Giao Trinh Writing Level 3 Chinrh Suawr

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Giao trinh Writing Level 3
English (Duy Tan University)
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WRITING 3
TRƯỜNG ĐẠI HỌC DUY TÂN
KHOA NGOẠI NGỮ
BỘ MÔN: ANH VĂN KHÔNG CHUYÊN
GIÁO TRÌNH
VIẾT 3
WRITING - Level 3
LƯU HÀNH NỘI BỘ

Đà Nẵng, năm 2013

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TABLE OF CONTENTS
Page
Table of contents
Chapter 1: WRITING SENTENCES 2
Lesson 1: Adjective Clauses (Who, What, Which- as the Subject) 3
Lesson 2: Adjective Clauses 2 (Who, What, Which- as the Object) 9
Lesson 3: Adjective Clauses 3 (Whose + Quantity & Quality) 14
Lesson 4: Noun Clauses 19
Lesson 5: Passive Voice 25
Lesson 6: Reviews 31
Chapter 2: RESPONDING TO AN E-MAIL REQUEST LETTER 34
Lesson 7: Giving “How to” instructions (1) 35
Lesson 8: Giving “How to” instructions (2) 39
Lesson 9: Writing directions 43
Lesson 10: Inquiries 46
Lesson 11: Responding to inquiries 50
Chapter 3: WRITING AN OPINION ESSAY 54
Lesson 12: Writing general introductory sentences 55
Lesson 13: Writing a complete introductory paragraph 58
Lesson 14: Giving reasons and examples 60
Lesson 15: Developing key ideas by giving reasons and examples 63

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CHAPTER 1 WRITING
SENTENCES
Lesson 1: Adjective Clauses 1
(Who, What, Which- as the Subject)
(Who, What, Which- as the Object)
(Whose + Quantity & Quality)
Lesson 4: Noun Clauses
Lesson 5: Passive Voice
Lesson 6: Review
Lesson 6: Expanding Mixed Patterns
LESSON 1:

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(WHO, WHAT, WHICH- AS THE SUBJECT)

A-LANGUAGE FOCUS
A relative pronoun can be the subject of its own clause.
 Subject Relative Pronouns: who, which, that
American football, which is the most popular sport In the United States, began at Harvard
University.
In this pattern, who, which, and that can be either singular or plural. Make the verb agree with the
antecedent.
I have not read the magazine that is lying on the coffee table.
(The verb is lying is singular to agree with the singular antecedent magazine.)
I have not read the magazines that are lying on the coffee table.
{The verb are lying is plural to agree with the plural antecedent magazines.) 
Adjective clauses are either restrictive (necessary) or nonrestrictive (unnecessary).
Restrictive (necessary): no commas
The professor who teaches my biology class won a Nobel Prize two years ago.
Nonrestrictive (unnecessary): commas
Professor Jones, who teaches my biology class, won a Nobel Prize two years ago.
The following examples show you how to combine two sentences to make a new sentence
containing a subject pattern adjective clauses.
For People
Restrictive People save time and energy. They use microwave ovens.
who, that People who use microwave ovens save time and energy.
People that use microwave ovens save time and energy.
Nonrestrictive Microwave cooking is not popular with most professional chefs. Professional who
chefs say that fast cooking does not allow flavors to blend.
Microwave cooking is not popular with most professional chefs, who say that
fast cooking does not allow flavors to blend.
For Animals and Things
Restrictive Ovens are capable of cooking food quickly. They use microwave energy. that Ovens
that use microwave energy are capable of cooking foods quickly.
Nonrestrictive An electron tube in the oven produces microwaves. Microwaves cook by which
agitating the water molecules in food.
An electron tube in the oven produces microwaves, which cook by agitating the
water molecules in food.
- You may delete the relative pronoun and the be verb when:
1. they are followed by a prepositional phrase.
Ex1: The man who is in the house is my father.
 The man in the house is my father.
Ex2: The books that are on the desk are mine 
The books on the desk are mine.
2. the main verb in the relative clause is progressive.
Ex1: The man who is swimming in the lake is my father.
The man swimming in the lake is my father.

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Ex2: The books that are lying on the floor are mine. 
The books lying on the floor are mine.
3. the main verb in tenses
Ex1: People who buy lottery tickets are often found at bingo.
 People buying lottery tickets are often found at bingo.
Ex2: The bus which leaves at 6:03 was late today, so I caught the 6:08 one for downtown.
 The bus leaving at 6:03 was late today.
B-LANGUAGE PRACTICE
1. Combine the two sentences. Add commas if necessary.
1) She loves books (the books have happy endings).
……………………………………………………………………..
2) They live in a city (the city is in the north of England).
……………………………………………………………………..
3) The man is in the garden (the man is wearing a blue jumper).
……………………………………………………………………..
4) Anyone must have a logical mind. He or she wants to be a computer programmer
……………………………………………………………………………..
5) Foreigners also have difficulty with English spelling. English spelling is not always consistent with
its pronunciation. .
……………………………………………………………………..
6) The fruit is on the table. The fruit isn’t fresh.
……………………………………………………………………..
7) While he lectured, he showed us a slide. The slide diagrammed the double helix structure of DNA.
……………………………………………………………………..
8) Words in English are often difficult for foreigners to pronounce. They begin with the consonants th.
……………………………………………………………………..
2. Reduce the relative clauses
1. The man who is standing there is a clown.
……………………………………………………………………..
2. The envelop which lies on the table has no stamp on it.
……………………………………………………………………..
3. Benzene, which was discovered by Faraday, became the starting point in the manufacture of
many dyes, perfumes and explosives.
……………………………………………………………………..
4. My grandmother, who is old and sick, never goes out of the house.
……………………………………………………………………..
5. The student don’t know how to do exercise which were given by the teacher yesterday.
……………………………………………………………………..
6. Joggers who will running in the marathon should get to the stadium early to warm up.
……………………………………………………………………..
7. A person who does (ing) at least 30 minutes of exercise a day will feel better.
……………………………………………………………………..
C- PRACTICE IN TOEIC
I. Language building
a- Give some words which may be used to describe pictures 1-3. Compare with your friends
b- Complete the following about pictures 1-3 with the suitable words

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Picture 1
1. The man who is holding a suitcase is
…………………guess……….
2. The man who stands behind the counter is
……hotel receptionist
……………….
Picture 2
3. The women sitting at the table are …partner….

……………...
4. The women who are …………….. try to reach an

agreement.
Picture 3
5. There are buildings on the side of the river which

…………… the city.
6. People are walking along the path

which……………the river.
II. Tactic Practice 1. Put the words in the correct order Picture 1
1. The/ searching/ guard/ is/ the/ apart/ his/ arms/

man/ who/ has.

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……………………The guard is searching the man who has his arm apart…………………………
…………………………………………..….
2. The /raising/ man/ who/ arms/ is/ his/ is/ the guard/ searched/ by.
…………………………………………..….
……………………………………………..
Picture 2
3. Some/ listening to/ people/ a pen/ man/ are/the/

holding/ who is.
………………………………………………
…………………………………………..….
4. The/ the left/ a presentation/ man/ on/ is/ making.
………………………………………………
…………………………………………..….
Picture 3
5. The/ reading/ man/ sits/ a / the shelf/ book/ next

to.
………………………………………………
…………………………………………..….
6. The/ book/behind /shelf/ reading/ man/ is/ the/

who/ is/ a
………………………………………………
…………………………………………..….
2. Make sentences about the pictures with the suggested words
1. stand/ wall/ conversation

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3. building/ locate/ river
……………………………………………..
……………………………………………..
2. wait/ want/ line
……………………………………………..
……………………………………………..
………………………………………….
…………………………………………
III. Test Practice
In this part of the test, you will write ONE sentence that is based on a picture. With each
picture, you will be given two words or phrases that you must use in your sentence. You can change
the forms of the words and you can use the words in any order.
water/ boat map/ look

1……………………………………………. 2………………………………………..
……………………………………………… …………………………………………..

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map/ look stand/ across

3……………………………………. 4…………………………………….
……………………………………….. ……………………………………….
woman/ hold
5…………………………………….
………………………………………..

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teacher/ explain
6. …………………………………….
………………………………………..
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LESSON 2: ADJECTIVE CLAUSES 2 (WHO, WHAT,

WHICH- AS THE OBJECT)
A-LANGUAGE FOCUS
A relative pronoun can be an object in its own clause.
Object Relative Pronouns
whom,
which, O S V
that,
0 (no
pronoun)
Note: You can omit that in object pattern clauses only.
Ex: The address (that) he gave me was incorrect.
The following examples show you how to combine two sentences to make a new sentence containing
an object pattern adjective clause
For People
Restrictive The professor is chair of the English Department. You should see the whom,
that, 0 professor.
The professor whom you should see is chair of the English Department.
The professor that you should see is chair of the English Department.
(informal)
Nonrestrictive Dr. White is an ecologist. You met Dr.White in my office. Dr. White,
whom whom you met in my office, is an ecologist. For Animals and Things
Restrictive The book was written in German. The professor translated the book.
that, 0 The book that the professor translated was written in German.
The book the professor translated was written in German.
Nonrestrictive Environmental science is one of the most popular courses in the college.
which Dr. White teaches environmental science.
Environmental science, which Dr. White teaches, is one of the most
popular courses in the college.

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B-LANGUAGE PRACTICE
1. The movie was interesting. We went to it.
 …………………………………………………………………
2. I met the people. You told me about them.
 ………………………………………………………………
3. I couldn’t understand the woman. I talked to her on the phone.
 …………………………………………………………………
4. I want to tell you about the party. I went to it last night.
 ………………………………to which …………………………………
5. The music was gentle. We listened to it last night.
 …………………………………………………………………
6. Alice likes the foreign family. She is living with them.
 …………………………………………………………………
7. The market has refresh vegetables. I usually go to it.
 …………………………………………………………………
8. The man is over there. I told you about him.
 …………………………………………………………………
9. The film is fantastic. They are talking about it.
 …………………………………………………………………
10. She’s the nurse. We gave the flowers to her.
 …………………………………………………………………
11. We are speaking to the man. The man was our new history teacher.
 …………………………………………………………………
12. The teacher is Mr. Pike. We studied with him last year.
 …………………………………………………………………
13. We are very interested in the problem. It has been discussed in class.
 …………………………………………………………………
14. Lung cancer is very dangerous. Million of people died of it.
 …………………………………………………………………
15. I like standing at the window. I can see the park from the window.
 …………………………………………………………………
C-PRACTICE IN TOEIC I. Building language

Picture 1
1. The kid is is trying to reach the cookie

plate which his mother …………...
2. The cookie plate that the boy is trying to

reach looks ………..
Picture 2
3. They are talking about the food that they

………. for lunch.
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4. The lunch that they are eating is

……………..
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Picture 3
5. The building that they are visiting is

…………….
6. They are coming to the building which

many tourists ……………….every year.
II. Tactic Practice
1. Reorder the words to complete sentences
Picture 1
1. clothes/ he/ The/ dirty/ which/ put/ basket/ in/

the/ are
………………………………………………
………………………………………………
2. The/ needs/ clothes/ wash/ that/ he/ to/ basket/

are/ in/ the
…………the clothes thet he needs to wash are in th

basket……………………………………
………………………………………………
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Picture 2
3. The man/ is/ bicycle/ fixing/ often/ the/ that/he/
uses.
………………………………………………
………………………………………………
4. The bicycle/ yesterday/ fixing/ that/ broke down/

they/ are.
………………………………………………
……………………………………………
Picture 3
5. The car/ is waiting/ that/ driving/ the traffic/ the

woman/ is/ for.
………………………………………………
………………………………………………
6. The/ looks/ bored/ woman/ traffic/ at/ has to/

the/ that/ she/ wait.
………………………………………………
……………………………………
1. gloves/ warm/ that 3. grandmother/ lucky money/ give
………………………………………………… …………………………………………..
………………………………………………… ………………………………………………
…………………………………………………… ………………………………………………
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2. Christmas/ party/ happy
…………………………………………………
……………………………………………………
……………………………………………………
III. Test practice

In this part of the test, you will write ONE sentence that is based on a picture. With each
picture, you will be given two words or phrases that you must use in your sentence. You can change
the forms of the words and you can use the words in any order.
1. street/ repair
………………………………………………
……………………………………………….
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3. buy/ car
………………………………………………
………………………………………………
4. cheap/ look
……………………………………………… ……………………………………………… 2.
……………………………………………… ………………………………………………
modern/ building
tree/ decorate
………………………………………………
……………………………………………….
6. volunteer/ teach
………………………………………………..
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………………………………………………..
LESSON 3: ADJECTIVE CLAUSES 3
(WHOSE + QUANTITY & QUALITY)
A-LANGUAGE FOCUS
1. Possessive pronoun “whose”
In possessive adjective clauses, the relative pronoun whose replaces a possessive word such as
Mary’s, his, our, their, the company’s, or its. Possessive adjective clauses can follow the subject
or the object pattern.
In the subject pattern, the whose + noun phrase is the subject of the adjective clause. In the object
pattern, the whose + noun phrase is the object in the adjective^ clause.
Notes
1. Some writers feel that whose should be used to refer only to people. For animals and
things, they recommend using of which. Compare:
I returned the book whose cover was torn.
I returned the book, the cover of which was torn.
Other writers use whose in all but the most formal writing (such as legal documents).
2. When whose + noun is the subject of an adjective clause, the verb agrees with that noun.
She takes care of two children whose mother works at night.
(The verb works is singular to agree with mother.)
She takes care of two children whose parents work at night.
(The verb work is plural to agree with parents.)
2. Phrases of quantity and quality
A relative pronoun can occur in phrases of quantity and quality.
Quantity Relative Pronouns
some of whom He gave two answers, both of which were correct. all of
whom The top students, all of whom graduated with each of which
honors, received scholarships. both of which, etc.
Quality Relative Pronouns
the best of whom She has three daughters, the oldest of whom is
the oldest of whom studying abroad.
the most important of The comedian’s jokes, the funniest of which 1 had
which, etc. heard before, were about politics.
B-LANGUAGE PRACTICE
Rewrite the sentences
1. Nam is the boy with black curly hair.
--> The boy ....
2. The man seems very lonely because his wife and children are away--> The man ...
3. I went to 2 telephone boxes but they were both out of order
--> I went ....................... worked
4. The city has sixteen schools. Two of them are junior colleges.
-> The city has sixteen schools, two of …………………………….
5. Last night the orchestra played three symphonies. One of them was Beethoven’s Seventh.
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---> …………………………………. ......................

6. I tried on six pairs of shoes. I liked none of them.
---> …………………………………. ......................
7. The village has around 200 people. The majority of them are farmers.--->
…………………………………. ......................
8. That company currently has five employees. All of them are computer experts.--->
…………………………………. ......................
9. After the riot, over one hundred people were taken to the hospital. Many of them had been innocent
bystanders.
---> …………………………………. ......................
10. The man called the police. His wallet was stolen.--->
…………………………………. ......................
11. I met the woman. Her husband is the president of the corporation.--->
…………………………………. ......................
12. The professor is excellent. I am taking her course.
---> …………………………………. ......................
13. Mr. North teaches a class for students. Their native language is not English.
---> …………………………………. ......................
14. The people were nice. We visited their house.
---> …………………………………. ......................
15. I apologized to the woman. I spilled her coffee.
---> …………………………………. ......................
C-PRACTICE IN TOEIC
I. Language building
Picture 1
1. The woman whose tyre ……………is calling the telephone.
2. The woman whose baby …………….. has a flat tyre.
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Picture 2 Picture 3
3. The people whose dog is ………………is 5. The children whose teacher is explaining exercising.
looks ……………..
4. The people are walking the dog whose 6. The teacher is explaining to the boy whose
color is … book is ……………
II. Tactic Practice 1. Reorder the words to make a meaningful sentence. Picture 1
1. The/ whose bag/ to carry/ woman/ big/

is/ very/ is trying/ it/ upstairs.
………………………………………………
………………………………………………
2. There/ is/ a/ whose /heavy/ bag/

woman/ looks.
………………………………………………
………………………………………………
Picture 2
3. The man/ standing/ is cooking/ whose/

next to/ family/ is/ him.
………………………………………………
………………………………………………
4. The man/ is/ both of them/ cooking/

wife/ and/ next to/ daugher/ with/ his/ are
standing/ him.
………………………………………………
………………………………………………
Picture 3
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5. The man/ cleaning/ whose friend/ is

sleeping/ is/ the wall.
………………………………………………
………………………………………………
6. The/ husband/ woman/ res 琀椀 ng/ is/

cleaning/ whose/ is.
………………………………………………
………………………………………………
2. Make sentences about the pictures with the suggested
words
1. read/ interest/ whose ………………………………………………………………………
………………………………………………………………………
……………………………………………………………………..
III. Test practice
3. hands/ men/ stand
……………………………………………..
……………………………………………..
……………………………………………
2. women/ both/ cheap
………………………………………………….
………………………………………………..
…………………………………………………
In this part of the test, you will write ONE sentence that is based on a picture. With each picture,
you will be given two words or phrases that you must use in your sentence. You can change the forms
of the words and you can use the words in any order.
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1. women/ yoga
……………………………………………….
………………………………………………
2. move/ surface
………………………………………………
………………………………………………
……………………………………………… 5. umbrellas/ all
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……………………………………………….
3. eat/ party
……………………………………………… ……………………………………………..
6. woman/ street
………………………………………………..
……………………………………………….
4. grandmother/ lucky money
………………………………………………
……………………………………………
LESSON 4: NOUN CLAUSES
A-LANGUAGE FOCUS
A noun clause is a dependent clause that functions as a noun. A noun clause is often part of an
independent clause, where it can be a subject or an object.
What the newspaper reported was incorrect.
Subject
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People once believed that the world was flat.

Object
A noun clause can also follow certain adjectives and nouns.
We were happy that the semester was over.
Adjective
Who first challenged the belief that the world was flat?
Noun
There are three kinds of noun clauses:
1. that clauses, which begin with the word that
2. if/whether clauses, which begin with the words whether or if
3. question clauses, which begin with a question word, such as who, what, where, when, or how
1.That clauses
2. If/ whether clauses
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3. Question clauses
Note:
B-LANGUAGE PRACTICE
1. Write that-clauses
1. Tim hasn’t been able to make any friends.

……………………………………………………………………
2. Drug abuse can ruin one’s health.
……………………………………………………………………
3. Some women do not earn equal pay for equal work.
……………………………………………………………………
4. The earth revolves around the sun.
……………………………………………………………………
5. Irene, who is an excellent student, failed her entrance examination.
……………………………………………………………………
6. Smoking can cause cancer.
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……………………………………………………………………
7. English is the principal language of the business community throughout much of the
world
……………………………………………………………………
2. Write if-clause and question clauses
1. How much does this book cost?
……………………………………………………………………
2. When is Flight 62 expected to arrive?
……………………………………………………………………
3. Where is the nearest phone?
……………………………………………………………………
4. Is this word spelled correctly?
……………………………………………………………………
5. What time is it?
……………………………………………………………………
6. Does this bus go downtown?
……………………………………………………………………
7. Is this information correct?
……………………………………………………………………
8.Whose pen is this?
……………………………………………………………………
B- PRACTICE IN TOEIC
I. Building Language
a- Give some words which may be used to describe pictures 1-3. Compare with your friends b-
Complete the following about pictures 1-3 with the suitable words
Picture 1 Picture 2
1. He knows how to 3. The girl knows that she has to

………………………….. ……………………exam.
2. That he can play golf is
…………………………………… 4. She doesn’t know
what……………………………………….
Picture 3
5. The girl is prac 琀椀 sing what she
…………………
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6. It is obvious that the girl can……………………..
II. Tactic Practice

1. Reorder the words to make a meaningful sentence.
Picture 1
1. They/ how/ are/ asking/ car/ much/ the/ is.
………………………………………………
………………………………………………
2. They/ whether/ car/ wonder/ they/ buy/ should/ the.
………………………………………………
…………………………
Picture 2
3. They/ the/ tree/ know/ decorate/ how/ to.
………………………………………………
………………………………………………
4. It/ is/ spring/ apparent/ coming/ that/ the/ is.
……………………………………………… …….
………………………………………..
Picture 3
5. The/ fix/ workers/ are/ they/ doing/ what/ road/
can/ to/ the.
………………………………………………
………………………………………………
6. They/ don’t/ finish/ know/ when/ work/ they/ can/

their
………………………………………………
………………………………………………
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2. Make sentences about the pictures with the suggested words 1. heavy/ lift/ athletic 2.
look/ what/ man
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
……………………………………………… ……………………………………………
…………………………………………….. ……………………………………………
………………………………………… …………………………………………
3. explain/ teacher/ help
……………………………………………
……………………………………………
…………………………………………………………………
………………………
…………………………………………
III. Test practice

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1. focus/ study 2. look/ say
3. show/ to 4. smell/ woman
……………………………………………….
…………………………………………….. ……………………………………………….
……………………………………………… ……………………………………………..
………………………………………………
5. fix/ break 6. swim/ pool
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………………………………………………. ……………………………………………….
…………………………………………….. ………………………………………………
……………………………………………… ……………………………………………..
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LESSON 5: PASSIVE VOICE
A-LANGUAGE FOCUS
1. Present simple: is/are + Vpp Ex: He
reads a book every day.  A book is read
everyday.
2. Present continous: is/are + being +
VppEx: He is feeding the dog.  The dog
is being fed.
3. Present perfect: have/ has + VppEx: He
has just solved the problem.
 The problem has just been solved.
4. Past simple: was/ were +VppEx: He broke
the plate.
 The plate was broken.
5. Future : will/ be going to + be + VppEx:
He is going to draw the money.
 The money is going to be drawn.
6. have/ has somone do something = have
something done (by someone) Ex: He has
the teacher explain the math.
 He has the math explained by the teacher.
Note:
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B-LANGUAGE PRACTICE
Change into passive voice
1. The waitress is serving the customer.
 ……………………………………………………
2. The teacher is going to explain the lesson.
 ……………………………………………………
3. She has suggested a new idea.
 ……………………………………………………
4. They are painting the house.
 ……………………………………………………
5. A hurricane destroyed the small village.
 ……………………………………………………
6. The student is erasing the blackboard.
 ……………………………………………………
7. He is awarding her the scholarship.
 ……………………………………………………
8. The waiter handed Ann a menu at the restaurant.
 ……………………………………………………
9. The teacher is explaining the problem to the students.
 ……………………………………………………
10. They have him fix the bicycle.
 ……………………………………………………
11. The assistant manager is interviewing me.
 ……………………………………………………
12. The lesson interests him.
 ……………………………………………………
13. The result disappoints him.
 ……………………………………………………
14. The class bores students.
 ……………………………………………………
15. She has her daughter clean the house.
 ……………………………………………………
B-PRACTICE IN TOEIC
I. Building Language
a- Give some words which may be used to describe pictures 1-3. Compare with your friends b-
Complete the following about pictures 1-3 with the suitable words
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Picture 1 Picture 2
1. She is ………………… an award for her 3. The clothes are piled in achievement.
…………………...
2. An award is…………………….to the 4. A lot of clothes needs to be …………

excellent student
Picture 3
5. The mother ………. a gift on her

birthday.
6. A gift ………………..to the mother
II. Tactic practice
1. Reorder the words to make a meaningful sentence
Picture 1
1. The/ needs/ man/ bicycle/ to be/ has/ a/

which/ repaired.
………………………………………………
………………………………………………
2. The/ bicycle/ two men/ repaired/ is/ being/

by.
………………………………………………
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………………………………………………
Picture 2
3. Many/row/ shopping/ lined up/ carts/ are/

in/ a.
………………………………………………
……………………………………………….
4. The/ arranged/ shopping/ next to/ wall/

carts/ are/ a.
………………………………………………
………………………………………………
Picture 3
5. The/ Christmas/ ribbons and tinsels/ being/ with/

decorated/ tree/ is
………………………………………………
………………………………………………
6. Ribbons and tinsels/ decoration/ Christmas tree/

are/ hung/ on/ the/ for.
………………………………………..
……………………………………………… ……….
1. pile/ place/ armchair 2. bed/ make/ woman
………………………………………………… ……………………………………………
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………………………………………………… …………………………………………….
………………………………………………….. …………………………………………
…………………………………………………. ……………………………………………
3. chef/ prepare/ cake
…………………………………………………………………
……………………….
…………………………………………
……………………………………………
III. Test Practice

1. gira 昀昀 ee/ feed 3. ATM/ money
…………………………………………………………………… ………………………………………………
…………………………………………
…………………………
2. amaze/ small 3. have/ fix
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……………………………………………… ………………………………………………
……………………………………………… ………………………………………………
4. grow/ next 3. child/ shout
……………………………………………… ………………………………………………
…………………………………………….. ………………………………………………
LESSON 6: REVIEW
A-LANGUAGE FOCUS REVIEW
1. who, that, which- subject
2. whom, that, which -object,
3. whose, …of which/ whom
4. Noun clauses
5. Passive voice
B-PRACTICE IN TOEIC
Mini-test 1
Question 1 of 5
Directions: Write ONE sentence based on the picture using the TWO words or phrases under it. You
may change the forms of the words and you may use them in any order.
in front of/ building
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Question 2 of 5
a lot of/ road
Question 3 of 5
horse/ gaze
Question 4 of 5
Directions: Write ONE sentence based on the picture using the TWO words or phrases under it.
You may change the forms of the words and you may use them in any order.
interest/ music
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Question 5 of 5
read/ bed
Mini-test 2
Question 1 of 5
sit/ portrait
Question 2 of 5
award/ on
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Question 3 of 5
mechanic/ teach Question 4 of 5

newspaper/ while
Question 5 of 5
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make/ speech
Lesson 7: Giving “How to” Instructions (1)
Lesson 8: Giving “How to” Instructions (2)
Lesson 9: Giving Directions36
Lesson 10: Inquiries

-----------------------------------------------------
lOMoARcPSD|11546185
CHAPTER 2 RESPONDING TO AN E-MAIL

REQUEST LETTER lOMoARcPSD|11546185
LESSON 7: THE FORMAT OF AN E-MAIL LETTER
LESSON 7: GIVING “HOW TO” INSTRUCTIONS (1)

In this part of the test, you will be requested to respond to an email enquiring some information.
You will be given specific instructions on what to include in your response. For example, after an
email asking for directions, you may be asked to cover four steps.
38

Some of the emails in this section of the test will ask you to explain how to do something. For
example, you might be asked how to send a fax or bake a cake. In this unit, you will learn a few
linguistic “signposts” to use to make your instructions more precise. Using these signposts will
boost your score for organization.
FOCUS.
Basically, when you give instructions, you are guiding someone through a series of steps in
sequence. These are approprite words to indicate sequence:
First, / First of all,

Next,
Then,
Finally, / Now, finally you ....
When the person answers, ...
When you hear the dialing tone, ....
Using these words will help the reader have a clear idea of the order of instructions.
Often, when you give instruction, you also need to help the person avoid common mistakes. Here
are some phrases that clearly indicate that’s what you’re doing.
- Be careful not to leave the oven on.

- Be sure to turn off the oven when you leave.
- Don’t forget to turn off the oven when you leave.
- If the paper jams, then clear the paper and turn the copier off.
Notice that the first phrase specifically tells someone what not to do, whereas the next two remind
the person of what they need to do.
 PRACTICEm.
Exercise 1
How to make an English Breakfast
Put each of the following verbs in the correct space in the constructions below.
fry boil stir clear away add pour lay spread
1. ............... the table (with the table-cloth, knives, forks, spoons, plates, glasses, napkins etc.)
2. To make tea, first ............... the water in a kettle.
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3. Put a tea-bag in a cup and .................. the boiling water on it. (This is quicker than using a
teapot.)
4. .............. milk (from a jug) and sugar (from a bowl), and ............. with a spoon.
5. Make some toast, using the toaster, and ............... butter on it.
6. ............. eggs and bacon in a frying-pan.
7. Put it on a plate with the toast, and eat it with a little salt and pepper.
8. When you”ve finished your breafast, ................ all the breafast things.
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Exercise 2
Sentence matching
List A and List B explain how to use a payphone in London. But List A is not in the correct order.
Match List A and List B. Then write the sentences as one paragraph.
List A List B
a. First of all ... 1. pick up the receiver
b. Now, finally you ... 2. dial the number and wait for the person
c. When the person answers, ... toanswer
d. When you hear the dialing tone, .... 3. put in the money
4. speak
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................ .......
.....................................................................................................................................
Exercise 3
Arranging sentences
These pictures show how to make a papier-mâché pot. The sentences explain the pictures. Put
the sentences in the correct order and write them as one paragraph.
a) When the paper on the jar is dry, rub it with glass-paper. This makes it smooth.
b) After this, paste on about eight layers of small pieces of paper.
c) Now finally paint the pot with bright colours.
d) Because it is smoother, use tissue paper for the last two layers.
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e) You can make a lovely pot with a simple jar.

f) First of all, tear some old paper into small pieces.
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................ .......
.....................................................................................................................................
Exercise 4
Guided writing
This is a recipe for Spiced Oranges. Recipes usually have incomplete sentences. Use the
information
in the recipe: (i) to write sentences like those in
Exercise 2; (ii) to write a paragraph with those
sentences. Use these words if necessary: First of all; After this; Then; Now; the; some; for; a; them.
Add articles before the nouns when necessary.
Ingredients:
4 large oranges
4-5dl ( ¾ pint) water
½ teaspoon ground cinnamon
½ teaspoon ground nutmeg sugar
• Peel oranges and remove all white parts.
• Cut into slices.
• Put water, cinnamon and nutmeg into saucepan.
• When water is boiling, add orange slices.
• Add sugar.
• Simmer gently 3-4 minutes.
• Put in refrigerator several hours.
• Eat cold.
............................................................................................................................................
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............................................................................................................................................
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LESSON 8: GIVING “HOW TO” INSTRUCTIONS (2)

In this lesson, you will be requested to respond to an email enquiring some information. You will
be given specific instructions on what to include in your response. For example, after an email
asking for directions, you may be asked to cover four steps.
 FOCUSm.
For each of the following situations, write a sentence telling someone how to avoid a common
mistake.
Making rice
Setting the TV to show DVD
Sewing a shirt
Training a dog
Turing an office alarm system off
For example,
Don’t forget to turn it way down after it boils.

If the screen is blank, make sure the channel is set to 3.
Be careful not to stick yourself with the needle!
Be careful not to pet him if he does something wrong.
If the alarm goes off, call the office manager right away.
Now as you answer the next three e-mails, be sure to use the signpost words in all how-to
instructions. Also include instructions for how to avoid common mistakes in at least one response.
Making rice
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............................................................................................................................................ ...................
.........................................................................................................................
Setting the TV to show DVD
............................................................................................................................................ ...................
.........................................................................................................................
Sewing a shirt
............................................................................................................................................ ...................
.........................................................................................................................
Training a dog
............................................................................................................................................ ...................
.........................................................................................................................
Turing an office alarm system off
............................................................................................................................................ ...................
.........................................................................................................................
PRACTICm.
E
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Directions: Respond to the email as if you are Ruth’s boyfriend, Carr. In your email, tell Alyssa
how to make Ruth’s favourite birthday cake. You intructions should include at least THREE steps.
To : Alyssa Lee
Subject: Re: Ruth’s birthday
.........................................................................................................................................
........................................................................................................................................ ............
............................................................................................................................ ........................
................................................................................................................ ....................................
.................................................................................................... ................................................ .........
............................................................................... ............................................................ ..................
..........................................................
........................................................................................................................................ ............ .........
...................................................................................................................
Self-Evaluation
Evaluation Criteria Yes No
Does your reply meet the requirements outlined in the   directions?
Does your reply demonstrate good sentence variety?  
Does your reply demonstrate good sentence structures?  
Does your reply demonstrate good overall organization?  
Does your reply use correct and appropriate vocabulary?  
 Practice 2m.
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` `
Directions: Respond to the email as if you are Bony’s father, David. In your email, tell Rachel how
to get the baby to go to sleep . You intructions should include at least THREE steps.
To : Rachel Jones
Subject: Re: Babysitting
.........................................................................................................................................
........................................................................................................................................ ............
............................................................................................................................ ........................
................................................................................................................ ....................................
.................................................................................................... ................................................ .........
............................................................................... ............................................................ ..................
..........................................................
Self-Evaluation

 Practice 3m.
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Directions: Respond to the email as if you are Kate Peace. In your email, tell My how to send a
fax. You intructions should include at least THREE steps.
To : My Nguyen
Subject: Re: Sending a fax
.........................................................................................................................................
........................................................................................................................................ ............
............................................................................................................................ ........................
................................................................................................................ ....................................
.................................................................................................... ................................................ .........
............................................................................... ............................................................ ..................
..........................................................
Self-Evaluation
Does your reply meet the requirements outlined in the  

directions?
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-----------------------------------------------------
LESSON 9: GIVING DIRECTIONS

In this lesson, you will learn how to give directions to a certain place. Using the right vocabulary
for giving directions will improve the vocabulary portion of your score.
FOCUS.
The following phrases / sentences are useful in giving directions.
- Go out the door and take a left.

- Follow this street until you get to Sunrise Avenue.
- Follow the signs for Hastings Boulevard.
- Turn right / Take a right.
- Turn left / Take a left.
- Look for the orange sign.
- Go 3 blocks.
- At the fourth light.
- You’ll see a corner store on the right.
- My house is the second one on the left.
- If you pass Truong Dinh Street, you’ve gone too far. - Take the Main Street exit.
Here are the sample instructions:
Go out the door and make a left. Go down one block to 22nd Street. Make a left. Follow 22nd Street
about 5 blocks until you reach South Van ness. Make a right. The grocery store is halfway down the
block on the right. If you reach 21st Street, you’ve gone too fast.
Now, practice giving directions with a classmate. Give instructions from your school to your house
and from your classmate’s house to your own.
As you answer the following emails, use the phrases / sentences above to help you.
 PRACTICEm.
 Practice 1m.
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Directions: Respond to the email as if you are Michael Kose. In your email, tell Dan how to get to
your house from the highway. You intructions should include at least THREE steps.
To : Dan Jack
Subject: Re: Plans
.........................................................................................................................................
........................................................................................................................................ ............
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..........................................................
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...................................................................................................................
Self-Evaluation

directions?
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 Practice 2m.
Directions: Respond to the email as if you areThomas Hardy. In your email, tell Chesson how to
get to the post office. You intructions should include at least THREE steps.
To : Chesson Shaw
Subject: Re: Post office
.........................................................................................................................................
........................................................................................................................................ ............
............................................................................................................................ ........................
................................................................................................................ ....................................
.................................................................................................... ................................................ .........
............................................................................... ............................................................ ..................
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Self-Evaluation

directions?
-----------------------------------------------------
LESSON 10: INQUIRIES

In this lesson, you will learn how to give directions to a certain place. Using the right vocabulary
for giving directions will improve the vocabulary portion of your score.
 FOCUS.
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The following phrases / sentences are useful in asking for information.
I would like to ask you a few questions about your product / offer and services.
I would like to inquire about your product / offer.
I wonder if I can get another discount on it.
I’m not sure if I can get another discount on it.
I have two questions I’d like to ask you.
I would like to ask you a few questions about the heath and safety seminar.
Actually, I do have some questions about the product.
Could you tell me where ...
And some words of sequence:
Firstly, ...............................................................................
Secondly, ...........................................................................
To stat with, .......................................................................
In addition, .........................................................................
First of all, ..........................................................................
Also, ...................................................................................
Finally, / And finally, .........................................................
For one thing, .......................................................................
For another, ..........................................................................
Lastly, ...................................................................................
Sample
Before writing the reply email, work in pairs to brainstorm your possible questions.
...........................................................................................................................................
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........................................................................................................................................ .......................
................................................................................................................. ..............................................
.......................................................................................... .....................................................................
................................................................... ............................................................................................
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...................................
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 PRACTICEm.
 Practice 1m.
Directions: Respond to the email as if you are an employee of the organization. In your email, ask
Sarah TWO questions (about flexible working hours, cases of out-of-office
meeting, .......................,
................................).
To : Sarah Bush, General Affairs
Subject: Company policy on lateness
.........................................................................................................................................
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Self-Evaluation
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Directions: Respond to the email as if you are R. Robinson . In your email, ask TWO questions
(about the expiry of the offer, what the selected destinations
are, ...................., ...............................).
To : Jane Moore
Subject: Opening for overseas tour guide
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Self-Evaluation

directions?
Directions: Respond to the email as if you are J. Moore. In your email, ask TWO questions (about
the working place and hours, .............................., .............. ..........................., ..................................).
To : Jane Moore
Subject: Opening for overseas tour guide
.........................................................................................................................................
........................................................................................................................................ ............
............................................................................................................................ ........................
................................................................................................................ ....................................
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..
..
..
......................................................
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Self-Evaluation
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directions?
-----------------------------------------------------
LESSON 11: RESPONDING TO INQUIRIES

In this lesson, you will learn how to reply to inquiries. Writing effective replies to business emails is
one of the most important skills you should acquire as a good business owner, sales person or
marketing personnel. Using the right vocabulary for responding to inquiries will improve the
vocabulary portion of your score.
 FOCUSm.
Acknowledging receipt of an enquiry/request
- Thank you for your letter of … regarding / concerning / in connection with …
- I refer to your enquiry about / relating to …
- I have received your letter of … requesting information about
Explaining action taken as a consequence of the enquiry

- I have (reviewed our available stock) …
- We held a meeting on 21 January to discuss possible solutions.
- I have checked/looked into/investigated (the possible approaches) …
Making suggestions / justifying recommendations / pointing out pros and cons / hedging
- The best choice would be … since …
- I highly recommend … as / due to the fact that …
- I recommend this item since …
- In view of the fact that …, I would strongly recommend … as …
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Apologising and rejecting proposals

- Your proposal is of interest to us, and we have had consultations about it.
- However, we feel that it will not be in our interests to … for reasons of (privacy).
- We are concerned that …
Stipulating action requested or to be taken
- We shall arrange for … by …at the latest.
- I shall see to it that …
- Our company will arrange for …
Establishing goodwill and suggesting contact

- I hope that this information will help you to make decisions on your order.
- I look forward to hearing from you.
- I look forward to doing business with your company in the future …- Please feel free to contact me
again if you have any further queries on … - Do contact me on 27615432 if you need further
information.
- Please do not hesitate to contact me on 27615432 if I can be of further assistance.
Sample 1
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 PRACTICEm.
 Practice 1m Supply the blanks with appropriate words or expressions.
From: David Lee - Distributions Manager - Everlong Batteries ]
To: Jake Wong - Purchasing Officer - Fortune Goods
Subject: Enquiry about Batteries
Sent: May 21, 8:40 a.m.
................ ................ for your letter of Friday, 27 September 2013 .................. making copies
of the sample battery you sent us.
I have investigated the situation and found that your specifications are exactly the same as the
design of a proprietary camera battery manufactured by a large Japanese electronics
company.
We ................ that it would not be in our interests to supply this type of battery.
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However, I ................... ............to thank you for considering our company as your supplier.
I look forward to ................. ..................... with your company in the future.
 Practice 2
m
Directions: Respond to the email as if you are a sales representative for Telfo Wire Company. In
your email, give ONE time you are free and make TWO requests for new equipment.
.........................................................................................................................................
........................................................................................................................................ ............
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Self-Evaluation

directions?
 Practice 3m
I am interested in applying for an entry-level position at your company. I understand that you
are not advertizing any openings right now, but I believe my education and experience would
make me a positive addition to your company. Can we meet to talk?
Sincerely,
Lou Herr
Directions: Respond to the email as if you work in Human Resources Department of JJ Corporation.
In your email, make TWO pieces of information and ask ONE question.
To : Hill Thommson, Manager, Telfo Wire Company
Subject: New computers
.........................................................................................................................................
........................................................................................................................................ ............
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............................................................................................................................ ........................
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Self-Evaluation

directions?
Chapter 3 WRITING AN OPINION ESSAY
Lesson 12: Writing general introductory sentences
Lesson 13: Writing a complete introductory paragraph
Lesson 14: Giving reasons and examples
Lesson 15: Developing key ideas by giving reasons and

LESSON 12: WRITING GENERAL INTRODUCTORY SENTENCESexamples
LESSON 12: WRITING GENERAL INTRODUCTORY SENTENCES

A-FOCUS
Guidelines for the introductory paragraph
The first paragraph in an essay is called the introductory paragraph. There are two purposes of the
introductory paragraph: to get the readers’ attention and to introduce them to the subject of your
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essay. In other words, you need to lead readers to the subject of the essay in an interesting way and
convince them that reading your essay will be worth their time.
There are several guidelines for writing a good introductory paragraph.
• It must be relevant to the topic; that is, it should not introduce material not covered in the
essay.
• It should not give detailed information about the main ideas of the essay. Detailed
information belongs to the body paragraphs.
• There should be at least two sentences before the thesis statement.
• The thesis statement should come at the end of the introductory paragraph.
 Model of an introductory paragraph
Essay question: Do you agree or disagree with the following statement? Businesses should do
anything they can to make a profit. Use specific reasons and examples to support your
position.
Sample introduction:
Nowadays, the competition among the businesses has been increasing, and every company tries
to struggle and survive in such a situation. Some people think that businesses should do
anything they can do to reach their goal - maximum profits. In my opinion, however,
businesses must not do anything harmful to the community.
B-PRACTICE
TASK 1: Put the sentences in each of the following sets in the correct order to form a
good introductory paragraph for the intended essay.
1. a. In some cultures, people bow, and in others, they shake hands.

b. In English-speaking countries, shaking hands is the custom.
c. A proper handshake has four ingredients: pressure, pumps, eye contact, and verbal message.
d. The way people greet each other when they meet for the first time varies from culture to
culture.
2. a. However, in others, the nuclear family with only the parents and young children is the norm.
b. If this new system becomes widespread, it could have enormous effects on the society.
c. In most cultures, people live in extended families, in which several generations share the
same house.
d. People in different cultures have different systems for family life.
e. In recent years, some couples are experimenting with still another system of family life:
living together without marriage.
3. a. I believe that it is cheaper, more convenient, and better for the environment than private cars
are.
b. In order to get around city, you can use public transportation or private cars.
c. My preference is definitely for public transportation.
d. Your choice of transportation basically depends on where you want to go.
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TASK 2: Read the four introductory paragraphs that follow the essay question. Check
(√) the features of a good introduction that they have (Remember: they must have all
four to be a good introduction).
Essay question: Which, in your opinion, is more important in making someone’s life happy: a good
environment or good genes?
1. Some people have a happy life and some people don’t. My friend Tony has a miserable life.
He just got divorced, and now his wife won’t let him see his children. To live a happy life, a good
environment is more important than good genes.
□ It is relevant to the topic of the essay.

□ It contains at least three sentences.
□ It doesn't give details that belong to the body of the
essay. □ It ends with the thesis statement.
2. First, a good environment can make you healthier, which can make you happy. Second, if you
live in a good environment, you probably have many friends who can help you when you need it.
Friends are important for emotional health as well. People with friends are happier than people
without friends. Also, a good environment is probably safer, so you don’t have to be afraid to walk
down the street. Being safe makes everyone happy. To live a happy life, a good environment is more
important than good genes.

□ It doesn’t give details that belong to the body of the
essay. □ it ends with the thesis statement.
3. It is said that your mother and father make you what you are. You get your genes from them,
and they may have great genes. However, if they don't raise you in a safe, loving environment, you
may never be happy. To live a happy life, a good environment is more important than good genes.

□ It doesn’t give details that belong to the body of the
essay. □ It ends with the thesis statement.
4. Before the nineteenth century, most people lived in dirty, smelly, unhealthy environments. To
livea happy life, a good environment is more important than good genes.

□ It doesn’t give details that belong to the body of the essay.
□ It ends with the thesis statement.
5. Environment is much more important that genes when you are growing up. A good example of
this is the millions of people in the world who were born with physical challenges. If people are
raised in a good environment, they can be successful and live a happy life.

□ It doesn’t give details that belong to the body of the essay.
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□ It ends with the thesis statement.
TASK 3: Read each essay question. Then choose the more general introductory
sentence of the two that follow. This sentence would appear just before the thesis
statement, which states your opinion. Compare your answer with that of a partner. Say
why the other sentence is not appropriate.
1. Do you agree or disagree with the following statement? Consulting with a group of people is
the best way to make an important decision.
a.Making an important decision is not an easy thing to do, and there are different ways to do it.
b.If you want to make an important decision, you should definitely always do it by yourself.
Thesis statement: Many people believe that getting the opinion of other is the best way to make
an important decision; however, I disagree with this approach.
2. When travelling medium distances, some people prefer to fly. Others prefer to take express
trains. Which do you prefer?
a.Trains and airplanes have both advantages and disadvantages.
b.I don’t really like flying because it is very expensive and I often get airsick.
Thesis statement: Although some people prefer to fly, I’d rather take the train.
3. What would you consider the best type of job?

a.I don’t really like my current job much and would like to find a new one soon.
b.Choosing the best type of job involves considering many factors.
Thesis statement: I think the best type of job for me would be the one that involves both sales and
travel.
TASK 4: Write ONE general introductory sentence that would appear just before the
thesis statement.
1. __________________________________________________________________________
__________________________________________________________________________
I’m totally opposed to living in the city.
2. __________________________________________________________________________
__________________________________________________________________________
In my opinion, the internet is the best place to buy things.
3. _________________________________________________________________________
__________________________________________________________________________
There are several things about my current job, but I believe that the best aspect of my job is the
long vacations.
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LESSON 13: WRITING A COMPLETE INTRODUCTORY

PARAGRAPH
A-FOCUS
As explained in the previous lesson, a good introductory paragraph should be relevant and consist of
at least two general sentences that are followed by the thesis statement. Now, let’s practise writing
complete introductory paragraphs for your intended essays.
B-PRACTICE
TASK 1: Write two or more general sentences for each of the following thesis
statement to make the complete introductory paragraph for your intended essay.
1. _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
I’m totally opposed to living in the city.
2. _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
In my opinion, the internet is the best place to buy things.
3. _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
There are several things about my current job, but I believe that the best aspect of my job is the
long vacations.
TASK 2: For each of the following essay questions,

a.underline the key words,
b.write a thesis statement, that states your opinion,
c.and add two or more general sentences to the thesis statement to
make the complete introductory paragraph for your intended essay.
1.It is important for travelers and business people to understand the cultures they come into contact
with. What are the main advantages of doing so?
Your thesis statement:
_____________________________________________________________________________
Your complete introductory paragraph:
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_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. Employers should pay young people the same salary as older colleagues doing the same job.
To what extent do you agree or disagree?

_____________________________________________________________________________
_____________________________________________________________________________

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. Do you agree or disagree with the following statement? Universities should make more links
with businesses.

_____________________________________________________________________________

_____________________________________________________________________________
____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Lesson 14: GIVING REASONS AND EXAMPLES

I. GIVING REASONS
A-FOCUS
When you write about your opinion, it is important to give reasons why you think about things in this
way or that way.
A common way to give support for your ideas is to show how a situation would be different in other
circumstances. Conditional sentences can be used for this purpose. An opinion essay may include a
present condition, so you can use will or other modal verbs to give ideas about possible present or
future results.
If people migrate to cities, they may become trapped in poor, overcrowded accommodation.
B-PRACTICE:
TASK 1: Complete conditional sentences 1-6 with the words and phrases a-f.
1. The __________ will melt if we don’t do anything to stop __________.

2. If you study the __________ in school, you can get the __________.
3. If employees are forced to do __________, they will often do a __________.
4. You should look for a __________ if you really don’t like the __________.
5. If we reduce __________, we might be able to attract __________.
6. Unless we change __________, our __________ will stay very high.
a. prices / more customers

b. right subjects / job you want
c. suppliers / costs
d. ice caps / global warming
e. different job / working conditions
f. things they don’t like / poor job
TASK 2: Complete sentences 1-3 with your own ideas. Compare your answers with
your partner’s and see if you agree with his or her idea.
1. If you don’t get enough sleep, _____________________________________________________
________________________________________________________________________________
2. If you are always polite to your co-workers, __________________________________________
________________________________________________________________________________
3. Unless the local governments restrict the number of cars coming into cities,
______________________________________________________________________________
__________________
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II. Giving Examples

A-FOCUS
The easiest, and usually the best, way to keep your writing specific and concrete is to use specific
examples whenever possible. A specific example is a particular instance. So to give a specific
example of technology would be to write about particular people using a particular machine. To
give a specific example of any human activity would require that you write about individual people.
To give a specific example of teaching history would be to describe what a particular teacher or
students do. Give examples of every point you make, and make your examples clear and forceful by
making them specific. Write about people and what people actually do, not just about ideas or
concepts.
B-PRACTICE
TASK 1: Match beginning 1-5 to the ending a-e. Note the common phrases for
introducing examples in bold.
1. There are several disadvantages to working in a big city. Some examples include … _____
2. Spending money on research can have a great impact. One clear example of this is … _____
3. I think the most important factor is practical experience. By this I mean … _____
4. We could save money by reducing costs. For example, … _____
5. One example of the problems we faced was high material costs. Another example was … _____
a. Zentex’s development of the first biochip in 2004.

b. a lack of understanding of the market.
c. we could stop giving free samples to all visitors.
d. expensive housing, heavy traffic, and a stressful lifestyle.
e. actual time spent working in the field.
TASK 2: Look at each of the sentences in task 1 and match the phrases s in bold to the
definition of how it is used below.
a. Used for providing a single and easily understood example. _____

b.Used to provide a second example of something. _____
c. Used to clarify an example you have given. _____
d.Used as a simple and common way to introduce an example. _____
e. Used to introduce a list of example points to support your idea. _____
TASK 3: Use common phrases in task 1 to write examples for the statements in 1-3.
1. Many countries in the world make cars.
_____________________________________________________________________________
_____________________________________________________________________________
2. People in my country get to work in many different ways.
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_____________________________________________________________________________
_____________________________________________________________________________
3. After work, people like to relax.
_____________________________________________________________________________
_____________________________________________________________________________
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Lesson 15: DEVELOPING KEY IDEAS BY GIVING REASONS AND

EXAMPLES
A-FOCUS
In this lesson, you will be practicing how to use reasons and examples to develop the key ideas in
your answers to opinion essay questions.
B- PRACTICE
TASK 1: Choose one of the prompts below to express your own opinions, and then use
ONE reason or example to support each of your opinions.
1. I think our newspapers …
□ are doing a great job reporting the news.

□ are doing a poor job reporting the news.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2. Overall, I think the medical care in our country is …
□ excellent.
□ getting better.
□ in need of major improvements.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
3. In my opinion, taxes should be …
□ reduced and people should use their own money to take care of themselves.
□ spent to help those on need.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
TASK 2: For each of the following essay questions,
a. underline the key words,
b. write a thesis statement, that states your opinion,
c. develop a complete essay introductory paragraph,
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d. specify TWO main points you would like to use to support you opinion
in the thesis statement,
e. and give a reason or an example for each main point that support
youropinion
1. In general, people are living longer now. How will this change affect society? Use specific
details and examples to develop your essay.
2. If you could change one important thing about your hometown, what would you change?
Use reasons and specific examples to support your answer.
3. Think of the most important class you have ever taken. Why did you enjoy this class so
much? Use specific reasons and details to explain your answer.
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Giao trinh Writing Level 3

English (Duy Tan University)

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StuDocu is not sponsored or endorsed by any college or university

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LƯU HÀNH NỘI BỘ

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Lesson 1: Adjective Clauses 1

(Who, What, Which- as the Subject)

Lesson 2: Adjective Clauses 2

(Who, What, Which- as the Object)

Lesson 3: Adjective Clauses 3

(Whose + Quantity & Quality)

Lesson 4: Noun Clauses

Lesson 5: Passive Voice

Lesson 6: Expanding Mixed Patterns

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(WHO, WHAT, WHICH- AS THE SUBJECT)

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2. The man who stands behind the counter is

3. The women sitting at the table are …partner….

4. The women who are …………….. try to reach an

5. There are buildings on the side of the river which

6. People are walking along the path

1. The/ searching/ guard/ is/ the/ apart/ his/ arms/

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3. Some/ listening to/ people/ a pen/ man/ are/the/

4. The/ the left/ a presentation/ man/ on/ is/ making.

5. The/ reading/ man/ sits/ a / the shelf/ book/ next

6. The/ book/behind /shelf/ reading/ man/ is/ the/

2. Make sentences about the pictures with the suggested words

1. stand/ wall/ conversation

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3. building/ locate/ river

water/ boat map/ look

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map/ look stand/ across

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LESSON 2: ADJECTIVE CLAUSES 2 (WHO, WHAT,

Note: You can omit that in object pattern clauses only.

Ex: The address (that) he gave me was incorrect.

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C-PRACTICE IN TOEIC I. Building language

1. The kid is is trying to reach the cookie

2. The cookie plate that the boy is trying to

3. They are talking about the food that they

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4. The lunch that they are eating is

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5. The building that they are visiting is

6. They are coming to the building which

II. Tactic Practice

1. Reorder the words to complete sentences

1. clothes/ he/ The/ dirty/ which/ put/ basket/ in/

2. The/ needs/ clothes/ wash/ that/ he/ to/ basket/

…………the clothes thet he needs to wash are in th