Here are draft letters for the two situations:
1. Dear Manager,
I am writing to complain about my recent stay...
2. Dear Sir/Madam,
I am writing to complain about the cassette player...
[Continue drafting the letters following the guidelines provided]
e-mail writing is the most common of writing and perhaps one of the least practiced skills in en English learning program. This is an online course intended for intermediate and upper-intermediate speakers of English who seek to improve their writing skills.
e-mail writing is the most common of writing and perhaps one of the least practiced skills in en English learning program. This is an online course intended for intermediate and upper-intermediate speakers of English who seek to improve their writing skills.
My presentation on Email Writing Skills.
Software to use email send/receive.
What does it mean to To, CC and BCC options.
What's an actual email address and what's a spammer's address.
Test your knowledge of emailing for business in English with this 15 question quiz! Test your knowledge of useful phrases, grammar and vocabulary, thinking about formal and informal style, your reader and your purpose.
Answers are at the end.
Brought to you by mybusinessenglish.com.
If you find it useful please give it a like and subscribe to mybusinessenglish.com and the mybusinessenglish YouTube channel.
My presentation on Email Writing Skills.
Software to use email send/receive.
What does it mean to To, CC and BCC options.
What's an actual email address and what's a spammer's address.
Test your knowledge of emailing for business in English with this 15 question quiz! Test your knowledge of useful phrases, grammar and vocabulary, thinking about formal and informal style, your reader and your purpose.
Answers are at the end.
Brought to you by mybusinessenglish.com.
If you find it useful please give it a like and subscribe to mybusinessenglish.com and the mybusinessenglish YouTube channel.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
1. Unit 8. Formal and informal letters
A. Letters of complaint
B. Letters of apology
2. LETTERS OF COMPLAINT
You and your wife ate at an expensive restaurant. However, you did not
enjoy the meal for a number of reasons. Write a letter to the manager
describing them and asking for action to be taken.
LAYOUT
Opening remark • Reasons for writing (1 sentence)
Body • Complaint 1 and justification
• Complaint 2 and justification
2-3 paragraphs • Complaint 3 and justification
Closing remark • Suggested action to be taken
3. LETTERS OF COMPLAINT
You and your wife ate at an expensive restaurant. However, you did not
enjoy the meal for a number of reasons. Write a letter to the manager
describing them and asking for action to be taken.
MODEL
Opening remark I want to express my strong
Reasons for dissatisfaction with the service I
received during a visit to your
writing
restaurant on December 12th.
4. MODEL
Complaint and Firstly, I had booked a table for my wife and
justification 1 myself for 8:30, but it was 9:00 before we
were seated. Such a delay seems to me
inexcusable.
Complaint and Then, despite the fact that I had repeated
justification 2 our order to check that the waiter had heard
me correctly, he proceeded to bring us the
wrong starters. Such careless service should
not be tolerated in a restaurant which
charges such high prices.
Complaint and To make matters worse, the chocolate
justification 3 gateau we were served for the dessert was
quite stale. The menu claimed that all
desserts were freshly prepared that day.
5. LETTERS OF COMPLAINT
You and your wife ate at an expensive restaurant. However, you did not
enjoy the meal for a number of reasons. Write a letter to the manager
describing them and asking for action to be taken.
MODEL
Ending remarks My wife and I will not be dining in
your restaurant again; however, as
manager, you should guard
against such appalling treatment
of your customers in future.
6. Introduction
PRACTICE Say the reason for the complaint in the 1st paragraph.
Usually formal
I am writing to complain about a damaged videotape
I bought at your shop.
Practice writing the introduction of a letter of
complaint for the following situations:
1. Your 2-year-old daughter cut herself when playing
with the new toy.
2. The top rack of the dishwasher has broken.
3. The company still deliver the equipment to the
wrong address.
4. The shirt’s red collar has turned pink.
5. You have to share a bathroom with other guests.
7. Complaints and justification
PRACTICE Any complaint should be supported with a
justification
I still haven’t received the goods. I sent you a
cheque three weeks ago.
Complaint: I still haven’t received the goods.
Justification: I sent you a cheque three weeks ago.
Complaints and justification can be linked
together:
I still haven’t received the goods although I sent
you a cheque three weeks ago.
8. PRACTICE Link the complaints and justification
Complaint Justification
1.My 2-year-old daughter cut A.I sent you a cheque to renew a
herself on the toy. month ago.
2.When we received the bill we B.I informed you of my change of
realised we had been charged the business address.
full price. C.I booked a room with a private
3.The top rack of the dishwasher bathroom.
has broken. D.I have only used it three times.
4.You still keep delivering E.You claim it is safe for children
equipment to the wrong address. over 18 months.
5.I received a letter saying my F.The label states that it can be
licence has expired. washed at temperatures without
6.The shirt’s bright red collar has the colours fading.
turned pink. G.We were told there would be a
7.I had to share a bathroom with 20% discount if we ordered before
other guests. June.
9. PRACTICE Cohesion in the letter
Between paragraphs:
Firstly, I had booked table […]
Then, the waiter brought us the wrong starters […]
To make the matter worse, the cake was stale […]
Within a paragraph:
My wife and I will not […]; however, […]
In spite of the fact that […], the waiter brought the
wrong starters.
10. PRACTICE Find the cohesive devices in the letter
Dear Mr Haynes,
I am writing to complain about your two dogs.
Although I have repeatedly asked you to prevent the dogs from
leaving your garden, you have failed to do so. As a result, my front
garden has been dug up twice over the past three days.
Furthermore, their barking is extremely annoying, both to local
residents and myself.
Finally, I feel that these dogs have a tendency to be aggressive, as I
have told you in the past. Nevertheless, they are allowed to roam
the streets of our neighborhood, which I consider unacceptable.
I hope that this matter can be resolved.
Yours sincerely,
William Penton
11. Sentence completion
PRACTICE
Dear Sir/Madam,
I/ write/ complain/ washing machine/ I / recently/
buy/ your company.
When/ I/ use/ machine/ first time, it/ work properly/
and/ clothes/ come out/ clean and fresh.
However/ I/ use/ machine/ second time, it/ seem/
to have been a malfunction/ during/ rinse cycle.
Furthermore/ when/ I try/ wash/ another load of
laundry, same thing/ happen. Besides, machine/
not heat/ water/ to the right temperature.
Although/ I/ turn the dial to 50oC, water/ in/
machine/ remain/ cold.
I/ hope/ matter/ can/ solve.
12. Closing remarks
PRACTICE
Closing remarks:
I hope you will replace […]; I insist you replace the item
at once.
I trust the situation will improve soon.
I hope the matter will be resolved.
I hope that I will not be forced to take further action.
Practice writing the closing remarks for the following
situations:
1.Your 2-year-old daughter cut herself when playing with
the new toy.
2.The top rack of the dishwasher has broken.
3.The company still deliver the equipment to the wrong
address.
4.The shirt’s red collar has turned pink.
5.You have to share a bathroom with other guests.
13. Letter writing
PRACTICE
1. You stayed at a holiday resort recommended by
your travel agent. However, you did not enjoy
your stay due to a number of difficulties. Write a
letter describing them and asking for action to
be taken.
2. You have recently bought a cassette player but it
does not work properly. Write a letter of
complaint to the manager of the shop where
you bought it.