VOCABULARY-U11-SIGHT

 

English vocabulary - WAYS OF LOOKING 

▪ look: give attention to what one is seeing; turn the eyes and see in a certain direction. Look at that cute baby!  

▪ see: use the power of sight. See! Here she comes! 

▪ watch: look at some activity or event; keep one's eyes fixed on something. The boys watched television all the afternoon. 

▪ gaze: look at something for a long time, in surprise or admiration. She gazed at him in disbelief when he told her the news.

▪ stare: look at something for a long time with the eyes wide open. She was staring into space. 

▪ gawk = gawp: stare impolitely. Many people gathered to gawp at the crashed car. 

▪ gape: look at something with one's mouth open. She gaped at him in surprise. 

▪ glance: have a quick look at something. She glanced at her watch. 

▪ scan: look quickly at something without careful reading. He scanned the newspaper over breakfast. 

▪ glare: stare angrily or fiercely. She didn't answer, but just glared silently at me. 

▪ glower: look very angry, annoyed or threatening. You don't need to glower at me like that; you know the rules! 

▪ peer: look very carefully, as if not able to see well. He peered at me over his spectacles. 

▪ peep: look quickly and cautiously. He was caught peeping through the keyhole. 

▪ observe: watch carefully. The police observed the man entering the bank. 

▪ glimpse: have a passing view of something or someone. Usually used in the expression to catch a glimpse of. He could catch a glimpse of the president among the crowd. 

▪ spot: recognize someone suddenly among many others. He was spotted by the police boarding a plane for Berlin. 

▪ behold: old use of the verb to see. Behold the king! 

▪ view: (technical) look thouroughly; regard, consider. That film hasn't been viewed by the censor yet. 

▪ sight: see for the first time. The men in the ship finally sighted land. 

▪ leer: look in an unpleasant way, suggesting ill will or lust. The man leered at the young girl. 

▪ blink: shut and open the eyes quickly. How long can you stare without blinking? 

▪ wink: close one eye briefly, as a signal to somebody. He winked at me to show that he was just joking. 

▪ frown: look in a worried or angry way, moving down the eyebrows together. He read the telegram, frowning at its contents. 

▪ scowl: frown angrily. She was very angry and scowled at him while she talked. 

▪ squint: look with eyes half shut or turned sideways, or through a narrow opening. She squinted through the letter-box and saw an envelope. 

▪ peek: look quickly and secretively. She found her brother peeking at her diary. 

▪ ogle: look or stare (at a woman) suggesting sexual interest. Most women hate being ogled at. 

▪ goggle: look with the eyes wide open in surprise or shock. (old-fashioned) People were goggling at her as if she were from another planet. 

▪ eyeball: look directly or closely. Francis eyeballed a beautiful woman at the party. 

▪ take a gander at something: (informal) look at something.

▪ cast an eye on/over something: look at something, examine something. 

▪ browse: look through the pages of a book or magazine; look at the goods in a shop without really wanting to buy anything. Sheila spent all the afternoon browsing the boutiques. 

▪ scrutinize: examine thoroughly and carefully. John scrutinized the painting at the museum. 

St. Patrick´s Day-2026

Basically, MEDIATION has to do with solving and dealing with problems we come up with in communication in our daily life. Generally speaking, when we are asked to mediate, we have to:

• Summarise
• Simplify
• Adapt
• Paraphrase
• Translate
• Clarify

- Adapting the register and the language level to the receiver.
- Structuring the text/speech so that the information is conveyed in an organised way.
- Making good use of appropriate non-verbal communication skills (in spoken mediation tasks) such as gestures and eye contact.
- In 5 minutes, you will have to select the information relevant to the task, structure and adapt it to give it to the receiver in up to 2 minutes.

WRITTEN MEDIATION
In 20 minutes they will have to select, structure and adapt the information relevant to the task and write it down in between 80-100 words.
- Selecting the information to be conveyed because not all the information might be relevant.
- Deciding whether extra-cultural information is necessary for better understanding.
- They might have to explain some idioms or cultural references from the text.

SPOKEN MEDIATION
In 5 minutes they will have to select the information relevant to the task, structure and adapt it to give it to the receiver in up to 2 minutes.

VIDEO-MEDIATION

youtube.com/watch?is=ACDATLJpbw5y5yvV&v=x5Bxms40ZQ8&feature=youtu.be

Saint Patrick's Day

https://www.linguahouse.com/es/esl-lesson-plans/general-english/saint-patrick/audioplayer/saint_patrick_bemp3

Ireland

1. Which of these statements is true?
a) Ireland is part of the United Kingdom.
b) Ireland is part of Scotland.
c) Ireland is an independent country.

2. Which colour is associated with Ireland?
a) green
b) red
c) blue

3. What is the approximate population of Ireland?
a) 5.3 million
b) 21.5 million
c) 43 million

4. Which two sports are both very popular in Ireland?
a) football and American football
b) football and Gaelic football
c) golf and baseball

5. What is ‘Guinness’?
a) a kind of beer
b) the capital of Ireland
c) a kind of Irish music

6. Which of these has not increased in Ireland since the 2000s?
a) the number of immigrants
b) foreign investment
c) the number of people leaving the country to live abroad

7. Which of these statements is true?
a) Irish people have a reputation for being talkative.
b) Ireland’s national day is called Saint Rafael’s Day.
c) It doesn’t rain very often in Ireland.

8. What is ‘Gaelic’?
a) a language
b) a kind of food
c) the capital of Ireland

9. The Titanic was built in which Irish city?
a  Galway
b. Belfast
c. Waterford
d. Dublin

10. What is the national symbol of Ireland?
a. Crown Jewels of Ireland
b.The Celtic Cross
c. The Celtic Harp
d. The Irish Wolfhound

The Shadows of the Past

The conflict known as "The Troubles" was an ethno-political struggle in Northern Ireland that lasted for about thirty years, from the late 1960s until the signing of the Good Friday Agreement in 1998. Although it happened in a small corner of the United Kingdom, its impact was felt globally. The heart of the conflict lay in the deep-seated divisions between two communities: the Unionists, who were mostly Protestant and wanted to remain part of the UK, and the Nationalists, who were predominantly Catholic and sought a united Ireland.

Throughout these three decades, violence became a daily reality for many. Paramilitary groups on both sides, such as the IRA and the UVF, engaged in bombings and shootings, while the British Army was deployed to maintain order. One of the most tragic events occurred in 1972, known as "Bloody Sunday," when British soldiers opened fire on unarmed civilians during a protest march in Derry. This event escalated the violence significantly, leading to years of social unrest and the construction of "peace walls"—high barriers designed to separate clashing neighborhoods.

Peace finally arrived in 1998 with a historic compromise. While tensions still simmer occasionally and the physical walls remain in parts of Belfast, Northern Ireland has transformed into a major cultural hub, attracting visitors with its history, its landscapes, and its resilient spirit.

---

Reading Comprehension

1. Answer the following questions using your own words as far as possible.

• a) What were the primary goals of the two opposing groups mentioned in the text?

• b) How did the events of 1972 change the course of the conflict?

2. Are the following statements True (T) or False (F)? Copy the evidence from the text.

• a) The conflict was confined strictly to the borders of the UK and had no international influence.

• b) The "peace walls" were built to celebrate the end of the conflict in 1998.

3. Find words or phrases in the text that mean:

• a) Conflict or fight (Paragraph 1)

• b) Mainly or mostly (Paragraph 1)

• c) Placed or sent for a specific purpose (Paragraph 2)

• d) Strong and able to recover (Paragraph 3)

4. Grammar Exercises:

• a) Not until 1972.....................................

• b) Were it not for paramilitary groups on both sides......................................

• c) If the government hadn't signed the treaty, the violence.....................................

Use of English. Conditionals/Inversion

 

IF, EVEN IF, ONLY IF, AS LONG AS, PROVIDED, SUPPOSING, UNLESS, BUT FOR, IF NECESSARY, IF SO, IN CASE etc.

IF and WHEN

When can replace if in zero conditionals:

If you heat water to 100 degrees Celsius, it boils.
When you heat water to 100 degrees Celsius, it boils.

In the other types of conditionals, we cannot use when instead of if.

EVEN IF

Even if emphasises that something will happen, would happen or would have happened whatever the condition:

Even if we leave right now, we still won't catch the train.
I wouldn't go into the water even if I could swim.
Even if we had booked our flight earlier, it wouldn't have been cheaper.

ONLY IF

Only if makes the condition more restrictive:

Acetaminophen is dangerous to children only if dosage is too high.

If the if-clause is first, the subject and the auxiliary in the main clause are inverted:

Only if you like classical music is it worth coming tonight.

SO/AS LONG AS, PROVIDING/PROVIDED (THAT)

So/As long as and providing/provided (that) can be used instead of if to express a condition. Note that providing/provided (that) is a bit formal:

You can stay here as long as you keep quiet.
Provided/Providing (that) the bills are paid, tenants will not be evicted.

SUPPOSE/SUPPOSING, WHAT IF

Suppose/supposing and what if can replace if, mainly in everyday conversation, and are often used without a main clause:

Suppose/supposing you won the lottery, what would you do?
Suppose/supposing you can't find a job?
What if you are not accepted to university? What will you do then?

UNLESS

Unless is followed by an affirmative verb to express "if ... not":

My leg's broken. I can't stand up unless you help me. (I can't stand up if you don't help me.)

IF IT WEREN'T FOR / IF IT HADN'T BEEN FOR, BUT FOR

These expressions mean "without". They are used in second and third conditionals and are usually followed by a noun phrase:

If it weren't for Miguel, we wouldn't know what to do now. (Without Miguel...)
If it hadn't been for your foolishness, we wouldn't have got lost. (If you hadn't been such a fool...)
But for your help, I would have been in big trouble. (Without your help... / If you hadn't helped me...)

IF IN DOUBT, IF POSSIBLE, IF NECESSARY etc.

We can make the if-clause shorter by omitting the subject and the verb be:

If (you are) in doubt, consult a dictionary.

In certain idiomatic expressions, the subject and be are normally omitted:

If necessary, you can call Jake at home.
I'd like a seat by the window if possible.

IF SO, IF NOT

If so and if not can stand for an if-clause which is understood from the context:

"According to the weather forecast, it might rain tomorrow." "If so, we'll go hiking another day."
I hope Peter gets here soon. If not, we'll have to start without him.

IN CASE and IF

An in case-clause gives a reason while an if-clause describes a condition:

I'll buy a sandwich in case I get hungry. (I'll buy a sandwich because I may get hungry later.)
I'll buy a sandwich if I get hungry. (I'll buy a sandwich when I get hungry.)

We can use should after in case:

Take an umbrella in case it should rain.

Conditionals and inversion

In formal English, the subject and the auxiliary can be inverted in the if-clause with if omitted:

Should you see Kate, say hi from me. (if you should see Kate)
Were he to propose to you now, what would you say? (if he were to propose to you)
Were I you, I would stop smoking. (if I were you)
Were it not for Miguel, we wouldn't know what to do now. (if it weren't for Miguel)
Had we booked our flight earlier, it would have been cheaper. (if we had booked our flight earlier).

Had it not been for your foolishness, we wouldn't have got lost. (if it hadn't been for your foolishness) 

Inversion in conditional sentences

Should you find

In first conditional sentences it’s possible to use should at the beginning of the sentence instead of if. This form is formal and it’s quite common with an imperative form in the main clause.

• Should you find the answer, please let me know as soon as possible. (=If you find the answer)
• Should you change your mind, you know where to contact us. (=If you change your mind)

Had we arrived

In third conditional sentences, we can invert the auxiliary verb had and leave if out. Had we arrived = If we had arrived.

• Had we arrived earlier, we could have prevented the incident. 
• Had they looked further into the data, they might have realised there was a mistake. 

Were we to announce

We can also find cases of inversion with this structure: were + subject + to. + infinitive. It is used to talk about future improbable events (like the second conditional).

• Were we to announce the truth, we would receive a lot of criticism. (=If we announced …)
• Were they to buy a new house, they would need to sell the old one first. (=If they bought …)

Negative forms: should I not, had we not, were we not

When should, had or were are negative, contracted forms are not possible, and  not is used after the subject.

• Should you not wish to retake the test, you must let us know before the end of June. (NOT Shouldn’t you wish)
• Had you not refused my invitation, we would have had the most incredible time in our lives. (NOT Hadn’t you refused)
• Were you not my brother, I would call the police. (NOT Weren’t you)

UNREAL TIME AND SUBJUNCTIVES

The past tense is sometimes used in English to refer to an unreal situation. Although the tense is the past, we are usually talking about the present, e.g. in a Type 2 conditional sentence:

If dogs had wings, they would be able to fly.

Although had is in the past tense, we are not referring to the past - we are talking about a hypothetical situation. We call this the unreal past.

Other situations where this occurs are:

§  After other words and expressions like ‘if’ (suppose/supposing, if only, what if, imagine)

§  After the verb ‘to wish’

§  After the expressions I’d rather; I’d prefer; It’s time….

It's (high) time

The above expression is followed by past simple or continuous, though the time referred to is unreal.

It’s time we left. It’s high time I was going.

It's high time you hung up your trainers and started exercising your mind, not your body.

Wishes

• Present/Future time

The verb to wish is followed by an unreal past tense when we want to talk about situations in the present that we are not happy about and would want to change a present/future state.

      I wish I had a motorbike. (I don’t have one now.) 

      I wish you weren’t leaving. (You are leaving.)

• Would

Would is used when the speaker wants somebody or something else to change, or to describe an annoying habit.

      I wish he would stop smoking.        

      I wish it would stop raining. 

      I wish you wouldn’t make such a mess.

• Past time

As with present wishes, when we refer to situations in the past we are not happy about or about actions that we regret, the verb form after wish is one stage further back in the past, so we use wish followed by the past participle. Same is used after if only to express regrets.

I wish I hadn’t said that.(but I did)             If only I hadn’t eaten so much. (but I did)

• Hope

Wishes about simple future events are expressed with hope.

I hope it doesn’t (won’t) rain tomorrow.     

I hope you(‘ll) have a lovely time in Portugal (on your holiday next week).         

I’d rather/I’d prefer (followed by a clause)

• I’d rather is followed by past verb forms in the same way as wishes about the present. It expresses preference about actions.

I’d rather you didn’t smoke in here.

Both I’d rather and I’d sooner are used with normal verb forms when comparing nouns or phrases.

I’d rather be a sailor than a soldier. (present)

I’d rather have lived in Ancient Greece than Ancient Rome. (past)

• I’d prefer can be used in the same way, but note that prefer in this type of sentence has an object it.

                  I’d prefer it if you didn’t go.

      However, I’d prefer is not followed by an unreal verb form in other situations.

                  I’d prefer tea to coffee.

                  I‘d prefer you to go swimming (rather than go jogging).

As if, as though – Real and unreal

The verb form used with as if/as though depends on whether the situation is true or unreal.

                  You look as if you’re having second thoughts. (True. He is having second thoughts.)

                  He acts as if he were in charge. (Unreal. He isn’t in charge)

Note, however, that the more colloquial like does not require this verb form change. Compare:

                  You look like you have just seen a ghost.

                  You look as if you had just seen a ghost.

Suppose and imagine – Understood conditions

The conditional part of these sentences is often understood but not stated.

                  Imagine we won the lottery!

                  Suppose/supposing someone told you that I was a spy!

                  Imagine we had never met! (we have met)

As with conditional sentences, if the event referred to is a real possibility, rather than imaginary, a present verb form is possible:

                  Suppose it starts raining, what’ll we do?

Formal Subjunctives - Insisting, demanding, etc.

After verbs such as demand, insist, suggest, require which involve an implied obligation, the subjunctive may be used in formal style. This has only one form, that of the infinitive, and there is no third person –s, or past form. The verb be has be for all forms.

They demanded that he leave at once.

The school Principal suggested that he be awarded a scholarship.

Formulaic Subjunctives

These are fixed expressions all using subjunctive. Typical expressions are:

                  God save the Queen!

                  Be that as it may …

                  Come what may ….

                  Suffice it to say ….

                  Far be it from me …but

be that as it may: (formal) despite that. Synonym nevertheless. E.g. I know that he has tried hard; be that as it may, his work is just not good enough. 

come what may: despite any problems or difficulties you may have. E.g. He promised to support her come what may. 

  

suffice (it) to say (that)… used to suggest that although you could say more, what you do say will be enough to explain what you mean. E.g. I won't go into all the details. Suffice it to say that the whole event was a complete disaster. 

Far be it from me to do something: something that you say when you are giving advice or criticizing someone and you want to seem polite. It is not really my place to do something. (Always followed by but, as in the example.) Far be it from me to tell you what to do, but don't you think you should apologize? Far be it from me to tell you what to do, but I think you should buy the book.

Skills practice. Formal letter writing

https://engxam.com/handbook/how-to-write-a-formal-letter-email-c1-advanced-cae/

https://test-english.com/writing/b2/a-formal-letter-of-complaint-tips-examples-exercises/4/

Writing a formal letter of Complaint

Example

123 Filmore Road

Chadthorpe

Lancs.

5th September 2026

Feel Free Travel

253B Delaware Buildings

Portree
 

Dear Sir/Madam,

I’m writing to express my dissatisfaction at the service I received on my holiday with Feel Free Travel. My friend and I went on the 8-day tour of Greece, reference GR36A, from the 5^th to the 13^th of August and we were extremely disappointed with the accommodation and the food.

First of all, your brochure said that we would stay in ‘clean, mid-range hotels’. However, my bedroom was dirty in the Olympia Hotel, and the Opera Hotel was in a noisy and unsafe part of town, which made me feel very anxious.

Secondly, although the brochure stated that all meals were included, I was shocked by the food that we were served at the hotel restaurant. For lunch, we were given a small, squashed sandwich and a carton of juice. To make matters worse, when we complained to the tour guide, we were told to buy more food at the supermarket.

I feel that I am entitled to a refund to compensate for this terrible service.

I look forward to hearing from you soon.

Yours faithfully,
Julie Watkins

 
➪ Explain that you are making a complaint and state what you want to happen next.

➪ Use adjectives to show your feelings

➪ Use connectors to move from one problem to the next

➪ Use passive voice to explain what happened to you

➪ Use reported speech to describe information from a website, brochure, etc.

Asking for information

Read the following formal email and check the different parts and the language used.

New Message

📩 To: enquiries@volunteeringnow.org

📌 Subject: Enquiry About Medical Volunteering Programme in Cambodia

Dear Sir/Madam,

I am writing to you to enquire about the medical volunteering in Cambodia that has been advertised on your website. As a medical student, I would be very interested in participating in this program, and I would be grateful if you could give me some further details.

Firstly, according to your website, there is a minimum duration of four weeks; however, the maximum duration of the programme is not mentioned. I would appreciate it if you could tell me whether it is possible to have extended stays since I would like to work in one of your hospitals for a period of over six months.

Secondly, you also inform that only students in their 4th year of medical school can be accepted as volunteers. In my case, I have just finished my 3rd year and I would like to know if I can already be considered a 4th-year student.

Finally, I would appreciate some information about accommodation. Could you please tell me if volunteers are offered a room in a shared house? And if that is so, would you mind telling me if electricity, running water and WIFI are provided?

I look forward to hearing from you.

Yours faithfully,

Derek Peters

 
➪ Greeting and signature or closing line. These are the first and last lines of an email or letter.

➪ Opening line in the first paragraph, where you state your reason for writing, and closing line in the last paragraph.

➪ Asking for information.

➪ In formal letters, use indirect questions instead of direct questions.

➪ Discourse markers used to order our points.

Elements of a Formal Letter

When you write a formal letter, you should include these elements:

• Write your own address in the top right-hand corner
• Write the date under your address
• Write the address of the recipient, i.e., the person you are writing to, on the left-hand side, below your address
• Start the letter with Dear… if you know the name of the recipient or  Dear Sir / Madam if you don’t know the name of the recipient.
• Sign off your letter with Yours sincerely if you know the recipient, or with Yours faithfully if you don’t know the recipient.

The structure of a letter of complaint

Your letter should be divided into paragraphs. In the first paragraph you should:

➟ Explain that you are making a complaint.

• I wish to complain about the service I received on my holiday.
• I am writing to complain about…
• I am writing to express my strong dissatisfaction at…

➟ Give essential details such as the location, time and any reference numbers of the incident.

• My friend and I went on the 8-day tour of Greece, reference GR36A, from the 5^th to the 13^th of August. 

➟ Introduce what you are complaining about.

• …and we were extremely disappointed with the accommodation and the food.

In the next paragraph(s) give further details of the problem. If there were several problems, use connectors like Firstly, Secondly, Additionally, Furthermore, To make matters worse, Finally, to move from one problem to the next.

End your letter by stating what you want to happen next. Here are some useful phrases:

• I insist that you give me a refund to compensate for this terrible service.
• I expect a full refund. 
• I must insist on a refund of (the cost of)…
• I demand compensation for…
• I hope you will take the necessary steps to…
• I feel that you should…
• I feel that I am entitled to a refund.

Describing what happened to you (Passive Voice)

Usually, you have a bad experience because something happened to you – you didn’t do something yourself. For example, in the sentence:

• For lunch, we were given a small, squashed sandwich and a carton of juice.

The writer did not do anything. Someone else gave the writer a small, squashed sandwich and a carton of juice. And in the sentence:

• We were told to buy more food at the supermarket.

Someone else told the writer to buy more food.

In this situation, it’s common to use the passive voice in formal writing.

When complaining about a past situation, use the past simple passive: was/were + the past participle of the main verb.

• We were given…
• We were told…
• I was assured…
• I was ignored…
• I was charged…

You may also need to use the past perfect passive: had been + the past participle of the main verb.

• I realised that we had been given…
• I noticed that I had been charged…

If you want to include who did the action, use the preposition by.

• We were told by the tour leader to buy more food at the supermarket.

Describing printed information (Reported speech)

In your letter, you can refer to information printed in a brochure or advertisement. To do this, you should use reported speech. You can do this using phrases like:

• The brochure stated that…
• The advert said that…

Imagine what is written in the printed information. For example:

‣ “All meals are provided.”
‣ “You will stay in clean, mid-range hotels”.

When you report this information in your letter, use reported speech and change the present tense to the past tense, and change will to would.

• “All meals are included”. ➪ The brochure stated that all meals were included.
• “You will stay in clean, mid-range hotels”. ➪ The brochure stated that we would stay in clean, mid-range hotels.

Contrasting printed information with your experience

In your letter, you can contrast the information in a brochure or advert with your own experience by using link words like although and however.

• Your brochure stated that we would stay in ‘clean hotels’. However, my bedroom was dirty in the Olympia Hotel.
• Although the brochure stated that all meals were included, we only received lunch twice during the holiday.

🔍 Note that we use however and although in different ways. However is normally used at the beginning of a sentence, before a comma (,) and after a full stop (.) or a semicolon (;). Although can be used at the beginning or in the middle of a sentence. We do NOT use a comma after although; we use although + subject + verb.

• We had a good time. However, we didn’t like the hotel.
• Although we had a good time, we didn’t like the hotel.

Describing feelings and situations

You can use adjectives to show how you felt during a situation such as:

• surprised (at)
• shocked (by)
• disappointed (with)
• anxious (about)
• worried (about)
• confused (by)

You can add adverbs like very or extremely to make the feelings stronger.

• We were extremely disappointed with the accommodation and the food.
• I was shocked by the poor quality of the food.
• I felt very anxious about my safety.

You should also use adjectives to describe the problems you experience. Choose adjectives that describe the situation clearly.

• The hotel was cheap and poorly maintained.
• It was in a noisy and unsafe part of town.
• The bedroom was dirty. The sheets were stained.
• The sandwich was small and squashed. It was not fresh.  
• The tour leader was rude and unhelpful.
• The bus was uncomfortable.
• The brochure was inaccurate.

You should describe your dissatisfaction and frustration about the events, but you should always keep a calm and polite tone if you want your letter to be effective.

Useful phrases

Useful phrases for a formal letter: (use as set phrases in the exam, don´t experiment with new vocabulary or grammar)

Greetings

Dear Sir or Madam
Dear Mr Jenkins
To whom it may concern,

Beginning:

With regards to the letter/email on…
With reference to your letter/email…
After having received your letter/email…
I received your address from … and would like …
Thank you very much for your letter/email on…
I have been given your contact details by… and I would like to…
In reply to your letter/email of…

Reason for writing

I am writing with regard/reference to … 
I am writing to express (my concern about/ disappointment with/disapproval of/apologies for)
I would like to draw your attention to/point out …

Referring to their letter 

As you stated in your letter, …
Regarding… Concerning … With regard to…

Complaining 

I am willing to compiain about …
You said …but in fact what happened …

Introducing points

(I feel) I must also (dis)agree with …
I should also like to point out that …
Your (article) states that … However,…

Request for action

I would appreciate it/be grateful if you would …
I look forward to receiving/seeing …
I trust/very much hope you will …
I would be grateful if you could…
Could you please provide details on…
I would appreciate information regarding…
In the light of this, I would advise…
Given the situation, I would suggest…
The best solution would be to…
In order to improve …… it is necessary to..
This will have an impact on …….

Ending:

I hope to hear from you soon…
If you require any further information, feel free to contact me
Should you require anything else, do not hesitate in contacting me
I look forward to hearing from you soon.
Thank you in advance for your assistance.
I trust that this information will be helpful.

Example: 

Dear Sir / Madam,

I wish to complain about my experience at your restaurant. I visited there with my family on Friday 9 March at 7 pm, and I was very disappointed with the service we received.

Firstly, we had to wait twenty minutes for someone to take our order. When the waitress finally took our order, we were told that the food would take fifteen minutes to arrive. However, it took forty-five minutes. When we complained to the waitress, she did not offer any kind of compensation.

Secondly, although we had a voucher which stated that we would get £10 off the price of our meal if we spent over £50, the waitress said that we could not use it because the offer had expired. I was extremely surprised and annoyed about this because there was not a date on the voucher.

I demand some compensation for this disappointing experience.

Yours faithfully,

(Whosoever)

Writing task. (javier.martinez@educantabria.es Deadline Mon16th march). ________________________________________________

Volunteers needed

We are looking for volunteers to help out at a famous, international sporting event.
We’re looking for friendly, respectful people with good language skills, good team skills and a ‘can-do’ attitude. We need people to welcome delegates, provide customer service and solve problems. If you think you have what it takes, apply now.

Write an application to become a volunteer. Mention:– your language skills

– your personal qualities
– examples of times when you have demonstrated team skills
– any relevant work experience

Asking for information

On a recent holiday, you lost a valuable item. Fortunately, you have travel insurance to cover the cost of anything lost. Write a letter/email  with a formal style to the manager of your insurance company. In your letter:

– describe the item you lost
– explain how lost it
– tell the insurance company what you would like them to do.

Unexpected online order

Recently, you ordered several books from an online bookstore, which provides good value service (delivery time and porice). Unfortunately, when you got the books, you realised they were not the price you had ordered on the wbsite, the pakage was broken and the books were damaged .

Write a complaint letter to customer service. In your letter:

– describe the items you ordered and what you got. Ask to return/new copies 
– explain the items are in bad condition
– mention you also paid for an insurance covering damages or delays

Write your email in an appropriate style asking for a refund/discount/compensation .

C1 Advanced (CAE) Formal Letter/Email: Structure

1. Salutation  Dear Sir or Madam, Dear Mr Jenkins

2. The first paragraph (opening) The reason why you’re writing this letter / the topic

3. The next paragraphs (main content) Organise all the essential information in a clear and logical way.

4. Closing Restate purpose and make a polite request or closing remark.

5. Sign-off Yours faithfully, / Yours sincerely, [Your Name]