Edubest Secondary English Programme SE Module · COMPREHENSION A. Reading 12 April 2002 Mr Ernest...

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Edubest Secondary English Programme

SE3

Module 7

Name : ___________________________

Computer Quiz

Week Date Vocabulary

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Phrasal Verb

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Grammar

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Others

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COMPREHENSION

A. Reading

12 April 2002 Mr Ernest Blake Chief Executive Furniture By Design 10 Greenwood London WC2H 8TJ Dear Mr Blake, I am writing to complain in the strongest possible terms about the non-arrival of the two sofa beds which I ordered from your firm. Your extensive advertising material stated clearly that all orders received by the middle of November would be processed before Christmas. I had several guests over the Christmas period and the non-arrival of the sofa beds left me high and dry with nowhere for the guests to sleep. I am writing to you personally because I have failed to make any progress with this complaint with any of the employees of your company. Immediately after Christmas I began to go through the proper channels by contacting your so-called customer helpline, only to find that the line seemed to be permenantly engaged. Persumably this was the result of many other customers being in the same boat as I was. I thought that it was a step in the right direction when I finally did get through, but I could not have been more wrong. The young woman who answered the phone listened to my complaint politely and then said that the person who could deal with my complaint was away from his desk temporarily but that she would get him to phone me as soon as he returned. Having waited several hours for this phone call, which never came, I once again called the helpline, but it was the same story as before. The line was engaged for hours and, when I did eventually get through, I was told that the person who could deal with my complaint was not available. This time I asked for this person’s name and phoned him back only to discover it was his day off. I spent several days going from pillar to post without getting an explanation or an apology for the non-arrival of the sofa beds. You are the chief executive of the company and the buck stops there. I have left no stone unturned in my attempts to find out what has happened to the furniture and when it will arrive. I am now seeking an explanation from you. If your pre-Christmas advertisements were, in fact, just a pie in the sky, then please have the honesty to say so and refund my money.

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Edubest English Programme SE307 1

Yours sincerely, Majorie Wood Majorie Wood (Mrs) B. Recalling Information

Mrs Wood wrote a letter of complaint. The table below sets out in the first column the main parts that should go into a letter of complaint. Fill in the second column with the information given by Mrs Wood. Main parts in a letter of

complaint Information given by Mrs Wood

1 State clearly the problem.

2 State how the customer was incovenienced.

3 State the actions the customer took to correct the problem and the response of the company.

4 State what the customer wanted the firm to do.

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C. Understanding Information

1. Match each idiom in column A with its correct meaning in column B. Write the letter of the correct meaning in the box that corresponds with the idiom.

Column A : Idiom Colum B : Meaning

1 left high and dry A the responsibility should stop being pushed from person to person

2 in the same boat B left without help 3 from pillar to post C an unrealistic promise that

cannot be fulfilled 4 the buck stops D in the same difficult situation 5 pie in the sky E from one difficult position to

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2. It is unusual for a dissatisfied customer to write to the Chief Executive Officer

(CEO). Usually complaints of this kind would be sent to the Sales Department or the Customer Services Department. Do you think Mrs Wood was justified in writing to the CEO? Why or why not?

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3. Do you think that Mrs Wood sounded reasonable in her letter? (Hint : You should look at whether she made absolutely clear the cause for her complaint, and what she wanted done about it.)

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4. Suppose you are the Chief Executive Officer, Mr Ernest Blake. On receiving this letter, you send an email to your Sales Manager, Mr John Smith, and give him a summary of the contents of the letter. Write this email in 80 words, giving only the essential information.

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PHRASAL VERB

Theme : School

act up : behave badly

answer back : reply rudely

bawl out : loudly reprimand

cotton on : understand, grasp

cut back on : reduce

dish out : give

doze off : fall asleep

dote on : love

drum up : try to get

fathom out : understand

fit in with : adapt to

glaze over : visibly lose interest

rabbit on : talk tediously

sign up : join

tend to : usually do

*Phrasal Verb Exercise: Please proceed to the laboratory for the quiz.

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GRAMMAR

Verb Forms (2) Finite and Non-Finite Verbs A Finite Verb (sometimes known as main verb) is a verb that has a subject. It shows tenses (present, past, etc) or number (singular/plural). Examples : Daryl plays the violin. We ate lobster as a treat. The leaves were orange and yellow. Non-Finite Verbs A Non-Finite Verb has no subject, tense or number. It exists in any other forms : infinitive (to-), gerund (-ing) and participle (-ed). Examples : They begin to eat their dinner. Larry stopped drinking coffee. Jerry has played this game before. Auxiliary Verbs An Auxiliary Verb is used before an action or a linking verb to convey additional information. It is also known as helping verb. The most common auxiliary verbs are be, do and have. Modal Verbs Modal Verbs express ability, obligation, possibility, willingness, necessity, etc. Modal verbs are combined with the base form lexical verbs. A Modal Verb :

Does not add “s” to the third person singular. e.g. The dog can bark loudly. He will arrive by 7 p.m.

Has no verb parts, that is, no past tense, past participle or –ing. e.g. Doreen will sleep late. Shall we buy this?

Common Modal Verbs: Other Modal Verbs:can could need needed may might ought shall should will would

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must Modal Verbs may be used to express:

To Express Modal Verbs Examples Ability can, could The young actors can perform very well. Advice should, ought to You ought to tidy your room. Intention shall, will, would We shall go to the zoo later. Necessity must, need to He must be home latest by eight. Obligation must, ought to, should We should be thankful for the food we eat. Permission can, may, might Can I be excused, please? Possibility could, may, might I might drop by the bakery later. Preference would She would rather eat durians. Request will, could, may, would May I have a piece of chocolate? Suggestion shall, would Shall I switch on the fan for you? Willingness shall, will, would I would like to attend the extra coaching.

Examples : Zoe is happy that she can eat the cake. The electricity tariff might go up soon. Everyone must wear the school uniform. All the subjects ought to pay homage to the Queen. The boy scout told us that he would rather water our plants. Grammar Note : Certain verbs can take a complement (in the form of a noun, noun phrase, adjective or adjectival phrase, after their direct object. Examples We elected him chairman. They labelled him quite ineducable. Some transitive verbs can have two objects, a direct object and an indirect object. The thing you give or do for someone is known as the direct object. e.g. I handed her the ticket. The person who receives the thing is known as the indirect object. e.g. I handed her the ticket. The indirect object usually comes before direct object. Phrasal Verbs A Phrasal Verb is a verb plus a preposition or adverb which creates a meaning different from the original verb.

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Examples : come along = accompany give out = emit let down = disappoint own up = confess stand by = support turn to = ask for help Exercise 1 Circle the verb in each sentence and indicate “T” for Transitive Verbs and “INT” for Intransitive Verbs.

1. My brother broke the glass unintentionally. ( )

2. The moon shines every night without fail. ( )

3. Jason wrote a long complaint letter. ( )

4. I am buying a portable radio later. ( )

5. The boys enjoy hockey very much. ( )

6. The tired man snores loudly in his sleep. ( )

7. Mrs Lee is weeping bitterly in the corner. ( )

8. Many working adults attend part-time courses. ( )

9. Mrs Lim hid her credit card bills from her husband. ( )

10. Kelly found Pat a job at the Internet Café. ( )

( %) Exercise 2

Fill in the blanks with can or may.

1. This chicken pie looks tempting. __________ I have a piece?

2. Don’t worry. You _________ pass with flying colours if you put in your best

efforts.

3. We _________ be going for a holiday if dad gets a pay rise.

4. _____ Mrs Raj make some cookies for our Christmas bazaar?

5. After five years in Beijing, Mr Paterson ______ speak fluent Mandarin.

6. You _________ call the customer service helpline if you have any queries.

7. Hey boss, ______ I be excused from this meeting, please?

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8. Amy ______ not be able to attend the reunion dinner tonight.

9. If you explain your situation to Madam Sarah, she ________ offer her help.

10. Look there! _______ you see the new Airbus 308 taxiing down the runway?

( %) Exercise 3 Fill in the blanks with should, would, could, shouldn’t, wouldn’t or couldn’t.

1. I ________ really complain about your bad attitude but I _________ give you

a chance to improve.

2. You ________ have gone to all the trouble to prepare dinner. A simple meal

_____ suffice.

3. All of us ________ make an effort to keep the environment clean so that we

__________ have a clean and green place to live in.

4. Mother said we _________ cycle to the shops but we _________ wear our

helmets.

5. Who ______ tell Alison that her son has been playing truants? I’m afraid she

_______ take the news too well though.

6. _________ Jason take part in the contest? _______ his parents object to it?

7. _________ we give Pierce a hand as he _________ figure out a way to the

problem.

8. __________ it be a faster way if we ________ cut across the field instead?

9. __________ you simply lower your pride and everything _______ be settled?

10. How ______ you have let your son walk home on his own? Anything ______

have happened along the way.

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Revision: The Verb Forms (2)

Exercise 4

Use a verb from the upper box (in its correct form) and choose a noun (phrase) or adjective (phrase) from the lower box to act as complement.

appoint call consider declare find leave make pronounce think vote

a coward blue Book of the Year chief executive too noisy dead guilty the winning vintage perfectly spotless suitable for the age group

1. Yesterday the jury _________ the defendant __________.

2. We didn’t enjoy the concert – we _______ it too noisy.

3. A panel of children recently _______________ her adventure novel

___________________.

4. A doctor _________________ him _______________ on arrival at the hospital

a few hours ago.

5. How dare you _________ me _______________!

6. She has green eyes, but you’ve ___________ them ___________ in your

painting.

7. The flat looked fine last night – I ___________ it ______________________.

8. The head teacher ____________ these tests ___________________________.

9. The board of directors ___________________ James ____________________

last March.

10. At a recent wine-tasting, connoiseurs unanimously __________________ this

___________________.

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Exercise 5

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Choose verbs from the box and insert them in the correct form.

bone catch decide enjoy fly glance make open regret say schedule see send sit site stop study supply take think use

Tim (1)_________ a bus to the town centre. His job interview was (2)____________

for 10.45. He (3)___________ the town plan that the law firm had (4)____________

when they (5)___________ him details of his appointment, and (6)____________

that their office was (7)____________ quite close by. “I’m early,” (8)____________

Tim, (9)_________ at his watch, which (10)________ 10.15. He (11)__________ on

(12)______________ the extra time profitably by (13)___________ in a café and

(14)______________ up on his law notes. But as he was (15)____________ the door

of a coffee shop something (16)___________ his eye and (17)_________ him uneasy

– the time on the town-hall clock – 10.40! His watch had (18)___________ ! He

positively (19)___________ along the street to the office, (20)____________ the

coffee that he had never (21)_____________ after all.

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Listening and Speaking Listening to a Story (Tapestry 2/CD1of3/T15/ p 53) Read these sentences. Then listen to the speaker. Why didn’t she like her job in the department store? Check the answers.

1. The job was boring. ( )

2. Her boss was a racist. ( )

3. Her salary was low. ( )

4. She spent all her money at the store. ( )

5. She wasn’t good at her job. ( )

Enrichment (Tapestry 2/CD1of3/T17/ p 58) You will hear speakers talk about their goals and their plans to reach these goals. Take notes about each person; do not write complete sentences. Also, make an inference about the age of each person and write it on the line. (Which person is probably a teenager? A young adult? Middle-aged? Older?) Listen as many times as you need to. Person 1 : ___________________ (age group)

Goal : __________________________________________

Plans to reach this goal :

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Person 2 : ____________________ (age group)

Goal : __________________________________________


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____________________________________________________

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Person 3 : _____________________ (age group)

Goal : ___________________________________________


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Person 4 : _______________________ (age group)

Goal : ___________________________________________


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Writing

Business Letter Writing In this lesson, you will be taught how to write a business letter. Communication should be simple, direct, brief, and courteous. Business letters should conform to the following format:

• Heading: Type the sender’s address (but not the sender’s name) and the date single-spaced, six to ten line spaces from the top of the first page. Spell out street and city names and months in full. Abbreviate state names using standard postal abbreviations. Include the postal code. With letterhead stationery, type the date one line spaces below the letterhead address.

• Inside address

Type the recipient’s address two to three line spaces below the heading. Include the person’s full name (and title, if appropriate), followed by his or her position (if needed); the name of the department or division within the company; the company’s name; and the full (street, city, and state) address.

• Greeting

Type the opening salutation (Dear Dr. Jones), one line space below the inside address, followed by a colon. If the sender and the recipient are on a first-name basis, use only the recipient’s first name.

• Body: Begin the body of the letter one line space below the greeting. Single space

within paragraphs; double-space between paragraphs. If the reason for writing is clear and simple, state it in the first paragraph. If details are necessary, provide them in the first paragraph and then move on to state the purpose of the letter. If the letter is more than one page, type the addressee’s last name, the date, and the page number flush with the right margin of each subsequent page.

• Closing: Type the complimentary closing (Sincerely, Cordially, Yours truly,

Respectfully yours, Best regards,) two spaces after the last line of the body of the letter.

• Signature: Type the full name of the sender, including any title, three line spaces

below the closing. Sign the letter with the sender’s full name (first name only if the recipient has been addressed by his or her first name) in blue or black ink in the space above the typed name.

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Sample Writing

Grammar Focus Mistakes will create a very bad impression, will lessen the effect of what you’re saying and in the case of a job application letter, and could well also consign it to the bin. So:-

• Use the spellchecker if you’re using a computer • Check the spelling yourself, as the spellchecker won’t recognize incorrect use,

for example, of dose and does. Use a good dictionary. Edubest E

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• Check your grammar carefully. If it’s been pointed out to you that you make mistakes, look especially for these kinds of errors. Get someone else to check it for you if necessary.

• Check your sentences and punctuation. Are the sentences complete? Does the punctuation help to make what you’re saying clearer?

Don’t rush the letter; many mistakes occur because of this. Allow plenty of time for checking, and if necessary, for rewriting.

Hints and Tips

Be concise and relevant

The person you are writing to may be deluged with letters and if yours is 3 sides of dense text, then there is every possibility it will end up in the bin. Letters should take seconds rather than minutes to read. As a result, get straight to the point and stick to it, don’t include any unnecessary or supplementary information, don’t use any flowery language or long words just for the sake of it, and don’t repeat too much information which may already be included in your letter.

Use the right tone of language

It’s important to use the right type of language, the right ‘register’. Most letters you write will need to be formal, but not overly so. In fact, you should use similar language to that which you use in your academic writing. This means you should:-

• avoid everyday, colloquial language; slang or jargon • avoid contractions (I’m, it’s, etc) • avoid emotive, subjective language (terrible, rubbish etc) • avoid vague words such as nice, good, get etc

You should always be polite and respectful, even if complaining. One way of doing this in English, which is common in formal letter writing, is to use ‘modal verbs’ such as would, could and should. Instead of simply writing Please send me, you could express this more formally as I would be grateful if you could send me ... Don’t overdo it though, and make your language too formal or maybe old fashioned; don’t look through a thesaurus and put in lots of unnecessarily long words.

Make sure the letter is well presented

First impressions are important, so use good quality paper, centre the letter on the page, don’t leave coffee stains on it, make sure you’ve spelt the person’s name correctly and don’t forget to sign it!

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Final Checklist

Name and Address of Writer/Sender

• Top left hand corner • Put a comman after the writer’s name • Write postcode and town or city on the last line • Draw a line across the page below the address

Recipient’s Name and Address

• Directly below the line • Write the name, position and address of the recipient • Insert a comma after the recipient’s name

Date

• Right hand side of the letter; same line as the last line of address • Ensure the spelling of the month is correct

Salutation

• Use formal greetings – Dear Sir/Madam, Dear Mr Raja, etc. • Avoid colloquial language or slangs such as Hello or Hi

Heading

• Write the heading of the letter below salutation • Underline the heading; do not insert a full stop

Opening or Introduction

• Write what the letter is about, i.e. to make an inquiry, to ask for permission, to make a complaint, to make an application, etc.

Body

• The main ideas of the letter; details and elaboration • Write in a few paragraphs • Each paragraph should be numbered, starting from 2, 3, and so on • Use formal tone

Closing or Conclusion

• Should reiterate the contents of the letter • Some examples are :-

I look forward to receiving your reply.

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We hope the authorities will look into our complaints and take prompt action to solve our problems.

Thank you for the time and consideration.

Signing Off

• Bottom left hand corner • In a formal or business letter, use Yours truly or Yours faithfully

Signature

• After signing your name, print your full name in, depending on the question • Write your position below your name, depending on the question

Exercise

Write a formal letter of 7 paragraphs based on the title and mind map below. You may add more details.

Mind Map

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Enrichment In order to strengthen your writing skill, you may attempt this composition

below. Hand it in to you teacher and redeem 20 points. (Plagiarism is

prohibited but you are allowed to refer to any source for extra information.)

Exposition: Write 8 paragraphs on the following topic in essay paper.

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Language Arts

Number Talks

A Closer Look at the Meaning

a back number If someone calls you a back number, they mean that you are no longer important, popular or useful.

dress to the nines If you are dressed to the nines, you are wearing your smartest or most glamorous clothes.

forty winks Is you have forty winks, you take a short sleep or nap.

give you the third degree If someone gives you the third degree, they ask you a lot of questions in an aggressive or threathening way. They are trying to get information from you or trying to get you to confess to something.

in seventh heaven If you are in seventh heaven, you are extremely happy.

in two minds If you are in two minds about something, you find difficult to make decision about it.

it takes two to tango This expression emphasizes that a situation has to involve two people. They are both responsible for what happens.

a nine-day (or nine-days’) wonder A nine-day (or nine-days’) wonder is something that causes a great deal of interest for a very short of time.

your number is up If your number is up, something very unpleasant is about to happen to you. It is likely to involve some kind of death, such as death, failure or the discovery of a crime.

pull a fast one If you pull a fast one on someone, you deceive or trick them.

six of one and half a dozen of the other You use six of one and half a doxen of the other to describe two things or situations which are very similar.

think twice about If you think twice about something, you think very carefully about it. This is often found in the negative form of not think twice about.

two a penny If things are two a penny, they are very common and so not valuable. two of a kind

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If two people are two of a kind, they are very similar in character.

two wrongs do not make a right This expression means that you should not do something bad to someone just because they have done something bad to you. Doing wrong just because they have done wrong does not improve things.

at sixes and sevens If something is at sixes and sevens, it is in a state of confusion and not at all organized.

fall between two stools If something falls between two stools, it fails to belong completely to either of two groups or categories. It often belongs in part to both categories.

get your second wind If you get your second wind, you get the energy to start doing something again a period of tiredness or weakness.

have second thoughts If you have second thougts about something, you change you decision or opinion about that thing.

hear something at second hand If you hear something at second hand, you do not get a piece of information about something directly from someone who has been involved in it. You hear it from someone else.

look after number one If you look after number one, you make sure that you are all right. This often means that you are being rather selfish and do not care what happens to other people.

no two ways about it This expression is used to emphasize how true something is, even if it is umpleasant.

a stitch in time saves nine This expression means that if you take action to solve a problem right away when it is obvious, you will save a lot of time and effort later.

put two and two together If you put two and two together, you come to understand the meaning of truth of something from the information you have.

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Exercise 1

Match each idiom to the best explanation. Write the letter for the correct answer in each blank.

1. ___ forty winks A extremely happy 2. ___ a back number B undecided 3. ___ in two minds C two people who are alike in character 4. ___ two of a kind D someone who is no longer popular or of 5. ___ in seventh heaven importance 6. ___ no two ways about it E a short sleep 7. ___ hear something at second hand F take care of yourself without worrying about anyone else 8. ___ look after number one G confused and disorganized 9. ___ two heads are better than one H get information indirectly 10. ___ at sixes and sevens I no possibility that this is untrue J it is useful to get another opinion

( %) Exercise 2 Choose a noun that is missing from each of the following idioms.

1. He saw that his attacker had a gun. He really thought that his ____ was up. A total B sun C quantity D number

2. Jane was wrong in thinking that the necklace was an expensive antique. Necklaces like it are two a ___ in the market. A penny B dollar C pound D euro

3. The court case is all over the newspapers today, but it will soon be forgotten. It is a nine-day ____. A story B wonder C scandal D curiosity

4. There is not much difference in the length of the two journeys. It is six of one and half a ____ of the other. A mile B metre C dozen D kilo

5. We moved into our house yesterday. We are still at sixes and ___ and may take a while to settle in. A nines B dozens C sixteens D sevens

6. We do not have any proof that he stole the goods. However, we cannot help putting two and ____ together. A three B twenty C two D one Edubest

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7. Earlier in the year I decided to emigrate. Now I am beginning to have a second _____ about it. A ideas B opinions C views D thoughts

8. Halfway up the hill, she felt she was too tired to reach the top. After a rest, she got her second ___ and continued climbing. A wind B air C breath D breeze

9. She was scared of the new girl and she must be bullied at school. There were no two ____ about it. A roads B ways C paths D opinions

10. They damaged your property, but do not take revenge and damage theirs. Two ____ do not make a right. A errors B sins C crimes D wrongs

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Glossary

boat, in the same boat (idiom/cliché) to be in similar unfortunate or difficult circumstances; used in informal or fairly informal contexts. buck, the buck stops here (or there) (cliché) the final responsibility for something lies with the person referred to; used in informal contexts. The expression was used by Harry S Truman, then president of the United States, in 1949 and is now common in both America and British English. It is a reference to another informal cliché, pass the buck, which means to try to avoid responsibility or blame for something by trying to pass this on to someone else. This cliché has its origin in the game of poker, where a piece of buckshot or, later, some other object was passed to a player to remind him that it was his turn to deal. channel, go through the proper channels (cliché) to make use of the established system or method of communication in order, for example, to make a complaint, acquire information or assistance; used in formal or fairly formal contexts. desk, away from your desk (cliché) not at your workstation and so not able to come to the phone. It is a modern cliché which is often used as an excuse for a person not taking a call because for some reasons they do not wish to do so, the excuse being given to the caller by the person’s secretary, personal assistant or colleague. A modern cliché used in a similar way, and often with a similar purpose in mind, is in a meeting. direction, a step in the right direction (cliché) used to indicate that some progress has been made. Although much remains to be done. high, leave someone high and dry (idiom/cliché) to leave someone in a very difficult position which makes them more or less helpless. The expression was originally used literally of a ship which was stranded on a beach and could not move. pie in the sky (cliché) used to refer to the promise of some kind of advantage or success which will never actually happen; originally an American expression, but now used in British English in informal contexts. The expression is a quotation from a song, “The Preacher and the Slave” (1911), sung by an organization known as the International Workers of the World, which was seeking to get reasonable wages and working conditions for workers – “You will eat by and by, in the glorious land above the sky. Work and pray, live on hay, you’ll get pie in the sky when you die.” pillar, from pillar to post (cliché)

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from one place to another repeatedly, usually while looking for something, seeking assistance or information, and not making much progress. stone, leave no stone unturned (idiom/cliché) used to emphasize how thorough an investigation or search is, although it is sometimes used to exaggerate the thoroughness of such an investigation. The cliché explore every avenue has a similar meaning. story, it is the same story (cliché) it is a similar situation. The cliché it is the same old story is used to indicate that something similar has happened, often several times, in the same way before. term, in the strongest possible terms (cliché) in language which is as forceful as possible; used in formal or fairly formal contexts, often with reference to complaints, criticism, etc. wrong, you could not have been more wrong (cliché) used to emphasize how mistaken or misguided you have been.

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Edubest Secondary English Programme SE Module · COMPREHENSION A. Reading 12 April 2002 Mr Ernest...

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