TABLE OF CONTENTS

Chapter 1 Super Readers

Chapter 2 Let’s Speak Up
Chapter 3 Writing Procedure Text
Chapter 4 Presenting a Company
 Chapter 1 Super Readers

A. PRONUNCIATION
The English language, as it’s written, is quite strange compared with languages
like Indonesian and Portuguese where words are always spelled like they are
pronounced. Sure, there are rules for pronunciation, but a lot of times there’ll be
words that have the same endings but sound different.
There are many words that have the same endings but sound completely different.
We can’t simply use the letters in our alphabet to talk about these sounds. Even
within English the letter “a” is used in a few different ways to produce different
vowel sounds (for example, compare the “a” in “cat” to “mate” to “all”). These
differences also exist between languages, as each has its own way of writing the
sounds it features, and some don’t even use the same Latin alphabet we do! We
thus needed a way of talking about and comparing these sounds outside of all of
that.
As a result, the International Phonetic Alphabet (IPA) was created! With 107 letters,
52 diacritics, and four prosodic marks, the IPA is a very helpful tool to any whose
job it is to work with human noises, or even for those who want to learn another
language, as it puts all of the sounds of that language on a phonetically legible
level such that the learner does not need intense contact with native speakers or
audio in order to make the sounds of the language themselves.
Here is a small sample of the IPA in an English context. They’re not too hard to
learn because many of the letters used are Latin, as it was westerners who created
IPA.
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B. Reading Strategies
Discuss:
✓ What do you usually read in English? Explain how you read them.
✓ What technique do you use?
✓ How fast do you read? quickly or slowly?
✓ What do you usually do while reading?
✓ Do you understand the text?
There are different styles of reading for different situations. The technique
you choose will depend on the purpose of the reading
1. If you are exploring or reviewing, you might skim a document.
2. If you're looking for particular information, you might scan for a particular
word.
3. You may use Extensive reading if you have longer texts for pleasure and
global understanding.
4. You may use Intensive reading if you have shorter texts, extracting specific
information, accurate reading for detail.
Scanning refers to reading a text quickly in order to locate specific pieces of
information.
When scanning,
1. Don't start from the beginning and read to the end
2. Jump around in the text, trying to find the information you need
3. can‟ t read every word / skip many words
4. look for information as quickly as you can
You can scan
1. A table of contents in a book or magazine
2. An index in a textbook
3. A timetable
4. The ads in a newspaper
5. A list of movies in the newspaper
6. A telephone book The page of a dictionary
7. A passage/text/article to quickly find the information mentioned in the
question.
8. You usually don’t scan
9. A mystery story
 10. A textbook for an important course
11. A map for finding your way home

Skimming refers to reading a paragraph quickly to get an idea of what it is

about, without trying to understand its details.
This is a technique used to identify the main ideas of a text. When skimming,
1. Don’t read everything but try to skip the text
2. read the first and last sentences of paragraphs
3. read the introduction, and the summary
4. read a few examples until you understand the concepts they are meant to
illustrate.
When skimming a textbook, quickly note the title, subheadings, italicized words,
boldfaces prints, and illustrations.
Extensive reading is used to obtain a general understanding of a subject and
includes reading longer texts for pleasure, as well as business books.
1. Use extensive reading skills to improve your general knowledge of
business procedures.
2. Do not worry if you don‟ t understand each word.
You usually read extensively :
1. The latest marketing strategy book
2. A novel you read before going to bed
3. Magazine articles that interest you
Intensive reading is used on shorter texts in order to extract specific
information.
1. It includes very close accurate reading for detail.
2. Use intensive reading skills to grasp the details of a specific situation.
3. In this case, it is important that you understand each word, number or fact.

C. PRACTICES
Text 1 Article Instructions
1. Skim the text below.
2. Answer the multiple-choice questions
✓ Don’t read the whole text, read bits of the text,
✓ Forget details.
 ✓ Concentrate on main ideas

The suggestions:
1. the first sentence in every paragraph is normally important and gives the
main idea of the paragraph
2. the first few words in each paragraph normally tell you what that sentence
is about
If you do this, you should get the general idea. It is not perfect, but it can be a
good place to start.

The Environment and Global Economies

As we enter the new millennium, the challenge for humankind is to transform

the existing economy into one that does not, threaten or destroy the
environment. This Environmental Revolution can be compared to the
Agricultural Revolution and the Industrial Revolution of the past.

Archaeological findings reveal that the great civilizations at the dawn of history
pursued economies that were fairly destructive to the environment. However,
the people then were unable to change what they were doing because they did
not understand what was happening. Either that or they could not persuade their
governments to bring about the necessary changes.

Today, however, we have the power to bring about changes to stop the
destruction of the environment because we are becoming more aware of how
our lives are shaped by the environment. Even when events do not directly
affect us, reports in the mass media expose us to the extensive damage caused
by such events. Fishery collapses, water shortages, rainforests burning
uncontrollably, sudden deaths of birds, dolphins and fish, record heat waves,
and raging storms that cause widespread destruction only serve to increase our
awareness that our survival depends on the weather which in turn depends on
our ability to maintain the ecological balance.
Decades before, it was mainly environmental activists who played a dominant
role in drawing attention to the gradual destruction of the environment. Today,
directors of large corporations, government ministers, prominent scientists and
intelligence agencies are speaking out on the need to change. They have a
clear sense of what has to be done for they know that the current economy
cannot take us as far as we want to go under the present circumstances.
People can now make decisions that will help restructure economies. For
example, companies who want to buy timber products can decide whether to
buy from companies that are managing forests in a responsible manner or from
companies suspected of illegal logging practices. Consumers in the United
States, for example, can choose to buy power from 'green' sources as
consumers become more aware of different energy sources available.
Governments can also decide to become a 'green consumer' by opting for
sources of electricity that are climate-friendly and buy paper that has a high
recycled content.
Time is of the essence and the new economic practices must be accepted
quickly. The only way this can be done is to spread accurate information quickly
and on a regular basis. For example, information on climatic changes, and of
how the inefficient use of water can lead to food shortages must be shared.
Media coverage of environmental trends and events must also be stepped up.
Can the global economy be restructured in time before environmental
deterioration in turn, leads to economic decline?

1. Why do you think the author compared the Environmental Revolution to the
Agricultural Revolution and the Industrial Revolution?

(A) These Revolutions had a great impact on the lives of people.

(B) These Revolutions took place a long time ago.
(C) These Revolutions took place over many, many years.
(D) These Revolutions brought about bloodshed.

2. Why couldn't people in the past stop the destruction of the environment?

(A) They were ignorant simple peaceful people.

(B) They did not realize that their actions were slowly destroying the
environment.

(C) They did not know people in the governments.

(D) Their governments did not believe that the environment was being
destroyed.

3. The people of today have become more aware of the relationship between
the weather, environment and global economies because of

(A) the havoc caused by storms and beat waves

(B) the efforts of governments

(C) extensive media coverage
(D) collapsed fisheries

4. Who is paying more attention to preserving the environment today ?

(A) Environmental activists as opposed to big companies

(B) Strong individuals as opposed to weak individuals
(C) Public corporations as opposed to individuals
(D) Ecologists as opposed to economists

5. How can business decisions affect economies and consequently, the

environment ?

If a country buys paper from only one company, the other

(A) paper-producing companies will have no market and so their revenue will
decrease.
If countries decide to buy paper with a high recycled content,
(B) then paper-producing countries must heed to this demand, otherwise there
will be no demand for their products. Paper- producing countries must plant
more trees to meet the
(C) demand for paper, otherwise they may not have any more trees to produce
paper.
Companies wishing to buy paper often scrutinize the type of
(D) paper because they only want to buy paper with a high recycled content.

6. What is the writer trying to convey in the expression Time is of the essence.

(A) The very essence of life is time

(B) it is important
(C) We must not delay
(D) Time is life

7. The writer emphasizes two elements in the last paragraph: time and

(A) climatic changes

(B) environmental trends
(C) the sharing of information
(D) food shortages
Text 2
You will improve your reading fluency and comprehension and develop your
vocabulary. Each story has interactive exercises to help you understand and use
the language.

A Serious Case

I have a friend who is afraid of spiders. This isn't very unusual; a lot of
people are afraid of spiders. I don't really like spiders much myself. I don't
mind them if I see them outside in the garden, as long as they're not too
big. But if one comes in the house, especially if it's one of those really big
spiders with furry legs and little red eyes, then I go 'Yeeucch' and I try to
get rid of it. Usually I'll use a brush to get rid of the spider, but if I feel
brave then I'll put a glass over the top of it, slide a piece of paper under
the glass and then take it outside.

This is quite normal, I think. But my friend isn't afraid of spiders in any
normal way. She isn't just afraid of spiders, she is totally, completely and
utterly terrified of them. When my friend sees a spider, she doesn't just
go 'Uurgghh!' or run away or ask someone else to get rid of the horrible
creepy-crawly. No, she screams as loud as she possibly can. She screams
so loud that her neighbours worry about her and think about calling the
police. When she sees a spider, she shivers all over and sometimes she
freezes completely – she can't move at all because she is so terrified.
Sometimes she even faints.

But my friend had a surprise for me when we met for coffee last week.

'Guess what?' she asked me.

'What?' I said.

'I've got a new pet!'

'Great,' I said. 'What is it? A dog? A cat?'

'No.'

'A budgie?'

'No.'

'A rabbit?'

'No.'

'What then?'

'I've got a pet spider.'

'I don't believe you!'

'It's true! I decided that it was time I did something about my phobia, so I
went to visit a doctor, a special doctor. A psychiatrist. This psychiatrist
specialises in phobias – helping people who have irrational fears to get
better and live normally. He told me I suffered from "arachnophobia".'

'It's an irrational fear of spiders,' he said. 'About one in fifty people suffer
from a severe form of arachnophobia. It's not very uncommon.'

'Thanks,' said my friend. 'But that doesn't help me much ...'

'There are lots of different ways we can try to cure your phobia,' said the
psychiatrist. 'First, there is traditional analysis.'

'What does that mean?' asked my friend.

'This means lots of talking. We try to find out exactly why you have such a
terrible fear of spiders. Perhaps it's linked to something that happened to
you when you were a child.'

'Oh dear,' said my friend. 'That sounds quite worrying.'

'It can take a long time,' said the psychiatrist. 'Years, sometimes, and you
can never be certain that it will be successful.'

'Are there any other methods?'

'Yes – some psychiatrists use hypnosis along with traditional analysis.'

My friend didn't like the idea of being hypnotised. 'I'm worried about what
things will come out of my subconscious mind!' she said. 'Are there any
other methods?'

'Well,' said the psychiatrist, 'there is what we call the "behavioural"

approach.'

'What's the behavioural approach?' asked my friend.

'Well,' said the psychiatrist, 'it's like this ...'

The psychiatrist got out a small spider from his desk. It wasn't a real
spider. It was made of plastic. Even though it was only a plastic spider,
my friend screamed when she saw it.

'Don't worry,' said the psychiatrist. 'It's not a real spider.'

'I know,' said my friend. 'But I'm afraid of it just the same.'
'Hmm,' said the psychiatrist. 'A serious case ...' He put the plastic spider
on the desk. When my friend stopped screaming, the psychiatrist told her
to touch it. When she stopped screaming again – the idea of touching the
plastic spider was enough to make her scream – she touched it. At first
she touched it for just one second. She shivered all over, but at least she
managed to touch it.

'OK,' said the psychiatrist. 'That's all for today. Thanks. You can go home
now.'

'That's it?' asked my friend.

'Yes.'

'That's all?'

'Yes, for today. This is the behavioural approach. Come back tomorrow.'

My friend went back the next day, and this time the plastic spider was
already on the doctor's desk. This time she touched it and held it for five
minutes. Then the doctor told her to go home and come back the next
day. The next day she went back and the plastic spider was on her chair.
She had to move the spider so she could sit down. The next day she held
the spider in her hand while she sat in her chair. The next day, the doctor
gave her the plastic spider and told her to take it home with her.

'Where do spiders appear in your house?' asked the psychiatrist.

'In the bath, usually,' said my friend.

'Put the spider in the bath,' he told her.

My friend was terrified of the spider in the bath, but she managed not to
scream when she saw it there.

'It's only a plastic spider,' she told herself.

The next day the psychiatrist told her to put the spider in her living room.
My friend put it on top of the television. At first she thought the spider
was watching her and she felt afraid. Then she told herself that it was only
a plastic spider.

The next day the psychiatrist told her to put the spider in her bed.

'No way!' she said. 'Absolutely not!'

'Why not?' asked the psychiatrist.

'It's a spider!' replied my friend.

'No, it's not,' said the psychiatrist, 'It's a plastic spider. It's not a real one.'
My friend realised that her doctor was right. She put the plastic spider in
her bed and she slept there all night with it in her bed. She only felt a
little bit afraid.

The next day, she went back to the psychiatrist. This time, she had a
shock … a big shock. Sitting in the middle of the doctor's desk there was a
spider. And this time it was a real spider.

My friend was about to scream and run away, but she didn't. She sat on
the other side of the room, as far away as possible from the spider, for
about five minutes, then she got up and left the room.

'See you tomorrow!' shouted the psychiatrist to her as she left.

The next day she went back, and this time the psychiatrist let the spider
run around on his desk. Again, my friend stayed about five minutes, then
left. The next day she stayed for ten minutes, and the day after that,
fifteen. Eventually, the psychiatrist held the spider, the real spider with
long furry legs and little eyes, in his hand. He asked my friend to come
and touch it. At first she refused, but the doctor insisted. Eventually she
touched the spider, just for a second. The next day she touched it for a
few seconds, then for a few minutes, and after that she held the spider in
her own hand.

Then she took the spider home and let it run around in her house. She
didn't feel afraid. Well, OK, she did feel afraid, but only a tiny bit.

'So now I've got a pet spider!' she told me again.

'Well done!' I said.

'There's only one problem,' she said, and as she spoke I noticed that she
was shivering all over. Then she screamed and climbed up on the chair.
She was pointing to something on the floor.

'Over there!' she screamed. 'Look! It's a beetle!'

Chris Rose

https://learnenglish.britishcouncil.org/general-english/story-zone/b2-c1-
stories/a-serious-case
Text 3

Coffee, Eggs, or Potatoes?

One time, a girl let out all her frustrations about her life to her father. She
said that her life is full of setbacks. There seemed to be no end to her
problems.

Her father -a chef- led his daughter inside the kitchen. He took three
same size pots and filled them with the same amount of water. He set the
pots on the stove and turned on the fire. When the water started to boil,
the father put ground coffee beans in one, some eggs in the second, and
potatoes in the last.

He quietly observed the three pots. The bored daughter stood there and
was getting impatient with the silence and wondered why her father was
cooking the coffee, eggs, and potatoes in front of her.

20 minutes passed, and the father turned the flames off. He spooned the
potatoes from the water and transferred these to a bowl. Next, he took
the eggs from the water and lay them in a second bowl. He poured the
brewed coffee into a mug. He then asks his daughter ‘What do you see?’
To which she replied “coffee, eggs, and potatoes.”

The father said, “take a good look and feel the potatoes.” She touched it
and stated that they were soft. The father asked her to break an egg. She
did just that and shelled the egg. She stared at it, and it was a hard
cooked egg. Lastly, he gave her the mug of coffee and told her to drink it.
Both the flavor and the smell of the coffee made the daughter smile.

Finally, she broke her silence and asked her father “what does this all
mean?” The father answered, “All three of these faced the same problem
– the boiling water. But each of the three reacted differently. The potato
was vigorous and sturdy when it went into the water but ended up soft.
The eggs were soft on the inside with only a thin shell protecting it. But
when faced with the problem, it toughened up inside. But the ground
coffee was different. It blended with the water and made itself and the
water better.”

The father proceeded “When a problem stares you in the face, which one
would you like to be?”
 CHAPTER 2 LET’S SPEAK UP

Target 1 Describing Yourself

A Descriptive Paragraph (Person)
A descriptive paragraph is focused on describing a person in detail.
Everyone loves talking about themselves! Have you ever had a speaking
exam like this? Can you think of any other sentences that might be useful?
Here are our top tips for talking about yourself in an exam.

Do:

1. Think about the types of topics and questions you may be asked
before the exam. School, family, free time, daily routines and future
plans are common topics.
2. Practise answering simple questions about yourself. Work with a
friend to practise or record yourself and listen to the recording.
3. Listen carefully to the questions. If you don’t understand the
question, ask your teacher to repeat it.
4. Give complete answers in full sentences.
5. Look at the examiner. His/her face may tell you when you’ve said
enough and he/she is ready for the next question.

Don’t:

1. Memorise your answers. It’s good to have ideas ready, but it’s
better not to memorise long replies to typical questions.
2. Just reply with ‘yes’ or ‘no’.
3. Panic if you are asked an unexpected question. Take a few
seconds to think before you answer it.

Here are some examples of things you can say about yourself:

My name’s ...
I’m from ... / I live in ...
I was born in ...
I’m ... years old.
I go to ... school.
I like ... because ...
I don’t like ... because ...
In my free time / After school, I ...
My best friends are ... because ...
My favourite (school subject, actor, pop group, sport) is ... because
...
I have ... brothers and sisters.
In the future, I’d like to ... because ...

Describe yourself physically.

–Basically, I am a young green-eyed girl with white skin and brown

hair with the typical Russian look. I do seem younger than my age.
-Physically, he is a good-looking man with a youthful appearance,
quite tall with an average body build and his pointed nose
compliments his dark hair. He’s hard-working and seems to get on
well with everybody.

Describe yourself emotionally

–At the first glance, I am an emotionally balanced person. What

peeves me most is, in fact, dishonesty: I just can’t stand people lying
through their teeth. Thankfully, there are not many people like that
around.

-Furthermore, he is a truly patient person, especially in dealing with

obstacles in our family, although occasionally he may be strict.
Undeniably, he is a glass-half-full person, which inspires me the
most no matter how hard are situations we are facing. Lastly, he is
my happy pill with a good sense of humor and self-assurance,
making me smile despite certain challenges I encounter. Hopefully,
I’ve inherited some of these traits.
Practice 1. Write three sentences about yourself. Use the examples
as models. Then without looking at the form or sentences, describe yourself out
loud. This is your time to practice.

Target 2 Describing Your Home or Hometown

You can talk about your home or your neighbourhood. You can talk about
either one, or you can talk more personally. Try to have a lot of specific
details prepared.

Home: General Description

We live in a flat in the old section of the city. It was once a large home that
was converted to several flats. Now, five families live in this home. We have
two bedrooms: one for me and one for my parents. There is a large living
room and a kitchen with a small balcony overlooking the street. The streets
are very narrow, and there are no trees.

Neighbourhood: General Description

I was born in Beijing. Even though it is a very large city and the
capital, we live in a part that is like a small village. We know everyone
here. On the corner of my street, there is small grocery store. Across
from that, there is a dry cleaner. Next to the dry cleaner is a big
clothing store. On the corner opposite the grocery store, there is a
bus stop so we can easily go anywhere in the city.
Home: Personal Description

My home is a small house in a new development. It was built by my

father. The house has three bedrooms: a large one for my parents
and two smaller bedrooms for my brother and me. In my bedroom, I
have a bed, a desk, and a chair. I also have a lot of books in
bookshelves along two walls. I have a window in my room that looks
out over our garden. It‟ s a small garden, but we can grow all our own
vegetables.
Neighbourhood: Personal Description

My father and my mother live in my hometown, Burdur. In fact, my entire

family- aunts, uncles, grandparents, everyone- lives in Burdur. We’ve lived
there for over six generation. We know everyone in the area so when we sit
outside, it is like being in our living room with our very large family. We live
across the street from a park. My family spends a lot of time sitting in this
park talking to neighbours and relatives.
 Type Relation Description

Balcony Across from Large/small

One-bedroom Along Spacious

Kitchen Behind Airy

Section/area Beside Narrow

Grocery store Corner Old/new

Park End Lots

Post office Facing A lot of

Department store In back/front/middle of Big

Taxi stand/rank Left-hand/right-hand side

Clothing store Near

Dry cleaner Next to , overlook

Complete these forms about home and neighbourhood. This will

help you organize your personal information.

Home Information Form

Size

Age

Number of
bedrooms

Other rooms

Garden/yard

Special features
 My Bedrooms:
Size

Furniture

Colors

Art

Other

Neighborhood Information Form

Name

Style of houses

Shops/businesses

Schools

Religious buildings

Other buildings

Transportation

Parks/gardens

Special
characteristics

Write four sentences about your home. Use the above as models. Then,
without looking at the form or sentences, describe your home and
hometown out loud.
Home: Specific Description

1.

2.

3.

Neighbourhood: Specific Description

1.

2.

3.
Target 3 Describing your occupation or school
We use the Present Simple to talk about things that are always true, and to talk
about habits and routines. For this reason, use this tense to describe your job or to
describe what you do every day.
You may discuss how you spend your day in work or study. You can prepare
specific details about your work and study.
Occupation
I’m an engineer. I’ve booked for the same company for three years. My specific job
is working with the senior engineer and helping her prepare presentations for
contractors and their clients. I’d like to get an advanced degree. That’s why I’m
applying to study at an engineering school in Australia.
University
I’m a third-year student at National University. I’m studying psychology. I’m in class
most of the day, and when I’m not in class I have to spend a lot of time working on
my assignments. My goal is to become a research psychologist, so I’ll have to get
a doctorate degree. I have a lot of years of studying a head of time.
Remember: we use a / an before jobs. We use “a” before jobs that begin with
a consonant sound, and “an” before jobs that begin with a vowel sound.
I work as a teacher / a doctor
He works as an electrician / an accountant
Useful verbs
Here are some useful verbs to describe what you do in your job.
✓ (for management type jobs in a company or office): manage, organise,
supervise
✓ (for teaching and caring type jobs): teach, train, help, look after
✓ (for construction, technology and jobs with machines): build, test, develop,
design, program, repair, check
✓ (for financial and planning type jobs): analyse, assess, evaluate, work out,
prepare, plan
✓ (for sales and marketing type jobs): buy, sell, import, export, market
✓ (for driving and logistics type roles): drive, deliver, transport
✓ (for jobs where communication is important): write, phone, talk, listen to,
meet, attend / have meetings
You can also use “do” to describe your job. (We often use do to talk about
routine, or more boring things.)
I do the housework / do the gardening / do the admin / do the paperwork
There are also activities where we use “make”:
make appointments, make phone calls, make coffee, make decisions.
Talking about your daily routines
Here are some useful verbs to describe your routines and habits. Be careful to use
the right preposition (to, at, in etc) with the verbs where necessary.
✓ get up
✓ get dressed
✓ have a shower / a bath / a quick wash
✓ wash your hair
✓ put your make-up on (make-up = cosmetics)
✓ have / eat breakfast (lunch, dinner, tea)
✓ have a coffee / grab a coffee (grab = get something quickly)
✓ get the kids ready for school (help your children get prepared for school)
✓ leave home
✓ go to school / go to work
✓ get to school / arrive at school
✓ get back / get home
✓ watch TV / the news / a documentary
✓ surf the net / go online
✓ read a book / a magazine
✓ take the dog out / take the dog for a walk
✓ meet up with friends
✓ catch up with friends / with emails / with the paperwork
✓ tidy up (= make the house clean or organised)
✓ do the washing-up / load the dishwasher (load – unload = put things in and
take things out)
✓ do homework (exercises from school)
✓ do the housework (cleaning in the house)
✓ go out for a meal / go to a restaurant
✓ get undressed
✓ go to bed

Telling the time

Here are some phrases to talk about the times of the day:
✓ In the morning (until 12 / 1 pm)
✓ In the afternoon (from 1 pm – 6 pm)
 ✓ In the evening (from 6 pm until 12 pm or until you go to bed)
✓ At night (after about 12 pm or until the early morning)

Here are some ways to tell the time: When we give a specific time, we use at:
✓ I leave home at 8 o’clock.

To tell the time between :00 and :30, use “past”:

✓ 06:05 It’s five past six
✓ 06:10 It’s ten past six
✓ 06:15 It’s quarter past six
✓ 06:20 It’s twenty past six
✓ 06:30 It’s half past six

To tell the time between :30 and :00, use “to”:

✓ 06:35 It’s twenty-five to seven
✓ 06:40 It’s twenty to seven
✓ 06:45 It’s quarter to seven
✓ 06:50 It’s ten to seven

Or divide the time into two: the hour and the minutes:
✓ 06:05 It’s six oh five
✓ 06:10 It’s six ten
✓ 06:15 It’s six fifteen
✓ 06:30 It’s six thirty
✓ 96:45 It’s six forty-five

Remember: English-speaking people generally tell the time in twelve hours

(not 24 hours).
So 19:30 is “seven thirty” and not “nineteen thirty”.
“What time is your train?”
“At 8.” (not “at 20”)
You can show the difference between morning and evening by saying “am”
or “pm” after.
“My train’s at 8 pm.”
Or “My train’s at 8 in the evening.”
(Don’t use both: “My train’s at 8pm in the evening” or “My train’s at 8 pm o’clock”
are wrong!)
Sample
I wake up at 6 o’clock. I get up at 6.50. I make a cup of tea and iron my clothes. I
have a shower and get dressed. I usually wear jeans, a blouse, a jumper or
cardigan and boots in the winter, or a skirt and blouse in the summer. I brush my
hair, put on my make-up. I pack my bag with all my teaching materials. I then put
on my coat and leave the house. I walk to the bus stop. I catch the bus at 8.15, and
then I pay my fare and sit down. It takes about 45 minutes to get to my destination
three miles away. I get off the bus and walk to the school where I teach English. I
have to sign in and get the key. Class starts at 9.25 and ends at 11.25.
I have lunch at 12. I eat a baguette or sandwich at the local café. I sometimes do
some shopping before I walk back to school. I do some photocopying and go back
to my classroom. I teach in the afternoon from 1 to 3pm. I then catch the bus back
home and spend a couple of hours relaxing before I cook dinner.
My son goes to work shortly after I come home. Sometimes he cooks dinner before
I get home, and sometimes I cook. I like to eat rice or pasta with a sauce. I chop
the onions, fry them and then mix them with garlic, tomatoes, carrots, spinach and
chilies. I boil the rice and then add the sauce. After dinner I wash up, sweep the
floor, and tidy up a bit.
Then I make phone calls, mark my students’ work, do the laundry. Then I go on
Facebook, or watch TV until about 10.30 when my son comes home. We catch up
on our day, and at about 11 o’clock I go to bed.
Make four sentences about your habit as a student. Then, without looking at
the form or sentences, describe your job or university out loud.
My habit as a student:

1.

2.

3.

4.
Target 4: Describing Your Hobbies or General Interests
Hobby
I like to play the guitar. I took lessons when I was child. Some friends and I had a
rock band once, a long time ago. We played at parties. Now I mostly play on my
own at home, and sometimes I get together with friends to play. I’m thinking about
taking lessons again. I’d like to learn how to play jazz guitar. I have a large
collection of jazz CDs.
Useful phrases
✓ In my free time I…
✓ When I have some spare time I…
✓ When I get the time, I…
✓ I relax by watching TV / listening to music, etc.
✓ My hobbies are bird-watching / playing sport, etc.

✓ I’m interested in (+ noun / gerund)

✓ I’m keen on (+ noun / gerund)
✓ I’m into (+ noun / gerund)
✓ I enjoy (+ noun / gerund)
Talking about hobbies in more detail

You can give more information about your hobbies and interests:

“I like arts and crafts. I’m a creative / practical person, and like doing things with
my hands.”
“I’m an outgoing person, and like socialising / hanging out with friends.”
“I enjoy being physically active, and spend a lot of time playing sports and team
games.”

Saying why you like your hobby

You can also explain why you spend time on your hobby to make the
conversation longer and more interesting.

“I really enjoy going to the gym because…”

…it keeps me fit.

…it gets me out of the house, you know!
…it’s sociable. I’ve met lots of new people.
…it gives me something interesting to do with my time.
…it’s not very expensive, and anyone can do it!
“My hobbies are all creative…”

… I’ve always enjoyed painting and drawing.

… Because my job is technical, it’s good to spend time doing something
completely different.
… I enjoy spending time making things like clothes.

Like doing vs like to do

We use like + gerund (ing form) to talk about general likes:

I like fishing.
We use like + infinitive to talk about more specific likes:
I like to go fishing at the weekend.

Samples
I like to play football at the weekend with my friends. We have a small club and
we get together and play a game of football. Nothing serious just for fun, really.
But we like it because it is good fun and we can all have a laugh together plus it
is good exercise and gets us out of the house. I like to play football with my
friends

In the first sentence, the speaker says what the interest is, when he does it and
who with. He then goes on further to explain that he and his friends are members
of a small local football club.

Let’s look at another example.

I am an avid reader and every weekend you can find me with my nose in a book.
There is nothing I like better than curling up with a good book in my favourite
armchair and losing myself in whatever world the book is set in.
I love reading because I can enter other worlds and meet all these amazing
characters. I love seeing all of the scenes play out in my imagination.

Adjectives to Describe Hobbies

These are some useful adjectives to describe your interest or hobby:
fun relaxing quiet harmless

personal lifelong enjoyable different

interesting creative good exercise outdoor

passionate intellectual dangerous odd

exciting useful time-consuming satisfying

amateur lucrative Artistic indoor

This is what you need to do when talking about your hobby or interest.
You need to go into deeper detail of what the interest is and where and when you
do this hobby. And are you alone or with friends?
Then talk about why you like it. Try to think of three reasons why you like this
special hobby of yours.
Exercise
Using the above examples write a paragraph about your free-time interest.
Go into some detail about what it is.
Tell us the following information:
• Where do you do it?
• When do you do it?
• Who do you do it with?
Finally, think of three reasons why you like this hobby.
You cannot only say because I like it. That is not enough!
Write down all your ideas and then speak it out loud.
CHAPTER 3 WRITING PROCEDURE TEXT

Writing Skills is just as important as speaking skills. We have to use words

extensively, besides using the oral channel of communication. Written
communication defines as clear expression of ideas in writing and it is an
important aspect of academic and business communication.
YOU SHOULD UNDERSTAND IN WRITING

Punctuation
Below are notes on common punctuation:
o Full stop or period (.)
o Question mark (?)
o Comma (,)
o Exclamation mark (!)
o Brackets ( )
o Colon (:)
o Dash ( -)
Spelling: act of writing or saying the letters of a word in their
proper order; way in which a word is spelled
Articles
Articles consists of a, an and the. The article the is called the
definite article. The article a and an are called indefinite articles.
Tense
Tense is derived from the Latin word for time. It shows the
relationship between the time of the action and the time of the
speaking or writing of the sentence.
EXERCISE 1
Common Errors in Student Writing

Given below are sentences illustrating the most common errors in student
writing. The formal name for the problem is stated. In each case, samples
of tutor descriptions of the error have been added; such descriptions can be
more helpful for writers at times than formal names.

1. John felt badly when he received a low grade on the final

examination.

2. There are no secrets between Mary and I.

4. One of the many students who come from the Scandinavian

countries are enrolled in my composition class.

4. Trygve can’t hardly get out of bed for his 8:00 class.

5. Entering the bakery, the smell of fresh pastries and coffee

overwhelmed her.

6. In Strindberg’s Miss Julie an aristocratic woman pays a night-time

visit to the servants’ quarters and slept with the family valet.

7. Anne rode her bicycle to the meeting in the -40 temperatures,

everyone else either drove or stayed home

8. Ellen quit her job not only because of the long commute but also
because she did not respect her supervisor.
EXERCISE 2
Find 5 errors at the following text
Miami
Christina visited Miami during her winter vacation. She is come from
Boston, where it is cold during the winter months. Miami, however, has a
very warm climate. There are many sunny days in Miami, and people cans
go to the beach all year long. Christina spent a good portion of her trip on
the beach to relax and sunbathe. However, she also explored Miami and its
surroundings.
Inspired by Miami’s proximity to the ocean, Christina visited the Miami
Seaquarium to learn about marine life. There, she watcheeds a show using
trained dolphins, killer whales, and other aquatic mammals. She took a lot
of pictures of the sea creatures jumping out of the water and performing
tricks.
Christina also tooks an excursion to the Everglades National Park. This park
is a protected area spanning 1.5 million acres. Because the park is mostly
swampland, it is home to many reptiles.
Native animals include snakes, alligators, and crocodiles. The park is also
great for birdwatching. Christina enjoyed hiking the trails in the Everglades
and observings the wildlife in its natural environment.
When Christina returned to the city, she visited Little Havana. This is Miami’s
Cuban neighbourhood. Christina could see that Little Havana’s people
demonstrated a lot of pride for their Cuban heritage. There were many
outdoor shops and vendors, live musicians, and the
Cuban cuisine was delicious. Little Havana was Christina’s favorite part
about her trip to Miami. This neighbourhood made Christina feel like she
had traveled to Cuba without ever having to leave the United States.
Procedure Text

A procedural text instructs your audience on how to complete a specific

task. Generally, this then falls into two categories, how to make something
and how to do something.

The purpose of a procedural text is to provide sequenced information or

directions so that people can successfully perform activities in safe, efficient
and appropriate ways.

You may encounter procedural writing also referred to as a PROCESS

ANALYSIS ESSAY in some parts of the world. This title provides students
with a greater understanding of their purpose of analyzing a process and
writing it up as a simple PROCEDURE to be followed by the reader.

Recipes and science experiments are common examples of procedural

texts. They use headings and sub-headings that can be structured in the
following manner.

Some common forms of procedural texts are.

• Directions – How do I get somewhere? Very specific instructions

including location names and titles. Formal language is required and
the addition of a map will make your instructions so much easier to
understand.
• Instructions – How do I do something? Your language must meet
the needs of your audience and you may need to include a diagram
if there are complex elements to complete.
• Recipes – How do I cook something? Recipes are a universal text.
There is a very clear expectation of the audience so never stray from
the essentials. Ingredients, method and a few visuals are essential.
• Rules for games – How do I play this? Be conscious of your
audience and write in a style and language they will understand. You
are almost guaranteed to require visuals in this style of writing.
• Manuals – How do I operate this? Are there any warnings I need to
be aware of before proceeding? Be very specific in your explanation.
• Agendas – What are we doing? When are we doing it? Who is
responsible?

It is clear that having a good grasp of this type of genre writing has multiple
possible real-life applications for our students. Luckily for such an important
genre, procedural texts are one of the easier genres to teach and to
successfully produce as a student.
As a comparatively straightforward nonfiction genre, procedural texts in their
many forms are often easier to grasp for those students who don’t possess
a natural affinity for writing than some of the more creative writing genres.
The learning of a series of criteria will ensure that even weaker students can
produce coherent and successful procedural texts.
Let’s take a look at the four main sections that form a procedural text to
ensure our students get a broad overview. Then, we can take a closer look
at some of the finer details.

1. Goal / Aim
This component addresses the what of the piece. It will refer to what is to
be done or made. Very often too this will provide for the title of the text itself.
Often this will be stated in the form of a ‘how to’ sentence or the name of
the thing to be made itself. With more technical procedural texts, titles may
be more generic and standardized, such as simply Operating
Manual or User’s Guide or in its most basic form, Instructions.

To help your students get a sense of the importance of the title and its
relationship with the goal of the text, provide them with a set of procedural
texts with the titles removed. In groups, have them brainstorm a variety of
titles for the text. When they are finished, reveal the original title of the text
and compare it with the suggestions made by the group. Soon they will start
to see the pattern evolve and this will help them when they come to produce
and name their own procedural texts.

2. Resources
Usually done in the form of a list, this component may also be
titled Materials, Equipment, Ingredients, Items Needed etc and is pretty
self-explanatory. This component comprises a list of things required to
complete the procedure outlined in the text. For a recipe, this will obviously
include things like ingredients, but may also include things like the
appliances and tools required to follow that recipe to completion. For flat-
pack furniture, for example, items like a screwdriver, spanner, the glue will
form this section. Science experiment procedural texts will include
apparatus such as Bunsen burners, test tubes, litmus paper etc. Regardless
of the specific purpose of the text in question, the resources listed in this
section will usually be presented in the order they will be used, as far as this
is relevant or possible.

3. Steps
This is the heart of the procedural text as it outlines step-by-step the
methodology to follow in the procedure itself. Again, the title of this section
of the procedural text may vary depending on the specific type of writing it
is. Longer user guides and instructional manuals will have a complex and
extensive list of steps to follow that will employ subtitles and subsections to
explain micro-processes within the wider procedure being described.
Simpler texts, such as recipes, will be much less complex in structure. It is
important to encourage students to think very logically about the process
they are attempting to outline in their writing. Too often students write
themselves into corners as they try to describe complicated procedures
while struggling with the technical difficulties of constructing grammatically
sound sentences. A good rule of thumb for student writers is to use many
short and simple sentences when writing about complex ideas. We will talk
more on this aspect when we discuss language features in greater detail.

4. Conclusion
The conclusion of a procedural text offers guidance to the reader on how
they can evaluate the success of the procedure that has been followed. This
may take the form of, for example, a description of the completed meal for
a recipe text or a description of the assembled furniture in a flat-pack
instruction guide. Depending on the type of text in question, often
illustrations can be used to reinforce what a successfully followed procedure
will look like.

LANGUAGE FEATURES OF A PROCEDURAL TEXT

Given the broad range of forms, a procedural text may take, we should not
expect that all of the structure and features outlined will apply equally to
each type of text. However, the following is some valuable general advice
for students to bear in mind when they are considering the language
registers of their text.

Procedural texts are one of the few writing genres that regularly use the
second person pronoun that addresses the reader in a general way. Often
too, this ‘you’ will be implied through the use of imperatives at, or near, the
beginning of sentences.

Given the nature of these types of text, the simple present tense is the
preferred tense for this type of writing. In this regard, it offers a great
opportunity to focus on verb work, especially on imperatives. These
command words, or bossy words, such as cut, take, hold are often used to
give orders for readers to follow as they move step by step through the
process outlined in the text.

This is a nonfiction genre and this should be reflected in the choice of

language. There is little to no place here for flights of imagination or
figurative turns of phrase. Students should stick to plain, straightforward
sentence structures and word choices. They should include detailed factual
descriptions of things, where this will enhance the reader’s understanding;
shape, size, color, amount should be included where it will improve this
understanding.

Sentences should also provide detailed information on the how of

performing each of the steps in the process outlined. For example, remove
carefully rather than simply remove – when care is necessary for the
satisfactory performance make sure it is stated explicitly.

Actions should be outlined sequentially and time connectives can be used

to help organize the necessary steps chronologically. For example, use of
adverbial time words, such as: first, second, before, then, after. Encourage
students to focus on answering the questions of where and when of each of
the actions they instruct the reader to follow.

Some common forms of procedural texts are.

1. Directions – How do I get somewhere? Very specific instructions

including location names and titles.
2. Instructions – How do I do something?
3. Recipes – How do I cook something?
4. Rules for games – How do I play this?
5. Manuals – How do I operate this?
6. Agendas – What are we doing?
 How to Make Scrambled Eggs

Let’s learn how to make yummy scrambled eggs at your home with this
easy recipe!
Ingredients:
• 2 eggs
• Milk (if desired)
• 1 teaspoon of butter
• A pinch of salt and pepper

Steps:
1. First, crack the eggs into a small bowl and add a pinch of salt and pepper.
Whisk until all well blended.
2. In a frying pan, add butter and let it melt.
3. Pour the eggs and milk, and for around 20 seconds, do not stir it.
4. After that, fold the eggs to the center and stir with spatula.
5. Repeat the previous step until all the eggs are mostly cooked
6. Remove eggs from heat, and keep continue to fold and stir the eggs for
around a minute.
7. Lift the eggs, put on the serving plate and your scrambled eggs are ready.
 CHAPTER 4 PRESENTING THE
COMPANY

A. Read the presentation draft below and try to draw a chart based
on the presentation below
Good afternoon, Ladies and Gentlemen. At this point, I’d like to say a few
words about the organizational of “Benefit and Profit” Ltd. On the
transparency, you will see that Mr. Lucky Luck, Mr. Smiley Rich, and Mrs.
Nancy Money are sitting on the Board of Directors
The board is headed by Mr. Lucky Luck. He is the chief executive of Benefit
and Profit Ltd and he has overall control of the whole company. Mrs. Nancy
Money who graduated from Finance Faculty of Harvard University is the
chief accountant of the company. She deals with finances and investment
of the organization.
In 2005, the Board elected Mr. Happy as the managing director of Benefit
and Profit Ltd. He is responsible for running the company and is involved
with the total managing of the company from the factory floor up to the board
room.
Now, Mr. Happy is assisted by four executive managers.
First, Mr. Caring, he is the personnel manager and is responsible for
recruitment, personnel, training, management development, staff
conditions, health and safety, first aid nurse, and is also responsible for
general maintenance and security. He does have a lot of jobs to handle.
Second, Mrs. Cash, she is the finance manager who takes care of the
corporate finance and accounting as well as credit control, purchase and
sales. She does internal audit and handles the welfare of the employees,
you know, wages, salaries, pension and insurance.
Next, we have Sales Department which is led by Mrs. Friendly. Mrs. Friendly
is in charge of handling incoming orders from home and abroad. She will
organize all areas of selling in the company, manage linking with
representatives and agents, do market research, advertising, and promoting
products. Ms Friendly is assisted by the warehouse department who is
responsible for stock control and export department which takes care of
shipping, transportation, and document handling.
Last but not least is Mr. Planning. Mr. Planning has a solid team of
designers, engineers, quality controller and factory maintenance officers.
He is responsible for all the production process.
That‟ s about the people in the company. Now the company itself was set
up in 2004 and for the last two years, many reliable esteem companies
around the world have proposed to be our agent or sales representatives of
our products in their areas. We have carefully selected the companies who
want to be our agent. These agents of ours must have their own office,
paper ones. They also must have a showroom and a group of technician.
So far we have 17 representatives in all, 4 Offices in Asia countries, 8 in
some cities in USA and the rest in European countries. Detail info on our
offices and representatives can be read from the information sheet you
have.
Well that‟ s a brief overview about our company. Are there any questions?

B. Study the following chart

1. HIERARCHY

1. The company is headed by the Managing Director.

2. The Personnel Manager reports progress to the Managing Director.
3. The Finance Manager is under the Managing Director.
4. The Sales manager is accountable to the Managing Director.
5. The Sales Manager is supported by a sales team.
6. The Sales Manager is assisted by a sales assistant.
2. Responsibilities or Function
1. The Managing Director is responsible for running the company.
2. The Finance Manager takes care of corporate finance.
3. The Sales Manager is in charge of handling the incoming orders.

3. Title
 1. Chairman (President)
2. Board of Directors/board (senior executives/group of directors)
3. Managing Director/MD (chief executive/senior vice president)
4. Finance manager/director (Vice President – Finance)
5. Sales manager (Sales director)

C. Based on the organization chart below, write at least five

sentences based on every chart.

D. Presenting the famous companies in the world

1. Now, look at the pictures below

2. Can you inform us:

✓ The company organization

 ✓ The company history
✓ The products
✓ The location
✓ The promotion
3. Make groups of 5 students and prepare a presentation
The Presentation
This page is about the actual presentation itself as opposed to other aspects
of giving presentations in English.

Most presentations are divided into 3 main parts (+ questions):

1 INTRODUCTION

2 BODY (Questions)

3 CONCLUSION

Questions

As a general rule in communication, repetition is valuable. In presentations,

there is a golden rule about repetition:

1. Say what you are going to say...

2. say it...

3. then say what you have just said.

In other words, use the three parts of your presentation to reinforce your
message. In the introduction, you tell your audience what your message is
going to be. In the body, you tell your audience your real message. In the
conclusion, you summarize what your message was.
We will now consider each of these parts in more detail.

Introduction
The introduction is a very important - perhaps the most important -
part of your presentation. This is the first impression that your audience
have of you. You should concentrate on getting your introduction right. You
should use the introduction to:
1. welcome your audience
2. introduce your subject
3. outline the structure of your presentation
4. give instructions about questions
The following table shows examples of language for each of these functions.
You may need to modify the language as appropriate.

Function Possible language

1 • Good morning, ladies and gentlemen

Welcoming your • Good morning, gentlemen
audience • Good afternoon, ladies and gentleman
• Good afternoon, everybody

2 • I am going to talk today about...

Introducing your • The purpose of my presentation is to introduce our
subject new range of...

3 • To start with I'll describe the progress made this

Outlining your year. Then I'll mention some of the problems we've
structure encountered and how we overcame them. After
that I'll consider the possibilities for further growth
next year. Finally, I'll summarize my presentation
(before concluding with some recommendations).

4 • Do feel free to interrupt me if you have any

Giving questions.
instructions about • I'll try to answer all of your questions after the
questions presentation.
• I plan to keep some time for questions after the
presentation.
Body
The body is the 'real' presentation. If the introduction was well
prepared and delivered, you will now be 'in control'. You will be relaxed
and confident.

The body should be well structured, divided up logically, with plenty of

carefully spaced visuals.

Remember these key points while delivering the body of your presentation:

✓ do not hurry
✓ be enthusiastic
✓ give time on visuals
✓ maintain eye contact
✓ modulate your voice
✓ look friendly
✓ keep to your structure
✓ use your notes
✓ signpost throughout
✓ remain polite when dealing with difficult questions

Conclusion
Use the conclusion to:

1. Sum up

2. (Give recommendations if appropriate)

3. Thank your audience

4. Invite questions
The following table shows examples of language for each of these functions.
You may need to modify the language as appropriate.

Function Possible language

1 • To conclude,...
Summing up • In conclusion,...
• Now, to sum up...
• So let me summarise/recap what I've said.
• Finally, may I remind you of some of the main
points we've considered.

2 • In conclusion, my recommendations are...

Giving • I therefore suggest/propose/recommend the
recommendations following strategy.

3 • Many thanks for your attention.

Thanking your • May I thank you all for being such an attentive
audience audience.

4 • Now I'll try to answer any questions you may

Inviting questions have.
• Can I answer any questions?
• Are there any questions?
• Do you have any questions?
• Are there any final questions?
Questions
Questions are a good opportunity for you to interact with your audience. It
may be helpful for you to try to predict what questions will be asked so that
you can prepare your response in advance. You may wish to accept
questions at any time during your presentation, or to keep a time for
questions after your presentation. Normally, it's your decision, and you
should make it clear during the introduction. Be polite with all questioners,
even if they ask difficult questions. They are showing interest in what you
have to say and they deserve attention. Sometimes you can reformulate a
question. Or answer the question with another question. Or even ask for
comment from the rest of the audience.
Webinars or webcasts are a powerful lead generation tool in your digital
marketing program. As a middle of the funnel offer, a webcast is more
personal than an article or e-book and help potential clients get to know
your company before having a sales conversation.

Many of our clients have started webinar programs with much success, and
others express hesitation for how to get started. We're often asked for a
script or an agenda to help them structure it properly. A script is very useful
if you've never hosted a webinar before and so we're providing one here.

Sample Script 1
This script assumes that the webinar will involve two people: a host
and a presenter.

The host is the person who starts off the webinar

and sets the tone. This person also fields question
and then closes out the webinar. The presenter is
the one giving the presentation.

Here is the sample script so it's easy to get started:

[BEGIN WEBINAR]

INTRODUCTION
Host: Welcome, everyone! Thank you for joining us
for today's webinar. My name is [HOST NAME] and
I'm the [JOB TITLE] at [COMPANY NAME].
[COMPANY NAME] is the leading provider of
[SERVICE].

Today we are presenting "[TITLE]" presented by

[PRESENTER]. Just a little housekeeping before
we get started. If you have any questions during the
presentation, please type them into the question
box in your [Zoom, GoToWebinar, WebEx] control
panel. I'll bring them up during the presentation and
we will also have time for questions at the end.

Now without further ado, we will turn the time over to

[PRESENTER]! Our presenter today is [details/bio
of PRESENTER to highlight credibility and expertise
on the subject matter].

PRESENTATION
Presenter: Thank you, [HOST]! I appreciate the introduction. It's
great to

be speaking with all of you today…

[Give presentation]

Presenter: ...so with that, we will go ahead and

take some time forquestions.

QUESTION & ANSWER

Host: Thank you, [PRESENTER]! We will go
ahead and take some time forquestions now. Just
a reminder, please be sure to type your questions
into the question box in your control panel.

It looks like we have a few questions. Jim asks...

[GO THROUGH QUESTIONS WITH HOST

ASKING THEM AND PRESENTER ANSWERING
THEM]

Host: It looks like we've covered all of our

questions. [PRESENTER], is there anything else
you wanted to cover before a wrap-up?
Presenter: No, I think we're good for now! Thank
you, everyone. It was a pleasure being with you
today.

WRAP UP
Host: Great! Thank you, everyone! We appreciate
you being here. [MENTION ANY OTHER
ANNOUNCEMENTS & MAIN CALL TO ACTION].

Thanks again for joining us today and

we will see you next time. [END
WEBINAR]

Naturally, you can modify this script to suit your

needs, but this works well for us and should serve
as a good framework for your webinars.
Sample Script 2

Even if you are an expert in your field with excellent presentational

skills and stellarmaterial, you may still find it difficult to structure your
webinar. “How do I start andfinish the event? I can’t just jump right into
the presentation!” you may wonder. That is why we prepared a
template of a webinar script and useful tips to make it easier for you
to hold your online event.

This script is written for two: the speaker and the moderator. You can,
however, easily adapt it if you plan to hold a webinar on your own.

Webinar Script
Introduction

Moderator: Good afternoon! Thank you all for finding time and
visiting today’s webinar. My name is [moderator name] and I am [job
title] at [company name]. Our company is the leading provider of
[name of the product/service].

Now I will ask you one question to check if you can see and hear us
well.Launch a survey.

Great! Our topic today is [topic title], and the speaker is [speaker’s
name]. Beforewe start, let me explain how you can talk to us during
the webinar. If you have anyquestions during the presentation, just
write them to chat.

We will have short breaks during a presentation and a Q&A session

at the end to answer your questions.

Provide clear agenda to attendees.

We will send you all the relevant links after the event, including a link
to the webinarrecording, which will be active for three days only.

Now we can begin! Our today’s speaker is [interesting facts from

the speaker’s
biography highlighting their expertise and status in the field].

Show a slide with the speaker’s photo and a short list of the main
accomplishments
and provide contacts.

Presentation
Speaker: Thank you, [moderator’s name]! I’m happy to talk to you all
today.
Presentation. Take a break every 10-15 minutes to talk to the
participants andanswer their questions.

Speaker: And that is all for today. Now we have a little more
time to answer your questions.

Questions and Answers

Moderator: Thank you, [speaker’s name]! We already have
a few questions.Please ask your question in chat if you want
to join our discussion.
 If you have several speakers, make them answer questions in turns.
Moderator: Looks like we answered all your questions. [Speaker’s
name], is there anything else you would like to mention?

Speaker: No, it looks like we have covered everything!

Thank you all for your time!Ending
Moderator: Great! Thank you.

Now we need to make some im

portantannouncements. This is the part where you advertise
your product/service and make a final call to action.
Thank you for participating in today’s webinar! We hope to see you
again next time.
Roll slides with thanks and contact information. The end

How to Write a Script for a Presentation? To make everything

look natural, you should not write a detailed script for your
presentation. Prepare only a plan and an outline. When creating
slides, try to reduce the number of words and focus more on
eye-catching pictures.
Sales Presentation
By this point of the project, you should have a good understanding
of how your product may appeal to your clients. The day of
showing the latest product of your company is coming soon. Each
company has to give a very short presentation about their
company, product and show their promotional materials (posters,
leaflets, TV commercials) to the public.

Sample Script 3

(A) Components in the sales presentation script

a. Introduction
b. Body
c. Conclusion

a. Introduction
1 Greet the audience

2 Introduce your group

✓ What is the name of your company?

✓ What are the job titles of your group members?
3 State the purpose of the presentation
1. Company name
2. Company logo (meaning)
3. Your company motto
4. Company description
✓ When was your company founded?
✓ Where is your company based?
✓ Which industry does your company specialized in?
 ✓ Has your company won any awards?
5. Your product
6. Target group
7. Selling points of the product (can compare with similar products in
the market)
8. Promotional materials

b. Conclusion (A call to action)

1. Why should customers choose your product?
2. Advise your audience on what specific action they need to take,
how to take it, and when it must be taken.
3. Appeal to the audience to buy the product/ use the service
4. Ask if there are any questions from the audience
5. Thank the audience for listening to your presentation

* List of strategies used in Sales Presentation:

 Use of contrasts
 Star power (using famous people)
 Hand signs and gestures
 Personification (objects that move and talk to the audience, eg windows, trees,
cars etc)
 Giving instructions
(B) Structure of Sales Presentation
Parts Speakers Sample Script
Part 1 Speaker 1 Good afternoon everyone. We are so glad to see
Introduction you all here today.
1. Greet the audience My name is Cecilia Wan, the general manager
2. Introduce your group of the Walk Company. The presentation today is
- What is the name about our company – Walk Company and our
of your company? newly invented product -- “Super Socks”. This is
- What are the job titles our innovative and creative product with high
of your group members? level of technology.
3. State the purpose of First, our marketing manager, Mandy Li will
the presentation introduce our company. Then, Peter Yu, our
- What product are sales representative will show you our product
you trying to sell? and tell you about its special features. After that,
- What is the structure Jessie Wong, our designer will show you our
of your presentation? Who advertising campaign. Please feel free to ask any
is going to speak? questions at the end of our presentation.

Part 2 Speaker 2 Right! Let me begin by giving you some details

Company (refer to section about our company.
2.1 of project booklet) Our company is specialized in producing socks.
9. Company name That’s why our company logo is made up of a
10. Company logo (meaning) pair of socks. One sock is printed with a letter “W”
11. your company motto which represents our company name. We
12. Company description encourage people to walk more by wearing our
i) When was your product. Therefore, our company motto is “Walk
company founded? more!”
ii) Where is your Walk Company was established in 1950. It is a
company based? company based in the USA. We do business
iii) Where does worldwide. We are experts in producing different
your company do kinds of socks, especially sport socks. Our
business (Global/ customers include kids, teenagers and even
Local) adults around the world. We have won ‘The Best
iv) Which industry your Fashion Design Award’ as well as ‘The Top 5
company is specialized Sales in Product Category (Socks)’ awarded by
in? the Hong Kong Trading Department.
v) Has your company
won any awards?
Part 3 Speaker 3 Now, it is time to show you how fantastic
Product (refer to section our new products are. “Super Socks” are
2.2 of project booklet) specially designed for kids. They are
 Your product durable and super comfortable. They are
 Target group made of 100% cotton and can absorb
 Selling point sweat and keep the small feet dry. We
(can compare with guarantee that our socks will not be worn
similar products in out after wearing them 100 times. Even
the market) kids as energetic as cheeky monkeys
cannot easily ask their moms for a new pair
of socks.

Look at the design. Aren’t they adorable?

The cute patterns of our socks can attract
kids and their moms and dads. We provide
differentcolors for you to choose from.

Our socks are made with high technology.

They are waterproof! You don’t need to be
afraid of getting wet on rainy days.
Compared with similar products on the
market, our socks are your ideal selection in
summer.

How much are they? The price is very

attractive. You can’t believe it! Trial price --
it’s only $50 for 2 pairs. With low prices but
high quality, our socks are your best
choice!
Part 4 Speaker 4 Let us show you our advertising campaign.
Advertising Look at the poster. Here are the colours we
materials + ending have. Aren’t they attractive? Look at these
(show the audience cute little kids. After they have worn super
the poster, TV ad, socks, they look so smart and cute.
and the brochure)
- when giving out the Let’s watch our TV commercial together.
leaflet, tell the (show video) See, the kids were jumping
audience how they happily in the water puddles and their feet
can contact you and were not wet! Aren’t they amazing? Would
where to look for you like to try this special experience?
you if they want to
use the service/ buy the If you want to know more about our
product. company or products or if you want to come
Ending to our office to see other collections we have
(Conclude by giving a or to purchase this new collection, you can
call to action) find our address, e-mail address and phone
(i) Advice: Tell your number in the brochure.
audience what specific
action they need to take, All features of our products are listed with
how to take it, and when it picture illustration for your reference.
must be taken.
(ii) Appeal to the “Use it! Have a bright day!” If you use our
audience to buy the product, a rainy day will become a bright
product/ use the service day! Don’t hesitate, come and buy a few
(iii) Q and A pairs and try. I am sure you will come back
for more!

You can fill in our order form attached to our

leaflet. and hand it to our staff. An additional
20% discount is offered today. Buy it now!

That brings me to the end of our

presentation today. Thanks for your time
today. Have you got any questions?
SAMPLE SCRIPT 4

Hello, everyone! Welcome, and thank you for dialling in for our webinar today.
My name is [name] and I'm the [role] at [company]. At [company], we help
[audience] like you [unique value proposition / product or service mention].
Today, we’ll be discussing [topic] and featuring [speaker], [speaker], and
[speaker].

You can expect each speaker to have the floor for about 10 minutes,
andwe’ll conduct a short Q&A at the end of each session. If you have
any questions during the webinar, please type them into the chat
window — we’ll address them during the Q&A.

By the end of our time today, we hope you feel more comfortable and confident
about [topic]. We’re very passionate about [topic] and have many exciting stories
and learnings to share here today. Our goal is to [goal].

We’ll start with [speaker], who will be speaking on [topic]. [speaker] is

[details and bio for credibility].

[Insert speaker’s webinar script here when I receive it.]

Thank you, [speaker]! Who has questions for her?

[I read questions from the chat window for the speaker to answer.]

Those are all of our questions. [speaker], anything else you want to touchon
before we move onto our next guest?
[All speakers present and take questions.]

Well, that’s all we’ve got for you here today. Thank you for joining [company] to
discuss [topic]. We appreciate you signing in and hope you learned [goal].
Before we sign off, I’d love to tell you about [main announcement or call-
to-action]. Feel free to reach out to me via email if you’re interested or
wantto know more. We’ll see you next time!
 REFERENCES

Advanced Oxford Dictionary

English Teaching Forum. Volume 49 No. 2, 2011. Washington: Regional English

Language Office

Faulkner, Claude W. 1957. Writing Good Sentences. New York: Charles Scribner‟ s
Sons. Gerot, Linda, and Wignell, Peter. 1994. Making Sense of Functional Grammar:
In Introductory Work Book. Australia: Gerd Stabler.

Lou, Robby. 2006. The Handbook of How to Say It. Jakarta: V-Print.

Lougheed, Lin. 2006. IELTS International English Language Testing System: Barron’s
Students’ #1 Choice. The United States of America: Barron‟ s Educational
Series

McCarthy, Michael, McCarten, Jeanne, Sandiford, Helen. 2005. Touchstone.

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English phonetic symbol.

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