buku poltek

CHAPTER I GREETING

1.1. Introduction

The topic discusses the greeting used in different situations i.e. formal and informal

ones. Formal and informal responses are also discussed.

1.2. Objectives:

At the end of the program, students are expected to be able to greet and respond the

greeting.

1.3. Materials:

Greeting is very important in getting to know one another. Different culture has

different ways of greeting.

1.3.1. Greeting

A. More Formal Greeting:Good morning, afternoon, evening.How nice to see you.How are you?

B. Less Formal Greeting:Hi,How've you been?How are you doing?Long time, no seeHello.

1.3.2. Responses:

A. More Formal:Good morning, afternoon, evening. Fine, thank you Very well, thank youNot, very wellNot too well; I'm afraid

B. Less formal:Hi,HelloPretty goodNot muchYeah!Thanks

1.3.3. Pre closings:Well, I'm afraid I have to be going. I must go nowI have to go

1.3.4. Closings:

Good nightGood byeHave a nice (weekend, day. . .) See you laterTake careBye-bye

Note: When leaving use 'good night ", not 'good evening'Good morning : until about lunch time-12 midday to 1 p.m.Good afternoon : till tea time - to 5 p.m.Good evening : till about 9 p.m.Do not use 'good day’ except in Australia.

Example of the greeting can be seen in the following conversation1.3.5. Conversation in Context:

Andy : Good morning, Mr. Toni. How are you?

Toni : Very well thank you, and you?

Raymond : Hi, Jupri. How are you going?

Jupri : Oh hi, not too well, I'm afraid. I catch a cold.

1.4. Summary:In English, greeting has formal and informal forms. The choice of the greeting has to be suited with the time. Finally, Australia has a certain use greeting.

1.5. Exercise:

Practice the greeting in different situation:

1. At a first meeting

2. When you meet someone at 8.30 p.m., 12 midday, and 2 a.m.

CHAPTER IIINTRODUCTION

1.1. Introduction

This chapter contains an information on the way how to introduce one's personal

identity.

2.2. Objectives:

At the end of the programs, students are expected to be able to introduce themselves.

2.3. Material:

Someone may introduce himself/herself by explaining the name, spelling, address, age,

family members, brothers and sisters, hobbies (personal interests), ideals, previous or

current educations and reasons for taking current colleges or universities.

2.3.1. Questions to ask about someone's personal identity:

1. What's your name?

2. Where are you from? I am from………

3. Where do you come from? I come from LA

4. What do you do?

5. Where were you born? I was born in….

6. How old are you? I am 21 years old

7. Have you got any brothers or sisters?

8. Are you married?

9. Where do you live?

10. What’s your telephone number? 085731290042

11. What nationality are you?

2.3.2. Possible Answers:

1. My name is.............

2. I am from………/ I come from…………..

3. I am a …..... student, civil servant, an army officer,

entrepreneur, ..............

4. I was born in ...........

5. I am twenty five years old, I am a twenty-year-old-guy.

6. I have two brothers/sisters.

7. I am unmarried/married/ divorced

8. I live on ……......

9. My telephone number is ………...

Different nationalities can be seen on the following table: -No Country Nationality1 Australia Australian2 Brazil Brazilian3 Brunei Bruneian4 Canada Canadian

5 China Chinese

6 Denmark Danish/Dane

7 England British/English

8 France French

9 Germany German10 Greece Greek11 India Indian12 Indonesia Indonesian

13 Italy Italian

14 Japan Japanese15 Egypt Egyptian16 turkey Turkish17 Vietnam Vietnamese18 Thailand Thai19 Malaysia Malaysian20 Philippines Philippine/ Filipino

2.3.3. Example of Introduction

I'm Toni Budi Setyono. You can call me Toni for short. I'm from Surabaya; in

Malang I live in a boarding house near the campus. I am seventeen years old. I have two

older brothers and one younger sister. I'm the first child in my family. My hobbies are

listening to the radio and watching movies on television. I like to make friends too and send

them letters on my spare time. I admire people who are honest to themselves. By the way, I

graduated from Senior High School in Surabaya. I failed in the University Entrance test

therefore I decided to enter to study in this Polytechnic. I take the electronics department

because I want to be an electronics manager in a foreign company like Freeport or

Newmont. It's all about me. If you have any questions, I will be happy to answer them.

2.4. Summary

Introduction is very important to know one another. Someone may introduce him/ herself by

mentioning names, address, hobbies, personal interest, age, and etc.

2.5. Exercise

2.5.1. Introduce yourself to the class and make some suitable changes to the above example.

2.5.2. Work in pairs and fill out the following forms by asking questions to the students who

sits next to you and then report it to the class.

PERSONAL PARTICULARS (INFORMATION)

Date:

Please answer all questions fully in your own handwriting. Use the block letters.

SURNAME

GIVEN NAME

FAMILY NAME

SEX

HEIGHT

WEIGHT

DATE AND PLACE OF BIRTH

PREVIOUS ADDRESS

PRESENT ADDRESS

PHONE

NATIONALITY

MARITAL STATUS

EDUCATIONAL BACKGROUND

EXPERIENCE

PERSONAL INTERESTS

OTHER INFORMATION

CHAPTER III

EXPRESSING LIKES AND DISLIKES

3.1. Introduction:

The topic introduces one's preference i.e one's like and dislike about something.

Conversation in context is also presented so that the students can have a great

understanding to the use of the topic.

3.2. Objectives:

At the end of the programs students are expected to be able to express likes Gild dislikes

in a correct English.

3.3. Materials:

Preference can be expressed by likes and dislikes. The expressions that are usually used

can be seen at the following explanations.

3.3.1. Questions and answers on likes and dislikes Do you like………? Yes, I love it. Yes, very much. No, I hate it. No, I don't.

How do you find the food? I like it.

It's delicious.

It's not bad.

It's terrible.

What sort of food do you prefer? I like fried rice.

I prefer ……….. to ................

I prefer tea to coffee

3.3.2. Conversation in Context

A : I like your shoes.

B : Do you?

A : Yes, it looks very expensive.

B : Really? It was not expensive, though. It was from Cibaduyut - Bandung.

A : Was it? It does not look a homemade, it looks export ones

A : Do you like studying in Polytechnic?

B : Yes, very much.

A : What subjects do you like most?

B : I like English subject.

A : How about you?

B : Well, actually I love electronic circuit subject, but the subject is too difficult for

me. The lecturer speaks fast when he explained the subject so that I cannot catch

any word.

3.4. Summary

One's preference can be expressed by like and dislike such as yes, I love it; Yes, very

much and no, I hate it and no, I don’t. Prefer can also be used as I prefer tea to coffee.

3.5. Exercises:

1. Practice a dialogue commenting on the food in a Polytechnic's restaurant.

2. You visit Malang for the first time. Talk to your friend about the people, weather, food,

shops, youth and the traffic.

3. Complete this form by asking questions to your friends..

Name:

Preferences/ Favorite

Subject Like Dislike

1 Car

2 Clothes

3Film: comedies, western, love stories.

I action, drama, horror, science fiction?

4 Food

5 Friend (boy, girl)

6 Fruit

7 House

8 Lecturer

9 Lesson

10 Music

11 Sport

12 Travel

13 TV Program

14 University/ College

15 Vegetable

When you finish, please share the preference and have some discussion about it.

CHAPTER IV

DESCRIBING THINGS

4.1 Introduction

The topic describes the how to describe things like books, paper, and others. Questions

and possible answers are also presented

4.2. Objectives:

At the end of the program students are expected to be able to describe things in correct

English in terms of the physical performance, size, shape, color, pattern and materials.

4.3. Materials:4.3.1. Questions and answers that can be used to ask things

No. Questions Possible Answers

1. How much/many

a/an, onethreesomea fewseverala lotbeautiful

2.

What is it like?(What does it looklike)

niceuglycleandirtycheapexpensivelittle

3 How big?

smallmediumlargebiglong

4 What shape?

squareroundovalrectangular pointedtriangular flat

5 How old oldnewmodernantique

6 What’s color?

Redyellow

green black white

7 What's the pattern?

check striped plain

. flowered (floral pattern) spotted

8 What's it made of?

cotton wooden leather gold metal

paper

9 What is it?

scarf box bag shoes watch

Example:

Question: What does it look like?

Answer : It's dark brown leather, and it has a shoulder strap.

Red square silk scarf

Red with black design


Looking for a lost watch.

Bob : Excuse me, I've lost my watch. Has any one handed one in?

Anne: What does it look like?

Bob : It's a Rado. The shape is oval and it's an antique black watch.

It has a brown leather band.

Anne : What's the condition of the watch.

Bob : It is slightly scratched on its side.

Anne : Is this the one?

Bob : Oh yes, that's mine. Thanks very much.

Anne : You are welcome

4.4. Summary

Physical performance, size, shape, color, pattern and materials can be used to identify

and know things.4.5. Exercises:

1. Imagine you lost something. Describe it to your partner without telling him what

it is. Your partner has to guess it.

2. Describe someone's new electronics' goods you know very well.

3. Describe your friend's house and describe house you would like to live in.

4. Describe your ideal room.

5. Describe an object you own at home.

6. Pretend to select a personal item of a student in the class anti ask them guess by describing it in detail.

CHAPTER V VERBALIZING MATHEMATICS

5.1 Introduction

The following topic is about verbalizing (reading out) mathematics fractions and

formulae. The main point in the description is about ordinal and cardinal numbers,

fractions, decimals, symbols and meanings, power and root, and different American and

British English expressions of explaining numbers.

5.2. Objectives:

At the end of the programs, students are to be able to verbalize mathematics symbols,

read out fractions and equations in English, and write value and formulae correctly.

5.3. Materials:5.3.1. Numbers and Fractions

Cardinal Numbers

1: One 2: Two 3: Three 4: Four 5: Five

11 : Eleven 13: Thirteen 32: Thirty-two 98: Ninety-eight

Idiom: a couple =2; a dozen= 12; a score= 20; a gross= 144

Ordinal Numbers

1st: the First 5th: the Fifth

2nd: the Second 17th: the Seventeenth

3rd: the Third 20th: the Twentieth

4th: the Fourth 29th: the Twenty Ninth

31st=thirty first42nd = forty second 73rd = seventy third 60th = sixtyth51st = fifty first

Fractions

4 = four ninth is a fraction9

In this fraction, 4 is the numerator and 5 is the denominator

is an improper fraction = three quarters

= a half =one-half =one-fourth= a quarter

= three-twenty fourths = a third = one-third

1 = one twenty fourth

24

5.3.2. Decimal Fractions

'0', in decimal fractions, has two names. It is called nought if it comes before the

decimal point. On the other hand, it is read oh if it comes after the point. (Zero is not often

used in reading decimal value).

Numbers before the decimal point are said normally (one, eleven, twenty-three, etc.).

After the point, however, we say each number by it self 35.22, for example, is thirty-five-

point- two-two.

0.1 = nought point-one. 0.01 = nought-point-oh-one

0.001 = nought-point-oh-oh-one 1.1 = one-point-one.

1.345 = one-point-three-four-five 1.0123 = one-point -oh-one-two-three

5.77777 = five - point - seven - recurring

Note: Point (.) is used for decimal fractions, not a comma (,)

Decimals can be used to large numbers of figures when we want to give the

approximate figure. The process is called Rounding up or Rounding down. The former is

done to make the figure smaller to the nearest convenient unit whereas the latter is used to

make the figure larger to the nearest convenient unit. So, 5.5682989 is rounded up to 5.6

million and rounded down to 5.5 million.

Note: Comma (,) is used to denote thousands, not point (.).

5.3.3. Percentages

3.5 % = three point five percent 100% = a/ one hundred percent

5.3.4. Verbalizing Mathematics Formula

Mathematical expressions are usually read on verbalized in a presentation. What

follows is a list of mathematical expressions together with some common ways of rendering

them into English phrases and sentences.

Symbols and Meanings of Mathematical Expressions

No Symbol Meaning Example Verbalization

1 + plus x + l x plus one

2 - minus x - 1 x minus one

3 ± plus minus x ± l x plus or minus one

4 = equal to/ be equal to x = 4 x equals 4 / x is equal to four

5 ~ equivalent to x ~ y x is equivalent to y

6 not equal to x y x is not equal to y

7 approximately equal to x 4 x is approximately equal to four

8 tends to x 0 x tends to nought

9 < less than x < 4 x is less than four

10 > more/greater than x > 4x is more than four x is greater than four

11 << much less than x << 4 x is much less than four

12 >> much greater than x >> 4 x is much greater than four

13 less than or equal to x 4 x is less than or equal to four.

14 greater than or equal to x 4 x is greater than or equal to four

15 proportional to x 4 x is proportional to y

16 infinity x 4 x tends to infinity

17 therefore x=4 therefore x equals nought

18 / per km/hour kilometre per hour

5.3.5. Verbalizing Mathematical ExpressionsNo. Mathematical Expression Verbalization

1. n+a = xn plus a equals x,

n is added by a equals x

2. n-a = xn minus a equals x,

n is substracted by a equals x

3. n x b = xn times b equals x,

n is multiplied by b equals x

4. n/a= x

n over a equals x

n is divided by a equals x

n on a equals x

5. 4 x 2 = 8

Four times two equals eight

four by two is eight

four twos are eight

6.

(x + n) (x - n) =

. x plus n by x minus n

. x minus n in parentheses

. Round brackets x minus n

(x - n).

x minus n in brackets

. open bracket x minus n

7. [x- n]Close bracket

x minus n in square brackets

square brackets x minus n

8. {x - n}x minus n in braces

curly brackets x minus n

9. <x - n> angle brackets x minus n

10. 2x = 3x2 + 1 two x equals three x squared plus one

11. F(x)= x5 f x equals x to the fifth

f of x equals x to the fifth

12. W2/3 w to the two thirds

the two thirds power of w

No. Figure Verbalization

1. $ 4,500 four thousand and five hundred dollars

2. 3.5 three point five

3. £ 1 Alone/one/a poundsterling

4. £ 500,000 five hundred thousand pounds

5. £ 7,000,000 (£ 7 m) seven million pounds

6. £ 1 one pound or 100 pence

7. 90 c ninety cent

8. 70 p seventy pence = seventy pee

9. 10 ½ p ten-and-a-half pence

10. £ 6.50 six pounds fifty pence

11. £ 10.99 ten pounds ninety nine pence

12. US $ 1 = 100 cent one US dollar

13 $ 1.25 a/one dollar twenty five cent

14. $ 4.35 four dollars thirty five cent

5.3.6.Verbalization of Root and Power1. : the square root of n

2. : the cube root of n

3. : the xth root of n

4. : the fourth root of n

5. : the fifth root of n

6. x2 : x squared

7. x3 : x cubed/ x cubic

8. xp : x to the power of p (x to the p)

9. xp-1 : x to the power of p minus one (x to the p minus one)

10. x-p : x to the power of minus p (x to the minus p)

11. x4 : x to the fourth

5.3.7. Verbalization of the British English (GB) and American English (AE) Styles.

No Great Britain USA

1 Billion Million millions Thousand millions

2 1/7/85 The first of July 1985 January 7, 1985

3 May 4, 1988 4, 5, 88 5, 4, 88

4 Telephone: 0 Oh (Ou) zero, sometimes ‘nought’

5 1,000,000,000 One thousand million(s) a/one billion

6 1012 One billion a/one trillion

7 1015 One thousand billion(s) a/one quadrillion

8 1018 One trillion a/one quintrillion

9 109 A thousand millions One billion

5.4. Summary

Verbalizing mathematics formulae is very important for a technical presentation.

Ordinal numbers are numbers like one, two, three. Whereas the ordinal numbers are the

first, second, and the third. Fractions are expressed in numerators and denominator's.

There are two names of the word 0. Nought is used before the decimal point while oh is

called after the point. Finally, America has different ways of naming numbers.

5.5. Exercises 1. Say these numbers:

(i) 17, 12, 87, 99, 101

(ii) 300, 500, 700, 900, 9332. Read the following fractions:

3. Can you say these numbers?

Bias current = ID = 2.416309 mA

Voltage Gate Source =VGS= -1.801678 Volts

4. Write the correct answer of the following Cardinal and Ordinal numerals:

9 = …………… 11th = eleventh 12th

11 = .................... 1,000 = one thousand 9th = ................

5. Read the following mathematical formulae

1.

2.

3.

4.

5.

6.

7.

6. Answer the following exercises as far as you can

a. Add 985.56 to 26.562

b. Subtract 987 to 364

c. What is the mean of the following numbers: 10, 11, 54, and 97

d. What is the .4 of 100 cc of acetic acid.

e. Express 8/40 as percentage.

f. Write the following symbols alfa is greater than ten to the power six.

7. Write down the symbols for these expressions:

a. Approximately equal

b. Not equal

c. proportional to

d. equivalent to e. not equal to

8. Write the following power and root

a. x to the power of minus p equals one over x to the power of p

b. x to the power of p over q equals qth root of x to the power of p

c. k equals a times b to the power of c

CHAPTER VI MATHEMATICAL AND CIRCUIT SYMBOLS

USED IN ELECTRICAL ENGINEERING AND ELECTRONICS

6.1. Introduction

The following chapter is almost similar to that of chapter V. This focus is, however on

the use of the symbols and circuit in the electrical engineering and electronics

6.2. Objectives

At the end of the programs students are expected to be able to read the symbols unit and

the abbreviation used in electrical engineering and electronic.

6.3. Materials:6.3.1. Mathematical Symbols Used in Electrical Engineering and Electronics

No Symbol Example Meaning in Full

1 + R1+R2R one plus R twoR subscript one plus R subscript two

2 - V-VI V minus V one

3 ± ± 3 dB Plus or minus three decibels

4 = V = I . R R equals/ is equal to R one plus R two

5 x 4 x 4 = 16f times/ multiplied by one hundred and thirty

6 No sign I over/divided by R

7 : 11 : 1 Eleven to one

8 % 100% One hundred per cent

9 ….° 40°C Forty degrees Celcius

10 ….2 R2 R squared

11 ….3 R3 R cubed

CHAPTER VII

DESCRIBING SHAPES

7.1. Introduction

This chapter will be describing the different kind of shapes i.e. one, two, and three

dimensional shapes. The shapes are of a 6Jfeat advantage for the basic understanding of

a plan of a room, house, and other buildings.

7.2. 0bjectives

At the end of the programs students are expected to describe the objects that have

different dimensional shapes. Furthermore, students are also able to explain a plan of a

particular layout of a town and other objects.

7.3. Materials7:3.1. Dimensional Shapes

Section one Dimensional Shape

No. Figure Name

1. . point

2. straight line

3. a curved line

4.

an angle

5. Parallel lines

6.A vertical line

7.A horizontal line

8.A diagonal line

----

Example: The letter E has one vertical line and three horizontal lines. It also has fourangles.7.3.1.2. Two-Dimensional Shape

No. FIGURE NAME

1 A circle

2A square

3A rectangle

4A triangle

5

A semi circle

Example:

1. A wheel is an object in the shape of a circle

2. A wheel is an object of shape circular shape

3. A wheel is shaped like a circle

4. A wheel is circular in shape

5. A wheel is a circular object

7.3.2. Reading: Solid shapesA plane shape has two dimensions. It has a length and a height. Solid shapes have

three dimensions. They have a length, a height, and a width.

A cube has six faces. All the faces are the same shape. The length, the height and the

width are always the same for examples 4 cm long, 4 cm high, and 4 cm wide.

Rectangular prisms also have six faces. All the faces are rectangular, but they are not

always the same shape for instance 7 cm long, 1 cm high and 4 cm wide.

Triangular prisms have five faces. They have two triangular faces and three

rectangular faces. The triangular faces are always the same shape. The rectangular faces are

not always the same shape. The triangular prism is regular and all the rectangular faces are

the same for example 6 cm long, 3 cm wide and 2 cm high.

7.3.1.3. Three Dimensional Shape

No. FIGURE NAME

1A sphere

2 A hemisphere

3 A cylinder

4 A cube

5 A rectangular prism

6 A cone

Example: the cross-section of a cylinder is circular. The longitudinal section is rectangular.

The sides of a cylinder are parallel. The sides of a cone are tapering.

1.3.3. The Nouns and Adjectives use to describe shapes:

No. Nouns Adjectives

1. Circle Circular

2. semi-circle semi circular

3. square square

4. rectangle rectangular

5. sphere spherical

6. cylinder cylindrical

7. tube Tubular

8. rectangle rectangular

9. cone conical

10 triangle triangular

11 ellipse elliptical/ ellipsoidal

12 cube cubical

13 hemisphere hemispherical

14 prism prismatic

15 pyramid pyramidal

There are some objects that are used to describe shapes. They are an egg, wedge, star, disk,

bell, and kidney, for example the marble is shaped like an egg. It is an egg shape.

7.3.4. Geometrical Shapes

There are two types of geometrical shapes namely rectilinear and a curvilinear shape.

7.3.4.1. Rectilinear Shape

1. A triangle 2. A square 3. A rectangle

7.3.4.2. Curvilinear Shape

4. A circle

7.3.5. Reading

The first shape is triangle. Triangle have three sides.

The second shape is a square. Squares have four sides. The sides are all equal. The opposite

sides are parallel.

The third shape is not a square. It is a rectangle. Rectangles also have four sides but the sides

are not all equal. The opposite sides are equal. The opposite sides are equal and parallel.

Triangles, squares and rectangles have straight sides. They are rectilinear shapes.

Rectilinear shapes have straight sides.

7.3.6. Polygons

Poligons are rectilinear shapes but they have more than four angles. Some shapes are regular

and some are not. Regular shapes have equal angles and equal sides such as square. Whereas

rectangles, parallelograms and rhombus are not regular.

7.3.6.1. Regular Polygons:.'

7.3.6.2. Irregular Shapes:

7.4. Summary

There are three kinds of shapes namely one-dimensional, two dimensional, and three

dimensional shapes, respectively for examples: a line, circle and sphere. Moreover, there are

some objects that are used to describe shapes like an egg, wedge, star, disk, bell, and kidney.

There are two geometrical shapes i.e. a rectilinear and curvilinear shape. Rectilinear shapes

that have more than four angles are called polygon. Finally, some shapes are regular and

some others arc not regular.

7.5. Exercise:

I. Write sentences describing the following signs.a. the equal sign d. the minus signb. the plus sign e. the multiplication signc. the minus sign f. the division sign

2. Describe the shapes of the following objects by their shapes. Use nouns and adjectives.

a. a corn d. a protractorb. a ruler e. funnelc. a set square f. test tube

3. Fill the blank with the correct answer.a. The brick is .........a rectangular prism.b. The cross section of a brick is..…...in shape.c. The cross section of hotel is square...............d.........section of the top of minaret is triangular in shape.e. A...is square in shape.

4. Answer these questionsa. What shape is the cross section of a sphere?b. What shape is the longitudinal section of a hemisphere?c. What shape is the cross section of a cube?d. Which solid is rectangular in cross section?e. In longitudinal section, are the sides of cylinder parallel or tapering?f. In longitudinal section, are the sides of a cone parallel or tapering?g. What shape is the cross section of a cone?

5. Some of These Statements are True and Some Others are not True. Are They True or False?a. A square has four equal sides.b. Circles are curvilinear shapes.c. Triangle, rectangles and squares have straight sides.d. Triangles, rectangles and squares are curvilinear shapes.

CHAPTER VIII DESCRIBING OBJECTS

8.1. Introduction

This chapter is the continuation of the previous chapter and will explain how to

describe things or objects in terms of the height, the width, and length.

8.2. Objectives

At the end of the program students are expected to be able to describe the dimension of

objects in terms of their height, the width, and length.

8.3. Materials:

There are several ways of writing the dimension of objects, particularly the three

dimensional objects. They can be described in terms of their height, the width, depth,

length, diameter, thickness and the radius.

Example: See the following description.

A is a solid wooden block 5 cm high,

10 cm long and 2 cm wide.

A is a solid wooden block. It has a height of 5 cm, a length of 5 cm and a width of 4 cm.

Usually there are three ways of writing the description:1. A is a solid wooden block which has a height of 5 cm, a length of 10 cm and a width of

4cm.

2. A is a solid wooden block having a height of 5 cm, a length of 10 cm and a width of 4 cm.

3. A is solid wooden block of height 5 cm, length 10 cm and width 4 cm.

8.3. I. Patterns to Ask and Answer Questions

Use the following Patterns to ask and answer questions:Adjective

Howhighwidelong

is……..…..?

For example:Question:

How high is the Polytechnic building?

…….. ishighwidelong

Answer:It is 10 m high

5 cm

10 cm2 cm

Noun

What is theheightwidthlength

of……..…..?

Question:What is the length of .........?

The

height

width

length

of ………….. is …………..

Answer:

The height of the Polytechnic building is 15 m.

…………is…………….. inheight

widthlength

Answer:

The Polytechnic building is 15 m in height.

…………has aheight

widthlength

of………….

Answer:

The polytechnics building has a height of 15 m.

8.3.2. The adjectives and nouns to describe the measurement of objects:

No Nouns Adjectives

1 breadth broad

2 depth deep

3 height high

4 length long

5 thickness thick

6 width wide

Some objects are solid and some of them are hollow.

Some other shapes which are usually used to describe things are curved, flat, rounded,

pointed (sharp= when referring to cutting ability), straight, dotted, broken, zigzag and wavy.

8.4. Summary

The height, the width, depth, length, diameter, thickness, the radius, curved, flat,

rounded, pointed, sharp, straight, dotted, broken, zigzag and wavy can be used to

describe the measurement and shape of objects.

The question of: how high is the Polytechnic building? and what is the length of the

polytechnic building, for examples, can be answered by the following answers:The polytechnic building is 15 m high

The height of the polytechnic building is 15 m

The polytechnic building is 15 m in height

The polytechnic building has height of 15 m.

8.5. Exercises

1. Describe this block using the dimensions given.a. w = 0.95 m h= 1.02 m l = 2.85 m

b. w = 34.24 m h= 18.85 m l = 82.31 m c. w = 0.23 m h= 0.09 m l = 0.85 m

2. Write the description of the following objects. Use nouns and adjectives.

ASKING FOR AND GIVING DIRECTIONS

9.1. Introduction

This chapter will provide information how to ask and give directions. Some

expressions related to the description of directions are also presented.

9.2. Objectives:

At the end of the programs, students are expected to be able to ask and give directions.

9.3. Materials9.3.1. Some expressions to describe directions:

1)....until you come to street

2) …….block on the left

3) go down this street of the street

4) go east on….

5) go up the street

6) in the middle of the

7) in the middle of the block on the left

8) it's 5 km north of the city

9) keep straight on

10) near the taxi stand

11) next block on your right

12) next block on your right

13) next to .....

14) on the other side

15) on the other side of the street

16) on this corner

17) one block north cross road

18) opposite the.....

19) right behind you

20) round about

21) straight ahead

22) straight up this street

23) take the first/ second turning on the left/ right

24) T-junction traffic lights

25) turn right on the west side of... ...

26) turn right/left

27) two blocks east

28) walk west on ........

29) you'll see signs that say... /airport/ etc.

9.3.2. Questions to Ask Directions

a. Can you direct me to .......

b. How far is............to .......

c. Which direction is ........?

d. Do you know where..........is?

e. How do I get there... ... ?


Look at the following map:

Any is in Sukarno Hatta Street. She wants to go to the Accordion English Education Centre

(AEEC) which is located on the Jemursari Housing Complex Kavling number 20, on

Accordion Street. She does not know the place, therefore she asks someone on the road to

show her the AEEC.

Any : Excuse me. Could you tell me how to get to the AEEC?

Someone : The Accordion English Education Centre? That's on Accordion Street. It is not

very far from where you are now. Go straight up and turn left to Candi

Panggung Street. Carry straight along the road, past Montana II H0tel and The

RRI building on your right-hand side. Keep going to the intersection and you'll

see Accordion Street.

Any : Erm... is it on the right side of Simpang Accordion Street'!

Someone : Yes, that's right. Take the turning on the right-which is the Accordion Street, go

along the street until you see Jemursari Housing Complex on your right hand

side. The AEEC is on the left corner of the Complex at Kavling number 20. Do

you want to take a Course there?

Any : Yes. My friend told me that the course is conducted In a conducive

environment. Moreover, the price is cheap. Thank you very much for your

information.

Someone : My pleasure.

9.4. Summary

Several expressions such as one block north cross road, opposite the ....., right behind you,

round about, straight ahead, straight up this street, are used in asking and giving directions.

9.5. Exercises

1. Explain to the class or group how to get to your home from the nearest public

transportation station.

2. Draw the plan of one floor of a Polytechnic building. Describe where different

rooms are.

3. You are going to go to SAKTI polytechnic from Bungurasih Bus Station. Ask how

to get there to your friend.

4. Explain the way to get to your campus from your boarding house.

5. Use the map to show the scene. Take turns asking and giving directions.

CHAPTER X DESCRIBING PEOPLE

10.1. Introduction

This chapter is about describing people. The physical description like age,

complexion, weight, height, clothes, face, hair, personalities and distinguishing features are

presented in this chapter. Type of questions and answers are explained as we)].

10.2. Objectives:

At the end of the programs, students are expected to be able to describe physical description

of people.

10.3. Materials:10.3. 1. Physical Description

People can be described in terms of: height, build, age, hair color and style, face, clothes, and distinguishing features as described in the following table:

Common Question: What does/did she/he looks like?No Description Questions Answers

1. Age How old is/was he/she?

in his/her 30'sin. his/her early 40'sin his/her late teensin his/ her mid-20'slate teensmiddle agedoldyoung

2. Build

How much doesHe/she weigh?What does he weigh?What's the figure in kilograms?

broad-shouldered (M)fatgood figuremedium-buildoverweightplumpslimthinwell-built (M)

I

3. Height How tall is she/he?

1.70 mbelow averagefairly tallmedium heightshortshortishtalltallish

4. Hair color What color is her/his hair?a blonde (f)a brunette (f)a redhead (f)

blackblondbrowndyedfairgraygray-hairedgray-headedgayishmousey darkpaleredwhite

5. Hair StyleWhat kind of hair does he/she have?

a fringeauburnbald (m)balding (m)curlyfrizzyin a bunlongmousyneatpony-tailreceding (m)shortshoulder-lengthstraightswept backthinning (m)untidywavywith plaits (f)

6. Face What does his/her face look like?

a cleft chinappointed chinbent noseblue long eyelashesbroken noseclean shavendouble chinflat nosehalf-bloodedheart-shapedhigh cheekboneshigh foreheadlonglong noseovalroundshaven head

squarestraight noseturned-up nose

7. Clothes What was he wearing?

bandanadenim jeansgrey jacketstrouserst-shirtswell-dressedthin eyebrowsthick eyelashessweaterlong dressjeans

8. EyesWhat color are his/her eyes?

black bluebrowngreengreyhazel

9. Complexion

What is his/her complexion?

blackbrownfair-skinnedolive-skinnedorientalpalesun burned/tanned

10. Personality What is his personality?

aggressiveamusingcalmcheerfuleducatedforcefulfriendlygood mannerlivelymoodypolitereliablereservedshy sociablesophisticatedstrongthoughtfulunsociablewiseacre

11. Distinguishing Features/ Peculiarities

What is his/ her distinguishing features/

peculiarities?

(well) made-up (F) a beauty-spot (F) a molea Scarbaldbeard CM)bentbroochbushy beardcapclean-shaven (M) dimplesfrecklesgirlishhare-liplimpmoustache (M) necklaceordinary sandals perfumepointed chin shaggysharp chinside-bumps (M) staggeredtieunshaven (M) wearing boothswearing jewelry whiskerswith freckleswith glasseswith lineswith pimpleswith spotswith wrinkles

10.3.2 Conversation in ContextGlen : Hi Fiona, where are you going?

Fiona : I am going to the airport to pick up a visitor from Australia.

Glen : That’s great. You have got a foreign visitor. What does he look like?

Fiona : He is a nice looking guy. Medium height with grayish-blue eyes. His name is

Jeremy. He has a short curly hair and turn up nose. He is wearing glasses. His hair

is blond. He will be wearing a dark grey shirt with light green tie and dark green

cotton trousers.

Glen : How do you know?

Fiona : Because he called me last night to make me easier to get him at the airport.

Glen : Does he have distinguishing features?

Glen : May I come with you?

Fiona : Sure. Let's come along with me.

Note:

denim = strong cotton cloth = a heavy cotton material blue jeans are made of denim.

Pretty = fairly - informal = rather

'Rather' is formal in American English

Example:

Explanations of describing people can be seen at the following examples.

1. He is dressed in a blue pullover, white shirt, green tie, and green trousers.

2. He is five feet nine inches tall.

3. He is medium build with short, curly, brown hair.

4. He's got dark grey hair.

10.4. Summary

A person can be described by his/her physical performance such as nose, face, hair, age,

complexion, etc.

10.5. Exercises

1. Work with a partner and write a description of his/ her physical performance.

2. Ask the students to describe the other students in the class trying not to 10'ok at

the person.

3. Interview your partner's brothers and sisters and ask their physical appearances.

4. Think of a famous person, for example the president of the republic of Indonesia.

Ask the class to guess by describing her/his appearance.

5. Interview your partner. Find out if she/he really likes the clothes he/ she, is wearing

today, what sort of clothes he/she finds most comfortable/uncomfortable. What's

his/her favorite color for clothes. How he/ she feels about shopping for clothes.

How far does he/ she follow fashion?

6. A role-play: you are witnessing a man robbing a bank. Tell the police about the

man

BIBLIOGRAPHY

Bates, M and Evans, T.D. 1979. Basic English for Science. Oxford: Oxford University

Press.

Beardwood, L. et.al. 1979. First Course in Technical English. Oxford:. Heinemann David,

R. 1985. Person to Person. Oxford: Oxford University Press.

Ramsey, G. 1989. Plenty to Say. UK: Longman Group.

Sims, Braley. 1989. Verbalizing Mathematic; Australia: The University of New England.

Swan, M. and Walter,C. 1988. The Cambridge English Course. New York: Cambridge

University Press.

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