Modul Bahasa Inggris FISIP

8/9/2019 Modul Bahasa Inggris FISIP

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http://staff.unila.ac.id/sigit

http://staff.unila.ac.id/sigit

U N I T 1

1. READING

You have to read the following text at home

College Life in the United States

Instructors at American colleges and universities have many different teaching

methods. Some instructors give assignments every day. They grade homework.

Students in their classes have to take many quizzes, a midterm exam, and a final

exam. Other instructors give only assignments. Some teachers always follow a

course outline and usually use textbook. Others send students to the library for

assignments.

The atmosphere in some classrooms is very formal. Students call their instructor

Professor Smith, Mrs. Jones, and so on. Some teachers wear business clothes

and give lectures. Other classrooms have an informal atmosphere. Students and

lectures discuss their ideas. Instructors dress informally, and students call them by

they first name. American teachers are not alike in their teaching styles.

At American colleges and universities, libraries and learning centers are available

to the students. They can often use typewriter, tape recorders, video machines, and

computers. They can buy books, notebooks, and other thing at campus stores.

There are also services available to the students. They can get advice on their

problems from counselors and individual help with their classes from tutors. In

addition to facilities and services for study, colleges and universities usually offer

facilities for recreation. Some schools have swimming pools and tennis courts.

Most have snack bars or cafetarias. (Taken from INTERACTIONS, Kirn, 1985)


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Difficult Words

Provide the possible meanings of the following words in Indonesian language.

1. an assignment =

2. atmosphere =

3. an advice =

4. a counselor =

5. alike =

2. COMPREHENSION QUESTIONS

To check your understanding, answer the questions below in a separated paper!

1. What are two kinds of classroom atmosphere?

2. What are the examples of learning facilities at most American colleges or

universities?

3. Where do these students use these things?

4. What do counselors offer students with?

3. ORAL REPRODUCTION

With your partner in your class, practice expressing your ideas orally based on the

text you have read.

1. Tell your partner the teaching methods commonly used by our teachers or

lectures at our colleges or universities

2. Tell your partner the teaching method that you like most and the one that

you like least

3. Tell your partner the advantages and disadvantages of our teaching method

by contrast with American teaching methods.

4. GRAMMAR FOCUS


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Instructors at American colleges and universities have many different teaching

methods

The sentence taken from the text is often called Simple Present Tense.

Examples:

A. Sentences with verbal predicates

No Subject Verbal Predicate1 I like computers very much.

2 You learn English at the Language Centre.

3 We do not study mathematics a lot.

4 She does not study statistics.

5 He studies statistical analysis.

(+) Noun or pronoun verb 1st or verb 1st +s

( -) Noun or pronoun do not/does not +verb 1st

B. Sentences with non verbal predicates

No Subject Non-Verbal Predicate

1 I am a student of a private university.

2 We are not employees.

3 My university is very big.

4 Her sister is not a student.

5 She is in Jakarta.

(+) Noun or pronoun is/am/are( -) Noun or Pronoun is/am/are not

Note: This pattern is usually used to express habitual actions or general truth.

Every sentence must have a subject and a predicate. This is also true forSimple Present Tense statements. The predicate of Simple Present Tensestatements may take either a form of verbal or non-verbal predicate.


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5. SPEAKING

Activity1

As a student you have to schedule your routine activities. Fill in the form below.

Now ask in turn about routine activities. Follow this model:

A : Where are you at 6 oclock in the morning?

B : I am at home.

A : What do you usually do at home at 6 oclock?

B : I usually read a book.

Schedule of my daily activities

No Time Place Activities

1

2

3

4

10

6

at home.

read a book

..

Activity 2

Work in pairs with another partner telling him/her your partners routine activities

you have talked about. Begin like this:

A : Please tell me your friends routine activities?

B : Well, Ani/Anto is at home at 6 oclock. S(he) usually reads a book. Etc.

6. WRITING

Write down a paragraph about your own routine activities. See the example below.

I am usually at home at 6 oclock in the morning. At the time I often read a book,

etc.


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U N I T 2

1. READING


How can I get to the Post office?

I have a special rule for travel: never carry a map. I prefer to ask for directions.

Sometimes I get lost, but I usually have a good time. I can practice a new language,

meet new people, and learn new customs. And I find out about different styles of

directions every time I ask, How can I get to the post office?

Foreign tourist often confused in Japan because most streets there dont have

names; in Japan, people use landmarks in their directions instead of their street

names. For example, the Japanese will say to travelers, Go straight down to the

corner. Turn left at the big hotel and go past a fruit market. The post office is across

from the bus stop.

In the countryside of the American Midwest, there are not usually many

landmarks. There are no mountains, so the land is very flat; in many places there is

no town or buildings within miles. Instead of landmark, people will tell you

directions and distances. In Kansas or Iowa, for instance, people will say, Go north

two miles. Turn east, and then go another mile.

People in Los Angles, California, have no idea of distance on the map: they measure

distance in Los Angles in time, not miles. How far away is the post office? you

ask. Oh, they answer, its about five minutes from here. You say, Yes, but how

many miles away is it? They dont know.


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People in Greece sometimes do not even try to give directions because tourists

seldom understand the Greek language. Instead, a Greek will often say, Follow

me. Then he will lead you through the streets of the city to the post office.

Sometimes a person doesnt know the answer to your questions. What happens in

this situation? A New Yorker might say, Sorry, I have no idea. But in Yucatan,

Mexico no one answers, I dont know. People in Yucatan believe that I dont

know is impolite. They usually give an answer, often a wrong one. A tourist can get

very, very lost in Yucatan!

One thing will help you everywhere- in Japan, the United States, Greece, Mexico, or

any other place. You might not understand the persons body language: Go in that

direction, and you may find the post office! (Taken from INTERACTIONS, Kirn,

1985)

Difficult Words

Provide the possible meanings of the following words in the Indoensian language.

1. to carry =

2. to get lost =

3.

flat =

4. distance =

5. to understand =



1. What is the main idea of the passage?

2.

What kind of thing is the countryside?3. How does it look like?

4. What doesnt it have?

5. What does the word countrysidemean?



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text you have read.

Discuss the following topics!1. The ways to give directions in your own cultures (country)

2. The use of body language in giving directions

3. The opinions why the people in different countries give directions in

different ways.

4. GRAMMAR FOCUS

One thing will help you everywhere

The sentence taken from the text is often called Simple Future Tense.

Examples:

A.

Sentences with verbal predicates

No Subject Verbal Predicate

1 I Will study seriously.

2 A friend of mine Will study together with me.

3 Diligent students Will not forget their homework.

4 They Will not stop studying English.

5 All of us Will remember one another.

(+) Noun or pronoun will +verb 1st

(-) Noun or pronoun Will not +verb 1st


No Subject Non-Verbal Predicate

Every sentence must have a subject and a predicate. This is also true forSimple Future Tense statements. The predicate of Simple Future Tensestatements may take either a form of verbal or non-verbal predicate.


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1 We Will be parents in the future.

2 Girls Will be mothers.

3 Boys Will be fathers.

4 All of us Will not be unemployed.5 Some of us Will not be in Lampung.

(+)Noun or pronoun Will +be

(-)Noun or pronoun Will not +be

5. SPEAKING

Activity 1

Arrange your planning of the next semester semester. When finished, do the

practice again and now change roles. Fill in the form below. Start like this:

A : Where will you be in the first week of the next semester?

B : Well, I will be at campus.

A : What will you do there?

B : I will of course meet with my academic guidance. Etc.

Planning for the next semester


1

2

3

4

10

week 1

at campus

meet with my academic

guidance

..

.

Activity 2

Tell your friends planning you have talked about to another classmate. Begin like

this:

A : Please tell me his/her planning for the next semester?


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B : Well, I would like to tell you Tonis planning for the next semester. At the

first

week, he will be at campus. He will meet with his academic guidance. Etc.

6. WRITING

Write down a paragraph of ten to fifteen sentences about your planning for next

semester.


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U N I T 3

1. READING


W om en in t he N uclear Fam ily

The family is changing. In the past, grandparents, parents, and children used to live

together; in other words, they had an extended family. Sometimes two or more

brothers with their wives and children were part of this large family group. But

family structure is changing throughout the world. The nuclear family consists of

only one father, one mother and children; it is becoming the main family structure

everywhere.

The nuclear family offers married women some advantages: they have freedom

from their relatives, and husband does not have all the power of the family. Family

structure in most part of the world is still patriarchal; that is the father is the

head of the family and makes most of the important decisions. Studies show,

however, that in nuclear families, men and women usually make an equal number

of decisions about family life. Also, well-educated husbands and wives often prefer

to share the power.

But wives usually have to pay for the benefits of freedom and power. When

women lived in extended families, sisters, grandmothers, and aunts helped one

another with housework and childcare. In addition, older women in a large family

group had important positions. Wives in nuclear families do not often enjoy this

benefit, and they have another disadvantage, too; women generally live longer than

their husbands, so older women from nuclear families often have to live alone.


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Studies show that women are generally less satisfied with marriage than mean are.

In the past, mean worked outside the home and women worked inside. Housework

and childcare were a full-time job, and there was no time for anything else. Of

course this situation is changing. Women now work outside the home and have

more freedom than they did in the past. Why, then, are some women still

discontent?

In most parts of the world today, women work because the family needs more

money. However, their outside jobs often give them less freedom, not more,

because they still have to do most of the housework. The women actually have two

full-time jobs- one outside the home and another inside- and not much free time.

The nuclear family will probably continue to be the main family form of the future.

Change, however, usually brings disadvantages along with benefits, and family

forms of the past had had many advantages. (Taken from INTERACTIONS, Kirn,

1985)

Difficult Words


1. grandparents =

2. to consists =

3. a decision =

4. freedom =

5. probably =



1. What does the text talk about?

2. What advantages does the nuclear family offer women?


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3. What are some disadvantages of the nuclear family for women?

4. Why are many women dissatisfied with marriage and nuclear family?

5. What does theyin paragraph 2 line 1 refer to?


Please work in-group of three or four, discussing the questions below:

1. Do you live in nuclear family or extended family? What is the main family

structure in your neighborhood?

2. What do you think is good about nuclear family?

3. What is good about extended family?

4.

What is your pinion about a married woman working outside the home?Why or why not?

4. GRAMMAR FOCUS

they had an extended family.

The sentence taken from the text is often called Simple Past Tense.

Examples:



1 My father Studied at a Senior School in Medan.

2 He Continued his study in Bandung in 1961.

3 My mother Did not study in Medan.4 She Did not finish her university.

5 They Moved to Lampung in 1970.

(+) Noun or pronoun verb 2nd

(-) Noun or pronoun Did not +verb 1st

Every sentence must have a subject and a predicate. This is also true for

Simple Past Tense statements. The predicate of Simple Past Tensestatements may take either a form of verbal or non-verbal predicate.


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1 My father Was very active in students activities.2 He Was the captain in this class.

3 My mother Was not active.

4 She Was one of the beautiful girl in her class.

5 They Were not lazy students.

(+) Noun or pronoun Was/were

(-) Noun or pronoun Was/were not

5. SPEAKING

Activity 1

Work in pairs talking in turn about your past activities. Fill in the form below.

Follow the model:

A : Where were you at 6 a.m. yesterday?

B : I was at home.

A : What did you do at home?B : I did jogging. Etc

Schedule of Yesterdays activities


1

2

3

4

10

6 a.m.

at home.

do jogging

..

Activity 2


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Now ask another friend what your friend did yesterday. Begin like this:

A : Where was he at 6 a.m. yesterday?

B : He was at home?

A : What did he do at home at 6 a.m. yesterday?

B : He said that he did jogging. Etc.

6. WRITING

Write a paragraph about your own yesterdays activities.


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U N I T 4

1. READING


Unti t led

Most children have achieved remarkably sophisticated language capabilities by the

age of three. Their vocabularies have reached about 1000 words, and they can use

as many as five of those words in a single sentence. They make up new words, too.

They can speak about the past and future as well as the present. They understand

that some words have more than one meaning. They can duck when a ball is

coming or see a duckon lake. They have began to use negatives (Thats not mine)

and helping verbs (I can do it myself).

Over the next two years, their vocabulary will more than double. They will begin to

play with words, to repeat silly sounds, to try out toilet words or even swear

words, just to elicit an adults reaction. Newly aware of the power of words, they

will begin to argue, and they will start to tell jokes.

This language play carries on a process of experimentation that began when child

was an infant, first encountering language. At one time, experts thought children

learned language simply by imitating adults. Nowadays, most linguists agree that

children learn primarily by experimenting- by listening and thinking about what

they hear, by making their own sounds, and then by observing the way others react.

Language comes first as a great garble of sound. Slowly, children learn to hear

individual sound patterns, or words. They try out sounds. For example babies


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babble da da and from adults responses (yes, thats daddy), learn which sounds

enable them to communicate effectively. (Taken from TOEFL Prep Book, Lin

Lougheed, 1992)

Difficult Words


1. sophisticated =

2. to make up =

3. silly =

4. infant =

5.

babble =



1. What is the best title for the passage?

2. What age can children tell their past experience?

3. At the age of five, what do the children begin to experiment with?

4. How does an infant learn a language?

5. What does the passage tell us about the childs first recognition of words?



text you have read!

Tell your partner about:

1. Your experience when you were still a child

2. your way of teaching a language if you have children

Most children have achieved remarkably sophisticated language capabilities by the

age of three

The sentence taken from the text is often called Present Perfect Tense.


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Examples:



1 Some students have lived here since they were born.

2 We have studied English for 6 years.

3 My father has not met some of my friends.

4 Nobody here has seen UFO.

5 Some lecturers have not earned their Ph.D. degrees.(+) Noun or pronoun have/has verb 3

rd

(-) Noun or pronoun have/has not +verb 3rd



1We have been university students for 6

months.

2 Everybody has been very busy with his homework.3 Some universities have not been accrediated .

4 Our dean has been to USA twice.

5 This department has been accredited.

(+) Noun or pronoun have/has +been

(-) Noun or pronoun have/has not +been

5. SPEAKING

Activity 1

Ask your friend about the condition and activities of his/her family. Fill in the form

below. Follow the model:

Every sentence must have a subject and a predicate. This is also true forPresent Perfect Tense statements. The predicate of Present Perfect Tensestatements may take either a form of verbal or non-verbal predicate.


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A : Hi, how have you been for a week?

B : I have (Ive) been fine.

A : What have you done then?

B : I have finished my homework and visited my friends in Jakarta.

A : Sounds good. And how has you sister been?

B : She has (Shes) been fine too.

A : What has she done for a week?

B : As I know, she has just returned home after a vacation in Bali.

Summary of my family condition and activities for a week

Members

of thefamily

Condition Activities

You

father

mother

brother

sister

nieces

nephewsetc.

fine

..

..

..

..

..

..

finish homework, visit friend

..

..

..

..

..

..

Activity 2

Now change roles. Practice the activity 1 again.

Activity 3

Now tell another friend about the condition and activities of your friends family for

a week you have talked about. See the example below.A : Please tell me the condition and activities of his/her family for one week.

B : Well, he has been fine and he has finished .etc

6. WRITING


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Write down condition and activities of your own family for a week.


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U N I T 5

1. READING


Adver t ising: The Sell ing of a Product

A consumer walks into a store. He stands in front of hundreds of foxes of laundry

detergent. He chooses one brand, pays for it, and leaves. Why does he pick that

specific kind of soap? Is it truly better than the others? Probably not. These days,

many products are nearly identical to each other in quality and price. If products

are almost the same, what makes consumers buy one brand instead of another?

Although we might not like to admit it, commercials on television and

advertisements in magazines probably influence us much more than we think they

do.

Advertising informs consumers about new products available on the market. It

gives us information about everything from shampoo to toothpaste to computers

and cars. But there is one serious problem with this. The information is actually

very often misinformation. It tells us the products benefits but hides their

disadvantages. Advertisings not only lead us to buy things that we dont need and

cant afford, but it also confuses our sense of reality. Zoom toothpaste prevents

cavities and give you white teeth! the advertisement tells us. But it does not tell us

the complete truth: that a healthy diet and a good toothbrush will have the sameeffect.

Advertisers use many methods to get us to buy their products. One of their most

successful methods is to make us feel dissatisfied with ourselves and our imperfect


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lives. Advertisements show us who we arent and what we dont have. Our teeth are

not white enough. Our hair isnt shiny enough. Our clothes arent clean enough.

Advertisements make us afraid that people wont like us if we dont use the

advertised products. Why dont I have any dates? a good-looking girl sadly asks in

commercial. Here replies her roommate, try Zoom toothpaste! Of course she

tries it, and immediately the whole football team falls in love with her. Thats a

stupid commercial, we might say. But we still buy Zoom toothpaste out of fear of

being unpopular and having no friends.

If fear is the negative motive for buying product, then wanting a good self-image is

the positive reason for choosing it. Each of us has a mental picture of the kind of

person we would like to be. For example, a modern young woman might like to

think that she looks like a beautiful movie star. A middleage man might want to

see himself a strong, attractive athlete. Advertisers know this. They write specific

ads to make certain groups of people choose their product. Two people may choose

different brand of toothpaste with the identical price, amount, and quality; each

person believes that he is expressing his personality by choosing that brand. (Taken

from INTERACTIONS, Kirn, 1985)

Difficult Words


1. a brand =

2. admit =

3. shiny =

4. good-looking =

5. identical price =



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To check your understanding, answer the questions below in a separate paper!

1. What is the main idea of the text?

2.

What does itin line 6 refer to?3. What does they in line 7 refer to?

4. The word admitin line 6 nearly eans..

5. What does thisin paragraph 2 line 3 refer to?


Talk with your friends about the following questions:

1. What kind of advertising attracts your attention? Do you sometimes buy

products in the ads or commercials?

2. How are American and Canadian advertisements and commercials different

from those in our country?

3. What image would you like to have for yourself?

4. What famous brands of products do you have in your home now? Why did

you buy these?

4. GRAMMAR FOCUS

A consumer walks into a store

The information is actually very often misinformation.

The two sentences have different types of predicate: verbal and non verbal

predicates

Examples:


Every sentence must have a subject and a predicate. The predicate may takeeither a form of verbal or non-verbal predicate.


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No Tenses Examples

1 Simple Present Tense We like Information Technology.

2 Simple Future Tense We will learn English for two semesters.

3 Simple Past Tense We did not learn English seriously atSMU.

4 Simple Past Tense We have learned English for 6 years.


No Tenses Examples

1 Simple Present Tense We are students of STMIK Darmajaya.

2 Simple Future Tense We will not be bad English learners.

3 Simple Past Tense We were not very serious students at SMU.

4 Simple Past Tense We have been university students for ayear.

5. SPEAKING

Activity 1

Please interview your friend about his/her routine activities, future planning, pastactivities, and activities for one week you have talked about. Use only yes-no

questions. Follow this model:

Reporter : Excuse me, are you usually at home at 6 oclock in the morning?

Badu : yes I am.

Reporter : Do you read a book at that time?

Badu : No I dont. I usually take a bath.

Reporter : Will you be at home tomorrow?

Badu : yes

Reporter : Will you study at home?

Badu : yes I will.

Reporter : what about yesterday, were you at home yesterday?


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Badu : No I wasnt. I was at campus.

Repoter : Did you study at campus?

Badu : Yes I did.

Reporter : For a week, have you been at home/fine?

Badu : yes I have.

Reporter : Have you done your work?

Badu : yes

Activity 2

Now change roles and do activity 1 again.

Activity 3

Work in-group of three or four. You have to guess your friend, famous people, or

the things surroundings. Here is the example:

Example 1

A : Is it a man?

B : Yes, it is.

C : Does he wear glasses?

B : No, he doesnt.

D : Is his hair curly?

B : Yes.

D : Is he Anto?

B : yes he is.

Example 2

A : Is it hard?

B : No

C : Do all the students in this class use it?


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B : Yes they do

C : Is it small?

B : yes it is.

C : it is a pen?

B : yes.

6. WRITING

Write down ten to fifteen sentences about the characteristics of your friends or

things you have guessed. See the example below.

His name is He always wears glasses. He looks rather thin. He always brings a

bag. His hair is curly and his skin is rather black, etc.


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U N I T 6

1. READING


Television: H ow it Af fects U s

How does television affect our lives? It can be very helpful to people who carefully

choose the shows that they watch. Television can increase our knowledge of the

outside world; there are high-quality programs that help us understand many fields

of study: science, medicine, the arts, and so on. Moreover, television benefits very

old people who cant often leave the house, as well as patient in the hospitals. It

also offers non-native speakers the advantage of daily informal language practice;

they can increase their vocabulary and practice listening.

On the other hand there are several serious disadvantages to television. Of course,

it provides us with a pleasant way to relax and spend our free time, but in some

countries, people watch the boob tube for an average of six hours of more a day.

Many children stare at a t.v. screen for more hours each day than they do anything

else, including studying and sleeping. Its clear that the tube has a powerful

influence on their lives and that its influence is often negative.

Recent studies show that after only thirty seconds of t.v., a persons brain relaxes

the same that it does just before the person falls asleep. Another effect of television

on the human brain is that it seems to cause poor concentration. Chidden who view

a lot t.v. can often concentrate on a subject for only fifteen to twenty minutes; they

can pay attention only for amount of time between commercials.


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Another disadvantage is that t.v. often causes people to become dissatisfied with

their own lives. Real life does not seem as exciting to these people as the lives of

actors on the screen. To many people, t.v. becomes more real than reality, and their

own lives seem boring. Also many people get upset or depressed when they cannot

solve the problems in real life as quickly as t.v. actors seem to. On the screen, actors

solve the problems in a half-hour program or thirty-second commercial.

Before a child is fourteen years old, he or she views eleven thousand murders on

the tube he or she begins to believe that there is nothing strange about fights,

killing, and other kinds of violence. Many studies show that people become more

violence after certain programs. They may even do the things that they saw in a

violent show. An example is the effect of the movie The Deer Hunter. After it

appeared on t.v. in the United States, twenty-nine people tried to kill themselves a

way similar to an event in the film.

The most negative effect of boob tube might be peoples addiction to it. People

often feel a strange and powerful need to watch t.v. even when they dont enjoy it.

(Taken from INTERACTIONS, Kirn, 1985)

Difficult Words


1. to affect =

2. to benefit =

3.pleasant =

4.disadvantage =

5.violence =



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1. What is the main idea of the text?

2.

What does the word starein line 11most nearly mean?3. What does it in paragraph 3 line 2 refer to?

4. What does it in paragraph 3 line 3 refer to?

5. What are the effects of television on human brain?


Discuss with you friends about the following questions:

1. How many hours do you watch television every day?

2. Which show do you like most? Why?

3. Which shows/ programs dont you like? Why?

4. Does t.v. help you in any way? If so, how?

4. GRAMMAR FOCUS

How does television affect our lives?

The sentence taken from the text is a question or interrogativein Simple Present

Tense.

Interrogatives in Simple Present Tense

A. For subjects

Purpose Question word Predicate

Person Who does not like accounting?

Thing What makes you happy?

Specific

thing

What class is not interesting?

Choice Which (house) is yours?

Possesive Whose class is the most difficult one?

Number How many people study in this university?


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Wh word or How Verbal Predicate ?

Wh word or How Non-verbal Predicate ?

B. For non-subjects

Purpose Question Word Clause

Place Where is your house?

Object Whom does she like most in thisclass?

Object What (subjects) do you like very much ?

Time When do you drink coffe?

Manner How is she now?

Reason Why are they always absent on

Monday?

Wh-Word or How do/does subject ?

Wh-Word or How is/are/am subject ?

5. SPEAKING

Activity 1

Ask your friend about information of his/her family. Change roles. Use Wh-questions. Use the model below: Start like this:

Example 1

Reporter : Excuse me, who is at home everyday?

Badu : My sister and I.

Reporter : Why are you at home today?

Badu : Because

Reporter : and why is your sister at home too?

Badu : Because, she ..

Reporter : and who goes to school?

Badu : My Brother himself

Reporter : How does your brother go to school?


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Badu : He goes to school by bus. Etc.

Example 2

Make statement about the activities of your family. Please respond the statementusing only Wh-questions. Follow this model:

A : I study at home today.

B : Who studies at home today?

A ; Why do you study at home today?

B : Because

Activity 2

Tell with another partner about your friends activities of his/her family.

6. WRITING

Write down what you have talked about with your friend


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U N I T 7

1. READING


W hat w il l w e expect fr om com put ers in t he near fut ure?

Trends in hardware development are helping students with disabilities gain greater

independence and integration into society. Speech recognition systems, electronic

communications, personal computers, robots, and artificial intelligence are making

a difference. The movement towards miniaturization, use of lighter materials, and

high-capacity information processing are making devices more transparent.

Devices such as wrist-watch computers will provide students with unobtrusive

support. Peripheral devices are becoming more adaptable to multimodalities.

Computers that are activated by voice and have synthesized speech are assisting

students who are physically handicapped, blind, and at risk. Captions and

enhanced narration of TV programs are also helping students who have physical

and language disabilities. Distance education, telecommunications, expert systems,

and artificial intelligence are projected to become more prevalent and especially

valuable to the special education populace. (Taken from Computers in Education

by Merrill, at al.)

Difficult Words


1.hardware =

2. society =

3. a device =


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4. to assist =

5. populace =



1. What does the passage talk about?

2. What are the benefits of the computer in the near future?

3. The word transparent in line 6 nearly means

4. The word unobtrusive in line 7 means

5. The word prevalent in the last line most nearly means.



text you have read.

1. How is the development of the current computer different from computers

in the near future?

2. Ask your friends the benefits of computers in the near future especially for

students who are physically handicapped, blind, and at risk.

4. GRAMMAR FOCUS

What will we expect from computers in the near future?

The sentence taken from the text is a question or interrogativein Simple Future

Tense.

Interrogatives in Simple Future Tense


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A. For subjects


Person Who will not join our party?

Thing What will make you happy?

Specificthing

What class will not be interesting?

Choice Which (house) will be yours?

Possesive Whose car will be parked here?

Number How many people will come to the meeting?



B.

For non-subjects


Place Where will you study next year?

Object Whom will you marry?

Object What (subjects) will you take next semester ?

Time When will she finish her study?

Manner How will you be this afternoon?

Reason Why will you be absent tomorrow?

Wh-Word or How will subject ?

5. SPEAKING

Activity 1

Ask your friend about information of his/her family future planning. Reverse roles.

Now your friend is a reporter. Use the model below:

Example 1

Reporter : Excuse me, who will be at home tomorrow?


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Badu : My parents

Reporter : Why will your parents be at home tomorrow?

Badu : Because ..

Reporter : and who will work tomorrow?

Badu : My brother.

Reporter : How will your brother go to work?

Badu : He will go to work by motorcycle.

Example 2

Make statement about tomorrows activities. Please respond the statement using

only Wh-questions. Follow this model.

A : Tomorrow I will study at home.

B : Sorry, who will study at friends house?

B : Who will study at home?

B : Why will you study hard next semester?

A : Because I have no class.

Activity 2

Tell with another classmate about your friends future activities.

6. WRITING

Write down his family future activities you talked about.


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U N I T 8

1. READING


W ho nam ed t he Ap ple com put er?

One of the best-known success stories associated with the advent of the

microcomputer is that of Steven Jobs. As a student at Homestead High School in

Los Altos (California) during the early 1970s, he attended lecturers at Hewlett-

Packard, driven by his fascination with technology. After creating and selling an

illegal electronic telephone attachment that allowed the user to make long-distance

calls at no cost, Jobs and his friend Stephen Wozniak built and marked one of the

worlds first microcomputers. From a business that began in a bedroom and garage

of his parents home, Jobs six years later was chairman of the board of a company

with $600 million in sales and growing almost out of control. The Apple computer

was named by Jobs in memory of a summer spent working in the orchards of

Oregon. (Taken from Computers in Education by Merrill, at al.)

Difficult Words

Provide the possible meanings of the following words in the Indonesian language.

1.advent =

2.fascination =

3.

illegal =

4.at no cost =

5.chairman =



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1.What is the name of Steven Jobs often associated with?

2.

What did Steven Jobs experiment and make money from it?3. What was the practical use of his work?

4. Where did he begin his business?

5. How was his business after six years he began his business?



text you have read

Discuss with your partner

1.the type of computer that most students use

2. the advantages and disadvantages of using computers

3. the computer programs that university students should use

4. GRAMMAR FOCUS

Who named the Apple computer?

The sentence taken from the text is a question or interrogativein Simple Past

Tense.

Interrogatives in Simple Past Tense

A. For subjects


Person Who did not join our party?

Thing What made you happy?

Specificthing

What class was not interesting?

Choice Which (house) was your parents house?

Possesive Whose car was here yesterday?

Number How many people came to the meeting?


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B. For non-subjects


Place Where were you yesterday?

Object Whom did you meet in Jakarta?

Object What (subjects) did you take next semester ?

Time When did you finish your SMU?

Manner How were you last night?

Reason Why were you absent yesterday?

Wh-Word or How did subject ?Wh-Word or How was/were subject ?

5. SPEAKING

Activity 1

Ask your friend about information of past activities of his/her family. Reverse roles.

Now your friend is a reporter. Use the model below. Start like this:

Example 1

Reporter : Excuse me, who was at home yesterday/last week?

B : My sister and I.

Reporter : Why were you at home yesterday?

B : Because

Reporter : and why was your sister at home too?

B : Because she ..

Reporter : Who studied at home yesterday?

B : My brother

Reporter : What did he study yesterday?

B : He studied economics.


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Reporter : thank you very much.

B : You are very wellcome

Example 2Make statement about your own past activities. Please respond the statement using

only Wh-questions. Follow this model

A : I did home work last night.

B : Who did homework last night?

A ; Where did you do homework last night?

B :

6. WRITING

Write ten to fifteen sentences about past activities of friends family.

An example:

His sister and s(he) were at home yesterday. He was at home because heane her

sister was at home because she .., etc


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U N I T 9

1. READING


H ow has a comput er app licat ion inf luenced our at t it udes?

Attitudes are associated with almost every learning activity. An attitude is an

internal state that affects our tendency to respond in a certain way. People

generally have a positive or negative emotional reaction to any learning situation.

That emotional reaction influences our attitudes about what we have learned. Our

attitudes influence how we respond with respect to our knowledge and skills.

Attitudes are involved in choices made about smoking cigarettes, attendening an

opera, studying, following safety procedures, and obeying traffic laws. Attitudes can

be influenced and changed through the use of classical condition, reinforcement,

and human modeling.

Any computer application will have some influence on student attitudes. If the

program is designed to adapt to individual needs, then the student will experience

success and have a positive emotional reaction. If the program is too easy or too

difficult, the student will become bored or frustrated, which leads to negative

attitudes. If appropriate gaming elements are incorporated into the application,

then the students will be motivated to continue to interact with the program. When

students have a choice, they will engage in those learning activities that areenjoyable and relevant to their interests. Computer-based videodisc applications

can be used to demonstrate or model appropriate choice behaviors. (Taken from

Computers in Education by Merrill, et al.)


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Difficult Words


1.An attitude =

2. knowledge =

3. reinforcment =

4. to adapt =

5. enjoyable =





text you have read

4. GRAMMAR FOCUS

How has a computer application influenced our attitudes?

The sentence taken from the text is a question or interrogativein Present Perfect

Tense.

Interrogatives in Present Perfect Tense

A. For subjects


Person Who has met your father?

Thing What has made you happy?

Specificthing

What class has been interesting?

Choice Which (building) has been cleaned?

Possessive Whose car has hit the three?

Number How many students have finished their studies?


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B. For non-subject


Place Where have you been?

Object Whom have you seen since thismorning?

Object What (subjects) have they taken this semester?

Time How long have you been in Lampung?

Manner How has she done her job?

Reason Why have they been absent for aweek?

Wh-Word or How have/has subject ?

5. SPEAKING

Activity 1

Ask your friend about information of what your classmate has done. Reverse roles.

Now your friend is a reporter. Use the model below. Start like this:

Example 1

Reporter : Excuse me, who has been at home so far?

B : My sister and I.

Reporter : Why have you been at home today?

B : Because

Reporter : and why has your sister been at home too?

B : Because, she ..

Reporter : Who has watched tv?

B : My younger brother

Reporter : What program have your brother has watched?


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B : He has

Reporter : Thanks a lot

B : no worries

Example 2

Make statement about what your family has done for a week. Please respond the

statement using only Wh-questions. Follow this model

A : I have been/ stayed at home for a week.

B : Who has been/stayed at home for a week?

A : Why have you been/stayed at home for a week?

B : Because

6. WRITING

Write ten to fifteen sentences about the activities she has done for one week.

An example:

His sister and s(he) have been/stayed at home for a week. He has been/stayed at

home because hewhile her sister has been/stayed at home because she .., etc


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U N IT 10

1. READING


Food Personali t ies

People express their personalities in their clothes, their cars, and their homes. A

study shows that our diets are also an expression of our personalities. Perhaps we

dont choose foods only for taste and nutrition. We might choose them because

they tell people something about us. For example, some people mainly eat

gourmet foods, such as caviar and lobster, and they eat only in expensive

restaurants (never in cafeterias or snack bars). They might want to tell the world

that they know about the the better things in life.

Human beings can eat many different kinds of foods, but some people choose not

to eat meat. These vegetarians often have more in common than just their diet.

Their personalities might be similar, too. For example, vegetarians in the United

States may be creative people, and they might not enjoy competitive sports or jobs.

They worry about their health of the world, and they probably dont believe in war.

Some people eat mostly fast food. One study shows that many fast food-eaters

have a lot in common with each other, but they are very much different from

vegetarians. They are competitive and good at business. They are also in hurry.

Many fast food eaters might not agree with this description of their personalities,

but it is a common picture of them.

Some people also believe that people of the same astrological sign have similar food

personalities. Arians (born under the sign of Aries, between March 21 and April 19)


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usually like spicy food, with a lot of onions and pepper. People with the sign of

Taurus (April 20 to may 20) prefer healthful fruits and vegetables to other food,

but they often eat too much. Sagittarians (November 22 to December 21) like ethnic

foods from many different countries. Aquarians (January 20 to February 18) can

eat as much meat and fish as they want, but sugar and cholesterol are sometimes

problems for them. (Taken from Mozaic, Wegmann & Kenezevic, 1985)

Difficult Words


1. a diet =

2.

nutrition = 3. a vegetarian =

4. to agree =

5. pepper =



1. What do themand theyin line 3 refer to?

2. Why do we choose certain foods?

3. Why do some people eat mainly gourmet foods?

4. What do vegetarians have in common besides their diet?

5. What are two examples of personality characteristics?



text you have read

1. What kinds of foods do you like and dislike? Why?

2. What kind of food do you eat most often? Why? Does this kind of food

express your personality?


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3. Do you know gourmet eaters? Vegetarians? Fast-food eaters? In your

opinion, what kind of people are they?

4. Do you believe the information in this reading? Why or why not?

4. GRAMMAR FOCUS

People with the sign of Taurus (April 20 to may 20) prefer healthful fruits and

vegetables to other food

The sentence above is expressed by using a preference.

There are some types of preference.

Subject Predicate in preference forms

Universitystudents

like computers better than typewriters

We prefer computer books to accounting books

The students would rather study than play

The forms are as follows:

Subject Predicate

likenoun better thannoun

prefernoun tonounwould ratherverb 1st thanverb 1st

Note:Instead of would rather, we may use would sooner

We may also use gerund instead of noun, e.g. I likeswimmingbetter than hiking.

5. SPEAKING

Activity 1


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Please list a number of the subjects provided in this semester. Put a tick (V) on the

subjects you like and a cross (x) on the subjects you dislike. Ask your friends likes

and dislikes as given in the example below.

A : Do you like all the subjects you are studying in this semester?

B : No, I dont.

A : What subjects do you like then?

B : management, history, etc.

A : How do you like them?

B : I think I like them very much (I am crazy about them).

A : Which one do you like better,management or.?

B : I like management better.

A : And which subjects you dislike?

B : I dislike (cant stand of) mathematics

A : Why do you dislike mathematics?

Subjects like very much/be crazy about

OK dislike/hate/cantstand

..

..

.

.

.

.

..

..

..

..

..

..

..

..

..

..

..

..

..

..

..

..

..

..

Activity 2

Tell another friend your friends likes and dislikes you have talked about.

6. WRITING


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Write a paragraph about your friends like and dislikes.

Start like this:

S(he) likes some subjects s(he) is studying this semester such as, . But s(he)


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U N I T 11

1. READING


The Laser

Since the laser is an intense, highly directional source of light, some of its energy

will be absorbed by the material it strikes. This absorption can result in a

temperature increase of the surface and/or the interior of the object. If the object

placed in the path of the laser is the human body, then extra precautions should be

taken.

The eye is much more vulnerable to injury from laser radiation than the skin. When

a laser beam directly hits the eye, visible light is transmitted through the cornea

and lens and is focused to a small spot on the retina. This is true for direct viewing

(looking into the laser) as well as specular reflections of the beam (reflection off

mirror like surfaces).

Both Class I and II Helium-Neon lasers can be used for classroom demonstrations

because of the low potential for injury to the user or viewer. However, the Laser

Institute of America lists the following safety precautions when operating Class II

lasers:

Do not permit a person to stare into the laser.

Do not point the laser at a persons eye.

Keep beam paths above or well below either sitting or standing eye level.

Permit only experienced personal to operate the laser, and do not leave an

operable laser unattended.


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Eliminate unnecessary specular surfaces from the vicinity of the beam path.

(Taken from TOEFL Prep Book, Lin Lougheed, 1992)

Difficult Words


1.intense =

2. to result in =

3. specular =

4. precautions =

5. injury =



1. What is the main topic of the passage?

2. What is actually the laser?

3. What happens if the laser hits your eyes?

4. What laser is safe to be used for classroom demonstrations



text you have read

1. What is interesting for you about the laser?

2. What other lights do you think dangerous for our eyes?

3. What do you do with your eyes if the dangerous light hits your eyes?

4. GRAMMAR FOCUS

Keep beam paths above or well below either sitting or standing eye level

The sentence taken from the text is called acommand.


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Commands are expressed by the imperative. In the second person imperative, the

subject youis rarely used.

Subject Command

(You) click on the Browse button in the Create Shortcut dialogbox

(You) select Bold Italic from the Font Style list

(You) bring your own diskettes

The formula is as follows:

verb 1st

Note:For negative commands, we put do not(dont) before the verb. For example:- Dont bring the bad diskettes.For non verbal predicates, we usebe. For example:- Be quiet.- Dont be lazy.

5. SPEAKING

Activity 1

Ask a friend of you the procedure for making or doing something for example, the

procedure for making the ice cream. Firs list the ingredients and tools as shown in

Table below. Start like this:

A : Excuse me, tell me how the ice cream is made?

B : Well, first two eggs are broken into the bowl. Then one cup of sugar is

added

and everything is blended together, etc.

Example of Ingredients and tools for making ice cream

No Ingredients Tools1

2

3

etc

two eggs

one cup of sugar

bowel

blender


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Activity 2

Now change roles and practice activity 1 again.

6. WRITING

Now write up a description for making or doing something.


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U N IT 12

1. READING


Ar e M en M ore Creat ive Th an W om en?

Through out history it has been men, for the most part, who have engaged in public

life. Men have sought for public achievement and recognition, while women

obtained their main satisfactions by bearing and rearing children. In womens eyes,

public achievement makes a man more attractive as a marriage partner. But for

men the situation is reversed. The more a woman achieves publicly, the less

desirable she seems as a wife.

There are three possible positions one can tackle about male and female creativity.

The first is that males are inherently more creative in all fields. The second is that if

it were not for the greater appeal of crating and cherishing young human beings,

females would be as creative as males. If this were the case, then if men were

permitted the enjoyment women have always had in rearing young children, male

creativity might be reduced also. (There is some indication in the United States

today that this is so.) The third possible position is that certain forms of creativity

are more congenial to one sex than to the other and that the great creative acts will

therefore come from only one sex in a given field. (Taken from Mozaic, Wegmann

& Kenezevic, 1985)


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Difficult Words


1.public =

2. achievement =

3. attractive =

4. appeal =

5. congenial =



1. Who has been popular in public life?

2. What do men think about public achievement and recognition for women?

3. Are females are as creative as males?

4. What are the tree possible positions given regarding male and female

creativity? Are there any other possible explanations? What position do you

think correct? Why?



text you have read

1. In your society, which sex enjoys more public life?

2. What women who have been famous for their creativity?

3. What fields are dominated almost completely by one sex? What are your

reasons for this?

4.

Do you think it is harder for women to excel in science, business, art, orpolitics nowadays, or do they have the same opportunities as men? Does this

vary from one culture to another? Explain.

4. GRAMMAR FOCUS


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if it were not for the greater appeal of crating and cherishing young human beings,

females would be as creative as males

The sentence above is called a conditional sentence.

Type If clause Main clause

Type 1If you do not study hard,(it is probable that you do

not study hard)

you will not pass the exam.(it is probable that you do not

pass the exam)

Type 2If you lived in the moon,(impossible that you live inthe moon)

You would see the earth aboveyou.(impossible that you see theearth above you)

Type 3

If we had got independencein 1940,(we did not getindependence in 1940)

Japanese would not havecolonialized our country.(Japanese colonialized ourcountry)

Type 1 If subject verb 1st Subject will verb 1st

Type 2 If subject verb 2snd Subject would verb 1stType 3 If subject had verb 3rd Subject would have verb 3rd

Note:

Possible variations of the basic forms:Conditional sentences may take negative forms.In type 1 instead of will, we may use can, may, might, must,or should.In type 2 instead of would, we may use mightor could.In type 3 instead of would have, we may use might have, or could have.

Conditional sentences have two parts: the ifclauseand the main clause.There are three types of conditional sentences:Type 1: the action at present or future = probable to happenType 2: contrary to the facts at present = impossible to happenType 3: contrary to the facts in the past = impossible to happen


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5. SPEAKING

Activity 1

Please imagine that your friend is the one in the list below. Ask him/ her that s(he)

would or could do if s(he) were the one in the list. Change roles and practice the

activity again. Start like this:

A : If you were the President what would you do?

B : If I were the president, I would raise the fund for education.

Here are the lists:

President, an artist, a bird, a rector,

Activity 2

Now imagine that your friend has something that s(he) doesnt really have, or can

do some thing that s(he) really cant do. Ask your friend, starting like this:

A : What would you do if you had Rp. 100.000.000?

B : If I had Rp. 1000.000.000, I would go around the world.

A : and what would you do if you could fly planes.B : If I could fly planes I would

No Imagination

1

2

3

4

5

etc

have

Rp.1.000.000.000,-

fly planes

.

.

.

Activity 3


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Tell another friend about your friends imagination you have already asked in

activity 1 and 2.

6. WRITING

Write down your friends imagination. You have talked about.


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U N IT 13

1. READING


Char lie Chapl in, Cr eat or of Comedy

Charlie Chaplin has broken all records in making people laugh. No one has so set a

whole world laughing as the little man with the bowler hat, the cane, and the

overlarge shoes.

Much has been written about Chaplins art and his legendary career, and opinions

have varied widely. But perhaps the commentator who called him the most

universal human being of our time comes closest to the truth. Those who have

called him a genius stress the timeless and universal qualities in his work. It is an

art filled with tragic undertones and deep human feeling, with which an audience

cannot help but become involved and identified. It is for these reasons, I believe,

that the figure of Charlie has kept its grip on generation after generation.

All his biographers agree that Chaplins miserable childhood in the London slums

was the decisive influence in his development and in the type of films he made.

Chaplin himself emphasizes it in his memories. The more one reads about his

earliest period, the more one is inclined to agree. For Chaplin, his suffering youth

has a lingering fascination: it gave him a world that he could transform with his

imagination onto the movie screen.

Chaplin was never afraid of tackle controversial subjects in his films. He released a

parody on war (Shoulder Arms) only a few weeks before the American troops came

home from the hell of the trenches in World War I (1918). This was regarded as


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sheer madness, but the parody was well received. So perfectly did it hit the nail on

the head that even the homecoming soldiers found it irresistible and deeply

appreciated this skit on what for them had been grim reality.

Churchgoers raged when Chaplin, in The Pilgrim(1923), attacked nonconformist

religions. In City lights (1931) he took his turn at mocking capitalism. Modern

Times (1936) parodied the inhuman destruction of the machine age. The great

Dictator(1940) made fun of Hitler and proclaimed Chaplins view of world politics.

Chaplin, in his comic satirical way, fought what he perceived as tyranny and

injustice. (Taken from Mozaic, Wegmann & Kenezevic, 1985)

Difficult Words


1.legendary =

2. truth =

3. to transform =

4. a nail =

5. injustice =



1. What is the main idea of the passage?

2. What did Charlie Chaplin look like?

3. What is one quality of his genius almost everyone agrees?

4. What was Charlie not afraid to deal with?

5.

What does itin paragraph 3 line 3 refer to?3. ORAL REPRODUCTION

Please work in-group of three or four, discussing the questions below:

1. What our comedian program do you like better? Why?


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2. What our comedian program do you dislike? Why?

3. What is your pinion about the comedian groups in our country? Why or why

not?

4.

How is program of comedy in our country different from that of comedy in

other countries?

4. GRAMMAR FOCUS

For instance, he refers to the Trobriand Islanders who differentiate between what

he defines as fairy tales, legends, and myths. (The underlined clause is called

relative clause).

Person Noun Pronoun Relative clause Main clause

Subject The woman who teaches you English lives here.

The woman that teaches you English lives here.

Object The man whom we met yesterday is his father.

The man who we met yesterday is his father.

The man that we met yesterday is his father.

Possessive

The girl whose hair is long will see you.

Thing Noun Pronoun Relative clause Main clause

Subject The cat which bit you will be killed.

The cat that bit you will be killed.

Object The house which you have painted is very good.

The house that you have painted is very good.

Possessiv

e

The car whose color you like is very old.

The car of which color you like is very old.

Note:

The formula is as follows:

Relative clauses or adjective clauses are clauses that describe noun insuch a way to distinguish it from other nouns of the same class.


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Subject Pronoun Predicate

Thewoman

who/that (the woman = subject) teaches you English

The cat which/that (the cat = subject) bit you will be killed

Object Pronoun Subject predicate

The man Whom/who/that we met (the man = object) yesterday

The house Which/that you have painted (the house = object)

Possesive Pronoun Noun (in a clause)

The girl whose (her = possesive) hair is long

The car whose/of which (its = possesive) color you like

5. SPEAKING

Activity 1

Please identify a person or thing surroundings. Follow this model.

A : Which one is the best student in this class?

B : The best student in this class is the studentwhouses glasses.

Activity 2

Ask the characteristics of person or thing. Follow this model.

Example 1

A : What are the characteristics of a good student?

B : A good student is first the student who always studies hard, second the one

who always does homework, third,

Example 2

A : Tell me the characteristics of a good t.v. program?


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B : I think a good tv program is first, the program that deals with education,

second the program that doesnt show any violence, third, .

6. WRITING

Please write down the characteristics of person or someone you have talked about.


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U N I T 14

1. READING


Think ing Sk il ls

Many teachers today believe that they teach thinking skills. In most instances,

however, what they actually do involves putting students into situations where they

are simply made to think and expected to do is as best they can. Most methods

teachers customarily use to teach thinking are indirect, rather than direct. These

methods are based on the questionable assumption that by doing thinking,

students automatically learn how to engage in such thinking.

Educational researchers have pointed out time and again that learning to think is

not an automatic by-product of studying certain subjects, assimilating the products

of someone elses thinking, or simply being asked to think about a subject or topic.

Nor do youngsters learn how to engage in critical thinking effectively by

themselves. There is little reason to believe that competence in critical thinking can

be an incidental outcome of instruction directed, or that appears to be directed, at

other ends. By concentrating on the detail of the subject mater being studied, most

common approaches to teaching critical thinking so obscure the skills of how to

engage in thinking that students fail to master them.

If we want to improve student proficiency in thinking, we must use more direct

methods of instruction than we now use. First, we must establish as explicit goals

of instruction, the attitude, skill, and knowledge components of critical thinking.

Second, we must employ direct, systematic instruction in these skills prior to,


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during, and following student introduction to and use of these skills in our

classrooms. (Taken from TOEFL Prep Book, Lin Lougheed, 1992)

Difficult Words


1.an instance =

2. to assimilate =

3. an outcome =

4. proficiency =

5. to employ =



1. What does the passage mainly talk about?

2. Why does the author believe that teaching of thinking is inadequate today?

3. How many steps does the author suggest to teach thinking?

4. What does the second theyin line 2 refer to?

5. What does the word engage in line 6 mostly mean?



text you have read

1. How is indirect thinking different from direct thinking?

2. What are both the strengths and weaknesses of the methods of thinking?

3. How is your way of thinking different from that of the members of your

family?

4. GRAMMAR FOCUS

they are simply made to think and expected to do


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The clause above is expressed in passive tense.

Examples

1 I write a letter A letter is (not) written.2 I wrote a letter A letter was (not) written.3 I will write a letter A letter will (not) be written.4 I have written a letter A letter has (not) been written.5 I am writing a letter A letter is (not) being written.6 I was writing a letter A letter was (not) being written.

7 I will have written aletter

A letter will (not) have beenwritten.

No Active Tense Passive Tense1 write is/am/are written2 wrote was/were written3 will write will be written4 have/has written have/has been written5 is/am/are writing is/am/are being written6 was/were writing was/were being written7 will have written will have been written

verbs (+)to be verb 3rd

(-)to be not verb 3rd

Note:Passive voice can be combined with infinitive forms when the passive forms arefollowed the verbs like, love, want and wish.

Example:- I want the computer to be repaired.

Another form of passive voice can used with the verbshave toand need to.

Example:- The painter needs to be installed to the computer.

The passive of an active tense is formed by puttingto bein the same tense asthe active verb and adding the past participle of the active verb orverb 3rd.

The subject of the verb or doer becomes the agent and often notmentioned. When it is mentioned it is preceded by byand placed at the end


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5. SPEAKING

Activity 1

Ask a friend of you the procedure for making or doing something for example, the

procedure for making the ice cream. First list the ingredients and tools as shown in

Table below. Start like this:

A : Excuse me, tell me how the ice cream is made?

B : Well, first two eggs are broken into the bowl. Then one cup of sugar is

added

and everything is blended together, etc.

Example of Ingredients and tools for making ice cream

No Ingredients Tools

1

2

3

4

4etc

two eggs

one cup of sugar

bowel

blender

Activity 2

Now change roles and practice activity 1 again.

6. WRITING

Now write up a description for making or doing something.

Modul Bahasa Inggris FISIP

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Transcript of Modul Bahasa Inggris FISIP