LESSON NOTES

CLASS NUMBER: T126

Book:
DATE: 3 24 2025
Topic: Units 41
Question and Answer Activity (highlights)

HOMEWORK: Complete answering 41.4

HOMEWORK: Do Exercise 29.4 and Over to you.

LESSON NOTES
CLASS NUMBER: T062
Book: English for Adult DATE: 10 02 2024
Topic: Listening
Question and Answer Activity (highlights
 LESSON NOTES
CLASS NUMBER: T128
Book: English for Adult DATE: 3 21 2025
Topic: Preposition
Question and Answer Activity (highlights)
https://www.grammarly.com/blog/parts-of-speech/prepositions/
HOEWORK:
Make a spech about the topic and practice applying intonation
HOMEWORK:
.

Speaking Skills Remarks for Intermediate ESL Students

 _____________ can produce simple and some expanded sentences when expressing [himself/herself] verbally.
  _____________ is making progress in using a wider range of vocabulary when speaking.
 _____________ is showing improvement in pronunciation and intonation.
 _____________ is becoming more comfortable in speaking in full sentences during class discussions.
 _____________ is gradually improving in expressing complex ideas verbally.
 _____________ is working on using appropriate transition words for smoother conversation.
 _____________ is showing increased confidence when participating in oral activities.
 _____________ is learning to use context clues to understand and respond to verbal instructions.
Reading Skills Remarks for Intermediate ESL Students
 _____________ can decode and pronounce [1-2/2-3/3-5] syllable words with [simple/complex] letter patterns while reading.
 While _____________ can comprehend the main ideas in classroom texts, [he/she] sometimes misses the subtext or implicit meaning
within a text.
 _____________ is improving in using context clues to understand unfamiliar vocabulary in texts.
 _____________ is developing the ability to summarize the main points of a reading passage in [his/her] own words.
 _____________ is showing progress in making inferences based on information in the text.
 _____________ is beginning to use reading strategies, such as note-taking and re-reading, to enhance comprehension.
 _____________ is steadily improving in recognizing and understanding idioms and culturally specific references in texts.
 _____________ is making progress in reading with a smoother and more natural pace and intonation.
Reading Skills Remarks for Advanced ESL Students
 _____________ is [usually/often/sometimes/rarely/un] able to comprehend the main idea and key details in classroom texts.
 _____________ is [usually/often/sometimes/rarely/un] able to recognize and interpret figurative and idiomatic language within a text.
 _____________ is [often/sometimes/rarely] demonstrating the ability to critically analyze texts for deeper meanings and themes.
 _____________ shows [consistent/occasional] proficiency in using evidence from the text to support [his/her] interpretations.
 _____________ is [usually/often/sometimes/rarely/un] successful in comparing and contrasting information from different texts.
 _____________ is [often/sometimes/rarely] able to identify the author's purpose and perspective in a variety of texts.
 _____________ is [usually/often/sometimes/rarely/un] able to recognize and analyze different text structures (cause and effect,
problem and solution, etc.).
 _____________ is [usually/often/sometimes/rarely/un] able to make connections between the text and personal experiences or other
texts.
Writing Skills
Writing Skills Remarks for Beginner ESL Students
 _____________ can produce phrases and sometimes simple sentences when writing.
 _____________ can spell familiar, everyday words but misspells most tier 2 and tier 3 grade-level words.
 _____________’s writing contains [multiple/some/few] errors in spelling, grammar, and punctuation.
 _____________ is making progress in writing complete sentences.
 _____________ is learning to use punctuation correctly in [his/her] writing.
  _____________ is gradually improving spelling skills with practice.
 _____________ is starting to use a wider vocabulary in [his/her]written work.
 _____________ is working on improving handwriting clarity and legibility.
Writing Skills Remarks for Intermediate ESL Students
 _____________ can produce simple and some expanded sentences when writing.
 _____________ has begun to gradually incorporate more complex vocabulary into [his/her] writing.
 _____________’s writing contains [multiple/some/few] errors in spelling, grammar, and punctuation.
 _____________ is showing improvement in organizing [his/her] thoughts into coherent paragraphs.
 _____________ is making progress in using different sentence structures to add variety to [his/her] writing.
 The legibility of _____________'s handwriting is consistently good and enhances readability.
 _____________ has started using transition words to connect ideas and sentences effectively.
 _____________ is beginning to self-correct spelling and grammar errors in [his/her] written work.
Writing Skills Remarks for Advanced ESL Students
 _____________ can produce simple, expanded, and some complex sentences when writing.
 _____________’s writing contains [multiple/some/few] errors in spelling, grammar, and punctuation.
 _____________ is demonstrating a solid grasp of varied sentence structures in [his/her] writing.
 _____________ consistently uses complex vocabulary and idiomatic expressions in [his/her] writing.
 _____________ is making strides in using correct and varied punctuation to enhance written communication.
 _____________ can craft clear, concise, and compelling written arguments.
 _____________ effectively employs writing strategies such as brainstorming, drafting, revising, and editing.
 _____________ consistently uses a formal tone and style appropriate for academic writing.
Listening Skills
Listening Skills Remarks for Beginner ESL Students
 _____________ is showing improvement in understanding basic instructions given in English.
 _____________ is developing the ability to follow along simple stories when read aloud.
 _____________ is starting to comprehend simple questions related to daily class activities.
 _____________ is gaining familiarity with common classroom language and instructions.
 _____________ can understand basic greeting phrases and simple expressions.
 _____________ is making progress in recognizing common words and phrases used in the classroom.
 _____________ is working on improving [his/her] listening comprehension of phonetic sounds in English.
Listening Skills Remarks for Intermediate ESL Students
 _____________ is becoming more adept at understanding the main ideas in spoken texts.
 _____________ is improving in discerning the meaning of unfamiliar words from context in spoken language.
 _____________ is making strides in following along more complex stories when read aloud.
 _____________ can generally understand classroom discussions and contribute relevant responses.
  _____________ can follow multi-step verbal instructions more frequently.
 _____________ is demonstrating progress in understanding indirect language and polite requests.
 _____________ is developing a better understanding of spoken English at a natural pace.
Listening Skills Remarks for Advanced ESL Students
 _____________ can comprehend spoken language including complex grammatical structures and idiomatic expressions.
 _____________ has made significant progress in understanding native speakers' conversations.
 _____________ demonstrates the ability to understand different accents in English.
 _____________ has a strong understanding of spoken English, even with complex vocabulary and rapid speech.
 _____________ shows proficiency in understanding subtle nuances and implied meanings in spoken English.
 _____________ can accurately interpret verbal instructions and respond appropriately.
 _____________ consistently demonstrates strong comprehension of spoken language across a range of topics.
Vocabulary Development
Vocabulary Development Remarks for Beginner ESL Students
 _____________ is beginning to understand and use basic English vocabulary.
 _____________ is steadily increasing [his/her] vocabulary through classroom activities and homework assignments.
 _____________ is showing progress in using new words in verbal and written communication.
 _____________ is learning to use vocabulary related to daily classroom activities.
 _____________ is gradually improving in recognizing and using common sight words.
 _____________ is taking steps to enhance vocabulary understanding through the use of visual aids and real-world connections.
 _____________ is starting to understand the significance of word order in sentences.
 _____________ needs to continue practicing and expanding [his/her] vocabulary.
Vocabulary Development Remarks for Intermediate ESL Students
 _____________ is making steady progress in incorporating new vocabulary into [his/her] written and verbal communication.
 _____________ is demonstrating an improved ability to understand and use academic vocabulary.
 _____________ is showing an increased understanding of word relationships and nuances in word meanings.
 _____________ is starting to use a wider range of vocabulary when speaking and writing.
 _____________ is beginning to understand and use idiomatic expressions.
 _____________ is developing the ability to use context clues to infer the meaning of unfamiliar vocabulary.
 _____________ is making gains in understanding and using grade-level vocabulary.
 _____________ needs to continue to expand [his/her] vocabulary through reading and writing activities.
Vocabulary Development Remarks for Advanced ESL Students
 _____________ consistently uses a wide range of vocabulary in [his/her] written and verbal communication.
 _____________ effectively uses academic and content-specific vocabulary in discussions and written work.
 _____________ demonstrates a strong understanding of word relationships, nuances in word meanings, and figurative language.
 _____________ can infer the meaning of complex vocabulary from context.
  _____________ successfully uses idiomatic expressions and understands [his/her] meaning.
 _____________ has a rich and varied vocabulary, which enhances [his/her] written and verbal communication.
 _____________ can understand and use specialized vocabulary related to different subjects.
 _____________ continues to demonstrate growth in vocabulary knowledge and usage.
Grammar and Syntax
Grammar and Syntax Remarks for Beginner ESL Students
 _____________ is starting to understand basic English grammar and syntax rules.
 _____________ is showing progress in using correct verb tenses in written and spoken English.
 _____________ is learning how to form simple sentences in English.
 _____________ is developing an understanding of subject-verb agreement in sentences.
 _____________ is becoming more familiar with the use of articles and prepositions.
 _____________ is making strides in using correct word order in sentences.
 _____________ needs to continue practicing the use of common English grammatical structures.
 _____________ is working on understanding and using direct and indirect objects in sentences.
Grammar and Syntax Remarks for Intermediate ESL Students
 _____________ can construct simple and compound sentences with minimal grammatical errors.
 _____________ is improving [his/her] understanding and application of complex English grammar rules.
 _____________ can use a variety of verb tenses correctly in [his/her] written and spoken English.
 _____________ is showing progress in using correct subject-verb agreement consistently.
 _____________ is developing the ability to use complex sentence structures in [his/her] writing and speaking.
 _____________ is making strides in using correct punctuation in [his/her] writing.
 _____________ is learning to use conjunctions and transitions to connect ideas in [his/her] writing.
 _____________ is beginning to self-correct grammatical errors in [his/her] written and spoken English.
Grammar and Syntax Remarks for Advanced ESL Students
 _____________ has a strong command of English grammar and syntax rules.
 _____________ consistently uses a variety of complex sentence structures in [his/her] writing and speaking.
 _____________ can accurately use all verb tenses in [his/her] written and spoken English.
 _____________ consistently shows correct subject-verb agreement in [his/her] writing and speaking.
 _____________ can identify and correct grammatical errors in [his/her] own and others' written work.
 _____________ effectively uses conjunctions, transitions, and other linking words in [his/her] writing.
 _____________ demonstrates a solid understanding of the use of punctuation in written English.
 _____________ consistently constructs grammatically correct sentences in both written and spoken English.
Participation and Engagement ESL Report Card Comments
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Positive Comments:
 _____________ actively participates in class discussions and activities.
 _____________ shows enthusiasm and interest in learning English.
 _____________ consistently engages with classroom activities and contributes valuable insights.
 _____________ is always willing to help peers during group activities.
 _____________ often volunteers to answer questions and share [his/her] ideas.
 _____________ shows excellent engagement during individual and group tasks.
 _____________ is always prepared for class and ready to learn.
 _____________ takes initiative in [his/her] learning and seeks help when needed.
 _____________ consistently shows a positive attitude towards learning English.
 _____________ is always attentive and focused during class.
Needs Improvement Comments:
 _____________ often seems disinterested during class activities and lessons.
 _____________ could participate more actively in class discussions.
 _____________ should work on staying focused during class.
 _____________ would benefit from being more engaged during group activities.
 _____________ needs to show more initiative in [his/her] learning.
 _____________ should try to be more prepared for class.
Classroom Behavior and Work Habits ESL Report Card Comments
Positive Comments:
 _____________ consistently demonstrates respectful and polite behavior in the classroom.
 _____________ is diligent and always completes assignments on time.
 _____________ shows excellent work habits and takes pride in [his/her] work.
 _____________ is always prepared with materials and ready to learn.
 _____________ works well with others in group activities and projects.
 _____________ consistently follows classroom rules and expectations.
 _____________ takes responsibility for [his/her] learning and seeks help when needed.
 _____________ shows excellent organizational skills which aid in [his/her] learning process.
 _____________ stays focused and on-task during class.
 _____________ consistently uses class time productively and efficiently.
Needs Improvement Comments:
 _____________ could work on managing [his/her] time more effectively to complete assignments.
 _____________ should work on maintaining focus during lessons and activities.
 _____________ needs to work on developing respectful listening skills when others are speaking.
 _____________ should work on coming to class prepared with all necessary materials.
  _____________ needs to improve in following classroom rules and expectations.
 _____________ could demonstrate better collaboration skills during group activities.
General Language Growth ESL Report Card Comments
General Language Growth Remarks for ESL Students
 _____________ has achieved different levels of progress within the domains of Reading, Writing, Listening, and Speaking.
[Reading/Writing/Listening/Speaking] is [his/her] strongest area, while [Reading/Writing/Listening/Speaking] is [his/her] biggest
area for growth.
 _____________’s commitment to improving [his/her] English language proficiency is evident and commendable.
 Improvement in _____________’s [confidence/work ethic] would translate to an overall improvement of [his/her] language proficiency.
 _____________ would benefit from increased exposure to the English language outside of an academic setting.
 _____________ has shown remarkable progress in grasping the nuances of the English language, which is commendable.
 _____________ has successfully applied learned language skills across different contexts, showing a growing flexibility in language
use.
 _____________ could benefit from additional practice in real-world settings to further strengthen language proficiency.
 The dedication shown by _____________ towards learning and mastering English is inspiring and bodes well for future progress.
 _____________'s consistent effort and determination in learning English is commendable and shows promise for significant progress.
 _____________'s enthusiasm and commitment to mastering English is impressive and predicts a successful language learning journey.
General Language Growth Remarks for Beginner ESL Students
 _____________ requires consistent language scaffolds and content modifications to access grade-level material.
 _____________ is showing steady progress in understanding and using basic English vocabulary and grammar.
 _____________ is becoming more comfortable participating in class activities using English.
 _____________ needs additional support in developing reading and writing skills in English.
 _____________ is making strides in recognizing and using common sight words in English.
 _____________ is showing improvement in listening comprehension during English lessons.
 _____________ is showing enthusiasm and interest in learning English, which is commendable.
 _____________ requires more practice in speaking English to improve pronunciation and fluency.
General Language Growth Remarks for Intermediate ESL Students
 _____________ has made [minimal/moderate/significant] progress when it comes to meeting [his/her] language goals.
 _____________ is demonstrating an increased comfort level with the English language, which is enhancing [his/her] classroom
participation.
 _____________ is making commendable strides in [his/her] ability to comprehend and use more complex vocabulary and sentence
structures.
 _____________ has shown marked improvement in [his/her] speaking and listening skills, which has enriched [his/her] engagement in
class discussions.
 _____________'s ability to apply learned language skills across different situations is encouraging and shows a deepening

understanding of English.
 _____________ has shown a notable increase in [his/her] confidence in using English, both in written work and verbal communication.
 _____________ is making consistent progress in reading comprehension, which is greatly enhancing [his/her] ability to engage with
academic content.
 _____________'s dedication to improving [his/her] English language proficiency continues to be impressive, and this commitment is
reflected in [his/her] ongoing progress.
General Language Growth Remarks for Advanced ESL Students
 _____________ requires little to no language scaffolds and content modifications to access grade-level material.
 _____________’s proficiency level in [his/her] native language has [constrained/aided] [his/her] progress in English.
 _____________ has demonstrated impressive mastery in English grammar, vocabulary, and pronunciation.
 _____________'s advanced skills in English reading, writing, speaking, and listening have greatly enhanced [his/her] academic
performance.
 _____________ confidently uses English in a variety of contexts, showing a deep understanding of cultural nuances.
 _____________'s ability to articulate complex thoughts and ideas in English is commendable.
 _____________ consistently demonstrates excellent proficiency in English, equivalent to that of a native speaker.
 _____________'s superior command of English has positively impacted [his/ her] overall academic achievement.

Related Resources

:
An adverb is a word that modifies (describes) a verb (“he sings loudly”), an adjective (“very tall”), another adverb (“ended too quickly”), or
even a whole sentence (“Fortunately, I had brought an umbrella.”)
"Seeking a dynamic role as youth staff aboard a cruise ship, eager to contribute energetic leadership and create engaging experiences that foster a safe and enjoyable environment for
young guests."

I am enthusiastic
about obtaining a dynamic position as youth staff on a cruise ship. I am dedicated to delivering engaging team player and creating unforgettable experiences to foster a secure and enjoyable
environment for young guests.

"Passionate and dedicated individual seeking a rewarding position as youth staff on a cruise ship, committed to providing fun, educational, and safe activities for young guests while
ensuring their comfort and enjoyment throughout their voyage."

Homework: Practice reading

I am actively seeking an enriching role as youth staff aboard a cruise ship, with a firm commitment to delivering enjoyable, educational, and secure activities for young guests, while prioritizing their
comfort and satisfaction throughout their journey.
\
HOMEWORK.
Watch the video.
EVALUATION EXCELLENT GOOD POOR
80-100% 50-79% 0-49%
P
Homework
P
Performance
Interaction with teacher P

[email protected]
Homework
Ten Principles of Effective Listening
There are ten principles behind really good listening.

1. Stop Talking
Don't talk, listen.

If we were supposed to talk more than we listen, we would have two tongues and one ear.

Mark Twain
When somebody else is talking, it is important to listen to what they are saying. Do not interrupt, talk over them or finish their sentences for them. Right
now, the most important thing that you can do is simply listen to them. As the saying goes, there is a time and a place for everything—and that includes
both listening and speaking.

…a time to keep silence, and a time to speak…

The Bible, Ecclesiastes 3:7

Just listen: hear what they are saying, watch their body language, and think about their meaning.

When the other person has finished talking, you may need to ask them questions, or reflect back what you have heard, to clarify that you have received
their message accurately.
2. Prepare Yourself to Listen
Relax.
Focus on the speaker. Put other things out of your mind. The human mind is easily distracted by other thoughts, such as wondering what’s for lunch, or
what time you need to leave to catch your train, or whether it is going to rain later.

When you are listening to someone, try to put other thoughts out of your mind and concentrate on the messages that are being
communicated.

Our page on Mindful Listening explains that it is natural for your mind to wander. However, just as you would when meditating, the trick is to catch your
mind as it starts to do so, and bring it back to the speaker.

The greatest gift you can give another is the purity of your attention.

Richard Moss

3. Put the Speaker at Ease

Help the speaker to feel free to speak.
It is not always easy for someone to talk freely, especially if they find the topic is difficult, or it causes an emotional reaction. However, as a listener, there
are actions you can take to make the speaker feel more confident. For example:

 Nod and smile, or use other gestures or words to encourage them to continue;
 Maintain eye contact but don’t stare;
 Echo back their last few words, in a technique known as mirroring, which is part of reflecting; and
 Summarise or paraphrase what they have said, finishing with a question (or a questioning tone) to encourage them to continue.

These techniques are part of active listening, and will show the speaker that you are listening and understanding what is being said. This, in turn, will
make them more comfortable about speaking freely.
4. Remove Distractions
Remove as many distractions as possible so you can focus on what is being said.
The human mind is prone to being distracted. It is therefore important to ensure that you don’t give your mind too much opportunity for escape.

When you are listening to someone, it is a good idea to remove possible distractions. Put down your phone, or turn away from your computer screen. It is
also a good idea to avoid unnecessary interruptions. For example, at work, you might leave your desks and go to a meeting room, leaving your phones
behind.

Avoid behaviours like doodling, shuffling papers, looking out of the window, picking your fingernails or similar.

These kind of behaviours are unhelpful for both you and the speaker. They are likely to distract you from the process of listening, and making your
listening less effective. They will also suggest to the speaker that you are not interested, which makes it harder for them to speak.

5. Empathise
Try to understand the other person’s point of view.
When you are listening, it is important to see issues from the speaker’s perspective: to empathise with them. This helps you to understand their point of
view, and to understand their concerns.

The best way to do this is to let go of preconceived ideas.

By opening your mind to new ideas and perspectives, you can more fully empathise with the speaker. If the speaker says something that you disagree
with, then wait. Keep listening to their views and opinions without comment, until they have finished speaking.

After all, your first impression could be wrong. Their argument could be more nuanced when you listen carefully to it in full.

You should only start to construct an argument to counter what is said, if necessary, once they have finished, and you have fully assimilated their
argument.

See our pages: Empathic Listening and What is Empathy? for more.
6. Be Patient
A pause, even a long pause, does not necessarily mean that the speaker has finished.
Sometimes it takes time to formulate what to say and how to say it. Be patient and let the speaker continue in their own time. Never be tempted to
interrupt or finish a sentence for someone. This is particularly important if the speaker has a speech impediment such as a stammer.

Stammering

People with a stammer—a hesitation in their speech that means that they tend to repeat the initial sound of a word—may have a sound
to which they default when stammering. They may also have developed tactics that enable them to overcome their stammer, such as
changing the word they planned to use.
It is therefore important that you do not try to guess what word they want to use from the first letter, or fill in for them—because you are
quite likely to be wrong.

7. Avoid Personal Prejudice

Try to be impartial.
Our personal prejudices can lead us to pre-judge someone’s words and meaning based on their habits or mannerisms. This prevents effective listening,
because you have effectively already decided whether their words have value.

Don’t become irritated and don't let someone’s habits or mannerisms distract you from what they are really saying.

Everybody has a different way of speaking. For example, some people are more nervous or shy than others, some have regional accents or make
excessive arm movements, some people like to pace whilst talking, and others like to sit still. These behaviours can be distracting for listeners.

However, try to focus on what is being said and ignore the style of delivery or the accompanying mannerisms.
Top Tip: Be Aware of Your Distractors

We all find some elements of delivery more distracting than others. For some, it may be a particular regional accent that is so fascinating
in its tone that the words or meaning are lost in transmission. For others, arm waving may prove to be too interesting.
Be aware of the aspects of speech that you find particularly distracting.
When you are aware, you can take action to overcome your tendency to be distracted, and focus on the words and meaning again.

8. Listen to the Tone

Volume and tone both add to what someone is saying.
A good speaker will use both volume and tone to help them to keep an audience attentive. Equally, everybody will use pitch, tone and volume of voice in
certain situations. Effective listening means using these non-verbal cues to help you to understand the emphasis and nuance of what is being said.

See our page on Effective Speaking for more about how you can interpret and use volume and tone when speaking.

9. Listen for Ideas – Not Just Words

You need to get the whole picture, not just isolated bits and pieces.
Words are the most basic elements of communication, but they do not occur in isolation. You may hear people say something like:

“Well, I understood all the words individually, but not really the overall sense.”
What they mean is that they were unable to grasp the idea behind the words.

Perhaps one of the most difficult aspects of listening is the ability to link together pieces of information to reveal the ideas of others.
However, with proper concentration, letting go of distractions, and improving your focus this becomes easier. It is also helpful to use techniques
like clarification and questioning to help you make more sense of ideas.

10. Wait and Watch for Non-Verbal Communication

Gestures, facial expressions, and eye-movements can all be important in understanding someone’s full meaning.
We tend to think of listening as being something that happens with our ears—and hearing is of course important. However, active listening also involves
our eyes.

Some experts suggest that up to 80% of communication is non-verbal. That includes hearing the volume and tone—but a substantial element of any
communication is body language. This is why it is much harder to gauge meaning over the phone.

When listening, it is vital to watch and pick up the additional information being transmitted via non-verbal communication.

Types of Ineffective Listening

All happy families are alike; every unhappy family is unhappy in its own way.

Leo Tolstoy, Anna Karenina

Just like happiness (or happy families), effective listening is fairly easy to describe. Our page on Effective Listening provides a model that is generally
applicable to most situations. However, there are many, many different ways to listen ineffectively, and a huge number of barriers that may prevent or
hinder listening.

However, we can also identify some particular categories of ineffective listening. John Stoker, an author and communications teachers, has identified
seven different types. They are:
1. Evaluative listening
Evaluative listeners spend all their time evaluating what you are saying, and making judgements about it. You can spot an evaluative listener, because
they will always respond with either agreement or disagreement (or possibly both, in the form of ‘yes, but…’).

The big problem with these listeners is that they are hearing everything from their own point of view. Everything is passed through a prism
of their own experiences and opinions. This means that they often miss critical information simply because it does not fit with their view of the world.

The other problem is that speaker and listener can get into a negative spiral of argument and counter-argument. Instead of building on
each other’s communication, they are engaged in knocking it down.

2. Assumptive listening
Assumptive listeners make assumptions about the speaker’s meaning or intention—and usually before the speaker has finished.

They may therefore finish other people’s sentences, or jump in with a response before the speaker has really finished. Engaging with an assumptive
listener is hard work, because you constantly have to go back and explain your meaning again because they have interpreted it incorrectly.

3. Self-protective listening
Here, the listener is so wrapped up in their own situation and/or emotional response to it that they simply have no brain-space to hear or
concentrate on anything else.

In other words, they are NOT really listening at all, and they are certainly not engaging with what anyone else says. It is a moot point whether this should
actually be described as ‘listening’ at all—except that these listeners will often be nodding and smiling, and generally looking like they are engaging with
what is being said. However, when they come to respond, it will be obvious that they have not really heard or taken on board anything that is said.

These listeners often simply repeat their negative stories over and over again—and with increasing levels of negative emotion. The only way out is to
break the spiral (see box).

A way out
Self-protective listeners may need help to break out of their ‘vicious spiral’. Transactional analysis offers some clues about how to do
this, suggesting that they may be in ‘Child’ mode. This makes them turn inward, and want to avoid anything that might be threatening,
like other ideas.
To help them, you will have to ‘hook’ their Child with sympathy, then find a way to engage the Adult.
There is more about this in our page on Transactional Analysis.

4. Judgemental listening
Judgemental listeners will constantly criticise what speakers are saying. This type of listening is similar to evaluative listening, but usually with
more negativity and less opportunity to respond. These listeners often have preconceived ideas about the speaker (for example, bias or prejudice based
on how they look, or their background). This may prevent them from considering the speaker’s ideas with an open mind.

This type of listening tends to result in the speaker shutting down, and refusing to provide any more information. Being constantly
criticised quickly becomes unpleasant.

5. Affirmative listening
Affirmative listening is more or less the polar opposite of judgemental listening. Affirmative listeners only ‘hear’ messages with which
they agree. They therefore only listen for points that they can support, and not those that show different opinions.

Having an affirmative listener is at first quite pleasant. They tend to agree with you, which is nice. However, after a while, you realise that they only agree
with some points—and possibly not very important ones—but refuse to engage with anything else.

The problem here is that these people only listen for themselves. They want their opinion to be validated—and have no real interest in anyone
else. This quickly gets one-sided and tiresome, especially if you are genuinely interested in a debate that explores different perspectives.

6. Defensive listening
A defensive listener takes everything that is said as a personal attack.

These people therefore feel the need to defend themselves against everything, and to justify everything that they say. They often use the phrase ‘Yes,
but…’, because they have no interest in building on any other communication—only to justify themselves. They also find it hard to explore other points of
view, because anything different is a threat.
7. Authoritative listening
Authoritative listeners listen solely in order to advise. They always know best, and are always ready to tell you what to do.

You can often spot authoritative listeners by the use of the words ‘You should…’ or ‘You need…’ in their sentences.

A Common Thread?
You may have spotted that all these types of ineffective listening are related to the listener’s attitude. They may perceive a problem with the speaker, or
simply have a ‘mental block’ about the subject.

Whatever the cause, their pattern of thinking is not conducive to genuine, effective listening.

It is affecting how they relate to other people, and the messages that they hear in other people’s communication. These attitudes may have many causes,
such as

 Preconceived ideas or bias

These mean that you are not open to other people’s ideas and opinions. Biases may be personal or cultural. For example, in some cultures, ideas
are only considered acceptable from those in senior positions (and you may be interested in our page on Intercultural Awareness for more
examples like this). You may not trust the speaker on a personal level, and therefore find it hard to be open to their ideas on an intellectual level.

 Previous experiences

These may affect your expectations about people and/or topics or situations. We are all influenced by previous experiences in life. We respond to
people based on personal appearance, how initial introductions or welcomes were received and/or previous interpersonal encounters. This may
affect how you approach an individual. You may also find that someone says something that reminds you of a previous experience, and you start to
think about that instead of listening. The key here is to consider whether your previous experience is going to be helpful—and if not, set it aside.

 Having a closed mind.

We all have ideals and values that we believe to be correct. It can therefore be difficult to listen to contradictory views. However, the key to effective
listening and interpersonal skills more generally is the ability to open your mind, and take time to understand why others think about things
differently to you—and then use this information to gain a better understanding of the speaker.
Common Physical Barriers to Listening
These types of ineffective listening generally relate to patterns of thinking. However, there may also be physical barriers to listening.

These affect your physical ability to concentrate on a speaker and/or to hear their words or message. They include, but are not limited to:

 Too much noise around you. It can be hard to listen effectively if there is too much background noise. This can happen at a party, or in a crowded
room, for example, but may also include having the television on in the background.
 Trying to listen to more than one conversation at a time. There is some overlap here with background noise, because it could include having
the television or radio on while attempting to listen to somebody talk, being on the phone to one person and talking to another person in the same
room, or simply trying to talk to two people at once.
 You are distracted by something else in your environment. Sadly, our brains are fairly fickle things, and easily distracted. A movement out of
the window, or a stray thought, can derail listening. Your smartphone showing you a notification can be a major distraction—which is why it is
advisable to put it away if someone wants to speak to you. Many people also find that they can distract themselves, for example, by doodling, or
fiddling with something. However, for others, this can be a way of helping them to focus by distracting their hands, but not their brains.
 You find the communicator attractive or unattractive and you pay more attention to how you feel about them and their physical appearance
than to what they are saying. This can also apply when someone has an accent: you may find yourself listening to the cadence, and not the words or
meaning.
 You are not interested in the topic/issue being discussed and become bored. This rapidly leads to you becoming distracted and ceasing to pay
attention.
 Feeling unwell or tired, hungry, thirsty or needing to use the toilet, too hot or too cold. Physical discomfort is a huge distraction. It is
almost impossible to concentrate effectively when you feel uncomfortable in some way.
 Being stressed about something else that is happening in your life. When you have a lot going on in your life, it is much harder to calm your
internal dialogue and simply listen to someone else.
 Being on the phone rather than speaking face-to-face. A considerable amount of communication is in body language and facial expression.
You therefore have to concentrate much harder on the phone, to fully ‘hear’ the speaker’s message. When you are speaking on the phone, it may
be helpful to emphasise your tone of voice more, to ensure that your message is clearly heard.
 If you don’t really understand what someone is saying, perhaps because of their choice of words, or because they have a strong accent.
Under these circumstances, it is tempting to just ‘switch off’. However, instead, you should try to listen harder, and ask for clarification if you don’t
understand.

Read more at: https://www.skillsyouneed.com/ips/ineffective-listening.html

Top Tips to Improve Your Listening Skills and Make Listening More Effective

1. Start by Stopping (Anything Else)

When someone is speaking, it’s time to stop what else you were doing, so you can focus on listening.

Put your phone away, turn away from your computer, put aside your thoughts about what you’re going to have for lunch, and simply concentrate on what
they’re saying. Make eye contact with them to show that you are listening, and focus your attention on them.

Effective listening requires your full attention. You can’t do it while you’re distracted or thinking about something else.

If you’re doing something else, then you’re NOT listening effectively.

2. Consciously Set Aside Any Judgement or Assumptions

Effective listening means putting aside your prejudices, assumptions and biases. It is also important not to make making any kind of judgement about the
speaker or their message.

Try to listen WITHOUT considering whether you agree or disagree, or how you are going to reply, or any feelings you have about the
speaker.

Certainly do not start preparing a counter-argument in your head. Quite apart from anything else, if you listen to their whole message, you may find that
your early impressions were wrong.

This ability to set aside judgement is particularly important for empathic listening. However, it can help you to avoid making
assumptions or misinterpreting the message in any listening situation.

You can find out more about the different types of ineffective listening, and what can prevent you from understanding the speaker’s message, in our page
on Ineffective Listening.

3. Remove Any Physical Barriers to Effective Listening

We said above that you should remove any distractions. However, it is also important to consider any (other) physical barriers to effective listening. These
include, but are not limited to:
  A lot of background noise, for example, because you are in a crowded room, or you have the television or radio on. Turn off the noise, or go
somewhere else where you can hear and listen effectively.
 Being in physical discomfort, for example because you are hungry or thirsty, or your chair is uncomfortable. With the speaker’s agreement, stop
and get a drink, or something or eat, or change your chair.
 Being distracted by some characteristic of the speaker, such as their looks or their accent. Under these circumstances, the most effective
thing that you can do is to be aware of your issue. You can then concentrate harder to overcome the effect.

These factors will prevent you from listening effectively—so remove them from the equation.

4. Show the Speaker You Are Listening

There are a number of signs that you are listening, both verbal and non-verbal.

For example, when people are listening attentively, they tend to make eye contact with the speaker, nod, and make affirmative noises such as ‘Mm-hm’.
This encourages the speaker to continue, because it shows that the listener is interested.

By contrast, if someone is fidgeting, looking out of the winter, yawning, or checking their phone or watch, it suggests that they are not paying attention.
Under these circumstances, it is much harder to continue to talk.

Eye Contact or Not?

Eye contact is generally a sign that someone is listening attentively.

However, lack of eye contact may NOT show inattentiveness.
For example, someone who is shy may find it harder to make eye contact, especially for a long period. People with autism also find it
hard to make eye contact.

You can also show that you are listening by briefly summarising what you have heard and/or taken from their words. We are not talking about a full
summary. However, short phrases like ‘Wow! That must have been exciting!”, “Goodness, that sounds awful!”, or “It sounds like that was very nerve-
wracking” show that you are paying attention to more than just their words, but also their feelings.
Read more at: https://www.skillsyouneed.com/ips/listening-tips.html

5. Listen for Both Words and Meaning—including Feelings

The words that we choose when we speak are important. However, a huge amount of communication—some people suggest up to 80%—
is non-verbal.

In other words, the tone, volume and pitch of voice, facial expressions, body language, and behaviour, convey an enormous amount of information and
meaning. Your non-verbal communication is particularly important in conveying emotion. For example, when we are excited, we tend to talk faster, and
more loudly, and the pitch of our voice goes up. When we are upset about something, our voices drop, and we tend to avoid eye contact.

As you listen to someone talking, take time to consider their non-verbal communication as well as their words—and ask yourself what
message that is sending to you.

TOP TIP! Trust non-verbal over verbal communication

If there is a clash between the messages from verbal and non-verbal communication, the non-verbal communication is generally more
reliable. It is much easier to lie with words than with our bodies or faces. They tend to give us away.
There is more about this in our pages on Non-Verbal Communication.

6. If Your Mind Wanders, Bring it Back

Everyone’s mind wanders at times. In fact, most people’s minds wander an awful lot of the time. That’s understood—but effective listening means noticing
when it is happening, and stopping it in its tracks.

As you are listening to someone, pay attention to whether your mind is wandering.

If it is, just bring it back to the speaker. Refocus your mind, and consciously pay attention again.

You can find out more about this idea in our page on Mindful Listening.
7. Be Prepared to Ask for More Information or Clarify Your Understanding
Listening does not mean never talking yourself.

An important part of the listening process is making sure that you have fully understood the message. It is perfectly acceptable—and indeed, actively
desirable—to use techniques like reflecting, clarifying and questioning to make sure that you have correctly understood.

These techniques are also helpful for showing the speaker that you are listening. They demonstrate your interest in the subject, as well
as your understanding.

They therefore encourage the speaker to say more—and that, after all, is part of the point.

Read more at: https://www.skillsyouneed.com/ips/listening-tips.html

8. Wait for the Speaker to Pause Before Responding

It’s good to seek clarification or show that you are listening—but wait for the speaker to finish speaking, or at least pause.

Interrupting potentially tells them that you value your views or ideas more than theirs.

As a general rule, don’t jump in until you’re sure that the speaker is ready for you to do so. However, there are exceptions to this, including if someone is
talking too much, and you need to interrupt to give someone else some air-time. Equally, if you want to check your understanding of a particular point,
then do so. However, try to be mindful of whether they have finished making their point first.

9. Be Patient
The best, and most effective, listeners are those who are prepared to wait.

They are in no rush to move on in the conversation. They have the patience to wait for the speaker to order their thoughts, manage their emotions, or do
whatever they need to get the right words—and the right message—across. They know that sometimes communication takes longer, and they do not
interrupt, or rush to fill in pauses in the conversation.

This, in turn, means that those who are speaking to them trust them to listen, and to wait if necessary.

This is especially true when you are talking about something difficult or emotional—but it follows at any time. Giving people time and
space to speak is the mark of a truly effective listener.
You can find out more about how to develop this most underrated of personal skills in our page on Patience.

10. Put Yourself in the Speaker’s Shoes

It is impossible to over-emphasise the importance of empathy in effective listening.

This is the quality of feeling ‘with’ someone: of putting yourself into their shoes so that you genuinely understand their point of view.

Listening with empathy can help you to fully understand someone’s situation. It allows you to connect more fully with them on a more emotional level.
This, in turn, makes communication more open and more effective in both directions.

Read more at: https://www.skillsyouneed.com/ips/listening-tips.html

[email protected]
The 'talented tenth' was a label given to those African Americans who had good social positions
and were .

She left school and began her singing career at the well-known .

Her mother was keen that Lena's singing career would bring about the collapse of rac
.racial
barrier

Lena refused to sing for audiences of servicemen and prisoners which were .

When Lena entered Hollywood, black actors were generally only hired to act in the roles
of .
While she was working for Hollywood, Lena found that, during the , much of her spoken
work was removed from the film.
editing process
Lena spent a lot of the 1950s working in due to her being considered a Communist.
night clubs
Most people will remember Lena for her .
Resonant voice
flamboyant
from scratch
slipped up
firing
immersed
stake
underlying
lavish praise on
the ins and outs
1Sa aking pananaw onti onti nang nagiging pantay pantay ang kababaihan at kalalakihan sa panahon ito. Nagkakaroon na ang kababaihan ng ilang pribilehiyo
na wala ang mga lalaki katulad ng mas mahabang maternity leave. Sa panahong ito rin ay mas nagiging matatag na ang kababaihan at nabibigyan narin sila ng
mas maraming pagkakataon sa ibat ibang departamento. Ang bagong konsepto ng kababaihan ay talagang makakapag unlad sating mga tao dahil ang
kababaihan ay sadyang mas magaling o mas marunong sa ibat ibang bagay kaysa sa kalalakihan. Dahil Sa makabagong kababaihanng ito nasusulusyunan na rin
ang diskriminasyon, di lang sa trabaho sa buong mundo narin.
Dahil narin sa makabagong kababaihanng ito nabibigyan din ng patas na pagkakataon ang mga batang babae sa mundo dahil sa nakikita nila ang mga babae sa
ngayong panahon na tumatayo para sa kanilang sarili. Ang mga makabagong kababaihan ay mas naiiwasan ang diskriminasyon sa mga lapastangang
kalalakihan. Sa napaka habang panahon mas naaapi ang kababaihan kaysa sa kalalakihan sapagkat mababa ang tingin ng kalalakihan sa mga babae, kasi noon
pa man ang trabaho na ng mga babae ay ang pagiging kasambahay, dahil doon bumaba ang tingin ng lalake sa babae dahil sila ang lumalabas, nag-
aarangkada, nagbubuhat at nag-kakayod upang kumikita ng pera para sa kanyanng pamilya. Ang pagiging babae ay mahirap di man ako babae pero sa mga
bagay na aking nababasa nakikita, araw araw na diskriminasyon mga taong mababa ang tingin saiyo kaya naman nakarating ako sa isang konklusyon mahirap
maging babae, kaya napaka laki ng hanga ko sa makabagong kababaihan ng panahong ito dahil kayo ay naging matibay, matatag at kalmado sa lahat ng
ibinabato sainyo.
Ang napulot ko sa nabasang sanaysay ay mahirap ang pinag daanan ng mga kababaihan sa mundo mabuti nalang malapit lapit na tayo sa tinatawag na "Gender
equality" na kung saan lahat tayo mapalalake o mapababae ay nagkakaroon ng patas o pantay pantay na pakakataon sa mundo.

Dahil narin sa makabagong kababaihanng ito nabibigyan din ng patas na pagkakataon ang mga batang babae sa mundo dahil sa nakikita nila ang mga babae sa
ngayong panahon na tu
 British English/
American
General English Explanation and usage.
English Word
equivalent

In the US, you would say, I need to fill gas in my car before it I
Gas Petrol run out of fuel. Gas means liquid petroleum and NOT natural
LPG Gas
Trash, Trash is used in different ways like: picking up the garbage
Rubbish, Dirt
Garbage and putting it in the trash can. Do not trash the place.

No dustbin word is used in the US…Just trash can. If it is for

Trash Can Dustbin
paper, you see people use shredders for paper disposal

Instead of saying, “I want to go to the toilet”, in America, you

Restroom Toilet would say: “I would like to use the restroom”. Bath room is
also used, but can mean different at times and not used often.

Let’s say if you want to take bath, people say: “I need to

shower” or “I need to take a shower”. Also like, “I was in the
Shower Bath
shower when you called me”. Some may say, “I need to quickly
jump in the shower before I take off to a meeting”

Usually in India, we say ‘can I get my stuff in a plastic cover’.

Here in the US, people say “Can I get a bag for the stuff?” . It is
used for both plastic and paper.
Bag (plastic or
Cover (plastic)
paper)

When you do shopping, here the cashier would ask “Receipt with
you or in the bag”. People say, ‘in the bag please J or no’

We often get confused when Americans use a bike, all they

Bike Bicycle
mean is a bicycle and it is not a motorbike or motorcycle

Motorcycle Motorbike or bike The name says it.

Postal pin code in other countries like India vs Zip code in the
Zip code Pin code
US for postal purposes.
 Typically when you go to a restaurant, after you are done with
the meal, you ask the waitress to give the check. What it means
Check Bill
is you are asking them to give the ‘Bill’ for what you have spent
on food at the restaurant.

Elevator Lift No one uses the word lift, it is an elevator in the US

Americans consider football means by default as American

Football American Football
football.

People say Soccer when they refer to actual football. In Europe

Soccer Football and everywhere people call football, but here in the US, they
call it as soccer.

Glasses Specs or Spectacles Eye glasses used for faulty vision

Cookies Biscuits Cookie means just biscuit and usually a very sweet biscuit

Place where you park your car in the apartment complex or

Garage your dedicated place to park your car in your independent
house.

Store Shop Any shop is called a store

Flashlight Torch Torch light that we use in darkness

Usually when the tire gets punctured by any metal or big

Flat tire Tire puncture
thorns

When someone has taken a holiday, people usually say he is on

Vacation Holiday
vacation.

Bill Note 100 dollar bill vs 100 rupee notes when dealing with cash.

It is understood that it is a Beef burger with cheese on it and

Cheese Burger not just Cheese between the bun ! The cheese burger is non-
vegetarian. Do not be confused by seeing Cheese in it.
 Cologne is Men’s fragrance. In India, people use Perfume for
both males and females interchangeably. When you say
Cologne Perfume / Cologne
perfume, it is only for women in the US or any part of the
world. Just a common mistake in the usage of the words.

When mixing coffee, people in the USA use creamer, which is

Creamer
equivalent to milk powder.

In India, we use the word Curd a lot. You have to specifically

Yogurt Curd
say Yogurt. Butter Milk is common though. It is the same.

One of my friends had a bad experience in Walmart and had to

Flour is
literally write it on paper. So make sure you pronounce it right,
pronounced
otherwise, you get the wrong product. Listen
as Flower
to pronunciation to clarify.

We are used to saying I am a non-vegetarian, in the US people

might get lost. You have to say, I eat meat or chicken. When
Meat or Red
Non-Vegetarian you go to a restaurant, if you are a vegetarian, you should say
meat, Chicken
“NO Meat or Chicken” otherwise, you may find interesting
stuff as a vegetarian in your food 🙂

We use lorry a lot in daily life, but here in the US, people call by
Truck Lorry
truck. The trucks are long here in the US.

In the US, if someone says: “I have to mail this package today.

Mailbox / Mail Postbox / Post Let me drop it off at the nearest mailbox”, they mean to say
that they will post the physical package at a post office.

It is used very commonly used in daily conversations to refer

Chick to a female teenager up to 40 years old. e.g: “I met this chick
the other day, she was cool”

usually used to tell someone that they are married. e.g: he is

Hitched
already hitched, no more funny business.

People commonly use the word ‘shot’ to indicate that they got
Shots / Shot
medication or injection. E.g. “I got a flu shot yesterday” to tell
 that they had a flu injection/vaccination yesterday.

In general, the word school is used to indicate any institution

from 1st grade to 12th grade…after that, you call it as
University. But, in America, the word school is used very
School University commonly even to refer to a University or Department in
University. E.g.: “Which school did you go to for your
master’s?”. “I went to Stanford”. “I got my Masters from UW
School of Engineering”. School means University.

AUDIO SCRIPT
Merryn: Good morning, everyone and a very warm welcome to our conference. My name is Merryn Earnshaw and I’d like to say a few words about our first speaker this morning, Dr
Hugh Grayson. But first of all, I have just a few points about venues which you might like to note. Both of our main seminars this morning will take place here in the East Room, and
then, as you know, after lunch, we will be splitting up into smaller discussion groups. These will also take place in the rooms in this wing, and we’ll form groups and allot rooms later
this morning. But then for our last session, you’ll need to make your way over to the other side of the centre to the lecture hall. If anyone is unsure how to get there, do please pick up
one of these maps after the session. I’ll leave them in a pile beside the door. Now it’s a great pleasure and privilege to be able to introduce the leader of our first seminar today, Dr Hugh
Grayson. Dr Grayson has had a very long and distinguished career in business and before moving into consultancy, was head of information systems for one of the largest commercial
banks in the United States. Now of course, he runs his own business consultancy, Impact Training, and is the author of a number of highly successful books. I’m sure many of you are
familiar with his most recent publication, Knowledge Communities. Always stimulating and thought provoking, his ideas have transformed business practice in literally hundreds of
organisations. Dr Grayson, welcome.
Hugh: Thank you so much, Merryn, for that very flattering introduction. Well, our topic today is ‘leadership’ and so the first thing I’d like to ask you is ‘what are the traits of a successful
leader?’ Because it’s not the same as a manager who deals with the day-to-day running of a company. A leader is someone who can take advantage of opportunities, propose new ways
of working and, most importantly,inspire others to follow. I strongly believe that we want more leaders and fewer managers in order to compete effectively in today’s global economy.
It’s obvious from this that leaders have to have outstanding communication skills, because of course, great ground-breaking ideas are no use at all if you can’t take people with you and
get them to share your vision. That means the most important soft skill that a leader needs to have is the ability to establish rapport and trust. So, in the first part of our session today
we’re going to look at the language of leadership. I have five video clips that we’re going to look at and I want us to think about whether the people we see are really speaking the
language that will motivate and inspire people to follow them. By the end of this first part, we will have pinpointed five characteristics of effective leader language. I think you might be
surprised by a couple of them. In the second part of our session, we’re going to look at why people might not get behind a leader. People are often reluctant to embrace new initiatives;
in fact, I would say that this desire to keep things as they are is something which, to some degree, is hard wired in all of us. And it isn’t always a bad thing. But in a competitive world,
staying with things as they are now is not going to be an option, so I want to look at techniques we can use to break down this resistance to change. By this I don’t mean getting
employees on board even though they are reluctant. I want to look at a recent case study which I believe shows us how we can move beyond this initial block to agreeing on a set of
shared goals with the blocker. I think I can say from a psychological point of view, it’s fascinating stuff. So, the language of leadership. Let’s begin by looking at our first video clip. To
just set the scene for you …
Man: The world cup starts in three weeks! It’s going to be great!

Woman: Oh yeah, great.

Man: Aren’t you into the world cup then?

Woman: Oh, I don’t mind it, I suppose. When I was younger I used to quite like watching all the fit met running around! And it is nice to get together with some friends in
the pub and really get into a match. I also like the fact that this is the time when people from all over the world are excited about the same thing. It brings nations together I
think.

Man: It starts fights between them, more like. I think it’s a great chance to see really good quality football.

Woman: Good football? Then why do all the men I see swear at the players because they’re always slipping up? Anyway, this country never does very well.

Man: Our problem is that we always do well against the good teams, and then we mess up when we’re playing the not-so -good ones. Anyway, the great thing about the
world cup this year is that the country that’s hosting it is only one or two hours ahead of us. I’ll be able to watch loads of matches without staying up all night or missing
work. I might go out for a drink with some mates and see a game on a few evenings, if you want to come.
 I’d like to talk about….
Im going to tell you about…..
A shop which I visited two weeks ago……
A luxurious shop which not so long ago….
Paraphrasing. Using a different word in a different structure
use contraction I’d I’m can’t don’t aren’t isn’t..
USE conjuctions so but because where
I’d like to tell you about the coffee shop I really like. It’s 5 mins
away from my house. I usually go there during weekends with my
daughter and there are lot’s of delicious refreshments there but I
like to order their orange juice. Infact the interior is made up of
paintings and trees , and the tables are nice and comfortable. I like
the cozy ambiance of the shop.
Location: London

Weather: ! fine

Hotel: It was too during the night. noisy

Conference:

1. Terrible . Even sending email was difficult. wifi

2. speaker didn't come! We paid a lot for that. Keynote

3. Big confusion with the different on the earphones.languages

Plus Points:

Some people there. WORTHY or IMPORTANT

I ate a lot of !cheese

Question 1 - London.

Question 2 - fine.

Question 3 - noisy.

Question 4 - wi-fi.

Question 5 - keynote.

Question 6 - languages.

Question 7 - interesting.

Question 8 - cheese.

To do today!

Send 5 e-mails! All of them pretty urgent...

First - write to Max at (1) . Tell him the invoice cost is 10% higher. We know about it and it's not a (2) .

Second - send e-mail to (3) Bronson in Manchester, UK. Tell him the hotel has been confirmed - info pack behind reception. Hotel is called

(4) , off Hudson St.

Third - write to Graham Winson, the guy who makes the (5) . Tell him we've decided to go with someone else. Make sure the e-mail is

(6) !!!

Fourth - message to Food Monthly magazine. Thanks for media pack, but the (7) is tight at this time of year, etc.

Fifth - e-mail La Maison Rouge confirming dinner for (8) . Get their address off the (9) .

Question 1 - : catering.

Question 2 - problem.

Question 3 Donald.

Question 4 -The Three Seasons.

Question 5 - websites.

Question 6 -polite.

Question 7 - budget.

Question 8 - next Friday.

Question 9 web.

Make notes about your favorite weekday.

Write what you do in the morning/afternoon/
evening, how many lessons you have on that
day, what school subjects you do, etc.

You have a new boss at work. You want to impress him/her because you want a promotion. Offer to do some extra work.
You are organizing a meeting but you can’t photocopy handouts for all the attendee.
You're in a meeting and you would like to borrow another colleague’s pen.
You say:
__ you lend me your pen, please? (Would you, Can?
Your colleague is going out to get lunch and you'd like him / her to get something for you. You start your request:
Could you __ me a favor?

You could also ask your colleague:

Would you mind __ me a coffee when you're out?
Your colleague asks to open the window, saying:
Do you mind if I __ the window?
Because of the heavy rain I decided to stay at home and do my homework
Medical social workers are responsible for offering the support and resources that patients need in order to fully recover from a medical illness or injury as well as the resulting
emotional, physical, or psychological concerns. After performing a comprehensive assessment of a patient's support needs, they work with the patient's family, support system,
and other health service providers to coordinate an individualized discharge plan for in-home medical equipment, transportation, meal plans, counseling, or other follow-up
treatments. Medical social workers arrange all available resources to ensure patients recover and achieve optimal well-being.
Medical social workers complete psychological assessment, develop discharge plans, arrange home care services, provide appropriate referrals, offering support groups, and
advocating for patients and their families. However, since medical social workers work with patients with ranging medical situations from traumatic sexual assault to terminal
cancer diagnosis, their duties tend to change according to each patient's individual needs. In serious cases of child abuse or violence, medical social workers may also be
responsible for providing psycho-social support, grief counseling, and assisting law enforcement in their investigations.
Question 1. After six months looking for a job, she was finally ________ by the country's biggest TV
station.
A. fired
B. hired
C.retired

Question 2. I get along well with all of my __________. They're great to work with.
A. colleagues
B. employers
C. retires

Question 3. You need to get approval from the _________ before signing that contract
A. employee
B pay raise
C supervisor

Question 4. A lot of people ________________ during the global financial crisis.

A. were laid off
B. got promotions
C. earned a salary

Question 5. "Good news - I __________!" "Congratulations!"

A. got demoted
B. was fired
C. got a raise

Question 6. I __________ because I didn't like working such long hours.

A. got a raise
B. quit my job
C. fired my colleague
Question 7. We threw a big party for my father when he __________ after 35 years in the company.
A. laid off
B. hired an employee
C. retired

Question 8. The employee with the best work will ___________.

A. get a bonus
B. get laid off
C. get a boss