GIÁO TRÌNH TIẾNG ANH B1 UCL Revised 72023

60


MINISTRY OF EDUCATION AND TRAINING
UNIVERSITY OF CUU LONG

TEXTBOOK
FOR B1 ENGLISH INTENSIVE COURSE

Compiled by
Dr. Nguyen Hong Chi
MA. Huynh Thi Thao Nguyen
MA. Pham Thi Tuyet Ngan

FOR INTERNAL USE ONLY
Since 2022
1


CONTENTS
INTRODUCTION .................................................................................................................................. 3
SECTION A ........................................................................................................................................... 4
LEARNING SKILLS ............................................................................................................................. 4
PAPER 1 ...................................................................................................................................... 5
LISTENING SKILLS .................................................................................................................. 5
PAPER 2 .................................................................................................................................... 13
READING SKILLS ................................................................................................................... 13
PAPER 3 .................................................................................................................................... 20
WRITING SKILLS .................................................................................................................... 20
PAPER 4 .................................................................................................................................... 30
SPEAKING SKILLS ................................................................................................................. 30

SECTION B ......................................................................................................................................... 38
PRACTICE TESTS .............................................................................................................................. 38
TEST 1 ................................................................................................................................................. 39
PAPER 1: LISTENING ............................................................................................................. 39
PAPER 2: READING ................................................................................................................ 46
PAPER 3: WRITING ................................................................................................................. 55
PAPER 4: SPEAKING .............................................................................................................. 56
TEST 2 ................................................................................................................................................. 57
PAPER 1: LISTENING ............................................................................................................. 57
PAPER 2: READING ................................................................................................................ 64
PAPER 3: WRITING ................................................................................................................. 73
PAPER 4: SPEAKING .............................................................................................................. 74
TEST 3 ................................................................................................................................................. 75
PAPER 1: LISTENING ............................................................................................................. 75
PAPER 2: READING ................................................................................................................ 82
PAPER 3: WRITING ................................................................................................................. 91
PAPER 4: SPEAKING .............................................................................................................. 92
TEST 4 ................................................................................................................................................. 93
PAPER 1: LISTENING ............................................................................................................. 93
PAPER 2: READING .............................................................................................................. 100
PAPER 3: WRITING ............................................................................................................... 108
PAPER 4: SPEAKING ............................................................................................................ 109
TEST 5 ............................................................................................................................................... 110
PAPER 1: LISTENING ........................................................................................................... 110
PAPER 2: READING .............................................................................................................. 117
PAPER 3: WRITING ............................................................................................................... 127
PAPER 4: SPEAKING ............................................................................................................ 128
REFERENCES ................................................................................................................................... 129
2

INTRODUCTION
TEXTBOOK FOR B1 ENGLISH INTENSIVE COURSE is designed to help prepare
knowledge for those who will participate in the internal B1 English course. Textbook
for B1 English intensive course provides learners with formats, vocabularies, languages,
and structures commonly found on the VSTEP exam (Vietnamese Standardized Test of
English Proficiency which is mainly used to assess the English language proficiency of
Vietnamese learners). Textbook for B1 English intensive course also includes repeated
practice through 5 sample test collections that mirror the content of the VSTEP test for
B1 level.
Textbook for B1 English intensive course is designed into 4 main parts.


Introduction: provides learners with the introduction and the use of the
textbook.



Language skills: includes 4 parts corresponding with listening, reading, writing,
and speaking skills. For each part of the skills, learners would go through and get
familiar with the commonly used question types, useful languages, and tips for
the B1 test. Accompanied by the tips, there would be several practice exercises
afterward truly formatted which possibly grants learners chances of tightening
their skills. These practice exercises familiarize students with the kinds of tasks
they will encounter on both full-length practice tests and actual tests.



Practice tests: includes 4 full-length practice tests. Thes test gives learners a
better feel for what will be expected of them in actual test situations. Each fulllength practice test is orderly organized with 35 listening questions, 40 reading

questions, 2 writing tasks, and 3 speaking sections.



References: grants learners a list of related sources of information about learning
B1 English.

It is recommended that learners getting through all parts of this textbook before taking
the practice tests. After working through the book within all 4 learning skills, learners
will be better prepared for a timed, full-length test simulation.
To get the most benefit from the practice test, learners are advised to take the test under
exam conditions which include following the time limits set for the actual test.

3


SECTION A
LEARNING SKILLS

4


PAPER 1
LISTENING SKILLS

5


LISTENING
I. INTRODUCTION

The LISTENING PAPER contains 3 main parts with a total of 35 questions, within 40
minutes.
8 questions
PART 1
8 short announcement/ instructions
12 questions
4 options/question
PART 2
3 conversations
Only 1 time listening
15 questions
PART 3
3 talks/lectures
1. TOPICS OF CONVERSATIONS
TOPICS
KEYWORDS
Store: shop, retailer, boutique, outlet, department store
Clerk: salesperson, sales rep
Shopping
Shopper: buyer, consumer, customer
The restaurant: cafe, coffee shop, cafeteria, deli, bistro
Eat: have, consume, snack on, dine
Dining out
Meal: breakfast, lunch, dinner, supper, snack, a bite to eat
Job: employment, position, work
Work
Employer: boss, supervisor, manager, CEO, department head
Trip: journey, vacation, excursion, tour
Travel: go, visit, see, tour
Traveling

Arrive: get to, land, disembark
Leave: depart, take off, board
Healthy: well, fit
Sick: ill, unwell, not well
Health
Sickness: illness, disease
Medicine: pills, drugs, prescription, medication
Clothes: clothing, garment, attire, dress, outfit
Clothes
Wear: have on, be dressed in
Concert: recital, musical performance
Music
Musician: performer, instrumentalist, accompanist
2. TYPES OF TALKS
TYPES
Announcements
Speeches
Tours

SAMPLE PHRASES
Flight 10 will be leaving in fifteen minutes.
Welcome to the fifth annual Business about Professionals
Conference.
Welcome to the City Museum of Art.
6


We are pleased to announce a storewide sale.
Advertisements
This is your morning weather update.

Reports
Our speaker today is an expert in international economics.
Introductions
Press “one” to hear our hours.
Voicemails
Instructions/ lectures These tips will help you achieve your goals.
3. VOCABULARY CUES
Shipment, inventory, stack, delivery, package, load, unload,
Warehouse
invoice, drop off, stocker, supervisor, loader, driver
Department, accounting payroll, sales, budget, paycheck,
raise, bonus, interview, hire, fire, project, manager, co-worker,
Office
employee, boss, applicant, interviewer, CEO, accountant
Car accident, crime, victim, stolen, lost, arrest, crash, detain,
Police station
cell, police officer
Check-in, baggage, luggage, boarding pass, seat assignment,
baggage, claim, board, depart, pilot, ticket agent, passenger,
Airport
flight attendant
Front desk, room service, room key, check-in, check out, desk
Hotel
clerk, guest, visitor, tourist
Ticket, seats, sold out, refreshments, play, opera, performance,
Theater
attendant
Package, ship, send, mail, stamp, by air, overnight, mail
Post office
carrier, postal worker

Menu, order, appetizer, beverage, party, reservation, dish, bill,
Restaurant
check, table, waiter, server, host, hostess, chef
II. POSSIBLE TYPES OF QUESTIONS
1. Type 1: Topic/Main ideas
 Common questions
- What is this report about?
- What is this announcement about?
- What are people talking/speaking about?
 Tips
- Pay attention to the beginning of the talk
- Learn to recognize synonyms
- Learn keywords that may give clues to topics and main ideas

7


 Practice exercise
Listen to the announcement and choose the best answer for the question below.
You will hear:
Woman: The annual City Festival of Music will take place next weekend at the
National Theater. The doors open on Sunday morning at 9:00 a.m. and there will be
musical performances by local and national orchestras and bands all day until eight in
the evening. This one-day-only event is a unique opportunity to hear performances by
some of the country’s top musicians. Don’t miss it. Tickets are on sale at the National
Theater box office. Order your ticket today.
1. What is this announcement about?
A. A school party
B. A musical
C. A music school

D. A day of concerts
(Track 4-04, Skills for the TOEC Test: Listening and Reading)

2. Type 2: Details
2.1. Suggestions, Advice, Requests, Instructions
 Common questions
- What does the speaker suggest people do?
- What is the speaker asking people to get?
- What is the first step in the process?
 Tips
- Recognize words/expressions used for suggestions, advice, instructions, or requests:
+ Imperative verbs: Please
=> “Please line up at the gate”
+ Modals: should and must
=> “You should pay for your ticket ahead of time”
+ Certain expressions: you’d better, it’s better, it’s a good idea
=> “You’d better drive carefully”
+ Certain verbs: suggest, recommend, advice, want, tell, ask, request.
=> “I advise us not to tell this to our teacher”


Practice exercise

Listen to the announcement and choose the best answer for the question below.
You will hear:
Woman: Don’t know what to get your loved one for Valentine’s Day? Then we have
the answer for you! Stop by Norby’s department store’s annual jewelry sale! Today
we’re featuring any number of great deals on necklaces, earrings, and even diamond
8

rings. They make great gifts that let your loved one know just how you feel. Norby’s
department store - gift solutions for people who really care.
2. What does the speaker NOT suggest people do?
A. Buy their loved ones a gift
B. Go shopping at Norby’s department store
C. Feature great deals
D. Show people they care
(Track 4-05, Skills for the TOEC Test: Listening and Reading)

2.2. Duration, Frequency, Quantity, Time
 Common questions
- How long will the road be closed?
- How often do the trains leave?
- How many tickets are available?
- When is the office open?
 Tips
- Learn to distinguish between similar-sounding numbers and words.
- Commonly confused numbers and time words: seven / eleven, sixteen / sixty,
Tuesday / today / two days, Sunday / Monday.
 Practice exercise
Listen to the announcement and choose the best answer for the question below.
You will hear:
Man: For all passengers traveling on the 10:14 train to Cambridge, the train has been
delayed 15 minutes due to engine problems. Repeat, the 10:14 train to Cambridge has
been delayed 15 minutes and will now be departing at 10:29 a.m. Please adjust your
travel plans accordingly.
3. How late is the train?
A. 10 minutes
B. 14 minutes

C. 15 minutes
D. 50 minutes
(Track 4-07, Skills for the TOEC Test: Listening and Reading)
2.3. Plans, Problems, Requests
 Common questions
- What will the man do tomorrow?
- What won’t the woman be able to do?
- What are the speakers going to do next?
- What is the man’s problem?
9


- What is the man asking the company to change?
- What does the woman ask the man to do?
- What does the man suggest the woman do?
 Tips
- Learn to recognize common expressions and paraphrase for plans, problems,
requests, or suggestions:
+ Request: Would you please…? Would it be possible for you to...?
+ Suggestions: Why don’t you...? Maybe we can...
+ Problems: The X has broken again. I can’t find my…
+ Plans: I need to… I’m going to…
- Watch for the correct speaker in the answer options.
 Practice exercise
Listen to the announcement and choose the best answer for the question below.
You will hear:
Woman: Hi. I just saw a movie here. But when I got to my car. I realized I didn’t
have my keys.
Man: I’m sorry. Do you think they fell out during the movie?
Woman: Maybe. But I also bought candy. So they could have fallen out when I

pulled my wallet out of my purse.
Man: OK. If you still have your ticket. I can let you in to search the theater. I’ll
check at the refreshment stand.
4. What problem does the woman have?
A. She lost her wallet
B. She needs a ticket
C. She misplaced her keys
D. She can’t find her car
(Track 3-06, Skills for the TOEC Test: Listening and Reading)
2.4. Causes and Effects
 Common questions
- Why does the man ask to leave the office?
- Why is the woman going to Chicago?
- Why was it necessary to increase the budget?
 Tips
- Look for infinitives to + Vo. to recognize cause and effect questions.
- Listen for words and expressions about causes and effects.
+ Causes: as a result of, were going to, isn’t going well, because, in order to, since …
+ Effects: we need to, we will, we have to, for this reason, will happen, so we have to…
10


 Practice exercise
Listen to the announcement and choose the best answer for the question below.
You will hear:
Woman: Mr. Anderson. Is it OK if I get out of the office a little earlier than usual?
Man: Well. I’m expecting a few important phone calls. And the documents for the
Howard presentation aren’t prepared. Is it an emergency?
Woman: No. It’s not like that. I just have to go to my optometrist because my glasses
need to be adjusted.

Man: I see. I guess it’s all right. But make sure those documents are prepared
tomorrow morning. I don’t want us making copies just before Mr. Howard arrives.
5. Why does the woman ask to leave?
A. To visit an eye doctor
B. To place a phone call
C. To make copies
D. To pick up a client
(Track 3-09, Skills for the TOEC Test: Listening and Reading)
2.5. People and places
 Common questions
- Where did the man lose his phone?
- Who suggested the budget change?
- Where will the party be held?
- Who will call the supplier?
 Tips
- Identify the event or action in the question.
- Learn to identify conversational distracters about other people, groups, and places.
 Practice exercise
Listen to the announcement and choose the best answer for the question below.
You will hear:
Woman: You’ve reached the office of Harold Crane. How can I help you?
Man: Hi. Joe Hewett speaking. I’m down in the warehouse and I have to check with
Mr. Crane on an order.
Woman: He’s actually on his way to corporate headquarters downtown. Can I take
a message?
Man: Sure. We’ve got a delivery for State Hospital. But it doesn’t say which
department to send it to.
6. Where is Mr. Crane going?
A. To his office
11

B. To the warehouse
C. To the city
D. To the hospital
(Track 3-17, Skills for the TOEC Test: Listening and Reading)
3. Type 3: Inference
 Common questions
- Who most likely is the man?
- Who are the speakers?
- Where most likely are the speakers?
- Where does this conversation probably take place?
 Tips
- Pay attention to details given about location or speakers
- Read the question and answer options to predict keywords to listen for
 Practice exercise
Listen to the announcement and choose the best answer for the question below.
You will hear:
Woman: Hello. I’m here to see Principal Henderson.
Man: Do you have an appointment?
Woman: Yes. I’m Amy Reynolds. I’m her 3:00 interview for the chemistry teacher
position.
Man: OK. Please take a seat. Ms. Henderson is meeting with the library staff. She’ll
be out shortly.
7. Where does the conversation probably take place?
A. In a school
B. In a factory
C. In a library
D. In a doctor’s office
(Track 3-19, Skills for the TOEC Test: Listening and Reading)

12


PAPER 2
READING SKILLS

13


READING
I. INTRODUCTION
The READING PAPER contains 4 passages with a total of 40 questions. The
passages are approximately 400-500 words long. The skills generally tested include:






Skimming for the main idea
Scanning for details
Understanding meaning from context
Drawing inferences/conclusion
Understanding the author’s purposes/ opinions

II. POSSIBLE TYPES OF QUESTIONS
In general, there are around 6 types of questions commonly asked in the multiplechoice format.
1. Type 1: Main ideas
 Common questions

- What is the main idea of the passage?
- What is the main topic of the passage?
- Which of the following best summarizes the author’s main idea?
- What does the passage mainly discuss?
- The passage is primarily about...
 Tips
- Compare the topic sentences of the introduction with the conclusion: If they are talking
about the same subject, then it is probably related to the main idea of the passage.
- Topic sentence comparison: Each body paragraph usually includes an opening
sentence to show the topic for that section. Taking the topic sentences of all paragraphs
together will give you a summary of the passage.
- Transition markers: Sometimes the transition words can change the focus or direction
of a passage. It is often the case that the main idea of a passage will not be revealed until
later.
 Practice exercise
Read the text and choose the best answer for the question below.
Hy Lạp
lịch sử
ai Cập
mỹ phẩm
cổ đại
Cosmetics have been used throughout history. The ancient Greeks, the Egyptians, and
khác nhau
the Romans all used various kinds of makeup. Some of these cosmetics were used to
da
bảo vệ
cải thiện
improve one’s appearance. Others were used to protect one’s skin. However, in some
nguy hiểm
trường hợp

cases, things used for makeup were dangerous or even deadly.chết người
chăm sóc da
Skincare treatments including perfumes, lotions, and cosmetic masks were used in
giàu
sớm nhất
phát triển
nghèo
ancient Egypt by rich and poor alike. Egyptians also developed some of the earliest
14


chống nắng

dầu

chống lại

kem

hơi nóng/gió khơ

sunscreens. They used oils and creams for protection against the sun and dry winds.
phấn
Egyptians, as well as other ancient cultures, used various powders on their skin for
beauty as well. Egyptians used black kohl around their eyes. Romans put white chalk
on their faces. And Indians painted red henna on their bodies. Most of the ancient
cosmetics were harmless.
1. What is the main idea of this reading?
cổ đại

người Ai Cập

dùng

nhiều

đồ trang điểm

A. The ancient Egyptians used a lot of makeup
luôn luôn
B. People have always used makeup
hồi xưa
mỹ phẩm
nguy hiểm
C. Some cosmetics in the past were dangerous
Ấn Độ
tốt nhất
D. Indian women had the best makeup
(In the Name of Beauty, Reading Challenge 2)
2. Type 2: Factual information
 Common questions
- According to the passage..., when/ where/ why/ how does…happen?
- According to paragraph 1, which of the following is true of...?
- In paragraph 4, what does the author say about…?
- Which of the following statements is supported by paragraph 2?
 Tips
- Read the question first focusing on the keywords (nouns, verbs, adjectives).
- Scan the passage quickly to locate the keywords.
- Pay attention to sentences before and after the keywords.
- Read 4 options and select the one which has the same meaning. Paraphrasing helps

you understand full meaning of original text and eventually find the correct choice.
 Practice exercise
Read the text and choose the best answer for the question below.
hóa chất
nguy hiểm
However, in the name of beauty, some people applied dangerous chemicals and
chất độc
da
phục hưng
poisons to their skin. During the Italian Renaissance, women wore white powder made
of lead on their faces. Of course, doctors today know lead is like a poison for our
bodies. Also around the time of the Renaissance, women in Italy put drops of
belladonna in their eyes. These belladonna drops were made from a plant whose
poison affects the nerves in the body. By putting belladonna drops in her eyes, a
woman’s pupils would become very large. People thought this made women more
beautiful. Actually, this is where the plant’s name comes from. In Italian, belladonna
means “beautiful woman.”
2. Where did Italian women apply lead powder?
= powder made of lead
A. In their hair tóc
15


B. On their hands bàn tay
C. On their faces mặt
D. Under their arms
dưới

cánh tay

(In the Name of Beauty, Reading Challenge 2)

3. Type 3: Negative factual information
 Common questions

đúng

- According to the passage, which of the following is NOT true?
đề cập
- Which of the following is NOT mentioned as...?
ngoại trừ/loại trừ
- All of the following are mentioned in the passage EXCEPT...
- The author’s description of ...mentions all of the following EXCEPT...
 Tips
- Read the question first focusing on the keywords (nouns, verbs, adjectives).
- Scan the passage quickly to locate the keywords.
- Pay attention to sentences before and after the keywords.
- Read the four options and eliminate the ones which are stated in the passage. The rest
will be the correct choice.
 Practice exercise
Read the text and choose the best answer for the question below.
phong tục
văn hóa
Different cultures follow their own special customs when a child out. In Korea, for
mái nhà
example, they have the custom of throwing lost teeth up the roof of a house. According
trả lại
tiên răng
to tradition, a magpie will come and take the tooth. Later, the magpie will return with
a new tooth for the child. In other Asian countries, such as Japan and Vietnam,

tương tự
children follow a similar tradition of throwing lost teeth onto the roofs of houses.
Chim
Birds aren’t the only animals thought to take lost teeth. In Mexico and Spain, tradition
chuột
để lại
says a mouse takes a lost tooth and leaves some money. However, in Mongolia,
chuột
chịu trách nhiệm
tơn kín
instead of mice, dogs are responsible for taking teeth away. Dogs are highly respected
thiên thần
bảo hộ
in Mongolian culture and are considered guardian angels of the people. Tradition says
that the new tooth will grow in good and strong if the baby tooth is fed to a guardian
mỡ
angel. Accordingly, parents in Mongolia will put their child’s lost tooth in the fat of a
miếng thịt
piece of meat and feed it to a dog. The idea of giving lost teeth to an angel or fairy is
also a tradition in the West. Many children in Western countries count on the Tooth
bắt nguồn
món quà
Fairy to leave money or presents in exchange for a tooth. The exact origins of the
huyền bí
Tooth Fairy are a mystery, although the story probably began in England or Ireland
centuries ago. According to tradition, a child puts a lost tooth under his or her pillow
before going to bed. In the wee hours, while the child is sleeping, the Tooth Fairy
takes the tooth and leaves something else under the pillow. In France, the Tooth Fairy
16

leaves a small gift or candy. In the United States, however, the Tooth Fairy usually
leaves money. These days, the rate is $1 to $5 per tooth.
3. What is NOT traditionally put under a pillow in exchange for a tooth?
A. A new tooth răng mới
B. Money
C. A gift
món quà
D. Candy
kẹo
(Who took that tooth, Reading Challenge 2)
4. Type 4: Inference

suy luận

 Common questions
- Which of the following can be inferred about...?
- According to paragraph 5, what can be inferred about...?
- It can be inferred in paragraph 3 that...
- What does the author imply about...?
 Tips
- Take good notes: Knowing the main points of the passage will help you recognize
which answers are incorrect.
- Restate the answer: Changing the suggested answers to simpler forms will help you
identify important words that you should be searching for.
- Paraphrase: As you look for inference, it is unlikely that you will see the same words
from the passage in your answer.
- Eliminate: Each answer choice should be compared with the main idea of the passage.
You should look closely at the keywords, synonyms, and meanings of the sentences to
eliminate the ones which are beyond the content of the passage.

 Practice exercise
Read the text and choose the best answer for the question below.
tiêu thụ
In ancient Egypt, beer was consumed not only by adults but also by children. Every
hộ gia đình
household made beer. The ancient Egyptian way of making beer was the same as the
one used in Sudan today: barley or wheat were left out in the sun. The idea of yeast
was not fully understood, but once bubbling stopped, the liquid was strained.
chất làm ngọt
Sometimes, sweeteners were added, but these were not standard throughout the
giữ
country. Beer could not be kept for very long and was most likely consumed within a
few days of production. The largest brewery in Egyptian times was at Hierakonpolis,
which was said to produce over 1000 liters of beer a day.
4. What can be inferred about beer-making techniques in ancient Egypt?
A. They took a long time mất thời gian
17


cực kỳ

hiện đại

B. They were surprisingly modern
C. They were not popular phổ biến
D. They were not standardized chuẩn
(Section 1, Building Reading Skills for TOEFL iBT)
5. Type 5: Vocabulary
 Common questions
- The word/phrase...in paragraph 2 is closest in meaning to/ means...

- In stating..., the author means that...
 Tips
- Look closely at how the word is being used: An adjective or a verb will often be
describing something about the subject that is already clear.
- Make sure that you understand the context: Understanding the purpose of the passage
will help you work out what the author is trying to say.
- Remember that the question asks for the meaning of the word in the passage.
- Replace the word or phrase in question with each answer choice: Ask yourself if it still
makes sense about the rest of the passage.
 Practice exercise
Read the text and choose the best answer for the question below.
mụn
rửa
loại bỏ
thường xuyên
[…] Also, do you think that washing your face frequently will help get rid of pimples?
Of course, washing your face is a good idea, but washing your face too much could
giả thuyết
kích ứng
irritate the skin more, making the pimples even worse. Another widely believed myth
giảm
is that not wearing makeup can help reduce a person’s chance of developing pimples.
thuốc
In fact, some kinds of makeup or face creams actually have special medicine in them
chống
mụn
to fight pimples. As a result, not all of them are bad for you. Along with makeup,
people claim that eating fatty foods or chocolate can cause acne. The truth is that
eating a candy bar or a piece of pizza will not cause pimples. Even so, both teenagers
and adults should still try to eat foods that are good for their bodies and their skin.

5. Which of the following means about the same as “fight” in the passage?
tranh cãi
A. To argue with
B. To compete with chiến đấu
C. To have a war gây chiến
D. To work against hoạt dộng chống lại
(Myths about pimples, Reading challenge 2)

18


6. Type 6: Reference
 Common questions
- The word…in paragraph 3 refers to…/The phrase…in line 5 refers to…
 Tips
- Replace the pronoun with every possible answer: Look for the option that makes the
most sense.
- A referent can sometimes be after the pronoun: Be sure to also read the surrounding
sentences carefully.
- Pay close attention to person and number: A pronoun must follow the rules of grammar
just like any other word.
 Practice exercise
Read the text and choose the best answer for the question below.
Farmers know that one of the most important parts of having a healthy crop is ensuring
that the soil is properly fertilized. Soil that has the right balance of nutrients can yield
hearty vegetables and flowers. Plants use the nutrients in the soil for many of their
basic processes, so it is important to ensure that the soil is fertilized properly. The first
step is figuring out the relative amount of nutrients in the soil. Most local gardening
centers can test the soil using a sample provided by the customer. Alternatively, some
gardening centers offer do-it-yourself testing kits. The results of the soil test will

reveal what type of fertilizer needs to be added to the soil to maximize plant growth.
6. The word “their” in the passage refers to…
A. Plants’
B. Vegetables’
C. Nutrients’
D. Farmers’
(Environmental Science, Mastering Skills for TOEFL iBT)

19


PAPER 3
WRITING SKILLS

20


WRITING
I. INTRODUCTION
The WRITING PAPER contains 2 tasks include:
 Writing a letter (at least 120 words, about 20 minutes)
 Writing an essay (at least 250 words, about 40 minutes)
II. WRITING A LETTER (WRITING TASK 1)
1. Common types and general format
In general, there are 3 common types of letter: Formal letter, Informal letter, and Semiformal letter with the following general format: Greeting, opening paragraph, body
paragraphs, closing paragraph, sign off.
Here is a sample of writing letter
You should spend about 20 minutes on this task.
You received a letter from your friend, Ann. Read part of his letter below.
In June, I will have one month off, so my parents and I will

visit your country. Could you suggest some places for us to
visit? What could we do there? What kinds of clothes should
we bring along?
Write a letter responding to Ann.
You should write at least 120 words. You are not allowed to use your own name.
(Your response will be evaluated in terms of Task Fulfillment, Organization,
Vocabulary and Grammar).
Sample writing:
Greeting
01 opening
paragraph

1 – 2 body
paragraphs

Closing
paragraph
Sign-off

Dear Ann,
Sorry, I haven’t written for so long but I’ve been really busy recently
studying for my exams. It was great to get your letter and hear all
your news, especially the part about you and your parents coming to
visit in June.
The weather is fairly hot, so we should spend time at the beach. I think
your parents will enjoy the beautiful landscapes of my country. Also,
you can try delicious local specialites and take some nice photos
there. About the clothes, you will be fine with light summer dresses,
skirts and trousers and jackets for the evenings, which can be rather
cool. Don’t forget to pack your swimming costumes.

I’d better go and get on with my exam preparation. I hope your exams
go well, too. I’m really looking forward to seeing you in June.
All the best,
(133 words)

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1.1. Type 1: Formal letter
a. What is Formal letter?
A formal letter is one written in an orderly and conventional language and follows
a specific stipulated format. These letters are written for official purposes only, such as
writing a letter to an editor, a manager, a college principal or school teacher, or other
academic, professional, or business purposes.
A formal letter is usually in form of:
- Enquiry letter: is when you want to learn more about a product, service or event.
- Order letter: is for placing orders for new goods or services from a company.
- Acceptance letter: is for confirming acceptance of a job, a resignation or an honor.
- Letter of complaint: is to express dissatisfaction with goods or services.
- Apology letter: is to apologize for a mistake.
- Cover letter: is to accompany your CV when applying for a job.
- Sales letter: promotes a company's product or service and includes a call to action.
- Promotion letter: informs customers about new products and upgrades.
Example
Dear Sir,
I would like to inform you that I am resigning from your position as a Chief
Accountant for the Modern Restaurant, effective from 30th September 2021.
Thank you for the support and the opportunities that you have provided me during the
last 3 years. I have truly enjoyed my tenure with Modern Restaurant, and am more
than grateful for the encouragement you have given me in pursuing my professional

goals and personal growth objectives.
If I can be of any assistance during this transition to facilitate the seamless passing of
my responsibilities to my successor, please let me know. I would be glad to help
however I can.
Yours sincerely,
(112 words)
b. Useful languages and expressions
Outline
Expressions
- Dear Sir,
1
Greeting - Dear Madam,
- Dear Sir or Madam,
- I am writing in reply to your letter about…
- Thank you for your letter requesting…
- I am writing to inform you that…
2
Opening
- I am writing to ask for an explanation of the following issues.
- I am extremely grateful for…
- I am writing to express my sincere thanks/gratitude for…
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- _______________________
3
- _______________________
- _______________________
- I hope this has helped.
- I would very much like to know if this was helpful.

4
Closing
- I know it is a lot of information, so please don’t hesitate to reach
out if you have any questions at all …
- Yours faithfully/Yours respectfully,
5
Sign-off
- Cordially,
1.2. Type 2: Informal letter
a. What is Informal letter?
An informal letter is a non-official letter that we usually use to write to our friends,
family or relatives. These letters are written for personal purposes
Example
Dear Daniel,
How have you been? I hope my letter finds you in the best of health and spirits. It has
been almost a month since I transferred to a new school.
I am very happy in my new school. The classes and dormitories here are very spacious
and cozy. Our school also has amazing sports facilities such as a swimming pool, horse
riding trek and archery range.
On the other hand, this school implements strict timetables. We are required to be
punctual for all classes. There is also a very strict discipline regarding uniform, behavior
and cleanliness.
Though it was difficult when I came here for the first time, I’m now beginning to adapt
to the rules here. Although I have made many new friends here, I still miss you and our
friends. Please, send my regards to your parents.
Best regards,
(140 words)
b. Useful languages and expressions
Parts
Expressions

- Dear Tom,
1
Greeting
- Hi Jenny,
- How’s it going?
- How are you?
- Thanks for your letter.
2
Opening - It was good to receive your letter.
- I’m very happy/glad to hear about …
- I’m very sad/sorry to hear about…
- I am writing this letter to…
Content
(Body)

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- _______________________
3
- _______________________
- _______________________
- Well, it’s time to go.
- Well, got to go.
4
- That’s all for now.
Closing
- Write again soon.
- I’m looking forward to seeing/hearing from you soon.
- Love, / Lots of love, / All my love, / With love,

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Sign-off - Warm wishes, / Best wishes,
- Best regards,
1.3. Type 3: Semi-formal letter
a. What is Semi-formal Letter?
A Semi-formal letter is a type of that is sent to someone you know, but do not share
cordial relationship with. It is used in a non-formal relationship, but it requires a polite
and respectful approach (e.g. a school teacher, school principal, etc.). It falls in between
formal and informal letters in terms of tone.
Example
Dear Mr. and Mrs. Brown,
Thank you very much for your letter. Since I left England, a lot has happened.
I have been very busy with my last year of University. I also have to look for a job. Next
week, I have an interview with a psychologist firm. I hope it will be successful.
Furthermore, I am still fond of running and jumping.
My month in England with you really seems to have improved my English. According to
my teacher I hardly make any mistakes in grammar. And my English conversations are
now at a high level. Once again I would like to say how grateful I am for your kindness
and hospitality.
I’m looking forward to hearing from you soon.
Best wishes,
(119 words)
b. Useful languages and expressions
Parts
Expressions
- Dear Mr. Harry,
1
Greeting
- Dear Mrs. Katherine,
- Thanks for your letter.

- I am writing to request/to inform/to tell you…
2
Opening - I’m very happy/glad to hear about…
- I’m very sad/sorry to hear about…
- It was very kind of you…
Content
(Body)

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