Vocabulary Focus. 1 Do or make? Complete the questions and then write the answer.

1 Do or make? Complete the questions and then write the answer.

Are you a good student?

1. Do you always ___________ your homework? ______________________________

2. Which subject ___________ you do well at school?__________________________

3. How do you fell when you __________ badly in an exam?_____________________

4. What kind of exercises do you like _________ in class? _______________________

5. Do you _________ notes while you’re listening to the cassette in English? ________

6. Have you decided to learn and _________ progress or are you’re going to waste your time? _______________

2 Use the word given at the end of each line to form a word that fits the gap in the same line.

A formal letter

Dear Sir or Madam,   I read your _______________(1) in International Business magazine and I am writing for more information concerning entry _____________(2) for the Course in English Language _______________(3). Could you tell me what language __________________(4) are required? I do not possess the First Certificate and would like to know if ______________(5) on the course depends on having the FCE? In fact, as I am an ___________(6) for an international ________________(7) company I would be interested in a course which focuses on language _____________ (8) for both social and _________________(9) purposes. I would also like to know the ____________________(10) from the college to London and if __________________(11) at all classes is obligatory, or whether an occassional _____________________(12) for purposes of travel is acceptable.   I look forward to hearing from you.   Yours faithfully, Nelson Fernandez

advertise require improve qualify accept account invest develop busy distant attend absent

4 Grammar Review: Tenses

  When we speak about events which have a relationship to present time we usually use the Present Simple, the Present Continuous and the Present Perfect tenses.   The Present Simple is used to express: a) a habit – I get up at 7.30. b) a fact which is always true – We come from Belarus. c) a fact that is true for a long time – He lives in Minsk. d) a ‘timetable’ future (with a future time marker) – The lecture starts at 8.30. My bus leaves at three. e) after ‘when, as soon as, etc.’ to form a time clause – As soon as I come home, I’ll give you a call. When you see him, tell him that tomorrow’s meeting is cancelled. The Present Continuous is used to express: a) an activity happening now – They are discussing English grammar. b) an activity happening around now, but perhaps not at the moment of speaking – I’m reading an interesting book now. c) a temporary action or habit – I’m from Mogilev, but I’m living in Minsk now. I’m getting up early this week because my car is being repaired. d) regrettable habit or irritation with always – I am always loosing my keys. You are always talking at the lesson! e) a planned future action (with future time marker) – What are you doing tomorrow? The Present Perfect is used to express: a) an action which took place in a period of time, which is not yet over – I’ve been to the library twice this week. I’ve seen our teacher this morning (it is still morning). b) an action which took place in the past but which still relates to the present – I’ve translated the text (I can help you). c) an action which started in the past and still continues– I have livedin Minsk for twenty years. I have known him since school. I have learned (have been learning) English for 7 years. Note: the time markers that are used with the Present Perfect – He has just/already left. They haven’t finished yet. I have never been to London. Have you ever been to the USA?   When we speak about events which have a relationship to past time we usually use the Past Simple, the Past Continuous.   The Past Simple is used to express: a) a past action that is now finished (usually with time marker) – I finished school last year. I sawher yesterday. Note: the time markers that are used with the Past Simple – I did it last month/ two years ago/ yesterday morning/ in 2005, etc. The Past Continuous is used to express: a) an event which took place at a specified point in the past – I was watching TV at 10 o’clock. I was watching TV when my mum came. b) an event which took place in a specified period in the past – I was doing my project from eight o’clock till midnight. I was doing my project while my brother was browsing Internet. When we speak about events which are plannedfor the future time we usually use:   a) the Present Continuous for a planned future action (with future time marker) – They are having two lectures tomorrow and we are leaving at 2. b) expression ‘be going to + Infinitive’ for intended actions we have already decided to do in the future – He is going to work hard and to pass exams with excellent grades. c) the Future Simplein predictions about the future usually with the words: I think, I believe, I’m sure, I hope, probably, perhaps, etc. – I think I will improve my grammar skills. He hopes hewill be able to cope with difficulties.  

Ñ Practice

Choose the best variant.

1.We are good friends. We ________________ each other for a long time.

a) know b) have known d) knew

2. I have known Andrew since I _____ a child.

a) was b) has been c) were

3. We have been learning English ________.

a) last year b) for six years c) often

4. It is obvious that linguistic proficiency often ________ graduates a vital edge over other applicants.

a) has given b) gives c) is giving

5. Today English ___________ the world’s most important language in science and cultural relations.

a) became b) will become c) has become

6. Knowledge of a foreign language _____________the career prospects of future graduates.

a) is increasing b) increased c) will increase

Underline the correct tense in the following sentences.

I (1) hated/have hated languages at school. I just wasn’t interested in learning, so I never (2) did/was doing my homework and I (3) was/have been always bottom of the class when it (4) has come/came to exams! Maybe it wasn’t her fault, but I really didn’t get on with my teacher. She seemed to think I (5) am/was a stupid young girl just because I didn’t know a past participle from an auxiliary verb (I still don’t actually). And even if I (6) did learn/will learn English, there were no English-speaking people in my town, so who would I ever speak English to?

Things (7) have started/started to change when I (8) has got/got my first job, though. I (9) was spending/spent my first two years in the Sales Department, and I (10) had to/have to speak English on the phone almost every day, which wasn’t easy. I didn’t really have enough time to go to classes, so at first I (11) tried/have tried to study on my own.

I also (12) was persuading/persuaded an English-speaking friend to give me some private lessons and I (13) started/was starting to make progress. I don’t know when it (14) has been/was exactly that I (15) realized/was realizing my English (16) has been/was good enough to do First Certificate, but I did.... and I passed!

So I don’t hate English any more. In fact it (17) has made/made quite a big difference to my life!

Part C. Additional Reading

Communication of Cultures and Culture of Communication

Text 1

& Read the text and make use of the given recommendations when presenting your reports.

Cultural hints for performing presentations

Style of presentations

§ In the USA the presenter has a more informal style. Modern audiovisual aids are used. The audience may ask questions or interrupt while someone is speaking.

§ In Britain the presenter often has a more formal style. Germans like a presentation with technical details. The French like a formal, logical approach mixed with imagination.

§ In Latin America and southern Europe presentations are lively and eloquent. The opening includes appreciation of hospitality. Comments are directed to the senior persons. Much use is made of hands and body language to emphasize a point. Audience members may want a more personal ‘extra’ talk afterwards.

§ In Japan and south-east Asia the audience likes facts and data rather than abstract concepts. The opening is formal and includes appreciation of hospitality. Comments are directed to everyone. The Japanese ask repeated questions to check understanding.

Using your voice

§ Americans and Germans use a strong, unemotional voice. Most northern Europeans use a moderate tone of voice.

§ Latin Americans and southern Europeans have a forceful, animated style which is believed to project sincerity.

§ Asians have a quiet, restrained style. The Japanese use silence to establish harmony and sense the mood of the audience.

(Business Builder. Intermediate Teacher’s Resource Series, P.Emerson, Macmillan Heinimann, 2002)

Text 2

& Read the text and make use of the given recommendations introducing the speakers.

Speeches of Introduction

“Distinguished guests, the President of the United States...” If you are ever in a situation in which you have to introduce the President, you will need no more than the eight words that begin this paragraph. The President is so well known that any further remarks would be inappropriate and almost foolish.

Most of the time, however, a speech of introduction will be neither this brief nor this ritualized. If you are introducing another speaker, you will need to accomplish three purposes in your introduction:

Build enthusiasm for the upcoming speaker.

Build enthusiasm for the speaker’s topic.

Establish a welcoming climate that will boost the speaker’s credibility.

A good speech of introduction can be a delight to hear and can do much to ease the task of the main speaker. The basic message of such a speech should be “Here is a speaker you will enjoy, and this is why.” Usually you will say something about the speaker and about the topic – in that order. Following are some guidelines for speeches of introduction.

Be brief. The purpose of a speech of introduction is to focus attention on the main speaker, not on the person making the introduction. Under normal circumstances, a speech of introduction will be no more than two or three minutes long, and it may be shorter if the speaker is already known to the audience.

Make sure your remarks are completely accurate. Many introducers have embarrassed themselves as well as the main speakers by garbling basic facts about the speaker. Always check with the speaker ahead of time to make sure your introduction is accurate in every aspect. Above all, get the speaker’s name right—especially if it involves a foreign pronunciation.

Adapt your remarks to the occasion. Formal occasions require formal speeches of introduction. If you are presenting a guest speaker at an informal business meeting, you might be much more casual than if you were presenting the same speaker to the same audience at a formal occasion.

Adapt your remarks to the main speaker. No matter how well it is received by the audience, a speech of introduction that leaves the main speaker feeling uncomfortable has failed in part of its purpose.

Adapt your remarks to the audience. You need to adapt a speech of introduction to the audience you are facing. Your aim is to make this audience want to hear this speaker on this subject. Suppose, for example, the police commissioner of a certain city is going to address two groups – an audience of elementary-school children and the members of the city council.

The introduction to the schoolchildren might go something like this:

Children, we have a very important guest with us today. He is the number one policeman in our city, the head of all the other police officers. Besides knowing a lot about crime right here at home, the police commissioner has also spent time working with Interpol – a special group of police officers who deal with crimes around the world. Today he is going to talk about how all of us can work with our neighborhood police officers to prevent crime. Let’s give a big round of applause and listen carefully to Police Commissioner Robert Washington.

But the introduction to the city council would be along these lines:

Members of the city council and distinguished guests, it is my privilege to introduce to you today the police commissioner, who will address us on the subject of the community policing program. Most of you know that the commissioner has a distinguished record as head of our police force for more than 10 years. However, you may not know that he also holds a master’s degree on criminology and studied abroad for a year with Interpol, the international police force.

The commissioner first introduced the community program six years ago. The idea behind the program is....

Today the commissioner is going to tell us how this program can be extended to more of the city and made more effective for all of our citizens. Please welcome Police Commissioner Robert Washington.

Try to create a sense of anticipation and drama. You may have noticed one detail shared by the two speeches: the speaker’s name was saved for last. This is a convention in speeches of introduction. By doing this you build a sense of drama, and the speaker’s name comes as the climax of your introduction.

(Stephen E Lucas. The Art of Public Speaking. 2001)

Text 3

& Read the text about effective goal setting and formulate one of your life goals according to the SMART criteria.

! ____________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

SMART Goal Setting

SMART is an acronym that can be used to help you set effective objectives or goals.

S = Specific

M = Measurable

A = Attainable

R = Realistic

T = Time-limited

Specific

Specifics help us to focus our efforts and clearly define what we are going to do. Ensure the goals you set is very specific, clear and easy. Instead of setting a goal to enlarge your vocabulary or to master your English, set a specific goal to learn 5 new words daily or to translate and learn 2 songs of your favourite music bands a week.

Measurable

If you can’t measure it, you can’t manage it. Be specific! “ I want to read 3 chapter books of 100 pages on my own before my birthday ” shows the specific target to be measure. “I want to be a good reader” is not.

Attainable

A goal needs to stretch you slightly so you feel you can do it and it will need a real commitment from you. For instance, if you aim to become more fluent at speaking in one day, we all know that isn’t achievable. But setting a goal to prepare a series of 1-minute speech on different topics daily during a fortnight will keep it achievable for you. It is also challenging because it require energy and dedication to achieve. The feeling of success which this brings helps you to remain motivated.

Realistic

The goal needs to be realistic for you and where you are at the moment. A goal of never again eating sweets, cakes, crisps and chocolate may not be realistic for someone who really enjoys these foods. For instance, it may be more realistic to set a goal of eating a piece of fruit each day instead of one sweet item. You can then choose to work towards reducing the amount of sweet products gradually as and when this feels realistic for you.

This is also not a synonym for “easy”. Realistic, in this case, means “do-able. Be sure to set goals that you can attain with some effort! Too difficult and you set the stage for failure, but too low sends the message that you aren’t very capable. Set the bar high enough for a satisfying achievement!

Time-limited

Set a timeframe for the goal: for next week, in three months, by the end of the year. Putting an end point on your goal gives you a clear target to work towards. If you don’t set a time, the commitment is too vague. Time must be measurable, attainable and realistic.

Everyone will benefit from goals and objectives if they are SMART.

(Adapted from http://www.goal-setting-guide.com)

Just for Fun!

No speech can be entirely bad if it is short enough.

* * *

It is better to leave your audience before your audience leaves you.

* * *

Many speakers need no introduction; what they need are conclusions.

* * *

It is better to debate a question without settling it than to settle a question without debating it.

* * *

“I’m glad I attended your lecture on insomnia, Doctor.”

“Good, and did you find it interesting?”

“Not especially, but it did cure me of my insomnia.”

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