TOEFL Reading and Writing Packet
This packet is also available on the Blackboard page for this class.
Contents
Part I
Grammar
Summary of Verb Forms in the Present Tenses, p. 2
When to Use the Simple Present and Present Progressive, p. 3
Do/does, p. 4
Present Perfect, p. 5
Present Perfect Uses, p. 6
For and Since in Conversation, p. 8
Present Perfect vs. Present Perfect Progressive, p. 9
Review: Before, Since and After, p. 12
Summary of indefinite and definite articles, p. 13
Gerunds, p. 14
Infinitives, p. 15
Unreal Conditionals, p. 17
Real Conditionals, p. 18
Clauses, p. 19
Past Perfect, p. 20
Past Modals, p. 22
Part II
Readings and Vocabulary
Types of Schools in US, p. 23
Talking about School Vocabulary List, p. 24
Campus Vocabulary, p. 25
Small vs. Large Schools Reading and Questions, p. 27
Student Essay: The Impact of Technology, p. 28
Jobs and Careers Vocabulary and Sample Cover Letters, p. 29
Teacher Merit Pay Readings and Vocabulary Lists, p. 31
Group Work Integrated Writing (ETS p. 196) Vocabulary List, p. 33
Collaborative Learning Class Activity and Essay, p. 33
Productivity and Rewards Integrated Writing (Cambridge p. 36) Vocabulary List, p. 34
Development and Urban Sprawl Vocabulary and Readings, p. 35
Shopping Mall Development Vocabulary, p. 37
Mary Celeste Vocabulary (Cambridge p. 177), p. 38
Tips for the Integrated Writing Task, p. 39
Helpful Vocabulary for the Integrated Writing Task, p. 39
Vocabulary List for Integrated Writing Task “Voting Machines” (TOEFL Planner), p. 39
Sample Integrated Writing Task with Essay, p. 40
Part IV
Writing Notes, p. 41-47
1
Summary of Verb Forms in Simple and Progressive Tenses
The verb to be:
Simple present:
I
He/She/It
We/You/They
Simple Past:
am here.
is here.
are here.
I
He/She/It
We/You/They
was here.
was here.
were here.
Negatives:
Add not after the verb to be:
You are not here.
Questions:
Put the verb to be before the subject:
Are you here?
Why are you here?
Present Progressive (as an auxiliary):
Negatives:
Add not after the verb to be:
You were not here.
Questions:
Put the verb to be before the subject:
Were you here?
Why were you here?
Past Progressive (as an auxiliary):
I
He/She/It
We/You/They
I
He/She/It
We/You/They
am working.
is working.
are working.
Negatives:
Add not after the verb to be:
You are not working.
Questions:
Put the verb to be before the subject:
Are you working?
Why are you working?
was working.
was working.
were working.
Negatives:
Add not after the verb to be:
You were not working.
Questions:
Put the verb to be before the subject:
Were you working?
Why were you working?
All other verbs:
Simple Present:
I
work.
He/She/It
works.
We/You/They work.
Negatives:
do not or does not + base form of the verb:
You do not work.
He does not work.
Questions:
Put do or does before the subject:
Do you work?
Does he work?
Why does he work?
Simple Past:
Add –ed to most verbs:
I
worked.
He/She/It
worked.
We/You/They
worked.
Present Progressive:
Subject + verb to be + ing form of verb:
I
am working.
He/She/It
is working.
We/You/They
are working.
Negatives:
did not + base form of verb::
You did not work.
He did not work.
Questions:
Put did before the subject:
Did you work?
Did he work?
Why did he work?
Past Progressive:
Subject + past tense verb to be + base form of verb:
I
was working.
He/She/It
was working.
We/You/They were working.
Negatives:
Add not after the verb to be:
You are not working.
Questions:
Put the verb to be before the subject:
Are you working?
Why are you working?
Negatives:
Add not after the verb to be:
You were not working.
Questions:
Put the verb to be before the subject:
Were you working?
Why were you working?
2
Practice: Rewrite the sentences correctly:
1. I working at a bank.
2. He doing his homework.
3. She take the baby to the park every
day.
4.
5.
6.
7.
We not going to do that.
They is know where I live.
She no going to the party.
He buying a new car this week.
8.
9.
10.
11.
12.
The car go fast.
My sister live in Florida.
They is help their friends.
Why she doesn’t call me?
They doesn’t care.
When to Use Simple versus Progressive Present:
Simple Present:
every day, all the time:
Present Progressive:
right now, an action in progress
Every day I work.
I work at the mall. Today I have a day off.
She works in an office.
Right now I am working.
She is working. She is not at home.
They are working now. They are busy.
**except live, need, have!
Present progressive:
1.
2.
4.
6.
7.
8.
What are you doing?
I am working.
Right now I _____am reading__________ (read) a book.
Right now I ________________________ (speak) English. Do you understand me?
He ________________________ (go) to bed right now.
He ________________________ (speak) Russian. I can’t understand him.
They ________________________ (fall) asleep because they didn’t sleep well last night.
She ________________________ (go) to the shopping mall.
Simple present: He speaks English and Farsi.
I eat dinner every day at 5pm.
1. I ________________________ (work) at the mall every day.
2. They ________________________ (celebrate) the 4th of July every year.
3. He ________________________ (sleep) 8 hours a night.
4. Tourists ________________________ (come) to the city.
5. I ________________________ (come) from Afganistan.
Choose the correct verb:
1. Right now I ________________________to bed. I am tired.
2. Every day I ________________________ in an office.
3. Every year tourists ________________________ to the city.
4. Right now he ________________________.
5. I usually ________________________ 8 hours of sleep a night.
6. We ________________________ now.
7. I ________________________ from Brazil.
8. He ________________________ chocolate.
9. We ________________________ to the mall a lot.
10. I ________________________ books in the evening.
11. Shhhhh! The baby ________________________.
12. We ________________________ a new car.
go
work
come
work
get
go
come
likes
go
read
sleeps
have
am going
am working
are coming
is working
am getting
are going
am coming
is liking
are going
am reading
is sleeping
are having
3
DO/DOES
I
You
We
do
do
do
They
He/She/It
do
does
Past tense = did
1. As an auxiliary with questions: (do agrees with the subject - use the base form of the main verb)
I know you.
----------->
Do I know you?
He works.
----------->
Does he work? (NOT does he works)
They saw the movie. ----------->
Did they see the movie? (NOT did they saw)
You bought it.
----------->
Did you buy it?
2. As an action verb with the meaning “to work at or complete something”:
Some examples:
Do homework
Do a good job
Do (the) housework
Do (the) laundry
Do exercise
Do yoga
She does homework every night.
I am doing laundry.
She did her homework.
3. As both auxiliary and action verb in one sentence:
Do you do homework every night?
Auxiliary verb
Action verb
Did she do her homework last night?
Did you do the laundry?
Does she usually do the housework?
HAVE/HAS:
I
You
We
have
have
have
They
He/She/It
have
has
Past tense = had
1. As an auxiliary verb with:
Present Perfect Tense
Present Perfect Progressive Tense:
Past Perfect Tense
Past Unreal Conditional
I have been to that city before. (only have/has)
She has been waiting all day for you. (only have/has)
I was hungry because I had not eaten breakfast. (only had)
She would have gone if she could have. (only have)
2. in the meaning of to own or possess
I have two cars.
She has a nice house.
3. As a part of the modal, have to
(have to + base form of verb)
I have to go home now.
The general had to surrender.
She has to do her homework.
4
Present Perfect
Forming the present perfect: verb “to have” + past participle
1. The verb to have:
I
You
We
They
He/She/It
have
have
have
have
has
2. Past participle: Base form of verb + ed (usually same as simple past)
lived
played
Some of the most common:
become
begun
bitten
broken
brought
built
bought
come
cost
done
eaten
fallen
fought
found
forbidden
forgiven
gotten/got
given
gone
grown
had
heard
hit
left
lost
made
run
said
seen
sold
sent
sung
sat
slept
taken
taught
told
thought
understood
won
written
Statements:
subject
I
to have
have
past participle
lived
here for a long time.
Negatives:
subject
I
to have
have
not
not
past participle
lived
here for a long
time.
Questions:
to have
Have
subject
you
past participle
lived
here for a long
time?
5
Present Perfect Uses
Finished actions:
1. Indefinite past
a) Exact time is unknown or unimportant, emphasis on achievement (how many things you did, how many
times you did it); time period is unfinished:
I’ve taught at many universities.
I’ve written three letters today.
I’ve been to many interesting cities.
b) With just, recently, and lately to indicate something happened in the very recent past:
We’ve recently realized that we need to make some changes.
He’s just returned from his trip.
I haven’t had time to do anything fun lately.
c) With ever to ask if something has happened at any time before now:
Have you ever seen a cow fly?
Have you ever met my mother?
2. Present perfect + since
Some completed action happened between a point in the past and now:
Now
Jon graduated from college.
Jon wrote a book. Jon wrote another book.
Jon has written 2 books since he graduated from college.
3. Present perfect + already and yet
Something happened before now:
Have you seen that movie yet?
Yes, I’ve already seen it.
Now
I’ve already seen the movie.
6
Unfinished actions:
1. Present perfect + for or since
The action began in past and continues up to present (use with non-action verbs in place of present perfect
progressive)
1995
Joe got a dog.
Now
Joe kept the dog.
Joe still has the dog.
Joe has had the dog since 1995.
1995
Joe became a student.
Now
Joe was still a student.
Joe is still a student.
Joe has been a student since 1995.
Simple Past Uses:
1. Finished actions in finished time periods:
I lived in Paris for two years.
I graduated from high school.
I visited many interesting cities when I was a child.
1999
Now
Jon graduated from college
John graduated from college in 1999.
7
Circle the correct answer:
1. I _____________ this car since 1990.
A) have had
C) have
B) has had
D) had
10. It_____________ a hard week, and it’s not over yet!
A) have been
C) was
B) has been
D) was been
3. Yesterday Jon _____________ to work.
A) goe
C) goes
B) has gone
D) went
11. I _____________ a lot of interesting things in my life.
A) was doing
C) have done
B) am do
D) did
4. He _____________ in France from 1990 – 1992. He doesn’t
live there anymore.
A) live
C) has lived
B) livingD) lived
13. Five hundred elephants _____________ this year.
A) have been dying
C) are dying
B) was dying
D) have died
15. He _____________ that car for ten years. It’s so old! He
needs to get a new one.
A) have
C) has had
B) had
D) is having
6. _____________ that movie yet?
A) Have you seenC) Have you saw
B) Has you seen D) Have you been seeing
7. I _____________ three books since I graduated from college.
A) wrote C) writing
B) have written D) have been writing
16. The dire wolf _____________ during the Pleistocene period.
It is extinct.
A) existed
C) has existed
B) has been existing
D) exists
8. Last night we _____________ a scary movie.
A) watching
C) have watched
B) watched
D) is watching
For and Since in Conversation:
Use for expressions to tell how long:
for a long time
forever
for many years
for most of my life
I have been a student for a long time.
Use since + simple past to tell when something started:
since I came to the United States
since I was five years old
I have been a singer since I was five years old.
Common conversation questions with present perfect:
Have you been a student at NOVA for a long time?
No, I haven’t.
Yes, I have.
How long have you been a student at NOVA?
I have been a student at NOVA for three years.
I have been a student at NOVA since 2003.
How long have you been in the United States?
I have been in the United States for 6 years.
I have been in the United States since 2000.
With a partner, ask questions in the present perfect or present perfect progressive and find out the answers to the
following questions. Write the answers.
How long has your partner been in the United States?
How long has your partner been studying English language?
How long has your partner been a student at NOVA?
8
Present Perfect vs. Present Perfect Progressive
Finished Actions
Present Perfect
Emphasis on accomplishment or result in present
No specific date or time
Unfinished time period (could happen again)
Unfinished Actions
Present Perfect Progressive
With action verbs
(i.e. read, run, write)
Present Perfect
With non-action verbs
(i.e. own, have, be)
With certain verbs: live, work, study, teach – use with present perfect OR present perfect progressive
Now
Jon graduated from college.
Jon wrote a book. Jon wrote another book.
Jon has written 2 books since he graduated from college.
1995
Joe got a dog.
Now
Joe kept the dog.
Joe still has the dog.
Joe has had the dog since 1995.
1997
Carol started working.
Now
Carol worked. And worked.
She is still working.
Carol has been working since 1997.
9
10am
Carla started reading.
Now
Carla read and read and is still reading.
Saturday
Now
Mary bought a dress. Mary bought another dress.
Mary bought a third dress.
1985
Joe started writing a book.
Now
Joe wrote and wrote and wrote, and is still writing.
2 years ago
Jon bought a car.
Now
Jon kept the car.
Jon still has the car.
Saturday
Mary saw a pink elephant.
2001
Now
Mary saw the pink elephant again.
She saw it a third time.
Now
10
They began to study English.
They continued to study.
They still study.
1975
Now
Clogs (a kind of shoe) became popular.
They stayed popular.
1950
Jill met Jack.
They are still popular.
Now
Jill knew Jack.
She still knows him.
Saturday
Mary won an award.
Now
Mary won another award.
Mary won another award.
2 hours ago
We got to the bus stop.
We waited for the bus. And waited.
We are still waiting.
Review: Before, Since and After
11
1. Using since with present perfect:
Make a two part sentence:
Part 1-Use since + simple past to indicate the starting point in time
Part 2-Use the present perfect for the second part of the sentence, to indicate what has happened
between then and now
Part 1 of sentence, part 2 of sentence
Since I was born, my parents have gotten a lot of gray hair.
Since + simple past,
present perfect
**You can switch the order (just remove the comma): My parents have gotten a lot of gray hair since I
was born.
***PLEASE NOTE THAT “SINCE” DOES NOT MEAN “BECAUSE” HERE! THAT IS A DIFFERENT MEANING OF
“SINCE.” This “since” means “beginning when…”
2. Using before with the simple past:
This is also a two-part sentence. The two parts are:
Before + simple past, simple past
Before I was born, my mother had brown hair.
The first part shows the point in time that marks the end of the time period you are talking about.
The second part tells what happened before that time.
3. Using after with the simple past:
After + simple past, simple past.
After is not like since. It cannot be used to describe what happened between one event in the past and
now. It can only be used to refer to events in a PAST time period – one that does not go up until now.
The events have to have ended or stopped happening well before the present. Thus, after takes the
simple past.
After the invention of the horse-drawn carriage, people didn’t smell so much like horses.
After the invention of the television, radio shows quickly disappeared.
BUT: Since the invention of the television, radios have become relatively inexpensive.
Look at the following sentences. Try to rewrite them correctly.
Since I got a new car, my life has been easier for one year.
Since I don’t like my teacher, my friend also have not liked her.
After the cell phone was invented, communication has become
easier.
Since chocolate was invented, life is better.
Since the discovery of electricity, today people save time by using
machines.
Since the wheel was invented, life became easier.
People lost privacy since cell phones were invented.
Before I was born, my mother had finished college.
Before the invention of the cell phone, everybody has been
communicating by “snail mail.”
12
Summary of indefinite and definite articles
Indefinite
No Article or Some
plural count nouns and noncount nouns (non-specific
quantities); proper nouns
non-specific quantities(either no
article or “some”)
Can you get me some pencils?
I have some information about that.
Can you stop and buy eggs on the
way home?
the speaker is referring to a
category of things, not a specific
thing, or making a general
statement(no article)
Apples are good for you.
People don’t think about the
environment.
proper nouns(no article)
Definite
A / An
The
single count nouns
single and plural count nouns; non-count nouns
you or listener do not have a
particular thing in mind
I hear you bought a new car. (I have
not seen your new car)
I have a new dog. (You don’t now
about my new dog).
a noun is mentioned for the first
time
There was an old man who lived by a
river. The old man liked to sit and
watch the water.
Where is Main Street?
This is Mrs. Smith.
Single count nouns: Fill in a or the
She wanted to buy ___ doll for her nephew.
He saw ___ turtle crossing the road.
___ sun is a giant, burning ball of gas.
Where did you park ___ car?
I went to see ___ movie last night.rf//
Did you see ___ movie I told you about?
Did you see ___ house for sale on Green Street?
I can’t afford to buy ___ house right now.
There was an old woman who swallowed ___ fly,
I don't know why she swallowed ___ fly,
Perhaps she'll die.
Do you have ___ report I asked for?
Was there ___ assignment due today?
___ boss said to tell you to hurry up.
I heard that ___ car was stolen from this street yesterday.
Yesterday I went in to ___ city to go shopping.
Plural count nouns and noncount nouns: the, some, or no article:
It’s sad that ___ people don’t care about the environment.
Where’s Carlos? He went to the store to get ___ milk.
I don’t believe that ___ money is ___ most important thing in life.
I think that ___ health is more important than anything else.
I hate ___ apples.
The most important thing in life is ___ love.
Do you want ___ sugar for your coffee?
you both know which thing you are talking about
Did you see the movie yet? (We talked about it
already – you know what movie I mean.)
I got the information. (You know what information I
am referring to.)
noun is mentioned for the second time
There was an old man who lived by a river. The old
man liked to sit and watch the water.
the subject is unique or has been previously
identified – there is only one, or the speaker and
listener already know which thing it is
The apple is rotten. (There’s only one apple).
The sun is out. (There is only one sun.)
the noun is used with a phrase or adjective such as
first, best, only, etc., that identifies which one the
speaker means
The best car maker is Honda.
Did you get ___ papers I asked for?
Most people don’t realize that ___ pigs are very intelligent
animals.
I called tech support because ___ computers in my classroom
are not working.
I need ___ time to work on this.
You know what they say: ___ time is___money.
Most girls like to play with ___ dolls.
I don’t know anything about ___ polar bears.
My favorite hobby is reading ___ books.
All nouns: a, the, some, no article:
Will you turn on ___ TV?
I lost ___ keys to my car.
Last night I found ___ information about polar bears.
Did you walk ___ dog?
I saw ___ really big snake in my backyard.
I am afraid of ___ snakes.
Most people don’t know that snakes are good for ___
environment.
Excuse me, where is ___ restroom?
A: I had ___test yesterday. It was ___ hardest test I’ve ever
taken.
B: Did you pass ___ test?
I just got ___ new puppy.
Do you have ___ pen?
13
Some uses of gerunds as subjects and objects:
1-Use the gerund (or –ing form of the verb) if you want to talk about an activity as the subject of your sentence:
Smoking is bad for you.
Jogging hurts.
Teaching is a great job.
Give your opinion. Write sentences about the following activities, using the gerunds as subjects:
Smoking Wearing high heels Studying English
Dating Jogging
Drinking coffee Hunting small animals
2-Use the gerund as an object after certain verbs:
ie:
Feel like
Imagine
Quit
Appreciate
Keep
Regret
Can’t help
Miss
Enjoy
Consider
I hate jogging.
I enjoy watching TV.
Recommend
Finish
give up
Start
**Try
*Don’t like/dislike
Eating candy
I prefer going to the movies.
*Hate
*Love
*Like
*Prefer
*Remember
*Continue
*Begin
*can’t stand
*Stop
* can be followed by either gerund or inifinitive
** has a different meaning when followed by an infinitive
3 – with GO in certain expressions:
ie:
Go shopping
Go dancing
Go swimming
Go hunting
Let’s go shopping.
Go fishing
Go skiing
Go biking
Go sailing
4 - Following a preposition
I am worried about losing my job.
ie:
believe in
afraid of
used to (I am used to
count on
excited about
getting up early.)
Practice: Complete the sentences with gerunds:
I feel like _______
I wish everyone would stop _______
I love _______
I love to go _______
I can’t stand _______
I wish I could stop_______
I should quit _______
I miss _______
Go drinking
Go camping
worry about
insist on
I try to avoid_______
I dislike _______
I enjoy _______
I’m thinking about _______
Go jogging
Go hiking
look forward
to think about
I worry about _______
I am used to _______
I am afraid of _______
I should quit _______
Combining sentences with gerunds:
Without (use to say that you can do one thing and not do
For (with certain verbs, explains why)
another)
I got fired for being late.
You can walk at night without worrying about getting mugged.
She was angry at him for lying.
We can’t do anything without getting yelled at.
She is famous for riding naked through town.
I can’t say anything without him getting angry.
I am sorry for forgetting your birthday.
intead of (you do one thing in place of another thing)
Instead of complaining, you should do something about it.
He just sits around and eats all day instead of exercising.
By (doing one thing will help you to do another thing.)
You can tell what time it is by looking at the sun.
We can lose weight by eating less.
Combine the sentences into one sentence using the word in parentheses (you may change other words):
I come in late. The boss always sees me. (without)
People looked at the sun. This is how they told time. (by)
I can drive my car and I don’t have to worry about it breaking You should not eat junk food. You should eat healthy food.
down. (without)
(instead of)
I do my homework and I fall asleep. (without)
He needs to exercise. He should not watch so much TV. (instead of)
I look at my boss and I get angry. (without)
I should quit my job. I should not just complain about it. (instead of)
I can learn English. I talk to a lot of people. (by)
She is famous. She was queen of France during the revolution. (for)
Sailors looked at the stars. This is how they navigated. (by)
The boss fired him. He was sleeping on the job. (for)
The police caught the thief. They used a hidden camera. (by) I am sorry because I hurt your feelings. (for)
I am mad at him. He stayed out too late. (for)
14
Infinitives
1. Use an infinitive after certain verbs
Infinitives after certain verbs: (verb + infinitive)
Sometimes
I
neglect
verb
to do
infinitive
my homework.
Infinitives after verbs that take objects: (verb + object + infinitive)
He
reminded
me
to call
you.
verb
object
infinitive
afford
decide
fail
hope
intend
pretend
seem
wait
verb + infinitive
verb + object + infinitive
I can’t afford to buy a house.
I decided to study French.
The movie failed to make money.
I hope to get an A in this class.
I intend to get revenge.
Don’t pretend to be what you are not
It seems to be working.
I am waiting to buy a ticket.
ask
expect
help
need
pay
promise
want
would like
He asked to help.
I expect to make a lot of money.
He helped to build the house.
We need to save money.
We paid to get into the theater.
I promise to call you.
I want to be rich.
We would like to order now.
allow
force
hire
invite
teach
tell
I will ask him to help us.
I expect him to make a lot of money.
He helped us to build our house.
We need you to help us.
We paid him to help us.
I promise you I will call.
I want her to be rich.
We would like him to call us.
My boss won’t allow me to leave early.
He forced us to give him our money.
They hired me to work on the website.
They invited us to go with them.
She taught him to read.
He told us to go away.
2. After an adjective expressing a feeling or attitude about the action
It’s
easy
to criticize when someone else makes a mistake.
adjective
infinitive
afraid
curious
determined
disappointed
excited
happy
likely
lucky
sad
I am afraid to fly. (also with gerund: I am afraid of flying.)
I am curious to know what you think.
She is determined to graduate, no matter how many years it takes.
He was disappointed to see that his son got an F on his report card.
I am excited to be here.
I’m happy to hear that.
He is not likely to pass the class unless he studies more.
We are lucky to live in a nice house.
We were sad to hear about your loss.
15
sorry
surprised
I am sorry to tell you this, but you are fired.
He was surprised to see us there, since we told him we weren’t coming.
3. to explain the purpose of an action (in order to):
People eat fast food to save time.
same as: People eat fast food in order to save time.
Why did you call him? We called him to tell him when we would be home.
Why did they steal the money? They stole the money to get rich.
People go to school to learn.
She wears high heels to look taller.
Some people work hard to succeed.
I listen to music to relax.
I ride a bike to stay in shape.
I eat a lot of vegetables to stay healthy.
Complete the sentences with infinitives:
1. I can’t afford________________________________________________________________
2. I hope________________________________________________________________
3. I intend________________________________________________________________
4. I expect________________________________________________________________
5. I need________________________________________________________________
6. I want________________________________________________________________
7. I am afraid________________________________________________________________
8. It is easy________________________________________________________________
9. I am lucky________________________________________________________________
10. I study English________________________________________________________________
11. I work________________________________________________________________
12. Women wear high heels______________________________________________________
Complete the sentences with gerunds or infinitives:
1. I am afraid of________________________________________________________________
2. I am afraid________________________________________________________________
3. I am excited ________________________________________________________________
4. I am excited about________________________________________________________________
5. I enjoy________________________________________________________________
6. I want________________________________________________________________
7. It’s easy________________________________________________________________
8. I don’t like________________________________________________________________
9. I worry about________________________________________________________________
10. I should quit________________________________________________________________
11. People would be healthier if they started_____________________________________________
12. The world would be a better place if everyone stopped___________________________________
13. I am used to________________________________________________________________
14. I am thinking about______________________________________________________________
15. I feel like________________________________________________________________
16. I am lucky________________________________________________________________
17. I am not willing________________________________________________________________
18. People insult other people_____________________________________________________
19. Teenagers go to the mall __________________________________________________________
20. You should be grateful to your parents for _______________________________________
21. She was talking about ___________________________ all day.
22. Obviously, she is really looking forward to ___________________________________.
23. I was sick of hearing about it, but I didn’t say anything because I didn’t want _______________.
16
Unreal Conditionals
Present/Future:
if clause in simple past
result clause: would + base form verb
If I wanted money,
I would become a lawyer.
(I don’t want money, so I am not going to become a lawyer).
*When using the verb to be in the “if clause,” use were for all subjects (If I were a bird, I would fly away.) Many native speakers use
was when speaking.
Past:
if clause in past perfect
result clause: would have + past participle
If it had snowed,
I would have stayed home.
(It didn’t know, so I didn’t stay home).
Past with result in present:
if clause in past perfect
result clause: would + present tense
If I had studied more,
I would have a better job now.
(I didn’t study, so I don’t have a good job now)
If I had not failed the test,
I would be a doctor today.
(I failed the test, so I am not a doctor today).
**I would = I’d (also you’d, we’d, he’d, she’d, it’d, they’d)
Present Unreal Conditional Practice:
1. If I were a vegetable, I would be a ___.
2. If I were a millionaire, I would ___.
3. If I were the teacher of this class, I’d ___.
4. If I had all the time in the world, I would ___.
5. If I could fly, I would ___.
6. If I ____ (can see the future), I ____ (be) rich.
7.
8.
9.
10.
11.
12.
If he ___ (love) her, he ___ (be) nicer to her.
If they ___ (want) to know, they ___ (ask).
If I ___ (be) Donald Trump, I ___ (get) a better hair cut.
If he ___ (exercise), he ____ (be) healthier.
If you ___ (quit) smoking, you ___ (not cough) so much.
If American manufacturers ___ (make) better cars, I ___ (buy) one.
Writing Ex A: Write a paragraph: How would your life be different if you had a billion dollars?
Past Unreal Conditional Practice:
1. If I had known this was going to be so confusing, I would
8. If I ___ (eat) dinner, I would not be hungry now.
have___.
9. If he ____ (eat) better, he ___ (live) longer. (He’s dead
2. If I had known when I was young what I know now, I would
now.)
have ___.
10. If she ___ (not come) to the US, she ___ (not become) a
3. If I had listened to my parents more, I would (or would not)
lawyer.
have ___.
11. If we ___ (know) that, we ___ (do) things differently.
4. If we ___ (know), we would not have done what we did.
12. If I ___ (see) him, I ____ (told) him.
5. If she ___ (tell) me, I would have told you.
13. It ____ (be) better, if the people ___ (elect) someone else.
6. If I ___ (not be) so scared, I would have gotten on the plane. 14. If you ____ (tell) me that sooner, I ___ (be able) to do
7. If he ____ (study) more, he ___ (pass) the test.
something about it.
Past Unreal Conditional with Result in Present Practice:
1. If he had not fallen asleep on the job, he ___ (have) a job now.
2. If the president had not lied, he ___ (be) more popular now.
3. If we ___ (know), we would not be here now.
4. If you ___________________ (work) harder, you ___ (have) a
better job.
5. If my mother ___ (not meet) my father, I ___ (not be) here.
6. If you ___ (not vote) for him, he ___ (not be) president now.
7. I ___ (be) at the party now if my car ___ (not break down).
8. I ___ (be) a millionaire now if I ___ (know) about the market
boom.
Writing Ex B (Paragraph): Describe a time someone gave you advice and you didn’t take it. What would be different if you had?
Writing Ex C: Write an essay: If you could change one thing about your life, what would it be and why?
17
Real Conditionals
1. Present/factual conditionals:
if clause in present,
result clause in present
If it snows,
school is cancelled.
Used for:
 general truths, scientific facts, instructions
If it is 2:00pm here, it is 11:00am in California.
 instructions
If you want move your seat up, pull the lever.
 things that happen again and again
If I ride in the back seat, I get sick.
A. Complete the sentences:
1. Cats purr if …
2. Water boils if you …
3.
4.
I get mad if …
An ice cube melts if…
5.
I work best if …
I can’t sleep if…
B. Interview your classmates: What do you do if . . .
you can’t sleep?
you feel sick?
you get angry at someone?
you are late to work?
Write the answers:
1. If he/she can’t sleep, he/she_____________________________________________________
2. _________________________________________________________________________________
3. _________________________________________________________________________________
4. _________________________________________________________________________________
2. Future conditionals:
if clause in present
If it snows,
Used for:

result clause in future
I will make a snowman.
to make predictions about what will happen in the future under certain conditions
If he is elected, the economy will get worse.
If you study hard, you won’t fail.
A. Complete the sentences, if you know the superstition:
If you break a mirror, …
If you walk under a ladder, …
If you find a four-leaf clover, …
If you knock on wood, …
If you catch the bride’s bouquet at a wedding, …
If you open an umbrella indoors, …
What other superstitions do you know? _____________________________________________
B. Interview your classmates: What will you do.....
if you don’t pass this class?
if your car doesn’t start after class ?
if you lose the textbook for this class?
Write the answers:
1. If he/she doesn’t pass this class, he/she will_______________________________________
2. _________________________________________________________________________________
3. _________________________________________________________________________________
3.
Past conditionals
if clause in past
result clause in past
If she saw him,
she probably told him.
Used for:
 a situation and result might have both happened in the past
If he did it, he deserved his punishment.
18
Two types of clauses: identifying and non-identifying:
My sister who lives in NY called me yesterday.
identifying – I have more than one sister. The one who called is the one who lives in NY.
My sister, who lives in NY, called me yesterday.
non-identifying – I probably have only one sister, or the information is not important. I’m not trying to tell you
which sister, just mentioning that she lives in NY.
clause markers:
who – for people when they are subjects of the clause
(The man who helped me was nice.)
whom – for people when they are not the subject of the clause (The man whom I helped was nice.)
that – for people and things when clause is identifying
(The man that I helped was nice.)
which – for things when the clause is identifying OR non-identifying (The house which I bought is nice; The house, which I
bought last week, is nice)
whose – for possessive pronouns (The man whose dog died is sad.)
*you can use which for identifying or non-identifying clauses, but you cannot use that in a non-identifying clause
Exercises:
Is it identifying or non-identifying?
1. My sister, who looks like me, is pretty.
5. This the house that I bought.
2. My sister who lived in Seattle is coming to visit.
6. This house, which I bought last month, is new.
3. My mother, who called me today, is coming to visit.
7. My car, which broke down last week, is still in the shop.
4. That is the man whose house is for sale.
8. My car that is in the shop is a Mercedes.
Make identifying clauses:
1. I like the teacher. The teacher teaches my history class.
5. The man is old. I saw the man.
2. My friend called me. My friend lives in NY.
6. The house is old. I bought the house.
3. My brother is older than I am. My brother lives nearby.
7. That is my neighbor. His dog is always barking.
4. I don’t like the class. The class is boring.
Make non-identifying clauses:
1. My mother called me. My mother lives in Boston.
1. The boy lives there. His sister is in my class.
2. My sister just got married. My sister lives in NY.
2. That dog barks constantly. I hate that dog.
3. The house is new. I like the house.
adjective clauses: which, who, that
Steps to making adjective clauses: word order:
1. The house is new. I saw the house yesterday (replace the repeated portion with the clause marker)
that
2. The house is new.
The house is new.
I saw that yesterday (move “that” to the beginning of the clause)
that I saw yesterday
3. The house is new.
that I saw yesterday (move the clause to right after the noun it describes)
The house that I saw yesterday is new.
examples:
That is the man. I saw that man yesterday.
That is the man I saw whom yesterday
That is the man whom I saw yesterday
That is the man whom I saw yesterday. (identifying)
Exercise: Rewrite the sentences correctly:
1. Money is the most important thing what you need in life.
2. The money, which a person earns, is the most important
aspect of a job.
My teacher helped me. I like my teacher.
My teacher helped me
I like whom
My teacher helped me
whom I like
My teacher, whom I like, helped me. (non-identifying)
3.
4.
I am not worried about the money that which I will earn at a
job.
If the boss is mean, at the place which you work, then you will
hate your job.
19
Past Perfect Formation:
had + past participle
I was hungry during class because I had not eaten before that.
When I got there, I realized that I had forgotten to bring money with me.
Before the Past
I had forgotten my book.
Past
I got home and I didn’t have my book.
Now
I am telling you about it.
When I got home, I realized I had forgotten my book.
Before the Past (8am)
Past (10am)
I don’t eat.
I am hungry.
Now (7pm)
I was hungry because I hadn’t eaten.
Before the Past (Monday)
I don’t buy beer.
Past (Tuesday)
Now (Wednesday
Guests come to my house.
_______________________________________________________________________
The day before yesterday
I fall down.
Yesterday
Today
My foot hurts.
_______________________________________________________________________
20
Rewrite the story as though the party happened last night:
I have a big party at my house. It is great, except for a few problems. The guests arrive. I realize I forgot to put
the chicken in the oven. I put it in, and begin serving drinks. Unfortunately, the drinks are warm because earlier
the ice maker broke. I wanted to get more before the guests arrived, but I didn’t have time. The guests drink warm
drinks and wait for dinner. It isn’t too bad because everyone is drinking and talking, even me.
I start talking to my friend Jon, because I haven’t seen him in months. We have a long conversation and suddenly
he says, “I smell smoke.” I look around and scream. I forgot to take the chicken out! I run to the kitchen, but it’s
too late. The chicken has burned. We order pizza and everyone eats that instead.
Past Perfect with by and had never/not:
Use past perfect with by to indicate things that happened earlier:
By the time he finished work, he had had six cups of coffee.
By the time she was twenty, she had already become famous.
By the time we got home, the sun had set.
Use “had never” or “had not” to indicate that something did not happen earlier:
He was excited because he had never been to Paris.
When I was ten, I had never seen a computer. They had not invented them yet.
Ex. 1:
Finish the sentences:
By the time I was 5, I had learned to read.
By the time I was 5, ___________________________________________________
By the time I was 10, ___________________________________________________
By the time I was 20, ___________________________________________________
By the time I was 30, ___________________________________________________
Interview three classmates, and complete the sentences below:
By the time
Tony
was
5 , he had lived in six countries.
By the time ______________ was _____, ______________________________________
By the time ______________ was _____, ______________________________________
By the time ______________ was _____, ______________________________________
Ex. 2:
Finish the sentences:
When I was 5, I had never seen a color TV.
When I was 5, ___________________________________________________
When I was 10, ___________________________________________________
When I was 20, ___________________________________________________
When I was 30, ___________________________________________________
Interview three classmates, and complete the sentences below:
When Tony was 5, he had never heard rap music.
When ______________ was _____, _____________________________________________
When ______________ was _____, _____________________________________________
When ______________ was _____, _____________________________________________
21
Practice Sentences for Modals in the Past.
Should:
1. Joe bought a used car. He regrets buying it.
Joe should not have bought a used car.
2. You did not get a new umbrella. You are sorry about this._______________________________________________
3. Instead of taking a taxi, we took a bus from the airport. Taking a bus took much longer and was not as good as taking a
taxi. ________________________________________________
4. Last night I went to bed after midnight. I regret doing this. ____________________________________________
Must:
1. No one ordered any dessert after dinner. Everyone (be) must have been full.
2. When I saw Ben this morning, he didn’t know who had won the football match last night. He (watch)______it on TV.
3. Paula’s French is o outstanding. I know she’s a good language learner, but she (have) __ a great French teacher, too.
4. Ellen returned four of the five dresses that she bought yesterday. They (fit) ______________ her very well.
5. Look at the decoration on these cakes! They’re so elaborate! It (take) ______________ a long time to make them!
Could:
1. If you missed eight of the ten questions on the test, you could not passed it.________________________________
2. No one believes that the man could have kill his boss._______________________________________________
3. I could visit many more places in Paris if I had had more time._____________________________________________
4. When we went to France last year, we could have fly on the Concorde. ____________________________________
5. It couldn’t rain this morning. I would have noticed! ________________________________________________
Might:
1. It is possible that it rained last night. I’m not sure. It might have rained last night.
2. When you called last night, maybe David wasn’t home then.______________________________________________
3. Why did Hector leave the party? Maybe he didn’t feel well. _____________________________________________
4. The student’s answers are all wrong. Maybe he didn’t understand the directions._____________________________
5. Perhaps the doctor prescribed the wrong medicine. ________________________________________________
6. Why did the accident happen? Maybe the pilot turned onto the wrong runway.______________________________
May:
1. Perhaps Jennifer went to her cousin’s house.
Jennifer may have gone to her cousin’s house.
2. It’s possible that Ned didn’t like the gift that Linda gave him.______________________________________________
3. Maybe some passengers survived the plane crash. ________________________________________________
4. Maybe he didn’t hear the announcement. ________________________________________________
5. It’s possible that the secretary has already received the documents. _______________________________________
6. Perhaps it was too late for Alan to buy a cheap ticket for the flight. _______________________________________
Sentences with errors. Three of the underlined portions are correct, three are incorrect:
1. Officials at NASA should have decided to send humans to the moon much earlier than they actually did. If NASA had
started earlier, perhaps they must have sent a human to Mars by now.
2. According to the police, the driver of the red car might not have seen the white truck in time to stop. The slippery
roads could contribute to the accident, too.
3. All of the students agreed that they should have study harder for the test. If they had studied harder, they might
passed the test.
4. Why did a 747 suddenly fly into a mountain? Many things may cause the crash of that jumbo jet in Malaysia. In fact,
we may never know the true answer to this mystery.
Correct the errors in past modals – you may use different modals where called for.
Several theories have been suggested for why the crew left the Mary Celeste. In my opinion, the evidence points to alien
abduction. Aliens could attack them suddenly. As a result, they couldn’t protect themselves. They aliens might try to
communicate with them, but the humans didn’t speak the alien language. Moreover, the captain and crew might be afraid
of the aliens, so they might not properly evacuate the boat. Eventually they were captured by the aliens and taken to their
planet. Thus, the Mary Celeste was left to drift.
22
Types of Schools in the US:
Degrees, based on full-time study (usually 3-5 classes per semester):
1. Associate’s degree – about 2 years (about 60 credits)
2. Bachelor’s degree – about 4 years (about 120 credits)
3. Master’s degree – about 2 years after Bachelor’s degree (about 30 credits)
4. PhD – average of 7 years beyond Master’s degree (varies a lot)
Main Types of Institutions of Higher Education:
1. K-12 ( Kindergarten – 12th grade) – mandatory education in the US, usually free
2. Junior/Community College - offers 2-year degrees (Associates)
3. College – offers 4 -year degrees (Bachelor’s)
***(may be part of a university)
4. University – offers 4 -year degrees AND graduate degrees (Master’s and PhD)
University
College
College
2 year
college
Other Schools:
Law school – about 2 years after a Bachelor’s degree, usually affiliated with a university, J.D.
Business school – about 2 years after a Bachelor’s degree, usually affiliated with a university, M.B.A.
Medical school – about 4 years after a Bachelor’s degree, usually affiliated with a university, M.D.
Questions for discussion:

What is the difference between a college and a university?

Do you have a degree from your country? Which American degree is it closest to?

Are you planning to get a degree in the future? Which kind of degree do you plan to get?
23
Talking about School
Finishing school:
1. graduate from college
2. graduate from the University of Virginia
3. finish graduate school (in 2002)
4. get/finish/receive/ a degree (from a college or university)
5. have a degree from (a college or university)
6. have a degree in (a field)
examples:
 I graduated from college in 1988.
 I finished graduate school in 1988.
 I
got
a/my
Bachelor’s degree
received
a/my
Master’s degree
finished
my
Ph.D.
completed
a/my
 I have a Bachelor’s degree from the University of Virginia.
 I have a degree in Engineering.
in 1988.
Talking about majors:
1. with a B.A. in (a field)
2. majored in (a field)
3. minored in
4. my major/minor was
5. have a degree in (a field)
6. got a degree in (a field)
7. study (Biology, Literature, etc.)
examples:
 I graduated from Bates College with a B.A. in English Literature.
 I graduated from the University of Virginia with a Ph.D. in Slavic Languages.
 I majored in Engineering at the University of Virginia.
 I have a degree in Engineering.
 I got a degree in Chemistry.
 My major was Engineering.
 I studied Biology.
Bachelor’s degree = B.A. or B. S. (4 year degree; college); Master’s degree = M.A. or M. S. (2 years beyond a Bachelor’s
degree; graduate school); PH.D. = highest degree
Correct the sentences:
1. I finished my college in 1988.
2. My subject was Engineering.
3. I finished my engineering certificate at the University of Kazan.
4. I finished my university in 2002.
5. I studied on Biology.
6. I have a degree of Biology of the University of Virginia.
7. I completed my university in 2000.
8. I graduated my college in 2000.
9. My studies were in Chemistry.
Paragraph: Tell about your education. What did you study or are you studying, what degrees have you received or do you
hope to receive?
24
On Campus Vocabulary
Advisor/Student— Academic Advising
1. General Vocabulary:
Credit Hour— a class that meets 3 hours/week over the course of semester gives your 3 credit hours toward your degree.
Degree Requirements— classes that must be taken as a part of your major.
Required Courses— classes that must be taken as a part of your major.
Core Courses— classes that required for your major and that make up the central curriculum for your degree.
Electives— Classes that can be chosen by you and your advisor either for you minor or to round out your major
Course Catalog— shows all the courses a college or university offers
Course Description— explains what the course covers and can be found in the course catalog.
Prerequisite— is a class that must be taken (and completed) before taking another course.
Course Withdraw— also known as “dropping a course”
Full Load— is usually 18 credit hours in a semester.
Pass/Fail Course— a class where a grade is not given. Instead a student either passes (P) or fails (F) the class.
Admission Requirements— academic or work experience that is needed to be accepted into a program of study
Programs of Study— degrees or majors at a college or university.
GPA— Grade Point Average—A = 4.0 B = 3.0 C= 2.0
Academic Dismissal— means a student is asked to leave a university usually as a disciplinary measure
College vs. University— an institution of learning of the highest level, having a college of liberal arts and a program of
graduate studies together with several professional schools, as of theology, law, medicine, and engineering, and authorized to
confer both undergraduate and graduate degrees.
Practicum— a class that allows students to “practice” their future careers under the supervision of professionals
Distance Learning— a class taken online
Add/drop a course – register for or “un”register for a class at the beginning of the semester
2. Majors and Minors (just some examples):
Accounting
African American Studies
Anthropology
Art History
Asian Studies
Biology
Bio-Defense
Business Administration
Chemistry
Civil Engineering
Communication
Computer Science
Cultural Studies
Dance
Economics
Education
Electrical Engineering
English
Environmental Science
Foreign Language
Geography
Health Science
History
Information Technology
International Relations/ Studies
Latin
Linguistics
Management
Mathematics
Music
Nursing
Philosophy
Physics
Physical Education
Political Science
Psychology
Public Administration
Public Policy
Public Relations
Religion
Social Work
TESL
Theater
Tourism
Go to— http://www.gmu.edu/acadexcel/ for more
majors and colleges
Professor/Student or Student/Student
General Vocabulary:
Office Hours— hours that a professor is available to meet with students in his or her office
Due Dates— the time that an assignment or paper must be turned in by.
Extension— students often ask for “extensions” to due dates when they don’t have time to finish a paper or assignment
Grades
Tuition
Changes to Campus
Changes to Policies
Presentation
25
1. Reports:
Dissertation— a treatise or thesis paper written for a doctoral degree at a university
Research Paper/Report
Proposal— a proposition or hypothesis about which a student will write a paper.
Note Cards
Plagiarism— passing off someone else’s work as your own—can be grounds for academic dismissal.
Bibliography— a list of source materials used in preparing a written work or that are referred to in a written work
Citations/ Citing Sources— the act of creating a bibliography to give credit to authors for their ideas and what they have written
Statistics/ Data/ Analysis – types of collected information/the interpretation of the information
Published/ Unpublished Data – data that appears in print and that which you got through other means
Academic Journals – journals specific to a field of study, intended for students and profs, not tgeneral public
Graphs/ Charts
Illustrations - pictures
2. Exams:
Mid-term
Final
Essay Exam
Multiple Choice Exam
Take-home Exam
Open-Book Exam
Blue Book
3. Applications:
Graduate (grad) School Application
Scholarship/Fellowship/Grant Applications
Letters of Recommendation
Personal Statement/Statement of Purpose
4. Places on Campus:
Office of…
Academic and Career Services—
What classes do I need to take? Can I get a job after I graduate?
The Registrar—
I can’t seem to register for the class I need.
Admissions— this is where students make their applications for acceptance at a university
Financial Aid— information on scholarships, loans, or help with paying for college can be found here.
Housing/ Off-Campus Housing— don’t like your roommate? Go here to make a change.
Student Accounts— Your have not paid for your classes yet. You need to go to this office with your credit card.
Computing and Technology— how do I set up my email account?
Other Places:
Student Union— get together with friends and classmates here, and have something to eat or chat
Dormitory (Dorm)— this is on-campus housing where students live
Performing Arts Building— you can see a play here or watch a performance (theatre)
The Stacks— the area of the library where the books are on shelves
Laboratories (lab)— this is where students do science experiments and complete required “lab hours.”
Parking Services (Permits/Fines)— Do you need to register your car so you can park on-campus? Go here.
5. Student Organizations on Campus & Activities on Campus:
Fraternity— also known as a “frat” this is a group of males that usually live together in a “frat” house on campus
Sorority— a group of female students that usually live together in a sorority house on campus.
Pledge— the process one must go through to become a member of a fraternity or a sorority
Student Government
Student Body Government
Intramural Sports Teams— competitive sports played among students of the same university
Sporting Events (Inter-mural)— competitive sports played between one university’s team and another universities team.
Debate Teams
ROTC— Reserve Officer Training Corp— a training program to prepare college students to be commissioned officers
Common campus issues: transportation, housing, classroom space, parking, grades, due dates, field trips, exams, jobs, applications for
things (schools, money, programs), tuition and fees, changes to the campus
26
Small vs. Large: Which Type of School is Right for You?
Before reading: Discuss with a partner and answer the following questions:
What is the difference between a college and a university?
What are the meanings of the following terms: faculty; undergraduate; major; graduate school; extra-curricular
One important factor to take into consideration when choosing a college is size. There are pros and cons to both
large and small schools. There is no one type of school that is best for everyone, but the following are some of the factors
that should be considered when choosing between schools.
One of the biggest advantages to a large university is that they offer students more choices. They offer a wider
selection of majors and special programs, and more courses to choose from within those majors. Students may be able to
choose very specific majors leading to specialized jobs, such as human resources management or computer engineering,
whereas a small college may offer only general management and engineering majors, if they offer those majors at all.
Furthermore, a wider range of courses may mean that students can develop a more diverse skill set, making them more
competitive on the job market.
A second advantage to large universities is the presence of famous faculty members. Because large universities have
graduate schools and research programs, they attract the greatest experts the various fields. Universities conduct cutting-edge
research and have the best facilities. Students may have opportunities to be part of important research or to work with wellknown experts. Smaller colleges do not have graduate schools, and therefore do not conduct such research at all.
Finally, college sports are important to many students when choosing a school. Large universities have large
stadiums and the best athletic teams. Division I football and basketball games are televised and watched around the country,
offering students the chance to participate firsthand in this national pastime. Many alumni of these universities become fans
for life and often return to their alma mater to attend important games.
All of this may seem to tip the scale in favor of a large university, but small colleges offer their own rewards. In
spite of having fewer academic resources, small colleges offer students some important academic benefits, the most
significant of which is direct access to the faculty. Although faculty at large universities may be famous, these professors
often focus on research and have little time for teaching. In fact, much of the teaching may be done by graduate student
assistants, rather than the professors themselves. At a small college, all classes are taught by professors whose primary job is
to teach undergraduate students. Therefore, the quality of the teaching itself may be better at a small college than at a large
university.
Another advantage of a small college is small classes. Large universities often have large lecture classes with
hundreds of students in them. Smaller colleges tend to have smaller class sizes. This offers students the opportunity for
more interaction with each other and with the professor.
Finally, while large universities may have more clubs and activities, students at small colleges may have more
opportunities to actually participate in extra-curricular activities. Participation in student government, sports and other clubs
is very competitive at large universities, meaning that not all students who want to participate will get the opportunity. At a
small college there is less competition, and students who want to get involved in such activities will have an easier time doing
so. Attaining leadership positions in student government, school newspapers and other organizations is beneficial to students
later when they look for jobs, and students at a small school can acquire this experience more easily.
The size of a school has a significant impact on a student’s overall experience. Different types of students will thrive
in different environments. Students must consider carefully which type of school will provide them the best opportunity for
personal and academic growth. While there is no one-size-fits-all school, there is a best fit for every student.
Discuss with a partner or group: Which size school would you prefer and why?
Independent essay: Would you prefer to attend a large university or a small college? Why?
Integrated writing task: According to the reading, what are the advantages and disadvantages of a large university?
Vocabulary to use in your answers: benefit/beneficial; consider/consideration; opportunity; participate/participation; offer;
provide; allow; faculty; major
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What is the Impact of Technology on Our Society? (written by an ESL student - contains mistakes and imperfections!)
When we speak about the impact of technology on society, we always talk about the positive effects of technology and on how
technology has brought luxury to life but forget that luxury has also brought in laziness. We talk about the Internet as an information
and communication resource and conveniently ignore the fact that an over-exposure to it leads to Internet addiction. We often
discuss how technology has made life easy but easily forget that it has made man overly dependent on it. Have you thought of the
impact of technology from this point of view? I am sure, most of you haven’t. Let us look at this aspect of technology.
Think of the days when there were no computers and no modern means of transport. Human life was highly restricted due to the
unavailability of technological applications. Daily life involved a lot of physical activity. The life of the common man of those times
was not as luxurious as that of the modern times, but he was more active. Daily exercise was integrated into routine physical
activities. It was different from the lifestyle of today, which carries no time slot for rigorous exercise and carries laziness and
inactivity.
We think of technology as a boon to society. I am afraid this is not completely true. The Internet has bred many unethical practices
like hacking, spamming and phishing. Internet crime is on the rise. The Internet, being an open platform for expression, lacks
regulation. There is no regulation of the content displayed on websites.
Think of the days when there were no online messengers, no emails and no cell phones. Indeed, cellular technology enabled
communication without wires. The communication facilities provided by the Internet worked wonders in speeding long-distance
communication but also deprived mankind of the warmth of personal contact. Emails replaced handwritten letters and communication
lost its personal touch. With the means of communication available a few clicks away, the tendency to take pains to reach loved ones
has vanished.
Moreover, we have become excessively dependent on technology. Is so much of a dependency desirable? Is it right to rely on
machines? Is it right to depend on computers rather than relying on human intellect? Computer technology and robotics have almost
replaced human brains. With developing technology, we have started using artificial intelligence in many fields. How will our
‘tomorrow’ be? ‘Machines replacing human beings’ does not paint a rosy picture. It can lead to unemployment and crime. An
excessive use of machines can result in an under- utilization of human brain. Due to under utilization of the human brain, man may
lose his intellectual abilities and may not even be able to think.
One can cherish an accomplishment only if it is a result of pain and effort. But everything has become so easily available due to
advancing technology that it has lost its value. There is a certain kind of enjoyment in achieving things after striving for them. With
new developments in technology, we may be able to enjoy all the pricey luxuries but miss out on the little priceless joys of life.
Resource = source, something useful
Convenient = easy; useful because it makes something else easy
Exposure = contact
Aspect = side, view
Due to = because of
Daily life = everyday life
To involve = in this context – to contain, have something
Physical = having to do with the body
Activity = motion; also something that occupies time, doing
something
Integrated = something is integrated into something else = it is
an important or basic part of something else
Routine – common, regularly done
Rigorous = difficult
Inactivity = not being active
To breed = to cause to begin, to start
Unethical – morally wrong
Practices = activities
Platform – opportunity to do something
To lack – to not have something
Regulation – control, laws or rules
Content – material
Display – to show
Enable – to make possible
Work wonders – did something extremely well (to work
wonders with something or work wonders in doing something)
Deprive – to deprive someone of something – to take something
away from someone
To take pains to do something – to go through some difficulty
in order to do something
Vanish – to disappear
To become dependent on something – to begin to rely to much
on something, to not be able to do without it
Also: To depend on something
To rely on something – to need something, to count on
something
To paint a rosy picture – to make something sound nice (an idea
or story – not an actual thing)
Excessive – too much
To result in – something results in something else – to cause,
lead to
To lose value – something loses its value (not financially) – it
becomes meaningless, is not considered important or desirable
anymore
To strive – someone strives for something – to try to get
something, try to do something
Writing/discussion assignment: Do you agree with this student? Why or why not?
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Jobs and careers vocabulary:
Jobs:
To hire/to be hired (as)
He was hired as a salesperson.
To work as (a salesperson)
To have a career as (an educator)
To work in the field of… (education)
To work in the _____ field/industry
I would like to work in the aeronautics industry/field.
Skills and abilities:
To have…
Computer skills
Management skills
Leadership skills
Organizational skills
“People” skills
Language skills (English language skills, foreign language skills, etc.)
Administrative skills
You can…obtain skills, learn skills, gain skills
Skills are necessary for/helpful for/required for a career as a….
To have the ability to…
(multi-task)
To be able to
Nouns: qualifications, credentials
Descriptions:
Detail-oriented
A “people-person”
Organized
Proficient - capable (with software, in a language) - I am proficient in several foreign languages.
Effective - producing results
Efficient - producing results without waste
Dynamic - full of enthusiasm and purpose
Creative
Entrepreneur (entrepreneurial) - someone who initiates new business enterprises
Career verbs:
Accomplish
Achieve
Supervise
Design - to plan
Communicate
Contribute
Execute - to put a plan into effect
Coordinate - to organize different groups for a single purpose (i.e. coordinate a
campaign, an event, a process)
Maintain - to keep or update (i.e. a database, a relationship)
Implement - to put in place (a program or plan)
Perform - to do (a type of task, i.e. administrative tasks)
Provide - to give - to provide support, service
Exercise: What type of job do you think you are best suited for? With a partner, discuss your answers to the
questions.
1. What do you think you can contribute to an organization?
2. What are your qualifications for the position you want?
3. What is your greatest strength (as an employee)?
4. What is your greatest weakness (as an employee)?
Essay question: What job would you like to have someday, and why do you think you would be good at it?
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Underline the vocabulary words in the letters below:
Dear Mr. Woolmer,
I would like to express my interest in joining your organization in the administration department. I would like to join in the position of
junior administrative manager and supervise the administrative tasks of the company.
I have five years of work experience in the field of administration. I have worked as an administrative clerk in Good Deal
Manufacturers for two years. I have also worked as junior administrative manger in Sky Limited for three years. I believe that I have
the ability to learn the job quickly and also the organizational skills to coordinate the many different administrative functions of your
company.
I am looking forward to a positive response from you. It will be an honor to work in your organization. I am also enclosing a copy of
my resume along with a cover letter.
Sincerely,
Some Girl
Dear Mrs. May,
I would like to express my interest of being a part of your business organization in the position of an administrative assistant. I am
aware that there is a vacancy in the same position and so I would like to apply for it.
I have worked as an administrative assistant previously and have a total of three years work experience. I believe that I have strong
administrative skills and also have the ability to multi-task. I also have experience improving efficiency and reducing unnecessary
costs in my present position. As an administrative assistant in your company, I believe I can contribute strong organizational skills as
well as creative solutions.
It will be an honor for me to work in a reputed organization like yours. It will contribute towards the growth of my career and will also
add to the reputation of the company. I am also enclosing my resume along with the cover letter and hope to get a positive reply from
your end.
Thank you,
A Job Candidate
Dear Miss. Lisa,
I wish to apply for the position of Administrative Service Manager in your organization. I feel that I am suitable for this position and
possess all the skills and qualifications as per your advertisement.
I have 5 years of work experience in the position of administrative service manager in the organization Glenn Manufacturers Limited.
I have gained significant knowledge and skills from my time in this organization and I believe that would be able to perform the role
of administrative service manager effectively. My educational qualifications include a degree in business management from the
prestigious Colorado Business School.
I believe that in an interview you will find me a suitable candidate. Please find my resume enclosed along with this cover letter.
Sincerely,
Me
Writing assignment: Write a cover letter for a position you would like to have. Use the vocabulary from above.
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Teacher merit pay articles, followed by vocabulary lists: 1-Against Merit Pay
Arguments for merit pay have no merit. Merit pay would unfair to teachers and would be detrimental to
students. The largest problem with this system of compensation is the question of how a teacher’s merit would be
determined. In most cases, it is determined by student test scores. This is problematic for a number of reasons.
First, most educational research shows that standardized testing does not measure student achievement,
progress, or even potential. They can only measure skills that can be demonstrated on paper, such as memorized facts
and superficial knowledge, and they can only measure them at one particular moment. Such tests do not measure skills
that will be essential in an evolving global marketplace. If schools are to emphasize 21st century skills like innovation,
creativity, technical skills, and critical thinking—standardized testing actually discourages them. Standardized tests
concentrate on memorization, statistics, details and factual information. They cannot test skills such as creativity.
Another cause for concern is that curriculum, in response to increased accountability to testing, will pare itself
down to test-prep. This has been proven by other states, like New York, who have seen this detrimental shift because of
the emphasis on testing. How are students going to compete nationally, let alone globally, if they can only think inside
the box (or in this case—inside the bubble)? If teachers are held accountable only for test scores, then they will only
teach information necessary for the test. They will spend all their time taking practice tests and learning about testtaking skills and tricks. This is not a quality education.
Finally, many teachers work specifically with students who typically do poorly on standardized tests. For
example, some teachers teach autistic students, learning-disabled or emotionally disabled students, or mentally
retarded students. Teachers in low-income areas will also be unfairly punished, as students living in poverty are often
affected by factors such as homelessness and lack of parental education. Teachers cannot control factors such as
students missing school or living in a home with little parental support. There are great shortages in teachers for such
populations, because they are so challenging to work with. Since such students are unlikely to do well on standardized
tests, and therefore teachers who work with them will make less money, the shortage of these teachers will only
increase. Good teachers will prefer to work in places where they can make more money, and will migrate out of these
areas.
Teacher merit pay is unfair and will do nothing to improve education. On the contrary, it will damage the
already imperfect system that we have now. Instead, we should consider measures that address the underlying
problems of student achievement, such as poverty. Of course, this would be much more difficult and would shine a light
on the larger inequities of our society. It is much easier to hold teachers accountable for everything.
2-In Support of Merit Pay
Teacher merit pay is gaining momentum among lawmakers. Even teacher unions have lessened their opposition
to such systems. There are a number of reason why such a system would lead to better schools for American children.
First, Americans value hard work and our capitalist system hinges upon rewarding such results. Most professions offer
bonuses and salary increases to exemplary employees. Why should teaching be the exception? The fact that a sloppy
teacher and a dedicated teacher earn the same salary just doesn’t sit right with most people.
Incentivized teachers will work harder and produce better results. What motivation do teachers currently have
to go above and beyond the job's basic requirements? Teachers are currently paid based on educational level and years
on the job. That means that no matter how hard a teacher works or how well they teach, their salary is unaffected.
Likewise, they can do a terrible job, but if they have been doing a terrible job for 30 years, they will still make the
district’s top salary. The simple possibility of extra cash would most likely translate into smarter teaching and better
results for our children.
Merit Pay programs will help recruit and retain the nation’s brightest minds. Most teachers have considered
leaving the classroom and entering the corporate workplace for the benefits of less work and more money potential. In
fact, most teachers leave the teaching profession in only five years. Low pay and long work hours are not attractive
enough to retain the smartest people in the teaching profession. Particularly intelligent and effective teachers might
reconsider leaving if they felt that their extraordinary efforts were being recognized in their paychecks.
Finally, merit pay would also inspire the best college students to give the profession more consideration. Such
students rarely choose teaching as a profession, because they consider it to be low-paying and not to have significant
opportunities for salary growth. Most college students who major in education are actually among the lowestperforming college students. Thus the teaching pool consists primarily of the country’s least talented students. By tying
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teaching salaries to performance, the profession would look more modern and attractive, thus drawing the best young
college graduates to the classroom.
Vocabulary and phrases for Teacher Merit Pay articles:
Detrimental = harmful
Compensation – payment for work
Curriculum – the subjects and material that is taught
Accountability – responsibility, answerability
“bubble” – the bubble you fill in on the test sheet
Test prep – test preparation
Shortage – deficiency, too few number
Migrate – move
Momentum – gain momentum – grow in popularity
Hinges – depends on
Incentivized – given an incentive (like a bonus or reward)
Corporate workplace – work in private companies, instead of public schools or government
Recruit = attract
Retain – keep
Teaching “pool” – group of available teachers (for work)
Unfair - Something is unfair to something else (The policy is unfair to students.)
Problem with - The problem with X is that….. (The problem with the new building is that it will bring more traffic.)
Determined by - something is determined by something else (your grade is determined partly by your participation)
To be essential (means centrally important) - Doing your homework is essential to/in getting a good grade.
To emphasize (means to focus on) - This class will emphasize writing skills.
Emphasis (noun - focus) - This class has an emphasis on writing skills.
To discourage (prevent) - Some teaching practices actually discourage learning. Also means “feel less motivated.”
(Don’t become discouraged if you don’t succeed at first.)
Accountable to - something is accountable for something else/something is held accountable (by someone) for
something else
To spend time doing something (spend time + gerund)
Poorly - adverb meaning badly
To be punished - means to be treated unfairly or to get some kind of penalty
Factor - means something that contributes to something (helps to cause something)
Challenging - difficult
Well - adverb for good
Unlikely to do something (means probably won’t do something) - someone is unlikely to do something
Lead to - means to cause - something leads to something else. Her irresponsible behavior led to her downfall.
To reward something - means to give a reward for something (for sometimes omitted) Someone rewards something/one
This company rewards good workers (for their performance).
This company rewards hard work (by its employees.)
Something/one is rewarded
Her hard work was rewarded (she got some kind of reward for the work)
Someone is rewarded for something
She was rewarded for her hard work.
To go above and beyond - to do more than required
to recognize - to show appreciation (in a tangible way)
someone recognizes something
The company recognizes excellent performance.
Someone is recognized for someth
She was recognized for her hard work.
To inspire/to be inspired by something - to motivate
To consist of - to be made up of
Tie - something is tied to something else/to tie something to something else - to connect
To draw - to attract
Writing: Do you support or oppose teacher merit pay? Use vocabulary and details from the reading to support your opinion.
32
Group Work Vocabulary List: From the integrated writing task on p. 19 in ETS book. You can also use it for the
writing task entitled Collaborative Group Work below.
1. To approach a problem or task - to begin working on
it/solving it
2. To assemble - to put together
3. To offer advantages (something offers some
advantages) - to have advantages
(Group work offers many advantages to companies; Group
work has many advantages for companies; There are many
advantages to group work.)
4. Range - breadth, scope
5. Resources - asset; source of help
6. To undertake - to do
7. To be held accountable (see teacher merit pay vocab)
8. Rewarding - satisfying, fulfilling, providing some
rewards
9. To have a voice in something/in doing something - to
have influence
10. To carry out - to do
11. Entail - involve (what is entailed by this task? = what
is involved in this task?)
12. To impose - to force, insist on (It was imposed on us by
management/management imposed this on us = they
forced us to do it)
13. Recognize - to acknowledge achievement (also:
recognition - noun)
14. To contribute (to something) - to provide ideas or
opinions, to play a role in achieving something
15. Contribution - the role played in achieving something
16. Contributor - a person who contributes
17. to perform - to do (to perform well on a task - to do a
task well)
18. to benefit - to give help or an advantage - This will
benefit everyone (it will help everyone or provide
everyone with some advantages)
19. beneficial (to someone) - adj - helpful, providing some
advantage
20. benefit - noun - advantage. Also benefits - non-cash
compensation at a job, like health insurance
21. insight - perception (like an idea to help reach a
solution)
22. to reach consensus = to reach agreement/to all agree
23. finding (noun) - something that was found out, learned;
also findings - results of a result of an experiment or
study
24. instance - occasion
25. influential - having a lot of influence; powerful
26. to convince (someone that….) - to persuade someone
27. to place blame (on someone) - to blame someone for
something
Collaborative Learning discussion and writing exercise
Reading:
Many teachers today use “collaborative learning,” or group work, in their classes. There are many
educational reasons for requiring students to participate in group activities.
One benefit of collaborative learning is that students are more satisfied with their classes because they
feel that their contributions to the group are noticed and appreciated. They feel that their work is valued by the
group. If they do well at a task, they feel that both the group and the teacher recognize their success.
Another benefit of collaborative learning is that working with a group and for the benefit of the group
motivates some students. Even students who don’t usually work hard will work harder when in a group. They
feel a sense of responsibility to the group.
Finally, group work offers opportunities for students to learn from one another. For example, stronger
students can be paired with weaker students to assist them with the class material. Conversely, this is a
leadership opportunity for the more advanced students, who will become more confident through teaching
others.
Discussion:
Discuss the answers to these questions in a group. When you are finished discussing, briefly write down your
own answers (it will not be collected).
1. How do you feel about group work in class? Do you like to work in a group or not?
2. When you work in a group, do you feel that your contribution to the group is valued by the group
members and the teacher? Why or why not?
3. When you work in a group, do you work harder or not as hard as you usually do? Why or why not?
Essay: How does your own experience support or cast doubt on the reading? 30 minutes.
33
Additional vocabulary for Collaborative Learning exercise:
To participate - to take part in something (participant = someone who takes part)
To value - to regard someone or something as important
To appreciate - to value someone or something
To notice - to pay attention to someone/something
To motivate - to give someone incentive, cause a behavior
Responsible - answerable/accountable
Vocabulary list for Productivity and Rewards integrated writing exercise (Cambridge TOEFL book, p. 36):
1. principle – rule, guideline
15. incentive – something that encourages someone or
2. to reward – to give a reward to someone (can be money
motivates someone (can be anything)
or other benefits)
16. to advocate – to support, to argue for something
3. to tend to be – to be likely to be something; He tends to
be shy (he is usually shy).
17. the _____er, the _____er…the bigger they come, the
4. Enterprise – business venture (i.e. a company)
harder the fall…. – expresses a direct relationship
5. Productivity – noun, how productive something is, how
between the two comparitives
fruitful (her productivity is low = she doesn’t
18. tacit – understood but not spoken
accomplish much work)
19. to set in motion – to cause something to move (can
6. Stock – finance term – shares of a company (can mean
include a process or series of events)
what an individual owns or the total shares of the
20. to argue – to provide evidence or supporting details for
company that have been sold)
a main idea (as in an essay or scientific theory)
7. Compensation – payment – in business usually means
21. perceived value – the value that someone thinks
money
something has
8. Promotion – noun, an upward move in a job (she got a
22. within reach – attainable, possible to achieve
promotion, and now she’s the boss)
23. to strive – to try
9. Reassignment – to be assigned to something else, such
24. to decline – to go down, be reduced
as to be given a different (but not necessarily better) job 25. controlled study – a scientific study that is carefully
in a company
regulated and measured
10. Bonus – extra sum of money sometimes given to
26. long-term – over a long period of time
employees outside of their regular salary
27. counterproductive – the opposite of productive;
11. index of… an indicator (as in some sort of mark or
harmful to productivity
measurement)
28. manipulate – to control or influence in a sneaky way
12. performance – effectiveness at work
29. to conceal – to hide
13. to increase – to get bigger
30. collaborative/collaborate – adj/verb – to work together
14. consultant – someone who is hired independently to
with other people (like group work)
advise a company on a particular matter
31. to withhold – to keep back, not give
Notes/Outline for Productivity and Rewards essay:
Reading main points:
Listening main points:
34
Development and Urban Sprawl
Construction: building
Residential – adj – where people live
Commercial – adj – business
Rural – adj – farm/undeveloped area
Undeveloped – no buildings, roads, etc.
Single-family home – home where only one family lives,
not connected to another home
Commute – to travel to work and back (a regular route)
Economic growth – expansion of the economy
Increased – made bigger, greater
Obesity – extreme fatness
Suburban – adj – developed area outside a city
Also: suburbs, suburbia (nouns)
Strip mall – those ugly connected stores on the side of the
road (entrances to stores are on the outside, not inside like
in a shopping mall)
Subdivisions – an area of land that has been divided up
into housing lots (in VA, characterized by homes that all
look the same)
Lot – parcel of land
Dense – adj – tightly packed (adverb – densely; noun –
density)
Populated – having people (adj)
Landscaping – noun or verb - artificial design of land
Zoning – the rules that say what can be built where
Industrial – adj – related to industry (i.e. factories)
Conducive to – suitable for
Dependence (on) – reliance (on) (also adj – dependent,
noun – dependency, verb - depend)
Developing country – a country that has only small-scale
agriculture and industry – opposites – developed,
industrialized, technologically advanced country
Subsidies – money, usually paid by the government for
some endorsed purpose
Traffic congestion – a lot of traffic
Urban centers – cities
Open space – undeveloped land or land without buildings
Wildlife habitat – natural places where wild animals can
live
Development – noun, becoming larger or better; also a
construction project or group of houses
Article 1
Urban sprawl is the unchecked spreading of a city or its suburbs. It often involves the construction of residential and
commercial buildings in rural areas or otherwise undeveloped land at the outskirts of a city. Most residents of typical
urban sprawl neighborhoods live in single-family homes and commute by car to their jobs in the city. Concerns over
urban sprawl and its consequences have been raised and largely focus on negative consequences for residents and the
local environment. On the other hand, some argue that "urban sprawl" illustrates positive growth of a local economy.
The term urban sprawl is generally used with negative connotations. Because people in sprawling neighborhoods tend
to drive more than those who don’t, urban sprawl is sometimes associated with increased air pollution. It has also been
linked to obesity since walking or bicycling usually are not viable commuting options for those commuting from the
outskirts of a city into town.
Traditional cities, like many small and mid-sized cities in modern-day Europe, were typically oriented in a compact and
efficient way. Preferences of many people, especially in the United States, have led suburban development —
accommodating development in an outward instead of upward manner. Developments such as shopping malls, fast
food chains, strip malls, and housing subdivisions are especially typical of urban sprawl. Subdivisions are often cited as
primary examples of a less efficient use of space that characterizes sprawl. These layouts often only have a few places to
enter and exit, causing main roads to have more traffic at these points.
Urban sprawl is often happens quickly, as opposed to gradually. Another key characteristic its low-density land use,
where the amount of land consumed per capita is much higher than in more densely populated city areas. Wide streets,
large lawns, and landscaping are typical in this pattern.
Single-use zoning is also a common part of urban sprawl. This city planning approach separates residential, commercial,
and industrial areas from one another, usually by a distance that is not conducive to walking thereby increasing the
dependence on vehicles. While public transportation is typically available in the suburbs, most of these areas are highly
35
dependent on cars. Urban sprawl, while common in developed countries, is not limited to them. Many cities in developing
countries, such as Mexico City, experience it as well.
While the term urban sprawl typically is used with negative connotations, the economic growth that supports it is viewed
as a positive thing by many. In addition, many support the community structure of a suburb as opposed to a city as the
pace of life is typically slower and space is not at such a premium. Additionally, suburbs are often, though not necessarily,
said to be safer, and as a result these areas are often places people move to to raise their children.
Article 2:
Urban Sprawl is low density, automobile-dependent development beyond the edge of service and employment areas. It
is ubiquitous and its effects are impacting the quality of life in every region of America, in our large cities and small
towns.
Since the end of World War II, the American Dream has been defined as a house in the suburbs and two cars in the
driveway. Sparked by a series of federal and state government policies, including home-buying subsidies provided by the
GI Bill, massive road building projects and community planning designed around the car, Americans abandoned the
cities for greener pastures in suburbia. It is clear that public spending can, and does, affect private decisions about
where to live, where to work, and where to build.
The trend has been to rapidly develop farms and forests into housing developments or strip malls. And the rate of
development is accelerating. The American Farmland Trust reports that an astounding 70 percent of prime or unique
farmland is now in the path of rapid development.
Population growth is the most significant factor effecting urban sprawl in the Mid-Atlantic region. As population size
increases, so does the amount of land required for residential and commercial needs. In the Chesapeake Basin alone,
between the years of 1950-1980, the percent of land used for residential and commercial purposes increased nearly
180% while population increased about 50%. Northern Virginia's Loudoun County's population has increased by nearly
150 percent from 57,000 in 1980 to nearly 140,000 today, with the landscape changing from rural to suburban.
In its path, sprawl consumes thousands of acres of forests and farmland, woodlands and wetlands. It requires
government to spend millions extra to build new schools, streets and water and sewer lines. In its wake, sprawl leaves
boarded up houses, vacant storefronts, closed businesses, abandoned and often contaminated industrial sites, and
traffic congestion stretching miles from urban centers. There are over 700,000 kilometers of roads connecting urban
areas within the Mid-Atlantic region! As a result, we suffer from increased traffic congestion, longer commutes,
increased dependence on fossil fuels, crowded schools, worsening air and water pollution, threatened surface and
ground water supplies, lost open space and wetlands, increased flooding, destroyed wildlife habitat, higher taxes, and
dying city centers.
Writing and discussion questions:
What is urban sprawl?
What are some negative effects of this type of urban development?
What are some positive effects?
Compare the advantages and disadvantages of living in the city, the suburbs and the countryside. Which do you prefer to
live in and why?
36
Vocabulary for shopping mall development essay:
To make more sophisticated sentences using this vocabulary, combine one word or phrase from each column.
A shopping mall would/could…
cause
destruction of
lead to
loss of
result in
reduction of
Nature vocabulary: Open spaces, Green spaces, Forests, wildlife
habitat, wooded areas, forested areas, natural spaces,
wetlands/marshlands
Traffic vocabulary: traffic congestion, commute/commuters, roadbuilding, wide roads, traffic lights, busy intersections
increase/decrease in
Reduced/increased (adjectives)
Economics vocabulary: home values, taxes, development (of…),
unemployment, the unemployment rate, job opportunities
Sample sentences:
A shopping mall would cause the destruction of wildlife habitat.
Building a shopping mall would lead to the loss of open spaces.
A shopping mall would result in increased traffic congestion.
Building a shopping mall would cause increased home values.
A shopping mall would lead to a decrease in unemployment.
Rewrite the following sentences using the vocabulary above:
1. A shopping mall would cause a lot of traffic.
2. A shopping mall would make taxes higher.
3. They would knock down trees to build a shopping mall.
4. The price of houses would be lower because of a shopping mall.
5. Home values would go up if a shopping mall were built.
Writing Exercise:
1. Write a short paragraph about the advantages of new development. Use the following vocabulary words:
benefit/beneficial; lead to; result in; increase(d); affect/effect; opportunity; create.
2. Write a short paragraph about the disadvantages of new development. Use the following vocabulary words: lead to;
result in; destruction; reduced/reduction; increase(d)/decrease(d); loss of; affect/effect
37
Mary Celeste, p. 177 in Cambridge TOEFL
vocabulary :
Brigantine - ship
Crude - unrefined
*En route – on the way
*Abandoned – left empty
*Drift – to float, unattached to anything and not with any power
*Cargo – goods, supplies, products – things that are transported
Inspect – check over
Salvage – to save something used or damaged
Inquiry – investigation, questioning
*Desert – to leave
*Lifeboat
Intact – together, all in one piece, all there
*Hatch – opening to another level on a ship
Seaworthy – able to sail
Vessel - ship
Alien – being from outer space
Abduction - kidnapping
Sea-monster – giant scary creature that lives in the sea
Outlandish - ridiculous
Credible – could be true
Piracy – theft on the sea
Discount – dismiss as untrue
Untouched – not touched or tampered with
Mutiny – (noun and verb) when the crew of a ship takes over and overthrows the authorities (captain)
Plausible – believable
Voyage - trip
Mutineers – the crew that mutinies
Forsaken – abandoned (old fashioned word)
Seismic – related to earthquakes, the movement of the earth’s plates
Epicenter – center/source of an earthquake
To be subjected to something – to make something undergo a particular kind of treatment
Shocks – mini quakes
Imminent – happening soon
*Combustible – able to catch fire and burn easily
*Severed - cut
*Dangle - hang
Evacuees – people who evacuated
Crisis – difficult period or event
Capsize – tip over
*Occupant – resident, inhabitant
*Disappear without a trace – disappear with no signs left
Assignment: Summarize the story of the Marcy Celeste and tell what you think happened to the occupants of
the ship. You may choose any possibility, but you must give at least 2 reasons to support your opinion.
**Grammar tip: use past modals when necessary
38
Tips for the Integrated Writing Task:
1 – Remember to summarize only the lecture, NOT the reading. Refer back to the reading where necessary, but do not
summarize large parts of it. Focus on the lecture.
2 – The reading will contain two or three main points. The lecture will address each of these points (either refuting or
supporting them). Divide your essay into paragraphs with one main point from the lecture in each paragraph. Merely
mention how the reading relates to the lecture (do not summarize details from the reading).
3 – The main points of the lecture may or may not be given in the same order as the corresponding points in the reading.
4 – Use the vocabulary below to make clear what you are talking about – the lecture or the reading.
5 – Introduction should be minimal and include only the topic of the lecture and reading and how the lecture relates to
the reading.
6 – Conclusion is optional – you don’t need to summarize main points, just mention again how the reading relates to the
lecture.
Useful vocabulary for the integrated writing task:
The lecture(r)/reading talks about…
The lecture(r)/reading says…
The lecture contradicts the reading
The lecturer does not agree with the
reading/does not agree that…
The reading claims…
The reading reports…
The lecturer/reading gives/uses the
example of/that…
According to the lecture/reading....
The lecturer/reading points out…
Vocabulary for reading and lecture on voting machines (Integrated Writing from TOEFL Planner):
Contested - disputed, people argue about the result
Traditional - conventional, the way things are usually done, usual or typical
Magnify - make something appear larger
To rely on something/someone (to do something) - to count on
Inevitable (it is inevitable that….) - it will eventually happen
Sensitive information - information that you wouldn’t want made public
Lecture:
To use something on a regular basis
To cast a vote/ballot - to vote
To discourage someone from doing something - to make something difficult or unpleasant to the degree that someone
may not do it
Defective - imperfect, flawed
To program a computer
Physical record
Recount - a second count
Flawlessly - without error
Once every two years - there are two years between each occurrence
Twice a year = two times each year
Hardly - adverb that emphasizes how untrue something is (can also mean very minimal - i.e. it is hardly raining at all)
Sufficient - adequate (hardly sufficient = absolutely NOT sufficient)
Outline:
Main points from reading:
Main points from lecture:
39
IV: Sample Integrated Writing Task with Sample Essay:
Reading
Lecture
Your Essay
The belief that animals can sense an
earthquake before it occurs has been
held since ancient times.
The belief in the value of using animals as
predictors of earthquakes is based on very
weak evidence. No serious scientific
research has shown that this actually works.
The lecturer does not agree with the
reading. She says that there is no evidence
that animal behavior can predict
earthquakes.
Apparently animals of all kinds act in
peculiar ways just prior to an
earthquake. Examples of unusual
animal behavior include fish jumping
out of water onto the land and wild
animals appearing confused or losing
their natural fear of people.
So why do so many people believe this?
Well, most of the evidence collected about
animal behavior prior to earthquakes is
anecdotal. In other words, it is based on
what people claim to have observed after the
event. Often, after any sudden major event,
people focus on things they remember
happening just before. So if they noticed an
animal behaving oddly, they would be likely
to remember it if an earthquake happened
just afterward. However, it is likely that
animals behave oddly all the time, but it
usually goes unnoticed because people have
no reason to remember this behavior.
According to the lecturer, animals do not
really behavior strangely before an
earthquake. She says that people only
remember this behavior because it was
followed by an earthquake. Animals may
behave strangely at other times too, but no
one remembers it because there is no
reason to remember it. This contradicts the
reading passage, which lists examples of
unusual animal behavior before
earthquakes.
In California, it has been reported that
in many instances family dogs go
missing just before an earthquake.
A famous example of the successful
use of animal behavior to predict a
quake occurred in China in 1975.
Based on reports of strange animal
behavior, authorities ordered the
evacuation of the city of Haicheng. Jus
a few days later there was a massive,
7.3 magnitude quake. Thus, the lives
of thousands of people were saved.
An example of this is that many people in
CA have reported that a family pet went
missing just before an earthquake. However,
scientists studied reports of missing animals
in conjunction with earthquakes and found
that there was no real connection between
missing pets and earthquakes.
Another popular piece of evidence that
animal behavior predicts earthquakes is the
famous case of the Chinese town of
Haicheng, in which people were supposedly
evacuated just before a major earthquake, on
the basis of strange animal behavior. It turns
out, however, that the real reason for the
evacuation was a series of foreshocks, like
“mini quakes,” which often happen just
before a major quake.
The lecturer also points out that family
dogs do not really go missing just before a
quake, as the reading reports. She says this
is false and that a scientific study has
shown there is no connection.
Finally, the lecturer also explains what
really happened in the Chinese town of
Haicheng. It was evacuated because of
foreshocks, not because of animal behavior,
as the reading claims.
As you can see, the lecture directly
contradicts all the points in the reading, and
shows that there is no evidence that animal
behavior predicts quakes.
Sample outline for essay:
Reading main points:
Animals can sense earthquake
1 - example of animals acting strangely before
quake
2-dogs reported missing in CA before quakes
3-Chinese town evacuated due to strange animal
behavior before quake
Lecture main points:
No evidence that animals predict earthquake
1 - evidence is anecdotal and people only remember strange behavior because
quake happened (strange behavior happens at other times too, but no one
remembers it)
2 - study in CA shows no relationship between missing dogs and quakes
3- Haicheng evacuated because of foreshocks, not animal behavior
40
Writing Notes
Preferences:
Prefer one thing to/over another
Prefer to do/doing one thing
instead of/rather than another:
Writing about school:
Take courses/take (a subject)
Consider something (think about
something):
Consider one thing (to be)
something else:
Take (something) into
consideration:
Effect (noun)
Impact (noun)
and to impact
(verb)
I prefer history to English.
I would prefer a small college over a large university.
I would prefer to go to a small college rather than (to go to) a large university.
I would prefer driving to school every day instead of taking a bus.





I don’t want to take courses in subjects that don’t interest me.
I am going to major in English because then I won’t have to take math (meaning
courses in math).
Most students are required to take at least some courses outside their major.
I hope to study history in college.
Most colleges require students to study subjects that are not within their major
field.
Students should consider the size of a college when deciding where to study.
You should think about/consider the consequences of your decision.
I consider the size of a college (to be) important.

You should take cost into consideration when deciding where to study.



Study subjects
Effects:
To affect
(verb)




something affects something else
Often used in passive voice:
something is affected by something else
something has an effect on something
the effect of something on something
else….
Something impacts something else (less
common)
Something has an impact on something
else
The impact of something on something
else…


Hurricanes affect people’s lives.
Hurricanes affect people’s lives badly.



People’s lives are affected badly by hurricanes.
Hurricanes have a terrible effect on people’s lives.
The effect of the automobile on our lives is
tremendous.
Automobiles impact our lives in many ways.
Automobiles have a significant impact on our lives.
The invention of the automobile has had a significant
impact on our lives.
The impact of the automobile on our lives is
immeasurable.



Rewrite the sentences (you may change, add or remove words as long as the meaning is the same):
1. I like to study about marketing.
10. I would prefer go to a small college rather a
2. I don’t have to study majors that my job doesn’t require.
university.
3. I plan to concentrate to study about biology.
11. Some students prefer a small college better than
4. I don’t want to study a major in English.
go to a large university.
5. I am going to take a major in accounting.
12. Many students is think about the size of a school
6. Students are required to study courses about different
when choosing where to go.
subjects.
13. Many majors are not existing in a small college.
7. Students should consider about the cost of a college degree. 14. After graduation, a student usually look for a job.
8. A professor have to consider about the student’s emotional
15. School size effects a lot of things to students.
health.
16. Large classes negatively affect on students.
9. A student has to considerate all the factors when choosing a 17. A student’s experience at school is effect on by
college.
the size of the school.
41
Some/one/many/etc:
Some of (the) = some of a specific group – requires an identifier to make it definite (i.e. “the,” personal pronoun
such as “my,” ”our,” a superlative like “best,” etc.)
Some of the reasons why I hate cars are pollution, noise and traffic.
Some of the people in my class are Dutch.
Some of my classmates are Dutch.
Some of the best restaurants in town are Russian.
Some = indefinite group – no “of”
Some people are tall, and others are short.
Some restaurants are Dutch.
Some people hate Dutch food.
Some cars get good gas mileage.
Similar words: one, many, a few, most, several.
Sample sentences:
He is one of my teachers.
He is one of the members of the club.
He is one of the best teachers I have ever had.
He was one of the first people to join that club.
A hurricane is one of the world’s worst natural disasters.
Many of my friends are Mormons.
Most people don’t care about the environment.
Most of the people in my class care about the environment.
9. Don’t begin a sentence with And, But or Because:
Instead of “but” – use “However”
Studying alone can be lonely at times. However, I find that I accomplish more by myself.
Instead of “And” use “Also,” “Additionally,” “Moreover,” etc.
I like studying with a group because together we can produce a lot more ideas than we can individually.
Moreover, I enjoy chatting with fellow students during study breaks.
Beginning a sentence with “because”:
WRONG:
The land is unable to support life. Because the topsoil has been washed away.
RIGHT:
The land is unable to support life because the topsoil has been washed away.
Because the topsoil has been washed away, the land is unable to support life. (this is the
ONLY time you can begin a sentence with “because.”)
The land is unable to support life. This is because the topsoil has been washed away.
Rewrite the sentences correctly:
1. Some of people in my class are from Russia.
2. Teaching is one of the important jobs a
person can do.
3. Most of people don’t care about the
environment.
4. Some of the best student are from
Bangladesh.
5. Several my friends want to go fishing
Saturday.
6. She is one of best authors in the world.
7. I like money. But I think the most important aspect of a job is
passion.
8. I like to make new friends. And I enjoy meeting people from
different countries and cultures.
9. Loving what you do is the most important thing about a job for
me. Because if I love my job I will work harder.
10. I would prefer a job with fewer hours. Because if I work too many
hours I won’t have time for my family.
42
Using pronouns:
Make sure we know WHAT you are referring to – the original noun should be in previous sentence, in same paragraph,
and must agree in number. Find the problems with following sentences:
 Small colleges are better than big universities. They have small classes and students can interact with
professors and they prefer it.
 I prefer real professors to graduate students. Graduate students are too busy with their own work to prepare
classes. They also cannot teach it as well.
Don’t use a pronoun if you have already named the subject in the sentence: Try rewriting the following sentences:
 Small classes they are better than big classes.
 Studying English it is difficult.
Do not begin with a prepositional phrase and then use “it” as the subject: Try to rewrite the following:
 In a small college it does not have any graduate instructors.
 I prefer smaller classes because in smaller classes it is advantageous to the students.
Use good basic sentence structure - subject first, ACTIVE verb next:
Avoid structures more appropriate to speaking: Rewrite the following in a more formal way:
 About class size, smaller classes are better.
 Knowing a lot of professors you can get more leadership opportunities.
 Whatever a student wants, he can get it in a large university.
Avoid unnecessary passives: Try to rewrite the following using active verbs:
 By being dedicated to teaching, professors can have a greater influence in the classroom.
 Often important research is being done by university professors.
Use transition words carefully and correctly:
i.e.: A large college has more students, because the classes are bigger. (because is used incorrectly here)
Besides and especially are not good transition words in written English:
Instead of besides, use moreover, too, as well, also:
 Small colleges have smaller classes. Moreover, the professors are dedicated to teaching instead of research.
 Large universities don’t provide personal attention. They also have graduate instructors instead of
professors for many classes.
Especially cannot be used at the beginning of a sentence. Use in particular instead:
 Small colleges offer opportunities for more interaction with professors. In particular, they allow students to
get to know teachers on a personal level.
 Small colleges offer more leadership opportunities, especially student council positions.
Exercise: Find the problems in the following paragraph. Rewrite the paragraph.
Students should consider about it whether a school is big or small. I believe a small college is better. First, in a small
college students are being advantaged by having more leadership opportunities. Especially, participation in extracurricular clubs and activities is not as competitive as in a large university. Also, in a big school it might have teaching
assistants instead of professors. On the other hand, teachers in a small college are being dedicated to teaching.
Besides, students at a small college will have smaller classes and more personal attention from professors. Therefore, I
would prefer a small college over a large university.
43
Some notes on word use:
Quality:
Noun Attributive noun (like adjective) Privilege:
Have the privilege of doing something
Have the privilege to do something
To be privileged to do something
The quality of this product is poor.
This is a quality product.
This is a high-quality lamp.
I have the privilege of speaking to you today.
We had the privilege to know him.
I am privileged to be here today.
Opportunity: opportunity to do something, type of opportunity
Have the opportunity to do something
I had an opportunity to go to France last year.
To give the opportunity to do something
Attending a small college gave me the opportunity to obtain leadership
positions.
To provide opportunity (to someone)
A large university provides many leadership opportunities (to students).
Trouble:
To have trouble doing something
Also: to have difficulty, have a hard time
Choice:
To choose one thing over another
To prefer one thing to another
To prefer one thing rather than another
To prefer one thing over another
Something is better than something else
to like something better than something else
I have trouble concentrating.
I have a hard time staying awake in class when the teacher talks about
gerunds.
I would never choose her over you.
I prefer a small college to a large university.
I prefer evening classes rather than morning classes.
I prefer coffee over tea.
Chocolate is better than broccoli.
I like reading better than (I like) watching TV.
Sized and shaped:
Small-sized, large-sized, etc. ( “sized” often unnecessary) Small-sized classes are better  Small classes are better.
Cone-shaped (shaped like a cone)
In the middle of the campus is a cone-shaped statue.
Similar modifiers: red-haired, two-headed, large-bodied, able-bodied, four-limbed
Participate:
To participate in something
Involve:
To be involved in something
Students often participate in extra-curricular activities.
To involve someone in something
I was not involved in the murder.
Are you involved in any sports?
I don’t want to get involved in this argument.
Students should get involved in their local community.
Don’t involve me in your petty politics!
To help
To assist someone with something
To assist in/with doing something
Attending a large university can help your career.
The registrar’s office can assist you with your class schedule.
The parking office can assist you with/in getting a parking decale.
Advantage (same as disadvantage)
Advantage to doing something
Advantage to something
Advantage of (doing) something
There is no advantage to attending a large university.
There is no advantage to a large university.
What is the advantage of (attending) a small college?
To get involved in something
44
Rewrite the following:
1. A four year college it is a good choice for me.
2. At a large university it doesn’t have opportunities for
personal interaction with teachers.
3. Any opportunity you want, you can find it at a
university.
4. But about that, I don’t know anything.
5. By getting involved in sports students’ fitness levels
can be increased.
6. If a student’s confidence is increased, then his or her
career opportunities may be improved.
7. Athletic teams at large universities bring a lot of money
to the school because the schools give scholarships to
the athletes.
Makes vs. allows vs. helps
Make + object + base form verb
To force or to cause someone to do something
(implies without their consent)
Make + object + adjective
To cause something to be a certain way
Allow + object + infinitive
To make something possible (somewhat formal
language)
Help + base form verb (or infinitive)
Help + object + base form verb (or infinitive)
To assist; to contribute toward making
something possible
Stress:
Someone has stress
I have a lot of stress in my
life.
8. College athletic teams are important in American
culture. Besides, they earn money for their schools.
9. Universities often charge hefty parking fees.
Especially, students who live off-campus are affected
by this.
10. Many low-income students don’t have a privilege of
attend college.
11. I prefer a small college better than a large university.
12. A small size college is best for me.
13. I participate college athletics.
14. Most students at large universities are not involve the
student government.
15. I think there are more advantages about going to a
small college.










He made me do it. (I didn’t have any choice).
She made us write a paper.
I don’t think anyone can make him see reason.
He bumped into me and made me spill my coffee.
The internet makes our lives easier.
Automobiles have helped make us fat.
The ocean makes me happy.
The internet makes finding information easy.
The internet allows us to communicate with far-away loved ones.
Automobiles have allowed us to travel long distances in comfort.




The internet has helped (to) usher in the digital age.
The internet has helped (to) expand our economy.
The ocean helps me (to) relax.
Spending time with friends helps me (to) reduce my stress level.
Someone is under stress
I am under a lot of stress
lately.
Someone feels stressed
I feel stressed.
To reduce stress:
I need to reduce my stress level.
I need to relax.
I need to stop being so stressed.
Save time – not save MY time
The internet allows us to save time.
Life – plural is lives – use it for more than one person’s life:
The internet makes our lives better.
Rewrite the following: (You can rewrite them any way you want as long as you keep the original meaning):
Example:
The internet makes us to live more conveniently.
1. Going on vacation make me relax and reduce my
stress.
2. The internet makes me save my time.
3. The internet gives us ease to get information.
The internet helps us live more conveniently.
The internet makes our lives more convenient.
4. The internet makes us quickly get information.
5. The internet makes us speedily get access to the information.
6. The internet can make us get the information more easily.
45
More notes on word use:
Borrow - To take money or something else that you will pay/give back later
I borrowed money from the bank to buy a car.
I borrowed money from my parents.
I borrowed her car and crashed it.
Take out/get a loan - I got a loan from the bank to buy a car.
I got a loan from my mother.
I took out a loan to buy a car. (take out a loan – only with banks)
To loan someone something:
My mother loaned me the money.
The bank loaned me the money.
Can you loan me your textbook?
To Realize – To become aware of something, To discover or understand something you didn’t know earlier, although the
information was available to you in some way.
I got home and realized I had left the stove on.
When she said she loved me, I suddenly realized that I didn’t even like her.
Find out - To discover something you didn’t know earlier – the information was not available earlier.
At first I thought I loved him. Later, I found out he was cheating on me the whole time.
Know - To have information in the mind
I didn’t know he was cheating.
Now I know he was a liar, but back then I didn’t even suspect it.
After that, I knew she was a dishonest person, but until then I didn’t know what she was really like.
Rewrite the sentences (or just the underlined portions) correctly:
1. I borrowed a loan from my mother.
7. Teachers have to be concern about students’ emotional
2. He told her he didn’t go to the party, but she knew
health as well as their learning.
about the lie when her friend saw him there.
8. If teachers would be held accountable only for test
3. When they got back home, they knew the fire had
scores, they would spend all their time on “test prep.”
burned the house down. There was nothing left but
9. If a teacher only cares about money, this will get a bad
ashes.
effect for students.
4. They have still not known that she caused the fire.
10. The ship was found drifting in the Atlantic in 1872.
They still think it was caused by lightening.
The crew has disappeared without a trace.
5. Students may suffer from many learning disabilities,
11. I totally disagree with that teacher salaries should
emotionally disabilities, or even mentally retardation.
depend on student test scores.
6. It is unfair to hold teachers accountability for things
12. Teaching is one of the important jobs that a person can
they cannot control.
do.
Review of unreal conditional:
These sentences are from the essay question, “A company plans to build a shopping mall in your neighborhood. Do you
support or oppose this plan?” Rewrite them using the unreal conditional.
1. If a company plans to build a shopping mall in my
neighborhood, I would support the plan.
2. First, I would support this plan because it is going to
create job opportunities.
3. People will get more job opportunities.
4. A shopping mall in my neighborhood is going to
improve my life.
5. I would support to build a shopping mall.
6. Job opportunities and increased home values are two
benefits of a shopping mall near my house.
7. If a shopping mall is built near my home, it causes a lot
of traffic.
8. Therefore, our neighborhood was going to be safer
because of the shopping mall.
9. It would be great if a shopping mall opens near my
home.
46
Repeat the main idea in the topic sentences of your paragraph, and avoid pronouns without clear references.
Example of a good topic sentence: The first reason I would support building a shopping center in my neighborhood is
because it would increase job opportunities for local residents.
These topic sentences are from an essay entitled “Why I would support a shopping center in my neighborhood.” Try to
rewrite them:
1. Another reason is that home values would be increased.
3. The first is increased home values.
2. One reason is that home values would go up.
4. Second, it will be convenient.
Introductions: Don’t use colons and make sure sentences are parallel: Rewrite:
1. There are three reasons why I would support this plan: increased home values, more job opportunities, and
better transportation.
2. I would support it because of the increasing home values, more job opportunities, and create better
transportation.
3. A shopping mall is a good idea because it would increase home values, creating more job opportunities, and
transportation.
4. I would support the plan because of increased job opportunities, home values going up, and it would lead to
better transportation routes.
Expressions about money:
 Spend money on something
 Spend money to do something
 Pay for something
 Pay to do something
 It costs X to do something
 Something costs X
I spend money on clothing.
I spend money to take a taxi to work.
I pay for the mortgage on my house.
I pay to live in my house.
It costs a lot (of money) to live in McLean.
Living in Mclean costs a lot of money.
Rewrite:
1. We have to spend money for gas.
2. In my country, we lived far from the shopping mall and
had to pay money for transportation.
Talking about opportunities and benefits:
Something provides/creates opportunities (for someone to
do something)
Something provides (someone with) the opportunity to do
something
Something provides opportunities for something
Someone has opportunities/has the opportunity to do
something
Something benefits something/someone
Something is beneficial to something/someone
3. I hate spending money for driving on the toll road.
4. It costs four dollars for buy a coffee at Starbucks.
A mall would provide opportunities for people to shop and
to relax.
A mall would create job opportunities (for local residents).
A shopping mall would provide people with the opportunity
to work near their homes.
A mall would provide opportunities for recreation and
shopping.
Local residents would have the opportunity to work near
their homes.
People in this area would have more job opportunities.
A shopping mall would benefit our community.
A shopping mall would be beneficial to our community.
Rewrite:
1.
2.
3.
This can give a positive affect to our home values.
A shopping mall could get a positive result on our house
prices.
This will make our house price go down.
4.
5.
6.
47
A shopping mall is good effect for our community.
A new high school can give people a good chance for jobs.
A new movie theater makes positive effects for people in
the neighborhood.
48