BISARKOMIL

BAHASA INGGRIS
SEBAGAI SARANA KOMUNIKASI ILMIAH

Penyusun :
Fida Chasanatun
 DAFTAR ISI
BAHASAN HALAMAN

Kata Pengantar.................................................................. 3

Daftar Isi............................................................................ 2
A Struktur Kata dan Kalimat.......................................................... 4
1 Parts of Speech................................................................. 4
2 Grammar in Use................................................................. 21
3 Oral Phrases...................................................................... 54

B Percakapan .............................................................................. 59
1 Greetings............................................................................. 59
2 How is Your Day................................................................. 62
3 Getting Bored..................................................................... 64
4 Tomorrow’s Plan................................................................. 67
5 Yesterday- The Past........................................................... 69
6 University Life..................................................................... 72

C Membaca.................................................................................... 80
1 Paragraph Reading............................................................. 80
2 Journal/Book Reading......................................................... 87

D Menulis...................................................................................... 92
1 Opinion Writing on Journal Articles..................................... 92
2 Application Letters.............................................................. 95
3 Curriculum Vitae................................................................. 101
4 Interview Planning.............................................................. 105
 KATA PENGANTAR

Buku ini disusun pada tahun 2014, untuk mengawali perkuliahan Tahun
Akademik 2014/2015. Penerbitannya juga mengawali pula perubahan materi
perkuliahan dengan member nama baru pada mata kuliah bahasa Inggris keimuwan
dengan nama BISARKOMIL (Bahasa Inggris Sebagai Sarana Komunikasi Ilmiah).
Materi Bisarkomil meliputi tiga kemampuan umum berbahasa; Menulis, membaca,
dan berbicara. Mendengar tidak secara langsung dilakukan pada saat perkuliahan,
akan tetapi menjadi materi terkait dalam penugasan dan penyelesaian latihan-
latihan.
Secara rinci materi pengasahan kemampuan berbahasa ditujukan bagi
peningkatan dan pencapaian standar kebahasaan mahasiswa sebagai bagian dari
komunitas akademis. Dalam penguasaan materi awal, mahasiswa diupayakan agar
menguasai pola bahasa secara umum. Kemudian, dilanjutkan dengan materi
percakapan sebagai bekal untuk memulai dan membiasakan penggunaan bahasa
Inggris sebagai sarana komunikasi di kampus. Selanjutnya, penguasaan dan
penambahan wawasan keimuwanan diasah melalui membaca jurnal internasional
terkait serta penulisan opini tentang beberapa artikel tersebut. Di akhir tulisan,
mahasiswa dimimnta untuk mencoba membaca kemungkinan pasar bagi profesinya
kelak. Hal ini diawali dengan pencarian lowongan pekerjaan, lalu dilanjutkan dngan
pembuatan surat lamaran kerja serta daftar riwayat hidup. Yang tak kalah penting
adalaah penerapan percakapan dalam bentuk wawancara kerja yang akan dilatihkan
dan dijadikan sebagai penilaian akhir materi.
Sehubungan dengan ketuntasan penguasaan materi tersebut, dibutuhkan
kemauan pengajar untuk meluangkan waktu lebih banyak. Waktu-waktu di luar
waktu mengajar tersebut dipergunakan untuk pembiasaan mahasiswa dalam
bercakap-cakap dalam bahasa Inggris dalam setiap kesempatan di lingkungan
kampus. Waktu yang ada juga digunakan untuk konsultasi bacaan dan penulisan
mahasiswa yang terkait dengan penyelesaian tugasnya. Di dalam kelas, mahasiswa
diminta mempelajari secara mandiri bab-bab yang ditulis dengan bahasa Indonesia,
sementara pada bab-bab tertentu dituliskan dalam bahasa Inggris dengan tujuan
agar tidak keluar dari keterangan dan konteks yang dibutuhkan serta penjelasan
yang diperlukan dari pengajar.
Sementara itu, bagi mahasiswa, kemauan yang bermotivasi tinggi sangat
diharapkan dalam menyelesaikan tugas dan melatih diri untuk lebih baik. Sumber-
sumber cerdas pilihan serta pergaulan akademik yang luas dibutuhkan sebagai
pelengkap dan penyempurna penguasaan. Harapan hadirnya pengajar handal yang
bertaraf global dapat terwujud.

Madiun, September 2014

 Penyusun
Bab 1
Struktur Kata dan Kalimat

A. Parts of speech (Jenis-jenis Kata)

1) Nouns
Noun atau kata benda adalah jenis kata yang digunakan untuk menyebutkan
nama orang, binatang, tempat, benda, dan hal-hal abstrak.

Types Of Nouns (Macam-macam Kata Benda)

Kata benda memiliki beberapa macam. Penulisan kata benda pada kalimat
ditandai dengan huruf besar apabila kata tersebut mewakili nama, seperti
“Indonesia”, “Susan”, “Amazon”, dan lain-lain. Kata benda tidak ditulis dengan
huruf besar jika mewakili suatu kelompok, misalnya tree, home, shoes, river, dan
sebagainya. Hanya pada awal kalimat kata-kata tersebut diawali dengan huruf
besar. Para ahli bahasa menggolongkan kata benda menjadi beberapa
kelompok. Antara lain the proper noun, the common noun, the concrete noun, the
abstract noun, the countable noun (dinamai juga sebagai the count noun), the
non-countable noun (disebut juga sebagai the mass noun), serta the collective
noun. Satu kata benda bisa tergolong menjadi lebih dari satu kelompok, misalnya
“ashtray” tergolong sebagai concrete noun sekaligus countable noun.
Jenis-jenis kata benda tersebut adalah:
 The proper noun biasa ditulis dengan huruf besar karena mewakili nama
suatu benda secara spesifik.
 The common noun adalah penyebutan sesuatu sesuai kelas umumnya.
Misalnya, manusia, hewan, pohon, dan sebagainya.
 The concrete noun adalah kata-kata benda yang mewakili hal-hal yang
dapat dirasakan melalui kontak fisik, misalnya dengan sentuhan, dapat dilihat,
dirasakan, didengar, dan lain-lainnya. Contoh dari kelompok ini adalah sand,
hat, hydrogen, water, dan lain sebagainya.
 The abstract noun adalah kata yang mewakili hal-hal yang tidak bisa
dirasakan dengan panca indera sebagai mana diterangkan pada kelompok
kata sebelumnya. Contoh kata dalam kelompok ini adalah liberty, love atau
justice.
 The countable noun (atau count noun) adalah kata yang mewakili hal-hal
yang dapat dihitung. Pada bahasa Inggris, kata yang dapat dihitung bukan
ditandai dengan bisa disentuh atau tidak, akan tetapi lebih pada jumlah serta
ukuran benda tersebut yang memungkan atau tidak memungkinkan untuk
dihitung. Misalnya, bear, tree, rock, star, spoon, dan sebagainya. Ketika
benda tersebut berjumlah lebih dari satu maka sebagian kata ditambahkan
penulisannya dengan “s”, “es”, atau berubah bentuk sama sekali seperti
mouse menjadi mice.
 The non-countable noun (atau mass noun) adalah kata-kata yang mewakili
benda yang tidak bisa atau tidak biasa dihitung dan tidak memiliki bentuk
plural (lebih dari satu). Benda yang tidak bisa dihitung misalnya sand, rice,
water, dan lain-lain. Sementara benda yang tidak biasa dihitung misalnya
oxygen, furniture atau gravel.
 The collective noun adalah kata-kata yang diberikan pada benda atau orang
dalam bentuk kelompok tertentu. Misalnya flock, jury, committee atau class.

Exercise I. A
Circle all the nouns in the following sentences.
1. The announcer said that the bus for Minneapolis would leave in thirty
minutes.
2. Dr. Cooper was in college with my father.
3. John wanted to change the ribbon on his typewriter, but the ribbon would
not cooperate.
4. There was a scream of skidding tires and then a metallic thud, followed by
the sound of splintered glass.
5. Bob and his brother crossed the continent in their old car last summer.
6. Bob drove through the desert at night and slept in the daytime.
7. Helen is president of the class, and her sister is secretary.
8. Brad wrote a paper about Willa Cather and her life in Pittsburgh.
9. Half of the people in the world can neither read nor write.
10. There is a fine exhibition of paintings by Thomas Hart Benton at the
Cleveland Public Library.

Exercise I.B
Decide which of the following words are common nouns and which are
proper nouns. Begin each proper noun with a capital letter.

1. german, science, language, english

2. lake, lake erie, mountain, mount everest
3. park, joshua national monument, gulf, cape cod
4. village, fairfield township, country, saint paul
5. labor, labor day, good Friday, birthday
6. secretary, governor brown, president johnson, mayor john lindsay
7. uncle, uncle harry, sister, father
8. brooklyn bridge, bridge, rittenhouse square, boston common
9. cathedral, saint, saint luke’s church, church
10. college, harvard college, university, jefferson high school, indiana state
university

2) Verbs
Verb atau compound verb berperan sebagai kegiatan yang dilakukan oleh
subjek dalam sebuah kalimat. Bisa saja sebuah kata kerja
menggambarkan keadaan atau proses yang dialami suatu subjek. Kata
ini adalah komponen penting dalam tata bahasa Inggris mengingat
keterangan yang akan menentukan kapan, atau siapa suatu kerja atau
keadaan dilakukan atau terjadi. Secara garis besar katakerja dibagi
menjadi tiga golongan besar, yaitu Present (sekarang), Past (lampau),
serta Future (yang akan datang). Setiap golongan tersebut akan merubah
bentuk kata yang digunakan dengan makna yang sama. Misalnya makan
atau eat, jika digunakan untuk mengemukakan kejadian yang saat ini
terjadi baik sebagai keadaan terkini atau kebiasaan akan menjadi eating
atau eat. Sementara jika kegiatan tersebut dilakukan pada masa lalu,
maka akan berbentuk ate. Kata tersebut jika dilakukan oleh subjek satu
 orang atau binatang akan menjadi eats, dan akan ditulis tanpa tambahan
apapun manakala subjek berjumlah banyak.

Exercise I.C
Underline the verbs in the following sentences.
1. The band uniforms finally arrived just before Christmas.
2. The trainer stepped into the cage of the wounded lion.
3. The sophomore class has a very good attendance record.
4. Jack walked unsteadily to the stage and swallowed hard.
5. The author tells of his childhood in a Wyoming ranch.
6. Our team played over its head in the first half.
7. Once, a circus horse literally stuck his right hind foot into his mouth.
8. Helen enjoys responsibility.
9. The murderer appears in the second act.
10. All new cars have safety belts as standard equipment.

Action
Verbs

An action verb menyampaikan tentang kegiatan apa yang sedang, sudah,

atau akan dilakukan oleh subjek (terutama aktivitas fisik) .
Contoh kalimat:
My father delivers packages to department stores each day.
Louie bowled a perfect game last night.
Suzanne skated across the rink in Central Park.
Turn at the next corner, Noel.
Oscar will help Petra with the project.

Linking
Verbs

Linking verb menghubungkan subjek dengan predikat dalam suatu

kalimat yang berupa kata benda atau kata sifat. Kata penghubung
 yang paling umum seperti “to be” (is, are, was, were, been, being, am)
d a n appear, become, feel, grow, look, remain, seem, smell, sound, stay,
taste, serta turn.
Contoh kalimat:
My sister is a doctor. (The linking verb, is, menghubungkan
subjek, sister, dengan nominatif predikat, doctor.)
He appeared tired. (The linking verb, appeared, menghubungkan
subjek, He, dengan kata sifat, tired.)

Helping Verbs
Helping Verbs adalah kata bantu yang digunakan untuk menambahkan kata
negatif atau berunsur makna tidak, atau ketika akan membuat kalimat tanya.
Misalnya: have, had, were, is, are, been, will, would, could, should, may, might,
do, dan does.
Contoh kalimat:
I like all sports.
I do not like painting at all.
How do you like your coffee?

Exercise I.D
Underline the complete verb

1. The lighthouse keeper had never seen such a storm.

2. When will the next moon probe be launched?

3. The truck driver was completely blinded by the sudden flash of oncoming
lights.

4. Our people have always had enough to eat.

5. The new school will almost surely be ready by fall.

 6. The new law had been poorly enforced.

7. Do you and your brother have enough blankets?

8. The Norwegian freighter had apparently run aground in the fog.

9. The park bench had been freshly painted.

10. The fog was now rapidly lifting from the field.

3) Pronouns
Pronoun adalah kata sandang yang diberikan untuk menandai atau mewakili
suatu benda atau hal dimiliki secara spesifik. Contoh kata tersebut adalah "he,"
"which," "none," dan "you" . penggunaannya membuat kalimat tidak pelu
mengulangi subjek dengan menyebutkan nama secara spesifik berulang kali.
Contoh kalimat:
Diane is the most beautiful girl in my class. She always sits near to
the class window. Sometimes, she does not sit there but near to
the door.

The three categories of personal pronouns:

Singular Plural
First person I, my, mine, me we, our, ours,
(the person speaking) us
Second person you, your, yours you, your, yours
(the person spoken to)

Third person he, his, him, they, their,

(some other she, her, hers, theirs, them
person or thing) it, its
Reflexive pronoun dituliskan dengan menambahkan -self atau -selves.
Contohnya adalah myself, himself, herself, itself, ourselves, themselves,
 yourself, dan yourselves. Pada kalimat , “I found it myself,” terdapat
dua kata ganti orang yaitu I dan myself.

Interrogative pronoun d i g u n a k a n u n t u k b e r t a n y a , s e p e r t i
which, who, whom, and whose.

Demonstrative pronoun digunakan untuk menunjukan objek atau subjek

secara spesifik. Misalnya this, that, these, dan those.

Indefinite pronoun merupakan kata ganti yang tidak menunjuk pada

subjek atau objek secara spesifik, kata yang diwakilinya bersifat umum. Pada
kalimat, “Everybody will select another to help with everything,” k e t i g a
k a t a y a n g b e r c e t a k m i r i n g a d a l a h i n d e f i n i t e pronouns.

The indefinite pronouns:

all each more one

another either most other
any everybody much several
anybody everyone neither some
anyone everything nobody somebody
anything few none someone
both many no one

Exercise I.E

Underline the pronouns. In 1-10 also identify the pronoun antecedent.

1. The doctor told the boys that they could use his boat.

2. Bob, your father wants you to call him.

3. Helen and Karen finished the test first; they found it easy.

4. The long run brought the crowd to its feet.

5. Jane has her own ideas, but her family does not agree with the,.

6. On the third try, the Nautilus made her way under the North Pole.

7. The boys cooked their meal in the open.

8. Then Jim’s power mower broke, the neighbors let him use theirs.

9. Betty has a driver’s license, but she doesn’t have it with her.

10. The police found the car, but they couldn’t move it.

11. Someone had dropped her purse into the pool.

12. What have you done to make Mike so happy?

13. This is the kind of problem that baffles me.

14. Is this the face that launched a thousand ships?

15. Have you had anything to eat?

4) Adjectives
Adjective adalah kata yang menerangkan kata benda atau kata ganti.
Keterangan yang diberikan bisa berupa gambaran, pengidentifikasian, atau
jumlahnya. Kata keterangan tersebut sangat tergantung pada apa yang ingin
diterangkan bagi kata benda atau kata ganti yang diterangkannya.
Contoh kalimat:
It is a fruitful job
 Running along the way to my campus, I feel tired.
Carrie read an interesting story. (What kind of story?)
The recent article has that information. (Which
article?)

Proper adjective merupakan kata sifat yang dibentuk dari kata benda.
Contoh:
Italian bread Herculean strength Midas touch Canadian sunset

Compound adjective adalah kata sifat yang berasal dari penggabungan dua
kata. Kadangkala, kata-kata tersebut digabungkan dengan tanpa jeda atau diberi
garis strip. Seperti: Landmark decision, black-and-blue mark , atau
hometown hero. Jika dilakukan penambahan -ly . untuk menjadikannya lebih
jelas seperti apa sesuatu sifatnya, maka tidak menggunakan strip. Seperti pada
newly painted mural, sickly sweet odor, atau recently purchased.

Exercise I.F

Underline the adjectives and identify the word it modifies.

1. The old house had been empty for several years.

2. The second team played during the last quarter.

3. The new coach seems pleasant and competent.

4. The old elephant was suffering from a bad toothache.

5. The enormous jet can not land at the regular airport.

6. A magnetic field surrounds the entire earth.

 7. The new atomic submarines are spacious and comfortable.

8. The water in the lake tastes salty.

10. Many young Americans are making important scientific discoveries.

11. The two men in the other car seemed angry.

12. Most European students can speak the English language.

13. This little book contains some big ideas.

14. A cold wind drove the deep snow into the huge drifts.

15. Some small economy cars are neither small nor economical.

5) Adverbs
Adverb merupakan kata yang menerangkan bagaimana sebuah kegiatan
dilakukan. Kata ini bisa berbentuk satu kata tertentu atau anak kalimat.
Sebuah adverb bisa menerangkan waktu, tempat, seberapa baik atau buruk,
dan lain sebagainya.
Ciri-ciri adverb adalah: umumnya diakhiri dengan -ly. Mempertegas jawaban
bagi pertanyaan dengan menggunkan kata : Where? When? How? To what
extent?, serta menunjukan makna yang lebih spesifik pada suatu kalimat.

Adverb yang tidak diakhiri dengan -ly:

again almost alone already also
always away even ever here
just later never not now
nowhere often perhaps quite rather
seldom so sometimes somewhat somewhere
soon then there today too
 very yesterday yet

Adverbs yang menerangkan verbs. Misalnya : John ate quickly. (How did
he eat?) atau I walk there. (Where did I walk?)
Adverbs yang menerangkan adjectives. Misalnya : Rex is very happy. (Very
modifies the adjective happy and answers the question, To what extent?)
atau The program was too unrealistic. (Too modifies the adjective
unrealistic and answers the question, To what extent?).
Adverbs yang menerangkan sesama adverbs. Misalnya : Warren walks
too quickly. (Too modifies the adverb quickly and answers the question,
How quickly?) atau
He moved rather recently. (Rather modifies the adverb recently and
answers the question, How recently?).

Exercise I.G

Underline the adverbs and identify the words they modify.

1. The bus almost always arrives late.

2. The class worked hard and successfully on the project.

3. The car usually starts on cold mornings.

4. The streets have become crowded recently.

5. The auditorium was soon filled.

6. The building was slowly deteriorating.

7. The doctor gave orders quietly and confidently.

 8. Polio is sometimes rather difficult to diagnose.

9. Lately, the summers have been extremely hot.

10. There goes Mr. Garrison now.

6) Conjunctions
Penggunaan conjunction adalah untuk menghubungkan satu makna dengan kata-
kata, frasa, atau anak kalimat. Biasanya diperlihatkan dalam bentuk coordinating
conjunction (and, but, or, nor, for, so, yet) dalam menghubungkan antar kata, frasa,
atau anak kalimat. Subordinating conjunction menghubungkan hal serupa
dengan memperlihatkan saling ketergantungan pada suatu kalimat yang terbagi
menjadi anak kalimat yang berdiri sendiri atau tidak berdiri sendiri. Contoh dari
penghubung tersebut adalah : after, although, as, because, before, how, if, once,
since, than, that, though, until, when, where, whether, dan while. Sementara itu
Correlative conjunctions selalu muncul berpasangan, seperti misalnya: both...and,
either...or, neither...nor, not only...but also, so...as, dan whether...or.

Exercise I.H
Underline the conjunctions (coordinating, correlative, subordinating) and
conjunctive verbs.
1. Neither the speeches nor the music was very exciting.

2. Both the Japanese and the Italian delegates opposed the attack.

3. The search party worked quickly and carefully.

4. The policeman beckoned us forward, but we could not move.

5. Although the odds were against him, Washing drove forward.

 6. We were not at home when the package arrived.

7. The dictionary is a valuable tool; however we must know how to use it.

8. The outfielders wear glasses so that the sun will not blind them.

9. We will go to Mexico and Peru.

10. The burglars went down the alley, into the basement, and up the stairs.

7) Prepositions
Preposition menghubungkan kata benda, kata ganti dan frasa dengan kata-kata
lain dalam sebuah kalimat. Contoh prepositions adalah: at, under, over, of, to, in,
out, beneath, beyond, for, among, after, before, within, down, up, during, without,
with, outside, inside, beside, between, by, on, out, from, until, toward, throughout,
across, above, about, around. Common preposition adalah penghubung kata
benda dengan kata lain, misalnya : The man swam under the bridge. (Under
connects the idea of swam and bridge., atau She walked down the aisle.
(Down connects walked and aisle.).
The most commonly used prepositions:

aboard about above across

after against along among
around as at before
behind below beneath beside
besides between beyond but
by concerning despite down
during except for from
in inside into like
near of off on
onto opposite out outside
over past since through
throughout till to toward
under underneath until up
 upon with within without

Contoh penulisan prepositions But berarti except dalam kalimat, “All but
Teddy went inside,”. The compound preposition menggabungkan dua
atau lebih kata menjadi satu makna. Contoh the compound
prepositions adalah:

according to ahead of apart from as of

aside from because of by means of in addition to

in back of in front of in place of in spite of
instead of in view of next to on account of
out of prior to
Perbedaan prepositions dengan adverb diperlihatkan pada contoh kalimat di
bawah ini:
He fell down. (Down is an adverb because it takes only one word to tell
where he fell.)
He fell down the stairs. (Down is a preposition because it takes more
than a single word to tell where he fell.)

Exercise I.I
Find the prepositions and their objects.
1. The truck was stopped at the border and searched for arms.

2. During the centuries, the continents have been drifting apart.

3. Booth jumped to the stage and screamed at the astonished audience.

4. For many years, there have been bad feelings between the towns.

5. After the game, the crowd rushed for the goal posts.

6. According to the morning paper, there will be no school on Friday.

7. Everyone but John had seen the car approaching.

8. Beyond the city limits there is no rule against fireworks.

 9. All but one of the trees died during the winter.

10. To whom is the announcement addressed?

8) INTERJECTION
Interjection adalah kata yang memperlihatkan ekspresi emosi dalam sebuah
makna kalimat. Misalnya : Wow! Help! Stop! Ouch!. Ciri-ciri interjections
adalah : biasanya ditulis diawal kalimat, diakhiri dengan tanda seru atau
exclamation point (!) atau koma jika emosi yang ditunjukan tidak terlalu kuat,
serta tidak boleh digunakan terlalu sering hingga kehilangan makna dan tidak
efektif.
Contoh umum interjections:

Eek Eh Gee Golly

Goodness gracious Gosh Hallelujah Hey
Horrors Hurrah Hurray Mmm
Oh Oh no Oops Ouch
Phew Rats Really Ugh
Well Whoa Whoops Wow
Yea Yeh Yes Yippee

Exercise I.J
Write an appropriate interjection for each of the following sentences
in the space provided. There may be more than one answer for each
space.
1. ! I smashed my finger with the hammer.
2. , all right, Nick.
3. ! We have finally beaten that team!
4. , take it easy, Reggie!
5. , I think we better look over this paper
immediately.
6. , I forgot to take out the garbage this
morning.
7. ! The tickets for his concert are incredibly
expensive!
8. ! You did so well in tonight’s school play!
 9. ! You have no right to say that to him!
10. , now I see what you are trying to say.

DIAGNOSTIC TEST 1 PARTS OF SPEECH

For each underlined word in the following sentences, identify and then write
the part of speech on the line next to the number. Each part of speech is
used at least once. Each correct answer earns 5 points. Use the following
abbreviations:
noun—N adverb—ADV
pronoun—PRO preposition
PREP verb—V
conjunction—CONJ adjective—ADJ
interjection—INT

1. They attended the concert last weekend.

2. Several cats ran into Rob’s garage.

3. The truck driver delivered the packages quickly.

4. ADJ Fast runners won all the awards at the track meet.

5. My friends and I walked home after school.

6. CONJ I wanted a peanut butter and jelly sandwich for

lunch yesterday.

7. She was counting the ballots during social studies class.

8. Hey! That is my seat.

9. PRO Will they finish the test on time?

10. The diagram was pretty complicated for us.

11. He will practice his musical piece soon.

12. Reggie saw the awesome sight from the air.

13. Her sister is the oldest member of the group.

14. Check the score, Tom.

15. Will the students be able to find the answer by

themselves?

16. Are you sure of yourself?

17. They slowly carried the couch down the stairs.

18. Can you see beyond the hills from the top of the tower?

19. Hurray! Our team has finally scored a touchdown.

20. The troop had been scattered throughout the woods.

 DIAGNOSTIC TEST 2 PARTS OF SPEECH

On the line next to the number, write the first letter of the word indicated by
the part of speech in the parentheses. Underline the indicated word within
the sentence. If your consecutive letters are correct, you will spell out the
names of four trees in items 1 through 12 and four first names in items 13 to
25. Write these six names on the lines below the last numbered item. Each
correct answer is worth 4 points.

1. (preposition) He walked around the corner.

2. (pronoun) Paul hopes that she will sing with the choir.

3. (pronoun) Can Jerry help him with the science project?

4. (noun) Have you seen the eraser?

5. (noun) The lock was stuck.

6. (noun) She purchased the margarine with him.

7. (adjective) Older people tire more easily.

8. (adjective) He is agile.

9. (adjective) Kind people are often rewarded.

10. (adverb) The police officer ran fast.

11. (adverb) My sister answered the question

intelligently.
12. (adverb) You really should see this art exhibit, Kenny.
 13. (preposition) Reggie fell by the stairs.

14. (preposition) Can you jump over the hurdle?

15. (preposition) May I sit between you two?

Exercise II.A

Put the verb into the correct form, present continuous or present simple.
1. (not/belong) to this particu1ar government committee.
2. Hurry! The bus (come). I (not/want) to
miss it.
3. Gregory is a vegetarian. He (not/eat) meat.
4 I (1ook) for the manager. I can't find him anywhere.
5 We are successful because we (take) the time to ta1k to
our customers.
6 John (deal) with all the enquiries about sales.
7 At the moment we (make) a training video for Siemens.
8 (you/know) what Mr Briceson (do)? He
is not in his office.
9 I (apply) for a job in the sales department, but I don't know
if I will be successful.
10 It (depend) on whether or not they have any vacancies.
11 Unemployment (fa1l) and is now down to 5.6%.
12 Jane is doing some research in the library. She needs it for a book she
(write).
13 While Anna is away on holidays, Matt (work) in her office.
14 He (teach) French and German at University and (learn)
Greek.
15 There (be)two flights to Honduras this afternoon. The
British Airways flight (1eave) at 13:00 and
(arrive) at 22:00.
16 Inflation (rise) at a rate of 2% per annum.

Exercise II.B
Put the verb in brackets into the present simple or the present continuous.
1. She a1ways (remember) my birthday.
2 Mr Brown (work) in a supermarket.
3 I (work) in this factory until I find a better job.
4 Look! It (snow).
5 Can you hear those girls? What (they/ta1k) about?
6 (you/know) Helen?
7 We (never/go) to work by tube. It is too busy.
8 When I'm in Paris I (usually/stay) in the Hotel du Pont, but
this
time I (stay) in the more expensive Hotel Notre Dame.
9 Ruth (be) a vegetarian. She (not/eat)
meat or fish.
10 My father (be) an engineer, but he
(not/work) right now.
11 (you/believe) in ghosts?
12 My parents (live) in Sydney. Where
(your parents/1ive)?
13 We (own) two cars, an estate car and a sports car.
14 Can you drive? No, but I (learn) at the moment.
15 Look! That woman (try) to steal that man's wallet.
16 The River Nile (f1ow) into the Mediterranean.
17 (you/like) Bon Jovi?
18 I (get) thirsty. Let's get something to drink.
19 Those f1owers (smell) lovely. What are they?
20 Jane (repair) her bike. She (know)
exactly what to do.

Exercise II.C
Put the verb in the correct form: past simple or past continuous.
1 I (dream) when the alarm clock (go off).
2 They (wait) for me when I (arrive).
3 The phone (ring) while I (have) a
shower.
4 We (not/go out) last Sunday because it
(rain).
5 I (see) Kim at the party. She (wear) a
new dress.
6 I (break) a bowl this morning. When I
(wash) the dishes it just (slip) out of my hand onto the
floor!
7 When he (carry) the table, he (feel) a
sharp pain in his back.
8 Sarah (go) down the stairs when the lights
(go out).
9 We (watch) TV when someone (come)
to the door and (knock) very loudly.
10 What (you/do) at this time yesterday? Oh, I (prepare) the
dinner.
11 I (fall) asleep while I (watch) television.
12 At 12:45 yesterday, Mr Alright (see) a client in his office.
 Exercise II.D
Write a sentence using the present perfect continuous. Use the words in
brackets.
1. John is sunburnt. He has been sitting in the sun. (sit/in the sun)
2. The ground is wet. (rain)
3. Jack has no money (shop)
left. is covered in
4. Fred (paint/the kitchen)
5. Maisy
paint. is tired and irritable (drive/for 4 hours)
6. Harry is very hot and dirty (dig/the garden)

Exercise II.E
Complete the sentences using the present perfect continuous and add since
or for.
1 Maria (learn) English two years.
2 I (write) letters 8:00.
3 Robert and Jane (travel) around Europe
five weeks.
4 We (go) to Ireland for our holidays 1968.
5 It (rain) this morning.
6 Anne (look) for a new job a long time.
7 Mark (sell) computers he started his job with
Olivetti.
8 We (wait) for the bus twenty-five minutes.
9 She (play) piano she was eight.
10 They (watch) TV hours.

Exercise II.G
Complete the sentences using present perfect simple or continuous.
1 (build) The Browns a house for some time.
They all the main walls now.
2 (write) John his novel since last year.
He the first three chapters.
3 (paint) The painters the town hall since February.
They nearly half of it now.
4 (save) The Cooks to go on holiday next summer.
They € 2000 up to now.
5 (watch) I cartoons on TV.
I 4 cartoons already.
 Exercise III.H
Put the verb in the most suitable form, present perfect simple or continuous.
1 You look tired. (you/study) hard?
2 Mr Brown is new here, isn't he? How 1ong
(he/work) for the company?
3 I (lose) my wallet. Have you seen it anywhere?
4 I (read) the magazine you lent me, but I (not/finish) yet.
5 (you/hear) the bad news? Simon
(break) his leg!
6 How many articles (you/write)?
7 What (you/do)? I (wait) for you for an
hour!
8 Bob and his friends (play) golf since this morning.
9 I (know) Louise for ten years.
10 Mr Brown (mark) the exams all morning, but he
(not/read) them all.

Exercise III.I
Put in the correct verb form: present perfect or past simple.
1 How long (she/study) German?
2 When (he/begin) to study Business Administration?
3 Who ( write ) the play Dancing at Lughnasa.
4 (you/visit) any museums when you were in Sofia.
5 Henry has a perfect school record. He (not/be) sick this
year.
6 Prices (go) up. Things are much more expensive this
week.
7 What (happen) to you. I waited all afternoon for you.
8 Marilyn (have) an accident. She was running for the bus
when she
(fall) down.
9 Mr Arnold (win) the Exporter of the Year prize twice. His
brother (win) it four times already.
10 Alfred Hitchcock (make) lots of films in his long career.
11 I (just/remember) something.
12 (you/reply) to Mr Aston's letter yet?
13 Mr Miller (work) in a travel agency for years. Then he
gave it up.
14 Melanie lives in Bucharest. She (live) there all her life.
15 My uncle died in 1960. I (never/have) the opportunity to
meet him.
 Exercise II.J
Complete the sentences using the past perfect or the past perfect continuous.
1 By the time I got home they (eat) all the cake.
2 The room was very smoky. I could tell that my brother
(smoke) in there all afternoon.
3 She retired at fifty-five, but she (work) hard all her life.
4 James was very irritable. He (look) for his contact lens for
an hour and he still (not / find) it!
5 I was furious with Tom when he arrived. I (wait) for him for
hours.
6 Harry was sad to sell his car. He (have) it for a long time.
7 Mary was covered in white paint. She (decorate) the
kitchen a1l afternoon.
8 Lucy went into the sitting room. The TV was on. Her brother
(watch) it and (forget) to switch it off.
9 Hattie felt terribly sick. She (eat) too many cream cakes.
10 The journey was incredibly long. We (travel) for ten
hours and we weren't even half way yet.

Exercise II.K
Complete the sentences using the present perfect or past perfect.
1 The park looked awful after the music festival. People
(leave) litter everywhere.
2 You (make) a mistake. I am not the person you are looking
for.
3 I am rea1ly not very hungry. I (just/have) lunch.
4 His apartment was rea1ly dirty. He obviously (not/clean) it
for weeks.
5 At last the Board of Directors were ready to announce their decision. They
(make) up their mind.
6 I am so exhausted. (really/have) a tough week
7 The ball hit the back of the net before the goalkeeper
(notice).
8 The CEO didn't speak until he (hear) a1l the arguments.

Exercise II.L

Use going to and the words in brackets to say what is going to happen
in these situations.

1. There are a lot of black clouds in the sky. (rain) It's going
to rain.
2. The cat has seen a mouse. (chase)
3. There is a large hole in the bottom of the boat. (sink)
4. It is 7:45 and John is asleep. His train leaves at 7:50. (miss)
5. A car thief is looking around a car park. (steal)
6. A bungee jumper is standing on a high bridge. (jump)

Match the two halves of the sentences.

1. If I were rich a) I'll drink a glass of white wine with it.
2. If I hadn't eaten so much b) I may arrive on time.
3. If I had won the competition c) I wouldn't smoke so much!
4. If I don't miss the train d) I’d invest in property.
5. If I could swim e) I can have a shower before the
meeting.
6. If I move house f) I wouldn't feel so sick now!
7. If I hadn't lost the keys g) I would have got a new sports car!
8. If I arrive on time h) I would be watching TV by now!
9. If I eat fish for dinner tonight i) I'll buy an old cottage in the
countryside.
10. If I were you j) I would go to a Greek island.

Choose the correct form of the verbs: must/can't/may/might.

1. You must be/ can't be very proud of your daughter winning the prize.
2. That play has been such a success. It must be / can't be easy to get tickets to
see it.
3. You must be / must have been parched after carrying those heavy boxes. I
must put the kettle on.
4. We thought you would have visited us when you were in town. I suppose you
must be/
must have been too busy.
5. I'm sure you could pass the examination if you tried. You mustn't be/ can't be
using the proper learning strategies.
6. Why did you work there? You might have enjoyed/ can't have enjoyed
working in such an environment.
7. The shop may be delivering/must be delivering our new suite today.
8. You will have to go over the books again. You might have been concentrating/
can't have been concentrating when you looked at them the first time.
9. I just called the office but I guess they may have/ may be having a lunch break.
10. If you carry those heavy suitcases you must/ might injure yourself.

These sentences are wrong. Correct them.

1. I don't know who gave me this CD. It should have been my uncle.
2. She shouldn't be out so late. Look at her. She mustn't be more than fifteen.
3. They didn't want to come with us at first, but finally we could persuade them to
come.
4. Will you like a cup of tea with your cake?
5. Mary hasn't to work on Saturdays any more.
6. ‘You must have been Anthony's brother. Hello, I'm Roger.'
7. I phoned yesterday and they said he's just left for a two day trip to Malibu.
 8. We mustn't have booked seats for the show because the theatre is half empty.
9. I can't have to go to work yesterday so I stayed in bed till lunchtime.
10. You mightn’t have cooked all that food.

Phrasal Verbs
1. We had to the meeting because so many people were ill.

(a) call down (b) call off (c) call out (d) call
back

2. We had to the meeting until the following week.

(a) put up (b) put over (c) put off (d) put out

3. After his aunt died he some money.

(a) came into (b) came upon (c) came by (d) came
across

4. If you don’t know a word, you should in the dictionary .

(a) look it up (b) look it over (c) look after it (d) look into
it

5. She was so convincing that we were completely by her.

(a) taken over (b) taken in (c) taken after (d) taken
out

6. The story sounds good but I'm sure he . It can’t be true.

(a) made it for (b) made it out (c) made it up (d) made
for it

7. He was upset when his girlfriend left him, but he’ll it.

(a) get past (b) get round (c) get away with (d) get
over.

8. I'll ask Anna whether she could for the night.

(a) put me down (b) put me off (c) put me up (d) put
me aside

9. John had a large sum of money for his retirement.

 (a) put up (b) put by (c) put in (d) put
out

10. I hadn’t seen John for years and then I him in the
supermarket. (a) ran over (b) ran into (c) ran
under (d) ran up
11. He agreed to my flat while I was on holiday.

(a) look into (b) look at (c) look after (d) look
forward to

12. After visiting London we decided to Scotland and then Ireland.

(a) make for (b) make to (c) make out (d) make
up for

13. They have been each other for four years.

(a) going out with (b) going in for (c) going back (d) going
up with

14. That’s a matter I’d like you to .

(a) look for (b) look into (c) look away from (d) look
after

15. He his mother.

(a) takes out (b) takes after (c) takes in (d) takes
up

Prepositions
1. His life depends a heart transplant.

(a)on (b) in (c)out (d) over

2. The police ran the thieves but didn't catch them.

(a) into (b) for (c) around (d) after

3. Could you turn left the next junction.

(a) in (b) on (c) at (d)

through
4. He is the fastest man the world.

(a) of (b) in (c) on (d) by

5. How often do you borrow the library.

(a) from (b) off (c) in (d) at

6. She took the bottle down the shelf.

(a) from (b) with (c) at (d) in

7. In order to get to the supermarket I had to drive your house.

(a) along (b) into (c) through (d) past

8. You shouldn't look the sun binoculars

(a) at; through (b) on; out of (c) towards; by (d) in; in

9. The Isle of Skye lies the west coast of Scotland.

(a) on (b) at (c) off (d) in

10. Are you looking for anything particular.

(a) on (b) at (c) off (d) in

11. I'm sorry but John's holiday at the moment.

(a) in (b) on (c) at (d) for

12. He is no means certain of what he’s doing.

(a)in (b)of (c)at (d)by

13. The students couldn't get the steel barricades.

(a) into (b) over (c) off (d)

towards

14. He was shot right the eyes.

(a) between (b) with (c) at (d) in

15. We must pass this test all costs.

(a) in (b) at (c) up (d) with

 16. The company is no longer operating a profit.

(a) at (b) in (c) with (d) under

17. Julia is the whole a very nice girl.

(a) at (b) on (c) with (d) in

18. He will all probability become the next Prime Minister.

(a) at (b) under (c) with (d) in

19. We do not have any lilac underwear stock at the moment.

(a)on (b) in (c) at (d)out of

20. You cannot get a refund sale goods.

(a) with (b) for (c) on (d) under

C. Oral Phrases
Dalam penulisan dan percakapan berbahasa Inggris, kesulitan yang dihadapi adalah
munculnya frasa atau penggalan kalimat yang memiliki makna khusus. Begitu pula
dalam bahasa Indonesia, bisa diambil persamaannya dengan contoh panjang
tangan bagi pencuri, bermuka dua bagi orang yang plin plan, ataupun mendarah
daging bagi sesuatu yang sudah sangat terbiasa. Di bawah ini disampaikan 10
contoh frasa-frasa tersebut.

1) Bored to death

Makna dalam kalimat: "I have nothing to do. I'm bored to death."
"I hate it when I'm bored to death."
"Would you rather be super busy or bored to death?

Makna dalam dialog

A: "Hey Seth, what are you doing?"

B: "I'm reading a book. What are you doing?
A: "I'm bored to death. Let's do something."
B: "Sure. Come over and we can play some games."

Cara lain : "I'm so bored, I could die.""I'm dying of boredom.

 2) Sick and Tired

Makna dalam kalimat:

"I'm sick and tired of eating the same thing for lunch everyday."
"I'm getting sick and tired of this song. They play it way too often at this club."
"I'm sick and tired of listening to him nag all the time."

Makna dalam dialog:

A: "Where are you going for lunch today?"

B: "I don't know... how about a burger?"
A: "No. I eat that almost everyday. I'm getting sick and tired of them."
B: "Let's go eat teriyaki then."

Cara lain : "I'm getting sick of this phone. I think I'll buy a new one."dan "I'm tired of
the same routine. I need to find something new and different."

3) Call it a day

Makna dalam kalimat:

"Let's call it a day. I'm too tired to continue working."
"We can't continue working without Mike, so let's call it a day."
"It's already nine o'clock. Let's call it a day."

Makna dalam dialog:

A: "How much more work do we have for tonight?"

B: "I think we finished everything for the day."
A: "Good. Let's call it a day then."

Cara lain: "Let's turn in for the night." Atau “I think we should pick it up from the
morning."(pick it up = continue)

4) Get on one's nerves

Makna dalam kalimat: "You're beginning to get on my nerves."

"Will you please stop doing that? It's getting on my nerves."
"His whining is getting on my nerves."
Makna dalam dialog:

A: "He doesn't like his birthday present."

B: "He's starting to get on my nerves. It's one thing to not like it, but it's
another to complain about it. We tried our best to get him a good present."

A: "Yeah. It's bothering me too."

Cara lain: "You're beginning to annoy me."atau "His complaints are starting to bother
me."

5) Couch potato

Makna dalam kalimat:

"My husband is a couch potato. He sits in front of the TV all day long."
"You have a huge belly because you're a couch potato."
"I should be more active and less of a couch potato."

Makna dalam dialog:

A: "James. We're going to play basketball. Do you want to play?"

B: "No, I'm going to watch TV today."

A: "You did that all day yesterday. You better stop being a couch potato or
you're going to get a big fat belly."

Cara lain: "Good luck trying to get his attention. He's glued to the television."

6) Read one’s mind

Makna dalam kalimat: "You read my mind."

"I was going to suggest that. You must have read my mind."

Makna dalam dialog:

A: "Do you want to go play pool?"

B: "You read my mind. That's exactly what I was thinking too."

7) Feel blue

Makna dalam kalimat: "What a gloomy day. It makes me feel blue."

"Whenever I feel blue, I like to listen to upbeat music."
"Matt's feeling a little blue right now. Let's go cheer him up."

Makna dalam dialog:

 A: "Where is Matt these days? I haven't seen him in a while."

B: "He feels a little blue because he can't find a girlfriend."

A: "Let's go cheer him up."

Cara lain: "I feel a little depressed right now." Atau "I don't know why, but I just feel
sad." Atau "Even though it's a nice day, I feel gloomy inside."

8) Fender bender

Makna dalam kalimat: "I got into a small accident. It was just a fender-bender."
"I got into a fender bender in the parking lot."
"I can’t believe the damage is going to cost me 800 bucks. It
was just a fender bender."

Makna dalam dialog : A: "I got into a car accident."

B: "That sucks. You didn’t get hurt did you?"
A: "No. It was just a fender bender."

Cara lain: "It was a small accident." Atau "I rear ended him, but luckily there was no
damage."

9) Get foot in the door

Makna dalam kalimat: "It's not a great position, but at least my foot is in the door."
"I need to find a way to get my foot in the door."
"I'm doing an internship for SK Telecom. It's an opportunity to get my foot in the
door."

Makna dalam dialog:

A: "Did you find a job yet?"

B: "No. I'm still looking."
A: "With the sagging economy, it's hard to find a job."
B: "Yeah. I'm even considering a lower position. At least I'll have my foot in the
door."

Cara lain :
"I'm working in the mail room. But I'm hoping I can change positions now that I'm in
the company."
"I hate my position, but it's the only way I could start in this company."

10) Chicken

Makna dalam kalimat: "There's nothing to be scared of. Don't be a chicken."

"Everyone thinks I'm a chicken because I didn't go bungee jumping with
them."
"Stop being a chicken and just go."
Makna dalam dialog : A: "Did you ask Martha on a date?"
B: "No. I was about to, but I got a little nervous."
A: "You're such a chicken."
Cara lain: "I didn't know you were afraid of insects. You're a scaredy cat."
"He's a coward. He wouldn't even go on the rollercoaster ride."
"Jack is scared of everything. He's such a sissy." Please tell me it ain't so."

Exercise III
Try to find 3 oral phrases every day in 5 weeks. Those might be from Films,
Movies, Books, etc. Do not forget to write down the meaning, the example
dialoque, the sources, and also the taken dates.

Date / Phrases Meaning Example dialoques

sources
 Bab 2
PERCAKAPAN

Dalam percakapan berbahasa Inggris, terdapat dua hal yang perlu dipelajari
sebagai upaya awal untuk membuka aktivitas ini dengan pembicara asli. Dua hal
tersebut adalah Expressions dan Dialoques. Expressions merupakan berbagai cara
mengucapkan satu hal, sedangkan dialoques memberikan dua gambaran; situasi
dan kondisi di mana pembicaraan terjadi serta bagaimana speaking exchange/turns
(pergantian bicara).
Contoh-contoh percakapan dalam bab ini, biasa didapati dalam kehidupan sehari-
hari mahasiswa. Situasi dan kondisi percakapan disusun berdasarkan kejadian yang
paling umum dan awal dialami oleh mereka di sekitar kampus.

A.Greeting - Basic
Expressions:

Greeting someone you never met Hi, my name is Steve. It's nice to meet
you.
Hi, I’M Suzane. It’s good to see you

Responses It's a pleasure to meet you. I'm Jack

Hi ! Nice to see you too.

Other common questions What do you do for a living?

Responses I work at a restaurant.

I work at a bank.
I work in a software company.
I'm a dentist.

If you would like for them to repeat their What was that again?
name/profesions, you can say, Excuse me?
Pardon me?

Hey John, how have you been?

Greeting Someone you Know Hi Bob, how are you?
Hi Nancy, what have you been up to?
Andy, it's been a long time, how are you
man?
If you meet someone unexpectedly, you Hey Jack, it's good to see you. What are
can say you doing here?
What a surprise. I haven't seen you in a
long time. How have you been?
Do you come to this restaurant often?
What movie did you come to see?

Responses Hi Steve, my name is Mike. It is nice to

meet you as well.
I heard a lot about you from John. He
had a lot of good things to say.
Wow. How long has it been? It seems
like more than a year. I'm doing pretty
well. How about you?
Not too bad.
Same ole same ole.
The same as usual.
I'm pretty busy at work these days, but
otherwise, everything is great.
I'm doing very well.
I finally have some free time. I just
finished taking a big examination, and
I'm so relieved that I'm done with it.
I've been here a couple of times, but I
don't come on a regular basis.
I come pretty often. This is my favorite
restaurant.
I can't believe we haven't seen each
other before. I come here at least twice a
week.
I came here to see Matrix Revolution.
How about you?
Dialoques or Conversations
Di bawah ini diberikan contoh percakapan, tuliskan kemungkinan situasi yang ada yang
menyebabkan percakapan tersebut bisa terjadi.
Situations Conversations
A: "Hi, my name is Steve. It's nice to meet you."
B: "I'm Jack. It's a pleasure to meet you, Steve."
A: "What do you do for a living Jack?"
B: "I work at the bank."

A: "Hey John, how have you been?"

B: "What a surprise. I haven't seen you in a
long time. How have you been?"
A: "I'm doing very well. How about you?"
B: "I finally have some free time. I just finished
taking a big examination, and I'm so relieved
that I'm done with it."

A: "Andy, it's been a long time, how are you

man?"
B: "What a surprise. I haven't seen you in a
long time. How have you been?"
A: "Do you come to this restaurant often?"
B: "I've been here a couple of times, but I don't
come on a regular basis.”

Greeting - Interactive Practice

A: "Hi, how are you doing?"

B: "I'm doing great. How about you?"
A: "Not too bad."
B: "Do you come to this restaurant often?"
A: "I've been here a couple of times, but I don't come on a regular
basis. What have you been up to?"
B: "I'm pretty busy at work these days, but otherwise, everything is
great."
A: "Well, have a good evening."
B: "You too."
A: "Hey Jack, it's good to see you."
B: "Wow. How long has it been? It seems like more than a year. I'm
doing pretty well. How about you?"
A: "Not too bad."
B: "What movie did you come to see?"
A: "I came here to see Matrix Revolution. How about you?"
B: "I'm going to watch Finding Nemo."
B.How is your Day
Pada bagian ini akan diperlihatkan bagaiman menanyakan kegiatan orang lain atau
seseorang dengan menggunakan Simple Present Tense dan Present Continouse
Tense.
Expressions

Common Questions How are you doing?

How is your day going?
What are you doing now?

Possible Answers I'm enjoying the beautiful weather without any worries
in the world.
I'm playing a video game on my computer because I
have nothing to do.
I'm at the grocery store buying ingredients for tonight's
dinner.
I'm at the gym working out.

More Descriptive Answers I'm pretty busy right now. I'm doing my homework
because I have an exam tomorrow.
My project deadline is coming up, so I'm currently in
the process of finishing my tasks.
I'm taking the day off from work today because I have
so many errands. I'm going to the post office to send
some packages to my friends.
I'm looking for a job. The job market does not look that
great, but I can't give up.
I'm applying for a job at a consulting firm in Taiwan.
I'm listening to music while thinking about my situation.
Conversations
Situations Conversations
A: "Hi Jack. What are you doing?"
B: "Hi Mary. I'm filling out a job application."
A: "Are you finished with school already?"
B: "No. I have one more semester, but it
would be great to have a job lined up."

A: "How is your day going?"

B: "Quite busy. I'm preparing for my
presentation tomorrow on our marketing
strategy. I'm not even half done yet."
A: "You must feel stressed out now."
B: "That's an understatement."

A: "What are you doing now?"

B: "I'm playing pool with my friends at a
pool hall."
A: "I didn't know you play pool. Are you
having fun?"
B: "I'm having a great time. How about you?
What are you doing?"
A: "I'm taking a break from my homework.
There seems to be no end to the amount of
work I have to do."
B: "I'm glad I'm not in your shoes."

How is your day - Interactive Practice

A: "What are you doing now?"
B: "I'm watching TV."
A: "What are you watching?"
B: "I'm watching Friends. What are you doing?"
A: "I'm doing my homework, but I really need to take a break."
B: "You want to do something?"
A: "Yes. But I shouldn't. I got to finish my assignment now."
B: "Alright. Call me later then."
A: "OK. Bye."

A: "Where are you going now?"

B: "I'm going to the bank."
A: "Aren't you supposed to be at work?"
B: "I'm working now. I'm making a deposit for our company."
A: "Where do you work?"
B: "I work for a restaurant as a controller."
A: "Wow. That's great."
B: "Great seeing you. I have to go now. I'll talk to you later."

A: "Hi Steve. What are you doing here?"

B: "I'm meeting a friend here for dinner. How about you?"
A: "I'm on my way home but I needed to stop by the book store to buy a text book."
B: "Didn't you finish school yet?"
A: "I have one more year, and then I'm done."
B: "What are you majoring in?"
A: "I'm majoring in Sociology"
B: "How do you like your major?"
A: "I really find the subject very interesting. I'm enjoying all my classes."
B: "That's great."
A: "I better go now. I don't want to miss the bus."
B: "Aright, I'll talk to you later."
A: "Okay. See you later."

C. Getting Bored
Tidak memiliki kegiatan dan merasa bosan dengan kegiatan harian adalah hal
umum yang terjadi pada setiap orang. Biasanya jika seseorang mengalami ini,
mereka akan menelpon atau mencari solusi dan membeicarakannya dengan orang
lain. Percakapan apa yang bisa dilakukan untuk berbagi dengan teman atau orang
yang dipercaya?

Expressions

General Phrases I'm dying from boredom.

I hate being bored.
I don't have anything to do.
My life is so boring.
Life is so boring.
I'm just watching TV until I find something to do.
I was bored all weekend.
I am so bored today.
I get bored very easily.
I get bored all the time.

Others It's always boring whenever we go to our

(make sure that each meaning has relatives.
each specific situation to be It's nice to visit my grandmother, but it gets
understood) boring after a couple of hours.
My cousins are so boring. All they do is watch
 tv.
There's nothing to do in the country side. I'm
always bored there.
I think I'm a little boring.
I'm a boring person.
He is a boring person.
His personality is very boring.
It's boring whenever she's around.
It was pretty boring.
It was boring. I didn't do much.
It wasn't as fun as I thought. It was a little
boring.
I was bored most of the time.
Because it was disorganized, we had too much
extra time. I was bored during our free time.

Question in advance How was your trip?

How was your vacation?
How was your weekend?
How was the lecture?
How was the class?
How was the game?

Boring Work I'm doing the same thing over and over again."
My work is so repetitious that I am getting
bored of it.
My work does not interest me.
I'm only working to pay the bills.
I wish I had your job.
I'm so bored. I have nothing to do at work. I just
surf the Internet all day long.
Dang! I'm so busy at work, it's driving me crazy.
I really wish I had your job.

Conversations
Situations Conversations
A: "Hello"
B: "Hi Jane, this is Jill. Do you have time
to talk?"
A: "Hi Jill, sure, I was just watching TV."
B: "What are you watching?"
A: "I was just watching a re-run of friends.
How about you? What are you doing?"
B: "Nothing much. I really wanted to start
studying for the Psychology test coming
up, but I can't seem to motivate myself."
 A: "What are you doing?"
B: "I'm doing the laundry."
A: "I'm so bored. I have nothing to do."
B: "Why don't you come over and help
me with the laundry?"
A: "I'd rather do my own house chores.
Hey, you wanna take a break from your
house work and have coffee at Starbucks
with me?"
B: "Sure, that sounds great. I'll meet you
there in thirty minutes."

A: "How is your work these days?"

B: "Work is so boring that I'm going
crazy."
"I ran out of things to do and
management is too busy to give me more
work. I tried to find things to do with no
luck. I'm basically sitting in my chair
pretending to work."
A: "That sounds so boring."
B: "Tell me about it. Time goes so slow
when you're bored. I'd rather be busy.
Then at least the day would go by faster.

Bored - Interactive Practice

A: "Hey there. What have you been up to?"

B: "Nothing really."
A: "How about your work?"
B: "It's so boring there. I really wish I had a different job."
A: "Is it really that bad?"
B: "Yeah. Most of the time, I have nothing to do. But whenever I have something to
do, it's boring work because it is the same old thing."
A: "Why don't you find a different job then?"
B: "Maybe I should."
A: "Hi Steve, what's your plan for tonight?"
B: "I don't have any plans. Are you doing anything special?"
A: "Well, if you're bored, let's plan on meeting up tonight."
B: "That sounds like a good idea. Should we invite Bob?"
A: "He's a little boring."
B: "What do you mean?"
A: "Well, he doesn't drink, play video games, pool, or really anything. The only thing
he talks about is history."
B: "You do have a point. We'll leave him out tonight."
A: "Aright. Let's meet at 8:30 in front of the university bookstore."
B: "Perfect. I'll see you later tonight."

D. Tomorrow's Plan - I am going to

Membicarakan apa yang akan dilakukan di masa datang adalah hal umum yang
menjadi topic sehari-hari.

Expressions
“What are you going to do tonight?"
"What are you doing next week?"
Questions "When do you plan on doing your
homework?"
"When are you going to eat dinner?"
"What time do we have to leave for
the airport?"
"What should we do tonight?"

"I'm going to see Bob tomorrow"

"I'm going to meet John at the airport
Common Answers at 6 O'clock tonight"
"I'm going to go home in an hour"
"I'm going to go to the bus stop right
after class"
"I'm going to do that tomorrow"

"I'm going to be dead if I don't finish

this project by tomorrow"
More Descriptive Answers "I'm going to go home next week"
"I'll meet you there at five"
"I can't go tonight because I have to

work late"

Example Conversation
Situations Conversations
A: "Bob is in the hospital, did you get a
chance to visit him?"
B: "I'm going to see Bob tomorrow"
 A: "I thought you had to meet John
tomorrow?"
B: "I'm going to meet John at the airport at 6
O'clock tonight"

A: "Why do you look so stressed?"

B: "I'm going to be dead if I don't finish this
project by tomorrow"
A: "I thought you had 2 weeks to finish this
project"
B: "I don't have time to explain now. I'll talk to
you later."

A: "I'm going home now, do you want to head

out together?"
B: "No Thanks. I'm going to go home in
about an hour"
A: "Didn't you need to buy a present for you
brother's birthday?"
B: "I'm going to do that tomorrow"

Tomorrow's Plan - Interactive Practice

A: "Do you have any plans tonight?"

B: "I have class until 5 O'clock, but I'm free after that."
A: "Do you want to grab dinner?"
B: "I don't have any dinner plans so that sounds great."
A: "What time should we meet?"
B: "I need to go to the book store first, so let's meet at 6 O'clock."

A: "Let's go to Everland next week"

B: "I can't. I'm way too busy."
A: "What are you doing next week?"
B: "On Monday, I'm going to meet my professor. Tuesday, I have a job interview.
Wednesday, I'm going to the dentist. And on Thursday, I have to go visit my
parents."
A: "Why are you so busy?"
B: "I've been procrastinating for a long time."

A: "What are you doing over the weekend?"

B: "I'm going to exercise, meet some friends, and then watch tv."
A: "Who are you going to meet?"
B: "My friend from middle school is visiting, so we are going to have dinner on
Saturday."
A: "How long is he going to stay?"
B: "He is only here for a day."
A: "Where are you going to eat dinner?"
B: "I plan on taking him to an Italian restaurant."

Yesterday - The Past - General Statements

Sebagaimana membicarakan masa depan, masa lalu juga merupakan bahan
pembicaraan yang umum dilakukan dan percakapan sehari-hari. Bertemu dengan
teman, orang tua, mereka akan cenderung menanyakan apa yang telah dilakukan.

Expressions

How did you enjoy the movie?" " It was a long movie, but overall, the
movie was great."
"I really didn't like the movie. It was slow
and boring."
"I enjoyed the movie so much that I saw
it again.

What time did you get home last night?" "I got home at two in the morning."
"I didn't make it home until eleven last
night."
"I made it home at midnight."

How was your date with Jackie? "The date went so well. We had dinner at
a seafood restaurant. And then we saw a
movie together."
"I don't think it went too well. We hardly
had anything to talk about. I really
thought Jackie was bored to death."
"The date was alright. She called me this
morning to go out again, but I haven't
responded yet.

What have you been up to? "I just graduated from school so I'm
happy that I'm done."
"I met Jackie yesterday and we spent the
evening together in a nice restaurant."
"The only thing I have done in the last
three months is computer games."

How come you didn't come to class I was very sick yesterday."
yesterday? "I missed the bus and by the time I got to
campus, class was already over."
"I slept in because I didn't hear the alarm
ring.
How did your presentation go? It went ok. A few of the people asked
some tough questions, but overall it was
good."
"I messed up so bad. I brought the wrong
folder from my office so I didn't have any
notes."
"It was the best presentation of the day.
My boss told me I was organized,
focused, and spoke clearly.

Example conversations
Situations Conversations

A: "Why didn't you come to my party last

night?"
B: "I'm sorry I couldn't make it. I had to go visit
my grandmother at the hospital."
A: "Oh, I'm sorry to hear that. Is she doing ok?"
B: "They just completed a small operation and
the doctors said she should recover.

A: "What did you do last weekend?"

B: "I went on a date with Sammy."
A: "Really? How was it?"
B: "I couldn't ask for a better night. We talked
all throughout our two hour dinner, and then we
sat by the river and cuddled in the night.

A: "Didn't you finish finals week?"

B: "Don't remind me. I think I failed most of the
exams."
A: "Why did you do so terrible?"
B: "My mind just went blank. I think I
overloaded my brain. I just couldn't concentrate
during the exams."

Interactive Practices

A: "What did you do last night?"

B: "I met some friends and we had some drinks at a bar."
A: "Did you drink a lot?"
B: "I got so drunk that I don't remember how I got home."
A: "Why did you drink so much?"
B: "I was so depressed. I just wanted to forget about everything."

A: "How was the airplane ride?"

B: "It was a twelve hour flight. It was so boring. I tried to sleep but it was too
uncomfortable on the plane."
A: "How about the movies they play on international flights?"
B: "I saw both movies they played. I was just unlucky?"
A: "Did you take a book with you?"
B: "I accidentally packed it with my luggage that I checked in."

A: "What did you do last weekend?"

B: "I went to a party."
A: "How was the party?"
B: "It was way too crowed and the food was gone before I got there."
A: "What time did you get home?"
B: "It was pretty boring so I left at ten and got home before eleven."

University Life
Kehidupan kampus todak bisa dipisahkan dengan persahabatan, ujian, dan
sebagainya. Meskipun bagian-bagian tersebut menjadi kejadian yang dihadapi
sehari-hari, seringkali percakapan serta bagaimana mencari informasi tentang itu
dirasa sulit. Pada bagian ini, disajikan percakapan seputar kehidupan kampus
yang memudahkan percakapan mengenai hal tersebut bisa dilatihkan.

Expressions

Meeting New Students

Where are you from?" I'm from Seattle, Washington."
"What high school did you attend?" "I'm an exchange student from Seoul,
"What are you going to major in?" Korea."
"What are you majoring in?" "I'm from Dublin, Ohio."
"How many credits are you taking this "I'm from Southern California."
semester?"
"What classes are you taking?" “I went to Lynnwood High."
"What year are you?" "Lynnwood High"
"What is an easy class to take?" "I went to a high school in San
"Where is the best place to hang out?" Francisco."
"Are you in the dormitory?" "A high school in Olympia.
"Where do you live?"
"Why did you decide to come to this I haven't decided, but I'm leaning
school?" towards biology."
"What made you choose Berkeley?" "I'm thinking about majoring in
 psychology."

I'm taking eighteen credits this quarter."

"I'm only taking 10 credits this
semester."
"I'm taking 20 credits this semester."

I'm a junior."
"I'm a freshman."
"I'm a fourth year junior."
"I'm a fifth year senior.

Fishing 101 is an easy 4.0"

"I thought psychology 101 was an easy
class."
"Communication is pretty easy if you're
not afraid to make speeches.

Yeah. I'm over at Terry Hall."

"Yes. At Buchanan Towers."
"No. I'm commuting from home."
"I have an apartment right next to
school.

It was the most convenient."

"It was either this school or the
University next to my home. I wanted
to get away from home, so I came
here."
"I researched a bit, and found that this
school offers exactly what I am looking
for."
"This is the best school that I could
afford.

Registering
Did you register yet?" I haven't registered yet."
"When do you register for classes?" "I register next Tuesday."
"When does registration start for next "Registration starts 4 weeks before the
semester?" next semester."
"How do you register for classes?" "You register on-line. Go to the
"Where is the registration office?" website, and click on register."
"The registration office is in Schmidt
"What classes are you registering for?" Hall. That's right across the street from
"What classes are you going to take?" the statue."
"What classes do you want to take?"
"I'm not worried about getting into
psychology 101, but I think the physics
class will be full by the time I register."
 "If all things go well, I plan on
registering for English composition,
chemistry, and calculus."
"I really want to take computer
programming, but I'll have to see if it is
full or not."

Grades
"What did you get in English?" If you "In English, I got a B+."
are talking about the subject, you do "I got a 2.9 in English."
not need to say grade. But if not, you "I did similar to you."
can ask, "What grade did you get in "I got a 3.4 this semester."
English?" "If I didn't get the C+ in Biology, my
"I can't believe I got a 3.1 in biology. GPA would have been awesome this
What did you get?" semester."
"How was your GPA this semester?" "My grades were ok."
GPA stands for Grade Point Average. "I did average this quarter."
"How were your grades this quarter?" "My accum is 3.6 right now. I really
"Did you do well this semester?" want to get over 3.75."
"Did you screw up your grades this "My overall GPA is 2.94. I need to get a
semester?" 3.4 next semester to bring my GPA
"What was the lowest grade you ever above 3.0."
got?" "My GPA sucks."
"What is your overall GPA?" "I did pretty good this semester.
"How are your grades?"
"What's your accum?
Lecturers & Curriculum
How is Professor Johnson?" Professor Johnson is so uptight. He's
"Is Professor Smith an easy grader?" always lecturing and never allows
"What is Professor Lee like?" students to ask any questions."
"Would you take another class from "Professor Johnson is a brilliant
Professor Jackson again?" professor. I learned so much from him."

"How many exams did you have to "No way. He is such a hard grader. I
take in Sociology 121?" was expecting a 3.7, but it turns out
"What's the curriculum for Chemistry that I got a 3.1. Can you believe that?"
101?" "His grading system is messed up. He
"Do you have to give any presentations grades according to how much he likes
in journalism class?" you."
"What do you do in poetry class?
"He's a difficult grader."
"He's an easy grader."

"So far, I have taken 2 classes from

Professor Jackson. I'm going to take
every class he offers."
"I wouldn't recommend Professor
Jackson. His classes are so boring."
"He's an idiot. He doesn't know
anything."
 "There were just two exams... the
midterm and the final."
"There is an exam ever other week. It
was hard, but at least it prevented me
from cramming."

"The curriculum is pretty basic. We

have two days of lecture, two days of
lab, and one day of discussions. Every
now and then we have a quiz, but it's
pretty routine."

"In journalism, we have to give a

presentation 3 times during the course.
I didn't mind it, but a lot of other
students were complaining."
"We had two presentations, but they
were pretty easy. It was the writing that
was hard.
Examination; Mid-term, Finals, Test, Quiz, Pop-quiz, Exam, Take-home final,
Research paper, Final paper Report, Essay, Presentation, Open-book test/final
"How many tests did you have to take "We had a total of 4 tests in that math
in your Math class?" class." Or more simply, '4 tests.'
"What was the mid-term like?" "The mid-term was hard. If you read all
"How much percentage is the mid-term the material, you will still have a hard
towards the final grade?" time because the professor wrote up all
"Do you have to write any papers in the questions in a difficult way."
that class?" "The instructor said it was twenty
"How many pages did you have to percent of our final grade."
write for your essays?" "No. We only had one mid-term and
"Was the open-book exam hard?" one final."
"How difficult was the take-home "Yes. We had to write 2 essays for that
final?" class."
"Was the final exam short answer "We had to write 5 pages for both
questions, or was it multiple choice?" essays."
"Did you have any pop-quizzes in your "Most of the time, open-book exams
geology class?" are harder, but this one was really
"How much time did you get to write easy. All the questions were in the
your research paper?" glossary so I found the answers
"How often did you have a quiz?" quickly."
"What day did you take your final?" "It is easy that we have the material to
"When did you take your final?" look through, but it is very time
"Are you done with your mid-terms?" consuming. I had to do an all-nighter
"When is finals week?" just to finish."
"The syllabus for the econ class says
you have six exams. What were they
like?"
"How difficult is the mid-term for
psychology 101?
 "Does Professor Giles use old exam "It was multiple choice."
questions for his tests?" "Neither. The exam had 2 long essay
"Can I borrow your old exams for questions."
Intermediate Accounting? I want to use "We had 3 pop-quizzes in that class.
the questions to test myself before the Luckily, only five percent counts toward
real exam." the final grade."
"Do you know anybody who took "Fortunately we didn't have any."
Physics 340? I want to know the types "We had two months to write the
of questions that were asked on the research paper."
final." "Once a week."
"Do you think I need to study chapter 6 "I took the final last Monday."
for the mid-term? It's so boring, and I "I didn't take it yet. I take the final
can't seem to apply it anywhere." tomorrow."
"What topics did the professor cover “It was pretty easy because they only
the most in the final exam?" covered 2 chapters. If you keep up,
"What were the long essay questions then you shouldn't have a hard time."
on?" "He always creates new test questions
"Do you remember the long essay so old ones will not help you."
questions you had on the final?" "Sure, I have it in my dormitory. I'll
"I was thinking about buying the study bring them tomorrow."
supplement for the engineering class. "He didn't return the exams, so I don't
Do you think it will help?" have them."
"Both questions were on supply and
demand. Make sure you know that stuff
inside and out.
Interactive Practices

A: "Hi. My name is Mark."

B: "Mark? I'm Bill. Glad to meet you."
A: "Yeah. So where are you from?"
B: "I'm from Houston Texas."
A: "Oh... I'm from Southern California."
B: "There must be a lot of cute girls over there huh?"
A: "Hell yeah. But most of them are hoochies."
B: "That sucks. So, what year are you?"
A: "I'm a freshman."
B: "This is my first year too."
A: "So what made you decide to come to California for school? I hear Austin is a
good school."
B: "It's aright, but I think Berkeley is better."
A: "So is this where you wanted to come?"
B: "To tell you the truth, I wanted to go to Stanford. I made it on the waiting list, but
ninety nine percent of the people accepted to Stanford go there. Like, who wouldn't
right?"
A: "Very true. But this is still a good school."
B: "I'm not complaining. I just know that I wanted to come to California. Texas is cool
and all, but I wanted to experience different things."
A: "That's good. Do you know what you plan on majoring in?"
B: "I was thinking about political science, but now I'm leaning towards English
literature. How about you?"
A: "I plan on majoring in double E."
B: "Do you know where the Smith building is? I have to pick up the syllabus for my
psychology class. I missed the first day."
A: "That's a great start. It's over there by the library."
B: "It was nice meeting you."
A: "Yeah. We should hang out later."
B: "Cool. I'll see you tomorrow in class then."
A: "Aright. Later."

A: "Hi. What's your name?"

B: "My name is Jung Min. What's your name?"
A: "My name is Jessica. It's nice to meet you."
B: "Yes. It's nice to meet you too. Are you a new student too?"
A: "No. I'm a sophomore. I take it you are a new student?"
B: "Yeah. It's pretty exciting to be here."
A: "Have fun while it lasts. The excitement wears off real quick. Especially after you
see how much homework you get. Where are you from?"
B: "I'm from Korea. My parents wanted me to go to an American university, so I came
here."
A: "I have never been to Korea. I've been to Japan before, but never Korea."
B: "Why were you in Japan?"
A: "My father thought it would be a good experience to take a vacation to a different
country. He's so into learning about different cultures."
B: "That's pretty cool."
A: "I thought it would have been more fun if I went without my parents."
B: "Well, if you ever want to visit Korea, I would be happy to show you around."
A: "Thanks for the offer. I'll keep that in mind. Oh, the professor is coming. We'll talk
more after class."
B: "Ok."

A: "Hey Mike. I forgot about registration. I'm a day late, so all the classes are mostly
full. What do you think I should do?"
B: "You're screwed. You can't do anything about that. You have to hope that you get
some classes that will be useful."
A: "Do you think going to the registration building will help at all."
B: "No. They will tell you the same thing in a worse way."
A: "Did you register yet?"
B: "Of course. Registering for classes is not something you want to miss."
A: "What classes do you think are still open?"
B: "Well, I know psychology 101 is a big class, so there will always be seats in that
class. You can also get into Sociology."
A: "That's helpful. Thanks. But what do you think about philosophy. I wanted to take
that class this semester."
B: "I took that class last year. The professor is really cool, so if you go to his office,
you can have him sign a card that will let you in even if the class is full."
A: "He does that?"
B: "I guess that's because so many people drop out of that class."
A: "That makes sense. I think I'll do that. Thanks for all the help."
B: "No problem man."

A: "Did you get your grades yet?"

B: "Yeah. My whole GPA is screwed up now."
A: "Why? What happened?"
B: "Well, I bombed my econ final and ended up with a 1.7."
A: "Ouch. You must be very disappointed."
B: "Well, it's my fault because I didn't study as much as I should have."
A: "Why don't you re-take the class next year?"
B: "That's what I plan on doing unless I keep screwing up. How did you do this
semester?"
A: "I didn't do that well either. I ended up with a 3.2 this semester. That drops my total
GPA to 3.45."
B: "My GPA is pretty similar to yours. I have a 3.1 now because of the stupid econ
class."
A: "What was your GPA before this semester?"
B: "I was sitting happy with a 3.4."
A: "Why did it go down so much?"
B: "Let's just say I screwed up more than my econ class."
A: "What happened to you?"
B: "I started playing StarCraft and ended up wasting a lot of time."
A: "You better stop slacking off."
B: "You're right. I'm not going to play games during school anymore."

A: "Did you already take the history exam?"

B: "Yeah. It was hard. When do you take it?"
A: "I take it tomorrow morning. There is so much material, that I don't know what to
emphasize on. What types of questions did you get?"
B: "Mostly on the civil war. You should also study the impact Martin Luther King Jr.
had on American society."
A: "How about Abraham Lincoln? Did you get any questions about him?"
B: "I only had 1 question about him. But you might get more. I don't know if he will
have the same exam or not."
A: "Hopefully he will use the same exam, cause I'm going to spend most of my time
studying the civil war. It is a huge section and that is what he lectured the most on
in class."
B: "If you can't study everything, then that is probably the best way to go."
A: "Aright. Thanks for the info. I gotta go to the library now."
B: "Good luck."
A: "Thanks. See ya."

A: "Hey Jack. You look tired. What's going on?"

B: "It's finals week and I have been up all night studying."
A: "How many exams do you have left?"
B: "Three more to go?"
A: "Have you been keeping up, or are you cramming everything?"
B: "If I was keeping up, I wouldn't need to stay up all night."
A: "Ha ha ha. Looks like you are in for a tough week."
B: "Tell me about it. How about you? What have you been up to?"
A: "I finished my last final this morning."
B: "So you're completely done?"
A: "No. I have one more report that is due this Friday. I haven't started it yet, but it
shouldn't be too tough."
B: "How many pages do you have to write?"
A: "It's a 10 page paper on habitual behavior for psychology 211."
B: "You wanna take one of my exams for me?"
A: "I would if I could, but you know that's not possible."
B: "Yeah, I know."
A: "If you need help with your chemistry class, I can help you over the weekend."
B: "That would be great."
A: "Let's get together Saturday around lunch time."
B: "You don't know how much this means to me. Thanks."
A: "Don't mention it. I'll see you on Saturday."
 Bab 3
Membaca
A. Paragraph Reading
Writers don’t let their thoughts wander aimlessly. They think logically. They
organize details in patterns. In the written language these patterns help you follow
ideas more easily and, therefore, improve your understanding of the text.
Authors use transition words and phrases to create patterns within their writing.
The following are common patterns of organization and transitions used in
writing.

Time Order/Process Pattern Ideas or events are presented in the order they
occur. Sequences are told through dates, times, or numbers. Processes are
explained through steps or stages.
Time Order/Process Transition Words: first, second, later, next,
as soon as, after, then, finally, meanwhile, last, during, when, by
the time, over time, until, step, stage, method, procedure, how to
Example: When Althea first began to drink, she just did not realize the
risks she faced. Over time, her drinking slowly but surely took total
control of her life.
The transition words when, first, and over time indicate a sequence in
Althea’s life.
Listing Pattern Items are named or listed as the details, and the order of the
details is not important.
Listing Transition Words: first, second, third, another, also, too, finally,
several, numerals
(1,2,3 ), letters (a,b,c)

Example: One way to overcome boredom is by turning on the

television. Another way is to read a good book.
The author is presenting a list of two ways to overcome boredom. The
transition words one and
another indicate the two ways.
Addition Pattern This pattern is actually a form of listing. Changing the order of
the details does not change their meaning. Transitions of addition indicate that
the writer is using a second idea along with the first one. The writer presents an
idea and then adds other ideas to deepen or clarify the first idea.
Addition Transition Words: furthermore, additionally, also, besides,
further, in addition, moreover, again, and, final, first of all, first,
second, third, next, last of all
Example: Weightlifting builds and tones muscles; it also builds bone
density.
 The author first tells that weightlifting does two things: builds and tones.
(Note – the order could be changed to tones and builds) Then the
author wants to give additional information. The transition word also
indicates another benefit of weightlifting.
Definition Pattern A definition is given to explain a new, difficult, or special
term. Examples are provided to clarify the definition.
Definition Transition Words: consists of, is a term that, involves, is
called, is characterized by, that is, occurs when, exists when, are those
that, entails, means, for example, such as
Example: Repression is the mind’s power to block fearful thoughts,
impulses, and memories.
For example, a person may repress or forget painful childhood memories.
In the first sentence, the definition of repression is given. The second
sentence provides an example of repression to help you better
understand the meaning. (Note the transition for example.)

Generalization and Example In this pattern the author gives a general

statement or idea that is supported by one or more examples. In this pattern look
for a topic sentence that is supported by one or more examples. The
generalization statement is not always the first sentence.
Generalization/Example Transition Words: for example, to illustrate,
such as, for instance, including, typically, an illustration
Example: Food labels provide important information. For example, the
label on Rich Harvest
Sweet Dark Whole Grain bread states that one slice has 120 calories.
The first sentence is a generalization about food labels. The
transition for example gives a specific example that supports the
general statement.
Classification Pattern Ideas are sorted into smaller groups and then the traits of
each group are described. Because the groups are listed, transitions of addition
are used in this thought pattern along with transitions that indicate groups.
Classification Transition Words: type, group, varieties, kinds, divisions
Example: Internet users have two types of access choices for surfing the
Web. The first type of access to the Internet is the old-fashioned phone
line. The second type of access is high- speed broadband through the TV
cable or high-speed DSL through fiber optic phone lines.
The author is telling about two types of Internet access. Each type is
identified by the transition words first type and second type.
Comparison-and-Contrast Pattern This organizational pattern emphasizes the
similarities or differences between two or more items. In comparison, writers
show the way two or more ideas are the same; in contrast, writers show the way
two or more ideas are different. The focus can be on just similarities or just
differences or a combination of both.
 Comparison Transition Words: likewise, in comparison, to compare,
resembles, is similar, in the same way, as well as, like, correspondingly,
just as
Example: There are similar safety features on all the cars in the showroom.
The transition word similar indicates that all of the cars have the same
safety features, so which ever car the buyer chooses should not be lacking
in safety features.
Contrast Transition Words: in contrast, on the contrary, although, even
though, similarly, however, on the other hand, as opposed to, whereas,
instead, in spite of, different, differs from
Example: Mike studied and made a passing grade. Joe, however,
didn’t study and failed.
The transition word however shows the contrast between the two students;
one passed, and one failed.
Combination Example: Mary, like her sister, has brown hair. However,
the two differ when it comes to eye color.
The transition word like shows how Mary and her sister are the same;
they both have brown hair. The transition words however and differ
indicate that the sisters do not have the same color eyes.
Spatial (or Space) Order Pattern This pattern describes physical location or
position in space.
Spatial Order Transition Words: above, below, besides, between, next
to, in front of, behind, inside, outside, opposite, within, nearby, over, under
Example: Drivers should sit 10 to 12 inches from the steering wheel
to allow the air bag to inflate toward the chest and away from the face
and neck.
The transition words toward and away give a clear image of how the driver
should be seated.
Cause and Effect Pattern This pattern describes or discusses an event or
action that is caused by another event or action.
Cause-Effect Transition Words: therefore, hence, for this reason,
since, leads to, creates, yields, stems from, produces, for, because, as
a result, due to, thus, so
There are four possible relationships:
Single Cause – Single Effect If you are caught speeding, then you will get
a ticket.
Single Cause - Multiple Effects High fuel costs result in higher food
prices, loss of jobs, and individual hardship.
Multiple Causes – Single Effect Survey, question, read, recite, and
review lead to good comprehension.
 Multiple Causes – Multiple Effects It was raining and I missed my
ride; therefore, I got soaked and missed my test.
Notice how each of the transition words in italics indicates the result of an
action.

Exercise III.A
Text xamples below are uncategirized, try to tell wether each of them belongs to
specific patern.

____________________During the months from May to September, the

Loggerhead turtle comes ashore to nest at night. First the turtle
crawls out of the sea to the beach in search of the right place to
build a nest for its eggs. Once the location is identified, the turtle
digs a hole with its flippers that measures 8" wide and 18" deep.
Next, the turtle lays around 120 eggs the size of ping-pong balls.
The turtle then covers the nest by throwing sand over the nest with
its flippers. The turtle does this to protect the eggs from predators.
Finally, the turtle makes its way back to the sea, and does not
return to attend to the nest.

___________________The Loggerhead is a relatively easy turtle to identify. To

begin with, the Loggerhead has a reddish-brown upper shell and a
dull brown to yellowish lower shell. The shells consist of an upper
part, known as the carapace, and a lower section, called the
plastron. Hard scales (or scutes) cover the shells, and the number
and arrangement of these scutes are used to determine the
species. The adult Loggerhead weights from 200 to 350 pounds
and lives in temperate and subtropical waters. Another important
fact about this turtle is it is the most common sea turtle that nests
on the shores of the United States. In addition to eating small fish,
the Loggerhead sea turtle feasts on shellfish, clams, horseshoe
crabs, and mussels. Unfortunately, the Loggerhead turtle is
classified as threatened.

___________________The Green sea turtle and the loggerhead sea turtle nest
along the Atlantic and the Pacific shores in the United States. The
Green sea turtle is on the endangered list while the Loggerhead is
listed as threatened. The Green sea turtle eats grass, algae and
other vegetation and is classified as herbivorous. Unlike the Green
sea turtle, the Loggerhead turtle is classified as carnivorous, and
eats horseshoe crabs, clams, and mussels. Both sea turtles live in
temperate and subtropical waters and tend to stay near the
coastline.

___________________Natural predators such as snakes, sea gulls, and

raccoons are considered threats to the sea turtles, but human
beings are considered to pose the greatest threat to the sea
turtles. People threaten the turtles if they disturb the nesting sites
 or harm the sea turtles at sea. Because of these dangers, the
Loggerhead sea turtle is considered threatened.

___________________The Loggerhead sea turtle is threatened. Conservationists

are attempting to help the survival rate of the Loggerhead turtles.
Their solution is to educate the public about the nesting habits of
the sea turtles and help pass gill netting regulations for fishermen.

___________________The Olympic symbol consists of five interlocking rings. In

fact, the rings represent five of the seven continents. Continents
such as Africa, Asia, Europe, North America and South America
send athletes to compete in the games. They symbol is
considered quite colorful and includes the colors black, blue,
green, red, and yellow. At least one of these colors is found in
the flag of every country sending athletes to compete in the
Olympic games.

__________________One problem with the modern Olympics is that it has

become very big and expensive to operate. The city or country
that hosts the games often loses a lot of money. A stadium,
pools, and playing fields must be built for the athletic events and
housing is needed for the athletes who come from around the
world, and all of these facilities are used for only 2 weeks! In
1984, Los Angeles solved these problems by charging a fee for
companies who wanted to be official sponsors of the games.
Companies, like McDonald's, paid a lot of money to be part of the
Olympics. Buildings that were already built in the Los Angeles
area were also used. The Coliseum where the 1932 games were
held was used again and many colleges and universities in the
area became playing and living sites.

____________________The modern Olympics is very unlike the ancient Olympic

games. Individual events are different. While there were no
swimming races in the ancient games, for example, there were
chariot races. There were no female contestants and all athletes
competed in the nude. Of course, the ancient and modern
Olympics are also alike in many ways. Some events, such as the
javelin and discus throws, are the same. Some people say that
cheating, professionalism, and nationalism in the modern games
are a disgrace to the Olympic tradition. But according to the
ancient Greek writers, there were many cases of cheating,
nationalism, and professionalism in their Olympics too.

Exercise III.B
Read the following thesis statements. Choose one of the patterns of
organization from the box that best describes the pattern the author will
follow. Use each choice once.
 a Comparison c. Definition and Example e. Time order g. Listing

b.Spatial d. Cause and Effect f. Classification h. Generalization

1. During the election the candidate will make a number of campaign stops
throughout the
United States.

2. _Managers experience several different personnel problems that

must be solved before a business can work effectively such as tardiness,
poor performance, and inappropriate computer usage.

3. Just as we relate to others based on their personality traits, we

tend to interact with ourpersonal computers based on their performance.

4. Acrophobia is an intense, unreasonable fear of high places; for example

my sister is unable to go above the third floor of any building without feeling
enormous anxiety.

5. A mother’s use of alcohol during pregnancy can lead to birth defects in

her unborn child.

6. Wetlands is a general term that includes several types of vital links

between water and land.

7. Within a rainforest there are four layers of growth starting on the

ground and moving up through the trees.

8. _Tyler’s intelligence and energy allows him to excel in a variety of

areas such as sports, academics, and community service.

17. What pattern of organization is used in this paragraph

Exercise III.C
Determine the pattern of organization used for each sentence. Then fill in
the blanks within the sentence with transition words from the box. Use
each choice once.

Transition Words
for example furthermore even just as when so
type though between

Patterns of Organization
definition and example spatial contrast classification

cause and effect time order compariso addition

n

1. Chloe is afraid of heights, she went bungee

jumping to celebrate her
birthday.

Pattern of Organization:

2. Distance education is learning that takes place when the student is in a

location apart from the classroom, building, or site; _,
online courses and telecourses are distance learning courses.

Pattern of Organization:
3. Isabella wanted to become a professional actress, ..................................
she moved to New York City.
Patern of Organization: ..........................................................

4. Jealousy destroys a friendship _thoroughly as a

wildfire consumes a forest.
Patern of Organization: ..........................................................
5. The best course of action to take ...................................... one has made
a mistake is to admit it, learn from it, and avoid making it again.
Patern of Organization: ..........................................................
6. Pilates develops a strong and supple spine by extending the
space .............................each vertebra
Patern of Organization: ..........................................................

7. Research has shown that cancers of the lip, tongue, mouth, throat, larynx,
lung, and esophagus are connected to cigar
smoking. ................................... _, facts strongly suggest a link between
cigar smoking and cancer of the pancreas

Patern of Organization: ..........................................................

Exercise III.D

Fill in each blank with a transition from the box. Use each transition only once.
Then tell what pattern of organization is used.

after finally first second third

Steps to Stop Sexual Harassment

 Sexual harassment is defined as any form of unwanted sexual attention. Most
companies now have sexually harassment policies in place. If you feel you are
being sexually harassed, there are several
steps you can take. (1) , ask the harasser to stop. Be clear and
direct. This may be the
first time the person has ever been told such behavior is wrong. (2)
_,
record the event. Having a record of exactly what occurred (and when and
where) will be helpful in making your case. (3)_ _, complain to a
higher authority. Talk to your manager about what happened. (4)
, remember that you have not done anything wrong. You will
likely feel awful (5) being harassed. However, you should feel
proud that you are not
keeping silent. (-Donatelle, Access to Health, 7th ed., pp. 109-110).

6. What pattern of organization is used in this paragraph?

difference despite however in contrast

Reading a book is always much better than watching a movie based on a

book. (7) ......................
the saying “A picture is worth a thousand words,” a book is able to give much more
information than a movie can give. The author can give the thoughts of characters;
(8) ..................., a movie usually conveys only the actions and words of the
characters. A book can follow several characters and plot lines, but a movie
usually has less than two hours to tell the story and must follow just a few
characters or one plot line. The final (9) is one of imagination.
Each reader of a book can create a different mental picture of the characters and
scenes. A movie, (10) __________________, can offer only the vision of the
director and actors. 11. What pattern of organization is used in this paragraph?
These kinds kinds one type two kinds another type

Laws That Protect Children

Unwanted infants are protected by (12).............. of laws. Both (13)....................
deal with parents who are unable to cope with the pressures of parenthood.
(14) ................................... of law punishes neglect. Several states, such as
Georgia and Massachusetts, will put parents in jail for several years if they leave or
abandon a child. (15) ............................. of law rewards parents for handing their
unwanted children over to authorities. A number of states, such as South Carolina
and California, have “safe haven” laws. (16) ....................... of laws allow parents to
leave the unwanted child at a church or hospital without being charged with a crime.
These laws are supposed to lead to better treatment for the unwanted children.
17. What pattern of organization is used in this paragraph?

B. Journal & Book Reading; An important study

skill*
Learn these important suggestions:
1. Academic, or critical, reading is very different from everyday reading. Whilst studying at
University you will read a large number of texts and publications, requiring your
concentration and good understanding.
2. Academic reading introduces you to new ideas and enables you to think about them in a
different way. You will need to grasp main ideas, theories, key themes and arguments.
Once you have understood these ideas, you can express yourself in essays and exams.
3. It is important to learn and practise the skills you need to read academic texts, as this will
increase your comprehension and save you time. Using various reading techniques will
help you research and understand your subject both broadly and specifically

Myth Reality
You have to read everything No – be selective!
You have to read every word in a text No – read the important bits first
You should read everything at the No – choose a reading strategy that matches
same speed in the same way the type of text and matches the purpose for
reading
Reading a text once is enough No – read important bits first, then re-read
again more slowly

4. Academic reading is all about being selective, there is no need to read every text on a
subject.
5. Reading a text just once is not enough, you will need to read the important bits first, then
re-read these sections more slowly.
6. Don’t read everything at the same speed. Choose a reading strategy to match the type of
text and also to match the purpose of your reading

Reading with a purpose

1. You will read for different reasons, depending on the purpose. You will need to ask
yourself why you are reading certain material and what your purpose may be. What
information do you require?.
2. The way you read a newspaper or a magazine, for example, is very different to the
approach you would take when reading an academic textbook.
3. Academic reading is more than just recognising words on a page. It requires
concentration on a deeper level, and you will need to understand the meaning of what
the author is trying to say and think about the main theories and concepts.

Step 1 : Skimming
Use this method to gain a quick overview of material and to see if the text is useful to you.
Skimming is not reading. It will tell you about a text but you will not learn from it.

 Skim first sentences of paragraphs and pick out keywords to see if it is useful.

 Focus on facts and concepts—does it answer your questions? Focus on your essay
question.
  Focus your attention on subheadings, bold, italicized or underlined text, figures and
diagrams, graphs, charts or photographs if there are any.

 Use skimming to decide which books and journal articles will be useful to you, look at
the following details/information:

BOOKS’

Read this to find out a little more about the content and coverage
Blurb of the book, who should read it, it may also give you information
about different editions of books, for example what extra is offered
in a newer edition of a text.

Titles and sub-titles which may provide you with more descriptive
Title and author information. Your tutor may recommend certain authors, and in
time, you will be able to recognise other work by them.

Located on the back of the title page. Check for most current
Publication date edition. Some reading lists may point to older texts because they
have produced an important contribution to the subject.

This can be in the form of main chapter headings or perhaps also

listing the main headings within the chapters. By looking at the
Table of Contents contents pages, you can see if the book covers the topics that you
are studying and how much coverage has been given to the
subject. A good indication of this is the amount of pages the
author has devoted to that particular subject.

Introduction Detailed overview, possible chapter-by-chapter summaries

Chapter Clues to what chapters will cover. Summaries may be provided

headings/summaries prior to chapter. Use these to judge whether chapters will be
relevant

Glossary Alphabetical list of subject specific terms. Use

this to build vocabulary, this will help you when
you are writing your essays.

Bibliography Alphabetical list of all sources that the author has used to write
the book. Use this to provide additional reading sources

Index a list of topics that are covered in the book. Use this to search
quickly for your topic. If it does not appear, the book may not be of
use to you.
 Journal articles ‘
Title/author of article is the author a reliable source?

Publication date how current is the article?

Abstract a summary of what the article is about

Headings clues to what the paragraphs will cover

Tables and diagrams is the evidence supported?

Conclusions what are the findings?

Reference list alphabetical list of sources used to write the article.

Step 2 : Scanning
Scanning is different from skimming. It is reading more carefully and a little bit slower .
Scan for specific information—for example a quotation or supporting facts in an
argument

1. Restrict scanning to about 20% of the text. Identify topic sentences and evidence in each
section. Although you will only work with part of the text , careful thinking , together with
a sense of context gained from skimming, will mean that you can see the text more
clearly and gain a stronger sense of the overall meaning.

2. In books, read chapter introductions and conclusion in more detail, and scan the rest of
the chapter. Scanning is where you read only to pick up the essential details and no
more is read than absolutely necessary

3. You can, like skimming, look for/use titles/heading and formatting clues to help you
locate what you are looking for

Step 3 : Being critical

Being critical when you are reading is a more specialised and sophisticated way to absorb
and analyse information for a specific purpose. You are reading for content, looking for the
best explanation or answer.
Critical reading is a slower process and you must have defined your purpose before you
begin. You will absorb more of the detail to make sure you understand what you are reading
and how it relates to your topic.
Critical reading challenges the reader and demands a greater amount of concentration.
Read with a questioning mind. Identify arguments made by the author and analyse other
concepts and theories.
When you are reading pause every so often and think about what you have read. Do not just
accept what the author has written - as you are reading have the following types of question
in mind: - What evidence is used and how credible is it?
- Can you see any bias in the author’s work - what is opinion?
- How has the conclusion been reached?
- Are there any other points of view out there?
 - Are you satisfied with the evidence in the conclusion ?

Last Step: SQ3R method

Try using the SQ3R method where you take an active approach to your reading. You will be
going beyond only skimming or scanning and will actively gain real knowledge and
understanding.

S=Survey
This technique is very similar to scanning and helps to survey whether material will
be useful. You can survey chapter summaries, introductions and contents pages. Some
chapters will have learning objectives at the beginning and also end of chapter
questions. Use these as this will help you remember what you have read – reading
actively. You will survey the book for content by flicking through the paragraphs and major
headings, getting a general feel of the text. For an article, read the abstract, references,
summary, first paragraph.

Q=Question
Question what do you already know, start reading with a questioning frame of
mind. What are the main ideas, what does the author believe and why, is there any
evidence to support a particular point you want to make in your essay?. In the questioning
process, you will actually be thinking in a special way - reflecting.
While the critical reading process is objective, reflection is related to what you
yourself do and think, leading you to the objectivity you need to analyse what you have
read.
At this point, you can begin to expand your questioning, to decide whether the
material is just interesting, or truly useful. You may be able to see quickly that the
material will be pertinent, especially if the conclusions match what you want to say in
your own writing or project. You may notice similarities to material you have already
found, or ideas you have already thought of.

R = Read
Read actively, a section at a time and try to pick out key points, read again or return
to any sections that are difficult to understand.

R = Recall
Now close the book or article you were reading and IN YOUR OWN WORDS briefly
describe the main points the author was making. This counters plagiarism. Jot down notes
which improves your understanding/ comprehension of a subject.

R = Review
Go back to the text and check your notes. Make sure you haven’t missed anything
and jot down how your notes relate to the assignment or essay question. Record
bibliographic details for your references.

When to stop

Is also important to know when you have read enough, if the answer is ‘yes’ to the following
questions then you should be ready to stop.
Are you convinced by all the evidence ?
Have you got a balanced view ?
Have your questions been answered ?
*)The Library Leaflet of The Northumbria University, UK, Published on september 2012

Exercise IV. A
Bring along an English-Printed book to the class, and comlpete this list

Title and author √

Publication date

Fields/ subjects

Purposes of Reading

Conclusion

Recomandations

My Notes

Exercise IV. B
Draw a topic scheme or Venn Diagram of the book/Article

Bab 4 MENULIS
A. Opinion Writing on Journal Articles
Summary Reports; Summary Does not Evaluate
The goal of your summary, then, is to report in a brief and yet accurate
manner the main gists (“gist” refers to the main or essential parts of the article, its
main line or lines of reasoning) of the article. The goal of summary is not to offer an
evaluation or opinion of the original article, but, rather, to report the writer’s main
ideas and findings. This means that you will need to indicate to your reader the
writer’s main point or points or purpose for writing. You will also need to point out
how the writer develops or supports his or her main point.

The Process of Summarizing a Scholarly Journal Article

1. To begin, flip through the entire article, noting any headings the author may
have used to indicate main sections or topic shifts in the article. These headings
reflect the writer’s organization or structure in the article. Pay special attention to
the title of the article; it should indicate the writer’s topic and approach to that
topic. If you can get a sense of how the writer has structured the information in
her article, you are well on your way to summarizing it.
2. Read the abstract at the beginning of the article if there is one. The abstract is
an even more concise summary of the article than the summary you will do.
3. Read the article through once to capture the gists of the article, its main ideas.
You are reading here to get a sense of the writer’s topic and the important
relationships or connections between the parts of the article. Understanding
these connections is necessary to write a coherent summary.
4. Read the article again in a far more active way: this involves note taking (by
making notes in the margins of the paper to capture essential ideas) and sorting
more abstract, general information or ideas from detailed, concrete information
(by highlighting these different kinds of information with differently-coloured
highlighter pens).
The five goals in note-taking process:
 to make note of the writer’s main ideas which will usually be general
and abstract
 to make note of the more detailed description of examples or cases
that help the writer to interpret or analyze the more general, abstract
ideas she is attempting to work with
 to notice the distinction between abstract and detailed information (by
highlighting each in different colours!)
 to capture the connections between important ideas
 to make note of important ideas in shorthand form: don’t copy the
writer’s words into the margin, but retain key words, translating the
writer’s complex ideas into nuggets of information

As taking notes, keep in mind that you are actively sorting through the text
for important ideas that will need to appear in the summary to accurately
represent the writer’s ideas, leaving behind information that is too detailed,
 that if retained would extend the summary, making it far too long.
Summary cannot capture all of the abstract ideas within an article and the
detailed supporting material which the writer includes to help the reader to
interpret those abstract concepts or ideas. Neither can summary report all of the
technical terminology of the original, though it should retain some of the key
terminology. After all, your summary has to resemble its source.
This suggests that summary involves acts of sorting (general, abstract
concepts from detailed examples or cases), acts of connecting important
ideas, and acts of translation (rephrasing complex ideas into more concise,
portable forms), which can make a long, complicated document accessible for
use.
Remember that the goal of summary is to produce a handsome, fully formed,
coherent text that bears an accurate relationship to its original, presenting it in a
much briefer form.
5. Look for connections between the nuggets of information the emerged from
the note-taking process and write a first draft of your summary.
As you write the first draft of your summary, you will likely notice that the
writer has located important ideas and the connections between them at various
places in the article. Because of this, you may mot be able to summarize the
article in the same linear pattern of the original. You may notice for example,
that the most important point the writer makes is located in her last paragraph.
This would then need to come forward in your summary; your reader would
look for it near the beginning. You may also notice that between main ideas,
and between material that connects one main idea to another, may be located
several paragraphs of detailed description. Your summary does not need to
capture all of the detailed description, but it should capture the connection
between ideas, suggesting that you shouldn’t expect to retain a key idea in
every paragraph of the original article. Remember, too, that retaining some
detailed examples or descriptions from the original may help your summary
reader make a strong connection to the original article. Be cautious, though, in
the amount of detail you bring into your summary. Too much will bog down your
summary and obscure the writer’s main ideas that you are attempting to report.
6. Read the draft of your summary to someone who has not read the original
article. Ask him or her to let you know if it makes sense. Above all, your
summary needs to be a coherent document that both makes sense on its
own and accurately reflects its original source.
7. Express your summary in a scholarly style. This involves introducing your
source in a scholarly way, describing what kind of writing your source is and its
main finding, and keeping in touch with your source throughout your summary.

Here is an example of a summary that displays a scholarly style:

Susan McDonald’s [scholarly writers name their sources] Professional

Academic Writing in the Humanities and Social Sciences (1994) [scholarly
writers name the texts they summarize and the dates those texts were
published] is a cross-disciplinary study [scholarly writers name the kind of
writing they are summarizing] which articulates epistemological differences in
disciplinary practice as they manifest through recurrent rhetorical practices
[scholarly writers describe their source’s main finding or conclusion]. To
help clarify differences in knowledge- making practices, she identifies
 [scholarly writers keep in touch with their source, “she,” i.e., MacDonald,
and use reporting language, e.g., “identifies”] four patterns of variation in
epistemological practice within disciplines that range from scientific to
humanistic

Exercise V.A
Find an article of Primary Education Journal and write the Summary. Remember the
condition stated above for its perfect.

B. Job Application Letter

Why do I need an application letter?
The application letter you send with your resume often provides you with your
first opportunity to present yourself to a potential employer.
An application letter should accompany each application and is much more
than a cover letter that introduces your resume. An application letter is a targeted,
precise, interesting communication that provides an opportunity for you to
highlight skills and experience, and express an interest in the position. The
aim of an application letter is to encourage the employer to look closely at the
accompanying resume and other paperwork, and to hopefully invite you to an
interview.

An application letter should

Be no longer than one page Tell the employer how you will meet
their needs
Be targeted for each application Be a balance between self confidence
and modesty
Aim at getting attention quickly Be drafted and redrafted until it is right
Be error free Be checked by someone else before it
is sent out
Be courteous Be presented on good quality paper
Have a positive, enthusiastic tone Be printed on a quality printer
Make use of short paragraphs and clear Be typed, not handwritten
language
Refer to the organisation and include Be sent unfolded with your resume (use
why you want to work for this particular an A4 envelope)
employer

There are usually two types of application letters. One is a response to an

advertisement, or personal contact, and the other is seeking to be considered for
possible vacancies and is often called a ‘speculative’ or ‘cold canvas’ letter.

Why you are making contact

To apply for an advertised position
I am writing to apply for the position of Early Childhood Teacher as
advertised in the Courier Mail, Saturday 22 August 2009 – Reference
No:KL23 (or through QUT Careers & Employment).

To apply for work experience or voluntary work

To follow up from our telephone conversation earlier today, I am writing to
apply for a period of voluntary work with your school.
 To apply for any positions that may become available (a speculative
application – see page 5 for more about speculative letters )
I am writing to express my interest in being considered for a position as an early
childhood teacher
within your school when I have completed my current studies.
Angela DeMasi, a member of your school board who I met through a
professional networking event, suggested that I contact you directly as available
positions at Holy Spirit Prim.

PLICATION LETTER TIP 2

Show that you value what you’ve learned from your degree and other
work and life experiences, and that you recognise the transferable skills
gained that you will be able to apply to this workplace. Focus on what
the employer is looking for – they won’t spend much time trying to find
ways in which you can meet their requirements, so make it easy for
them.
What you are offering – marketing yourself
You will see from my resume that I have participated in a range of education-
related experiences in Catholic and government schools over the past 2 years.
These experiences have enabled me to develop my skills in planning and
implementing meaningful learning experiences for children within the context of
Queensland curriculum guidelines. From my practicum placements, part time
work and voluntary work I have gained a great appreciation of the importance
of the role of teachers in children's early years of schooling.

I am a self-motivated and enthusiastic person with a strong passion to develop my

career in early childhood education within a Christian environment. I am eager to
implement the professional skills I have developed so far while being committed to
ongoing learning. In addition, I have a range of skills from my employment
experiences, including in time management, working under pressure, professional
communication and presentation, and creative problem solving, which will add
further value to my contribution.

APPLICATION LETTER TIP 3

This is your opportunity to highlight your relevant experience, skills and
qualities, gained from uni, part time and other employment, voluntary work,
extracurricular activities and so on. Don’t be shy employers won’t know what
you are offering unless you tell them!

Why you are interested in them

From my research into your school, via your website and through discussions with
one of your employees, I have been motivated to apply to work with you. I am
familiar with, and fully support, the aims and objectives of your organisation, and
am excited about the prospect of working with you. I am particularly impressed by
your school’s commitment to working as a partner with students, parents and the
wider community, your emphasis on the values of the Catholic church in daily life,
and your laptop computer program for all students.

APPLICATION LETTER TIP 4

Make sure you tailor each application letter to the specific
organisation. This makes you stand out from other applicants as it
indicates that your job search is a targeted approach, rather than
sending the same generic letter to 50 employers.

I bring to my work a commitment to the teaching profession, a willingness to work

collaboratively with others and a strong desire for quality outcomes. As a result of
the knowledge and skills gained through my studies at QUT and my industry-
based experiences, I am confident that I will be able to fulfil more than adequately
the requirements of the position of Early Childhood Teacher. I am a practising
Catholic.
Closure
Please find enclosed a copy of my resume and latest practicum report. I would
appreciate an interview and can be contacted on telephone 3345 7768 (home) or
0413 721 201(mobile).
Thank you for your consideration of my application.

If this is a speculative letter

I will contact you within the next week to discuss the possibility of meeting with
you to further explore my suitability for current or upcoming positions at Holy
Spirit Primary School.

What is a speculative letter?

This type of letter is sent to an employer or employment agency, seeking
consideration for possible employment opportunities, i.e. positions which are not
currently advertised or which do not currently exist.
It is vital to incorporate the speculative approach in your jobsearch

because:
 a high percentage of jobs are filled in the unadvertised job market
 many employers rely on keen students who write to them, of their own
initiative, to fill vacancies
 an employer may be impressed with your initiative, experience, and
excellent presentation and make efforts to create a position and
accommodate your request
 an unexpected job vacancy may arise and your application is already in the
employer’s hands

Some sample paragraphs for speculative letters follow:

Example of speculative opening paragraph…

Recently I became aware of the new music program at St. John’s School. My
interest in this program and genuine commitment to teaching in a Christian
educational environment provides the impetus for my request. I would like the
opportunity to visit your school, learn more about your programs and if possible
observe classes in action. I would also appreciate your advice as to the possibility
of teaching positions at St John’s in 2010.

Example of a paragraph which links you and the position…

Over the past six years I have held a number of part-time positions. These have
involved working with children in a range of settings including after school and
vacation care. This experience has provided the opportunity to develop planning
and behaviour management skills, as well as communication, time management,
and organisational skills.
Example of a closing paragraph…
Having contact with your school, which fosters learning in a Christian environment
and values the arts and creative thinking, would be of great value to my growth as
an emerging teacher. I would appreciate the opportunity to visit your school and
will telephone you within the next week to discuss when this could be arranged.

MORE TIPS FOR WRITING APPLICATION LETTERS

 Keep your application letter to one page maximum. Aim for 3-4
paragraphs of concise, easy to read text.
 Personalise your letter as much as possible. Find out the name and position
of the person to send it to, and research the organization so you can tell
them why you want to work for them. This is great preparation for when you
(hopefully!) get invited to an interview.
 Get feedback from an independent person. Fresh eyes will find mistakes
you overlooked because of your familiarity with the content of your letter.
Remember that you can email your draft applications to Careers and
Employment for feedback.
 Make sure you address any key requirements if you are responding to
an advertisement. Selection criteria require a separate response in
addition to your letter.

SAMPLE A:

August 26, 1999

Personnel
SLTCC/NFLRC Ed. Specialist III
2545 McCarthy Mall, Bilger 101
University of Hawai‘i
Honolulu, HI 96822

To Whom It May Concern:

Enclosed please find my resume. Upon reviewing my resume, I'm sure you will
find that I am qualified for a number of positions related to language teaching. I
have had over five years of teaching experience here in Korea, teaching students
of various ages and ability. In addition, two years ago I was promoted to English
Teacher Coordinator at the English conversation school where I had been
teaching, which illustrates how effective I was as a teacher. Finally, I self-
published a textbook as well as a study on the influence of the American military in
towns with Korean military bases (copies available upon request).

I hope you will consider me for any positions you may have. Please contact me at
the above address for a possible interview. I am eager to work with you in
Hawai‘i. Thank you for your consideration.

Sincerely,

XXXXX

SAMPLE B:

August 26, 1999

Dr. David Hiple

SLTCC/NFLRC Ed. Specialist III
2545 McCarthy Mall, Bilger 101
University of Hawai‘i
Honolulu, HI 96822

Dear Dr. Hiple:

I am applying for the Educational Specialist position at the SLTCC/NFLRC, and

have attached the UH Form 64 (APT Application for Employment), my current
curriculum vita, and three letters of recommendation

As my CV indicates, I received my Master's degree in ESL from Temple

University's Tokyo school. One of the unique aspects of this program is its
Weekend Seminar series, which invites experts from all over the world to do 14-
hour seminars on an area of specialty. While at Temple, I took 9 credits of these
seminars, from people such as Richard Schmidt, Sandra Savignon, Teresa Pica,
and Paul Nation. I feel that the variety of perspectives these seminars provided
have helped make me a more rounded teacher and administrator.

I have eight years of experience teaching English in Japan, to students aging from
nine years old through senior citizens, and at levels from beginner through
advanced. I have taught private lessons, at language schools, at a vocational
school, and at a university. I primarily taught conversation, but also had courses in
writing and reading. In all my conversation classes, I strived to lead more students
toward taking more responsibility for their learning, by giving them more control
over the topics and by teaching and practicing conversation and communication
strategies. In writing classes, I focused on making students aware of aspects of
creative writing (and giving them opportunities to "play" with these aspects), as well
as working with them on writing essays on topics of their own choosing. Finally, in
reading classes, I tried to use real materials (to the extent these were available) for
practicing different skills. I also believe strongly in being a reflective practitioner,
and keep a "teaching journal" on a regular basis.
In addition, I served three years as an administrator at the vocational school
where I taught. In this role, I was in charge of hiring teachers, curriculum
development, textbook selection, scheduling, and working with teachers to
ensure that they were sharing lesson plans and teaching insights.

Finally, I am also interested in materials development. I am currently working on

a writing textbook, which I hope to send to a publisher in the next few months. I
would be happy to provide copies of textbook units, or any other teaching
materials you might find useful to help you make a decision. Please let me know
if there is anything you would like me to provide.

I would appreciate hearing from you at your earliest convenience. Thank you again

for your consideration. Yours truly,

XXXXXXX

C. Curriculum Vitae

What is a Curriculum Vitae?

A Curriculum Vitae (“CV” or “vitae”) is a comprehensive, biographical statement
emphasizing your professional qualifications and activities. A CV differs from a résumé
in that a résumé is a concise one or two page summary of your skills, experience, and
education and is typically read for an average of 4 seconds.
A CV is usually longer and more detailed. It includes a summary of your educational
and academic backgrounds as well as teaching and research experience, publications,
presentations, awards, honors, affiliations, and other details. Although CVs incorporate
more information than résumés, CVs must be equally well-crafted documents that are
concise, descriptive, and persuasive.
When is a Curriculum Vitae Appropriate?
A CV should only be used when specifically requested. This might occur in the
following instances:
 Applications for admission to Graduate or Professional Schools
 Independent consulting in a variety of settings
 Providing information related to professional activities (e.g. applications for
professional memberships and leadership positions, and presentations at
professional conferences)
 Proposals for fellowships or grants
 Applications for positions in academia, including:
o School Administration (e.g. principals,
superintendents, deans of schools)
o Institutional research and consulting
o Higher Education positions in teaching,
research, and administration
Cover Letter for CV
Although a CV is a complete record of your accomplishments, a cover letter should
accompany your vitae to personalize your experience. Cover letters are writing
samples that:
 tell the reader what you are applying for
 introduce the reader to who you are
 ensure that the reader has your contact information

Proof Reading and Editing

Have your CV and cover letter critiqued by several people, including someone
experienced at reading résumés and cover letters, for their impressions and
suggestions. Make the appropriate changes and present the revised version for
critique. At least three revisions are usually needed to produce a solid product.

Printing Your CV and Cover Letter

Your CV and cover letter should be word-processed on standard white copier
paper. Today, it is normal to see uploaded electronic CVs. We highly recommend
that a CV is converted to Adobe PDF format so that your fonts/formatting
remain consistent no matter the operating system or standard fonts loaded on the
reader’s computer. The envelope should always be a standard, business-sized of
matching color. Unless your writing is extremely neat and easy to read, you should
type your envelopes, including full name and title, specifically addressed to the
person you identified in your cover letter.

Possible Sections to Include in Your CV

1. Contact Information: heading name, address(es), and phone number(s),
including area codes
2. Education: Listing of academic degrees beginning with the degree in
progress or most recently earned. Include: name of institution, city and state,
degree type (B.A., B.S., M.A., etc.), area of concentration, and month and
year degree was (will be) received. You may wish to include the title of your
thesis. If you are an undergraduate and your GPA is 3.5 or higher, it is
appropriate to include it.
3. Certifications: List all relevant certifications and the year received.
4. Honors and Awards: Receipt of competitive scholarships, fellowships,
and assistantships; names of scholastic honors; teaching or research
awards.
5. Relevant Experience: Listing of positions related to the type of work sought.
Include: department, firm, agency, or organization; complete name; city and
state; job/position title; dates; also include a brief description of your
activities/duties, using strong action verbs. List these in reverse chronological
order.
6. Other Experience: Groupings of other experiences (including volunteer work
and/or internships) can enhance your CV. Your experience can also be broken
into other categories such as: Teaching, Counseling, Administration,
Volunteer, Community, Internship, etc. Entries within each section should be in
reverse chronological order.
7. Grants Received: Include name of grant; name of granting agency; date
received; title or purpose of research project, etc.
8. Professional Associations: Memberships in national, regional, state, and
local professional organizations should be listed. Also list significant
appointments to positions or committees in these associations. Student
 memberships in professional associations are appropriate.
9. Publications: Give bibliographic citations (using the format appropriate to
your particular academic discipline) for articles, pamphlets, chapters in books,
research reports, or any other publications that you have authored or
co-authored. In fine arts areas, this may include descriptions of recitals and art
exhibits.
10. Presentations: Give titles of professional presentations; name of
conference or event; dates and location; if appropriate in your discipline,
also include a brief description. List in reverse chronological order.
11. Recent/Current Research: Description of research projects recently
conducted or in progress. Include the type of research and a brief description
of the purpose.
12. Institutional Service: List institutional committees you have served on,
including offices held, student groups you have supervised, or special
academic projects you have assisted with.
13. Courses Taught: List the names of courses you have taught, institution
and dates where taught, and brief course descriptions.
14. Community Involvement: Appropriate and relevant volunteer work, church
work, community service, etc.
15. Educational Travel: Names of countries, dates, purpose (typically, only
include if relevant to the positions/grant for which you are applying).
16. References: End CV with statement “Available upon Request.” If you are
responding to an advertisement that asks
for references, include those requested on a separate addendum sheet.
17. Qualifications or Skills: A summary of particular or relevant strengths or
skills which you want to highlight, such as computer and language skills.
Sample 1:

Sample 2:
D. Interview Planning

Careful Preparation, Keeping Cool, Keys to a Fruitful Job

Interview, Experts Say

by William H. Wylie
WASHINGTON-This is the time when college graduates are busy with job
interviews in the hope that four years – or more – of high-priced education was
not in vain.
A job hunter can have the best credentials in the wrld and still flunk the job
interview. If that happens, his dreams of employment are shattered, at least with
one employer.
Some people are naturally better at interviews than others, thanks to an outgoing
personality. But it takes more than a glib line of gab to land a job.
Preparation is the thing, say personel experts. Learn how to play the game of
hard questions, which is what a job interview is all about. Interviewers may differ
in technique, but there are 10 or 12 questions most of them always ask.
The interview is considered so important in landing a job that Carnegie Mellon
University in Pittsburgh stages simulated sessions for MBA students and puts
them on videotape, said Ed Mosier, director of placement for the Graduate
School of Industrial Administration.

No Harmless Questions

“The first 60 to 80 second are the most important part of an interview,” Mosier
said.
“This occurs during the small talk before the hard questioningbagins. If you can
relate some unique experience that will make the interviewer remember you, it
may clinch a job,” he said.
“But it must be done without appearing to be contrived. I remember a girl who
mentioned that she did macrame. So did the interviewer’s wife.”
Some of the questions seem harmless enough. Actually, the are tricks designed
to bring out your weaknesses and strengths.
“Tell me about yourself” is almost always asked, employment counselor Carol
Hershey says, “It’s a trap for ramblers. The interviewer wants to see how quickly
you organize your throughts and how well you communicate. Someone who
rambles all over the lot is on shaky ground.”
Your answer also provides a glimpse of your character and interests. Hershey
recalled an episode about a lawyer being interviewed for trial work with a large
firm. “She talked about a skiing medal she had won. It showed she liked to win,
an important quality for a trial lawyer.”
Another question that usually catches people off guard: What are your
weaknesses?
“It’s a most difficult question.” Hershey said, “One should always try to present a
weakness in a positive light. You might say, ‘One of my problems is that I’m a
perfectionist. It interferes with my personal life because I’m always taking work
home.”
Perhaps the most dangerous booby trap is the inquiry: What do you think of your
former boss or company?

‘Never Bad-Mouth’
Personnel specialists agree that it’s a loaded question. “Never bad-month
anyone,” advises Hershey. “If you were fired, discuss personality conflicts, if that
was a problem, without blaming anyone. Always stress that the conflicts didn’t
prevent you from doing your job well.”
It’s best to present a former boss in a positive light. It might be noted that “he
helped me learn specific skills” or “he was under a lot of pressure.” You might
add, “But I would have handled it differently and shown more compassion to the
employees.”
Why didn’t you do better in college?
This is another question designed to put the interviewee on the defensive. If your
mind goes blank, you might stall for time, saying, “Could you be more specific?”
What do you expect for a salary?
Careful! This takes some finesse. If the question comes up at your first interview,
be general. Dance around specific numbers. You might bounce the ball into the
interviewer’s court by saying, “What is the salary range?” Or you could suggest
that if the company is really interested in hiring you, there shouldn’t be any
problem in getting together on compensation.
Personnel people say there are always four or five questions that people should
be ready for. One is the old chesnut:
Where do you expect to be in five years?
Mosier said the answer is important because it tells whether a person sees
himself as a manager or a specialist.
Hershey advises a general reply, “It’s better to say I want to be in a job where I
can grow profesionally an take on responsibilities.”
Why do you want to work for us?
 This is another subject that can be handled easily by doing some homework
about the prospective employer. Displaying your knowledge about the
corporation may make you stand out from other applicants.
There are always some soft questions-soft it you’re prepared-like:
- Are you creative? Give three examples.
- Are you a natural leader? Give examples.
- Are you good planner? Give examples.
- What were your outstanding achievements on your previous job?
What makes you different from the other applicants?

Exercise V.A
Find a Primary Teaching Recruitment (attach the coppied pappers), then write the
application letter and the curriculum vitae (try to reach over the conditioned limit).
Exercise V.B
Complete this following list based on your self identity, try to write clearly the
focused future gain.

Questions Answer Resources Answers

 For Further Reading

Anderson, Mark, et. Al. TEXT TYPES, Macmillan, Australia; 1995.

Derewianka, Beverly. EXPLORING HOW TEXTS WORK, Primary English
Teaching Association, Australia; 1995.
Dubin, Fraida, Et. al. READING ON PURPOSE; BUILDING COGNITIVE
SKILLS FOR INTERMEDIATE LEARNERS, Addison-Wesley Publishing Company,
USA; 1995
Margaret, E. Baudoin. Et. al, READERS’S CHOICE, The University of
Michigan Press, USA; 1984
McWhorter, Kathleen. T. COLLEGE READING AND STUDY SKILLS, Little,
Brown and Company, Boston, Toronto; 1983.
Nuttall, Christine. TEACHING READING SKILLS IN A FOREIGN
LANGUAGE, Heinemann Educational Books, London; 1987.
Shepherd, James. F. RSVP (THE HOUGHTON MIFFLIN READING, STUDY,
& VOCABULARY PROGRAM), Houghton Mifflin Company, Boston; 1984.
Webster, Merriam, NIINTH NEW COLLEGIATE DICTIONARY, USA; 1989
CRITICAL READING: Deep Reading Strategies for Expository Texts,
Jonathan LeMaster, Decades of College Dreams
ENGLISH THROUGH READING; Nesibe Sevgi Öndeş, Birinci Baskı: Ağustos
2004
READING BETWEEN THE LINES : A STUDENT'S GUIDE TO IMPROVING
SCORES ON ENGLISH & SOCIAL STUDIES. Dallon, Barbara. 2002.
LearningExpress, LLC, New York.