LET’S SPEAK ENGLISH -...

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LET’S SPEAKENGLISH

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Undang-Undang Nomor 19 Tahun 2002, tentang Hak Cipta

PASAL 2(1) Hak Cipta merupakan hak eksklusif bagi Pencipta atau Pemegang Hak Cipta untuk

mengumumkan atau memperbanyak ciptaannya, yang timbul secara otomatis setelah suatu ciptaan dilahirkan tanpa mengurangi pembatasan menurut perundang-undangan yang berlaku.

PASAL 72(1) Barang siapa dengan sengaja dan tanpa hak melakukan perbuatan sebagaimana dimaksud

dalam Pasal 2 ayat (1) atau Pasal 49 ayat (1) dan ayat (2) dipidana penjara masing-masing paling singkat 1 (satu) bulan dan/atau denda paling sedikit Rp 1.000.000.00 (Satu Juta Rupiah), atau paling lama 7 (tujuh) tahun dan/atau denda paling banyak Rp5.000.000.000,00 (Lima Miliar Rupiah).

(2) Barang siapa dengan sengaja menyiarkan, memamerkan, mengedarkan, atau menjual kepada umum suatu Ciptaan atau barang hasil pelanggaran Hak Cipta atau Hak Terkait sebagaimana dimaksud pada ayat (1) dipidana dengan pidana penjara paling lama 5 (lima) tahun dan/atau denda paling banyak Rp 500.000.000.00 (lima ratus juta rupiah).

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PenerbitUR Press Pekanbaru

2017

LET’S SPEAKENGLISH

Hadriana

Editor: Fakhri RasMahdumE. Gultom

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LET’S SPEAK ENGLISH

Penulis: Hadriana

Editor:Fakhri RasMahdumE. Gultom

Sampul & Tata Letak : UR PressFoto Cover : google.comDiterbitkan oleh UR Press, September 2017

Alamat Penerbit:Badan Penerbit Universitas RiauUR Press Jl. Pattimura No. 9, Gobah Pekanbaru 28132,Riau, Indonesia Telp. (0761) 22961, Fax. (0761) 857397 e-mail: [email protected] IKAPI

Hak Cipta dilindungi Undang-undang Dilarang mengutip atau memperbanyak sebagian atau seluruh isi buku ini tanpa izin tertulis dari penerbit

Isi di luar tanggung jawab percetakan

Cetakan Pertama : September 2017

ISBN 978-979-792-766-0

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Preface

The book is intended to prepare speaking materials in order that the students canimprove their critical thinking on fundamentals fields. Unit 1 discuss aboutInteracting in Class, consists of several sub divisions: Communication Skills;Brainstorming; Appropriate Language Styles; Participating in Class; Speaking outin Class; Pronunciation Practice; and Grammar and Vocabulary.

Unit 2 discuss about Maintaining a Conversation, consists of several subdivisions: Communication Skills; Encouraging Communication; Making SmallTalk; Finding Topic to Discuss; Pronunciation Practice; and Grammar andVocabulary.

Unit 3 discuss about Speaking to a Group, consists of several sub divisions:Communication Skills; Telling a Story; Improving Your Delivery; IncludingSpecific Information; Putting Your Ideas Together; Speaking From Notes;Pronunciation Practice; and Grammar and Vocabulary.

Unit 4 discuss about Making a Group Decision, consists of several subdivisions:: Communication Skills; Considering Rights and Obligations;Exchanging Opinions; Considering Values; Imaging another Person’s Position;Taking Turns; Pronunciation Practice; and Grammar and Vocabulary

The book can give some contribution in order to increase students’ speakingability as well as everyone who is interested in. Valuable critical thinking andsuggestion is needed for improvement.

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Table of Contents

Preface ............................................................................................................................ i

Table of Contents ........................................................................................................... ii

General Description ....................................................................................................... iv

Unit 1: Interacting in Class .............................................................................................. 1

The Objective .................................................................................................. 1

Learning Material ........................................................................................................ 1

Communication Skills ...................................................................................... 2

Brainstorming................................................................................................... 5

Using Appropriate Language Styles.................................................................. 9Participating in Class ...................................................................................... 12

Speaking Out In Class ................................................................................................ 13

Pronunciation Practice .................................................................................... 16Grammar and Vocabulary ............................................................................... 19

Unit 2: Maintaining a Conversation .............................................................................. 25

The Objective ................................................................................................. 25

Learning Material ...................................................................................................... 25

Communication Skills .................................................................................... 27Encouraging Communication ......................................................................... 30

Making Small Talk ......................................................................................... 35

Finding Topic to Discuss ................................................................................ 36

Pronunciation Practice .................................................................................... 43

Grammar and Vocabulary ............................................................................... 45

Unit 3: Speaking to a Group .......................................................................................... 50

The Objective ................................................................................................. 50


Communication Skills .................................................................................... 51

Telling a Story ................................................................................................ 52

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Improving Your Delivery ............................................................................... 55

Including Specific Information ....................................................................... 57

Putting Your Ideas Together ...................................................................................... 62

Speaking From Notes ..................................................................................... 63



Unit 4: Making a Group Decision .................................................................................. 72

The Objective ................................................................................................. 72


Communication Skills .................................................................................... 73

Considering Rights and Obligations................................................................ 74

Exchanging Opinions ..................................................................................... 78

Considering Values ........................................................................................ 81

Imaging another Person’s Position ............................................................................ 81

Taking Turns .................................................................................................. 85



Resources .......................................................................................................... 93

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General Description

The purpose of this book is to develop oral communication skills of intermediatestudents in academic and professional settings. The interactive activities in thetext involve the students in practicing skills that they can apply to real-lifesituations. This module also helps the students:

1. Participate successfully in conversation and small group discussions.

2. Plan, organize, and deliver effective presentations by following clear,

specific guidelines.

3. Analyze the effectiveness of discussions and presentations.

4. Improve pronunciation skills.

5. Improve their ability in terms of simple grammar and vocabulary.

6. Take responsibility for their own learning by doing various practices.

The materials provided are also intended to help students who have had severalyears of exposure to English, but are not fully comfortable using English for oralcommunication. Finally, I would like to express my appreciation to all of lecturesof English Study Programs. Critics and suggestions for improvement are reallyappreciated.

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Unit 1Interacting in Class

The Objectives:1. The objective of this unit is to encourage the students to participate in

conversations and small group discussions. Activities provided inCommunication Skills will help the students to strengthen their criticalthinking by brainstorming, using appropriate language styles andunderstanding about how to participate in class.

2. Pronunciation Practice is aimed at helping the students to develop theirability inunderstandingWord Stress. In terms of Grammar andVocabulary, however, the students understand about Word Form.

Learning MaterialsLook at the pictures and discuss the answers with your friend.

1. How do you think the students feel in each situation above?2. What are the advantages and disadvantages of each type of the activity?

3. What kind of activities in each class do you enjoy the most?4. What kinds of activities do you enjoy the least?

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Communication Skills

Organizing Small Group Activities

During this course, you will be participating in many small group activities.You can make sure that every member takes an active part in group activity bygiving each person role: leader, reader, summarizer, reporter, or observer. Thefollowing instructions explain how to organize a small group discussion with fouror five members:

Group members sit in a circle. One student takes (or is assigned) Role 1.Students then count off in order-2,3,4,5- so that #2 takes Role 2,#3takes Role 3,and so forth. In this way, each group member has a specific role to play in theactivity. If an activity has more than one situation, group members rotate rolesafter each situation. This gives everyone chance to make on a different role duringthe activity.

Here is a list of the different roles with a brief explanation of theresponsibilities of each:

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Role 1: Leader

1. Stars the activity2. Make sure everyone participates

3. Keeps everyone on the subject4. Keeps the discussion moving

5. Keeps track of the time

Role 2: ReaderReaders aloud the instructions, situation(s), questions, etc

Role 3: Summarizer

1. Explains the situation or problem in his or her own words(without reading)

2. Makes sure everyone understands the situation

Role 4: ReporterReports the groups result or ideas on the class

Role 5: Observer

1. Observes the group or an individual2. Fills out observation forms

During each activity, all group members should participate actively. Each person:

1. Presents ideas2. Supports ideas with examples, details, and reasons

3. Asks other for their ideas

Finally, all group members (not only the reporter) should fill in the blanks in eachactivity as a record of their group’s ideas and decisions.

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Practice 1: Organizing a Small Group Discussion

1. Work in a small group of four or five people. Follow the instructions presentsin the previous section for organizing small group activities. Group membersshould take the roles of leaders, reader, summarizer, and reporter. Noobserver is needed in this activity.

2. As a group, consider the following situation and discussion question:Situation. An old, homeless man spends every day in the public library. Formost of the day, he sits quietly reading newspapers, magazines, and books.Many people in the library have complained that the man is extremely dirtyand smell terrible. Also, they say that he sometimes stares at them in a strangeway that makes them nervous. The homeless man, however, says that he doesnothing to bother anybody.

Discussion. What are possible ways that library officials might deal with thesituation?

A. ______________________________________________________

B. ______________________________________________________

C. ______________________________________________________

D. ______________________________________________________

E. ______________________________________________________

3. Work as a class. On the blackboard, list all the different ideas developed by

the group.

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4. Get back into your small group. Work together to reach agreement on the

following question:

Group Decision. What is the best way for library officials to deal with this

situation?

5. When your group has reached a decision, discussion the following:

a. Did each group member takes his or her role during the discussion? If not,

why not

b. Did all group members takes an active part in reaching the final decision?

If not, why not?

c. How many you improve your next discussion?

6. When all the groups have finished, work as a class to compare the decisioneach group reached. Which decision seems to be the best? To conclude thisactivity, compare your answers to the questions in item 5.

BrainstormingAn important technique that you will be using in this course is called

brainstorming. The purpose of brainstorming is to produce as many ideas aspossible on a particular topic. Then you can later select the best ideas to use in adiscussion or presentation. You can brainstorm individually, in pairs, or in groups.Here are some general guidelines for group brainstorming:

1. Write the topic at the top of the sheet of paper.

2. Say anything on the topic that comes to mind, even if it seems silly, wild, or

crazy.

3. Do not discuss or judge any idea that is mentioned. List all ideas without

comment.

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4. Write quickly, using words or short phrases. Do not worry about grammar or

spelling.

5. Get everyone in the group involved. Keep the ideas flowing!

6. Try to build on or add to ideas suggested by others.

7. Remember that quantity is more important than quality.

And the end of the time period, review the ideas you have developed. Atthis point you may want to:

1. Cross out many ideas that do not seem to fit.

2. Put a check next to the most useful or interesting ideas.

3. Spend a few more minutes adding any new ideas that come to mind.

The most important “rule” of brainstorming is not to judge the ideas as theyare mentioned. People need to relax in order to be able to think of interesting,creative ideas. Try the following activity to get an idea of how groupbrainstorming works.

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Practice 2: Practicing Group Brainstorming

1. Work in a small group to consider the following:

Situation: David Doolittle is an unusual student. He always goes to class, buthe never does his homework. He is intelligent and imaginative, so he alwayshas a different excuse to explain why he did not to do his homework. Today,however, he is having trouble thinking of an excuse.

2. Spend ten minutes brainstorming excuse that David can give his teacher. Forexample, “A robber broke into my house last night and stole it.” “My dog ateit for breakfast.” Use your imagination and have fun thinking of ideas. Try toproduce a list of at least twenty excuse.

3. When all the group have finished, work as a class to share the ideas of eachgroup. Then discuss the following:

a. How many ideas did each group develop?

b. Did each group follow all the brainstorming “rules”?

c. In general, how comfortable did everyone feel using the technique?

d. How do you think you can improve future brainstorming sessions?

Sometimes group members do not participate equally in a brainstormingsession. One way to give everyone a chance is to use “chain” brainstorming. In a“chain”, group members sit in a circle facing each other. You then go around thecircle, giving each group member a turn to offer an idea. If a person does not havean idea, he or she can say ”pass,” and the next person takes a turn. During abrainstorming session, you should always keep in mind that quantity is moreimportant than quality. Therefore, any idea is better than no idea.

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Practice 2: Practicing Chain Brainstorming

1. Work in a small group. Think about students who are good or successful

language learners. What do you think makes them good learners?

2. Spend ten minutes chain brainstorming possible ideas. The reporter should

write every ideas as it is mentioned.

3. At the end of ten minutes, review your ideas.

a. Cross out many ideas that do not seem to fit

b. Spend one or two more minutes adding any new ideas that come to mind.

4. When you have finished, discuss the following:

a. Did you follow the rules for chain brainstorming? If not why not

b. Did you more comfortable brainstorming this time? Why or why not?

c. What are the advantages and disadvantages of chain brainstorming?

d. How do you think you can improve future brainstorming sessio

5. When all the groups have finished, discuss the following as a class:

a. How many ideas did each group develop?

b. In what situations do you think brainstorming might be useful?

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Using Appropriate Language Styles

In English, as in most languages, speakers use different levels formality:

Formal/Indirect

1. I’m very sorry, but I’m afraid I didn’t quite understand your last point. I

would appreciate it if you could explain it again.

2. Would you be so kind as to repeat your last point?

Neutral/Polite

1. Would you mind explaining your last point, please?

2. Could you please explain that again?

Informal/direct

1. Excuse me?

2. Can you explain that?

3. Please explain that

Highly Informal

1. What are you talking about?

2. What?

3. Huh?

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Generally, speakers of English use more formal language with people inauthority or of much higher status. People speaking in a formal situation tend touse correct grammar and speak in complete sentences. Furthermore, they usuallyspeak more carefully, more clearly, and more slowly. On the other hand, peopleuse informal language with friends and family. When speaking informally, theymay use a more “relaxed” pronunciation, such as “I’m gonna leave.”. [“I’m goingto leave.”] or “They wanna leave” [“They want to leave.”]. In an informalsituation, people may also speak more quickly, omit words, and use slang.

Of course, language is not neatly divided into formal and informal styles.There are various levels of formality between the two. In fact, you will find that aneutral/polite style of language-between formal and informal-is generallyappropriate in most academic and professional situations. As a learner of English,you may find that it is safer to sound slightly more formal than to be too informal.Of course, as you become friends with your co-workers or classmates, you willprobably move toward a more informal style of language. Keep in mind, though,that an informal style may sound rude or disrespectful in a business situation. Forthis reason, all of the language presented is neutral/polite in style. As you get toknow people better and improve your speaking ability, you will feel morecomfortable changing your speaking style to suit the situation, the subject, and thepeople involved.

In general, in choosing the appropriate level of formality, you need toconsider the following:

1. What is your relationship to the other speaker? Are you relatives, friends,

acquaintances, or strangers?

2. What is the other speaker’s professional role? Is he or she your co-worker,

your boss, or a high-level official?

3. What is the setting? Are you at a job interview, a business meeting, a staff

picnic, or a party?

4. What subject are you discussing? Are you dealing with typical work-related

matters, asking for a favor, or making a serious complaint?

Of course, most speaking situations involvesome or all of these factors, notjust one. Your choice of language style, then, will depend on a combination ofthese factors.

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Practice 4: Identifying Appropriate Language Style

1. Work with a partner. For each of the following situation, write F (formal) or I(informal) to show whether you might switch your language style slightly toone or the other style; write N (neutral) if you think a neutral style would beappropriate.

……. A. Asking your boss for a raise

……. B. Discussing a homework assignment with a classmate

……. C. Asking a friend to go out for a cup of coffee

……. D. Being interviewed for a job

……. E. Asking the teacher about a homework assignment

........F. Asking the teacher to raise your grade on an important writingassignment

…… G. Having a meeting at work with several co-workers

…… H. Presenting a paper at a scientific conference

…… I. Talking with an important government leader at an official reception

…… J. Complaining to a co-worker about a serious mistake he made

……K. Asking a classmate to spend an hour or two helping you with somework you missed

2. When all the pairs have finished, compare your ideas as a class

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Participating in Class

The way that students and teachers interact varies from culture to culture.As a result, the way students act in one culture may seem strange or even rude inanother culture.

The following guidelines are generally appropriate in the United States or ina class with an American teacher. Of course, even within the United States,student-teacher interaction varies from class to class and from teacher to teacher.Are they different from the ones you have followed in other classes?

1. Find out what your teacher prefers to be called. In some classes, teachers andstudents call each other by their first names. In other classes, teachers wantstudents to call them by their last names with a title, such as Dr. White,Professor Green, Mr. Brown, Mr. Black. Generally, though, students do notcall the teacher, “Teacher”.

2. Take initiative in class. Show your interest by volunteering to answerquestions. Ask questions when you do not understand something or when youneed more information. In general, teachers expect students to take an activepart in class. Many teachers include class participation as part of the finalcourse grade. Furthermore, teachers may have an unfavorable impression ofstudents who never make comments or ask questions. They may feel thatthese students are not paying attention, are not prepared, or are not interested.

3. Respond immediately if the teacher calls on you to answer a question.Whether or not you know the answer, make eye contact with the teacher andsay something. (This unit includes expressions you can use if you need fewmoments to think or if you don’t know the answer.) Teachers expect a directresponse to a question, and it may seem rude if you do not say anything.Furthermore, if you remain silent, even for a few seconds, the teacher maycall on another student or someone else may jump in to answer the question.

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Speaking Out In Class

Signaling You Want to Speak

To get the teacher’s attention, you can simply raise your hand. You mayalso call the teacher by name. Sometimes you can signal that you want to speak bylearning forward and making eye contact with the teacher. If the teacher doesn’tnotice these signals, you can also say:

1. Excuse me, ….

2. May I ask a question?

3. Could I make a comment?

Holding the Floor

When the teacher calls on you, you can give yourself a moment or two tothink before answering by:

1. Hesitating

a. Well, umm ….

b. Umm, let’s see

c. Umm, let me see

d. Let me think

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2. Repeating or rephrasing the question

a. In other words, you want to know

b. So, you’re asking me ….

3. Asking the instructor to repeat the question if you didn’t understand

a. Would you mind repeating the question please?

b. Would you please repeat that?

Avoiding Answering

1. I’m not really sure

2. I don’t really know

3. I’m afraid I don’t know

4. I’m sorry, but I don’t know

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Practice 5: Volunteering in Class

1. Work as a class. Students should take turns acting as the “lecturer”, while theothers close their books. The “lecturer” asks one of the following questionsand then waits for the students to volunteer answers. Students should giveexamples, details, and/ or reasons to explain their answers. The purpose is foreveryone to participate as much as possible-without waiting to be called onby the “lecturer”. However, the “lecturer”” can go on to another question.There are no right or wrong answer to these questions, so relax and have fun.

A. Of all the things you do in your free time, what do you enjoy the most?

B. What is the best present you have ever received?

C. What do you think is the perfect age to be?

D. What is your favorite holiday?

E. Which would you rather be-the youngest or the oldest child in the

family?

F. If you could spend the day with one famous person alive in the world

today, whom would you choose?

G. Which pet do you think is better-a dog or a cat?

H. What place in the world would you most like to visit?

I. What was your favorite subject in high school?

J. What do you like best about the city where you are living?

K. What do you not like about the city where you are living?

L. What’s your favorite place to be alone?

M. Think about the worst teacher you ever had. What made that teacher so

terrible?

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2. As you participate in this activity, use a separate sheet of paper to put a checkeach time you volunteer to speak. (Do not count the times the “lecturer” callson you.) Remember-keep your book closed-during this activity! You have tolisten to the questions.

3. When you have finished, discuss this activity as a class:

4. Did you find it easy or difficult to volunteer your answers?

5. How many times did each person volunteer?

6. Did everyone in class participate actively? If not, what happened?

Pronunciation Practice

Word StressTo understand word stress, you need to know what a syllable is. A syllable

is the part of a word that contains one vowel sound along with one or moreconsonant sounds. In general, the number of vowel sound in a word determinesthe number of syllables. Another way to understand this is to think of syllables asthe number of beats in a word.

Listen to your teacher pronouncing the following words. As you listen toyour teacher, tap your finger or pencil on the desk to help you count the numberof syllables.

Practice 6: Counting Syllables1Syllables 2 Syllables 3 Syllables 4 Syllables

Part number following dictionary

Word useful determines repetition

Group pencil expression understanding

Sound pronounce consonant presentation

Think contain consonant experience

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In English, words of more than one syllable have a stress, or accent, on oneof the syllables. Stressing the right syllable is an important part of the correctpronunciation. If you stress the wrong part of the word, people may notunderstand you. You put stress on a particular syllable by:

1. Holding it longer.

2. Saying it at a higher pitch.

3. Pronouncing the vowel sound clearly.

Thus, the stressed (or accented) syllable may sound longer, higher, andstronger than the other syllables in the word. Each word, then, has one stressedsyllable while the others are unstressed or weak syllables. There is a greaterdifference between stressed and unstressed syllable in English than in more otherlanguages. This is because English speakers tend to give careful pronunciation tothe stressed syllables, and then “reduce” (or weaken) the other stressed syllables.By reduce, we mean that people usually pronounce unstressed syllables in arelaxed way – either /uh/ (as in up) or /ih/ (as in it).

Some words in English can be used as either nouns or verbs. The differencein stress indicate the difference in usage: the noun has the stress on the firstsyllable while the verb has the stress on the second syllable.

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Practice 7: Focusing on Word Stress

Listen to your lecturer. In each item you will first hear the noun and then theverb. Notice that the stressed syllables are written in the capital letters in thefollowing list. Pay attention to the way that the stress affects the pronunciation ofeach word. Repeat each word after the lecture, being careful to stress the rightsyllable.

Nouns Verbs

1. CONduct conDUCT

2. CONtrast conTRAST

3. DEcrease deCREASE

4. INcrease inCREASE

5. INsult inSULT

6. OBject obJECT

7. PERmit perMIT

8. PREsent preSENT

9. PROGress progRESS

10. PROduce proDUCE

11. RECord reCORD

12. SUBject subJECT

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Grammar and Vocabulary

Word Form

Look at this question:

The company could save money if it bought a fleet of more ______ vehicles.a. economize

c. economics

b. economic

d. economical

All four choices are forms of the same base word. Choice (a) is a verb,choice (c) a noun. Choices (b) and (d) are both adjectives. An adjective is requiredto modify the noun vehicles. The adjective economic means "related to aneconomy"; economical means "efficient and inexpensive."

To answer these questions, you should be able to identify the forms thatare given adjectives, nouns, verbs, or adverbs, and to recognize which best fitsinto the blank in the sentence.

Characteristics of Noun, Verbs, Adjective and Verbs.

Nouns

Nouns name persons, places, things, and concepts. Concrete nouns refer tophysical things, and abstract nouns refer to qualities and concepts. Most of thenouns that are tested in this section are abstract nouns.

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Some common noun endings:

-tion information

-ery recovery

-dom freedom

-ship friendship

-ence experience

-tude solitude

-ance acceptance

-ism industrialism

-ity creativity

-cracy democracy

-hood brotherhood

-logy biology

-ness happiness

Common endings for nouns that refer to persons:-er writer

-ee retiree

-or governor

-ic comic

-ist psychologist

-ian technician

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Verbs

Verbs may be action verbs or linking verbs.She exercises every day (action verb)

They seem upset. (linking verb)

Common verb endings:-ize sanitize

-ify satisfy

-en lengthen

-ate incorporate

-er recover

Adjectives

Adjectives modify nouns, noun phrases, and pronouns. Most adjectivestested in this section refer to abstract qualities.

Adjectives are used before nouns.aprosperous business a common occurrence

Adjectives are used after the verb to be and other linking verbs. That song is sad

She looks sleepy.

That doesn't seem important

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Common adjective endings:

-ate moderate

-y sunny

-ous ominous

-ic economic

-al normal

-ical logical

-ing interesting

-ial remedial

-ed bored

-ory sensory

-able comfortable

-less hopeless

-ible sensible

-ive competitive

-ish sluggish

-ly friendly

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Adverbs

Most of the adverbs seen in word-form problems are adverbs of manner.These adverbs are formed by adding the suffix -ly or -ally to an adjective.

Quickly

Reasonably

Precisely

Enthusiastically

Adverbs are most often used to modify verbs. They may come before orafter the main verb, or at the end of the sentence.

He eagerly accepted the challenge.

Ms. Isgaard spoke forcefully to the audience.

Wilson met his sales quota quickly.

Some adverbs are used to modify adjectives and occur before thoseadjectives.

His mail-order business has been moderately successful.

This bulletin is slightly out-of-date.

A few adverbs have the same form as adjectives.

fast hard high

The adverb form of good is well.

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Practice 8: Reviewing and Practicing Word Form Problem

Directions: Decide which of the choices - (A), (B), (C), or (D) -best completesthe sentence.

1. Mr. Uha will _____ the technical manual into German.a. translate c. translator

b. translation d. translatable

2. The management team encourages everyone to make _____ .a. suggests c. suggestible

b. suggestions d. suggestive

3. This toy requires some _____ at home.a. assembled c. assembler

b. assemble d. assembly

4. If a product is _____ packaged, it will get consumers' attention.

a. attractively c. attractb. attraction d. attractive

5. There has been a lot of _____ about this new scheme.

a. exciting c. excitableb. excite d. excitement

6. Mr. Hall has a lot of common _____ .

a. sensibility c. sensec. sensitivity d. sensation

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Unit 2Maintaining a Conversation

The Objectives:

1. The objective of this unit is to encourage the students to be able tomaintain aconversation. Activities provided in Communication Skills will help thestudents to ask questions and make a small talk as well as able to open andclose conversation.

2. Pronunciation Practice is aimed at helping the students to develop theirability inunderstandingIntonation Patterns in Question. In terms of Grammarand Vocabulary, however, the students understand about Question Word.

Learning Materials

Look at the pictures and discuss the answers with your friend.

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In your country, which of the following topics do you usually talk about in each

situation?

Which do you not talk about?

Then Discuss with your partners

1. Movies

2. Books

3. Family problems

4. Television programs

5. Recent trips or vacation

6. Classes / teachers

7. Sports

8. Recent events

9. Problems with your boss

10. Politics

11. Health problems

12. Religion

13. Food / restaurants

14. Free-time activities

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Asking Question

The ability to ask questions is an important skill in conversation anddiscussions. Questions are useful both in getting information and in involvingothers in a conversation. To use questions more effectively, you may find ithelpful to understand the difference between closed and open question.

Closed questions are those that can be answered with yes, no or a one- ortwo-word response. For example, you might ask someone a closed question suchas, “Do you like living in this city?” or “How long have you lived here?” Closedquestion ask for specific information, so they limit the possible answers.

Open questions, on the other hand, encourage the other person to give moiréinformation. For instance, you might ask someone, “Why do you enjoy living inthis city?”, “How do you feel about attending this university?,” or “What do youthing about . . .?” Open questions help to involve the other speaker actively in theconversation.

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Practice 1: Identifying Open and Closed Questions

1. Work with a partner or in a small group. The following are questions that an

American might ask an international student at a university in the United

States. Identify each as O (open) or C (closed).

______ A. Where are you from?

______ B. Why did you choose this university?

______ C. How do universities in the United States compare with universities in

your country?

______ D. How long do you plan to stay here?

______ E. What has surprised you most about life in this country?

______ F. When did you arrive here?

______ G. How do you living in this city?

______ H. How do you get to school?

______ I. What do you think about the traffic here?

______ J. Are you here with your family?

2. When all the groups have finished, compare your answers as a class.

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Practice 2: Asking Questions

1. Work with a partner. Consider the following statement: “I had a greatvacation!” Make a list of twelve to fifteen questions you might ask to getmore information. I think about the many questions that you can use: who,what, what kind of, which, where, when, why, how, how long, how often, howmany, how much, etc.

2. After all the groups have finished, write some of these questions on the boardor present them orally. Imagine asking a co-worker or classmate thesequestions. As a class, analyze each question:

a. Is it grammatically correct? If not, correct it.

b. Is it appropriate to ask this question? If not, why not?

c. Is it an open or closed question?

Practice 3: Asking More Questions

1. Work individually. Spend one or two minutes thinking about a recent time thatyou:

a. Had a problem at work or school

b. Took a trip

c. Went to a restaurant, concert, or sports event

d. Did you something on the weekend or in your free time

e. Worked on a hobby

f. Had a funny, strange, or terrible experience

2. Now work with a partner. Begin by commenting on one of these topics. Yourpartner should ask questions for three minutes to get as much information aspossible.

3. Exchange roles so that your partner makes the opening comment. Again, thequestioner should try to keep getting information for three minutes.

4. If time permits, change pairs to continue practicing.

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Encouraging Communication

In a conversation, both speakers need to take responsibility for keeping thecommunication going. Of course, asking information question is one way to dothis. However, a conversation is not a question and answer session. You can alsouse several other strategies to encourage conversation. Consider the differencesbetween the following two conversations.

Conversation 1

A:What do you do?

B: I’m an engineer.

A: What company do you work for?

B: IBM

A: How long have you worked there?

B: Two years

A: Do you like your job?

B: Yes, I do.

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Conversation 2

A: What do you do?

B: I’m an engineer. How about you?

A: I’m a student.

B: Oh, really?

A: Yes, I’m studying business administration at State University.

B: I see. That sounds interesting.

A: Yes, it is. The program is hard, but I think I’m learning a lot. So, where

do you work?

B: At IBM in New York City.

A: New York City? Do you like it there?

As conversation 2 shows, you can use a number of strategies to encourageconversation. You can also use body language, such as looking at the speaker,smiling or nodding, to show that you are listening.

Encouraging Conversation

Using a short response to show that you are listeningI see Oh?

Of course yes

Really? Mmm

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Using an Auxiliary to Make a QuestionA: The meeting started a half an hour late!

B: It did?

A: I didn’t take notes in last week’s lecture.

B: Don’t you?

Do you? (You do?) Don’t you? (You don’t?)

Were you? (You were?) Weren’t you? (You weren’t?)

Have you? (You have?) Can you? (You can?)

Repeating a Key of Word or PhraseA: I’m going to Paris next week.

B: Paris?

A: The meetings lasted for two hours.

B: Two hours?

Asking Follow-up Information QuestionWhat happened?

How was it?

What did you do then?

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Practice 4: Encouraging Communication

1. Work with a partner to develop an appropriate response to each of thefollowing comments. This response should consist of brief comment orquestion followed by a specific information question. Use some of thedifferent types of responses listed in the box “Encouraging Conversation”.

A. I was almost late to work this morning.

_____________________________________________________________

B. I’m thinking about going to Australia during my summer vacation.

_____________________________________________________________

C. That meeting this morning really lasted a long time.

_____________________________________________________________

D. This photocopier has broken down twice this week!

_____________________________________________________________

E. I spent most of the weekend watching basketball on television.

_____________________________________________________________

F. I saw a terrible accident this morning.

_____________________________________________________________

G. I met the new manager this morning.

_____________________________________________________________

H. Yesterday was an incredibly busy day!

_____________________________________________________________

2. When all the pairs have finished, compare your responses as a class.

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Another way to keep a conversation going is to expand your comments,even if you can answer a question with just a word or two. In this case, you canadd moiré specific information or details to your response. Consider the followingexchanges:

Question : Do you like living in Washington, D.C?Short answer : Yes, I do.

Yes.Expanded answer : Yes, it’s a beautiful city and there’s always

something interest to do. Yes, but sometimes the traffic and noise can beterrible.

Practice 5: Giving Expanded Answer

1. Work with a partner to develop expanded answers to each of the followingclosed questions:

A. Do you like living in this city?

_____________________________________________________________

B. Are you a full-time student?

_____________________________________________________________

C. Do you like to travel?

_____________________________________________________________

D. Do you play any sports?

_____________________________________________________________

E. Do you own a car?

_____________________________________________________________

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F. Do you like to watch TV?

_____________________________________________________________

G. Did you do the homework last night?

_____________________________________________________________

H. Have you ever been to Tahiti?

_____________________________________________________________

2. When all the pairs have finished, compare your responses as a class.

3. With your partner, write four or five similar questions.

4. Now switch partner, and practice asking and answering the questions you

developed.

Making Small Talk

One useful conversation skill in the ability is to make small talk, or casual,light discussion of everyday topics. This section focuses on small talk in academicand professional situations. In these cases, your goal is to maintain friendlyrelations with people you deal with. Small talk especially is important at work orschool because it helps establish a friendly atmosphere and keeps relationssmooth. Furthermore, in business situations, small talk helps make people feelmore comfortable with each other before they move on to more serious matters.

The following information discusses how typical Americans handle smalltalk. You may have studied these conversation strategies in previous courses. Ifso, you can review them briefly, before doing the activities. In any case, as youread or review this information, keep in mind that people from different cultureshave different ways of handling conversations. You may want to consider thesedifferences as you work through this section.

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Finding Topics to Discuss

Small talk generally does not involve the speakers in personal details. WithAmericans, you should avoid topics that many people regard as too personal, suchas age, weight, politics, personal money matters, sex, and religion. Some typicalsubjects for small talk include:

1. Work

2. Weather

3. School

4. Recent activities or experiences

5. Future plants

6. Sports

7. Television programs

8. Movies

9. Vacation and travel plans

10. Hobbies

11. Free-time activities

12. Current event

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Practice 6: Identifying Appropriate Topics

1. Work with a partner. Imagine that you are making small talk with an Americanyou have just met. Which of the following questions would be inappropriate ortoo personal? Write Noin front of those that you should not ask. Write Yes infront of those that would be appropriate.

_______A. How old are you?

_______B. What do you do?

_______C. how much rent do you pay?

_______D. Why aren’t you married?

_______E. What’s your job like?

_______F. Have you gained a little weight recently?

_______G. What company do you work for?

_______H. What’s your major?

_______I. You’ve been married for two years. Why don’t you have any children?

_______J. How many people are there in your family?

_______K. Where did you go to university?

_______L. How much many do you make?

_______M. Where do you live?

_______N. Where did you buy your books for this class?

_______O. You’re wearing a beautiful watch. How much did it cost?

2. Compare your answer as a class.

3. Work individually or with a partner. Make a list of questions that peopleshould not ask in your culture. Share these questions with the class.

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Exchanging Greetings

At work or school, you may regularly see people that you know onlyslightly. In these situations, Americans often simply nod and smile in a friendlyway. They may also exchange brief greetings without stopping g for longerconversations. The following is a typical exchange:

A: Hello. How are you doing?

B: Fine, thanks. How about you?

Greeting people you know

Of course, there are many ways to greet people you know. Here is oneexample:

A: Hello, Jane. How are you?

B: Hello, Bob. I’m fine, thanks. I haven’t seen you in a long time.

How have you been?

A: I have been busy, but my vacation starts next week.

Introducing yourself

In an academic or work situation, you may find yourself talking to someonewhose name you want or need to know. If you don’t know or can’t remember thatperson’s name, you can say:

A: Hello. I’m Carol Miller. I’m sorry, but I don’t know your name?

B: I’m Jack Robbins. How are you?

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A: Good morning. I know we’ve talked before, but I afraid I can’t

remember your name.

B: Yes, my name is Nancy Smith. And your name is . . .?

A: George Nichols.

B: It’s nice to meet you, Mr. Nichols.

Opening a Conversation

Generally, it isn’t too difficult to open a conversation with people you knowwell. After greeting them, you can talk about your classes, homework, work,people you know, recent activities, etc. in other situations, however, you may findyourself sitting or standing next to someone you know only slightly. This oftenoccurs when you are waiting for something – for class to start, for the elevator toarrive, for a meeting to begin, and so forth. In these situations, it’s might seemrude not to speak to the other person. Americans often open these types ofconversations by talking about the weather or their surroundings:

A: It looks like it’s going to rain, doesn’t it?

B: Yes it really looks terrible outside.

A: Isn’t the weather great today?

B: Yes, it’s a good day to be outside.

A: How long have you been waiting here?

B: About ten minutes. The meeting should begin soon.

A: Do you know many people here?

B: No, I don’t. How about you?

Sometimes, the conversation may last a little longer if you know the otherperson better or if you have more time to talk.

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Practice 7: Opening a Conversation

1. Work with a partner. Imagine that you are acquaintances in each of the

following situations. For each, develop a brief conversational exchange that

includes:

Appropriate greetings

A comment or question to open the conversation

An appropriate response

A. It’s a rainy day. You arrive at the bust stop, where a co-worker is

waiting for the bus.

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B. You have a meeting at work with people from other departments. You

walk into the conference room a little early. One participant is already

in the room, waiting for the meeting to begin.

C. You are standing next to a colleague in the office. You are both waiting

to use the photocopier, but several people are ahead of you.

D. You are waiting in line at the company cafeteria. When you look

around, you notice that a new employee from your department is

standing behind you.

2. When all the pairs have finished, take turns presenting some of your

conversations to the class.

3. Work as a class. Develop openings for other situations in which you need to

make small talk.

Closing Conversation

In many situations, your conversation will end naturally—when the teacherarrives, when the meeting begins, or when the elevator arrives. These type ofconversations can end very simply by one of the speakers saying:

Oh, here’s the teacher

It looks like the meeting is beginning

Finally—the elevator!

In other situations without a natural closing, you may need to think morecarefully about ending the conversation. In the United States, for example, peopledo not suddenly say good-bye and walk away. In fact, this way of ending aconversation may seem very rude. Politely ending a conversation actuallyinvolves three brief steps: signaling the end, ending, and taking leaves.

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Signaling the End

Well, [pronounced in a long, drawn-out way] . . .

So, [also pronounced in a long, drawn-out way] . . .

Well, okay . . .

Well, listen . . .

Look at the time!

Well, I know you’re busy.

Ending

I should be going.

I’m afraid I have to leave now. It’s getting late.

Get back to work

I have to Meet someone

Get to class.

I’ll let you get back to work know.

Taking LeaveGood-bye.

later.

See you in class

tomorrow

soon

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Practice 8: Practicing a Conversation

1. Work in a small group of three people. Two of you will carry on aconversation, while the third person acts as observer. The observer should fillin the chart in activity 12.

2. Imagine that you and your partner have come to class early. Develop a two-

to three- minutes conversation of small talk with suitable topics. You will

need to greet each other, open the conversation, have a short discussion, and

then close the conversation.

3. When everyone has finished, change partners. Work through the same

situation.

4. Change partner one more time, so all three of you act as observers. When you

finish, each observer can discuss the chart he or she completed.

5. Discuss the following:

a. Was it easier to keep the conversation going to the second or the third

time? Why or why not?

b. Which strategies were used most often to keep the conversation going?

c. What topics seemed the best for small talk?


Intonation Pattern in Question

Stress gives English its, rhythm, while intonation provides its melody.Intonation is the rising and falling of your voice when you are speaking. It is thisrising and falling that make the melody or tune. English speakers generally useone of two basic intonation patterns when asking questions, depending on the typeof questions.

Rising intonation is usually used at the end of yes/no questions. This meansthat the pitch is raised on the last syllable or word that is stressed in the sentence.This high pitch, then, is maintained to the end of the question.

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Practice 9: Listening to Questions with Rising Intonation

Listen to your lecturer. Can you hear the way the pitch rises at the end ofeach question? Repeat after your lecturer, trying to imitate the rising intonationpattern. Keep repeating the questions until they sound natural to you.

1. Is that right?

2. Are we ready to begin?

3. Was that legal?

4. Do we all agree?

5. Does everybody understand the problem?

6. Did you summarize the situation?

7. Has everyone made a decision?

8. Have you all finished?

9. Can we afford this plan?

Practice 10: Listening to Intonation

People use intonation to indicate whether they are asking a question ormaking a statement. Listen to your lecturer. For each item, the lecturer will firstask a question and then make a statement, using the same word(s). Listen andrepeat, trying to imitate the intonation that your lecturer use.

1. Ready? Ready.

2. Now? Now.

3. Okay? Okay.

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4. Right? Right.

5. Wrong? Wrong.

6. Yes? Yes.

7. No? No.

8. Definitely? Definitely.

9. Really? Really.

10. At work? At work.


Question Words

Here are list of question words:what who whom

When why where

which whose how

with whom for whom from whom

how long how far how many

how much what for what else

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A question word is put at the beginning of an interrogative sentence,therefore the pattern is as follows:

Question word + auxiliary + subject + verb

Examples: you like

Do you like?

Where do you like? at school.

When do you like? tomorrow.

Who do you like? my father.

what do you like? coffee.

Which do you like? this one.

Why do you like? because……..

But if the question word functions as a subject or asks about the subject, thepattern becomes:

Question word + verb + complemet / object

Example :John likes sportswholikes sport ? John

1. Father can speak English.

Who can speak English? Father

2. Uncle phoned us last night.

Who phoned us last night? Uncle

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3. A dog is under the house now

What is under the house now? A dog

Note:that some of the question word can be followed by a noun

Whatbook

what time

whose book

what about

what date

what for

which book

what year

Practice 11: Fill in the blanks with suitable question words

Example:

A. …….are you this afternoon?

B. I am very well.

A: …………are you, friend?

B: Oh, I’m still a student?

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A:……….. is your father?

B: Oh, he is a businessman

A.:………… were you born?

B: I was born in 1972.

A: ……….are they from?

B: They are from Australia

A: ………….. is your address?

B: It is Paus street No.6A.

Practice 12: Follow the examples

Examples:John wants to study English at home everyday.

Who wants to study English at home everyday?

What does John want to study at home everyday?

When does John want to study at home?

Why does John want to study English at home everyday?

Where does John want to study English everyday?

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1. Father likes to eat dinner at restaurant every evening.

2. The boy is doing his homework in the room now.

3. Uncle will buy a new house in this town next month

4. John and Mary studied music at school yesterday.

5. The students play football at school yard every afternoon

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Unit 3Speaking to a Group

The Objectives:

1. The objective of this unit is to encourage the students to be able to delivertheir ideas to a group by delivering specific information. Activities providedin Communication Skills will help the students to build their confidence andable to speak to a group in a conversational manner by using notes.

2. Pronunciation Practice is aimed at helping the students to develop theirability to pronounce the Final –s Sound. In terms of Grammar andVocabulary, however, the students understand about Sentence Formation.

Learning Materials

Look at the pictures and discuss the answers with your friends.

1. Describe the scene in the photograph

2. Have you ever done any kind of volunteer work?

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3. Can you think of other kinds of volunteer work?

4. Why do you think people volunteer to help others?

5. What reasons do people have for not doing volunteer work?

6. What are ways to encourage people to do volunteer activities?


In this unit, you will start building the skills you need to feel comfortablespeaking to group. You will deal with more formal presentations in unit 5.

Building Confidence

Do you get a terrible feeling or fear or nervousness when you have to speakin front of a group of people? If you do, you are not alone. In fact, you belong tothe majority of people who suffer from stage fright. Although stage fright cancause great anxiety, it can also give you a certain energy that you can put topositive use. You might try the following ways to reduce your stage fright whenspeaking before a group:

1. Choose a topic that you know and that interest you.

2. Give yourself enough to prepare and organize the presentation.

3. Practice in advance.

a. Make and analyze an audio or video recording of you presentation.

b. Rehearse your presentation in front of friends, family, or a mirror.

3. Take some time to relax immediately before you begin to speak.

a. Pause a few second.

b. Establish eye contact with your listeners.

c. Take one or two deep breaths before speaking.

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In general, the best way to build your confidence is to practice. In fact, themore time you spend rehearsing, the better your presentation will be. You canpractice in front of your family, your friends or even a mirror. Another excellentway of practicing is to make a recording of your presentation. You can listen forproblem and then work on improving them before you speak to the group. In anycase, practicing gives you a chance to gain confidence and to make sure that yourpresentation meet the time requirement.

Telling a Story

When you tell a story, you need to help the listeners follow your progress asyou move from one event to another.

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Introducing Your Story

Provide a brief introduction to explain why you want to tell this story.

I’d like to tell you about a very strange experience I had last summer while I wasin Canada.

Showing Time Order

First, . . .

Second, . . .Third, . . .

Next, . . .Then, . . .

Later, . . .After that, . . .

Finally, . . .

A few dayslater, . . .

Several hours

tripDuring the

party

day …

The followingmonth . . .

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Concluding

1. Signal the end. Then repeat or review the significance of the event.

2. So, the end of my story, it was a very difficult trip, but I think I learn how totake care of myself in emergency.

3. Do not end by saying suddenly, “that’s all” or “I’m finished.”

Practice 1: Choosing a Topic for a Talk

1. Work individually. Choose one of the following topics for a three- to four-

minute talk:

a. An interesting, exciting, funny, frightening, or dangerous experience

b. A favorite family story, perhaps about an event that happened to a family

member

c. An important or special event from your childhood

d. A story you have read, seen on television, or heard from a friend.

2. Examine your topic more carefully:

a. Do you know or remember enough detail to make your story interesting?

b. Can you tell the story in three or four minutes?

3. As you answer these questions, you may discover that you need to choose a

different topic. You may have to work through several possibilities before you

make a final decision.

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Practice 2: Planning Talk

1. After you have chosen the topic, review the detail that you want to include:

a. What exactly happened? Where? When?

b. Who was involved in the story? How did they feel? What did they think?

c. What made this event significant or memorable?

2. Consider how you will start and end your talk.

3. Practice telling this story to see how long it lasts. You may need to add or

delete information to make it fit the time limit the three to four minutes.

Improving Your Delivery

Delivery refers to the way you use your eyes, voice, and body tocommunicate your message. Of course, what you say is important, but the wayyou say it also has a strong effect on your listeners. Speakers in different culturesfollow different customs when speaking to groups; however, you may find thefollowing guidelines useful in this course:

1. Eye contact plays an essential role in keeping your listeners’ interest. Bymoving your eyes from person to person, you can give listeners the feelingthat you are talking to them as individuals. You can also see whether or notpeople are following your message by watching their faces. With a largegroup, you should move your eyes slowly from one section of the room toanother as you are speaking. Be careful not to focus all your attention on onlyone person—such as the teacher—or only a few people. You need to involveall the people in your audience by looking at them directly.

2. Volume—the loudness or softness of your voice—is important when speakingto the group. Your voice should be loud and strong enough to keep theinterest of your listeners. Also, by raising or lowering your voice, you canemphasize certain points of your talk.

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3. A natural manner of speaking will help to maintain your listeners’ attention.You may feel nervous, but do not try to memorize or read your presentation.It is much more effective to use notes and to speak to people in aconversational manner.

4. Posture—the way you hold your body—convey a message to your listeners.In general, you can express confidence by standing up reasonably straightwith a relax posture.

5. Movement also has an effect on your listeners. For example, when standing infront a group, you may want to take a few steps one way or another.However, do not pace back and forth or sway from side to side while you aretalking. These kinds of unnecessary movements can distract listeners fromyour message.

6. Hand or arm gesture can be effective if you feel natural and comfortableusing them. You may use gesture to emphasize a point or to describesomething. In general, though, do not distract your listeners from yourmessage with a pencil, pushing your hair off your face, folding and unfoldingyour arms, or doing anything else to draw attention to yourself.

Listeners can play an important role in making a speaker feel comfortable.When someone is speaking to a group, listeners should show their interest by:

1. Looking directly at the speaker

2. Nodding or smiling occasionally

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Generally, you will be asked to stand in front of the class when giving atalk. However, in the next activity, you can sit in your seat as you become used tospeaking to the class.

Practice 3: Telling a Story to a Group

1. Work in a small group or as a class. Move your seats into a circle. Take turnstelling the stories that you practiced in activity 7. Try to meet the time limit ofthree to four minutes. Be sure not to memorize or write out your story inadvance.

2. After everyone has finished, discuss the following as a class

a. How did you feel speaking to the group or class?

b. How is difficult looking directly at people as you were speaking?

c. Did the listeners try to make the speakers feel more comfortable?

Including Specific Information

People in academic and professional settings are often asked to give talksthat provide information on a variety of subject. In these situations, you and addinterest to your topic by considering the following questions:

1. What do you mean?2. For example?

3. How?4. Why

5. So?6. So what?

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Let’s take a simple example to show how you can use these questions todevelop an idea for a talk. Imagine that you are speaking on the importantquantities that a teacher should have. One quality you might mention is patience.Let see what you might say about patience.

Explanations

Explanations answer the questions, “what do you mean?” In this case, whatexactly do you mean by patience? You might explain that patience means theability to accept pain or trouble without complaining or losing control. You couldalso say that patience means being able to deal with problem calmly, withoutbeing in a hurry.

Examples

Specific example help answer the question, “for example?” To develop theidea of patience further, you need to think of specific situation in which teacherneed patience. For example, teachers need patience to deal with slow learners. Insuch case, teachers may take extra time in or out of class to help these studentslearn the material. In another example, teachers may need patience to deal withstudents who are not interested in the subject.

Anecdotes

Anecdotes are brief stories about you, your friends, your family, or otherpeople you know. Anecdotes address the question, “for example?” In fact,listeners often remember something longer when it is explained with a personalstory. You could easily develop the idea of patience by telling a story about aparticular situation in which a teacher showed a lot of patience, how that madeyou (or another person) feel, and why that was important. This type of ananecdote illustrates you point and adds interest to your presentation.

Scenarios

Scenarios are another way to answer the question, “for example?” while ananecdote is a story about something that actually happened, a scenario is a story

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about something that might happen. In a scenario, you try to make a point byhaving your listeners imagine a particular situation. For example, in developing ascenario about patience, you could say, “Imagine that a teacher has a several shystudent. These students have a lot of useful ideas, but they feel too nervous toparticipate in class discussions. In this case, a patient teacher will be able to givethem time to gain confidence in their speaking ability. Then, with enough time . . ..”

Concrete Details

Concrete details answer the question, “How?” You can make yourexamples, anecdotes, and scenario more forceful by including concrete details.For instance, consider the example of a teacher trying to deal with students whoare not interested in the subject. You can make this example stronger and moreinteresting by adding concrete details such as the following:

1. How do these students act in class?

a. Talk to their friends

b. Don’t do their home work

2. How can the teacher deal with these students?

a. Show personal interest in each student

b. Help the students understand that the information in the course will beuseful to them

These concrete details help your listeners really understand the quality ofpatience that is needed to deal with this type of problem.

Reasons

Reasons answer the question, “Why?” Why, for example, it is important fora teacher to patient? You might say that it is important because students feel morecomfortable with a patient teacher. Another reason might be that a patient teachergives student time to think.

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Consequences

You can consider consequences or effects in answer to the questions, “so?”or “so what?” One way to develop an idea is to keep asking yourself, “So what?”(keep in mind that in normal conversation, the question “So what?” can soundvery rude.)

A: If a teacher is patient, students feel more comfortable.

B: So what?

A: They participate more in class.

B: So what?

A: If student participate more in class, they become more involved in thelesson.

B: So what?

A: They learn more.

Giving Including Specific Information

Giving an ExplanationLet me explain what I mean by . . . .This means that . . . .

That is, . . . .In other word, . . . .

Using an ExampleLet me give you an example.For example, . . .

For instance, . . .

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Telling an AnecdoteLet me tell you to show what I mean.

Using a ScenarioImagine that . . . .Suppose that . . . .

Giving a ReasonsThe reason is that . . . .

This is important (necessary, a problem) because . . . .

Considering ConsequencesIf a teacher is patient, than students feel more comfortable.As a result, . . . .

Therefore, . . . .Consequently, . . .

Practice 4: Developing an Idea

1. Work in a small group. Think about another important quality that goodteachers should have, such as a sense of humor, intelligence, kindness, or theability to explain clearly.

2. Brainstorm idea about this quality. Try answering the questions: what do youmean? For example? How? Why? So what? How can you use explanations,examples, anecdotes, scenarios, concrete details, reason, and consequence toexplain this quality? Each group member should write his or her ideas onseparate sheet of paper.

3. When all the groups have finished, share your ideas as a class.

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Practice 5: Developing an Idea with Specific Information

1. Work in a small group. Imagine that you are giving a talk on the following

topic:

The problems of traveling alone

a. It can be lonely

b. It can be dangerous

c. It can be expensive

2. Work together to find ways of developing each problem, using explanation,

examples, anecdotes, scenarios, concrete details, reasons, and consequences.

3. Take notes on the ideas that you develop.

4. When all the groups have finished, share your ideas as a class. You may add

ideas to your notes to use later.

Putting Your Ideas Together

Here are some expressions that you might use in giving a talk on a problemspeople face when travelling alone. Of course, these are only some of the manypossible expressions.

Introducing the Topic

Today I’d like to talk to you about several problems that people face whenthey travel alone.

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Starting with the First Main Point

a. To start with . . . .

b. The first problem is . . . .

c. First of all . . . .

Adding Other Main Point

a. The second problem is . . . .

b. Another problem is . . . .

c. The final problem is . . . .

Concluding the Talk

In conclusion, because of these problems, I usually prefer to travel with atleast one or two friends.

Speaking from Notes

Generally, the most effective way to speak to a group is in a conversationalmanner, using notes. The purpose of these notes is to help you remember yourmain points. You should not try to write out every word of a talk or to memorize itword for word. To help you remember the order of the main points you want topresent, you can make brief notes or index or note cards. Consider the followingguidelines when preparing such cards:

1. Buy a packet of index or note cards immediately. These cards are heavier andthus easier to use than cut-up pieces of regular paper. Do not write your noteson notebook paper.

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2. Write only key words or short phrases to help you remember the order ofyour main points. You should be familiar with the information that you needonly to glance at these notes occasionally to refresh your memory.

3. Use one card for the introduction, on for each main point, and one for theconclusion. Be careful not to put too much information on each card.

4. Write your notes in dark pencil or ink. It is important for them to be neat andclear, so that you can easily read them.

5. Write on only one side of each card. This will make the card easier for you tohandle and refer to while you are speaking.

6. Number each card so that you do not lose your place.

7. If you want to emphasize something, underline it, write in capital letters, oruse a different color ink.

8. Use this card when you practice, so you will be familiar with them.

9. When speaking, be sure not to distract your listeners by shuffling or playingwith your cards.

Examples of the first two note cards you might use for an informal talk onproblems that people face when traveling alone.

Introduction

A. Problems Traveling Alone

1. Lonely2. Dangerous

3. Expensive

B. Feeling Lonely

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1. In Hotels

2. In Restaurant3. Sight Seeing

4. Can’t Share Fun

Practice 6: Preparing Notes Cards for a Talk

1. Work individually. Choose one of the following topics (or a similar one) foran informal talk of three to four minutes:

a. Advantages (or disadvantages) of being single, being married, havingchildren, getting old, being a teenager, living alone, having a roommate,living in an extended family, living in a city, living in the country,doing volunteer work, exercising regularly, walking, owning a pet,reading a daily newspaper, subscribing to a particular magazine,traveling, etc.

b. Important qualities of a good friend, parent boss, student, etc.

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2. Plan a presentation on your topic, including specific information to supportyour ideas. Make note cards you can use in giving this talk.

3. When everyone has finished, exchange cards with another student. Discussthe following:

a. Do the notes include only key words or short phrases (not sentences)?

b. Do the notes seem easy to read? Is the writing dark enough?

c. Are the cards numbered?

d. Are the notes written on only one side of each card?

4. If necessary, make new note cards for your talk.


The Final –sSound

In English, you need to be careful to pronounce the-s at the end of:

1. Present tense verbs in the third-person singular.

a. Mary seldom watches television.

b. The manager writes several reports each week.

2. Plural nouns

a. I attended several meetings.

b. The teachers had a conference.

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3. Possessives

a. I heard the student’s presentation.

b. What is the speaker’s problem?

Practice 7: Practicing Final –sSound

The final –s sound is pronounced in three different ways. Listen to yourlecturer. Your lecturer will pronounce all the words listed below to demonstratethese three sounds. Then repeat each words after your teacher.1. The final –s may pronounced as a separate syllable that sounds like /iz/. This

happen when the final sound of the words is /s/, /z/, /ch/, /sh/, /zh/, /ks/. or /j/.

watch – watches speech – speeches

teach – teaches course – courses

notice – notices box – boxes

wash – washes class – classes

pronounce- pronounces language – languages

choose- chooses size – sizes

judge – judges bridge – bridges

miss – misses quiz - quizzes

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2. The final –s may be pronounced as unvoiced /s/ sound when the word ends inan unvoiced consonant (except the /s/, /ch/, /sh/, /zh/,or /ks/ sounds listed initem 1). In this case, do not add an extra syllable.

get – gets book – books

speak- speaks month – months

make – makes sport – sports

want – wants test – tests

cost- costs desk – desks

3. The final –s may be pronounced as a voiced /z/ sound when the word ends ina vowel or voiced sound (except the /z/. /zh/, or /j/ sounds listed in item 1) inthis case, do not add an extra syllable.

Wear – wears law – laws

Go – goes day – days

Feel – feels problem – problems

Answer – answers hobby – hobbies

See – sees expression - expressions

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Sentence Formation

To make it easy for you to form English sentences, you must first know thata sentence is of two kinds:

1. Non-verbal Sentence

2. Verbal Sentence

1. A non-verbal sentenceis a sentence whose predicate is not using a verb, butthe following parts of speech: (a) noun; (b) adjective(c) adverb; (d)preposition.

Therefore, a non-verbal sentence need to use ‘to be’ (am, is, are) soon afterthe subject of the sentence. So, the pattern is:

Subject+ am, is, are + non-verb (other than verb)

Example of sentences using a noun

1. I am a teacher2. You are students

3. Islam is a religion4. Indonesia is a country

Example of sentences using an adjective

1. I am tired

2. You are right3. We are happy

4. The cat is hungry

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Example of sentences using an adverb

1. We are in classroom

2. It is nine o’clock now3. They are here

4. Mother is at home

Example of sentences using preposition

1. Father is in Batam2. This book is for you

3. We’re from Indonesia4. I am with my friends

Note: 1. To change a non-verbal sentence into a question, you just put ‘am, is,are’ before the subject.

2. To change a non-verbal into a negative form, you just add ‘not‘ after‘am, is, are’.

2. A verbal sentence is a sentence whose predicate is a verb. This kind ofsentence is related to tenses. The following are examples of five kinds oftenses, which are considered to be mostly used in our everydaycommunication.

a. Simple Present Tense (for expressing daily activities).

Example: We go to school every day.

b. Present Continuous Tense (for expressing activities in progress at the

moment).

Example: We are going to school every now.

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c. Simple Future Tense (for expressing future or planned activities).

Example: We will go to school tomorrow.

d. Simple Past Tense (for expressing activities happened in the past).

Example: We went to school yesterday.

e. Present Perfect Tense (for expressing the completion of an activity )

Example: We have gone to school.

Note: Each of the tenses above use different form of verbs, as you see below:

Verb I Verb II Verb III

Be ( am, is, are )gobuysee

was, werewent

boughtsaw

beengone

boughtseen

playstudyvisitwork

playedstudiedvisitedworked

playedstudiedvisitedworked

Judging from their forms, we know now that there are two groups of verbsin English: irregular verbs and regular verbs. The number of irregular verbs group(those without ‘ed’ ending) is about 200 pieces, which you can have a look at in aspecial list or in a dictionary.

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Unit 4Making a Group Decision

The Objectives:1. The objective of this unit is to encourage the students to be able to discuss

controversial issues that cause conflicts and make group decisions. Activitiesprovided in Communication Skills will help the students to strengthen theircritical thinking by exchanging opinions, considering values, and takingturns.

2. Pronunciation Practice is aimed at helping the students to develop theirability inpronouncing the Past Tense of –ed Sounds. In terms of Grammarand Vocabulary, however, the students able to use The Dictionary and theThesaurus.

Learning Materials

Look at the pictures and discuss the answers with your friend.

1. Describe the scenes in the photograph.2. Do you believe that people have a right to sleep in the park?

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3. Do you believe that the government has an obligation to keep city parks opento the public? Does the “public” include homeless people?

4. Would you agree or disagree with a law that forbids people from sleeping inpublic parks? Why?


You may find yourself discussing controversial issues in many academics,professional, and even social situations. Controversial issues are those that causeconflict or disagreement because there are strong reasons to support opposingpoints of view. Issues that are currently considered controversial in the UnitedStates, for example, are:

1. Should the military allow women in combat?

2. Should doctors help terminally ill people kill themselves?

3. Should abortions be legal?

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These issues are considered controversial because there are strongarguments both for and against. You might compare them to issues that are notcontroversial:

1. Should people drive when they are drunk?

2. Should teenagers take illegal drugs?

3. Should companies make products that can harm people?

These questions are not controversial because they do not cause reasonable,informed people to disagree. Someone (somewhere) might try to argue “yes” inresponse to one of these questions, but that would not be normal response.

In the United States, an important academic, professional, and social skill isthe ability that look calmly and fairly at opposing sides of controversial issues. Ofcourse, you should be able to stand up for your beliefs. At the same time, though,you need to keep an open mind and give fair consideration to different points ofview. Many teachers believe that discussions of controversial issues encouragestudents to explore new ideas and to develop their thinking and reasoning skills.

In taking a position on controversial issues, people often focus on:1. People’s rights and obligations

2. Important values3. Possible consequences of an action

Each of these points will be considered in much more detail in this andfollowing units.

Considering Rights and Obligations

Many controversial issues involve a conflict over the rights and obligationsthat people have in certain situations. Of course, people usually have certainpolitical and legal rights based on their countries’ systems of government and law.In the United States, for example, people’s rights include freedom of speech,freedom of the press, and freedom of religion. The details of these rights,however, are much too complex to explore here.

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In the, most people believe in certain fundamental human rights. Two ofthese rights are:

1. The right of every person to be treated with respect

2. The right to personal freedom, to the extent that this does not interferewith the rights of others

Many controversies involve rights related to these, such as:1. The right to privacy

2. The right to life3. The right to die

4. The right to equal treatment

Practice 1: Identifying Rights

1. Work individually. Decide whether you agree or disagree with each of thefollowing statements. Put a check in the appropriate column to indicate yourpersonal opinion. Your answers will depend on your own beliefs ofprinciples. (Do not consider legal rights.)

Statements Agree Disagree

A. People have a right to smoke wherever they want.

B. Employers have a right to forbid employees fromdrinking alcohol during working hours.

C. Students have a right to disagree with their teachers’opinions.

D. People have a right to burn their national flag.

E. Parents have a right to speak their children.

F. All students have a right to free university education.

G. Patients have a right to know if their doctors has AIDS.

H. People have a right to buy as many handguns as theywant.

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I. Parents have a right to limit the amount of television thattheir children watch.

J. Students have a right to sleep in class.

2. When everyone has finished, compare your ideas as a class.

In addition to rights, people have certain obligations to others. For example,people have legal obligations to others based on the law, contracts, or other formalagreements. People also have obligations based on their relationships with others.

Some of these obligations include professional obligations (such as teacherto student or doctor to patient), business obligations (such as employer toemployee or company to the public), family obligations (such as husband to wife,wife to husband, or parent to child), and personal obligations (such as friend tofriend).

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Practice 2: Identifying Obligations

1. Work individually. Decide whether you agree or disagree with each of thefollowing statements. Put a check in the appropriate column to indicate yourpersonal opinion. Your answer will depend on your own beliefs or principles.(Do not consider legal obligations.)

Statements Agree Disagree

A. Parents have an obligation to protect their children

B. Teachers have an obligation to like their students.

C. Friends have an obligation to keep each other’s secrets.

D. The captain of a ship has an obligation not to leave asinking ship before the passengers.

E. Employees have an obligation to follow the rules oftheir company.

F. Lawyers have an obligation to keep all informationfrom their clients confidential.

G. Police officers have an obligation to shoot criminals.

H. Students have an obligation not to be rude to theirteachers.

I. Doctors have an obligation to tell their patients thetruth.

J. People have an obligation to keep their promises.

2. When everyone has finished, compare your ideas as a class.

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Exchanging Opinions

One of the most important principles of group discussion is equalparticipation. As a group member, you must take responsibility for successfulgroup interaction by:

1. Presenting your ideas

2. Supporting your ideas with reasons, examples, and facts3. Asking others for their ideas

4. Making sure that everyone participates

Asking for an Opinions

1. What do you think of …?

2. How do you feel about …?3. What’s your opinion of …?

Giving an Opinion

1. In my opinions, …

2. Personally, I think that …3. It seems to me …

4. As far as I’m concerned, …5. As I see it, …

6. I believe …

Agreeing

1. That’s right.2. You’re right.

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3. I think so, too.

4. I agree with you.5. I definitely agree.

6. I completely agree with you.

Expressing Reservations

1. Yes, but …

2. Possibly, but …3. Yes, but the problem is …

Disagreeing

1. I don’t really agree with you.

2. I’m afraid I don’t agree with you because …3. I’m not sure I agree with you. The reason is that …

4. Yes, that may be true, but …5. Well, I can see your point, but …

6. I see what you mean, but …

Practice 3: Discussing Right and Obligations

1. Work in a small group. Discuss the following situations and reach agreementon a group answer to each question. Write one or two reasons to support yourdecision. During the discussion, be sure to practice different expressions forexchanging opinions.

a. Situation. Elaine Franklin is shopping by herself in a large departmentstore. She notices a woman shopping near her who seems to be very

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angry at her two-year-old child. Suddenly the mother starts slapping thechild very hard in the face shouting, “If you don’t stop crying, I’ll hityou even harder!” The young child screams, “Mama, stop!” and keepscrying. The woman starts to slap the child again. Ms. Franklin doesn’tknow the woman, but she is very worried about the child.

Group Decision. Does Ms. Franklin have an obligation to try to stop themother from hitting the child?

__________ Yes __________ No

Reasons__________________________________________________________________________________________________________________

b. Situation. Many pedestrians have complained that beggars arebecoming more aggressive and threatening as they demand money frompassers-by. These beggars often stand at bus stops and block subwayentrances, which makes it difficult for people to use publictransportation. Store owners have also complained that beggars oftenstand on the sidewalk near their entrances. Shoppers don’t want to passbeggars to enter these stores, so business owners are losing money. Cityofficials have told police to begin arresting beggars.

Group Decision. Do beggars have a right to beg in any public location?

__________ Yes __________ No

Reasons

_________________________________________________________

2. When all the groups have finished, compare your answers as a class.

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Considering Values

Controversial issues often force people to examine their values. Values areideas or concepts that people consider to be important. Generally, people try to actaccording to certain positive values. That is, they try to be:

1. Fair, by treating all people equally

2. Honest, by telling the truth3. Loyal, by showing support and by being faithful to family, friends,

employer and/or country.4. Compassionate, by trying to stop the suffering or pain of other people

5. Tolerant, by recognizing and respecting opinions, practices, beliefs, orcustoms that are different from their own

In many situations, these values may conflict, and you will have to choosethose that you consider to be the most important.

Imaging Another Person’s Position

In discussions, speakers often use a structure called the unreal conditionalto consider what they would do in certain situations. Consider the followingsituation: During an exam, a teacher sees a student copying answers from personnext to him. The teacher immediately takes the test away from the student andgives him an F on the test. Some possible reactions to this situation, using theunreal conditional structure, are:

I would do the same thing. *

If I were a teacher, I would warn the student first

I wouldn’t give the student an F

If I saw a student cheating, I’d give him an F on the test.

If I caught someone cheating, I would talk to the student privately.

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Practice 4: Identifying Values

1. Work individually. Imagine that the people in the following situations areacting according to certain values they feel are important. First, write thevalue that you feel the person in each situation is following. (More than onevalue might apply.) Then write what you would do in the situation.

a. Situation. A man finds a wallet with $100 and no identification in anempty elevator in the library. He turns in the wallet to the library’s lost-and-found office.

ReactionsFrom the man’s point of view, this action is_________________________________________________

What would you do if you were the man?

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b. Situation. Although a father is shocked to discover that his son hasrobbed a bank, he stands by him, pays for his layer, and gives himemotional support.

ReactionsFrom the father’s point of view, this actions is_________________________________________________

What would you do if you were the father?____________________________

c. Situation. A young man’s parents believe strongly that he should marrysomeone of his own religion. However, when he marries a youngwoman of a different religion, his parents welcome her warmly into thefamily.

ReactionsFrom the parents’ point of view, this actionI_________________________________________________

What would you do if you were one of the parents?

d. Situation. A man borrows $100 from his father and another $100 from aclose friend on the same day. After he receives his salary, he can onlypay back a total of $100. Therefore, he pays each person $50.

ReactionsFrom the man’s point of view, this action is_________________________________________________

What would you do if you were the man?_________________________________________________

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e. Situation. When a five-year-old boy dies in a car accident, his parentsdonate his organs (heart, liver, and kidneys) to be used in transplants.

ReactionsFrom the family’s point of view, this action is_________________________________________________

What would you do if you were one of the parents_________________________________________________

f. Situation. A nineteen-year-old college student, still living at home, tellshis parents that he is gay. At first, the parents are very upset by thisnews. However, they say that this has no effect their love for their son.The son continues to live at home while he is attending college.

ReactionsFrom the parents’ point of view, this action is_________________________________________________

What would you do if you were one of the parents?_________________________________________________

g. Situation. A manager is responsible for selecting an employee forpromotion. One of the employees is a very close friend of the manager.However, she decides to promote another employee who is betterqualified.

Reactions

From the manager’s point of view, this action is_________________________________________________

What would you do if you were the manager?________________________________________________

2. When everyone has finished, work in a small group or as a class to compareyour answers.

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Taking Turns

A very important skill in a discussion is efficient turn taking. This meansthat you need to know how to get your turn at speaking and also give others achance to speak. One difficulty in taking turns is knowing when it is appropriateto interrupt. In general, once a person is speaking, that person is allowed to finishhis or her turn. An interruption at the wrong moment can sound very rude.However, there are times in a discussion when interrupting may be acceptable.For example, you may not hear or understand something that speaker has said, oryou may want to add a quick moment. Generally, it is not considered polite fortwo people to talk at the same time during a discussion in English. For that reason,you should stop talking almost immediately when someone interrupts you.However, if someone tries to interrupt you inappropriately, you also have a rightto finish what you are saying.

Getting Attention

To indicate that you want to speak, you can use nonverbal signals such aslearning forward or raising your hand. You can also gain the attention of thegroup members during a pause by saying:

ask a question? May I/ Could I say something here?

make a suggestion?

a question I’d like to ask.I have

a point I’d like to make

Interrupting

If you feel that an interruption would be appropriate, you can wait for apause in the conversation and then say:

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1. Excuse me, but …

2. Pardon me, but …

3. Excuse me for interrupting, but …

4. Sorry to interrupt, but …

Keeping Your Turn

1. Excuse me, I’d just like to finish this point.

2. If you could wait for a second, I’m just about to finish my point.

3. Could I please just finish my point?

Continuing after an Interruption

1. Anyway, …2. As I was saying, …

3. In my case, …4. So-o-o, …

5. Going back to what I was saying, …

Practice 4: Exchanging Ideas in a group

1. Work in a small group with an observer. The observer should read Activity10 and complete the form during the discussion.

2. As a group, consider the following situation. Half of the group membersshould take the position of one participant, while the other half should takethe position of the other. Reach agreement on a group answer to the question.Be sure to state reasons to support your decision.

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Situation. Two weeks ago, Tom Martin, five –years-old, accidentally shotand killed his ten-year-old brother. This happened while the boys wereplaying with a gun they had found in a bedside table in their parents’bedroom. The boys’ father, Mr. Martin, told police he needed the gun forprotection in his dangerous neighborhood. A week later, police arrested Mr.Martin because a new state law holds parents responsible for violent actscommitted by their children. Under this law, Mr. Martin is responsible forhis son’s actions because he left the loaded gun within easy reach if hischildren. In fact, eight children under the age of twelve have died in this cityin the past six months in similar accidents. Mr. Martin now faces thepossibility of spending two to four years in prison for this crime.

Participants

Representatives of Mr. Martin

Lawyers for the state

Group Discussion. What punishment, if any, should Mr. Martinreceive?________________________________________________________

Reasons

________________________________________________________

3. When all the groups have finished, discuss your ideas as a class.


The Past Tense – ed Sound

The past tense of all regular English is formed by adding the –ed (or –d)ending to the verb. While the spelling of these past tense forms is regular, thepronunciation varies.

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To understand the different ways that the final –ed is pronounced, it isimportant to be aware of the difference between voiced and unvoiced sounds. Theeasiest way to hear this difference is to put your hands against your ears. Andmake these sounds:

Voiced: zzzzzzzzzzzzzzzzzzzzzz

Unvoiced: sssssssssssssssssssssssss

You can also feel the difference but putting your hand on your throat. Withthe voiced sound (zzzzzz), you should feel a vibration. This vibration will notoccur with the unvoiced sound (ssssss).

The past tense form of regular verbs are pronounced in three different ways.Listen to your lecturer and repeat each word that you hear.

1. If the verb ends in a /t/ or /d/ sound, the –ed ending is pronounced as an extrasyllable - /id/ (pronounce as the vowel sound is bud or bid):

need – needed want – wantedattend – attended wait – waited

decide – decided end – endedstart – started add – added

invite – invited visit – visited

2. If the verb ends in an unvoiced consonant (except /t/). The –ed ending ispronounced as /t/, in this case, do not add an extra syllable to thepronunciation:

wash – washed laugh – laughlike – liked help – helped

talk – talked stop – stoppedinvite – invited finish – finished

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3. If the verbs ends in a vowel sound or a voiced consonant (except /d/), the –edending is pronounced as /d/. in this case, do not add an extra syllable to thepronunciation:

live – lived close – closed

rain – rained call – calledplay – played rob – robbed

open – opened use – used


Using the Dictionary and the Thesaurus

The dictionary

Being able to find the ‘right’ word for a particular situation, or to addvariety to your expression is an important skill in speaking as well as in writing,and this is why we need to be able to make effective use of a dictionary and thethesaurus.

Dictionaries are essential tools for writers. Alphabetically organized, theyprovide the meanings of words in often include examples of how to use thesewords in context. They also include information about pronunciation, wordorigins and the part of speech to which each word belongs.

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The Thesaurus

A thesaurus is a very useful tool to help you to find the word that doesexactly what you want it to. Some thesauruses arrange their words alphabetically,while others arrange by topic. To get the most out of your thesaurus, you shouldbecome aware of the abbreviations used for different parts of speech: for example,‘adjective’ might be written in your thesaurus as (adj.).

When choosing a word, make sure that it is the most appropriate one in thecontext of your piece of writing or speaking. Ask yourself whether the word ismost suitable for formal or informal communication. Remember, too, that thelongest word is not necessarily the best word!

If you find a word that looks interesting but you do not know what itmeans, be sure to look it up in your dictionary.

Practice 5: Thesaurus Exercises

Answer the following questions, using the extract from the thesaurusprovided over.

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1. Provide two words that are synonyms for the adjective ‘reprehensible’.____________________________________________________________

2. Provide two informal alternatives for the verb ‘reprimand’.____________________________________________________________

3. Provide four words that are similar in meaning to the word ‘repress’.____________________________________________________________

4. Which words are the opposite of ‘reproach’?____________________________________________________________

5. Provide these words that are similar in meaning to the word ‘reprisal’____________________________________________________________

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Resources

Azar, Betty Schrampfer. 1992. Undrstanding and Using English Grammar. NewJersey: Prentice-Hall Inc.

Baker, Ann . 2001. Introducing English Pronunciation. Cambridge: CambridgeUniversity Press.

Brazil, David. 1994. Pronunciation for Advanced Learners of English,Cambridge: Cambridge University Press.

Carthy, Michael and Feicity O’Dell. English Vocabulary in Use. Cambridge:Cambridge University Press.

Dauer Rebecca M. 1993. Accurate English: Complete Course in Pronunciation.USA: Prentice-Hall, inc.

Krohn, Robert. 1986. English Sentence Structure. USA: The University ofMichigan Press.

Mathews. C.,. 1994. Speaking Solution: Interaction, Presentation, Listening andPronunciation Skills. New Jersey: Prentice Hall Regents – Prentice HallInc.

Murphy, Raymond. 2001. English Grammar in Use. Cambridge: CambridgeUniversity Press.

Roach, Peter. 2000. English Phonetics and Phonology: Cambridge UniversityPress.

Tillitt, Bruce and Mary Newton Bruder.1998. Speaking Naturally. Cambridge:Cambridge University Press.

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