Apologizing

I’m sorry.
I made a mistake.
Please accept my apologies.
I’m sorry. I didn’t mean to . . .
(I’m) sorry. I didn’t realize that . . . .

That's okay
No problem

I’m sorry (I have) to tell you this, but . . .
I hate to tell you this, but . . .
I don’t know how to tell you this, but . . .
I have some bad news

We regret to inform you that . . .
Regretfully, . . .
Unfortunately, . . .

Asking for Help

Could you . . . . (for me) ?
Would you please . . . ?
Would you mind V+ing . . . .?
Could you possibly . . . ?

Okay, no problem
Sure, I’d be glad to.
Sorry, I’m (kind of) busy now.
I’m sorry. I don’t have time right now

Do you have a minute?
Can you spare a few minutes?
Could you do me a favor?
Could I ask you a favor?
Can I ask you to . . . ?
I need some help (if you have time).
(If you’re not busy) I could use your help.

Can you open the door for me?
Will you hand me a pencil?
Would you turn on the air conditioner?
Could you help me with these boxes?
Would you please turn down the music?
Could you possibly give me a ride home?
Would you mind taking a picture for us?
Would you be so kind as to lend me your cell phone?

Thanks for your help
Thank you so much.
Thanks, I really appreciate it.

Excuse me, could you do me a favor?
Sure, what is it?
Could you help me move these chairs?
No problem. / I'd be glad to.
Thanks a lot.

Introductions

This is my boss, Mr. Stratford.
Jared, this is my secretary, Barbara.

Good to meet you.
Nice to meet you too.

I’d like you to meet my co-worker, Collin Beck.
Collin, this is Susan Palmer.

Nice to meet you.
My pleasure.

Have you met, Jason?
Jason, this is Teresa.
Hi, I’m Jill Watson.
I don’t believe we’ve met. I’m Greg.

I’d like to introduce you to my dear friend, Mrs. Pleasant.
Allow me to introduce myself/my colleague, Ms. Winters
Let me introduce you to my colleague, Dean Richards.
Mr. Richards, this is David Porter from Aerospace Inc.

How do you do?
How do you do?
It’s a pleasure meeting you

Company Description

What company do you work for?
Which company are you with?
Who do you represent?

I work for ABC Company.
I’m with ABC.
I represent (the) XYZ (company).

What is the name of your company?
Where are you located?

The name of our company is . . . .
Our company is located in . . . .
Our headquarters is in . . .

What (type of business) do you do?
What business are you in?

We are in the computer business.
We’re in computers
We sell . . .
We produce . . .
We manufacture . . .
Our major products are . . .

Describing Business Activities

What do you do at ABC Company?

What does your company do?

Describing Jobs

What do you do?
What do you do for a living?
What is your occupation?
What type of work do you do?
Where do you work?

What do you do there?
What do you do at Bellwest?

Invitations

Would you like to . . .
We’re going to . . . . Would you like to come along?
There’s a . . . . (tonight). Would you like to go?
How about (V+ing) . . . ?
Do you want to . . . ?
I wonder if you would like to . . .
I was wondering if you would like to . . .

I’d like to invite you to . . .
If you have time, I’d like to invite you . . .
Would you like to join us for (event) at (time) ?
We’d be glad to have you accompany us . . .
We’d be delighted/honored to have you as our guest at . . .

Do you want to / wanna (very informal)
Would you like to
Will you . . . (with me)
How about V+ing
How would you like to
I was wondering if you would (like to)
I would like to invite you to (more formal)

When inviting someone to do something with you, it is polite to "break the ice" before extending the invitation.

For example, Will you go dancing with me on Friday? (too abrupt by itself) (Give the other person time to "prepare" for your invitation.)

Do you have time on Friday?
Yes, I do. Why do you ask?
There's a dance at the Grand Ballroom.
Would you like to go with me?
Sure! I'd love to.

Role play the following situations with a partner. Include details and give a variety of responses.

1. Invite your partner to go fishing this weekend.
2. Invite your partner to your home for dinner.
3. Invite your partner to see the circus.
4. Invite your partner to attend your violin concert.
5. Invite your partner to attend a political rally.
6. Invite your partner to your child's performance.
7. Invite your partner to your son's graduation party.

Your friend has bad breath (but doesn't know it); you are married but would rather be single; Johnny is caught playing with matches; you are a perfectionist and your roommate is a slob. Yikes! What do you do? This situation-based conversation text provides challenging--sometimes touchy--topics in an effort to help students bridge the gap between controlled and free expression. Incorporating four main lesson formats (information gap activities, small group discussion, face-to-face role plays, and discussion and presentation), each of the 20 lessons takes approximately 90 minutes to complete. The lessons open with a warm-up activity then move into a preview of grammatical structures and vocabulary, conversation strategies, the "situation," problem-solving simulations, and a follow-up section enabling students to extend their discussions to related topics. Oh no! You're a vegetarian and your boyfriend's family is grilling steaks for dinner . . . what do you do?

Job Responsibilities

What do you do (in your job)?
What is your main job?
What are you in charge of?

I am in charge of training employees.
I am responsible for watering the plants.
I take care of corporate accounts.
I usually answer telephones.
I mainly write reports.
I repair jet engines.

Offering

• Cigarette? Would you like some coffee? How about a glass of water? Here. Have a/some . . . Would you like one of these? Can I get you something? What can I get you something to drink?

  No thank you Yes, please. Sure. Thanks. Okay. Thanks. I really shouldn’t. No. Thanks anyway. Juice would be fine.

Would you care for some . . .
Would you like to try . .
Let me offer you . . .
Let me get you a/some . .

Here, have an apple.
Have some strawberries.
Do you want a sandwich?
Would you like some lemonade?
How about a piece of cake?
How would like you some crackers?
Can I get you something to drink?

Would you like some beer?
No thanks. I don't drink.
How about a cup of coffee?
I'd rather not have coffee.
Orange juice?
That would be fine. Thanks

Requesting

Please . . .
Would you . . .
Could you . . .
Would you please . . . .
Could you possibly . . .
Would you mind (V+ing) .
Could you do me a favor?

Could I ask you to . . .
Would you mind if I asked you to . . .
Would you be so kind as to . . .

Can you
Could you
Will you
Would you
Would you mind V+ing

Lend me your umbrella! (too abrupt; sounds rude)
Excuse me, could you lend me your umbrella? (more polite)

Help me fix my car. (sounds too demanding)
Sorry to bother you. I'm having trouble with my car.
Would you mind helping me for a minute? (better)

Role play the following situations with a partner. Include details and give a variety of responses.

1. Ask your partner to repeat something.
2. Ask your partner to help you with your homework.
3. Ask your partner to "give you a lift" to school.
4. Ask your partner to donate money to charity.
5. Ask your partner to baby sit your children.
6. Ask your partner to clean up the mess.
7. Ask your partner to take notes for you in class.

Terms of Payment

I’d like to pay (in) cash.
I’ll put it on my credit card.
Can I charge it?
Could you put that on my bill?
Could I put that on my account?
Could you send me an invoice?
Could you bill me (for that)?
Can I put it on lay-away?

May I

Pay in cash
Pay by check
Pay by credit card
Pay with a credit card
Pay in installments
Pay in one lump sum

Could you deliver it to my office?
Do you charge for shipping?
Do I need to pay for postage and handling?
How long will it take?

Using Tense Appropriately in Business

• I graduated from NYU in 1998. NOT: I have graduated since 1998.	(That’s when the ceremony occurred.) (Incorrect!)

  I finished the Hollins project last week. I have finished the Hollins project last week.

  (Specific time) (Incorrect!)

Use present perfect tense to describe something that has been in effect from a certain point in the past until now. Be careful! Some verbs are used for specific actions; others are used for conditions that cover lengths of time.

• I met Mr. Flinders last year at a Convention in Little Rock. I have met him since last year. I have known him since last year.

  (Specific time) (Incorrect!) (Correct!)

Use simple present tense to describe facts.

I work for IBS Corporation.
He’s a sanitation engineer.
I am responsible for orienting new employees.
She answers company correspondence.

Use present progressive tense to describe ongoing projects.

I am developing new software.
She is teaching the hearing-impaired.
We are building a new mall in East Heights.

Simple Present Tense

1A. Explanation

The simple present tense takes one of two forms depending on the subject.

• Subject I, you They, We Plural nouns He, She, It Singular nouns Non count-nouns

  base form eat go work

  -s form eats goes works

1B. Examples

• Subjects followed by verb in base form: I like rice. You look nice. They think twice. We throw dice. Chefs use spice. The boys ring the doorbell. Children sing on special occasions. Some people bring gifts to parties. Bees sting when they are disturbed.

  Subjects with verb in –s form: She makes toys. He rakes leaves. It takes time. Mom bakes pies. Water slakes thirst. Jill loves dates. Mr. Smith fills crates. Grandpa washes plates. The dog jumps gates.

1C. Exercises

• 1. Jerry (come/comes) to school on time.

  2. Jerry and Linda (come/comes) to school on time.

  3. Ms. Jones (teach/teaches) geography.

  4. The cat (sleep/sleeps) on the sofa every day.

  5. Milk (cost/costs) two dollars a quart.

2A. Explanation

• Use the simple present tense to indicate:

  1. Routine actions

  2. Facts

2B. Examples

• Routine actions John brushes his teeth every morning. Carol usually drives to work. The teacher grades homework on Fridays.

  Facts Hawaii is in the Pacific Ocean. Some birds fly south for the winter. Water consists of hydrogen and oxygen.

  
  Note how the present tense is used in the following paragraph.

  Mr. Lee is a bus driver. Every day he gets up at 7:00 a.m. and prepares for his day. He showers, eats his breakfast, and puts on his uniform. His wife drives him to the station where he checks in with his supervisor. Then, he gets on Bus #405 and starts the engine. He pulls out of the parking lot and begins his route. At his first stop, he picks up Mrs. Miller, who lives in a red house on the corner of Main Street and Seventh Avenue. She works at the post office and has to be to work by 9:00. At the next stop, the Bartlett twins get on the bus. They attend class at Bayside Elementary. More children get on at the next three stops, and they ride until the bus reaches their school. Mr. Lee enjoys seeing the kids every day and is happy to see them again in the afternoon when he drives them safely back home.

2C. Exercises

• 1. To practice the present tense, reread the above paragraph, then try to repeat the main ideas in your own words. Be sure to use the -s form of the verb when the subject of a sentence is singular. Have a partner listen to your speech and check for correct usage of verbs.

  2. Tell whether the present tense is appropriate in the following sentences.

  • 1. Yesterday I go to Washington D.C. 2. Every day, Mr. Johnson cleans his living room. 3. They usually take the bus to the office. 4. Right now Susan eats her breakfast. 5. Melinda and Harry work in the bank.

    Correct Correct Correct Correct Correct

    Incorrect Incorrect Incorrect Incorrect Incorrect

  Common Mistakes with the simple present tense

  1. Not using the -s form with singular subjects:

  • Jack likes Chinese food. Jack like Chinese food.

    (Correct) (Incorrect)

  2. Using the simple present tense when another tense is required.

  • Last night I watched television for two hours. Last night I watch television for two hours.

    (Correct) (Incorrect)

Present Perfect Tense

Present Perfect Tense can be used in three situations:

• 1. To indicate something that has happened at an indefinite time in the past.
  • I have seen that movie already.

    She has left for California.

    They have not eaten their dinner yet.

  2. To indicate something which started in the past and continues until now.

  • I have lived in New York for nine years.

    We have been here since Friday.

    He has played football since he was a child.

  3. To indicate something which occurred recently.

  • I have been sick lately.

    She hasn’t slept much recently.

Notes:

• When speaking about a specific time, use past tense.

  • A: I have seen that movie already. B: Oh really? When did you see it? A: I saw it last week with Bob.

    (Non-specific time) (Specific time)

  Some words should not be used in situation 2 (above)

  • I have met John for five years. I have known John for five years. I met John five years ago. I have met John already.

    (INCORRECT) (CORRECT) (CORRECT) (CORRECT)

  Sometimes, but not always, present perfect continuous can be used instead of present perfect.

  • I have lived there for ten years. I have been living there for ten years. I have exercised a lot recently. I have been exercising a lot recently. I have seen that movie ten times. I have been seeing that movie ten times.

    (Okay) (Okay) (Okay) (Okay) (Okay) (NOT Okay)

Welcoming Visitors

Welcoming

Welcome to Cando Enterprises.
Welcome to London. I’m John Taylor.

Meeting someone you don’t know

1. Patricia Murphy?

• Yes.

Hi, I’m Kevin Chen of Myotex Industries.
Welcome to Taiwan.

2. Are you Mr. Blanks?

• Yes, I am.

I’m Jane Placid. (We talked by telephone.)
Welcome to Sydney.
It’s nice to meet you in person.

• Nice meeting you too.

How was your flight?

• Okay, but very long.

3. You must be Ms. Terius.

• That’s right.

It’s a pleasure to meet you. I’m Brad Wilson.
Welcome to Suntech.

• Thank you

Did you have any problem finding this place?

• No, your directions were very clear

Analyzing Problems

What is the main problem?
What is the real issue (here)?
(I think) the major problem is . . .
Our primary concern is . . .
The crux of the matter is . . .
(As I see it), the most important thing is . . .
The main problem we need to solve is . . .
We really need to take care of . . .
It all comes down to this:

What should we do about it?
What needs to be done?
What do you think we should do?
What are we going to do about it?
Do you have any suggestions?
Any ideas?

I recommend that . . .
I suggest that . . .
I would like to propose that . . .
Why don’t we . . .

Asking for Information

What does your company do?
What is your specialty?
What do you specialize in?
What is your main line of business?

What are your major products?
What services do you provide?

Information about products

Could you give me some (more) information on this?

What can you tell me about this (product)?
Tell me about this one/model.

Information about Price

What are you asking for this?
What does this sell for?

How much is it?
How much does it run?

Closing a Conversation

Pre-closing

It’s been nice talking to you.
It’s been great talking with you.

I really enjoyed meeting you.
It was nice meeting you, Mr. Brown.

I’m sorry, but I have to go now.
I’m afraid I have to leave now.

Thanks for the information/ the tour/ your time.
Thanks for taking the time to talk with us.

Follow up

I’ll give you a call.
I’ll send you an e-mail.
I’ll put a packet in the mail for you.

We’ll send out that information right away.
I’ll have my secretary schedule an appointment.

Could you send me a brochure/some more information?
Could I contact you by e-mail/at your office?

How do I get in touch with you?
How can I reach/contact you?

Closing

I look forward to seeing you again.
We’ll see you on Friday.
See you next week.

Let me give you my business card.
Here’s my e-mail/office number.

Let’s keep in touch by e-mail.
We’ll be in touch.

Call me if you have any questions.
E-mail me.

Conversation Practice

1. Prepare to close a conversation; then "say good-bye."

Example,

Well, it's been nice talking to you.
Nice talking to you too.
(I'll) see you later.
Bye.

2. How would you close a conversation in the following situations?
a. You're in a hurry to leave. What do you say?
b. You really don't want to leave, but you can see the other person needs to go.
c. You just met someone at a party, but you have to leave the party early.
d. You are "seeing someone off" at the airport/train station.

Customer Survey (Restaurant)

What types of food do you like to eat?
What types of food do you not like to eat?
How often do you go out for a meal?
On what days of the week do you usually eat out?
Which meal(s) (breakfast, lunch, dinner) do you eat outside of your home?
How much do you spend on a typical meal?
Do you go out alone, as a couple, or in groups?
What are your main criteria in choosing a restaurant?
What are your main reasons for not going out to eat?
What is your primary means of transportation?
What area of the city do you live in?

Demographics

Age                  0-12     13-18      19-25      26-40      41-60      61 and over
Gender             Male      Female
Income
Other

Discussing Agenda Items

Let’s start with . . .
Let’s start by . . .
The first item on the agenda is . . .
We need to discuss . . .
Let’s look at item number one.
Let’s move on to number two.
The next item on the agenda is . . .
What’s next on the agenda?
Does anyone have any comments?
Any comments?
Are there any comments on that?
What do you think?
Good idea.
Good point.
Does everyone agree on that?

Opening a discussion

To begin with,

We need to discuss . . .

determine
find out

Let’s start by (V ing)
We’ll start by (V ing)

The problem here is . . .

issue
question

The important thing (here) is . . .
The main thing we need to discuss is . . .
Let’s look at . . .
It looks like . . .
It appears that . . .

Asking for input

What do you think?
How about you?
How do you feel about that?
Any ideas on that?

Responding

(That sounds like a) good idea.
Sounds good.
The problem with that is . . .
That raises the issue of . . .

brings up

Making Appointments

I’d like to make an appointment with Dr. Bill.
I’d like to schedule a meeting with Ms. Terry.
Could I schedule a time to meet with Mr. East?

Will Mr. Rodgers be in tomorrow?
Is he available next Wednesday?
Does he have any openings on Tuesday?
Does she have any time on Thursday?

Thursday at 10:00 will be fine.
Friday at 11:00 sounds good.
Okay. Tuesday morning at 9.
Monday at 8:00 is not good for me.
Wednesday is not possible.

Meetings and Discussions

Getting started

Let’s get started.
We need to discuss . . .
We need to talk about . . .

Talking about discussion items

The first thing we need to discuss is . . .
The first item on the agenda is . . .
The first thing on the list is . . .
First, we need to talk about . . .

Presenting Options

We have several alternatives:
We have two options:
We could either . . . or . . .

Moving on

Let’s move on to Item 2.
Let’s move on to the next topic.
We need to move on.
The next item (of business) is . . .
We need to go on to the next item.
Shall/Should we move on?

Stalling the Discussion

Before we move on, I think we should . . .
Wait a minute. We haven’t discussed . . .
Don’t you think we need to . . .
Not so fast. We haven’t (yet) . . .

Asking for Clarification

What to you mean by . . . .
I don’t quite follow you.
I didn’t get what you meant by . . .
Could you clarify that?
Could you elaborate on that?

Making a Suggestion/Proposal

I think we should . . .
Maybe we should . . .
I suggest . . .
Why don’t we . . .
How about . . .
We could . . .

Giving Feedback

(I think) that’s a good idea.
You have a good point.
Good idea/point.
I agree.

I disagree. I think . . .
Sorry. I don’t agree with you.
You have a good point, but . . .
That’s not such a good idea.
I don’t think that’s a good idea.

Asking for Opinions

What do you think, George?
What’s your opinion on that, Martha?
Any thoughts on that?
Any ideas?

Checking for Consensus

Do we all agree (on that)?
Does everyone agree?

Summarizing

In summary,
The conclusion is . . .
So, we’ve decided to . . .
We’re going to . . . (then)

Closing the meeting

That’s all for today.
That’s it then. (informal)
The meeting is adjourned. (very formal)

Business Letters (Samples)

___________________________________________________________

Common Phrases for Business Letters

Request for information

I am writing to inquire about . . .
I am writing in reference to . . .

I read/heard . . . and would like to know . . .

Could you please send me . . .
           at the address below/above

Thank you for your assistance.
I look forward to hearing from you.

Response to request

Thank you for your interest/inquiry

Enclosed is the information you requested.
You can learn more about this at . . .

If you have further questions,
If you require assistance, please contact:

If I can be of more help, please feel free to contact me at . . .

Sample Sentences: Requests

Could you please send me your most recent brochure?
Could you fax me the results of the market survey?

I would like to order ten copies of the book, Touchy Situations.
I would be very grateful if you could send me this information.

Please return the enclosed envelope with your payment.

Sample Sentences: Goodwill

Thank you for your hospitality.
I enjoyed having lunch with you last week while I was in New York.

Congratulations on your promotion to General Manager.
I want(ed) to congratulate you on your new position.

I was happy to hear that contract negotiations went well.

Sample Sentences: Introduction of Product/Service.

I am writing to tell you about . . .
(Our new product) is coming out next month.
This product/service is designed to (help you) . . .

Sample Sentences: Reference

I am writing in regard to . . .
I am writing in reference to . . .

Please refer to the enclosed invoice/brochure.
I hope you have had a chance to look over the materials we sent.

Sample Sentences: Confirmation

I am writing to confirm . . .
I would like to confirm what we discussed last Friday.
I would just like to confirm the main points we discussed . . .

Sample Sentences: Notification

I am writing to let you know that . . .
Please be aware/informed that . . .
I would like to inform you of a recent policy change. I am happy to inform
you that . . .
           Your request for funding has been approved.

Sample Sentences: Offering Assistance

We would be happy to . . .
If we can be of assistance, please don’t hesitate to ask.

Sample Sentences: Collection

According to our records . . .
Our records show that . . .
Your monthly installment is past due.
Please send payment as soon as possible.

Helpful Hints for Business Letters

Before writing a business letter, consider the following:

• Objective(s)
  • Why am I writing this letter?
    What do I hope to accomplish?
    What action do I want from my reader?

  Your Audience

  • Who will read this letter?
    How can I appeal to the reader’s interest?
    What attitude might the reader have toward this information?
    Will the reader consider this good news or bad news?

  Organization

  • What information should be included first/last?
    What details does the reader need to know?
    Does my conclusion motivate the reader to do something?
    Do I end the letter in a positive and polite manner?

  Professionalism

  • Do I use a professional business letter format?
    Do my language and style show a positive attitude toward the reader/the
    company/the product/the information.
    Will my reader be offended by anything in the letter?

  Proofreading

  • Are there any spelling errors, typos, etc.?
    Is the format of the letter appropriate?
    Have I signed my name?

Sample Topics for Business Letters

1. You are a sales representative for your company. Write a letter to Mike Mason of ABC Enterprises, introducing one of your new products or services. Be sure to give important details about your product/service.
2. You are a student researching a company for your business class presentation. Write to Margaret Sims, the public relations director, of the corporation you are researching, and ask for information about her company.
3. Invite Margaret Sims, public relations director of the company you are researching, to be a guest speaker during your presentation next week. (Introduce yourself as a student interested in the company.)
4. Write a letter to Margaret Sims confirming details of her speech next week. Make sure to include time, place and topic. Offer to help in any way you can.
5. You are Margaret Sims. Answer either Letter 2 or Letter 3 (above.) You may choose to accept or reject the writer’s request.
6. Roger Owens, President of XYZ Corporation, will be visiting your city next week. Write a letter inviting him and his wife to dinner on Thursday night. (Be sure to specify the time and place of the dinner.)
7. You are Roger Owens. Respond to the Letter 6 (above) accepting or declining the invitation.

Cover Letters

Who Needs a Cover Letter?

Everyone who sends out a resume does! Even if the cover letter never "came up" in conversation or wasn't mentioned in an advertisement, it's expected that you will write one.

It is regarded as a sign of laziness (sorry about that) to send out a cover letter that is not tailored to the specific company. In the days before word processors, you could maybe get away with it. Not anymore. (Electra must be emphatic: Not anymore).

Yes, it adds to the wear and tear of looking for a job! But the good news is: the cover letter gives you another chance to emphasize what you have to contribute to the company or organization. Don't give the person screening the resumes a second to entertain the thought: "But how can this person help?" Your cover letter will answer that question in your own words. Your resume will also answer that question but in a somewhat more rigid format.

What makes a Good Cover Letter?

1. No spelling or typing errors. Not even one.
2. Address it to the person who can hire you. Resumes sent to the personnel department have a tougher time of it. If you can find out (through networking and researching) exactly who is making the hiring decision, address the letter to that person. Be sure the name is spelled correctly and the title is correct. A touch of formality is good too: address the person as "Mr.," "Ms.," "Mrs.," "Miss," "Dr.," or "Professor." (Yes, life is complicated.)
3. Write it in your own words so that it sounds like you--not like something out of a book. (Electra gets in trouble with libraries when she says things like this.) Employers are looking for knowledge, enthusiasm, focus.
4. Being "natural" makes many people nervous. And then even more nervous because they are trying to avoid spelling errors and grammatical mistakes. If you need a little help with grammar (do they still teach grammar?)--check out the classic work on simple writing, Strunk & White's Elements of Style, published in 1918 and now online.
5. Show that you know something about the company and the industry. This is where your research comes in. Don't go overboard--just make it clear that you didn't pick this company out of the phone book. You know who they are, what they do and you have chosen them!
6. Use terms and phrases that are meaningful to the employer. (This is where your industry research and networking come in.) If you are applying for an advertised position, use the requirements in the ad and put them in BOLD type. For example: the ad says--

"2 years' experience processing magnetic media (cartridge, tape, disc); interface with benefit plan design, contracts and claims; and business background with strong analytical & technical skills--dBase, Excel, R&R, SQL."

Make sure your cover letter contains each of these requirements and shows how you measure up.

Cover Letter Template

Your name
Mailing address
City, state, and zip
Telephone number(s)
Email address

Today’s date

Your addressee’s name
Professional title
Organization name
Mailing address
City, state and zip

Dear Mr. (or Ms.) last name,

Start your letter with a grabber—a statement that establishes a connection with your reader, a probing question, or a quotable quote. Briefly say what job you are applying for.

The mid-section of your letter should be one or two short paragraphs that make relevant points about your qualifications. You should not summarize your resume! You may incorporate a column or bullet point format here.

Your last paragraph should initiate action by explaining what you will do next (e.g., call the employer) or instigate the reader to contact you to set up an interview. Close by saying “thank you.”

Sincerely yours,

Your handwritten signature

Your name (typed)

Enclosure: resume

Writer’s Checklist

For Business Letters

1. Receiver (Who are you writing this to?)

• Someone you know (friend, colleague, business partner, group, company)

  Some one you don’t know (To whom it may concern, Dear Sir/Madam)

  How do you expect the receiver to respond?

2. Sender (Who are you?)

• What is your relationship to the reader/receiver(s)?

  What role are you assuming in the letter?

  • (friend, colleague, etc.)

3. Context (What background information does the reader need?)

• Bring the reader up to date first.

  Establish a connection

  • As requested . . .
    It was nice meeting you in Toronto last week . . .
    I read your article in Vague Magazine . .

  Supporting details

  Time frame (sequence of events)

4. Message (What do you want the reader to know or do?)

• What do you hope to accomplish with the letter (inform, persuade, initiate action)
  • I am writing to inquire about . . .
    Could you please send me . . .

  Polite requests

  • Please . . .
    Would you mind . . .
    Could you please . . .
    Would you be so kind as to . . .

5. Medium (What is the appropriate format?)

• Fax, e-mail, formal business letter, memo, informal note

6. Tone (What tone do you wish to convey?)

• informative
  polite
  business-like
  friendly
  humble
  assertive
  urgent
  irate

7. Other recipients (Are there others who need to be informed of this communication?)

• cc: courtesy copy

Nervous Mannerisms

Presentation Tips

Preparing your oral presentation

First of all, think.......

• Think about what you want to achieve:
  do you want to inform your audience, inspire them to think about your topic, or convince them of a particular point of view?
• Think about your audience:
  what background knowledge do they have about your topic? Do they have any particular interests? How are you going to involve them in your presentation?

Then........

• Brainstorm your topic and write a rough outline.
• Research your topic. Don’t get carried away—remember you have a limited time for your presentation.
• Organise your material and write a draft—think about the length of time you have to talk.
• Summarise your draft into points to write on overheads and/or cards.
• Plan and prepare your visual aids.
• Rehearse your presentation and get its length right. Ask a friend to listen and time you.

Organising the content

Introduction (may be written last)

• Capture your listeners’ attention: Begin with a question, a funny story, a startling comment, or anything that will make them think.
• State your purpose; for example:
  ‘I’m going to talk about...’
  ‘This morning I want to explain…’
• Present an outline of your talk; for example:
  ‘I will concentrate on the following points: First of all…Then…
  This will lead to… And finally…’

The Body

• Present your main points one by one in logical order.
• Pause at the end of each point (give people time to take notes, or time to think about what you are saying).
• Make it absolutely clear when you move to another point. For example:
  ‘The next point is that ...’
  ‘OK, now I am going to talk about ...’
  ‘Right. Now I'd like to explain ... ’
  ‘Of course, we must not forget that ...’
  ‘However, it's important to realise that...’
• Use clear examples to illustrate your points.

The Conclusion

• It is very important to leave your audience with a clear summary of everything you have covered.
• It is also important not to let the talk just fizzle out. Make it obvious that you have reached the end of the presentation.
• Summarise the main points again, using phrases like:
  ‘To sum up...’
  ‘So, in conclusion...’
  ‘OK, to recap the main points…’
• Restate the purpose of your talk, and say that you have achieved your aim:
  ‘I think you can now see that...’
  ‘My intention was ..., and it should now be clear that ...’
• Thank the audience, and invite questions:
  ‘Thank you. Are there any questions?’

Delivering your presentation

Talk to your audience, don't read to them!

A presentation is not the same as an essay.

If you read out your presentation as if it were an essay, your audience will probably understand very little and will lose concentration quickly.

So use notes, cue cards or overheads as prompts, and speak to the audience. Include everyone by looking at them and maintaining eye-contact (but don't stare or glare at people).

Watch your language!

• Keep it simple. The aim is to communicate, not to show off your vocabulary.
• Emphasise the key points—and make sure people realise which are the key points. Repeat them using different phrasing.
• Check the pronunciation of difficult, unusual, or foreign words beforehand.

Use your voice to communicate clearly

• Speak loudly enough for everyone in the room to hear you.
  This may feel uncomfortably loud at first, but if people can't hear you, they won't listen.
• Speak slowly and clearly.
  Don’t rush! Speaking fast doesn’t make you seem smarter, it will only make it harder for other people to understand you.
• Key words are important. Speak them out slowly and loudly.
• Vary your voice quality. If you always use the same volume and pitch (for example, all loud, or all soft, or in a monotone) your audience will switch off.
• When you begin a new point, use a higher pitch and volume.
• Slow down for key points.
• Use pauses—don't be afraid of short periods of silence. (They give you a chance to gather your thoughts, and your audience a chance to think.)

Use your body to communicate, too!

• Stand straight and comfortably. Do not slouch or shuffle about.
• Hold your head up. Look around and make eye-contact with people in the audience. Do not just address the lecturer! Do not stare at a point on the carpet or the wall. If you don't include the audience, they won't listen to you.
• When you are talking to your friends, you naturally use your hands, your facial expression, and your body to add to your communication. Do it in your presentation as well. It will make things far more interesting for the audience.
• Don't turn your back on the audience!

Interact with the audience

• Be aware of how your audience is reacting.
  Are they interested or bored? If they look confused, ask them why.
  Stop if necessary and explain a point again.
• Check if the audience is still with you.
  ‘Does that make sense?’
  ‘Is that clear?’
• Be open to questions.
  If someone raises a hand, or asks a question in the middle of your talk, answer it. If you can't answer it, turn the question back out to the audience and let someone else answer it!
  Questions are good. They show that the audience is listening with interest. They should not be regarded as an attack on you, but as a collaborative search for deeper understanding.
• Be ready to get the discussion going after your presentation. Just in case nobody has anything to say, have some provocative questions or points for discussion ready to ask the group.

Using visual aids

It is very helpful to use visual aids in your presentation, as it helps people to understand. People learn visually as well as orally. Particularly if your accent is different from your audience's accent, it can be very helpful to let them see your keywords.

Overheads

Overheads are the easiest and most reliable form of visual aids. You can use them as a prompt for your talk, so that you may not need cards. [But don't read word-for-word from your overheads!]

Be careful to:

• Use bold typeface, and a minimum of size 16 font [Check that your overheads are readable by placing them beside you on the floor and looking down at them. Can you read them?]
• Use no more than seven or eight main points on an overhead [Overheads that have too many words on them are no use at all]
• Give your audience time to take notes from your overhead
• Make sure your audience can see the overhead screen [Where are you standing? Is it directly in front of the screen?]
• Using colour, pictures and graphs can make your overheads more interesting [But don't overcrowd your overheads with too much detail]

PowerPoint

• You can use PowerPoint software to produce very professional overheads, or to make a computer-based presentation.
• Remember that PowerPoint may look great, but if the technology goes wrong you may be very embarrassed. It's a good idea to print out a handout, or have some overheads as a backup just in case.
• Sometimes students are tempted to spend more time on producing PowerPoint graphics than on the actual talk. Remember—if your talk is poor, no amount of fancy graphics will save it!

Handouts

Handouts are a great idea. Think about whether you want to distribute them before or after your presentation. It is a good idea to include your references on a handout, so that people can follow up on them later. You could also include some follow-up questions for discussion.

Using the whiteboard (or blackboard)

If possible, put your information on the whiteboard/blackboard before the talk begins, otherwise you will have to turn your back on the audience and break your eye contact with them, which is never a good idea. Writing on a board is also time-consuming. Use alternative visual aids wherever possible.

If you really must use a whiteboard, come prepared with the right pens (use pens clearly marked 'Whiteboard Marker'— don't use anything else) and write in large neat writing, so that people can read it.

Checking out the facilities

Whenever possible, check the facilities of the room where you are going to deliver your talk. Does the overhead processor work? How does it turn on and off? Where is the plug for the computer? Is there a whiteboard, or is it a blackboard? If a blackboard, is chalk provided? 

Dealing with nervousness

The first few times you make a presentation, you will be nervous. That's quite a good thing—a bit of adrenalin often helps you to perform well.

However, to make sure that your nervousness does not become a problem, here are some things to consider:

• Smile! Your audience will react warmly to you if you smile and at least look relaxed.
• Treat your audience like friends.
• Confess that you are nervous! Your audience will be very sympathetic—they know how you are feeling.
• Breathe deeply. It will calm you down and help to control the slight shaking that you might get in your hands and your voice.
• Be organised. If you are well organised, your task will be easier. If your overheads are out of order, or your notes are disorganised, you may get flustered.
• Slow down! When people are nervous, they tend to get confused easily. So your mind may start to race, and you may feel panicky. Make use of pauses: force yourself to stop at the end of a sentence, take a breath, and think before you continue.
• Remember: The way you perform is the way your audience will feel. Giving an oral presentation is a performance—you have to be like an actor. If you act the part of someone enjoying themselves and feeling confident, you will not only communicate these positive feelings to the audience, you will feel much better, too.
• Accomplished public speakers feel nervous before and even during a talk. The skill comes in not communicating your nervousness, and in not letting it take over from the presentation. Over time, you will feel less nervous, and well able to control your nervousness.

Signposting

Beginning a presentation

It is common to greet the audience and introduce yourself when giving presentations:

Good morning,/afternoon/evening
I’m _________, the new Finance Manager.
My name is ________ and I represent _______
Let me take a minute to introduce myself.
Let me start by telling you a little about our company.
I’ve already met some of you, but for those I haven’t , I’m ______

Introducing the topic

I’m here to talk about . . .
Today, I’d like to say a few words about . . .
I’m going to give you an overview of . . .
The main reason I’m here today is . . .
The focus of my remarks is . . .
I’d like to introduce . . .

Time consciousness

Thank you for your time
Thank you for taking the time to be here
I will probably take about . . . minutes
This should last only a few minutes
I hope to be finished by . . .

Showing organization

I’ve divided my topic into three sections/parts. They are This presentation can be divided into the following subtopics:

Sequencing

Let’s move on to . . .
Let’s move on to . . .
That brings us to . . .

Giving Reasons

This is why . . .
The main reason is . . .
Therefore,
So,

Generalizing

Generally,
Usually,
As a rule,
Most of the time,
In most cases,

Highlighting

Actually,
In fact,
As a matter of fact,
In particular
Particularly
Especially

Giving Examples

For example,
For instance,
Such as

Summarizing

To sum up
To summarize
In brief

Concluding

To conclude,
In conclusion,

Follow-up

Are/Were there any questions?
We have just a few minutes for questions

Simple Presentations

Introduction

(Good morning, afternoon, evening)
I’m happy to be here.
I’m glad to have this opportunity to . . .
Today, I’d like to talk (to you) about . . .
My topic today is . . .
The focus of my remarks is . . .
I’d like to share some thoughts on (topic)

Main points

Let me start by . . .
First, let me tell you about . . .
I’ve divided my topic into (three) parts: (They are . . .)

Giving examples

For example,
For instance,
Let me illustrate,
To illustrate,

Conclusion

In conclusion,
To conclude,
To summarize,
To sum up,

Speech Preparation

The Language of Charts and Graphs

Types of Charts

Pie chart
Bar chart/graph
Line graph

Describing Movement

Types of Movement

Movement over Time

Enrollment increased by 4% in 1997.

There was a 4% increase in enrollment in 1997.

There was a 20% rise in immigration. (percentage)

Taxes remained the same from 2000 to 2001.
Taxes continued at 15% for two years.

Static (non-movement) Description

Sales stood at $1,400,000 in 2000.
Profits were $27,000 in 1999.
There was a loss of $21,000 in 2005.

Thinking Positively about Presentations

Thinking Positively about Presentations

Function and Structure List

Starting and controlling meetings

a. Starting a meeting.
Well, ladies and gentlemen, I think we should begin.
I think we should get down to business.
Shall we start?

b. Stating objectives.
The purpose of this meeting is, first, to ... and secondly to... .
The main objective of our meeting is ...

c. Keeping the meeting moving.
Would you like to start ...?
Shall we continue?

Presenting and supporting opinions.

a. Asking for opinions.
What are your views on ... ?
What do you think about ... ?

b. Giving opinions.
(Strong) I feel quite sure that ...
(Neutral) As I see it .../I believe that ...
(Tentative) It seems to me that ..

c. Agreeing.
(Strong) Yes, definitely. I quite agree.
(Neutral) I think you're right. / That's true.

d. Disagreeing.
(Strong) That's out of the question.
(Neutral) I don't agree.

Balancing points of view.

I accept what you say but ....
The project may be profitable but on the other hand it may be bad for our image.
What is more ...
And another thing ...
If we .... it will/may create/cause ....

Making suggestions

a. Requesting suggestions.
I'd like to hear some of your suggestions.
What would you suggest?
I suggest we ... . What do you think?

b. Making suggestions and recommendations.
(Strong) We must ....
(Neutral) I think we should ...
(Tentative) It might be a good idea to ...

Presenting alternatives.

One possibility is to ...
Either we ... or ....
As I see it ...
If we ... then .... can ...
The advantage of ... is that ...., whereas ..... .

Accepting and rejecting proposals.

a. Accepting.
I'm in favour of that.
I have absolutely no objections.

b. Rejecting.
I'm sorry but I really don't think that is a good idea.
I'm sorry but I'm not very happy about that.
That's very interesting but ...

Building up arguments.

I'm afraid that is not possible. First ... . Secondly ... .
If we put off this decision any longer it will mean further delays. As a result ...

Summarizing and concluding the meeting

To return to the main point ...
So, we've talked about .... . Can we now reach a decision?
If everyone is in favour, I would like to recommend ...
If nobody has anything else to add, I think we can stop here. Thank you very much.

Business problems

Game idea

The idea behind the game is for students to get together in small groups and take turns describing everyday business problems and offering solutions for these problems. For each problem presented the student who presents the best solution gets awarded the card. The student with the most number of cards at the end of the game wins.

Playing the game

Divide the class into groups of 3 or 4 and supply each group with a set of cards placed face down in the middle of the group. Going around in a circle each student should select a card from the top of the pile, read the problem, place the card down, and describe the problem to the rest of the group. The rest of the students take turns offering advice and making suggestions. The person who reads the card awards the card to the person who gives the best advice. The student who collects the most cards wins the game.

Game Components

• Cards

Business Meetings: Making and Changing Appointments

Game idea

The idea of the activity is for students to get practice scheduling (making appointments for, making arrangements for) meetings, resolving any conflicts that arise when there are scheduling conflicts between the people who are going to attend the meeting, rescheduling a meeting when a conflict arises after an appointment has been made, and politely canceling or avoiding a meeting.

Playing the game

1. Matching cards are handed out along with a schedule. There are two different schedules. Each pair of students holding matching cards should receive a different schedule.

2. The students mix and search for the person they are to set up a meeting with.

3. After they've met their partner they schedule a meeting.

4. One of the partners now pretends that they have a conflict and that they have to reschedule the meeting. They reschedule the meeting.

Game Components

• Role Cards
• Schedules

ROLE CARDS

SCHEDULES

EXERCISE - Business Vocabulary

Please match the words on the left with the meanings on the right.

EXERCISE - Grammar

"Rapidly introduce know-how, as well as equipment, for managing information."

The above sentence is a classic example of note-form writing. This style of writing is especially useful for business writing because it gives maximum information with a minimum amount of words.

The first verb is in the Imperative form, without a subject: e.g. "Sit down! Come here!" But since this is very brief, additional structures are required.

So: "Introduce know-how!" is the basic Imperative, and then we add clauses and phrases:

Introduce know-how, AS WELL AS equipment.

Introduce know-how, IN ADDITION TO equipment. (simple conjunction)

Introduce know-how TO manage information. (in order to manage information)

Introduce know-how FOR managing information. (shows what know-how is used for)

Introduce know-how BY training managers.

Introduce know-how THROUGH training managers. (shows how to introduce know-how)

Introduce know-how, SUCH AS computer skills. (to give an example)

Study the other uses in the text by JETRO - this is a very useful technique which helps your writing `sound very business-like.'

Please fill in the blanks.

1. You should study hard ...... pass the exam.
2. Real estate agents provide information ...... buyers to make the best decision.
3. The Internet is a valuable resource of market information, ...... market size and trends.
4. Give all applicants an English test ...... determine their language proficiency.
5. Study the competition fiercely ...... joining associations and targeting their clients.

EXERCISE - Reading Comprehension

Please read the text and choose the correct answers.

1. What is the purpose of this text?
   1. to convince
   2. to inform
   3. to request
2. Who conducted the research?
   1. a JETRO study group
   2. technology companies
   3. Japanese companies
3. What was the purpose of the study?
   1. to find out how to improve Japanese communication
   2. to better understand international business communication
   3. to provide recommendations for improvement of communication between Japanese companies and their international counterparts
4. How does the study suggest to accelerate the approval of decisions?
   1. by opening communication with foreigners
   2. by initiating an e-mail system
   3. by transferring authority to decision-makers
5. Why does the study recommend studying languages?
   1. to improve business communication skills
   2. to enhance competitiveness
   3. to become long-term foreign transferees

Hope you enjoyed it! This one was quite difficult!