The Microsoft 70-680 Certification Exam

The Microsoft 70-680 Certification Exam

Every one of the Microsoft certification exams offered is valuable in the job market, but the 70-680 exam is particularly valuable in the current employment arena as it covers the Windows 7 OS and the configuration methodologies employed by IT professionals in this widely utilized operating system.

 The 70-680 Microsoft certification exam is also applicable to a number of formal certifications, including the Enterprise Administrator, Enterprise Desktop Administrator 7, and the Enterprise Desktop Support Technician 7 credentials.

 Passing the 70-680 exam requires that you’re able to operate with the Microsoft Windows 7 OS in an enterprise environment. It’s recommended that you have a minimum of one year of hands-on experience in administering Windows client OS in an environment that is networked. You should also be capable of installing, deploying and upgrading a Windows OS to the Windows 7 version.

 Practicing your skills and knowledge before taking the 70-680 exam is crucial. Gain as much real-world experience with the OS as you can. Also spend some time taking practice exams from a good certification exam prep service in order to know what to expect from the exam questions on the 70-680 Microsoft certification exam.

 In addition to preparing yourself mentally for the exam, a good exam prep service will also offer tutorials and other helpful resources to assist you in learning the necessary materials for passing the 70-680 exam successfully.


English Tenses

English Tense

What Is A Tense?

  • Verbal Inflection
  • Time and Action of time

Types Of  A Tense:

There are three types of a tense:

                      1. Past Tense

                      2. Present Tense

                      3. Future Tense

Subdivision Of Each Tense:

            Each Tense is further subdivided into four branches:

Subdivision Of Past Tense:

 a. Past Indefinite Tense/Past Simple Tense/Past Indicative Tense

 b. Past Continuous Tense/Past Progressive Tense

 c. Past Perfect Tense

 d. Past Perfect Continuous Tense

Subdivision Of Present Tense:

a. Present Indefinite Tense/Present Simple Tense/Present Indicative Tense

b. Present Continuous Tense/Present Progressive Tense

c. Present Perfect Tense

d. Present Perfect Continuous Tense

Subdivision Of Future Tense:

a. Future Indefinite Tense/Future Simple Tense/Future Indicative Tense

b.  Future Continuous Tense/Future Progressive Tense

c.   Future Perfect Tense

d. Future Perfect Continuous Tense


Let’s speak with phrases part 3

 Asking if someone approves:

  • Do you think they’re all right?
  • Are you in favors of…?
  • Are you for…?
  • Could I ask if you approve of the project?
  • Do you approve?

 Saying you approve:

  • …’s very good.
  • I’m very please/happy about…
  • That’s a great ideal!
  • (personal) I entirely approve of the plan.
  • I can thoroughly recommend…

 Saying you do not approve:

  • I don’t think…’s very good.
  • It isn’t right to…
  • How rotten/mean etc
  • I’m dead against…
  • (I must say)I disapproved of…

 Saying something is not important:

  • … Doesn’t matter.
  • I don’t think that’s so important.
  • It’s/that’s beside the point.
  • So what?
  • That shouldn’t concern us.

 Asking for someone’s opinion:

  • What do you think about…?
  • What are your views…?
  • What are your feelings about…?
  • What do you think/feel…?
  • What’d you reckon (consider)…?

 Giving your opinion:

  • I think…!
  • As I see it…
  • As far as I’m concerned…
  • If you ask me…
  • You know what I think…?

 Saying you has no opinion:

  • I really don’t have any opinion about…
  • I really don’t know what do say…
  • Your guess is as good as mine…
  • I don’t know
  • I can’t say I have/hold any particular views on the subject/question…

 Avoiding giving an opinion:

  • I’d rather not say anything about…
  • It’s difficult to say…
  • Well, now you’re asking…
  • Not my department, I’m afraid…
  • It’s difficult to give an opinion right now/at the moment.

 Trying to change someone’s opinion:

  • But don’t you think…?
  • (Yes, but) on the other hand…
  •  But look at it like this…
  • You can’t mean that, surely?
  • But seen from another angle, one might say.

 Asking if someone is interested:

  • Are you interested in…?
  • What are you interested in…?
  • Are you keen on?
  • Do you have any interest in…?

 Saying you are interested:

  • I’m interested in…
  • I’ve some/a great interest in…
  • My main interest is…
  • I’ve a passion for…

 Saying you are not interested:

  • I’m not very interested in…
  • I don’t find (sport) very interesting (either)
  • (I’m afraid) … leaves me cold.
  • What’s no interesting about…?
  • (I must admit) I don’t take any great interest in.

 Asking if someone agrees:

  • Don’t you agree…?
  • Wouldn’t you say so…?
  • Do you go along with that…?
  • Do/would you agree with…?


  • Yes I agree…
  • I can’t help thinking the same…
  • Oh, exactly/defined/absolutely/quite
  • I’m of exactly the same opinion.


  • (Oh) I don’t agree…
  • I don’t think that right…
  • You can’t be serious…?
  • I see thing rather difficulty myself…

 Saying you partly agree:

  • I don’t agree/entirely agree…with…
  • I see what you mean, but…
  • That’s all very well, but…
  • I can see that, but…
  • I take your pint, but…

 Saying you are wrong and someone else is right:

  • (Yes) sorry, you’re (quite) right…
  • Yes, of course…
  • Yes, I don’t know what I was thinking of…
  • Yes, I must admit you are right…
  • Yes, I take your point entirely/completely…

 Saying you has reached agreement:

  • Right, we agree…
  • That seems to be that/ok, then…
  • So what are we arguing about…?
  • So we appear to agree…
  • That seems to be agreed, then…


Offering to something for someone:

  • Can I help…?
  • If you like I could…
  • Need some help…?
  • Can I help out…?
  • Perhaps I could assist in some way…





Let’s speak with phrases Part 2

Saying you are pleased:

  • I am very pleased with…
  • ……’s the best thing I’ve heard for long time.
  • It gives me great pleasure…
  • I am delighted to hear that…
  • Great! / Fantastic! / smashing.

Saying you are angry:

  • I am very annoyed…
  • What a nuisance!
  • Oh, bloody hell!
  • That’s the last straw!
  • This is extremely irritating

Saying you are relieved:

  • (Oh,) that’s a relief.
  • (Oh,) thank goodness for that.
  • I am (very/extremely etc) glad to hear about…

Saying you are disappointed:

  • (Oh,) I am disappointed.
  • I am rather/very etc. disappointed…
  • I am sorry to hear…
  • That’s too bad
  • Just out luck…

Saying you are excited:

  • …’s very exciting.
  • How exciting/marvelous/wonderful etc…
  • Fantastic! / Terrific! / Smashing!
  • I am very enthusiastic.

Saying you are bored:

  • I don’t find… very interesting, (actually)
  • How boring/unexciting
  • (I am afraid) I am rather bored by…
  • (Actually) it bores me stiff.
  • I can’t honestly say I am all that interested in…

Calming or reassuring someone:

  • (please) don’t worry
  • There’s nothing to worry about…
  • I shouldn’t worry/get upset. If I were you…
  • I am sure things will turn out all right…
  • The best thing is to keep cool…

Asking about likes:

  • Do you like…?
  • Do you enjoy…?
  • Don’t you love…?
  • May I ask me you’re fond of…?
  • What’re your feelings about…?

Expressing likes:

  • I like/love…
  • I’ve always liked/loved…
  • …’s wonderful/very enjoyable etc.
  • There’s nothing I like/enjoy more than…
  • I am head over heels/over the moon about.

Expressing dislikes:

  • (I am afraid) I don’t like…
  • I am not (really) very keen on…
  • There’s nothing I like less than…
  • I can’t stand I am overenthusiastic.

Asking about preference:

  • Do you prefer… or…?
  • Which would you prefer …? Or…?
  • Which would you prefer?
  • What are your favorites…?
  • The choice is yours.



Let’s speak with Phrases

Asking for information:
• Could you tell me please…?
• Excuse me! Do you know…?
• Could any one tell me…?
• I wonder if you could tell me…?
• I wonder if someone could tell me…?
• Do you know about…?
• Could you please tell me anything about…?
• Have you got any idea about…?
• Can you give me any information about…?
• Are you aware of…?

Saying you know about something
• Yes, I know…
• Someone has told me about…
• So I hear is…
• That’s what I know…
• Only this I have been told…

Saying that you don’t know
• I am sorry, I don’t know…
• I am afraid I don’t know anything about…
• I am afraid I’ve no idea…
• I don’t know the first thing about…
• Sorry, I am not able to help you with your inquiry/request…

• Please don’t forget…
• Can I remind you…?
• I’d like to remind you about…
• Don’t forget about…
• Please don’t forget…
• Can I remind you…?
• I’d like to remind you about…

Asking about remembering
• Do you remember…?
• I wonder if you remember…
• Perhaps you’ve forgotten…
• You must remember…
• You shouldn’t forget…
• Could I ask if you remember…?

Saying you remember
• I remember…
• I’ll always remember…
• As I could remember…
• As far as I can remember…
• If I am not mistaken…
• What I shall never forget is…
• I couldn’t miss it…
• How could I forget it?
• It’s still in my mind…

I remember everything clear…

•Saying you’ve forgotten
• I’ve forgotten, I am afraid…
• Sorry I don’t remember…
• Sorry my mind’s gone blank/complete blank
• Sorry I have no recollection of…
• I am sorry but I appear to have forgotten…

Asking if something is correct
• Is ………right, please?
• Am I right?
• Is everything alright?
• Anything wrong with…?
• Am I right in thinking/supposing?
• Is it true to say…?

Saying something is correct
• Yes, that’s right.
• Yes, that’s correct.
• Nothing wrong with that.
• You’re dead right.
• Absolutely

Saying something is not correct
• (sorry) ………’s not right

•I am not sure you’re right about…

•No, that’s all wrong.


•I really do have to correct you…

Asking how someone feels after something happens
• How do you feel?
• What were your feelings about?
• Are you all right?
• Hey, what about that?
• What‘s you reaction?

Expression of surprise
• Well, that’s very surprising
• My goodness
• Are you sensuous?
• You must be joking
• Incredible



Language Features

“Language features”

Some language effects used in oral transactional text and speeches. Some of these appear in poetic texts also.

Rhetorical devices:

Rhetorical means language and effects used to impress or persuade the audience.

Rhetorical question:

A question asked for effect, but not necessarily needing to be answered.

Example: Are we going to put up with curfews and being hassled by the police up town? Who cares? Do you think it is right? I don’t. How do you stay healthy on a diet of chips and chocolate?


Trying to impress or influence by overstating a viewpoint, statement or idea.

Example: Millions of students all over the world go home and rush eagerly into their homework in order to secure their future.


As above, but understating a viewpoint for effect.

Example: a few students will wander home and perhaps turn on television.


When two opposite viewpoint, ideas or concepts are placed close to each other for effect.

Example: the two examples above could be an example of contrast if put together. Or let us break the chains, shackles and nightmare of slavery and embrace each other in the dream of freedom.

Quotations from well-known sources:

Such as the Bible, television, movies, proverbs and quotations of famous poets and writers of history, can be used in writings.

Example: turn the other cheek, an eye for an eye and a tooth for a tooth, yabba dabba dooo, eat my shorts, it’s moments like these… …, make my day; I’ll be back!, a stitch in time saves nine, a bird in the hand is worth two in the bush straight from the horse’s mouth.

“Conscious use of personal pronouns”

As speakers we want to make our audience agree with us in our viewpoints and be against things we are against. The deliberate uses of including or excluding pronouns help speakers do this.

Pronouns to address the audience:

Basically to address them as a group, but not necessarily to persuade them at this stage.

Example: you are here tonight to witness the finals of the speech contest, where your sons and daughters face up to a great challenge.

Pronouns to include the audience:

Speakers want the audience to be on their side and agree with their statements/ideas.

Example: we came here tonight to choose our town symbol. We don’t want a clock- Alexander has a clock. We don’t want a humungus trout as our symbol-Rakaia and Turangi have megatrouts. Let us choose our White horse- it’s ours and always will be.


Pronouns to exclude the audience or to distance the audience:

Sometimes we want to distance the audience from those who have differing arguments.

Example: so our elders want a curfew in Waimate. They it is a good idea to have a curfew of 8 o’clock on a school night for people of our age. Let them have a curfew of 8 o’clock so that they can be out of the pubs and clubs and home with their families as well. They cause more harm in society than teenagers do.

“Emotive language”

Similar in effect to use of pronouns, choice of words packed with emotion can influence an audience for or against your ideas, to be with you or against you.

Words with positive connotation:

Warm fuzzy words that help to get the audience on your side.

Example: imagine the perfect scene, not a care in the world, waling down the street hand in hand with your adoring parents… they stop and buy you a $1.50 triple scoop choc dipped ice-cream…

Words with negative connotation:

These weasel words have the opposite effect to positively charge emotive words.

Example: from a distance you see them appear, dressed in black, hair like knotted liquor ice. Their top lips quiver and sneer in unison like Elvis with a toothache. They see you and appear to scowl and grunt at each other and point at you accusingly.


Similar to exaggeration and understatement close together, +ve and –ve words in close proximity can highlight and improve the effectiveness of your ideas.

Example: your ‘nice’ day is now ruined. The triple scoop ice-cream melts them then drips all over your black jersey and up your sleeve. You try sneering like the black-uniformed teenagers in front of you, but your lips are numb from the “ice-cream treat”, but what tops it off your parents say to you in their loudest voice “Aren’t you going to introduce us to your friends dear?” you look around for the nearest manhole cover and hope you can prise it open with sticky, ice-cream covered fingers.

“Some language effects used in oral & written transaction texts and speeches, some of these appear in poetic texts also”

“Sounds devices”

  Speeches are normally only meant to be heard once, so the speaker normally tries to make main ideas, keywords and phrases memorable using sound effects and devices.


Repeating the initial consonant of group of words for aural effect and memorable.

Example: we’ve all heard of Richie Rich, Daffy Duck, Fred Flinstone, Sylvester Stallone and Morris Minor, but the latest and nastiest alliterative villain to slam our screens-a cartoon nasty that leaves Lex Luthor and Dick Dastardly in his dust is Vicious vinnie.


Repeating vowel sounds for aural effect

Example: laugh, laugh, cackle and guffaw.


Where the words used sounds like the thing or concept being described


Wind swishing or moaning in the treetops

Frost crunching underfoot

Cock a doodle doo woof woof


Words sounding similar that are pleasant to the ear… they also appeal because the listener can almost predict a part of the speech.

Example: chocolate chips, greasy dips and dairy whips, these are the foods that little teenager are made of.

“Figurative language”

Language that creates a picture in the mind of the listener can assist in the interest level of speech. The listener visualizes or imagines figures, images and comparisons.


Describing two unrelated things using direct comparison. Sometimes the metaphor can be drawn out and becomes an Extended Metaphor.


… … her gaze was icy…

… The salesman was a shark…

The whole sorry incident left a sour taste for every one concerned.

Politicians should darn the holes in the ragged economy before we all start to feel the cold.


Describing two unrelated things or ideas using the linkers “Like” or “As”


1. My love is like a red, red rose that’s newly sprung in June, my love is like a melody that’s sweetly played in tune.

2. as fast as leopard, as good as gold, as thick as a brick, as sharp as a tack, as silly as a two bob watch, as crook as a dog, like a rat up a drainpipe, like bees around a honey pot.


Giving human qualities to non human inanimate things.


  1. The New Zealand Dollar had a quite week
  2. life dealt him a heavy blow
  3. clouds passed sorrowfully over the graveyard

“Other oratorical devices”

These are some other devices which help to make speeches more interesting, vibrant and memorable.


Hammer home a point and make it memorable using repetition

Example: Trust is an important concept in society. If you can’t trust friends not to blab your secrets all over school, if you can’t trust teachers not to blast you for something that he or she let someone away with yesterday, if parents can’t trust you enough to let you borrow the car-how can you survive in the modern world?

Parallel structure:

This is like repetition, except that phrases and groups of words are repeated for effect.

Example: I have a dream. I have a dream that the sons and daughters of former slaves and the sons and daughters of former slave owners will sit down at the table of brotherhood.

We shall fight them on the beaches; we shall fight them on land and in the air.


In order to emphasis important points lists are often use.


1. Instead of: this school rule change affects all students, say this new school rule change affect from 1’s ; from 2’s ; from 3’s ; from 4’s ; from 5’s ; from 6’s ; even from 7’s.


2. instead of saying a superannuation law change affects everyone say: this law change will impact on town people and country people; rich people and poor people, Maori, pacific islander, Asian and European; employed and unemployed alike.



By: Aqsa Riaz


Speech Making Tips

Helping With Structure

Write a draft of your speech-you wouldn’t build a house without a plan. To meet the standard, content, structure, and language must be appropriate for your purpose, which is to give a speech to your class.

Structure Your Speech As Follows-a Simple “Skeleton” Approach

  • A brief introduction to your topic and the main points you will make,
  • Several key comments on the topics,
  • Supported by evidence you collected,
  • A brief conclusion.

Annotate the draft of your speech in the 5 centimeter margin, indicating these aspects of structure.
In your speech you will develop ideas logically. As headings, briefly list the main points you will make in order. You will
expend on these in much greater detail in your speech. From the thinking and research and discussions and other sources list key details you will use to support your ideas.

Research/Evidence/Detail-Backing Up Points Made

3 aspects of research, evidence, statistics, factual material to support your ideas/comments.

Linking Words And Phrases-moving From One Point To The Next

They help you move one comment/point you make and onto the  next. Also note in the 5 centimeter margin.

Delivery Techniques-once Written, Find Ways To Improve Delivery

To meet the standard you need to use following delivery techniques in a sustained and appropriate way.


Use of voice: use of pace, pitch, Intonation, variation in volume, stress or emphasis, pause and rhythm


Use of body language: use of gesture, facial expression, stance, eye contact and movement.
Use of audio visual aids: use of posters, OHT, power point presentations or other examples.

Language Features-add Vigor, Vitality And Interest To Your Words

Annotate the draft of your speech in the 5 centimeter margin, indicating these other aspects delivery which helps to
make the speech more appealing to the audience. Language features like the ones discussed in class, heard and seen in
speeches you have studied in the course of the class work. These lists are also available in the standard activity sheet
and template.

Practice-Makes Perfect

Complete an initial read-through of your speech. Adapt content if necessary, and experiment with delivery techniques.

Helping Meet The Requirements Of The Standard Sheet

After the initial read-through to help you focus on the key aspects of your speech, fill in these details.

  • Point 1: Detail used to support point 1
  • Point 2: Detail used to support point 2
  • Point 3: Detail used to support point 3

Delivery Techniques

From each of the column below select at least three delivery techniques that you intend to use. Circle them.


  • Volume
  • Pause
  • Rhythm
  • Pitch
  • Pace
  • Emphasis
  • Intonation
  • Props


  • Eye contact
  • Movement
  • Facial expression
  • Stance
  • Gesture
  • Audio visual aids
  • Posters/OHT
  • Power point presentation

Speech Rehearsal

As a final step before delivering the speech to the class, rehears your speech in front of a partner. Give your partner
a copy of the details you filled out in structure above and a draft of your speech. Ask your partner as they observe your rehearse to tick the key points about content, structure, language, and delivery techniques. You partner should identify aspects they feel are successful as well as less successful.
Read your speech to parents, relations and siblings to help in the process of refining and improving your speech. Your teacher may observe you as you rehearse. It is possible to meet the standard for using appropriate content, structure, language and delivery techniques at the rehearsal stage.

Delivery To The Class-courage In The Face Of Fear

Deliver your speech to the class. This delivery gives you another opportunity to meet the standard. Give your teacher
a copy of the speech, the sheets you filled in from above and the cover sheet properly completed. Make sure your 5cm
has the features required completed. Color code if you want to make things clearer. Your teacher will use this as cue to
observe the structure and delivery of your speech.

Evaluation-Learn From The Good And Bad Things We Do

Following your delivery write a short evaluation and attach it your final draft. What other way could you has delivered your speech? Suggest another possible a interpretation, and compare it to the way you delivered your interpretation.
Focus on at least two delivery techniques you used and comment on their effectiveness, suggest some possible improvements that could be made and explain why you make them.

By: Aqsa Riaz