Market research techniques

Do you know the techniques you can use for doing market research? What differences are involved in doing qualitative research as opposed to collecting quantitative data?

Read the text and then do the exercises.

1

Companies carry out Market Research to gather and analyse data to understand and explain what people think about products or adverts, to find out about customer satisfaction and to predict how customers might respond to a new product on the market.

2

Market Research can be categorised under two subheadings – Quantitative Research and Qualitative Research. The questions asked with Quantitative Research are structured whereas Qualitative Research questions are much more open and can often reveal consumption habits which the researchers hadn’t previously considered. You carry out Quantitative Research when you need to know how many people have certain habits and the Qualitative Research when you need to know why and how people do what they do.

3

Companies involved in Market Research include the Research Buyer and the Research Agency. The research agency carries out the market research in ways previously discussed with their clients – the research buyer. Sometimes companies only need their own data analysed, or are simply looking for advice on how to carry out their own research. Points that are discussed between the two parties can include:

• The time duration of the research
• The budget available
• Who the target groups are
• Predictions of results
• How the results will be helpful

4

• Street Surveys - stopping people in the street
• Phone or postal - people fill in questionnaires and send them back
• Internet surveys - a relatively new technique which functions in a similar way to other surveys except that a large number of people are interviewed at the same time

5

• Am I asking the right groups of people?
• How many people should I speak to in order to get representative answers to my questions?
• Are my questions easy to understand?
• How am I going to analyse the data?

6

• Focus groups - discussion between a small number of people about a product, or advert etc. to find out their views or habits
• Personal interviews - in-depth discussions on a one-to-one basis
• CAPI - computer assisted personal interviewing where questions are ‘asked’ by the computer and the answers are typed by the interviewee directly into the database for analysis
• Observation - this can be used as a complement to asking questions to see how people do what they do

7

• Are my questions open enough to get personalised answers?
• Have I restricted my target group?
• Do I only need to find out ‘why’ people do what they do or should I also do some quantitative research? 

Task 1

Comprehension

Match the article's paragraph headings with the paragraph numbers.

Types of data                      Why carry out Market Research?              Who does Market Research?
Ways of collecting Qualitative data            Qualitative research - questions to ask yourself
Quantitative research - questions to ask yourself
Ways of collecting Quantitative data



Task 2

Question formation

Put the words in these questions into the correct order.

people?     asking     of     I     the     right     groups     Am

understand?     my     questions     Are     to     easy

the     I     goin     am     How     data?     analyse     to

enough     open     personalised     answers?     to get     Are my     questions

target     I     group?     Have     my     restricted


Keys
Task 1
1. Why carry out Market Research?
2. Types of data
3. Who does Market Research?
4. Ways of collecting Quantitative data.
5. Quantitative research - questions to ask yourself.
6. Ways of collecting Qualitative data.
7. Qualitative research - questions to ask yourself

Task 2
Am I asking the right groups of people?
Are my questions easy to understand?
How am I going to analyse the data?
Are my questions open enough to get personalised answers?
Have I restricted my target group?

Business and ethics

The primary goal of a company may be to make money but some companies nowadays also recognise that they have a responsibility towards the society in which they operate.

Read the text and then do the exercises.

Case study – James Carston, Fine Shirtmakers

Set up in the 1920s by James Carston, a Manchester tailor, the company has remained in the family and is now run by James’s grandson, Paul Carston.  Employing fewer than 50 people, the company has a reputation for producing high-quality men’s shirts, which it sells by mail order, and has a loyal customer base.  As Paul Carston says, ‘Once someone has tried our shirts, they tend to come back for more.  Our customers appreciate the attention to detail and the high-quality fabric we use.’ And it’s the fabric they now use that makes the company almost unique in the world of men’s shirt manufacturers.

When Paul Carston took over running the company in 1999, he inherited a business that prided itself on using local well-paid machinists rather than sweatshop labour, and looked upon its employees as members of an extended family. Paul, a committed environmentalist, felt that the company fitted in well with his values. The shirts were made from 100 per cent cotton, and as Paul says, ‘It’s a completely natural fibre, so you would think it was environmentally sound’. Then Paul read a magazine article about Fair Trade and cotton producers.  He was devastated to read that the cotton industry is a major source of pollution, and that the synthetic fertilisers used to produce cotton are finding their way into the food chain.

Paul takes up the story.  ‘I investigated our suppliers, and sure enough found that they were producing cotton on an industrial scale using massive amounts of chemicals.  Then I looked into organic cotton suppliers, and found an organisation of Indian farmers who worked together to produce organic cotton on a Fair Trade basis.  Organic cotton is considerably more expensive than conventionally produced cotton, so I did the sums. I discovered that if we were prepared to take a cut in profits, we would only need to add a couple of pounds to the price of each shirt to cover the extra costs.  The big risk, of course, was whether our customers would pay extra for organic cotton.’

Paul did some research into the ethical clothing market and discovered that although there were several companies producing casual clothing such as T-shirts in organic cotton, there was a gap in the market for smart men’s shirts.  He decided to take the plunge and switch entirely to organic cotton. He wrote to all his customers explaining the reasons for the change, and at the same time the company set up a website so they could sell the shirts on the internet.  The response was encouraging. Although they lost some of their regular customers, they gained a whole customer base looking for formal shirts made from organic cotton, and the company is going from strength to strength.

Task 1

Read the case study again and decide if the statements are true or false

James Carston was Paul’s grandfather.

⧠ True                         ⧠ False

The company has over 50 employees.

⧠ True                         ⧠ False

The shirts are sold in shops.

⧠ True                         ⧠ False

When Paul started running the company, he immediately decided to change to organic cotton.

⧠ True                         ⧠ False

Conventionally produced cotton is cheaper than organic cotton.

⧠ True                         ⧠ False

The company didn’t lose any customers when they changed to organic cotton.

⧠ True                         ⧠ False

Task 2

Read this case study about an ethical business and choose the correct profile for the company:  A, B or C.

A

• began trading in 1923
• has always been a family business
• has always paid its employees well
• now produces men's shirts using organic cotton

B

• began trading in 1919
• was sold to Paul Carston in 1999
• stopped using sweatshop labour in 1999
• now produces t-shirts in organic cotton

C

• began trading in 1999
• set up by Paul Carston
• all employees are members of his family
• produces formal and casual men's clothes in organic cotton

The correct profile is letter ______.

Keys

Task 1

True, False, False, False, True, False

Task 2

A

An introduction to coaching

What is coaching? Here are the basic principles of coaching and what happens when somebody engages in a coaching partnership. Find out what a good coach does.

Read the text and then do the exercises.

An introduction to coaching

1
Coaching is a useful tool in today’s challenging world of business and commerce. Companies are downsizing, merging and restructuring and there is far more job transition than before. Sometimes managers are no longer equipped to do their work because their jobs have changed so much. They were originally trained to do one job but that training cannot be applied to the job they are doing today. Coaching is also one of the most powerful tools that a leader has in order to improve the performance of his team.

2 
Coaching is a partnership between an individual or a team and a coach. For the purpose of this article we will refer to an individual but the concepts are exactly the same for a team. First of all the individual identifies his objectives. Then, through the process of being coached, he focuses on the skills he needs to develop to achieve those objectives. In professional coaching the individual begins by leading the conversation and the coach listens and observes. Gradually, as the coach begins to understand the individual’s goals, he will make observations and ask appropriate questions. His task is to guide the individual towards making more effective decisions and eventually achieving his objectives. Coaching looks at where the individual is now and where he wants to get to.

3
Between the initial interview and an individual achieving the goals he identified, there is a process in which the two parties meet for regular coaching sessions. The length of time each session lasts will be established at the start of the partnership. Between sessions an individual might be expected to complete specific tasks. A coach might also provide literature for the individual to study in preparation for the following session. Most coaches employ an “appreciative approach” whereby the individual identifies what is right, what is working, what is wanted and what is needed to get there. An appreciative approach focuses more on the positive rather than problems.

4 
An individual who enters into a coaching partnership will usually adopt new perspectives and be able to better appreciate opportunities for self-development. Confidence will usually grow and the individual will think more clearly and be more confident in his roles. In terms of business, coaching often leads to an increase in productivity and more personal satisfaction. All of this leads to a growth in self-esteem.

5
In a coaching partnership the coach first needs to listen carefully in order to fully understand the individual’s situation. He needs to support and encourage forward-planning and decision-making. A coach also needs to help an individual recognise his own potential and the opportunities that are on offer. A good coach will guide an individual to fresh perspectives. Finally, the coach must respect the confidentiality of his partner.

6
Coaching can bring out the best in workers, highlighting what they can achieve if they are given the right support. Both individuals and teams can enjoy an increased level of motivation after receiving the right coaching. When individuals are keen to make progress in their jobs, they usually enjoy being coached and find the experience extremely useful.

Task 1

Read the text and match the titles to the paragraphs.

Paragraph 1

1. The recent growth in coaching
2. The growing need for coaching

Paragraph 2

1. Coaching: What does is mean?
2. Why do we need coaching?

 Paragraph 3

1. The process of coaching
2. What happens in a coaching session?

 Paragraph 4

1. Becoming a better person
2. The benefits of coaching

 Paragraph 5

1. How to be a coach
2. The role of the coach

Task 2

Match the verb with their definitions.

to downsize     to guide     to observe     to merge     to restructure     to support

• to join together or combine
• to make a company smaller by reducing the number of workers
• to organise something in a new way so that it operates more effectively
• to carefully watch the way that something happens
• to give somebody help and advice on how to do something
• to give encouragement to someone because you want them to do be successful

Task 3

Complete the sentences.

individual     listening     an individual or team     well     outdated     change

1. Some managers are unable to do their jobs well because their training is           .

2. Coaching is a partnership between a coach and                .

3. A coach needs to have excellent                   skills.

4. The                       identifies the objectives.

5. In an ‘appreciative approach’ the individual focuses on what is going                    .

6. It is important for the individual to                         their perspectives.

Task 4

Enter the correct forms (infinitive or –ing) of the verbs in the brackets.

1. Managers often want                           coaches themselves. (use)

2. Coaches need                          what a worker’s goals are. (know)

3. Employees enjoy                      an opportunity to identify their strengths. (have)

4. Companies need                      productivity. (increase)

5. Businesses have stopped                        the old techniques of training. (use)

6. Coaches recommend                        regularly to discuss progress. (meet)

7. Some employees refuse                  coached. (be)

8. The business risks                       clients. (lose)

Keys

Task 1

2, 1, 1, 2, 2

Task 2

to merge          

to downsize

to restructure

to observe

to guide

to support

Task 3

outdated    

an individual or team

listening

individual

well

change

Task 4

to know

having

to increase

using

meeting

to be

losing

Bad dates: Episode 6 - Valentine's day

English spelling rules

Rule #1: CVC rule.

[CVC = Consonant-Vowel-Consonant]

The vowel is short! (99% true) [in CVCC the vowel is also short] (99% true)

Examples: rat, hen, sit, not, cut

Rule #2: CVC + silent “e” rule

[Mr. Silent "e" says, "Change your sound!"]

The vowel is long! (99% true)

Example: rate, here, site, note, cute

Rule #3: hard “c” / soft “c” rule

a) Hard "C" : When c+a OR c+o OR c+u exists, then "c" has the /k/ sound.

(It doesn't matter if the vowel is short or long).

Examples: The con man can put a cane into a cone and a cub into a cube.

b) Soft "C" : When c+e OR c+i OR c+y exists, then "c" has the /s/ sound.

(It doesn't matter if the vowel is short or long).

Examples: The city center has a circle.

More Ex.): I will recite the cyclical cycles of circular cells.

Rule #4: “k” instead of “c” rule

K instead of "C" : Why? Because "c" changes it's sound when followed by e, i, and y, we needed a new letter in English.

When we need a hard "c" sound + e,i,y, then we have to use "k". It doesn't matter if the vowel is short or long.

Examples: Kelly keeps kissing the kite, while Kym keeps kissing Kyle.

More Ex.): Kyle the king is kind, even though he is only a kid.

What about K + a, o, u?!!!

Words that have k + a,o,u are "loan words" from other languages.

Examples: kangaroo (Aus.Aboriginal word), Korea (Korean word), kung fu (Chinese word)

Rule #5: hard “g” / soft “g” rule

a) Hard "G" : When g+a OR g+o OR g+u exists, then "g" has the /g/ sound.

(It doesn't matter if the vowel is short or long).

Examples: The bad guy got a gun and put a gag on the gal.

More Ex.): The good guy gave the bad guy a gallon of gas in his galoshes.

b) Soft "G" : When g+e OR g+i OR g+y exists, then "g" has the /j/ sound.

(It doesn't matter if the vowel is short or long).

Examples: The gentle gypsy put gel in her hair, then gyrated her hips.

More Ex.): I like ginseng and ginger.

Exceptions: give, gill, get, geyser, girl

Why? Because "C" has a friend named, "K", but "G" has nobody, nobody, but you!

Ha, ha, ha; I crack myself up!

Rule #6: double consonant rule

Explanation: There's a SHORT VOWEL before a double consonant. (99% TRUE!!!)

NOTE: there are many exceptions to this rule.

SOME EXCEPTIONS: caller, stalling, falling, etc.

ALSO: Occasionally, there may be a single consonant after a short vowel sound. It drives me crazy.

SOME EXAMPLES: elephant,

Rule #7: CV rule

Explanation: If the word ends in a vowel, it is usually long.

Examples: he, me, we, hi, go, no, so, flu, Katmandu, and Timbuktu.

Some super weird exceptions: to, do, ma, pa, ska, bla, bla, bla

Rule #8: final “a” = schwa sound ( )

Examples:

Linda

pizza

Zebra

Korea

India

America

Rule #9: Change the 'y' to 'i' and add 'es'/'er'/'est'

Explanation: If there is a vowel before the 'y', as in 'day', just add 's' (days).

Examples: day-days, play-plays, way-ways, toy-toys, boy-boys

Explanation: If there is a consonant before the 'y', as in 'try', change the 'y' to 'i' and add 'es'.

Examples: try-tries, cry-cries, dry-dries, fly-flies, sky-skies, countrycountries

Explanation: Change the 'y' to 'i' and add 'er' or 'est'

Examples: happy-happier-happiest; funny-funnier-funniest; pretty-prettierprettiest; dirty-dirtier-dirtiest

Rule #10: Change the 'f' to 'v' and add 'es'

Explanation: If there is an 'f' at the end of a word, we make it plural by changing the 'f' to 'v' and add 'es'.

Examples: calf-calves, half-halves, wolf-wolves, wife-wives, knife-knives

Rule #11: Change the 'y' to 'i' and add 'ed' or 'ing'

Explanation: If there is a vowel before the 'y', just add 'ed' or 'ing'.

Examples: play-played-playing, destroy-destroyed-destroying

Explanation: If there isn't a vowel before the 'y', change the 'y' to 'i' & add 'ed' (but not for 'ing').

Examples: dry-dried-drying, cry-cried-crying, try-tried-trying

Exceptions: fly-flew-flying

Rule #12: Change the 'ie' to 'y' when adding 'ing'

Explanation: If the verb ends in 'ie', change the 'ie' to 'y' when adding 'ing'.

Examples: die-died-dying, lie-lied-lying (if 'lie' = to tell a falsehood)

Exceptions: lie-lay-lain (to put one's self in horizontal position on the floor or ground)

Pronunciation of Consonants

Part 2: Digraphs (Ch & Th)

The symbols that we use for English today are from the Roman language. Yet English contains words from Old English, Middle English, German, Latin, Greek, Arabic, Italian, and French. This makes English pronunciation quite complicated. Of course, all of Europe uses Roman symbols, but the Romanization of each language is quite different from one country to another. Sometimes digraphs were invented to represent consonant sounds, which don’t exist in Latin. For example, Latin doesn’t have the / / sound. In English, we represent this sound with the digraph “Sh.” In French, the same sound is represented with the digraph “Ch.” Sometimes digraphs were invented to distinguish the origin of the word. For example, the Greek letter /x/ (spelled: ‘chi’, pronounced, /kai/) is transliterated as the digraph “Ch,” but it sounds like /k/. Why did they do this? I don’t know. It really makes things confusing. So in English, the digraph “Ch” has three sounds, depending on the origin of the word. See table below.

1. “Ch” Rule(s)

Original English words, which begin with "ch" are pronounced like " "

Greek-English words, which begin with "ch" are pronounced like a "k".

French-English words, which begin with "ch" are pronounced like " "

Examples:

NOTE: there are some exceptions, like the English word "channel" is from French, but it has the pure-English pronunciation.

2. “Th” Rule(s)

There are TWO "th" sounds: / / & / /.

Notice that the latter symbol looks much like a "d". That's because it sounds much like a "d", and many non-native English speakers (or Pidgin/Creole speakers), will substitute the "d" sound for the sound. The former symbol looks unlike any other alphabetical letter in English (or Roman), and that's because it is unlike any other sound in English (or Roman). Since the symbol is a Greek symbol, many words with that sound are from Greek (but not all).

Look at the diagrams (below) of the articulations of , , and d...

In the first diagram, we see that the tongue is clenched tightly between the teeth, blocking all air from going in or out. Then, the tongue is drawn in very quickly, and by the laws of physics, air must go out, but also combined the intercostal muscles in the chest contracting, a very strong, almost plosive wind comes out of the mouth. (some say it is a fricative, but I firmly believe it to be a plosive).

In the second diagram, the tongue is pressed up against the back of the upper teeth and alveolar ridge. Like the , the initial articulation blocks the would-be hole between the open teeth, not allowing any air to go in or out. BUT, unlike the , the movement forces the tongue out of the mouth between the teeth (slowly), and then slowly the tongue goes back in and down. Because of the slow movement of the tongue, it is labeled a fricative.

In the third diagram, we see that the "d" movement is almost identical to the movement, except that the tongue doesn't actually leave the mouth.
The initial articulations are different as well, but not far apart, which would account for the similarity in sound.

In fact, many native speakers will use the "d" sound in place of the sound, when trying to be funny.

Example: "De Bears!" (Chicago Bears are a football team, and Chicagoans will often call them "de Bears!").

Also, many non-native English speaker, which speak a Creole of English, like in Jamaica, will use the "d" sound in place of the ; AND, they will use the "t" sound in place of the sound. This works well, because both "d" and are fricatives, and both "t" and are plosives.

Pronunciation of Vowel Teams

Part 3: Vowel Teams (or Vowel Strings) with more than 1 sound

'ea' (short e sound); bread, breath, dead, death, head, lead, read, wealth,

'ea' (long e sound); bead, beat, breathe, eat, feat, heat, lead, leak, meat, neat, read, treat, weak, wheat

'ea' (long a sound); break, great, steak

'ew' ( /u:/ ); dew, blew, chew, crew, flew, grew, knew, lewd, mew, stew,

'ew' ( /ju:/ ); few, new, pew

'oo' (short sound / /); book, foot, good, hood, hook, look, nook, rook, soot, took, wood,

'oo' ( /u:/ ); balloon, boot, cartoon, goose, loose, moose, loop, loot, moon, noon, poop, root, stoop, toon, toot,

'oo' (schwa sound / /); blood, flood

'oo' (long o sound); boor, floor, door, moor

'ou' ('au' "short" sound); bough, grouse, house, louse, mouse, plough

'ou' ('ou' "long" sound); though

'ou' (schwa sound / /); enough, rough, tough

'ow' ('au' "short" sound); brown, cow, how, now, wow

'ow' ('ou' "long" sound); blow, flow, grow, know, low, sow, tow,

Relationships and relations

Bad dates: Episode 5 - Drunk date

Bad dates: Episode 4 - Flirty date

Bad Dates: Episode 3 - Dirty date

Bad Dates: Episode 2 - Cheap date

New Year

Do you want to know what people do on the biggest party night in the UK? Read on to find out.

New Year´s Eve celebrations start in the evening on December 31 in the UK. Some young people go to parties and others stay at home with their family. After the celebrations, it´s traditional to make plans for the new year on January 1. These plans aree called ´New Year´s resolutions´ and the idea is to make some positive changes in your life. Some of the most popular resolutions are: to do more exercise, to stop smoking, to eat more healthily, to save money and  to learn something new. We asked young people around the UK about  their plans and resolutions for the new year.

Reported speech 2

Remember that in reported speech we usually change the tense of the direct statement. The present simple tense changes to the past simple, the past simple changes to the past perfect and so on.

Here are some other points to consider.

‘Can’ and ‘will’

• Direct speech: “I can’t remember his name.” Reported speech: She said she couldn’t remember his name.

‘Can’ and ‘can’t’ in direct speech change to ‘could’ and ‘couldn’t’ in reported speech.

• Direct speech: “I’ll be there for 3 weeks.” Reported speech: He told me he’d be there for 3 weeks.

‘Will’ and ‘won’t’ in direct speech change to ‘would’ and ‘wouldn’t’ in reported speech.

Other modal verbs

• Direct speech: “You could be right.” Reported speech: I said that he could be right.
• Direct speech: “You must call me.” Reported speech: She said that I must call her.

Other modal verbs don’t change in reported speech.

Reporting orders, requests and advice

• Direct speech: “Sit down and shut up!” Reported speech: The teacher told me to sit down and shut up.
• Direct speech: “Can you hold this for me please?” Reported speech: He asked me to hold it.
• Direct speech: “You should do more exercise.” Reported speech: He advised me to do more exercise.

Orders, request and advice can be reported using an infinitive.

Reporting verbs

There are a number of verbs that we use to report statements. These can make your speech and writing more interesting than simply reporting every word of the direct speech.

• Direct speech: “It wasn’t me who broke the window.” > He denied breaking the window.
• Direct speech: “I’ll help you if you want” > She offered to help.

There are a number of verbs that can be used to report. They include: promise, claim, suggest, advise, refuse, argue,confirm and others.

Reported questions

When we report what people say, we usually change the tense of the verbs to reflect that we are reporting – not giving direct speech. This pattern is followed when we report questions and there are also other important changes between direct questions and reported questions.

Yes/no questions

• Direct question: “Do you like working in teams?” Reported question: He asked if I like working in teams.

When we report yes/no questions we use ‘if’ or ‘whether’.

• Direct question: “Did you enjoy the party?” Reported question: She asked me whether I’d enjoyed the party.

The tense of the verb changes as it does in reported speech but we don’t use auxiliary verbs. The word order is the same as in an affirmative sentence.

Questions with a question word

• Direct question: “What time does the train leave?” Reported question: He asked what time the train left.

When there is a question word (what, where, why, who, when, how) we use that question word in the reported question but there is no auxiliary verb and the word order is like an affirmative sentence (‘what time the train left’ not He asked me what time did the train leave.)

Look at some more examples:

• Direct question: “Who did you see?”
• Reported question: She asked me who I’d seen.
• Direct question: “Where did you go to school?”
• Reported question: He asked me where I’d gone to school.
• Direct question: “Why are you crying?”
• Reported question: She asked him why he was crying.

Notice that the reported questions do not have a question mark at the end.

Indirect questions

Similar to reported questions are indirect questions.

• Can you tell me what time the train leaves? NOT Can you tell me what time does the train leave?
• I’d love to know what he said to her. NOT I’d love to know what did he say to her.

B2 Grammar: All about adjectives and adverbs

Adjectives with –ed and –ing

·         Adjectives with –ed express how the person feels about something: She was terrified as Dracula approached her.

·         Adjectives with –ing are used to describe the person or thing which produces the feeling: There’s a surprising article in today’s newspaper (I felt surprised when I read it).

·         Not all of these types of adjective have both forms, e.g. elated but not elating.

Comparative and superlative forms of adjectives and adverbs

Comparative forms Adjective/adverbs + -er                  + than                    Tennis is cheaper than golf. More + adjective/adverb                                              Golf is more expensive than tennis. Superlative forms The + adjective/adverb + -est                                       Chess is one of the cheapest hobbies. The most + adjective/adverb                                        Playing team sports is the most sociable                                                                                      free-time activity.

Comparison of adjectives

Add –er and –est with: ·    One-syllable adjectives: Fiona is fitter than last year. ·    Two-syllable adjectives ending in –y and –ly, e.g. happy, friendly: My brother’s the friendliest person in my family.	Use more and most with: ·    Adjectives of two syllables or more (except two-syllable adjectives ending in –y or –ly): Biking is the most dangerous activity.
These adjectives form irregular comparisons: good – better – best                                          bad – worse – worst much – more – most                                         many – more – most little – less – least                                             far – farther/further / farthest/furthest old – elder – eldest (for brothers and sisters)
Spelling When there is just one vowel before one final consonant, the final consonant is doubled: hot – hotter, fat – fatter (BUT clean – cleaner, safe  – safer.) Final –y becomes –i: easy – easier, healthy – healthier.
To say two things are the same, use as + adjective + as: She finds doing aerobics as interesting as playing team sports (this means: she finds doing aerobics and playing team sports equally interesting). To say that one thing is less than another, use: ·    Not so/as + adjective + as: Window shopping is not so/as enjoyable as clubbing. ·    Less/least + adjective: Playing chess is less healthy than playing team sports. Clubbing is the least healthy.

Comparison of adverbs

Add –er and –est with: ·    One-syllable adverbs, e.g. hard, fast, straight: My mum works harder than my dad.	Use more and most with: ·    Two-syllable adverbs including adverbs ending in –ly: Maria read the text more quickly than Susanna. She visits me more often than in the past.
These adverbs form irregular comparisons: Well – better – best                                badly – worse – worst
To say two things are the same, use as + adverb + as: Julia finished the exercise as quickly as Mark (Julia and Mark finished the exercise equally quickly). To say that we do one thing differently from another, use: ·    Not so/as + adverb + as: Sophie doesn’t speak Spanish so/as well as Gordon.

How to give your opinions?

When we give our opinion, we say what we think, feel or believe about something or somebody.

Below are some phrases that you can use to help express opinions. Some of these phrases are more appropiate for written English such as giving your opinion in an essay whereas some can also be used in spoken English.

How to give your opinion in English?

Personal Point of View

We use these words and phrases to express a personal point of view:

"In my experience..."

"As far as I´m concerned ..."

"I´m absolutely convinced ..."

"Speaking for myself ..."

"In my opinion ..."

"Personally, I think ..."

"I´d say that ..."

"I´d suggest that ..."

"I´d like to point out that ..."

"I believe that ..."

"What I mean is ..."

"It´s obvious to me ..."

There are at least 3 ways to give a personal opinion.