use both versions to help the children to understand the story, and to stimulate interest in books and reading. The different media help children to use different strategies for understanding the language. Videos are an excellent resource and have the advantage of combining stories with animation. They give a lot of language input and it does not even matter if they have subtitles in the pupil''s language as very young children cannot read yet. There is a danger that the children will want to watch passively and although that might be justified when they are very tired, you can do predicting and pre-watching activities with them. For example, before watching a Postman Pat episode you can ask them if he has a cat or a dog and what colour it is. You can pre-teach some words so that the children will recognize them in the video. After viewing, you can ask the children to re-enact a video story, or to draw a picture about it, which can lead to more language practice. It is not advisable to use long videos or cartoons which simply consist of the characters trying to hurt each other. The best ones are the short episodes produced for children''s television. Characters such as Postman Pat, Fireman Sam, Brum, Spot, The Mr Men, and Rupert Bear are very popular with children and have good underlying educational principles. There are some specially-produced videos for teaching English such as Wizadora, the Longman Fairy Stories, and Muzzy in Gondoland, which are also very useful for teaching this age-group. Here are some guidelines for choosing a video to use in the English class with very young children: - It should be short (5-10 minutes) - It must have a good storyline - It must be suitable for the age-group - The language should be easy to understand by watching the actions - Think about what activities you could do to help the children understand it, for example acting it out. Some children''s videos are available in many countries and languages. Some do not have a soundtrack, but are still useful for teaching English. You can talk about what happens and get the children to predict what happens next. But don''t forget to let the children enjoy the video story as well as using it to practise their English! Below are some examples of how to use books and videos in class. You do not have to follow all these steps and they can be divided over several lessons. Children of this age love hearing the same story over and over again. 

Websters new dictionary of synonyms

Websters new world letter writing handbook

viii / Letter Writing Handbook GETTING PERMISSION TO USE AN UNSOLICITED TESTIMONIAL . . . . . . . . . . . . . . 149 RESPONDING TO BUSINESS REQUESTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 REFUSING BUSINESS REQUESTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 Invitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 INVITATIONS TO EVENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 MEMBERSHIP INVITATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 INVITATIONS TO SERVE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 DECLINING AN INVITATION TO SERVE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Special Requests: Sponsorship, Fundraising, and Donation Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 SPONSORSHIP OPPORTUNITY LETTERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 FUNDING AND DONATION REQUESTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 CORPORATE FUNDRAISING LETTERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 DONATION THANK-YOU LETTERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 REFUSING A DONATION REQUEST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 Letters of Confirmation and Acknowledgment . . . . . . . . . . . . . . . . . . . 173 CONFIRMATION LETTERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174 LETTER OF ACKNOWLEDGMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Tough Situations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 PROBLEMS WITH BUSINESS PARTNERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 MERGER ANNOUNCEMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 CLOSING, LIQUIDATION, AND/OR BANKRUPTCY ANNOUNCEMENTS . . . . . . . . . . . . 181 COPYRIGHT VIOLATION NOTICE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 VIRUS PROTECTION POLICY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 PART V: Internal Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189 FYI Internal Memos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190 Internal Requests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192 MAKING AN INTERNAL REQUEST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192 AGREEING TO AN INTERNAL REQUEST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194 REQUESTING A MEETING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 Announcements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 CHANGE IN EMPLOYMENT STATUS ANNOUNCEMENTS . . . . . . . . . . . . . . . . . . . . . 197 TRAVEL NOTICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 TRAINING NOTICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 HUMAN RESOURCES (HR) POLICIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 TELEPHONE POLICY MEMOS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207 INFORMATION TECHNOLOGY (IT) MEMOS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209 VACATION NOTICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211 Management Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212 ACCOUNT MANAGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212 SALES MANAGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215 Table of Contents / ix HANDLING A DISSATISFIED CUSTOMER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217 WEBSITE AND OTHER INFORMATION TECHNOLOGY (IT) ISSUES . . . . . . . . . . . . . 218 CONGRATULATIONS TO AN INDIVIDUAL OR A TEAM . . . . . . . . . . . . . . . . . . . . . . . 221 OFFERING ADVICE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223 RESOLVING DISPUTES AND DISAGREEMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . 224 WARNING AN EMPLOYEE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226 Meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228 PREMEETING AGENDAS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228 MEETING MINUTES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230 Reports in Memo Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233 STATUS REPORTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234 PROGRESS REPORTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236 TRIP REPORTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237 CHANGE ORDERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240 PART VI: Customer Service Correspondence . . . . . . . . . . . . . . . . . . 243 Relationship-Building Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244 WELCOME LETTERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244 FREE GIFTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246 FREE VALUE-ADDED PROGRAMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 SERVICE LEVEL UPGRADES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250 HOLIDAY SEASON THANK-YOUS TO VALUED CUSTOMERS . . . . . . . . . . . . . . . . . . . 252 YEAR-END ROUND-UP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254 CORDIAL CONTACT LETTERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 CUSTOMER REACTIVATION LETTERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258 Routine Customer Correspondence . . . . . . . . . . . . . . . . . . . . . . . . . . . 260 “TIME TO REORDER” LETTER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 260 ORDER ACKNOWLEDGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 262 NOTIFICATION OF SHIPPING DELAY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263 CHANGE ORDER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264 PREMEETING AGENDA LETTER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266 RENEWAL LETTERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268 RENEWAL NOTICE, FINAL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270 “POINTS ABOUT TO EXPIRE” LETTER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272 LETTERS OF INSTRUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273 CUSTOMER SATISFACTION SURVEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275 Sensitive Customer Correspondence . . . . . . . . . . . . . . . . . . . . . . . . . . . 278 RESOLVING PROBLEMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278 INVENTORY ADJUSTMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 280 DENIAL OF REQUEST FOR ADDITIONAL DISCOUNT . . . . . . . . . . . . . . . . . . . . . . . 282 RETURNING MERCHANDISE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283 REFUSING A REQUEST FOR REFUND . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285 x / Letter Writing Handbook “WE NEED TO HEAR FROM YOU” LETTER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287 CONTRACT TERMINATION LETTER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 288 FEE DISPUTE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 290 DAMAGED FREIGHT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291 RATE INCREASE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293 REQUEST FOR PAYMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294 Tips for Effective Client Communication . . . . . . . . . . . . . . . . . . . . . . . 296 PRIORITIZE BY CLIENT NEED, NOT YOUR NEED. . . . . . . . . . . . . . . . . . . . . . . . . 296 MAKE SURE ONE PROBLEM IS FULLY RESOLVED BEFORE DISCUSSING THE NEXT ISSUE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297 KEEP YOUR COMMUNICATION BRIEF. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299 SHOW EMPATHY AND UNDERSTANDING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299 BE ENTHUSIASTIC. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300 KEEP ARGUMENTS AND DISAGREEMENTS WITH CLIENTS TO A MINIMUM. . . . . . . . 301 WARN CLIENTS IN ADVANCE THAT A DISAGREEMENT IS COMING. . . . . . . . . . . . . 302 AGREE TO DISAGREE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 302 ASSURE THE CLIENT THAT THE ARGUMENT IS NOT PERSONAL OR PERVASIVE. . . . . 302 LET THEM KNOW YOU ARE DOING THIS FOR THEIR OWN BENEFIT. . . . . . . . . . . 303 ASSURE THEM THEY ARE THE FINAL JUDGE. . . . . . . . . . . . . . . . . . . . . . . . . . . . 303 SAY WHAT IS GOOD BEFORE YOU SAY WHAT IS BAD. . . . . . . . . . . . . . . . . . . . . 303 IF THE CONVERSATION IS NEGATIVE, FOLLOW UP QUICKLY WITH A POSITIVE E-MAIL OR FAX. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 304 FOLLOW UP IN A FEW DAYS TO ENSURE SATISFACTION OR RESOLVE UNRESOLVED ISSUES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 305 DO NOT ALLOW YOURSELF TO BE TREATED IN A DISMISSIVE OR INFERIOR MANNER. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 306 ASK CLIENTS TO TELL YOU HOW YOU ARE DOING. . . . . . . . . . . . . . . . . . . . . . . 307 COMMUNICATE TO SHOW APPRECIATION, NOT JUST TO COMPLAIN. . . . . . . . . . . . 308 BE POLITE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309 IF YOU ARE DOING THE CLIENT A FAVOR, OR DOING A GOOD JOB, LET THEM KNOW IT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 310 AVOID TABOO TOPICS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 312 PLAN FREQUENT, REGULAR COMMUNICATION WITH YOUR CLIENTS. . . . . . . . . . . 313 BE AVAILABLE FOR INSTANT ACCESS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 313 RESPOND TO CLIENTS PROMPTLY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315 PART VII: Sales and Marketing Letters . . . . . . . . . . . . . . . . . . . . . . . 317 Types of Sales Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 318 ALL-PURPOSE SALES LETTERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 318 MAIL ORDER SALES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323 CATALOG LETTERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327 SALES-BUILDING LETTERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 329 Table of Contents / xi TRADE-IN OFFER LETTERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 331 LETTERS OFFERING A PRODUCT GIVEAWAY . . . . . . . . . . . . . . . . . . . . . . . . . . . . 333 LETTERS OFFERING A FREE TRIAL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 335 FREE BOOKLET OFFER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 337 NEW SERVICE LETTERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339 CROSS-SELLING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 340 Selling by Invitation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 342 TRADE SHOW INVITATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 342 SPEECH INVITATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 344 REQUESTING TO SPEAK AT A MEETING OR EVENT . . . . . . . . . . . . . . . . . . . . . . . 346 CONFERENCE INVITATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 348 SEMINAR INVITATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 350 BOOT CAMP INVITATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354 AUDIO CONFERENCE INVITATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 356 WEBCAST INVITATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 357 Generating Leads . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359 SURVEYS OR QUESTIONNAIRES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360 LIFT NOTES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 362 LEAD-GENERATING LETTERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 363 Inquiry-Fulfillment Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367 INQUIRY-FULFILLMENT LETTERS WITH LITERATURE ENCLOSED . . . . . . . . . . . . . . 368 INQUIRY-FULFILLMENT LETTERS WITH PRODUCT ENCLOSED . . . . . . . . . . . . . . . . 369 INQUIRY-FULFILLMENT, LONG-FORM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371 LEAD INQUIRY-FULFILLMENT FOLLOW-UPS . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373 After-Sale Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375 SALES AGREEMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375 AFTER-SALE FOLLOW-UP LETTERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377 LOYALTY PROGRAM LETTERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 378 LETTERS TO LURE BACK CLIENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 380 DISCOUNT OFFERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384 LETTERS ANNOUNCING NEW LOCATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 386 Nonprofit Fundraising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 387 FUNDRAISING LETTERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 387 FUNDRAISING FOLLOW-UPS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 389 PART VIII: Credit, Collection, and Billing . . . . . . . . . . . . . . . . . . . . . . 393 Billing Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 393 A SINGLE BILLING LETTER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 394 BILLING SERIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395 When the Account Is in Collections . . . . . . . . . . . . . . . . . . . . . . . . . . . 400 THE FIRST COLLECTION LETTER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 401 COLLECTION SERIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 402 xii / Letter Writing Handbook PAST-DUE LETTERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 409 “LETTERS CROSSED IN THE MAIL” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 411 SHIPMENT HELD UP FOR PAYMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 413 CREDIT HOLD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 415 When the Collection Is in Dispute . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417 REFUSING TO PAY A BILL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417 ACCOUNTS RECEIVABLE DISPUTES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 419 Working Out Arrangements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 420 PARTIAL PAYMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 420 PAYMENT PLANS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 422 CREDIT “GRACING” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 424 Lines of Credit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 426 EXTENDING CREDIT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 426 REQUESTING CREDIT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 429 TURNING DOWN A REQUEST FOR CREDIT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 430 CREDIT ADJUSTMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 432 CHANGE OF TERMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 434 PART IX: Vendor Communications . . . . . . . . . . . . . . . . . . . . . . . . . . . 437 Letters Requesting Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 437 REQUEST FOR WHOLESALE PRICE LISTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 438 REQUEST FOR ADDITIONAL INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 439 REQUESTS FOR PRODUCT AVAILABILITY INFORMATION . . . . . . . . . . . . . . . . . . . . 440 INQUIRING ABOUT SERVICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 442 REQUEST FOR PRICE QUOTE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 443 Letters Expressing Dissatisfaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . 445 WRITING A LETTER OF DISSATISFACTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 445 NOTIFYING VENDORS OF DEFECTIVE GOODS . . . . . . . . . . . . . . . . . . . . . . . . . . . 447 QUALITY CONTROL PROBLEMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 449 COMPLAINT ABOUT A SERVICE PROVIDED TO YOU . . . . . . . . . . . . . . . . . . . . . . . . 451 NOTICE TO SUSPEND DELIVERIES AND REQUEST FOR RELEASE . . . . . . . . . . . . . . 453 Letters Regarding Bids, Contracts, and Agreements . . . . . . . . . . . . . . 455 CALL FOR BIDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 455 REQUEST FOR PROPOSAL (RFP) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 456 NOTIFICATION OF WINNING BID . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 459 LETTER OF AGREEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 461 NOTICE OF REJECTED BID . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 465 RETAINER AGREEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 466 CONFIDENTIALITY AGREEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 468 TERMINATION OF CONTRACT AND/OR AGREEMENT . . . . . . . . . . . . . . . . . . . . . . . 470 Table of Contents / xiii Letters that Strengthen the Client/Vendor Relationship . . . . . . . . . . . 471 LETTER OF PRAISE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 472 VENDOR REFERRAL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 473 Common or Possible Client-to-Vendor Requests . . . . . . . . . . . . . . . . . 475 REQUESTS FOR COMPLIANCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 475 SECOND REQUEST FOR COMPLIANCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 477 REQUEST FOR VENDOR TAX ID OR SOCIAL SECURITY . . . . . . . . . . . . . . . . . . . . . 478 LETTER OF JUSTIFICATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 480 Letters Regarding Payment Problems . . . . . . . . . . . . . . . . . . . . . . . . . . 484 VENDOR PAYMENT TERMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 484 WARNING OF DELAYED PAYMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 485 OVERPAYMENT NOTICE (REQUEST TO SUBMIT A REIMBURSEMENT) . . . . . . . . . . . 487 Other Letters to Vendors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 488 VENDOR GIFT POLICY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 488 CONFIRMATION OF ORDER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 489 PURCHASING POLICY LETTER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 490 INVITATION TO EXHIBIT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 492 PART X: E-Mail and Fax Correspondence . . . . . . . . . . . . . . . . . . . . . 495 Differences Between E-Mail and Regular Letters . . . . . . . . . . . . . . . . . 495 E-Mail Structural Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 496 THE “FROM” LINE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 496 THE DISTRIBUTION LIST (CC AND BCC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 497 THE SUBJECT LINE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 497 THE MESSAGE AREA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 498 Writing E-Mail Messages that get Opened and Read . . . . . . . . . . . . . . 500 Reply Wisely . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 501 DON’T REPLY TO A CORPORATE GROUP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 501 BE CAREFUL WHO YOU INCLUDE ON A STRING . . . . . . . . . . . . . . . . . . . . . . . . . 502 THINK BEFORE YOU PRESS “SEND” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 502 Know the Emotional Connotations of Punctuation and Grammar . . . 503 Consider the Look of Your Message . . . . . . . . . . . . . . . . . . . . . . . . . . . 504 Internet Direct-Mail Marketing Messages . . . . . . . . . . . . . . . . . . . . . . . 505 HOW LONG SHOULD AN E-MAIL MARKETING MESSAGE BE? . . . . . . . . . . . . . . . . 506 TECHNIQUES FOR EFFECTIVE E-MARKETING MESSAGES . . . . . . . . . . . . . . . . . . . 507 THE “4 U’S”: 4 WAYS TO SPICE UP YOUR SUBJECT LINES . . . . . . . . . . . . . . . . . . 509 Where to Get Your E-Marketing Lists . . . . . . . . . . . . . . . . . . . . . . . . . . 511 Fax Correspondence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 512 FORMATS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 513 COVER SHEETS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 513 FAX COURTESY, LEGALITY, AND CONFIDENTIALITY . . . . . . . . . . . . . . . . . . . . . . . 515 

Whats up mixed ability grammar worksheets

Grammar Unit 3 • LEVEL 2 •CONSOLIDATION• 1 2 a) Complete the sentences with the correct form of the verbs in the box. live play say eat invite celebrate watch go Put the verbs in the box in the correct column. makes cooks eats watches have make 11 We ______________ my grandparents to dinner every Sunday. finishes opens dances loses lives uses does helps /s/ drives closes plays gets chooses writes speaks goes has /z/ /z/ 12 My school ______________ a Christmas party every year. 13 I ______________ computer games in the evening. 14 My dog ______________ vegetables and pasta. 15 My teacher ______________ English is very important. 3 16 George and his friends ______________ in a small town. 17 We ______________ to my uncle’s house on New Year’s Eve. Write the sentences again using the word in brackets. 1 Billy eats his five pieces of fruit a day. (always) 18 In China, people ______________ New Year on a different day. 2 Julie does her homework before dinner. (usually) 19 You are a wonderful cook! You ___________ great spaghetti bolognaise. 10 She ______________ TV every day. 3 My mother drives to work. (often) b) Make the sentences in exercise 1a negative. 4 Sally listens to me. (never) 11 12 13 5 They go to the cinema on Friday. (sometimes) 14 15 16 17 18 19 10 What’s Up? 1 • Mixed-ability Grammar Worksheets • Photocopiable WUP1-MA-GRAMMAR.indd 11 11 © Pearson Educación, S.A., 2007 22/12/06 13:54:18 Grammar Unit 3 • LEVEL 3 •EXTENSION• 1 3 Write a short text about Christmas with your family. Use the verbs in the box. eat get up late have a party play games drink go to bed early Write the sentences again with the adverb of frequency. 11 My grandparents listen to the radio because they don’t like the TV. (often) give presents sing invite friends 12 She reads a magazine when she has time. (sometimes) 13 Mark gets angry when something goes wrong. (never) 14 Stephanie is very busy because she’s got her own business. (usually) 15 I take milk in my tea, but I don’t like it with lemon. (occasionally) 2 Match the adverbs of frequency (1-9) to the meaning (a-i). 16 My dog, Rufus, is hungry and he eats five times a day. (always) 1 occasionally 2 never 17 My family goes to the cinema at the weekend. (frequently) 3 often 4 rarely 5 seldom / hardly ever 18 I help my sister do her homework. (rarely) 6 usually 7 sometimes 19 We watch TV in the morning because we are at school. (hardly ever) 8 frequently 9 always 10 Amy dances salsa because she prefers the merengue. (seldom) a happens most days / weeks, etc b every day / night / week, etc c common d many times e on certain occasions but not all the time f doesn’t happen often or regularly g not common h almost never i not at any time What’s Up? 1 • Mixed-ability Grammar Worksheets • Photocopiable WUP1-MA-GRAMMAR.indd 12 12 © Pearson Educación, S.A., 2007 22/12/06 13:54:19 Grammar Unit 4 • LEVEL 1 •REINFORCEMENT• 1 3 Complete the table with do, does, don’t or doesn’t. Questions 1 ______ you eat meat? 1 fly / can / Birds / but / talk / can’t / they . Short answers 2 run / can / but / can’t / Dogs / sing / they 2 Yes, I _______ . . No, I 3 _______ . 3 can / run fast / swim / Turtles / but / can’t / they 4 ______ your father have Yes, he 5 _______ . a dog? Yes, they 8 _______ . to the zoo? No, they 9 _______ . 10 Yes, he/she ______ your teacher like spiders? 2 No, he 6 _______ . 7 ______ your friends go Order the words to make sentences. No, he/she 11 12 . 4 but / Scorpions / kill / eat a cow / they / can / can’t _______ . . _______ . 5 can’t / Fish / can / but / they / walk / swim . a) Complete the questions with do or does. 6 fly / People / can’t / talk / but / can / they 1 Where _________ polar bears live? . 2 When _________ birds sleep? 3 What _________ a piranha eat? 4 4 Where _________ an octopus live? Choose the correct option. 1 You must / mustn’t hunt protected animals. 5 What time _________ penguins have lunch? 2 You must / mustn’t treat animals with respect. 6 When _________ bears hibernate? 7 Where _________ a scorpion hide? 3 A polar bear must / mustn’t hibernate in winter. 8 When _________ a female spider eat a male spider? 4 You must / mustn’t play with snakes. 5 You must / mustn’t kill animals for fun. b) Match the questions in exercise 2a with the answers (a-h). 6 A dog must / mustn’t have lots of exercise. a In the ocean. b At night. c Usually meat, but sometimes plants. d Under a stone. e In winter. f After they mate. g In the Arctic. h At midday. What’s Up? 1 • Mixed-ability Grammar Worksheets • Photocopiable WUP1-MA-GRAMMAR.indd 13 13 © Pearson Educación, S.A., 2007 22/12/06 13:54:19 Grammar Unit 4 • LEVEL 2 •CONSOLIDATION• 1 2 a) Write questions using the prompts. Use do or does. 1 a bird / lay eggs ? Complete the dialogue with can or can’t. SONIA: Oh, it’s a sunny day! 1 __________ we go to the park? MIKE: Yes, of course we 2 __________ . SONIA: 3 __________ 2 penguins / live / in the desert ? MIKE: No, because I 4__________ play tennis. SONIA: But tennis is easy. Everybody 5 ________ play tennis. MIKE: Well, I 6 __________ . But I 7 __________ paint. We 8 __________ go to the zoo and I 9 __________ paint the animals. SONIA: But I 10 __________ paint! MIKE: That’s OK, because I 11 __________ teach you. SONIA: That’s a good idea. And I 12 __________ teach you how to play tennis. We 3 piranhas / live / in the Amazon River ? 4 a baby polar bear / weigh / five kilos ? 5 a bull / have / horns ? 6 a tiger / eat / fruit ? 7 fish / sleep / at night we play tennis? 13 __________ learn something new. ? 8 polar bears / hunt / scorpions 3 ? Complete the sentences with must or mustn’t. 1 You __________ hunt protected animals. b) Match the short answers (a-h) to the questions in exercise 1a. 2 You __________ treat animals with respect. 3 A polar bear __________ hibernate in winter. a Yes, it does. 4 You __________ play with snakes. b Yes, they do. 5 You __________ kill animals for fun. c Yes, it does. 6 A dog __________ have lots of exercise. d No, they don’t. 7 You __________ swim with piranhas. e No, it doesn’t. 8 You __________ keep a wild animal as a pet. f No, it doesn’t. g No, they don’t. h Yes, they do. What’s Up? 1 • Mixed-ability Grammar Worksheets • Photocopiable WUP1-MA-GRAMMAR.indd 14 14 © Pearson Educación, S.A., 2007 22/12/06 13:54:20 Grammar Unit 4 • LEVEL 3 •EXTENSION• 1 2 Make questions using the present simple and answer them. Are the sentences logical or illogical? Rewrite the illogical ones to make them logical. 1 I can’t ride a bike because I can’t swim. 11 you / study hard ? . 2 My brother can’t drive because he hasn’t got a driving license. ? 3 Birds can’t swim because they can’t speak. 12 you / have a pet . 4 People can’t fly because they haven’t got any wings. 13 your class / enjoy English ? . 5 Jake can’t speak Spanish because he hasn’t got a TV. 14 your best friend / live near you ? . 6 Cathy can’t send an e-mail because she can’t use a computer. 15 your parents / eat meat ? . 16 you / smoke 3 ? Write eight rules for your school. Use must or mustn’t and the verbs in the box. . work hard help new students chew gum be late for class 17 What / spiders / eat ? . run in the corridor smoke do your homework be respectful 1 18 Where / koala bears / live 2 ? 3 . 4 19 How many / legs / ant / have 5 ? 6 . 7 10 What / a lion / hunt 8 ? . What’s Up? 1 • Mixed-ability Grammar Worksheets • Photocopiable WUP1-MA-GRAMMAR.indd 15 15 © Pearson Educación, S.A., 2007 22/12/06 13:54:20 Grammar Unit 5 • LEVEL 1 •REINFORCEMENT• 1 3 Write the continuous form of the verbs. 1 iPod ___________________________ 1 buy ___________________________ 2 money ___________________________ 2 shop ___________________________ 3 water ___________________________ 3 go ___________________________ 4 car ___________________________ 4 eat ___________________________ 5 book ___________________________ 5 phone ___________________________ 6 cheese ___________________________ 6 chat ___________________________ 7 piano ___________________________ 7 have ___________________________ 8 rice ___________________________ 8 study ___________________________ 4 2 Write countable or uncountable. Complete the sentences with the correct form of the verb to be. Order the words to make sentences. 11 eating / I / ’m / apple / an . Affirmative 12 sausages / Are / any / there 1 I __________ eating a sandwich. ? 2 She __________ chatting with a friend. 13 clothes / buying / She / some / ’s 3 They __________ shopping. . 4 Charlie __________ having lunch. 14 ’re / having / We / mobile phone / a / new 5 You __________ studying English. . 15 CDs / We / buying / aren’t / any Negative . 1 I __________ eating a burger. 16 need / I / batteries / some 2 She __________ chatting with her mother. . 3 They __________ shopping. 17 today / isn’t / any / There / homework 4 Charlie __________ having breakfast. . 5 You __________ studying Japanese. 18 breakfast / I / egg / an / have / every day / for Questions and Short answers 1 __________ I eating an apple? . Yes, I __________ . / No, I __________ . 19 bananas / there / Are / any / fridge / in / the 2 __________ she chatting with her teacher? ? Yes, she __________ . / No, she __________ . 10 chatting / They / friends / some / with / ’re 3 __________ they shopping? . Yes, they _________ . / No, they __________ . 4 __________ Charlie having dinner? Yes, he __________ . / No, he __________ . 5 __________ you studying French? Yes, I __________ . / No, I __________ . What’s Up? 1 • Mixed-ability Grammar Worksheets • Photocopiable WUP1-MA-GRAMMAR.indd 16 16 © Pearson Educación, S.A., 2007 22/12/06 13:54:21 

Fundamentals of academic writing

Your Classmates Getting Started Classmates Pre writing Ask Questions Introduce Your Partner Writing Look at Model Paragraphs Write a Paragraph About Your Partner Sharing Show Your Paragraph to Your Partner Share Paragraphs with Your Class 2 Fundamentals o f Academic Writing Prewriting Thinking before writing Before you write, you need a topic — something to write about. Here is a topic for you: a classmate. Write about a person in your class. This classmate will be your partner — someone you work with. Step 1 : Work with a partner. Ask your partner these questions. Listen and write the answers. If you cannot spell a word, ask, “How do you spell that?” 1. What’s your first name?____________________________________ 2. What’s your last name?_____________________________________ 3. Where are you from ?_______________________________________ 4. What’s your first language?_________________________________ 5. Where do you live?________________________________________ 6. Who lives with you?_______________________________________ 7. Do you have a jo b ? ________________________________________ 8. What do you like to do in your free tim e?_____________________ Getting Started I Your C lassm ates Martin is asking Yelena about spelling. Step 2: Are there any extra questions you want to ask? Ask your questions, and write the answers here. / T his is Martin. He is f V e n ezu ela. He has Yelena is introducing Martin. Step 3: Introduce your partner to the class or to a small group of classmates. Tell three or four facts about your partner. 3 4 Fundamentals o f Academic Writing Writing You are going to write a paragraph about your partner. Step 1: Read these two paragraphs. i M artin Herrera i My Classmate Yelena I My classmate Yelena Politova is an interesting person. | She is from Ukraine. She speaks Ukrainian and Russian. | She lives with her family in Chicago. She is married. She has | one son and one daughter. She works part-tim e a t the | Chicago Animal Hospital. I hope to learn more about her. Ali Abdi My Classmate Jason My classmate Jason Kim is an interesting person. He is from Seoul, k''area. His firs t language is kftrean. We (ives on campus. We has a roommate. He is not married. He does not have a job. In his free time, he likes to play soooer and video games. He loves to sleep. Getting Started I Your C lassm ates Step 2: Take a piece of lined paper. Write your name at the top of the paper, on the right. Then write this title: M y C la ssm ate_______________________________ (your partner’s first name) Step 3 : Write a paragraph about your partner. Follow the examples on page 4. Begin with this sentence: M y classm a te ________________________is an interesting person. (name) Sharing Step 1: Show your paragraph to your partner. Is the information correct? Make changes if necessary. Step 2 : Your teacher may ask the class to share all the paragraphs. Then you can read other paragraphs and learn about people in your class. 5 Introducing Yourself Nice to meet you! Chapter Preview Part 1: Organization From Words to Sentences to Paragraphs What Does a Paragraph Look Like? Part 2: Sentence Structure and M echanics What Is a Sentence? What Does a Sentence Look Like? Part 3: Grammar and Vocabulary Verbs Nouns Part 4: The Writing P rocess What Is a Process? Expansion Activities 6 

German all in one for dummies

Table of Contents Introduction.................................................................. 1 About This Book............................................................................................... 1 Conventions Used in This Book...................................................................... 2 Foolish Assumptions........................................................................................ 3 How This Book Is Organized........................................................................... 4 Book I: Getting Started with German.................................................... 4 Book II: Speaking German on the Go.................................................... 4 Book III: Assembling the Grammatical Foundations forCommunication............................................................................. 5 Book IV: Building Detail and Precision in Your Communication...... 5 Book V: The Appendixes........................................................................ 5 Icons Used in This Book.................................................................................. 6 Where to Go from Here.................................................................................... 6 Book I: Getting Started with German.............................. 7 Chapter 1: Warming Up to German Basics . . . . . . . . . . . . . . . . . . . . . . . . 9 Starting with What You Already Know.......................................................... 9 Friendly allies: Kindergarten and more (perfect cognates).............. 9 Kissing cousins (near cognates)......................................................... 11 False friends.......................................................................................... 13 Lenders and borrowers........................................................................ 16 Using Popular Expressions............................................................................ 19 Handling Basic Pronunciation....................................................................... 21 Understanding stress in German........................................................ 21 Constructing the alphabet blocks...................................................... 21 Pronouncing vowels............................................................................. 23 Pronouncing ọ, ử, and ỹ....................................................................... 24 Pronouncing diphthongs..................................................................... 25 Pronouncing consonants..................................................................... 25 Pronouncing consonant combinations.............................................. 28 Chapter 2: Handling Numbers, Times, Dates, and Measurements . . . 31 Doing the Numbers......................................................................................... 32 Counting off with cardinal numbers................................................... 32 Getting in line with ordinal numbers................................................. 36 Telling Time..................................................................................................... 38 Using the 12-hour clock........................................................................ 38 Using the 24-hour system.................................................................... 40 Describing times of the day................................................................. 40 x German All-in-One For Dummies Expressing Dates............................................................................................ 41 Recounting the days............................................................................. 41 Knowing the names of the months and seasons.............................. 42 Writing dates the European way......................................................... 44 Referring to specific dates................................................................... 45 Naming specific times in the months................................................. 46 Celebrating holidays............................................................................. 47 Measurements, Quantities, and Weights..................................................... 49 Chapter 3: Meeting and Greeting: Guten Tag! . . . . . . . . . . . . . . . . . . . . 53 Getting Formal or Informal............................................................................ 53 Saying Hello, Goodbye, and How Are You?....................................... 54 Saying Guten Tag and Auf Wiedersehen..................................... 54 Asking Wie geht es Ihnen?................................................................ 56 Giving a response to Wie geht es Ihnen?........................................ 57 Introducing Yourself and Your Friends....................................................... 59 Introducing your friends...................................................................... 59 Making introductions for special occasions..................................... 59 Introducing yourself............................................................................. 61 Talking about Yourself................................................................................... 62 Describing your work........................................................................... 63 Providing names and numbers........................................................... 64 Discussing Cities, Countries, and Nationalities.......................................... 67 Saying where you come from.............................................................. 67 Asking people where they come from................................................ 68 Discovering nationalities..................................................................... 70 Chatting about languages you speak.................................................. 71 Making Small Talk about the Weather......................................................... 73 Noting what its like out there............................................................. 73 Discussing the temperature................................................................ 74 Describing the days weather.............................................................. 75 Chapter 4: Talking about Home, Family, Friends, and Daily Life . . . . 77 Describing Where You Live........................................................................... 77 Looking at your living quarters: Mein Haus...................................... 78 Naming furnishings and appliances................................................... 79 Talking about Family...................................................................................... 83 Naming your relatives.......................................................................... 83 Family pets............................................................................................. 86 Discussing Friends, Acquaintances, and Neighbors.................................. 87 Spending Time at Your Home or Someone Elses...................................... 88 Daily routine.......................................................................................... 88 Das Wochenende: The weekend......................................................... 90 Doing and saying the right thing......................................................... 91 Playing Sports................................................................................................. 93 Playing around with the verb spielen............................................. 93 Verbalizing sports you enjoy.............................................................. 93 Inviting someone to play...................................................................... 94 Table of Contents Chapter 5: Talking Telecommunications, Business, and Current Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Making a Phone Call....................................................................................... 97 Asking for your party........................................................................... 98 Making the connection......................................................................... 99 Making appointments......................................................................... 102 Leaving messages............................................................................... 103 Writing Your Message.................................................................................. 105 Beginning and ending a letter........................................................... 105 Sending mail the old-fashioned way................................................. 106 E-mailing and faxing............................................................................ 109 Settling In at the Office................................................................................. 109 Organizing your desk and supplies.................................................. 110 Interacting with coworkers............................................................... 111 Doing business in German................................................................. 112 Tuning In to Current Events........................................................................ 115 Newspapers and magazines.............................................................. 115 Television, radio, and the web.......................................................... 117 Chapter 6: Shopping Simplified . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Getting Familiar with the German Shopping Experience........................ 119 Identifying types of shops................................................................. 120 Determining a stores hours.............................................................. 120 Finding your way around a department store................................ 121 Browsing and responding to Kann ich Ihnen helfen?................. 123 Getting assistance............................................................................... 123 Shopping for Clothes.................................................................................... 124 Characterizing various clothing items............................................. 124 Knowing your size.............................................................................. 128 Trying on clothes................................................................................ 130 Making Your Purchase................................................................................. 133 Preparing to pay for your items........................................................ 133 Getting a tax refund on your purchases.......................................... 135 Chapter 7: Dining Out and Buying Food: Guten Appetit! . . . . . . . . . . 137 Talking about Eating and Drinking............................................................. 138 Saying youre hungry and thirsty: Hast du Hunger? Hast du Durst?................................................................................. 138 Talking about meals: Guten Appetit!................................................ 139 Setting the table.................................................................................. 140 Going to a Restaurant: Das Restaurant...................................................... 141 Deciding where to eat........................................................................ 141 Making reservations........................................................................... 143 Arriving and being seated.................................................................. 146 Checking Out the Menu: Die Speisekarte.................................................. 147 Looking at breakfast, lunch, and dinner items................................ 147 Understanding cooking terms........................................................... 150 Quenching your thirst........................................................................ 151 xi xii German All-in-One For Dummies Placing Your Order....................................................................................... 152 Ordering politely................................................................................. 153 Asking for assistance.......................................................................... 154 Ordering something special.............................................................. 155 Finishing Your Meal and Getting the Check.............................................. 156 Replying to How did you like the food? Hat es Ihnen geschmeckt?.......................................................... 156 Asking for the check........................................................................... 156 Shopping for Food........................................................................................ 159 Knowing where to shop..................................................................... 159 Finding what you need....................................................................... 160 Book II: Speaking German on the Go........................... 165 Chapter 1: Locating Places . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 Getting Yourself Oriented............................................................................ 167 Finding out where something is........................................................ 168 Asking how far something is: Ist es weit von hier?......................... 170 Getting more specific directions....................................................... 170 Asking How to Get from One Place to Another......................................... 171 Asking how to get to a location......................................................... 172 Asking how to get to a city or country............................................. 173 Asking how to get to a specific building.......................................... 173 Describing Where Something Is Located................................................... 174 Locating one place in relation to another....................................... 175 Going left, right, straight ahead: Links, rechts, geradeaus............ 177 Using compass points........................................................................ 178 Understanding Where to Go........................................................................ 179 Pointing out the first, second, or third street ................................ 179 Following directions: Take this street.............................................. 180 Traveling by Car das Auto or Other Vehicle................................... 183 Chapter 2: Going Out on the Town . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Taking in the Sights...................................................................................... 185 Deciding what to see.......................................................................... 186 Taking a sightseeing tour................................................................... 187 Making plans........................................................................................ 188 Heading to the Movies................................................................................. 189 Going to the show............................................................................... 189 Buying tickets...................................................................................... 190 Going to the Museum................................................................................... 193 Discovering different types of museums......................................... 193 Talking about museums..................................................................... 193 Attending Cultural Performances............................................................... 195 Deciding where to go.......................................................................... 195 Going to a concert.............................................................................. 197 Table of Contents How Was It? Talking about Entertainment................................................ 198 Asking about the entertainment....................................................... 198 Telling people what you think........................................................... 199 Going to a Party............................................................................................ 200 Getting an invitation........................................................................... 201 Talking about the party...................................................................... 202 Chapter 3: Planning a Pleasure Trip: Gute Reise! . . . . . . . . . . . . . . . . 203 Getting Ready for Your Trip........................................................................ 203 Finding travel information online..................................................... 204 Getting help from a travel agent....................................................... 206 Packing your bags............................................................................... 208 Exploring the Outdoors............................................................................... 209 Getting out and going......................................................................... 209 Things to see along the way.............................................................. 210 Going to the mountains...................................................................... 212 Going to the country.......................................................................... 214 Going to the sea.................................................................................. 215 Dealing with Passports and Visas.............................................................. 217 Keeping tabs on your passport......................................................... 217 Inquiring about visas.......................................................................... 218 Handling Money............................................................................................ 219 Changing currency: Geldwechsel..................................................... 220 Understanding the euro and other currencies............................... 223 Heading to the ATM............................................................................ 223 Chapter 4: Finding a Place to Stay: Gute Nacht! . . . . . . . . . . . . . . . . . 227 Finding Accommodations............................................................................ 227 Making a Reservation................................................................................... 228 Saying when and how long you want to stay.................................. 229 Specifying the kind of room you want.............................................. 229 Asking about the price....................................................................... 230 Finalizing the reservation.................................................................. 231 Checking In.................................................................................................... 233 Stating how long youre staying........................................................ 233 Filling out the registration form........................................................ 233 Getting keyed in.................................................................................. 234 Asking about amenities and essentials............................................ 235 Making the Most of Your Stay..................................................................... 238 Making special requests.................................................................... 238 Pointing out problems........................................................................ 239 Checking Out and Paying the Bill............................................................... 240 Asking for the bill................................................................................ 240 Asking small favors............................................................................. 241 xiii xiv German All-in-One For Dummies Chapter 5: Getting Around . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243 Going through the Airport........................................................................... 243 Getting your ticket and checking in................................................. 243 Going through passport control....................................................... 247 Going through customs...................................................................... 248 Traveling by Car........................................................................................... 249 Renting a car........................................................................................ 249 Making sense of road maps............................................................... 251 Understanding and observing road signs........................................ 252 Identifying parts of a car.................................................................... 253 Taking the Train............................................................................................ 255 Interpreting train schedules.............................................................. 255 Getting more information.................................................................. 256 Buying train tickets............................................................................. 257 Navigating Buses, Subways, Streetcars, and Taxis.................................. 259 Purchasing a ticket............................................................................. 259 Boarding the bus, subway, or streetcar........................................... 260 Getting a taxi....................................................................................... 262 Chapter 6: Handling Emergencies: Hilfe! . . . . . . . . . . . . . . . . . . . . . . . 263 Requesting Help............................................................................................ 263 Shouting for help................................................................................ 263 Reporting a problem.......................................................................... 264 Asking for English-speaking help...................................................... 265 Handling Health Issues................................................................................ 265 Describing what ails you.................................................................... 266 Talking about any special conditions.............................................. 267 Getting an examination...................................................................... 267 Specifying parts of the body.............................................................. 269 Understanding the diagnosis............................................................ 270 Getting treatment................................................................................ 272 Going to a pharmacy.......................................................................... 273 Handling Police Matters............................................................................... 276 Describing what was stolen............................................................... 276 Giving a description of the thief....................................................... 277 Getting legal help................................................................................ 278 Book III: Assembling the Grammatical Foundations for Communication........................................................281 Chapter 1: Laying Out the Basics to Build Sentences . . . . . . . . . . . . 283 Identifying the Parts of Speech................................................................... 284 Nouns................................................................................................... 285 Pronouns.............................................................................................. 287 Articles................................................................................................. 288