Unit 1

Specific knowledge
Present Simple vs Present Continuous
Present simple vs present continuous
Simple present/Present continuous
Here are some more ways we use the simple present:
1 To give instructions/directions
First, you boil some water and then you add the noodles and cook them for
three minutes.
When you exit the MTR station, cross Kings Road and go two blocks down.
2 To make promises
I promise to be very careful with your digital camera.
I swear never to let you down.
3 To tell stories (for immediacy)
Then she goes to the door and opens it and the monster pops out!
She finishes her homework and then the phone rings.
Here are some more ways we use the present continuous:
1 To talk about ongoing changes
You are getting fatter and fatter.
He is becoming a responsible young man.
2 To talk about repeated actions
That boy is kicking the back of my chair.
The cat is scratching that sofa to pieces.

3 To talk about background events in a story

Then she goes to the door and opens it and the monster is standing there!
She is doing her homework and the phone rings.
Sustiuir imagen por texto: Tabla. Here are some differences in how we use the
simple present continuous.
Here are some differences in how we use the simple present continuous.
A la izquierda:
Simple present
1. For permanent situations, she lives in Quarry Bay
2. For repeated actions not connected to the moment of speaking, She takes dancing
lessons on Monday evening.
3. For future events in an itinerary, We arrive in Shanghai at 2.30 p.m.
4. For illnesses/ physical states, I have a cold./ My head aches
5. For preferences/ opinions, I love pizza.
A la derecho:
Simple continuos
1. For temporary situations, she is staying in the Kowloon hotel.
2. For repeated actions connected to the moment of speaking,She is talking dancing
lessons now but before she took putoghua lessons.
3. For planned future events,We are going to shanghai next week.
4. For physical states only, My head is aching.
5. For fellings we are experiencing now, I am enjoying every bite of this delicious
pizza.

Reported Speech

Reported speech
Reported speech is often also called indirect speech. When we use reported speech, we
are usually talking about the
past (because obviously the person who spoke originally spoke in the past). The verbs
therefore usually have to be in
the past too. For example:
"I'm going to the cinema".
He said he was going to the cinema.
Basic tense chart
The tenses generally move backwards in this way (the tense on the left changes to the
tense on the right):

Written skill
Emails
Emails
Analyze the following emails, and write down two similar e-mails which will be sent to
your teacher by email.
1)
Hi Scott,
Thanks for the e-mail.It is always nice to hear from people, especially
from you, Scott.
I have not got any reply, a positive or negative one, from Seibido yet.
Let's wait and hope that it will make a BOOK.
Have you finished your paperwork for Kaken and writing academic articles?
If you have some free time in the near future, I want to meet you and
explain to you our next project.
Why not drink out in Hiroshima if we are accepted?
We need to celebrate ourselves, don't we?
Let's have a small end-of-the-year party!
Sincerely,K. Nakagawa

2)
Dear Dennis,
Hope you are well.
I'm writing to you, yet again, in your capacity as "Answer Man."
One of our David English House teachers has just e-mailed me to see if I
have any more information on "university listening tests" which are to be
administered soon.
I have no information about any such tests.Do you?If so, could you
please let me know.
Thank you kindly.
Best regards,
Donna

3)
Hi there, Doreen
Long time no see. Hope all's well in your world!
I haven't been to JALT all year, shame on me, but I needed the break.
I still see the guys and I'm going to the national, so don't write me off
yet!
I was trying to remember who you've published with in the past, and I
wondered if you had any contacts at Nan'Un-Do. I want to send a
proposal to them but have no names, and the personal touch is always
best!
I might go to see Jane Willis, family commitments permitting, any plans in
that direction? Going to Shizuoka I presume?
Bye for now
All the best
S

4)
Dear Ray,

How are you?

I think I haven't told you yet.After workin forKobe Kaisei Girls' Junior
High School, I got a job here at Kure National College of Technology.
Anyway, coming home to Hiroshima, I resumed my research. I know what I
have to do first: To publish the dissertation of mine ... When I was in Kobe,
it was too difficult.
These days I finally finished writing a summary in English,which is
required for publication.Prof. YAMADA gave mesome comments.But I
wonder if it is free of any unnaturalness.Could you have a look at the
attached file (it is the summary in question) and give me comments?
I'm not in such a hurry.
Best wishes

A letter
Format letter`s format:
Letter Heading / Company logo
Address Details
Tel. Details
Fax Details
Email Address

Date
To whom it may concern
Dear Sir or Madam
Re: Reference for Mr. John Smith
First Paragraph

Second and Subsequent Paragraphs

Closing Paragraph

Yours sincerely,
Jean Brown

Unit 2
Specific knowledge
Frequency adverbs
Frequency adverbs

The most common frequency adverbs in English are:

Always

100% of the time

Frequently

about 90% of the time

Usually

about 80% of the time

Often

about 70% of the time

Sometimes

about 50% of the time

Occasionally

about 40% of the time

Seldom

about 20% of the time

Rarely

about 10% of the time

Never

about 00% of the time

Note: The percentages here are rough estimates only.

Frequency adverbs can be placed at various points in the sentence, but are most
commonly used before the main verbs and after be verbs.
I always come to work on time.
They are seldom home when we call.
He's usually eating breakfast at this time.
She's never been to Maine.
A: Do you come here often?
B: Yes. I'm here occasionally.
A: What do you usually do here?
B: Sometimes I just sit and ponder the meaning of life.
Note: The adverbs seldom, rarely, never and hardly ever are considered negative.
A: Do you always carry a briefcase?
B: (Yes,) I usually do.
No, I usually don't.
No, I rarely do.
No, I hardly ever do.

Other frequency adverbs and expressions are as follows:

Every day/week/month
Every other day/week
Once a week/month/year
Twice a year/day, etc.
(Every) once in a while
Every so often

These expressions are used at the beginning and end of sentences, not before main
verbs.

Adverbs of degree
ADVERBS OF DEGREE Usage
Adverbs of degree tell us about the intensity or degree of an action, an adjective or
another adverb.
Common adverbs of degree:
Almost, nearly, quite, just, too, enough, hardly, scarcely, completely, very,
extremely.
Adverbs of degree are usually placed:
1. before the adjective or adverb they are modifying:
e.g. The water was extremely cold.
2. before the main verb:
e.g. He was just leaving. She has almost finished.
Examples

She doesn't quite know what she'll do after university.

They are completely exhausted from the trip.

I am too tired to go out tonight.

He hardly noticed what she was saying.

Enough, very, too

Enough as an adverb meaning 'to the necessary degree' goes after adjectives and
adverbs.
Examples

Is your coffee hot enough? (adjective)

He didn't work hard enough. (adverb)

It also goes before nouns, and means 'as much as is necessary'. In this case it is not an
adverb, but a 'determiner'.
Examples

We have enough bread.

They don't have enough food.

Too as an adverb meaning 'more than is necessary or useful' goes before adjectives and
adverbs, e.g.

This coffee is too hot. (adjective)

He works too hard. (adverb)

Enough and too with adjectives can be followed by 'for someone/something'.

Examples

The dress was big enough for me.

She's not experienced enough for this job.

The coffee was too hot for me.

The dress was too small for her.

We can also use 'to + infinitive' after enough and too with adjectives/adverb.
Examples

The coffee was too hot to drink.

He didn't work hard enough to pass the exam.

She's not old enough to get married.

You're too young to have grandchildren!

Very goes before an adverb or adjective to make it stronger.

Examples

The girl was very beautiful. (adjective)

He worked very quickly. (adverb)

If we want to make a negative form of an adjective or adverb, we can use a word of

opposite meaning, or not very.

Written skill
Likes and dislikes
THEORY
Love - Like - Don't Mind - Don't Like- Hate
After some verbs (love, like, don't/doesn't mind,don't/doesn't like, hate) you can use a
noun, a pronoun or a verb +ing.

Love

Like

I love him.

Verb (flying) I love flying.

Don't Like

Hate

I don't mind
coffee.

I don't like
coffee.

I hate
coffee.

I like him.

I don't mind
him.

I don't like
him.

I hate
him.

I like flying.

I don't mind
flying.

I don't like
flying.

I hate
flying.

Noun (coffee) I love coffee. I like coffee.

Pronoun
(him)

Don't mind

Promote a sport
A poster to promote sport

Unit 3
Specific knowledge
Simple past

THEORY
The simple past tense is used to talk about actions that happened at a specific time in the
past. You state when it happened using a time adverb.
You form the simple past of a verb by adding -ed onto the end of a regular
verb but, irregular verb forms have to be learned.

To be
Statements
+

To be
Statements
-

Questions ?

I was.

I wasn't.

Was I?

He was.

He wasn't.

Was he?

She was.

She wasn't.

Was she?

It was.

It wasn't.

Was it?

You were.

You weren't.

Were you?

We were.

We weren't.

Were we?

They were.

They weren't.

Were they?

Regular Verb (to work) Regular Verb (to work)

Statements
Statements
+
-

Questions

Short
answer
+

I worked.

I didn't work.

Did I work?

He worked.

He didn't work.

Did he work? Yes, he did.

No, he
didn't.

She worked.

She didn't work.

Did she
work?

No, she
didn't.

It worked.

It didn't work.

Did it work? Yes, it did. No, it didn't.

You worked.

You didn't work.

Did you
work?

Yes you
did.

No, you
didn't.

We worked.

We didn't work.

Did we
work?

Yes we did.

No, we
didn't.

They worked.

They didn't work.

Did they
work?

Yes they
did.

No, they
didn't.

Simple Past Timeline

For example:
"Last year I took my exams."

Yes, I did.

Short
answer
-

Yes, she
did.

No, I didn't.

"I got married in 1992."

It can be used to describe events that happened over a period of time in the past but not
now.
For example:
"I lived in South Africa for two years."
The simple past tense is also used to talk about habitual or repeated actions that took
place in the past.
For example:
"When I was a child we always went to the seaside on bank holidays."

Past continuous
THEORY
Past Continuous / Past Progressive Structure Positive form Subject + was/were + (-ing) +
Complement
Examples:
-

Michael was watching the World Cup match.

They were working all night long.
Josh and Silvia were talking about getting married.

Negative form Subject + wasnt/werent + (-ing) + Complement

Examples:
-

John wasnt eating because he was feeling sick.

Jeff wasnt watching TV.
My parents werent having a good time because it was very cold in Canada

Question Form (Question Word) + was/were + Subject + (-ing) + Complement

-

What were you doing last night at around 8:00pm?

Was Jim doing his homework?
Were they sleeping all morning?

Sustituir imagen por texto: form

POSITIVE
I
SHE
WAS
HE
IT
WORKI
NG
YOU
WE
WERE
THEY

QUESTION

WAS

WER
E

I
SHE
HE
IT
YOU
WE
THEY

WORKIN
G?

NEGATIVE
I
SHE
HE
IT

WASN
T
(WAS WORKI
NOT) NG

YOU
WE
(WER
THEY E
NOT)

YES,
NO,

I
SHE
HE
IT
YOU
WE
THEY

SHORT ANSWERS

WAS
WASNT
WERE
WEREN
T

Unit 4
Specific knowledge
Question tags
Sustituir imagen por texto:
Dont you? (-)
Do you? (+)

TAG QUESTIONS

You speak English, don't you?

A tag question is a special construction in English. It is a statement followed by a miniquestion. The whole sentence is a "tag question", and the mini-question at the end is
called a "question tag".
A "tag" is something small that we add to something larger. For example, the little piece of
cloth added to a shirt showing size or washing instructions is a tag.
We use tag questions at the end of statements to ask for confirmation. They mean
something like: "Am I right?" or "Do you agree?" They are very common in English.
The basic structure is:
statement

questi
on tag

+
Positive
statement,

negati
ve
tag?

Snow is w

isn't it

hite,

Negative
statement,

+
positiv
e tag?

You don't li
ke me,

do yo
u?

Notice that the question tag repeats the auxiliary verb (or main verb when be) from the
statement and changes it to negative or positive.
A question tag is the "mini-question" at the end. A tag question is the whole sentence.

We use tags in spoken English but not in formal written English.

They are not really questions but are a way of asking the other person to make a comment
and so keep the conversation open.
Making a tag is very mechanical. To make a tag, use the first auxiliary. If there is no
auxiliary, use do, does or did. With a positive sentence, make a negative tag and with a
negative sentence, make a positive tag.

Notice these:
To reply, use the same auxiliary:
Although, the rules are very simple and mechanical, in order to use them easily in
conversation, they have to be automatic. So you need to hear and practice them very
often.

Polite questions
Asking polite questions

Would is used for asking polite questions.

Would you like a cup of coffee?
This is more polite than Will you have a cup of coffee?
Would you mind lending me your pen for a minute?
Would you like to play with me?
Would you mind standing up for a minute?
Would you like tea, or would you prefer coffee?
Would you mind moving a bit?
Would you mind my smoking?
Would you, please, call me a taxi?
Would you like to go to the pictures tonight?
Would you mind opening the window?
Could
Could is also used to ask polite questions.
Could is also used to ask polite questions. It is more polite than can.
Could I have a word with you?
Could you, please, take me to the Vice Chancellor?
Could I have a glass of water, please?
Could you lend me five pounds until tomorrow?
Could you put the children to bed?
Could you help me for a few minutes?
Could you iron the clothes?

Written skill
Mind map

What is Mind Mapping? (and How to Get Started Immediately)

Amind map is a graphical way to represent ideas and concepts. It is a visual thinking tool
that helps structuring information, helping you to better analyze, comprehend, synthesize,
recall and generate new ideas.
Just as in every great idea, its power lies in its simplicity.
In a mind map, as opposed to traditional note taking or a linear text, information is
structured in a way that resembles much more closely how your brain actually works.
Since it is an activity that is both analytical and artistic, it engages your brain in a much,
much richer way, helping in all its cognitive functions. And, best of all, it is fun!
So, how does a mind map look like?.
This is a mind map about conveniently enough mind mapping itself. It presents, in a
visual way, the core elements and techniques on how to draw mind maps.

Benefits and Uses

Basically, mind mapping avoids dull, linear thinking, jogging your creativity and making
note taking fun again.
But what can we use mind maps for?

Note taking

Brainstorming (individually or in groups)

Problem solving

Studying and memorization

Planning

Researching and consolidating information from multiple sources

Presenting information

Gaining insight on complex subjects

Jogging your creativity

How to Draw a Mind Map

Drawing a mind map is as simple as 1-2-3:

Start in the middle of a blank page, writing or drawing the idea you intend to
develop. I would suggest that you use the page in landscape orientation.

Develop the related subtopics around this central topic, connecting each of them to
the center with a line.

Repeat the same process for the subtopics, generating lower-level subtopics as you
see fit, connecting each of those to the corresponding subtopic.
Some more recommendations:

Use colors, drawings and symbols copiously. Be as visual as you can, and your
brain will thank youDont let that keep you from trying it out!.

Keep the topics labels as short as possible, keeping them to a single word or,
better yet, to only a picture. Especially in your first mind maps, the temptation to write a
complete phrase is enormous, but always look for opportunities to shorten it to a single
word or figure your mind map will be much more effective that way.

Vary text size, color and alignment. Vary the thickness and length of the lines.
Provide as many visual cues as you can to emphasize important points. Every little bit
helps engaging your brain.

Unit 5
Specific knowledge
Phrasal verbs
This is a list of about 200 common phrasal verbs, with meanings and examples. Phrasal
verbs are usually two-word phrases consisting of verb + adverb or verb + preposition.
Think of them as you would any other English vocabulary. Study them as you come across
them, rather than trying to memorize many at once. Use the list below as a reference
guide when you find an expression that you don't recognize. The examples will help you
understand the meanings. If you think of each phrasal verb as a separate verb with a
specific meaning, you will be able to remember it more easily. Like many other verbs,
phrasal verbs often have more than one meaning. As well as learning their meanings, you
need to learn how to use phrasal verbs properly. Some phrasal verbs require a direct
object (someone/something), while others do not. Some phrasal verbs can be separated
by the object, while others cannot. Review the grammar lesson on phrasal verbs from time
to time so that you don't forget the rules!

Curriculum vitae
A curriculum vitae is essentially a verbose version of your resume. While it covers the
same general aspects of your life, namely education and experience, your CV will delve
into more of the nuances of your skill set and especially your accomplishments.

You need to know how to write a curriculum vitae when youre applying for a position in the
academic field, medicine and sciences, and other specific circumstances. If youre not sure
whether to write a resume or a CV.
The following sections list the parts of a CV, and what employers want you to provide in
each. It is not meant to be a strict set of rules, but rather a general guide to curriculum
vitae content and structure.

Cover Letter

Dont forget your cover letter! You still need one even if you are submitting a CV
rather than a resume.

Parts of a Curriculum Vitae

Qualifications

This first paragraph should provide the employer with a summary of your
curriculum vitae. It should name your best attributes and achievements, without too much
detail. Youll go into the specifics later on.

This section should be no more than a few sentences. Its the attention grabber, so
list only the qualities and accomplishments that you think this specific employer is looking
for.

Experience

Here you will list all your jobs in a chronological format, much as you would on a
resume. You should provide the a small description of your duties as well as any major
accomplishments while you held each position.

Date, job title, company, duties, accomplishments are all required components of
each entry here.

Other Experience

List any experience you may have that was not in a traditional job setting. If you
have conducted research independently, written a book, taught a few classes as a
freelance professor, or any other experience you should include it here.

Date, company [if applicable], and a thorough description of each entry should be
included here.

Education & Honors


This section of your curriculum vitae will be very similar to the education
component of a resume. Feel free to elaborate where you feel necessary. Be sure to
include the names of any relevant clubs you participated in, accomplishments in extra
curricular activities, and other achievements. If applicable, you should include the title of
your thesis and optionally a brief description. If you were a teachers assistant as part of
your graduate studies, list it here.

Date, institution, degree, honors, GPA, thesis, and other important activities.

Industry Involvement / Conferences

This section is used to describe your ongoing studies and educational activities
after school. If youve attended work-related conferences or conventions, list them here.
This lets the employer know youve been involved in the industry beyond the 9-5; if
youve attended several such events youre likely to be abreast of recent changes and
news in your industry, networked, and generally be interested in your profession beyond
the paycheck.

Date attended (e.x. January 3-5, 2004), city/state/(if necessary, country),

conference title & sponsoring organization.

Industry Contributions / Papers / Projects

How have you contributed to your industry? If any of your papers or research has
been published, include it here. If you have volunteered and worked as part of a team
(e.x. work for a foundation, think tank, open source software programming, etc.) include
information regarding your specific contributions and level of involvement.

If several of your papers have been published or youve contributed to several

projects, you should break this into more than one section.

Date, publication or organization, paper title or project, description of your

involvement.

Additional Sections as necessary

The above sections are those most commonly found in a curriculum vitae, and
provide the employer with the information they usually take into consideration. If you
think a particular employer would be interested in another aspect of your life, and its not
an inappropriate personal matter, let them know about it.

If theres anything else you feel your employer should know about your
experiences or expertise, include it. Dont worry about being too long winded if they
wanted a single page summary they would have requested a resume. At the same time,
dont shoot for a certain number of pages. Only include information that will give a
prospective employer the ability to gauge your abilities and experience.

Unit 6
Specific knowledge
Will vs Be going to
Going to or will
When we want to talk about future facts or things we believe to be true about the future,
we use 'will'.

The President will serve for four years.

The boss won't be very happy.

I'm sure you'll like her.

I'm certain he'll do a good job.

If we are not so certain about the future, we use 'will' with expressions such as 'probably',
'possibly', 'I think', 'I hope'.

I hope you'll visit me in my home one day.

She'll probably be a great success.

I'll possibly come but I may not get back in time.

I think we'll get on well.

If you are making a future prediction based on evidence in the present situation, use 'going
to'.

Not a cloud in the sky. It's going to be another warm day.

Look at the queue. We're not going to get in for hours.

The traffic is terrible. We're going to miss our flight.

Be careful! You're going to spill your coffee.

At the moment of making a decision, use 'will'. Once you have made the decision, talk
about it using 'going to'.

I'll call Jenny to let her know. Sarah, I need Jenny's number. I'm going
to call her about the meeting.

I'll come and have a drink with you but I must let Harry know. Harry,
I'm going to have a drink with Simon.