Pre – Intermediate English

Muhammad Khusnun Muhsin

TEACHER TRAINING AND EDUCATION FACULTY

HALU OLEO UNIVERSITY
2019
 Pre-Intermediate English Course Outlines
2019 Academic Year

Muhammad Husnun Muhsin, S.Pd. M.A.

Monday : 11.00 : 12.30 p.m.
Email : Khusnun2003@yahoo.com
Office Hours: Wednesday : 10:30 – 11:30 a.m and by appointment. English Study
Program.

Primary Texts:
 Khusnun, M.M. (2019). Pre-Intermediate English; Course Package. Kendari, Halu
Oleo University. Unpublished Course Package.
 Azar, B.S. (2003). Fundamental of English Grammar. New-York. Longman.

Supplementary Text:
 Bromberg, M., Liebb, J. and Traiger, A. (2005). 504 Absolutely Essential Words.
New York. Barron.

Course Objectives - By Successfully completing this Pre Intermediate English class, the
students will be able to:
 Identify new vocabulary and look up meanings in dictionary.
 Recognize the main idea and topic of the reading passage.
 Answer the comprehensive questions from the reading passage
 Construct sentences that are grammatically acceptable.
 Provide practice in simple sentence and compound sentence
 Choose, organize and develop ideas in paragraphs (introducing people,
giving/writing instruction, and writing descriptive text )
 Recognize grammar and mechanics well
 Better revise and edit his or her work.

Course Overview
The basic organizing principle of this course is found in units 3 through 4 in Pre
Intermediate English book that you work on both in and out of class. In addition to
completing paragraphs and reading activities, the class must also work on extensive
reading, vocabulary works, sentence structure and word-level grammar. Use the assigned
chapters in the black grammar book as well as the grammar exercises in the Ann Hogue
text.

Requirements and Grading

Attendance and Participation : 5%
Homework Assignment : 10 %
Vocabulary log : 10%
Quiz on reading : 15%
Quiz (s) on Vocabulary : 15%
Al Quran (syurah Lukman, 13 to 19) : 20%
Final Test : 25 %

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 Participation/homework assignment. (Hand in)
Active and meaningful participation in classroom activities and discussion, assigned
supplemental reading, and do homework assignment will account for 10 % of the
course grade.

 Vocabulary Log
Every Thursday students will turn in their vocabulary logs with at least 10 words wit
their corresponding definitions and and sample sentences. The words have to be taken
from the reading selections they have done in class or from other reading assignment.
The vocabulary log assignment will account for 10% of the course grade.

 Quiz on reading
The students will be given quiz on the reading every 2 meetings. The quiz will account
for 15% of the course grade.

 Quiz (s) on Vocabulary. You will be assigned to comprehend some words. The
quizzes will account for 15% of the total course grade.

 Final Term Examination

Skills covered in the final term includes vocabulary in context and general
comprehension on the reading. The exam will account for 50% of the total course grade.

Academic Ethics Policies.

 Late work will only be accepted due to illness or other legitimate excuse
approved in advance by the instructor. Unexcused absences will lower your
grade. And late work will be deducted.
 Cheating and plagiarism are serious issues in academic setting which can affect
a student’s grade. Therefore, a student who is found to have improperly used
others’ work will be penalized for such action. The instructor may take
additional disciplinary action including, but not limited to, grade reduction
and failing grade (F).
 You are expected to attend 85% of the total attendances. You are not allowed
to take the tests (either Mid Term or final term) unless your attendance is
85%.

NO MAKE UP EXAM. NO EXTRA CREDIT

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 CONTENTS

UNIT 1 : Reading and Writing

Unit 1A. Reading : Ethnocentrism ……………………………………… 02

A. Before You Read …………………………………………… 02
 Skimming for the Main Idea …………………………… 02
 Ethnocentrism …………………………………………. 02
B. After You Read …………………………………………….. 02
 Scan the reading …………………………………….. 02.
C. Talk It Over …………………………………………………. 03
 Group Discussion (Pair work or group work) ……….. 03
D. Focus On Testing …………………………………………... 03
 Comprehension Reading Tests ………………………. 03

UNIT 1B : Writing; Introducing People ……………………………….. 05

A. Organization ………………………………………………... 06
 Paragraph Form ……………………………………… 06
B. Grammar and Mechanics ………………………………….. 06
 What is a Sentence? ………………………………….. 07
 Subjects and Verbs …………………………………... 08
 Capitalization : Five rules …………………………… 11
C. Sentence Structure …………………………………………. 13
 Simple Sentence ……………………………………. 13
 Articles : a and an …………………………………… 14
 Connecting Words : and, or …………………………. 15
D. The Writing Process ……………………………………….. 16
 Free-writing …………………………………………. 16
 Editing ……………………………………………… 16

UNIT 2 ; Reading and Writing

UNIT 2 A. : Reading ……………………………………………………. 18

Unit 2A. Reading : New Discovery in Psychology …………………… 19
A. Before You Read …………………………………………… 19
 Brainstorming …………………………………………. 19
 Prior knowledge (Schema) …………………………… 19
B. After You Read ……………………………………………. 19
 Guessing …………………………………………….. 19
 Comprehensive Questions …………………………… 19
C. Talk It Over ………………………………………………... 21
 Small group Discussion (Pair work or group work) … 21

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UNIT 2B - Writing : Writing instruction …………………………….. 22
A. Organization ………………………………………………….. 23
 Time Order Paragraphs ………………………………… 23
 Time Order Transition Signals ………………………… 23
B. Sentence Structure …………………………………………… 25
 Connecting ideas with and ……………………………….. 25
 Connecting ideas with but and or ……………………….. 26
C. Grammar and Mechanics …………………………………… 28
 Capitalization: Five More Rules ……………………… 28
 Commas: Three Rules ………………………………… 30
D. The writing Process …………………………………………. 31
 Brainstorming/Listing ………………………………… 31
 Outlining ……………………………………………… 31

UNIT 3 ; Reading and Writing

UNIT 3 A. : Reading
Unit 3A. Reading : How Men and Women Cope with Stress ……….. 34
A. Before You Read …………………………………………….. 34
 Brainstorming ………………………………………….. 34
 Prior knowledge (Schema) …………………………….. 34
B. After You Read …………………………………………….. 35
 Guessing ……………………………………………... 35
 Comprehensive Questions …………………………… 35
C. Talk It Over …………………………………………………. 35
 Small group Discussion (Pair work or group work) …. 35

UNIT 3B. Writing : Describing ……………………………………….. 36

A. Organization ……………………………………………………... 37
 Space- Order Paragraphs ……………………………………… 37
 Specific Details ……………………………………………….. 38
B. Grammar and Mechanic ………………………………………… 39
 Subject Verb agreement ………………………………………. 39
 Object of Prepositions ………………………………………… 40
 Preposition of Time …………………………………………… 41
 Word Order (place and time), ………………………………… 42
 Using Adjectives to Describe Nouns …………………………. 43
 Using Nouns as Adjectives. ………………………………….. 44
C. Sentence structure ………………………………………………… 44
 Compound Sentence …………………………………………… 44
 Prepositional Phrases in Space and Time Order ………………. 47
D. The Writing Process ……………………………………………… 49
 Clustering …………………………………………………… 49

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 Unit 4 A. Reading : Juvenile Delinquency

A. Before You Read …………………………………………………. 53

 Brainstorming ………………………………………………. 54
 Prior knowledge (Schema) ………………………………….. 55

B. After You Read …………………………………………………. 55

 Comprehensive Questions ………………………………… 55

C. Talk It Over ………………………………………………………. 55

 Small group Discussion (Pair work or group work) ………. 55

UNIT 5 ; Adolescence and Identity

Unit 5 A. Reading : Adolescence and Identify ……………………………….. 56

A. Before You Read ………………………………………………….. 57
 Brainstorming ………………………………………………… 57
 Prior knowledge (Schema) ……………………………………. 57

B. After You Read ……………………………………………………. 58

 Comprehensive Questions …………………………………... 58

C. Talk It Over ………………………………………………………… 58

 Small group Discussion (Pair work or group work)

UNIT 6 ; A Hoax
Unit 6 A. Reading : A Hoax ……………………………………………………. 59
D. Before You Read …………………………………………………… 60
 Brainstorming ………………………………………………….. 60
 Prior knowledge (Schema) ……………………………………. 60

E. After You Read ……………………………………………………. 60

 Comprehensive Questions …………………………………... 60

F. Talk It Over ………………………………………………………… 60

 Small group Discussion (Pair work or group work) ………… 60

Appendixes :

Appendix A Essential words that you need to know ……………… 61

Appendix B Verbs that require an infinitive in the complement ….. 69

Appendix C Verbs that require an –ing form in the complement ….. 70

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Appendix D Irregular Verb …………………………………………. 72

Appendix E Vocabulary building …………………………………... 73

References

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 UNIT 1 : Reading and Writing

Unit 1A. Reading : Ethnocentrism

E. Before You Read
 Skimming for the Main Idea
 Ethnocentrism

F. After You Read

 Scan the reading

G. Talk It Over
 Group Discussion (Pair work or group work)

H. Focus On Testing
 Comprehensive Reading Tests

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A. Before You Read

1. Skimming for the Main Idea. Ethnocentrism is a term commonly used by

anthropologist, but the average –English-speaking reader may not be familiar with it. In
fact, the purpose of the whole selection is to give you an idea of what this term means
and why is it important. Skim the first two paragraphs to find the author’s explanation
of ethnocentrism and write it here.
________________________________________________________________
________________________________________________________________

2. In small group, discuss the following questions

 What do you imagine when you think of anthropologists?
 Why do you think people study this subject?

Ethnocentrism

Culture shock can be an excellent lesson in relative values and in understanding

human differences. The reason culture shock occurs is that we are not prepared for these
differences. Because of the way we are taught our culture, we are all ethnocentric. This
term comes from the Greek root ethnos meaning a people or group. Thus, it refers to the
fact that our outlook or world view is centered on our own way of life. Ethnocentrism is the
belief that one’s own patterns of behavior are the best; the most nature, beautiful, right, or
important. Therefore, other people, to the extent that they live differently, live by standards
that are inhuman, irrational, unnatural, or wrong.
Ethnocentrism is the view that one’s own culture is better than all others; it is the
way all people feel about themselves as compared to outsiders. There is no one in our
society who is not ethnocentric to some degree, no matter how liberal and open-minded he
or she might claim to be. People will always find some aspect of another culture distasteful,
be it sexual practices, a way of treating friends or relatives, or simply a food that they can
not manage to get down with a smile. This is not something we should be ashamed of,
because it is a natural outcome of growing up in any society. However, as an
anthropologists who study other cultures, it is something we should constantly be aware of,
so that when we rae tempted to make value judgments about another way of life, we can
look at the situation objectively and take our bias into account.

B. After You Read

Working alone or with a partner, scan the reading selection for the words that correspond to
the following clues.

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1. Two synonyms that mean “the way one looks at the world” (Paragraph 1)
_________________________________________________________________
2. Two antonyms for “narrow-minded,” one beginning with I and one with o
(paragraph2).
_________________________________________________________________
3. A short word beginning with b that means “subjective viewpoint or slanted opinion.”
_________________________________________________________________

C. Talk It Over

In small groups, discuss the following questions.

1. What is the meaning of the term culture shock, which is used in the first paragraph
of the election? when does culture shock occur?
2. If you were visiting a foreign country and were asked to eat dog or snake meat,
what would you do?
3. Have you ever been experiencing of culture shock? How was it ?

D. Focus on Testing
Comprehension Reading tests often ask you to choose answers to questions about a
selection, or passage, on the basis of what is stated or implied. The correct answer is stated
directly in the passage (sometimes in different words), or it is suggested (implied) as a
logical result of what is stated. In the second case – when the answer is implied – it is
more difficult to choose.

1. The Greek root of the word ethnocentric mean _____

a. Lesson
b. Difference
c. Group
d. Outlook
Answer found ________
2. An ethnocentric person believes that his or her culture is
a. As good as other cultures
b. Better than some cultures
c. Worse than many cultures
d. The best of all cultures
Answer found _______
3. Who is ethnocentric?
a. Evil people with no education
b. Liberal anthropologists

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 c. Members of societies far away
d. Everyone to some degree
Answer found _________
4. What does inuit mean
a. Eaters of raw flesh
b. Real people
c. Subarctic
d. Strangers
Answer found ___________

(Sources, Mosaic 1 Reading, Wegmann, B. & Knezevic, M.P. 2002, pp. 150-154).

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UNIT 1B : Writing; Introducing People

E. Organization
 Paragraph Form
F. Grammar and Mechanics
 What is a sentence?
 Subjects and Verb
 Capitalization : Five
G. Sentence Structure
 Simple Ssentences
 Articles : a and an
 Connecting Words : and, or
H. The Writing Process
 Free-writing
 Editing

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A. PART ONE: ORGANIZATION

Paragraph Form

A paragraph is a group of related sentenced about a simple topic. The topic of a

paragraph is one, and only one, idea. The first word in a paragraph is moved to the right
about one-half inch. This is called indenting the first word. Also, there is blank space
down both the left and the right sides of the page. These blank spaces are called margins.

Each paragraph that you write for this class should have a title. A title tells the topic of the
paragraph in a few words. A title is short. It may even one word. A title is usually not a
complete sentence

Examples:

My Classmate Typical Indonesian Foods

My Mother My Best Friend

Writing Practice 1 : Introducing a Classmate

Write a paragraph about the classmate. Please write answer to the questions. Use your own
paper. With your teacher, decide what to do with your writing.

QUESTIONS:
1. What is your name?
2. Where are you from?
3. Where do you live?
4. What is your religion?
5. Why are you here (in this city)?
a. Are you student? If so what are you studying?
b. Do you work? If so, what is your job?
c. Do you have another reason for being here?
6. What do you like to do in your free time?
7. What are your three favorite books? Why do you like them?
8. Describe your first day in this class.

B. GRAMMAR AND MECHANICS

What is a Sentence : how do you know what a sentence is ? You will learn more about
sentence later, but for now, you should know this definition:
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“A sentence is a group of words that contains a subject and a verb and express a complete
thought.”

A. Subjects and Verbs

Every sentence must have at least one subject and one verb in order to be a sentence. Some
sentence must have other parts in order to express a complete thought. Agustina bought is
not a sentence because it does not express a complete thought. We need to know what she
( Agustina ) bought.

Subjects and verbs are the most important parts of a sentence. In English, the
subject of a sentence is always expressed except in a command: hurry! (we know that the
subject is “ you”)

Part of the sentences : SUBJECT

 The subject tells who or what did something. The car hit the pedestrian,
It is a noun or pronoun. (what hit the pedestrian?_( the car)

 Every sentence in English must have Jelita works for an employment

A Subject and a verb. agency.

 Subject come before the verb and often Udin told me it was a great job,
Come at the beginning of the sentence

 Subjects can be one word or many words They told me it was a great job.
Wulan and Udin told me it was a great job

 Subject can not be repeated WRONG: Wulan she told me it was

a great job

PRACTICE: Finding Mistakes.

Each sentence has one mistake. Correct the mistakes.

a. The camera company it paid Linda a lot of money.

b. Agustina happy with her job in the University of Halu Oleo.
c. Decided to change his job anyway
d. His did not understand his decision
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 e. Rosita she just wanted her dream job.

VERB :

The verb often tells the action. However, sometimes a verb does not tell an action.
Sometimes it just links the subject with the rest of the sentence.

Action Verbs

1. The car hit the pedestrian

2. My family lives in Baruga, Kendari Southeast Sulawesi
3. My roommate lost his motorbike.

Linking Verbs

1. Playing football is my favorite sport

2. I feel sick
3. You look hungry
4. I am lucky that my classmate is a good man

The most common linking verbs are be, become, feel, look, seem, smell, sound, and taste.

SUBJECTS AND VERBS

A sentence in English must have at least one subject and one verb

Practice : Finding Subjects and Verbs

Work with a partner

1. Underline the subjects with one line

2. Underline the verbs with two lines
3. Write S or V above each underlined word

a. My best friend is single

b. Caca likes her job but hates her boss
c. Gifari went to work yesterday
d. This semester, Ibrahim is studying English and computer science
e. He speaks and understands English very well
f. Smile!
g. Don’t worry!

EXERCISE : Underline the subjects once and the verbs twice in each of the following
sentences. Then indicate if the sentences are correct (C) or incorrect (I).

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_____ 1. Last week went fishing for trout at the nearby Saponda island

_____2. A job on the day shift or the night shift at the plan available

_____3. The new computer program has provides a variety of helpful application

_____4. The box can be opened only with a special a screwdriver.

_____5. Yesterday found an interesting article on pollution.

STATIVE VERBS
a. Yum! This food tastes good Some English verbs have stative
I like it very much. meanings. They describe states:
b. INCORRECT: this food is tasting conditions that exist. When verbs
good have stative meanings, they are
I am liking it very much. usually not used in progressive tenses.
In (a): tastes and like have stative
meanings. Each describes a state that
exists.
c. The checf is in his kitchen A verb such as taste has a stative
He is tasting the sauce. meaning, but also a progressive
d. It tastes too salty. meaning. (c): tasting describes the action
e. He doesn’t like it. of the chef putting something in his
mouth and actively testing its flavor
(progressive).
The chef is tasting the sauce. It tastes too A verb such as like has a stative meaning.
salty. He doesn’t like it. It is rarely, if ever, used in progressive
tenses.
In (e): it is incorrect to say He isn’t liking
it.
COMMON VERBS THAT HAVE STATIVE MEANINGS
NOTE: verbs with an asterisk (*) are like the verb taste: they can have both stative
and progressive meanings and uses.
1. MENTAL STATE know believe imagine* want*
realize feel doubt* need
understand suppose remember* desire
recoqnize think* forget* mean*
2. EMOTIONAL STATE
love hate mind astonish
like dislike care amaze
appreciate fear surprise
please envy
prefer
3. POSSESSION posses have* own belong
4. SENSE PERCEPTION

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 taste* hear see*
smell* feel*
5. OTHER EXISTING STATES
seem
look* cost* be* consist of
appear* owe exist contain
sound weigh* matter include*
resemble equal
look like

( Azar, 1999, pp. 15,16).

EXERCISE : verbs that have both stative and progressive meanings

Directions: Discuss the differences in meaning of the italized verbs in each group of
sentences.

1. a. These flowers smell good.

b. Hiroki is smelling the flowers.

2. a. I think Ahmad is a kind man.

b. I am thinking about this grammar.

3. a. Fatimah appears to be asleep. Let’s not disturb her.

b. my favorite teacher is currently appearing in the office .

4. a. Budi is feeling the cat’s fur

b. the cat’s fur feels soft.
c. I’m not feeling well today
d. I fell that it is important to respect other people’s opinions.

5. a. Ani has a car.

b. I am having a hard time, but Rudi is having a good time.

Some verbs are used only in simple tenses. For example, you can not say ‘ I am knowing.’
You can only say I know. Here is a list of verbs which are not normally used in
continuous tenses (but there are exceptions):

Want like belong know suppose remember

Need love see realize mean forget
Prefer hate hear believe understand seem
Have (when the meaning is ‘possess’)
Think (when the meaning is believe)

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In this exercise you have to decide whether the verbs in these sentences are right or wrong.
Correct those which are wrong. The verb is underlined.

1. Look! Somebody is climbing up the tree over there. __________

2. Can you hear those people? What do they talk about? __________
3. Are you believing in god? __________
4. Look! That man tries to open the door of your car. __________
5. The moon goes round the earth. __________
6. I am thinking it would be a good idea to leave early. __________
7. The government is worried because the number of
people without job is increasing __________
8. I am usually going to campus by motorbike __________
CAPITALIZATION : FIVE RULES

In English, there are many rules for using capital letters. Here are five important ones.

RULES EXAMPLES
Capitalizes :
1. The first word in a sentence My name is Sabrina Salsabillah
2. The pronoun I alone At first I appeared in cartoons
3. Name of people and their titles. King Faisal
4. Name of people. President Jokowi
Professor Hanna
Khusnun Muhsin
Albert
Rahmana

But NOT a title without a name He is a king

Have you met you math professor?
Exception: A title without a name is The President of the United States had
sometimes capitalized if it refers to a dinner with the Emperor of Japan
specific person
5. Nationalities, language, religions, Vietnamese Jewish
and ethnic group English Christian
Spanish Asian
Farsi Hispanic
Native American
Russian
Fremch
Latin

NOTE: do not capitalize school subjects calculus

except names of nationalities, languages, computer science
religions, and so forth. math
history
6. Specific places you could find on a Lake Pohara England
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 map The North Pole
South Sulawesi
First Street
Tianamen Square

PRACTICE : Capitalization

Work by your self or with a partner. Change the small letters to capital letters wherever
necessary in the following paragraph.

abu dzar al-ghifari

abū dhar al-ghifari al-kinani ( ‫ ) أﺑ ﻮ ذر اﻟﻐﻔ ﺎري اﻟﻜﻨ ﺎﻧﻲ‬Jundub ibn junādah ibn sufian
(‫)ﺟُﻨﺪب ﺑﻦ ﺟَﻨﺎدة‬, was the fourth or fifth person converting to islam. he belonged to the banu
ghifar, the kinanah tribe. no date of birth is known. he died in 652 CE, at al-rabadha, in the
desert east of medina.

little is known of his life before his conversion to islam from judiasm. he was born to the
ghifar clan, found to the western south of medina. abu dhar was apparently typical of the
early converts to Islam, described by ibn shihab al-zuhri as "young men and weak people".
they were a branch of the Banu Kinanah tribe. The jews of banu quraizah were also part of
kinanah.

popular accounts of abu dhar say that his tribe lived by pillaging caravans, but that he
preferred to live a poor but honest life as a shepherd. having heard the supposition that a
new prophet had arisen in mecca, abu dhar and his brother travelled to mecca to find the
prophet. the young seeker converted instantly and rushed out to declare his new faith in
front of the kaaba, which at that time was a pagan temple. he was beaten for his religious
belief. He did this three days in a row, after which the prophet muhammed told him to
return to his clan, where he taught his people about Islam. he and his tribe then joined
Muhammad after the hijra, or migration to Medina in 622 CE.

according to the early islamic historian muhammad ibn jarir al-tabari, abu dhar claimed to
have been the fourth or fifth convert to Islam. however, saad bin abe waqqas made the

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same claim. While the exact order of conversion may never be established, no one doubts
that he was a very early convert ( Adapted from Wikipedia, the free encyclopedia ).

C. SENTENCE STRUCTURE
There are four basic kinds sentences in English : simple sentences, compound
sentences, complex sentences, and compound-complex sentences.
 SIMPLE SENTENCE
A simple sentence is a sentence that has one subject-verb combination

The subject in simple sentence may be compound (My brother and I are completely
different). The verb may also be compound (they laughed and cried at the same time).
What is important is that there is only one subject-verb combination in a simple
sentence.

These are simple sentences. Notice that no commas are used in them.
1. My younger sister speaks English well.
2. My mother and father speak English well.
3. My older brother is a lawyer and has a good job
4. My mother and father speak and write English well.

PRACTICE : Simple Sentence Patterns

A. Work by yourself or with a partner. Identify the pattern in the following simple
sentences.
1. Underline the subjects with one line
2. Underline the verbs with two lines.
3. Write S or V above each underlined word.

My Father
My father is an energetic person and young in spirit. Everyday, he goes to campus
to teach English. This semester, he is teaching Academic Writing, English as a

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 Foreign Langiage (TEFL) I, American Multiculturalism, and Cross Cultural
Understanding (CCU). My father and my mother were married fourteen years ago.
They have three wonderful children. On his freetime, my father loves to go fishing
in the open sea. My father together with Mr. Boy, Mr. Rahmana, and Mr Alberth
goes fishing every fortnight. They invariably go fishing to Saponda island on their
weekends. My father and his friends sometimes catch lots of fish such as travelies,
blue tiggers, goliah groppers, and rosy snappers.

 ARTICLES : A vs. AN

GUIDELINES FOR ARTICLE USAGE : A vs. AN

A and AN are used in front of a singular a. I have a pencil.
noun (e.g., pencil, apartment). The mean b. I live in an apartment.
“one.” c. I have a small apartment.
If a singular noun is modified by an d. I live in an old building.
adjective (e.g., small, old), a or an comes in
front of the adjective, as in (c) and (d).
A is used in front of words that begin with a
consonant (b,c,d,f,g, etc): a boy, a bad day,
a cat, a cute baby.
AN is used in front of words that begin with
the vowels a, e, i, and o: an apartment, an
angry man, an elephant, an empty room, etc.
For words that begin with the letter u: e. I have an umbrella.
1. An is used if the u is a vowel sound, f. I saw an ugly picture.
as in an umbrella, an uncle, an g. I attend a university.
unsual day. h. I had a unique experience.
2. A is used if the u is consonant
sound, as in a university, a unit, a
usual event.
For words that begin with the letter h: i. He will arrive in an hour.
1. An is used if the h is silent: an hour, j. New Year’s Day is a holiday.
an honor, an honest person.
2. A is used if the h is pronounced : a
holiday, a hotel, a high point.
( Azar, 2003, p. 312).

EXERCISE :

Directions: Write a or an in the blanks.

1. ______ mistake
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 2. ______ interesting dream
3. ______ empty box
4. ______ uniform
5. ______ untrue story
6. ______ universal problem
7. ______ hour or two
8. ______ honest man

 CONNECTING WORDS : and , or

Often you need to connects or groups of words in a sentence. One way to do this is to use a
connecting word. Connecting words are called conjunctions.
There are many conjunctions in English. Two of the most common ones are and and or.
They have different meanings.
and joins two or more similar things in positive sentences
I like Javanese and Bugisnese foods
Swimming and jogging are my favorite activities.

or connects two or more similar things in negative sentence

I don’t like British or American food

We don’t have class on Tuesday or Thursday
I can’t speak English, speak French, or speak Japanese very well.

or also connects two or more choices or alternatives

I would like to go to Bali, Bandung, or Padang on my next vacation.

My father or my mother will meet me at the Halu Oleo airport.

Use this chart to help you remember the meanings of and and or.

+ + and joins two or more positives

I love Kapurung, Sinonggi, and Papeda
-- - or joins two or more negatives
I don’t like pizza or hamburger
T ? F? or also connects choice
Is this sentence true or false

15 | P a g e
PRACTICE: Work with a partner. Combine the two sentences in each pair to make one
sentence. Use and or or according to the meaning. Try not to repeat any words.

Example: I like chocolate and I like coffee ice cream

I like chocolate and coffee ice cream

1. I can speak English. I can understand English.

________________________________________________

2. Blue is my favorite color. Green is my favorite color.

_________________________________________________
3. You can have rice with your meal. You can have potatoes with your meal.
__________________________________________________

D. THE WRITING PROCESS

 Free-writing : is way to get ideas. When you free-write, you choose a topic, and
then you sit down and write whatever sentences come into your mind about the
topic. Don’t worry abut grammar, spelling, or punctuation, and don’t worry about
putting the idea in order. You don’t have to write complete sentences. Just write
everything that comes into your mind. About the topic. The goal is to keep you
writing for about ten minutes without stopping. Write horizontally across the paper
as you do when you write a letter or a formal paragraph.

 Editing

Writing Practice : Introducing Your family

Work by yourself. Write a paragraph about your family or about someone in your family.
Practice everything you have learned in this unit. Use these steps: gather ideas by free-
writing, write the first draft, edit your work, and write the final draft to hand in.

STEP 1: Pre-write to get idea

Free-write about your family or about one person in your family for about ten minutes.

STEP 2: Write the First Draft

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Now write the paragraph. Begin it with a sentence that describes your family ( or a family
member) in general. For example, My grandfather is old in years but young in spirit, or
My family is small and close, or My brother is the irresponsible one in our family.

Then write ten to fifteen sentence about your family member. You may feel about your
family or family member. For example, we may live far from each other, but we will
always feel close in our hearths, or my grandfather will always be young to me, or My
brother will never grow up.

STEP 3 : Edit the first Draft

Step 4 : Write the Final Draft

Write a neat final draft of your paragraph to hand in to the teacher.

17 | P a g e
 UNIT 2 ; Reading and Writing

UNIT 2 A. : Reading

Unit 2A. Reading : New Discovery in Psychology

D. Before You Read
 Brainstorming
 Prior knowledge (Schema)

E. After You Read

 Guessing
 Comprehensive Questions

F. Talk It Over
 Small group Discussion (Pair work or group work)

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 A. Before You Read
a. Are you good at music? what kind of music do you like most
b. Do you speak a foreign language? What is it ?

New Discoveries in Psychology

1. Many people who are good at music are good at language as well. That should not
be surprising, since the study of music and the study of language have a lot of
common. Both require you to have a “good hear” – the ability to hear the difference
between various sounds. They also require you to produce sounds. They also
require you to reproduce sounds you have heard. Finally, when you learn music or
language, you have to learn complex sets of rules. With language, the rules are
about grammar and meaning. With music, the rules are about sounds and rhythm.
Not surprisingly, researches have discovered a scientific reason why people are
good at music and languages. According to a study done in Germany, you the same
part of the brain for both subjects. This part of the brain is called Broca’s area.
Scientists have known for some time that is connected to learning languages. Now
they believe that it is also the part of the brain you use when you are learning music

B. After You Read

What would be the best title for this reading passage

________________________________________________________________

Please answer the following questions

a. What does the word ‘produce’ mean?
b. What kind of rules a language learner and a music learner need to know?
c. Why people who are good at music are good at language as well?

A. Before You Read

a. Have you ever taken a math test? How was it?
b. Do you like studying math? Why?

2. Some students become very anxious whenever they have to do a math problem or a
math test. Psychologists call this “math anxiety.” Teachers used to think that this
happened because the students were not very good at math. Now, however,
researchers think that students who get math anxiety are not necessarily bad at
math. There is a different reason for their poor performance on math tests. New
studies show that their feelings of anxiety prevent their brains from working well.

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 One area of the brain that is especially affected is the working memory, which holds
new information in your mind. This type of memory is essential for doing math
problems. But why do students get math anxiety in the first place? That is another
important question for teachers and researchers in education.

B. After You Read

What would be the best title for this passage

_________________________________________________________________

Please answer the following questions

a. What does the word ‘anxiety’ mean?

b. What do you know about math anxiety?
c. Why the students have poor performance on math tests?

A. Before You Read

a. Are you a positive person or are you a negative person?
b. Are you happy to what you are and have now? Why?

3. A new study has concluded that if you are a positive person with positive feelings,
you will live longer. Dr. Debora D. Danner and other psychologists have looked at
the writing of a group of 180 woman. All of these woman had written a short
autobiography when they were in their early twenties. There were few negative
feelings expressed in these autobiographies, since they were written by woman in a
religious organization for the director of the organization. However, there was still a
wide range in levels of feeling. Some of the writing showed very few feelings at all,
while others showed lots of positive feelings, such as happiness, interest, and love.
the psychologists then looked at the histories of the woman to see how long they
lived afterward. In fact, they lived an average of ten and a half years longer than the
woman who showed few emotions.

B. After You Read

What would be the best title for this passage
___________________________________________________________

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 Please answer the following questions

a. What does the word ‘psychologists’ mean?

b. According to Dr Deborah, who will live longer?
c. What are the examples of positive feelings?

(Jeffries, L. and Mikulecky, B.S. 2004, pp. 94-95).

C. Talk It Over
In small group, please discuss the following questions
 How to master English well
 Do you agree with the following statement ‘math is difficult subject to
learn’
 How to be a positive person?

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UNIT 2B - Writing : Writing Instruction
E. Organization
 Time Order Paragraphs
 Time Order Transition Signals
F. Sentence Structure
 Connecting ideas with and
 Connecting ideas with but and or
G. Grammar and Mechanics
 Capitalization: Five More Rules
 Commas: Three Rules
H. The writing Process
 Brainstorming/Listing
 Outlining

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A. Part I : Organization :

In this unit, you will learn to write a clear instructions. That is, you will explain how to do
something or how to make something – how to get to your house, how to cook a special
dish, how to change a tire. For example, you will do this in a time order paragraph. That is ,
you will explain each step in your instructions in order by time, and you will use special
time order transition signals to show the order.

Time-Order paragraphs

A time-order paragraph is a paragraph in which the ideas are put in order by time. For
example, when you write about an event, you use time order to tell about it. You write first
this happened, next that happened, and then something else happened.

Time-Order Transition Signals:

A transition signal is a word or phrase that show how one ideas is related to another idea.
When you see the world finally, you know that the last idea is coming. The phrase for
example is also a transition signal. It shows that the next sentence is going to be an
example of the idea before it.

In a paragraph giving instructions, you should use time-order transition signals.

They tell your reader what to do first, second, and so on. It is important to use transition
signals when you write instruction to make the order of the steps clear.

TIME-ORDER TRANSITION SIGNALS

First …………………………… In the morning, ………………

First of all, …………………….. In the afternoon, …………….
Second, ………………………… In the evening, …………….…
Third, ………………………… At night, ……………………..
After that, …………………….. Before an earthquake, ………..
Then, ……………………………. During an earthquake………….
Finally, …………………………. After an earthquake …………..

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PRACTICE : Making an Outline:

Work by yourself, with a partner, or with a group. Turn back to your revised list.

1. Organize the list

 Put the ideas in order by time
 Give each idea a capital letter
2. Look at the outline form below. Write the title on the top line in the center.
3. Read the topic sentence that is provided
4. Write your steps below. (you may have more or fewer steps than in the form.)

Title : How to ____________________________________________________

Topic Sentence: Cleaning your house after a party is not fun, but it’s easier if you do it
step by step.

A._______________________________________________________________

B. _______________________________________________________________

C.________________________________________________________________

D.________________________________________________________________

E. ________________________________________________________________

Title : How to Master English Well

Topic sentence : ________________________________________________

A. __________________________________________________________
B. ___________________________________________________________
C. ___________________________________________________________
D. __________________________________________________________
E. ___________________________________________________________

WRITING PRACTICE :

How to Master English Well

Work by your self. Then work with a partner to edit each other’s writing.

1. Write a paragraph titled How to Master English Well

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 2. Follow the same steps for writing and editing your paragraph as you followed in
unit 1.

PARAGRAPH CHECKLIST

ORGANIZATION :

a. Does the paragraph begin with a topic sentence?

b. Are the steps in time order?
c. Are there time order transition signals?

GRAMMAR AND MECHANICS

d. Check the capital letter!

e. Check the spelling!
f. Is there a period at the end of all the sentences?

SENTENCE STRUCTURE

g. Check the sentences. Do they have at least one subject and one verb, and do they
express a complete thought?

B. SENTENCE STRUCTURE

CONNECTING IDEAS

A. Connecting Ideas with and

Connecting items within a sentence
a. NO COMMA : I saw a cat and a
mouse.
b. COMMA : I saw a cat, mouse, and a
dog
CONNECTING TWO SENTENCES
c. COMMA: I saw a cat and you saw a
mouse
d. PERIOD: I saw a cat, you saw a mouse.
e. INCORRECT: I saw a cat, you saw a
mouse
When and connect only two words ( or
phrases) within a sentence, NO COMMA
is used, as in (a). when and connects three
or more items within s sentence, COMMA
are used, as in (b).
When and connects two complete
sentences (also called independent
clauses), a comma is usually used, as in
(c).
Without and, two complete sentences are
separated by period, as in (d), NOT a
comma. A Complete sentence begins with

25 | P a g e
 a capital letter; note that You is capitalized
in (d).
(Azar, p. 226)

EXERCISE 1.

Directions : Write sentences for some or all of the topics below. Use and in your sentences.

Example : three things you are afraid of

 I am afraid of height, poisonous snake, and guns

1. Your three favorite sports
2. Three adjectives that describe a person whom you admire
3. The five most important people in your life
4. Two or more things that make you happy

EXERCISE 2

Directions: Add commas and periods where appropriate. Capitalize as necessary.

1. The rain fell the wind blew.

 The rain fell. The wind blew
2. The rain fell and the wind blew.
 The rain fell, and the wind blew
3. I talked he listened.
4. I talked to Desi about her schools grades and she listened to me carefully
5. The man asked a question and the woman answered it.

CONNECTING IDEA WITH but, and or

a. I went o bet but couldn’t sleep
b. Is a lemon sweet or sour?
c. Did you order coffee, tea, or milk?
I dropped the vase. = a sentence
It didn’t break. = a sentence
d. I dropped the vase, but it didn’t
break.
e. Do we have a class on Monday, or is
Monday a holiday?
and, but, and or called “conjunctions.”
Like and, but and or can connect items
within a sentence.
Commas are used with a series of three or
more items, as in (c).
A comma is usually used when but or
combines two complete (independent)
sentences into one sentence, as in (d) and
(e).

26 | P a g e
Azar, 2003, p. 228

EXERCISE 3. CONNECTING IDEAS WITH and, but and or.

Directions : add and, but, or or. Add commas if necessary.

1. I studied math ______ I did not understand

2. I washed my car _______ it didn’t get clean
3. Would you like something to drink _______ something to eat?
4. I bought some books, pens ________ some papers
5. Who called whom? Did Juwita call you _________ did you call Juwita?

THE FORM OF MODAL AUXILARIES

The verbs listed below are called “modal auxilaries.” They are helping verbs that express a
wide range of meanings (ability, permission, possibility, necessity, ect.). most of modals
have more than one meaning.
can, could may, might, should, had better, Can
must, will, and would are immediately Could
followed by the simple form of a verb. May
 They are not followed by to. Might
Incorrect: Albert can to speak English Should
well. Had better
 The main verb does not have a final –s Must
Incorrect: Budi can speaks English. Will
 The main verb is not in a past form. would
Incorrect: Wati can spoke Arabic.
 The main verb is not in its –ing form.
Incorrect : Olga can speaking English.

To + the simple form is used with these
auxilaries : have to, have got to, and ought
to
AUXILIARY + To+ The simple form of
verb
Have to : I have to study tonight
Have got to : I have got to study tonight
Ought to : Kate ought to study harder

EXERCISE : Error analysis : the form of modal auxiliaries

Direction : Correct the error

1. Can you to help me, please?

2. I must studying for an exam tomorrow.
3. We couldn’t went to the party last night
4. I am have to improve my English as soon as possible.

27 | P a g e
 5. You shouldn’t to spend all your free time at the computer
6. My mother can’t speaking English, but she can speaks several other language.

C . PART 2: GRAMMAR and MECHANICS

 Capitalization Five More Rules:

In unit 1, you learned five rules for capitalizing words in English. Here are five additional
rules.

RULES EXAMPLES
Capitalize: the White House
6. Names of specific structure the Aden Hotel
Such as buildings, roads, and bridges Ahmad Yani Street
Highway 395
the Golden Gate Bridge

7. Names of specific organizations Sears, Wall-Mart.

Such as business, schools, and clubs Springfield Elementary School
the University of Halu Oleo
International Students’s Club

8. Names of the days, months, holidays, Monday

and special tome period January
New Year’s Day
Ramadan

BUT NOT the names of seasons spring, summer, fall (autumn), winter

9. Geographic areas the Middle East

the Southwest
Southeast Asia
Eastern Europe

BUT NOT compass direction Drive south for two miles and turn west.

10. Title of the books, magazines, First Step in Academic Writing

newspaper, movies, and TV Series – National Geographic
also the title of your own paragraphs. The Jakarta Post
Titanic
Wheel of Fortunes
Studying English at the University of Halu
Oleo

Adapted from Hogue ( 1996, Pp. 55-56) with some modifications.

28 | P a g e
PRACTICE : Capitalization. Work with a partner or a group. Write your own examples of
the rules.

Rule 6

a building __________________________________________________

a bridge __________________________________________________

a road __________________________________________________

Rule 7

a business __________________________________________________

a schools or college _____________________________________________

a club __________________________________________________

Rule 8

a day ___________________________________________________

a month ___________________________________________________

a holiday ____________________________________________________

a special time period ______________________________________________

Rule 9

a geographic area _____________________________________________

In your country ______________________________________________

Rule 10

a book ______________________________________________

a magazine ______________________________________________

a newspaper ______________________________________________

a movie ______________________________________________

29 | P a g e
COMMAS:

 Three rules : there are many rules for using commas.

1. Put a comma after time-order transition expressions (except then)

First, put four cups of rice into a pan.

After that, fold the paper in half a gain.
Before an earth quake, collect emergency supplies.

2. Use a comma after the first part of a compound sentence.

Children can chew gum, and babies can suck on a bottle or a pacifier.
You can swallow hard, or you can yawn several times
Cook the steak over high heat for six minutes, but don’t let it burn.

EXCEPTION: this comma may be omitted in very short compound sentence.

Dogs bark and cats meow

Turn left and drive one block

3. Use a comma to separate the items in a series. A series in three or more things.
These may be words or phrases (group of words)

Every morning I get up early, have a breakfast, take a shower, and go to campus to
study.

My mother likes to cook vegetables, fish, and chicken

Turn left at the stoplight, go one block, and turn right.

30 | P a g e
A. Complete these sentences to practice the “items in a series” comma rule.

Examples:
Write a sentence that tells three foods you like. ( Use and before the last item.)
I like chicken curry, meat ball, and fried rice.

1. Write a sentence that tells three foods you don’t like. ( Use or before the last
item.)
I don’t like ________________________________________________________

2. Write a sentence that tells three places you might go on your holidays. (Use or
before the last item.)
On my holiday, I might go to
_____________________________________________________

3. Write a sentence that tells three things you might do in Idul Fitri/Christmas/Nyepi

PART D. THE WRITING PROCESS

Work by your self.

1. Choose one of the topics below and write a paragraph about it.
2. Follow the same prewriting steps that you followed when you wrote about how to
clean up your house after a party.

TOPIC SUGGESTIONS

How to Master English Well

How to Clean House Efficiency

How to Get an ‘A’ Grade in a Class

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STEP 1 : Prewrite to get ideas

 Brainstorm a list of all the steps in your instructions

STEP 2 : Outline to Organize the Ideas

 Review your brainstorming list. Cross out repeated and irrelevant ideas.
 Put the list into order by time
 Make an outline
 Add a title and a topic sentence. Use this as your topic sentence:
It’s easy to __________________________________________ if you follow these
simple instructions.

STEP 3 : Write the first draft

 Write the paragraph. Begin with your topic sentence, and some tome-order
transition signals.
 Use time order in your paragraph. Also. Practice the capitalization rules. Include
some names of street, business, and buildings.

STEP 4 : Edit the First Draft

 Edit your paragraph with a partner as you have done before. Use the paragraph
checklist on te next page.

STEP 5 : Write the final draft

 Write a neat final draft of your paragraph to hand in to your teacher.

32 | P a g e
 UNIT 3 ; Reading and Writing

Unit 3A. Reading : How Men and Women Cope with Stress
G. Before You Read
 Brainstorming
 Prior knowledge (Schema)

H. After You Read

 Guessing
 Comprehensive Questions

I. Talk It Over
 Small group Discussion (Pair work or group work)

33 | P a g e
A. Before You Read
1. Do you have a problem?
2. What will you do to deal with your problem or stress?

How Men and Women Cope with Stress

Research in the psychology department at the University of California at Los
Angeles (UCLA) have discovered a major difference in the way men and women
respond to stress. This difference may explain why men are more likely to suffer from
stress-related disorders. Their work was published in the Psychological Review of the
American Psychological Association in July 2000. It was based on the analysis of
hundreds of biological and behavioral studies of respond to stress by thousands of
humans and animal subjects.
In the past, woman were not included in stress research because researchers
believed that monthly changes in female hormones would lead to inconsistent responses.
But in 1995, a new law in the Unites States required that federally funded research
include both men and women, and since then, the number of women represented in
stress studies has increased substantially. Researchers are now beginning to realize that
men and women use different coping mechanisms when dealing with stress.
Until now, psychological research has maintained that both men and women have
the same “fight-or-flight” reaction to stress. In other words, individuals either react
with aggressive behavior, such as verbal or physical conflict (“fight”), or they react by
withdrawing from the stressful situation (“flight”). This is a survival mechanism that
humans learned thousands of years ago when living in the wild with dangerous animals.
However, according to the principles investigators in the new research, Shelley E.
Taylor, the research team found that men and women have quite different biological and
behavior responses to stress. While men often react to stress in the fight-or-flight
responses, women have another kind of reaction. They response which is similar in
other species as well, could be called “tend and befriend.” That is they often react to
stressful conditions by protecting and nurturing their young (“tend”). And by looking for
social contact and support from others-especially other females (“befriend”).
Scientists have long known that in the fight-or-flight reaction to stress, an
important role is played by certain hormones that are released by the body, including
one called adrenaline. The UCLA research team suggests that the female tend-or-
befriend response is also based on hormone. This hormone, called oxytocin, has been
studied in the context of childbirth, but now it is being studied for its role in the response
of both men and women to stress. Dr. Taylor explained that “animals and people with
high levels of oxytocin are calmer, more relaxed, more social, and less anxious.” While
men also secrete oxytocin, its effects are reduced by male hormones. This means that in
stressful situations, oxytocin has more of an effect on women.

34 | P a g e
 In terms of everyday behavior, the UCLA study found that women are far more
likely than men to seek social contact when they are feeling stressed. They may phone
relatives or friends, or ask directions if they are lost . this difference in seeking social
support is one of the most basic differences between men’s and women’s behavior,
according to Dr. Taylor.
One of the studies analyzed by Dr, Taylor’s team showed how fathers and mothers
included in the study responded differently when they came home to their family after a
stressful day at work. The typical father wanted to be left alone to enjoy some peace and
quiet, or if work was especially stressful, he might react harshly to his children . for a
typical mother in this study, coping with a bad day at work meant focusing her attention
on her children and their needs.
Other researchers looked at how well women functioned after the death of their
husband. The death of a spouse is thought to be the worst cause of stress that people can
face. They found that women who had close friends and confidantes were more likely to
survive the experience without a negative effect on their health or feeling of vitality.
The differences in responding to stress may explain the fact that women have a
lower incidence of stress-related disorders, such as hypertension, aggressive behavior,
or alcohol and drug abuse. The tend-and-befriend regulatory system may protect women
against stress, and this may explain why women on average live about seven and a half
years longer than men.

B. After You Read

a. What does the word ‘suffer’ mean?

b. The word ‘they’ in line 22 refers to ……?
c. How men and women biologically and behaviorally respond to stress?
d. What do the phrases ‘fight-or-flight’ and ‘tend and befriend’ mean ?
e. How do father and mother respond to stress after they came home to their family
after a stressful day at work? .

C. Talk It Over
In Small group, discuss the following question
 What will you do to help your friend when he/she is feeling stressed.

35 | P a g e
UNIT 3B. Writing : Describing

E. Organization
 Space- Order Paragraphs
 Specific Details
F. Grammar and Mechanic
 Subject Verb agreement
 Object of Prepositions
 Preposition of Time
 Word Order (place and time),
 Using Adjectives to Describe Nouns
 Using Nouns as Adjectives.
G. Sentence structure
 Compound Sentence
 Prepositional Phrases in Space and Time Order
H. The Writing Process
 Clustering

36 | P a g e
Part A : ORGANIZATION

Descriptions

In this unit, you will learn to write good descriptions. When you write a description

of a person, you tell what he or she looks like. When you describe a place, you tell what it

looks like. If you describe a scene with people, you might first describe the place, and then

you might also tell what is happening and what the people are doing.

There are two keys to writing good descriptions. The first key is to use space order,

and the second key is to use specific details

Space – Order paragraphs

Just as you put the sentences in a time-order paragraph in a certain order, you must

also put the sentences in a description in a certain order. Instead of using time order,

however, you will use space order. In space order you might describe something from top

to bottom or from left to right . For example, when you describe a person, you could start

with the person’s head and end with the person’s feet. You could describe a room from left

to right or from right to left.,

You might describe your classroom like this: imagine that you are standing in the

doorway. Write about each part of the room in order. Moving from the left side of the room

around to the right side ending at the doorway again. When you describe view, you might

describe far away objects first and close-up objects last. These are all ways to use space to

put the sentences in a description into meaningful order.

top to bottom bottom to top

right to left left to right
far to near near to far
outside to inside inside to outside

37 | P a g e
Specific Details

The second key to writing a good description is to use specific details. When you describe
something, you paint a picture with words. You goal is to make your reader “see” what you
have described. The way to do this is to use a lot of specific details. Specific means exact,
precise. The opposite of specific is vague. The more specific you can be, the better your
reader can see what you are describing.

Here are some examples:

Vague Specific

a lot of money Rp. 150.000.,

a large house a six-bedroom, four-bathroom
a nice car a Fortuner
smokes a lot of smokes three packs of Dunhil a day

PRACTICE : Being specific

Work with a partner. Add as many specific details as you can to these vague descriptions.
Then compare your details with those other students.

Example:
My uncle is big

A. He is 2 meter height and weight 100 kg

B. He wears size 50 shoes
C. He can hold a basketball upside-down in one hand
1. My father has a nice house
A. ___________________________________________________________
B. ___________________________________________________________
C. ___________________________________________________________
D. ___________________________________________________________
E. ___________________________________________________________

38 | P a g e
 2. My classmate is a smart student
A. ___________________________________________________________
B. ___________________________________________________________
C. ___________________________________________________________
D. ___________________________________________________________
E. ___________________________________________________________

3. The inside of the public transportation was dirty

A. ___________________________________________________________
B. ___________________________________________________________
C. ___________________________________________________________
D. ___________________________________________________________
E. ___________________________________________________________

B. GRAMMAR and MECHANICS

In this section, you will learn about Subject Verb agreement, Object of Prepositions,
Preposition of Time, Word Order (place and time), Using Adjectives to Describe Nouns,
and Using Nouns as Adjectives. These are very useful in writing descriptions.
A. SUBJECT -VERB AGREEMENT
Singular Singular A singular subject takes a singular verb, as
a. The sun shines in (a)
A plural subject takes a plural verb, as in
Plural Plural (b).
b. Birds sing
Notice :
Verb + -s = singular (shines)
noun + -s = plural (birds).
Singular Singular Two subjects connected by and take a
c. My brother lives in Jakarta plural verb, as in (d).

Plural Plural
d. My brother and sister live in
Jakarta

e. The glasses over there under the Some phrases come between subject and a
window by the sink are clean. verb.

39 | P a g e
f. The information in those magazines
about Vietnamese culture and custom is
very interesting.
V S
g. There is a book on the table
V S
h. There are some books on the table
i. Every student is sitting down.
j. Everybody/everyone hopes for peace
k. People in my country are friendly
Adapted from Azar, p. 165
EXERCISE 1. : Subject-verb agreement
Directions : underline and identify the subject (s) and the verb (v). correct errors in
agreement.
1. Earthquake occur everyday of the year.
2. Candle burn slowly
3. Ardiyansyah speak Indonesian and English
4. There are five student from Java in my writing class
5. Every students in writing class have a writing book
B. OBJECT OF PREPOSITION
S V O PREP O OF PREP
a. Sabrina put her books on the desk
(noun)
S V PREP O OF PREP
b. A leaf fell to the ground
(noun)
These phrases do not reflect the agreement
of the subject and verb.
There + be + subject expresses that
something exists in a particular place. The
verb agrees with the noun that follows be.
Every is a singular word. It is used with a
singular, not plural, form.
INCORRECT: Every students
…………….
Subjects with every take singular verbs, as
in (i) and (j).
People is a plural noun and takes a plural
verb
Many English sentences have prepositional
phrases. In (a): on the desk is a
prepositional phrase. A prepositional phrase
consist of a PREPOSITION (PREP) and
an object of A PREPOSITION (O OF
PREP). The object of reposition is a
NOUN.
40 | P a g e
Reference list of prepositions
about before despite of to
above behind down all toward
after beneath during on under
against below for out until
around between from over up
along beyond near since upon
across by in through without

EXERCISE 2 : Object of Preposition

Directions: identify the subjects, verbs, and objects. Also identify the preposition (PREP)
and the noun that is used as the object of the preposition ( O OF PREP)

1. Rahmawati looked at the pictures.

2. The moon usually disappears from view during the day.
3. Children throughout the world play with dolls.
4. Anto lost his wallet in the sand at the Taipah beach.
5. Saiful waited for his friend at the mosque.

EXERCISE 3 : Prepositions of Place

Directions : review preposition of place by using the following phrases in sentences.

Demonstrate the meaning of the preposition by some action. Works in pairs, in small
group, or as a class.

1. across the room 10. near the door

2. against the wall 11. far from the window
3. around the wrist 12. beside my book
4. an my desk 13. throughout the room
5. into the room 15. toward (s) the door
6. behind me 16. Below the window

C. PREPOSITION OF TIME

a. Please be on time in the future. In + the past, the present, the

b. I usually watch TV in the evening future
In + the morning, the afternoon,
c. I was born in October the evening.
IN d. I was born in 1998
e. I was born in the twentieth century In + a month, a year, a century,
f. The weather is hot in (the) summer a season.

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 a. I was born on October 31, 1995 on + a date
ON b. I went to a movie on Thursday on + a weekday
on + a weekday morning (s),
c. I have class on Thursday morning (s). afternoon (s), evening (s)
a. We sleep at night. I was asleep at midnight At + noon, night, midnight
b. I fell asleep at 9.30 (nine-thirty). At + “clock time”
At + present, the moment, the
AT c. He’s busy at present Present time.

Azar, 2003. P. 163

EXERCISE 4. Preposition of Time

Directions: Complete the sentences with in, at, or on. All the sentences contain time
expressions.

1. We don’t know what will happen _______ the future

2. I am a student __________ the present time, I will graduate next semester.
3. Melisa can’t come to the phone right now. She is in the meeting ……………… the
moment.
4. Frank likes to take a nap ……………… the afternoon.
5. Our family enjoy spending time together …………….. the evening.
6. Our children always stay home …………. night.
7. I ate lunch ……………. noon.
8. I moved to the city …………….. September
9. I moved here …………… 2005
10. I moved here ……………….. September 3, 2005

D. WORD ORDER : PLACE AND TIME

S V Place Time In a typical English sentence, “place” comes

(a). Ann moved to Paris in 1998 before “time” as in (a)
We went to a movie yesterday Incorrect : Ann moved in 1998 to Paris

S V O P T s-v-o-p-t = Subject-Verb-Object-Place-Time
(b). We bought a house in Miami in 1995 s-v-o-p-t = a basic English sentence
structure

Time s v Place Expressions of time can also come at the

(c). In 1998, Ann moved to Paris beginning of a sentence, as in (c) and (d). A
(d). Yesterday, We went to the movie time phrase at the beginning of a sentence is
often followed by a comma, as in (c)

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 EXERCISE 5. Word order, place and time.

1. His uncle’s bakery/Alex/Saturday mornings/works

2. The evening / often take / the park / a walk / I
3. Arrived / the morning / the airport / my plane / six-thirty

E. USING ADJECTIVES TO DESCRIBE NOUNS

ADJ NOUN Words that describe nouns are called

(a). Bob is reading a good book
(b). The tall woman wore a new dress
(c). The short woman wore an old dress
(d). The young woman wore a short dress
(e). Roses are beautiful flowers.
Incorrect : Roses are beautifuls flowers
(f). He wore a white shirt
Incorrect : He wore a shirt white
(g). Roses are beautiful
(h). His shirt was white
Azar, 2003, p. 166
adjectives.
In (a) good is an adjective, it describe the
book
We say that adjectives “modify” nouns,
“Modify” means “change a little”. An
adjective changes meaning of a noun by
giving more information about it.
Adjectives are neither singular nor plural.
They do not have a plural form.
Adjectives usually come immediately before
nouns, as in (f).
Adjectives can also follow main verb be, as in
(g) and (h).

EXERCISE 6. Adjectives

Directions : Underline and identify the adjectives in the sentences.

1. The students write long compositions.

2. Deserts are dry
3. Crocodiles have big teeth.
4. Knives are sharp.
5. Dark places frighten small children.
6. The audience laughed at the funny joke.
7. Sensible people wear comfortable shoes.
8. Steve cleaned the shelves of the refrigerator with soapy water.
9. The local police searched the stolen car for illegal drugs.
10. Before the development of agriculture, primitive people gathered wild plants for
food.

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 F. USING NOUNS AS ADJECTIVES
a. I have a flower garden Sometimes words that are usually used as
b. The shoe store also sells socks nouns are used as adjectives. For example,
c. INCORRECT: a flower garden flower is usually a noun, but in (a) it is used
d. INCORRECT: The shoe store as an adjective to modify garden. When a
used as an adjective, it is singular in form,
NOT plural.
Azar, 2003. P. 168

EXERCISE 7: Using nouns as adjectives.

Directions : underline and identify the nouns (N). use a noun in the first sentence as an
adjectives in the second sentence.

1. This book is about writing. It’s a

_________________________________________
2. My garden has vegetables. It is a
_________________________________________
3. The program is on television. It’s a
_______________________________________
4. We made plans for our vacation, we made
_________________________________
5. The villages are in the mountains. They are
_________________________________

C. SENTENCE STRUCTURE

Compound Sentence

In unit one, you have already learned how to write simple sentences. However, if you write
only simple sentences, your writing will look choppy and childish. Using other kinds of
sentences will make your writing richer and mature. One other kinds of sentence is a
compound sentence.

Remember that a simple sentence has only one subject and verb (SV) combination. A
compound sentence has two SV combinations joined by a comma and coordinating
conjunction.

A compound sentence is two simple sentences connected by a comma and a coordinating

conjunction.

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Here are the formula for a compound sentence:

Simple Sentence , Coordinating Conjunction Simple

Sentence

My family goes picnic every two months, and we usually have fun.
Last year we went picnic to Toronipa beach, but we had a terrible time.
Next year we plan to go to Taipah beach, or we may just stay at
home.
I want to go to holy land Mekkah, so I need to save money
Notice that a compound sentence has a comma before the coordinating conjunction.

A coordinating conjunction is type of connecting words. They are only seven coordinating
conjunction in English. In this unit, you will practice four of them: but, or, and so.

It is possible to connect three simple sentences. (don’t connect more than three, however,
and don’t use the same conjunction twice).

Simple sentences, BUT Simple sentence, SO Simple sentence

We love to camp, but last year we didn’t enjoy it, so this year we will do something
different during our vacation.

We love to camp, and last year we had a good time, and we want to do it again this year,
but we may go to Moramo Water Fall instead.

Caution. Do not confuse a compound sentence with a simple sentence that has a compound
verb. Remember that a simple subject has only one SV combination. However, the subjects
in a simple sentence can be compound (My brother and I won). The verb can also be
compound ( We swam and fished). A compound sentence has two SV combinations.
Compare the two pairs of sentences below. The first of each pair of sentence is simple and
doesn’t need a comma. The second one is compound and requires a comma.

Simple sentence My family goes camping every year and usually SVV
with compound has fun
Verb My family goes camping every year, and we SV and
Compound sentence usually have fun SV

\
Simple sentence Last year we went camping but had a terrible time. SVV
with compound Last year we went camping, but we had a terrible SV and
Verb time. SV
Compound sentence

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Simple sentence Next year we will take a cruise or go to Mesir. SVV
with compound Next year we will take a cruise, or we might go to SV and
Verb Mesir SV
Compound sentence

PRACTICE:

A. Simple versus Compound Sentences

Work by yourself or with a partner.
 Analyze each sentence in the following paragraphs. Underline the subjects with one
line and the verbs with two lines.
 Write simple or compound in the numbered spaces.
 Then write the formula for each sentence: SV, (and) SV or SVV or SSV, and so
forth.
 Add comma to each compound sentence. Sentence number six is a command, so
the subjects are not expressed.

How to Clear Your Ears in a Airplane

(1) Sometimes passengers’ ears hurt in an airplane. (2) this pain can be quite strong. (3)
It is caused by unequal air pressure outside and inside your ears. (4) The air pressue
in the airplane may be at 15.000 feet but the air pressure inside your ears is still at
ground level. (5) Airlines recommend the following techniques to stop the pain. (6)
Pinch your nose closed with your fingers and pretend to blow your nose. (7) This
action makes the pressure equal and usually stops the pain. (8) You can also yawn
several times or you can swallow hard. (9) Children can chew gum and babies can
suck on bottle or a pacifier.

1. __________________ ___________

2. __________________ ___________

3. _________________ _____________

4. _________________ _____________

5. _________________ _____________

6. _________________ _____________

7. _________________ _____________

8. _________________ _____________

9. _________________ _____________

46 | P a g e
 B. Make compound sentences by adding a SV combination to each of the following.
Example:

A good boss has a sense of humor, and he/she is always fair.

1. A good student reviews materials everyday, and ________________________

2. An ideal teacher gives take-home tests, or _____________________________
3. Good parents want to raise healthy children, so _________________________

C. Write compound sentences of your own. Use each of these coordinating

conjunctions once: and, but, or and so.

4. A good student __________________________________________________

5. An ideal roommate_________________________________________________
6. A best friend____________________________________________________\
7. A good lecturer __________________________________________________

Prepositional Phrases in Space and Time Order

Prepositional phrases are used to show space order and time order. In a space-order
paragraph, you can use prepositional phrases to show where the people or objects that you
are describing are located: on the left, on the top shelf, in the centre drawer, next to the
window.

You can also use prepositional phrases in time-order paragraphs to show the order
of events or steps: at last, after an earthquake, during the war, until recently, before
sunrise, at 12 : 00.

Position of Prepositional Phrases : Prepositional phrases of time and place can be

different place in a sentence. They can be at the beginning, in the middle, and at the end of
a sentence. Notice that you must put a comma after a prepositional phrase that comes at the
beginning of a sentence.

Usual pattern: The view from my bedroom window is especially beautiful in

the fall

New pattern: In the fall, the view from my bedroom window is especially
beautiful

Or: From my bedroom window, the view is especially beautiful in the

fall.

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Moving a prepositional phrase is also possible in sentences containing there is or there are.

Usual pattern: There is a larger park next to my house.

New pattern: Next to my house , there is a large park.

Usual pattern: There are several kinds of trees in the park.

New pattern: in the park, there are several kinds of trees.

PRACTICE : Work with a partner

Identifying and Punctuating Prepositional Phrases.

1. Put parentheses ( ) around all prepositional phrases.

2. Put a comma after prepositional phrases of time and place that are in front of the subject

a. In the center of the lawn is a mountain.

b. Water splashes from the fountain onto some rocks around it.
c. Near the fountain stands a group of tall Jati trees.
d. The chatter of the students makes studying almost impossible.
e. After lunch it becomes quiet again in my special spot under the trees.

PRACTICE : Work with a partner. Identifying and Moving Prepositional Phrases

1. Find and put parentheses around all prepositional phrases in the following
sentences. Some sentence do not contain any.
2. Move one prepositional phrase of time or place to the front of each sentence.
3. Rewrite the sentence in the new pattern, and add commas where necessary.
Example:
There is a perfect place to spend a holiday ( in Moramo Water Fall)
In Moramo Water Fall, there is a perfect place to spend a holiday.

a. There is a high wall around each campus

b. A small, private swimming pool is inside the wall.
c. They leave you alone until your departure
D. THE WRITING PROCESS :
In this section, you will write a space-order description of place. First answer
the questions to see if you have learned the main point in Unit 3.

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 REVIEW QUESTIONS

1. Organization
 What are the two elements of a good description?
 What are some different kinds of space order?
 How can you make your details specific?

2. Grammar
 What is Subject Verb Agreement
 What is object of Prepositions
 What is Preposition of Time
 What do you know about Word Order (place and time),
 What do you know about Using Adjectives to Describe Nouns
 What do you know about Using Nouns as Adjectives.
3. Sentence Structure
 What is special about prepositional phrases of place and time?
 How can you use them to improve your sentence?

Hogue, 1996, p.14.

CLUSTERING
Clustering, like listing, is another way to get ideas to write about. You use the same
brainstorming technique you have already learned. That is you write down every
word or phrase that pops into your mind about your topic. However, instead of
writing them down in a list, you write them in circles, or bubbles, around your topic
like this:

Green trees flower

Small fountain my garden peaceful

Cool lot of work cool feeling

49 | P a g e
WRITING PRACTICE : Describing a Place

Work first by your self, and then with a partner to edit your paragraph. Write a paragraph in
which you describe a place that is special to you, or choose one of the places listed below.

TOPIC SUGGESTIONS

Your classmate your house

Your place of study your workplace

Student cafeteria at lunchtime student campus

Follow these steps:

STEP 1 : Pre-write to get ideas

 Use the clustering technique shown on page 34

STEPS 2 : Outline to organize ideas

 The second is to develop an outline. An outline from the clustering about

“My garden: might look like this:

My Garden

Even a hot summer day, my garden feels cool.

A. Flowers
 Cool colors (pink, purple, blue)
 White vines
B. Trees
 Cool shade
 Birch trees
C. Fountain
 Peaceful, quite sound

My garden’s soft colors and quite sounds make it a peaceful place to relax.

STEP 3 : Revise the outline to show Space Order

 In the next step, the writer changed outline in order to use space organization.
She started with the flow.

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STEP 4 : Write the first draft.

 Begin your paragraph with a topic sentence that names the place and gives a
main idea about it.
 Use some kind of space order, use prepositional phrases to show the order. Put
some of the prepositional phrases at the beginning of the their sentences.
 Write several sentences that give descriptive details. Be very specific. Try to
paint a picture with words. You can describe objects, and use adjectives in your
descriptive details.

STEP 5 : Edit the First Draft

 Edit your paragraph with a partner using the paragraph Checklist.

STEP 6 : Write the Final

 Write a neat final draft to hand in to your teacher.

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 PARAGRAPH CHECKLIST

A. FORM
 Check the paragraph form.

B. ORGANIZATION
 Does the paragraph begin with a topic sentence?
 Did you use some kinds of space order?
 Did you begin some of your sentences with prepositional phrases of place to show
the space order.

C. GRAMMAR AND MECHANICS

 Check for capital letters.
 Check the spelling.
 Check the commas.

52 | P a g e
 UNIT 4 ; Reading and Writing

Unit 4 A. Reading : Juvenile Delinquency

D. Before You Read
 Brainstorming
 Prior knowledge (Schema)

E. After You Read

 Comprehensive Questions

F. Talk It Over
 Small group Discussion (Pair work or group work)

53 | P a g e
 A. Before You Read

a. What do you think about teenager behaviors in your place ?

b. Why do teens commit crimes?

Juvenile Delinquency: What Makes Teens Commit Crimes?

Juvenile delinquency is the act of committing a crime at a very young age. A juvenile
delinquent is a young person, particularly a teenager under the age of eighteen, who breaks
a state or federal law by committing a crime. Teens are still immature and do not think like
adults, therefore they are prone to making mistakes or committing crimes that are not fully
in their control. Teens can break laws for various reasons, and there are a number of factors
that can lead them to juvenile delinquency. In this article, we have listed down some of the
reasons why teens become juvenile delinquents and what causes them to commit crimes.
Let’s have a look at them:
Broken Family
A teen adopts moral and ethical values from his parents and other family members. It goes
without saying that family plays a vital role in shaping a teen’s behavior and grooming
his/her personality. However, teens become violent or show signs of juvenile delinquency
only when they’re facing disturbance at home. Broken or disturbed families with bad
relations can cause teens to go astray and become violent. Single parents are often busy
working, therefore they’re not able to spend quality time with their children. This causes
teens to seek attention from others, especially their peers.
Lack of Communication
Often lack of discourse in the family can lead children to find solace other than homes.
When they are not having any communication with their parents or family members at
home, they may lose unity, trust, and understanding, which can eventually lower their self-
esteem or self-confidence. Once they feel they’re losing their individuality, they tend to do
things they shouldn’t do to boost their self-confidence. They blindly follow their peers and
adopt their unhealthy lifestyles. They shoplift and consume drugs to look cool in the eyes
of their peers.
Lack of Finances
Young or adult, may lead to a wrong path to improve their financial conditions. Teens
become juvenile delinquents due to lack of finances. When they experience poor economic
conditions, they start engaging in the wrong activities. They may start selling drugs or steal
things to improve their economic conditions.
Lack of Social and Moral Training
Teens who have not given any social or moral training often lead to juvenile delinquency. It is the
parent’s duty to teach moral and ethical values to their children. They should teach them the
difference between right and wrong behavior. Lack of social and moral values can lead children to

54 | P a g e
poor interaction with others and make them less confident. They may become selfish and arrogant.
They would not know how to respect the laws of the state. Parents often neglect their children and
pay more focus on working hard to earn money for them. However, while doing so, they forget the
importance of spending quality time with their children. In their absence, children tend to spend
time with someone who pays attention to them. They may also fall into wrong hands or get
involved in a bad company while seeking attention from someone other than their parents.
(Sources: Juvenile Delinquency; what makes Teens make Crimes? retrieved July 23, 2017 from
https://www.secureteen.com/).

B. After You Read

Answer the following questions
a. What does the word ‘personality’ in line 12 mean?
b. What do the phrase ‘ ‘juvenile delinquency’ mean?
c. Why do teenagers commit crime?
d. What parents should do to protect their children from juvenile delinquency?

C. Talk It Over

In small group, discuss the following questions

 Please identify the causes of juvenile delinquency!
 How to deal with the students juvenile delinquency ?

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 UNIT 5 ; Adolescence and Identity

Unit 5 A. Reading : Adolescence and Identify

G. Before You Read
 Brainstorming
 Prior knowledge (Schema)

H. After You Read

 Comprehensive Questions

I. Talk It Over
 Small group Discussion (Pair work or group work)

56 | P a g e
A. Before You Read
a. Where and when did you graduate from middle school ? how was it?
b. Have you ever had a mental turbulence when you were in junior high school ?

Adolescence and Identity

The secondary school years are quite turbulent for most adolescents, regardless of their
families’ socioeconomic status or home neighborhood. Adolescence is a time for identity
formation or individuation away from family of origin while moving toward increased
conformity with peer (Erikson, 1968). These two phenomena, individuation and
conformity with peer, often contribute to the confusion associated with adolescence, a
phenomenon conceptualized by Erikson as “Identity Versus Role Confusion.” on one hand,
the adolescent wants to establish himself or herself as an independent entity from his or her
parents, often pushing against family, community, and religious rules and norms. Change
in appearance, style of dress, music preference, and choice of friends characterize this
individuation. On the other hand, these same changes become the basis for seeking
acceptance from and conformity with the adolescent’s peer group.

Conformity or “fitting in” with peers, sometimes termed collective identity, takes on
enormous significant at adolescence: being different or standing out in any way is seen as
problematic. “fitting in” can also have an effect on academic achievement; peer acceptance
typically translates into average academic performance at best. According to Forham and
Ogbu (1986), academic success, especially for racial and ethnic minority students , may be
viewed as “selling out” to the dominant racial or cultural group. In other words, being
smart as an adolescents may “not be cool,” and for racial and ethnic minority children, may
be seen as trying to gain acceptance by the dominant race or cultural group. During the
period of young adolescence when it may be “not cool to be smart,” students who are
bright and have strong skills already developed, may choose to be passive learners, not
demonstrating their abilities and often concealing their academic strengths for fear of
garnering recognition.

In high school, many of these adolescents are able to redefine the group to which they want
to belong, choosing a more proacademic identity. Because high schools are typically larger
and have students drawn from a wider catchment area, these students have an opportunity
to redefine themselves in high school by making new friends and joining many new clubs
and activities. For them, they have been able to negotiate the early adolescent years with
little lasting negative outcomes. They seem to have matured sufficiently and are more able
to accept academic challenges as part of the overall learning experience.

Source : Journalsagepub.com/home/sgo. (Polirstok, 2017, p. 1)

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B. After You Read
 Comprehensive Questions
1. What are the two phenomena that contribute to the confusion associated with
adolescence?
2. What does the word identity mean?
3. What are the characteristics of individuation?
4. When adolescents tend to choose proacademic identity?

C. Talk It Over
 Small group Discussion (Pair work or group work)
1. How to facilitate and develop adolescences identity?

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 UNIT 6 ; A Hoax

Unit 6 A. Reading : A Hoax

J. Before You Read
 Brainstorming
 Prior knowledge (Schema)

K. After You Read

 Comprehensive Questions

L. Talk It Over
 Small group Discussion (Pair work or group work)

59 | P a g e
 A. Before You Read
a. Do you always use social media? What is it?
b. Do you believe in news that is available in social media? Why?

A Hoax

A hoax, unlike an honest error, is a deliberately concocted plan to prevent an untruth as the
truth. It can take the form of a fraud , a fake, a swindle, or a forgery, and can be
accomplished in almost any field; successful hoaxes have been foisted on the public on
field as varied as politics, religion, science, art, and literature.

A famous scientific hoax occurred in 1912 when Charles Dawson claimed to have
uncovered a human skull and jawbone on the Piltdown Common in southern England.
These human remains were said to be more than 500.000 years old and were unlike any
other remains from that period; such as the represented an important discovery in the study
of human evolution. These remains, popularly known as the Piltdown Man and
scientifically named Eoanthropus dawsoni after their discoverer, confounded scientists for
more than forty years. Finally in 1953, a chemical analysis was used to date the bones, and
it was found that the bones were modern bones that had been skillfully aged. A further
twist to the hoax was that the skull belonged to a human and jaws to an orangutan.

(Philip, D. Preparation Course for the TOEFL, 2003, p. 259).

B. After You Read

a. What is a hoax
b. When a famous hoax happened?
c. Why Charles Dawson discovery in the study of human revultion was
considered as a hoax?

C. Talk It Over
Is small group, please discuss the following questions.
1. What do you think about hoax?
2. How to cope with hoax in your life?

60 | P a g e
 Essential words that you need to know
LESSON 1

1. Abandon : desert; leave without planning to come back; quit.

a. When Robert abandoned his family, the police went looking for him.
b. The soldier could not abandon his friend who were hurt in battle.
c. Because Rose was poor, she had to abandon her idea of going to college.

2. Keen: sharp, eager, intense, sensitive

a. The butcher’s keen knife cut through the meat.
b. My cat has a keen sense of smell.
c. Rahmat’s keen mind pleased all his teachers.

3. Jealous: afraid that the one you love might prefer someone else; wanting what
someone else has
a. A detective was hired by the jealous widow to find her husband who had
abandoned her.
b. Although my neighbor just bought a new car, I am not jealous of him.

4. Tact : ability to say the right thing

a. My aunt never hurts anyone’s feeling because she always uses tact.
b. By the use of tact, Janet was able to calm her jealous husband.
c. Your friends will admire you if you use tact and thoughtfulness.
5. Oath : a promise that something is true; a curse
a. The president will take the oath of office tomorrow.
b. In court, the witness took an oath that he would tell the whole truth
c. When Terry discovered that he had been abandoned, he let out an angry oath
6. Vacant : empty ; not filled
a. Someone is planning to build a house on that vacant lot
b. I put my coat on the vacant seat
c. When the landlord broke in, he found that apartment vacant
7. Hardship : something that is hard to bear ; difficulty
a. The fighter had to face many hardship before he became champion
b. Abe Lincoln was able to overcome one hardship after another
c. On account of hardship, Bet was let out of the army to take care of his sick
mother
8. Gallant : brave ; showing respect for women
a. The pilot swore a gallant oath to save his buddy
b. Many gallant knights entered the contest to win the princess
c. Ed is so gallant that he always gives up his subway seat to a woman
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 9. Data : facts ; information
a. The data about the bank robbery were given to the FBI
b. After studying the data, we were able to finish our report
c. Unless you are given all the data, you cannot do the math problem
10. Unaccustomed : not used to something
a. Coming from Alaska, Cloude was unaccustomed to Florida’s heat
b. The king was unaccustomed to having people disobey him
c. Unaccustomed as he was to exercise, Vic quickly became tired
11. Bachelor : a man who has not married
a. My brother took an oath to remain a bachelor
b. In the movie, the married man was mistaken for a bachelor
c. Before the wedding, all his bachelor friends had a party
12. Qualify : become fit ; show that you are able
a. I am trying to qualify for the job that is now vacant
b. Since Pauline can’t carry a tune, she is sure that she will never qualify for the
girls chorus.
c. You have to be taller than 5’5’ to qualify as a policeman in our town.

Creativity Exercise

Now make up your own sentence, one for each of the new words you have just been taught

1. ………………………………………………………………………………

2. …………………………………………………………………………………

3. …………………………………………………………………………………

4. …………………………………………………………………………………

5. …………………………………………………………………………………

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LESSON 2

1. Corpse : a dead body, usually of person

a. When given all the data on the corpse, Colombo was able to solve the murder
b. The corpse was laid to rest in the vacant coffin
c. On oath of revenge was sworn over the corps by his relatives

2. Conceal : hide
a. Tris could not conceal his love to Gloria
b. Count Dracula concealed the corpse in his castle
c. The money was so cleverly concealed that we were forced to abandon our
search for it
3. Dismal : dark and depressing
a. When the weather is so dismal, I sometimes stay in bed all day
b. I am unaccustomed to this dismissal climate
c. As a dismissal reports of the election came in, the senator’s friends tactualy
made no mention of them.
4. Frigid : very cold
a. It was a great hardship for the men to live through the frigid winter at valley
forge
b. The jealous bachelor was treated in a frigid manner by his girlfriend
c. In side the butcher’s freezer, the temperature was frigid

5. Inhabit : live in
a. Eskimos inhabit the frigid part of Alaska
b. Because Sidney qualified, he was allowed to inhabit the vacant apartment
c. Many crimes are committed each year against those who inhabit the slum area
of our city
6. Numb : without the power of feeling deadened
a. My fingers quickly became numb in the frigid room
b. A numb feeling came over Mr. Massey as he read the telegram

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 c. When the nurse stuck a pin in my numb leg, I felt nothing

7. Peril : danger
a. The hunter was abandoned by the natives when he describe the peril that lay
ahead of them
b. There is great peril in trying to climb the mountain
c. Our library is filled with stories of perilous adventures

8. Recline : lie down ; stretch out ; lean back

a. Richard likes to recline in front of the television set
b. After reclining on her right arm for an hour, Maxine found that it head become
numb
c. My dog’s greatest pleasure is too recline by the warm fire place

9. Shriek : scream
a. The maid shrieked when she discovered the corpse
b. With a loud shriek, Ronald fled from the room
c. Facing the peril of the waterfall, the boatman let out a terrible shriek

10. Sinister : evil; wicked ; dishonest ; frightening

a. The sinister plot to cheat the widow was uncovered by the police
b. When the bank guard spied the sinister-looking customer, he drew his gun
c. I was frightened by the sinister shadow at the bottom of the stairs

11. Tempt : try to get someone to do something test; invite

a. A banana split can tempt me to break my diet
b. The sight of beautiful Louise tempted the bachelor to change his mind about
marriage
c. Your offer of a job tempts me greatly

12. Wager : bet

a. I lost a small wager on the super bowl
b. After winning the wager, Tex treated everyone to free drinks
c. It is legal to make a wager in the state of Nevada

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Creativity Exercise

Now make up your own sentence, one for each of the new words you have just been taught

1. …………………………………………………………………………………

2. …………………………………………………………………………………

3. …………………………………………………………………………………

4. …………………………………………………………………………………

5. …………………………………………………………………………………

LESSON 3.

1. Typical : usual ; of a kind

a. The sinister character in the movie wore a typical costume, a dark shirt; loud tie,
and tight jacket
b. The horse ran its typical race, a slow start and a slower finish, and my uncle lost
his wager
c. It was typical of the latecomer to conceal the real course of his lateness

2. Minimum : the least possible amount; the lowest amount

a. Studies show that adults need a minimum of six hours sleep

b. The minimum charge for a telephone, even if no calls are made, is about 30

dollars a month

c. Congress has set a minimum wage for all workers

3. Scarce : hard to get ; rare

a. Chairs that are older than one hundred years are scarce
b. Because there is little moisture in the desert, trees are scarce
c. How scarce are good cooks?

4. Annual : once a year ; something that appears yearly or lasts for year
a. The annual convention of musicians takes place in Hollywood

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 b. The publisher of the encyclopedia put out a book each year called an annual
c. Plants that live only one year are called annuals

5. Persuade : win over to do or believe ; make willing

a. Can you persuade him to give up his bachelor days and get married?
b. No one could persuade the captain to leave the sinking ship
c. Beth”s shriek persuaded Jesse that she was in real danger

6. Essential : necessary ; very important

a. The essential items in the cake are flour, sugar and shortening
b. It is essential that we follow the road map
c. Several layers of this clothing are essential to keeping warm in frigid climates.

7. Blend : mix together thoroughly ; a mixture

a. The colors of the rainbow blend into one another
b. A careful blend of fine products will result in delicious food
c. When Jose blends the potatoes together, they come out very smooth

8. Visible : able to be seen

a. The ship was barely visible through the dense fog
b. Before the stars are visible, the sky has to become quite dark
c. You need a powerful lens to make some germs visible

9. Expensive : costly; high-priced

a. Because diamonds are scarce they are expensive
b. Margarine is much less expensive than butter
c. Sherley’s expensive dress created a great deal of excitement at the party

10. Talent : natural ability

a. Medoris talent was noted when she was in first grade
b. Feeling that he had the essential talent, Carlos tried out for the school play
c. Hard work can often make up for a lack of talent.

11. Devise : think out ; plan ; invent

a. The burglars devised a scheme for entering the bank at night

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 b. I would like to devise a method for keeping my toes from becoming numb while
I am ice skating
c. If we could devise a plan for using the abandoned building, we could save
thousands of dollars
12. Wholesale : in large quantity ; less than retail in price
a. The wholesale price of milk is six cents a quart lower then retail
b. Many people were angered by the wholesale slaughter of birds
c. By buying my eggs wholesale I save fifteen dollars a year

Creativity Exercise

Now make up your own sentence, one for each of the new words you have just been taught

1. …………………………………………………………………………………

2. …………………………………………………………………………………

3. …………………………………………………………………………………

4. …………………………………………………………………………………

5. …………………………………………………………………………………

LESSON 4.

1. Vapor : moisture in the air that can be seen; fog; mist

a. Scientist have devised methods for trapping vapor in bottles so they can study its
makeup
b. He has gathered date on the amount of vapor rising from the swamp
c. A vapor trail is the visible stream of moisture left by the engines of a jet flying at
high altitudes
2. Eliminate : get rid of; remove; omit
a. When the railroad tracks are raised, the danger of crossing will be eliminated
b. When figuring the cost of a car, don’t eliminate such extras as air conditioning
c. If we were to eliminate all reclining chairs, no one would fall asleep while
watching television

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3. Villain : a very wicked person

a. A typical moving picture villain gets killed at the end

b. The villain concealed the corpse in the cellar

c. When the villain fell down the well, everyone lived happily ever after

4. Dense : closely packed together; thick

a. The dense leaves on the trees let in a minimum of sunlight

b. We couldn’t row because of the dense weeds in the lake

c. His keen knife cut through the dense jungle

5. Utilize : make use of

a. No one seems willing to utilize this vacant house
b. The gardener was eager to utilize different flowers and blend them in order to
beautify the borders
c. Does your mother utilize leftovers in her cooking?

6. Humid ; moist; dump

a. It was so humid in our classroom that we wished the school would buy an air
conditioner
b. New Yorkers usually complain in the summer of the humid air
c. Most people believe that ocean air is quite humid
7. Descend : go or come down from a higher place to a lower level
a. If we let the air out of a balloon, it will have a descend
b. The pilot, thinking his plane was in peril, descended quickly
c. Knowing her beau was waiting at the bottom of the staircase, Eleanor descended at
once.
8. Circulate : go around; go from place to place or person to person
a. A fan may circulate the air in summer but it doesn’t cool it
b. My father circulated among the guests at the party and made them feel comfortable
c. Hot water circulates through the pipes in the building, keeping the room warm.
9. Enormous : extremely large; huge

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 a. The enormous crab moved across the ocean floor in search of food

b. Public hangings once drew enormous crowds.

c. The gallant knight drew his sword and killed the enormous dragon

10. Vanish : disappear; disappear suddenly

a. Even in California the sun will sometimes vanish behind a cloud

b. Not even a powerful witch can make a jealous lover vanish

c. Give him a week without a job and all his money will vanish.

(Traiger, Liebb, Bromberg. 2005, Pp. 1-5).

Creativity Exercise

Now make up your own sentence, one for each of the new words you have just been taught

1. …………………………………………………………………………………

2. …………………………………………………………………………………

3. …………………………………………………………………………………

4. …………………………………………………………………………………

5. …………………………………………………………………………………

A. Verbs that Require an Infinitive in the Complement

Remember that the following verbs require an infinitive for a verb in the complement

agree decide hesitate need refuse

appear demand hope offer seem
arrange deserve intend plan tend
ask expect learn prepare threaten
claim fail manage pretend wait
consent forget mean promise want

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 S V C (infinitive) M
we had planned to leave day before yesterday

EXAMPLES

INCORRECT: He wanted speak with Mr. Neil

CORRECT: He wanted to speak with Mr. Neil

INCORRECT: we demand knowing our status

CORRECT: We demand to know our status

INCORRECT: They didn’t plan buying a car

CORRECT: They didn’t plan to buy a car

EXERCISE: Part A: Choose the correct answer

One of the least effective ways of storing information is learning __________ it

A. how repeat
B. repeating
C. to repeat
D. repeat

Part B: Choose the incorrect word or phrase and correct it.

Representative democracy seemed evolve simultaneously during the eighteenth and

A B C
nineteenth centuries in Brain, Europe, and the United States
D
B. Verb that Require an –ing Form in the Complement
Remember that the following verbs require an – ing form for a verb in the complement.

admit complete deny

appreciate consider discuss
avoid delay enjoy
finish practice risk
keep quit stop
mention recall suggest
miss recommend tolerate
postpone regret understand

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 S V C (_ing ) M
He enjoys travelling by plane
Sharpe, 2002. Pp. 73-75.

Avoid using an infinitive after the verbs listed

Forbid my be used with either an infinitive or –ing complement, but forbid from is not
idiomatic.

EXAMPLES

INCORRECT: she is considering not to go

CORRECT: she is considering not going

INCORRECT: we enjoy talk with your friend

CORRECT: we enjoy talking with your friend

INCORRECT: Ongki completed the writing his thesis this semester

CORRECT: Ongki completed writing his thesis this semester

EXERCISE : Choose the correct word or phrase and correct it

Many people have stopped to smoke because they are afraid that it may be harmful to
A B C D
their health

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IRREGULAR VERB

Simple Form Simple Past Past Participle

Arise Arose Arisen
Awake Awoke Awake
Be Was/were Been
Bear Bore Born
Beat Beat Beaten
Become Became Become
Begin Began Begun
Behold Beheld Beheld
Cast Cast Cast
Catch Caught Caught
Choose Chose Chosen
Come Came Come
Creep Crept Crept
Deal Dealt Dealt
Dig Dug Dug
Dream Dreamed or Dreamt Dreamed or dreamt
.Drink Drank Drunk
Drive Drove Driven
Eat Ate Eaten
Fall Fell Fallen
Feed Fed Fed
Feel Felt Felt
Fight Fought Fought
Find Found Found
Get Got Gotten
Give Gave Given
Grow Grew Grown
Grind Ground Ground
Go Went Gone
Hang Hung Hung
Hear Heard Heard
Hide Hid Hidden
Hit Hit Hit
Hold Held Held
Keep Kept Kept
Kneel Knelt Knelt
Knit Knitted or Knit Knitted or knit
Know Knew Known
Lay Laid Laid
Lead Led Led
Leave Left Left
Lend Lent Lent
Lie Lied Lain

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Make Made Made
Mean Meant Meant
Meet Met Met
Mislead Misled Misled
Mistake Mistook Mistaken
Outbid Outbid Outbid
Outdo Outdid Outdone
Overcome Overcame Overcome
Overdo Overdid Overdone
Overhang Overhung Overhung
Pay Paid Paid
Prove Proved Proven
Put Put Put
Read Read Read
Rebuild Rebuilt Rebuilt
Redo Redid Redone
Rise Rose Risen
Run Ran Run
Sell Sold Sold
Send Sent Sent
Set Set Set
Shut Shut Shut
Sink Sank or Sunk Sunk

VOCABULARY BUILDING

Study these suffixes. Be sure that you understand what each of the words in the example
column means before you do the exercise.

suffix Meaning Example

er one who worker
fy make beautify
ic pertaining to atmospheric
ious full of gracious
ist person who practices psychiatrist
ity condition complexity
ize to make like stabilize
less without penniless
ment result, state contentment
(Davy, 2000, p. 34).

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From the example column above, choose a word that best fits the following definitions.

1. A person with no money is ___________________________________

2. Something that potent has ____________________________________
3. The state of being content is called _____________________________
4. Something capable of being comprehended is _____________________
5. A person full of grace ________________________________________
6. A celebration that has become a tradition is considered ______________
7. Someone who works is a(n) ___________________________________
8. When you make something stable, you __________________________
9. To make a house beautiful is to ________________________________ it
10. Two countries that are allied form a(n) __________________________

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 References

Azar, B.S. (2003). Fundamental English Grammar. NewYork. Longman Publisher.

Bromberg, M., Liebb, J. and Traiger, A. (2005). 504 Absolutely Essential Words. New
York. Barron.
Chowdhuri, A. & Maniruzzaman. (2018). Causes and Consequences of Juvenile
Delinquency in Bangladesh. International Journal of psychology. Retrieved
November, 22
2018fromhttps://www.researchgate.net/publication/267860650_Causes_and_Consequ
ences_of_Juvenile_Delinquency_in_Bangladesh_A_Sociological_Analysis
Davy, E. & Davy, K. (2000). Reading Comprehension and Vocabulary Workbook. Boston.
Heinle and Heinle Publisher.
Hogue, A. ( 1996). First Step in Academic Writing. New York. Wesley Publishing
Company, inc.
Houghnes, N. & Maher, B. (2004). Northstar Reading and Writing; Basic and Low
Intermediate, Second Edition. New York. Longman.
Mikulecky, B.S. & Jeffries, L. (2004). More Reading Power. New York. Longman
Publisher.
Phillips, D. (2003). Longman; Preparation Course for the TOEFL Test. New York.
Longman Publisher.
Polirstok, S. (2017) Strategies to Improve Achievement in Secondary School Students:
Perspecctive on Grit and Mindset. Journal Sagepub.com/home/sgo.. pp. 1 – 9.
Sharpe, P.J. (2002). How to Prepare for the TOEFL; Test of English as a Foreign
Language..New York. Barron.
Thewlis, S.H.(2000). Grammar Dimensions; Form, Meaning, and Use. Boston. Heinly
Publisher.
Wegmann, B & Knezevic, M.P. (2002). Mosaic 1. New York. Longman Publisher.

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