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ENGLISH BOOK FOR INDONESIAN STUDENTS

2016/ 2017

http://www.englisch-hilfen.de/en/

Wijang Sakitri, S.Pd., M.Pd. Tusyanah, S.Pd., M.Pd.

Sri Utami, S.S., M.A., M.Pd

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UNIT 1

GRAMMAR

A. SUBJECTS, VERBS, AND OBJECTS

a) S V O All English sentences contain a subject (S), and a verb (V). The verb may or may not be followed by an object (O)

Sun shines VERBS: Verbs that are not followed by an object, as in a) and b), are called intransitive verbs. Common intranstitive verbs: agree, arrive, come, exist, go, live, occur, rain, rise, sleep, stay, walk. While Verbs that are followed by an object, as in (c) and (d) are called transitive verbs: build, cut, find, like, make, need, send, use, want. Some verbs can be either intransitive or transitive. Intransitive: I study Transitive : I study Javanese The subjects and Objects of verbs are npuns (or pronouns). Examples of nouns: persons, place, thing, John, Asia, information, appearance, amusement

b) The boy smiled

c) She needs water

d) My sister enjoyed cycling

Task 1: Some of the following sentences are incorrects. Try to find and revise them.

No Sentences Correct/Incorrect Revision

1 I loved Incorrect I loved jogging

2 They need

3 He sent

4 She found the cat

5 My friend used my pen

6 Hillary Clinton agrees

7 She goes

8 Agnes likes

9 My parents build

10 The little kids always want

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Task 2: Make your own sentences using transtive and intransitive verbs as you have learnt.

1. ___________________________________

2. ___________________________________

3. ___________________________________

4. __________________________________

5. __________________________________

B. Singular and Plural

Task 1. Let’s study singular and plural. In the following sentences, add final –s/-es where necessary.

Discuss why you need to add –s/-es. Do not change or omit any other words in the sentences. All of

the sentences are SIMPLE PRESENT.

1. I have two pen. (pens= a plural noun)

2. Tom work hard every day

3. UNNES consist of seven faculty

4. The earth rotate around the sun

5. All animal need water

6. My litte sister need a candy every day

7. Indonesia have many island

8. The flower are beautiful

9. Gisel wacth TV every evening

10. Their favourite TV program are Stand Up Commedy

Task 2: Add –s or –es to the following words and spell them correctly.

1. Passenger ______________

2. Tax ____________________

3. Talk ___________________

4. Blush __________________

5. discover ________________

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6. develop ________________

7. season _________________

8. flash ___________________

9. hall ____________________

10. touch __________________

11. sketch __________________

12. press ___________________

13. method _________________

14. mix _____________________

15. try _____________________

16. tray ____________________

17. ferry ___________________

18. guy ____________________

19. girl ____________________

20. pray __________________

Task 3: Loot at the following pictures. They are university students at the classroom. Please

try to make sentences using the corrects Subject, Verbs, Nouns with appropriate singular or

plural forms. One is done for you as an example.

1. 2.

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Sentences:

Picture 1:

1. One of the girls has long hair

2. _______________________

3. _______________________

4. _______________________

5. _______________________

Picture 2:

6. _______________________

7. _______________________

8. _______________________

9. _______________________

10. _______________________

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UNIT 2

READING STRATEGIES

Discuss:

What do you usually read in English? Explain how you read them.

What technique do you use?

How fast do you read? quickly or slowly?

What do you usually do while reading?

Do you understand the text?

There are different styles of reading for different situations. The technique you choose will

depend on the purpose of the reading

1. If you are exploring or reviewing, you might skim a document.

2. If you're looking for particular information, you might scan for a particular word.

3. You may use Extensive reading if you have longer texts for pleasure and global

understanding.

4. You may use Intensive reading if you have shorter texts, extracting specific information,

accurate reading for detail.

What is Scanning?

Scanning refers to reading a text quickly in order to locate specific pieces of information.

When scanning,

1. don't start from the beginning and read to the end . Jump around in the text, trying to find

the information you need

2. can‟t read every word / skip many words

3. look for information as quickly as you can

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What is skimming?

You can scan

• A table of contents in a book or magazine

• An index in a textbook

• A timetable

• The ads in a newspaper

• A list of movies in the newspaper

• A telephone book The page of a dictionary

• A passage/text/article to quickly find the information mentioned in the question.

You usually don’t scan

• A mystery story

• A textbook for an important course

• A map for finding your way home

• A question on a test

Skimming refers to reading a paragraph quickly to get an idea of what it is about, without trying

to understand its details.

This is a technique used to identify the main ideas of a text.

When skimming,

• don‟t read every thing but try to skip the text

• read the first and last sentences of paragraphs

• read the introduction, and the summary

• read a few examples until you understand the concepts they are meant to illustrate.

When skimming a textbook,

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Extensive reading • quickly note the title, subheadings, italicized words, boldfaces prints, and illustrations.

Extensive reading is used to obtain a general understanding of a subject and includes

reading longer texts for pleasure, as well as business books.

Use extensive reading skills to improve your general knowledge of business procedures.

Do not worry if you don‟t understand each word.

You usually read extensively :

The latest marketing strategy book

A novel you read before going to bed

Magazine articles that interest you

Intensive reading

Intensive reading is used on shorter texts in order to extract specific information.

It includes very close accurate reading for detail.

Use intensive reading skills to grasp the details of a specific situation.

In this case, it is important that you understand each word, number or fact.

You usually read intensively

A bookkeeping report

An insurance claim

A contract

A textbook for an important course

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Exercises

How would you read the following items?

1. The „What‟s On‟ section of the local paper

2. A novel

3. Travel guide

4. Diary

5. Itinerary

6. Journal

7. Essays

8. Courses schedule at school

9. Magazines

10. Short stories

11. Comic book

12. Signpost

13. Advertisement Billboard 14. Yellow Pages 15. Table of Contents 16. Leaflet

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Reading 1 (Skimming)

Don’t read the whole text, read bits of the text

Forget details. Concentrate on main ideas

the suggestion:

1. the first sentence in every paragraph is normally important and gives the main idea of

the paragraph

2. the first few words in each paragraph normally tell you what that sentence is about If you do this, you should get the general idea. It’s not perfect, but it can be a good place to start.

This text is longish – about half a full IELTS reading. The idea is to show you that you need

to combine skimming with other skills too.

1. Try skimming first

2. Then focus on the questions

3. Scan the text by looking for words that relate to the question – that tells you where

the answer is

4. Then closely read the text and question to see if it is True False or Not given.

It might help you to know that a “vulcanologist” is an expert in volcanoes. You should be

able to guess this

vulcan = volcano

ologist = expert (think psychologist/geologist etc)

There are different ways in which volcanoes are classified. Perhaps the most

common and certainly the one used by non-specialists is the division of volcanoes into the

catgories of active, dormant or extinct. This classification is problematical as there is no

clear definition of what makes a volcano active, dormant or extinct. Typically, a volcano is

said to be extinct if it has not erupted in historical times, or at least since written records

Unit 3. Reading Practice

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began, and it is dormant if it is known to have erupted in historical times but is now quiet.

The difficulty with this is that man has been on the planet for a comparatively short period

of time and our historical records are a rather inaccurate predictor of volcanic activity and

dormant, and even extinct, volcanoes have been known to erupt. This can be exemplified by

one of the most notorious episodes in the annals of vulcanology, the eruption of Mt

Vesuvius in 79 AD. When Vesuvius did erupt, it caused massive loss of life in the nearby

towns of Herculaneum and Pompeii for the simple reason that the locals had not just

settled in towns near to the volcano but they had even gone so far as to build vineyards on

its slopes. An assumption had been made that just because it had not erupted in memory, it

would not erupt. Indeed, this is by no means an isolated example of humans deciding to

settle near volcanoes: another famous instance is how Edinburgh Castle is likewise built on

a volcano. The one difference being that the castle is still with us and has not disappeared

in a cloud of ash and a torrent of lava produced by a volcanic eruption.

Scientists tend to categorise volcanoes not by their probable activity, but by their

features, size, location and form. Hence vulcanologists refer to stratovolcanoes or

composite volcanoes, shield volcanoes, submarine volcanoes, cone volcanoes, mud

volcanoes, supervolcanoes and subglacial volcanoes. The most dangerous of these are the

supervolcanoes which should they erupt would not merely threaten the existence of a town

such as Pompeii but could even call into question the future of entire continents for human

habitation. They are of such magnitude that the sulphur and ash produced by an explosion

could adversely affect air temperature globally. Some of the largest, and least known,

volcanoes are the submarine volcanoes found on the ocean floor. Their activity often goes

unnoticed by non-specialists because the sheer amount of water pressing down on them

means that the gases do not escape into the atmosphere. Though, occasionally they do

erupt so massively that new islands are formed above the level of the ocean. Likewise,

subglacial volcanoes that form beneath the ice cap escape general notice until the ice cap

melts and table top mountains appear. Stratovolcanoes, cone, shield and mud volcanoes are

simply volcanoes classified by being formed of different materials and forming different

shapes.

Questions: State True, False or Not Given

1. Experts classify volcanoes by determining how active they are

2. Pliny the Younger described the loss of life caused by Vesuvius in 79 AD

3. Not all the largest volcanoes are on the Earth’s surface.

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4. Table top mountains are formed by the eruption of subglacial volcanoes.

Read more: A skimming exercise with true false not given practice | http://www.dcielts.com/ielts-reading/skimming-exercises-

skills/#ixzz3kSxBIU9D Under Creative Commons License: Attribution Non-Commercial No Derivatives

Reading 2 (Scanning)

Read the following advertisements and answer the questions.

Write the letters of the appropiate advertisements in boxes 1-7 on your answer sheet. You may

use any letter more than once.

Which apartment is appropiate for a person who

1. owns a car?

2. is a university student?

3. has children?

4. likes to swim?

A. Sunny 1, central location,

washer/dryer in building, Storage

space, parking included in rent.

One year lease required. Call 837-

9986 before 6 P.M.

B. Cozy one bedroom with available in

elevator building. Near City Park.

Amenities include exercise room,

pool, and party room. Other

apartments also available. One-and

two- year leases. Call 592-8261

C. Small one-bedroom, reasonable

rent, near shopping, bus routes,

university. References required. No

pets. Call Mr. Watkins 876-9852

D. Don’t miss this unique opportunity.

Large two-bedroom plus study,

which could be third bedroom.

Quiet neighborhood. Walk to

elementary and high school, park,

shops. Small pets allowed.

E. Furnished flats, convenient to

central business district. Studios,

one-, and two- bedrooms.

Weekly and monthly rentals

available. Call our office 376-

09239-5 M-F.

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5. usually uses public transportation?

6. wants to rent for two months only?

7. often entertains large groups of people?

Reading 3 (Extensive reading)

‘Lord of the Rings’ fans are anxiously waiting for director Peter Jackson’s first installment in the 'Hobbit' series, titled ‘The Hobbit: An Unexpected Journey.’ To pass the time, take this quiz and test your knowledge of all things Middle-earth. Think you’re well-versed in the realm of hobbits, dwarves, wizards, and elves? Take this quiz and find out.

1. Name that character!

“Nine companions. So be it. You shall be the fellowship of the ring.”

2. What is the name of the region in which the Hobbits live?

Rhovanion

Eriador

Mordor

Gondor

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Reading 4 (Understand the text below in groups of 3 students)

ENGLISH LANGUAGE TEACHERS’ USE OF SOCIAL MEDIA

TECHNOLOGY IN INDONESIAN HIGHER EDUCATION

CONTEXT

Nina Inayati

University of Muhammadiyah Malang

ninainayati@gmail.com

Bioprofile: Nina Inayati teaches English in the University of Muhammadiyah, Malang,

Indonesia. She obtained her Master of Education from the University of Adelaide,

Australia. She has published several textbooks and research papers, and presented

in several conferences. Her research interest is in technology and independent

learning in ELT.

Abstract

Social media technology (SMT) has exerted a great influence on many aspects of

life, including English education. The literature has shown various types of SMT

employed in a range of English Language Teaching (ELT) contexts. This study

explores the emerging trend of SMT use in ELT in Indonesian higher education

contexts. This survey study observes the ELT faculty members of a language centre

in a prominent private university in Indonesia.

The findings showed that Facebook and YouTube were the most frequently used

types of SMTs by the language centre faculty members. In addition, analysis

showed that, although most the faculty members were aware of the benefits of

SMTs in teaching and used a range of SMTs for various personal and professional

purposes, they were reluctant to use it in the classroom. This phenomenon was

explained using the framework of Planned Behaviour theory. The analysis using

SPSS 20 revealed that the behavioural control of using SMTs was limited due to

insufficient institutional infrastructure and support. This small scale study offers

some insights into the faculty members’ perceptions of SMT use in ELT in the

Indonesian context, which could, to some extent, be generalized to other similar

developing countries.

Keywords: Social Media, English Language Teaching, Higher Education

Introduction

Information and communication technology (ICT) integration in education is no

longer considered a novelty. For decades, educators have incorporated various

forms of ICT into their teaching with the aim of enhancing student learning. To some

extent, this trend has reciprocally influenced the development of education to make it

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more open towards ICT, which is reflected in the growing number of studies

conducted in the area. One of the latest forms of ICT with rising popularity is social

media. The influence on education of this form of ICT will be examined further in this

study.

Social media literally refers to any media that allows interaction among people.

However, currently, the term has been given to a particular set of attributes that tend

to narrow its meaning towards a range of networked tools that emphasise the social

aspects of the Internet as a medium of communication (Davis, Bagozzi & Warshaw,

2012). Following Davis III et al.’s (2012) suggestion, the term social media

technology (SMT) is used in this paper to refer to web-based and mobile

applications that allow users to create, engage, and share digital content through

multi-way communication. Some examples of popular SMTs include resource-

sharing tools such as microblogging platforms (e.g. Twitter) and blogs (e.g.

Wordpress), social networking sites such as Facebook and LinkedIn, media sharing

tools such as YouTube and Flickr, and wiki software such as PBworks (Dabbagh &

Kitsantas, 2011).

English language teaching (ELT) is an area which often actively embraces social

media in its teaching and learning activities. This may be due to the nature of social

media which allows the implementation of educational theories in second/ additional

language teaching such as constructivism and socio-cultural language theories—

both are discussed further in the Literature Review section. An increasing number of

studies have shown this trend, some of which have been reviewed in specific studies

on social media use in teaching and learning conducted by Sim and Hew (2010),

Inayati (2013) and Macaro, Handley and Walter (2012).

While there is increasing acceptance of and research on SMT integration into the

educational sector in many parts of the world, such studies are scarce in Indonesia.

Therefore, the focus of the current study is on SMT integration, with specific focus

on the discipline of ELT in the Indonesian context.

Literature Review

Technology for teaching is one of the essential skills that teachers ought to have in

addition to knowledge of content and pedagogy, a concept popularly known as the

Technological Pedagogical Content Knowledge—TPCK (Mishra & Koehler, 2006).

As technology increasingly becomes an integral part of our daily lives, especially

with the Internet, its influence in the education sector, especially in teaching, seems

unavoidable.

Thus, knowledge of technology in teaching is essential for teachers. This knowledge

is different from that of pure technology, the type of technological knowledge

embodied in TPCK is one that is specifically designed to aid in the teaching and

learning process of the content. As Mishra & Koehler (2006) suggest, TPCK is an

effective teaching practice which reflects a good understanding of pedagogical

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techniques by employing technologies to teach content. Within this concept, SMT

represents a form of technology which possesses a great educational potential.

SMT has been employed for various educational purposes such as instructional,

education management and reaching out to potential future students (Davis III et al.,

2012).

Due to its transformative effect on the manners in which users experience internet

technology, Selwyn (2011) argues that SMT has created a new type of learner and a

new type of learning. This new type of learner is referred to as a digital native

(Prensky, 2001; Kilickaya & Seferoglu, 2013), the net generation (Hsu, 2013), or

generation Y (Davis III et al., 2012). Although some experts has questioned as to

whether these distinctions really exist (Lockley & Promnitz-Hayashi, 2012), Selwyn

(2011) suggests that the members of this group are perceived to be more proficient

at multitasking, more socially autonomous and more self-organised in satisfying their

desires, which includes the desire to learn. He further argues that these learners

have created a new culture of learning due to their nature for networking and

learning via the web; thus, it is believed that this phenomenon imposes major

influence on higher education, which must adapt its practices to cater to the

characteristics of these new learners.

Amidst the majority of positive views about SMT integration into education, some

cautions are raised by academics. For example, Friesen and Lowe (2012) believe

that SMT is more for promotional and commercial uses and less for educational

purposes. They use the example that television was a disappointment in education

and argue that the relatively similar features and acceptance of SMT may lead to the

same euphoria and future disappointment. Selwyn (2011) raises the same concerns,

arguing that educators’ expectations of SMT are currently exaggerated due to its

pervasiveness and that higher education should be particularly wise in addressing

this issue. However, many educators seem to remain certain about the promise of

SMT in education. This trend is best reflected in the numerous studies on SMT

integration in education as reviewed by Tess (2013), Davis III et al. (2012), and Sim

and Hew (2010).

Theories such as constructivism, connectivism and socio-cultural learning theories

have been used as a basis for SMT integration into education in general and into

ELT in particular. First, constructivism theory is arguably applicable to the use of

SMT for teaching and learning purposes (Shih, 2011; Tess, 2013; Zorko, 2009). This

theory, as elaborated by Tess (2013), prescribes the conversational nature of

learning, which includes dialogues and shared activities. According to Shih (2011),

this theory suggests that learning occurs when there is meaningful social interaction

that includes community sharing of different perspectives and experiences—an idea

that also applies to SMT-supported pedagogy designs.

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Another theoretical basis used in the implementation of SMT in education is

connectivism, defined as the idea that learning in the information age relies on the

ability to access knowledge and information on a ‘just-in-time’ basis (Selwyn, 2011).

Selwyn (2011) explains that this perspective emphasises an individual’s ability to

connect to specific information sources when and where required, thus, reconceiving

learning as the capacity to know more, rather than the accumulation of knowledge.

SMT, as one form of ICT, assists in the implementation of this idea.

SMTs Used in ELT

Various forms of popular SMT have been integrated into ELT, for example, blogs,

wikis, Facebook, Twitter and Skype. These are employed in various ELT contexts

such as teaching courses in English skills and English content. The analysis of SMT

usage in this section is limited to higher education ELT. For practical purposes, the

presentation of the analysis is arranged based on the type of SMT.

Blog

The literature suggests that blogs are one of the most commonly used forms of SMT

in ELT. As a type of online journal, a blog allows users to post multiple entries of

content (Yang, Miller & Bai, 2011), thus enabling knowledge sharing beyond

classroom contexts (Sun & Chang, 2012). Generally, the integration of blogs into

ELT has been demonstrated as feasible in various contexts such as skills and

content courses. To some degree, blogs were found to support advanced students’

independent learning. An interesting finding was obtained in a positivistic study that

directly compared two groups of students with and without blogs (Lin, Lin and Hsu,

2011). This study found no significant difference in writing achievement between the

two cohorts. However, it should be noted that significant improvement in writing skills

were achieved by both groups. This study focused only on the final products (i.e. the

students’ assessment marks), while other studies that are more interpretative in

nature and generally show more positive results—such as Sun & Chang (2012),

Ozkan (2011), and Shih (2010)—, emphasise additional aspects such as students’

learning experiences and motivation.

Wikis

Another type of SMT widely integrated into ELT is the wiki, which is an online

publishing media intended for knowledge sharing that allows users to continuously

edit the pages (Zorko, 2009). Wikis have been used in various designs of ELT such

as reported by Zorko (2009), Kessler (2009) and Chik and Breidbach (2011). Using

wikis to teach an English for Specific Purposes (ESP) course for a cohort of

sociology students in Slovenia, Zorko (2009) concluded that wikis were proven to

enhance students’ effective collaboration in language learning. Another study about

wikis conducted by Kessler (2009) found that students’ willingness to collaborate

was high, but their priority was the content, with less emphasis on language

structures. Chik and Breidbach (2011) combined wikis with Facebook and Skype

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and involved cohorts of students from Hong Kong and Germany. The study suggests

that the three SMTs employed effectively served as a platform to allow both cohorts

to compose multimodal texts

Facebook

Facebook is currently the most popular social networking site worldwide and has

been integrated in many ELT settings. As discussed earlier, Facebook was used by

Chik and Breidbach (2011) in addition to wikis and Skype. Another study employing

Facebook was conducted by Shih (2011), who taught an English writing course to a

cohort of Taiwanese students. The findings suggest that Facebook integration in this

English writing course contributed to improving the effectiveness and enjoyment in

learning and, at the same time, offered additional learning modes that potentially

improved students’ English writing skills.

Another study on Facebook in ELT was conducted by Hsu (2013) who found that

students greatly exploited Facebook for various forms of English learning. In

addition, almost all participants perceived Facebook as an effective platform for EFL

learning

Methodology

This study used survey design to obtain answers to the research question. A survey

is a procedure in quantitative research that involves the use of a questionnaire to

explore a population’s characteristics, attitudes, behaviours, and opinions (Creswell,

2012). This design has been selected for several practical reasons. First, a survey is

best for describing trends in practices of a population; therefore, it is the appropriate

option to answer the present study’s research questions. Second, a survey provides

a time-effective instrument with wide geographical reach (Fink, 2013). Therefore, it

can reach many respondents in a relatively limited time, which improves the

effectiveness of the current study’s data collection process.

Participants

The target population of this study was the English teachers of a language centre in

a renowned private university located in Malang, East Java, Indonesia. In addition to

the practicality reasons, they were selected because they represent the Indonesian

higher education ELT educators due to the fact that they taught English Language to

university students. There were 67 faculty members all of whom were Indonesian

native speakers withadvanced English-speaking skills and one or more formal

degrees in English literature and/or English education. This study aimed to obtain

census data that involved all the members of the population. The population

encompassed both part-time and full-time faculty members of the language centre.

Their principal duty involved teaching English to students of various disciplines at the

university, most of whom were also Indonesian native speakers.

Instrument

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The survey instrument was developed with a reference to the existing literature on

SMT use in ELT, taking into account the Indonesian ELT contexts. Some of the

studies employed as a basis for developing the instrument were Alfahad (2009),

Alzaidiyeen, Mei and Fook (2010), Davis III et al. (2012), Fuchs and Akbar (2013),

McCarthy (2010), Moran, Seaman and Tinti-Kane (2011), and Rosen, Whaling,

Carrier, Cheever, & Rokkum (2013). Some modifications of the questions and

statements were made in order to better accommodate the unique characteristics of

the target population, the Indonesian English-language teachers.

Data Collection

The data collection process was conducted during September to October 2013. All

respondents were initially contacted via email to invite them to take the survey. By

the end of the data collection process, 70% of all of the targeted participants

completed the survey.

Data Analysis

The data obtained from the survey were analysed mostly using descriptive statistics.

Descriptive statistics provide simple summaries about the population examined and

the responses to some or all of the questions (Fink, 2013). The present study uses

numbers and percentages to analyse the demographical information to observe the

frequency distribution of each category. Information on the use of SMT was

analysed using a weighted mean to capture the general tendency of the population.

The weighted mean was chosen because respondents’ answers were worth different

weightings, and this procedure offers the most reliable method for understanding

and presenting such data.

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Target 1----Describing yourself

There are three ways you can talk about yourself- factual, physical, and emotional. The examples

are:

Factual : My name is Aya Gonzalez. My first name is spelled A-Y-A and my last name ends “Z” not “S”.

I am from Colombia.

Physical : I am almost 160 cm tall. My hair color is brown, the same color as my eyes.

Emotional/personal traits: I am a serious student, but I like to laugh, too. I spend a lot of time studying,

but in the evenings I like to unwind after studying hard, and on weekends, I like to go out with my

friends.

Useful words

Physical Emotional/ Personal traits

First name Tall Serious

Last name Feet/meters Picky

Surname Inches/centimeters Cheerful

Ends with Curly Nervous

Begins with Straight Calm

Brown/blue/green/red Excited

Worried

Confident

UNIT 4. LET’S SPEAK UP!

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Personal Information Form

Factual

First Name __________________________________

Middle Name ________________________________

Last Name ___________________________________

Age ________________________________________

Nationality __________________________________

Native Language ______________________________

Occupation ___________________________________

Physical

Height ___________________________________

Weight __________________________________

Eye Color ________________________________

Hair Color (Check one):

- Long, short, medium length

- Straight, curly, wavy

Other characteristics (glasses? Beard? Moles?) _____________________

Emotional: (Circle all that apply)

Optimistic, pessimistic, easygoing, serious, fun, loving, studious, nervous, calm, shy,

confident, outgoing, friendly, hardworking, talkative, quiet, cheerful

PERSONAL TRAITS

Aggressive bad tempered cheerful careful careless decisive

Lively diplomatic double-faced energetic emotional fussy

Generous loyal helpful impatient kind neat obedient

Rebellious warm selfish/egoistic sloppy slow stingy

Stupid understanding unfriendly stubborn

Useful Words:

Photo

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COMPLEXION

Dark

Fair

Black

Red

Oriental

AGE

Old

Young

Middle-aged

Elderly

A teenager

In one’s

twenties

HEIGHT

Short

Tall

average/medium

height

FIGURE

Small

Tiny

Big

Stocky

Muscular

Small

Tiny

Slim

Slender

Plump

Fat

Well built

HAIR

Wavy

Long

Short

Curly

Shoulder-length

Black

Blonde/blond

Grey

Straight

permed

LOOKS

Beautiful

Pretty

Sweet

Charming

Tempting

Sexy

Attractive

Ugly

Cute

Cool

Good looking

Handsome

Gorgeous

FACE

Round

Oval

Baby faced

Angular

Oblong EYES

Small

Big

Crossed-eyed

Slanted

EARS

Big

Small

NOSE

Flat/pug

Sharp/pointed/turned-up

Small

Tiny

Big

stubby

SHOULDERS

Broad

narrow

CHEEKS

Chubby

Dimpled

Freckled

A thick moustache Sideburns

Freckles Birthmark

A mole A ponytail

Near-sighted far-sighted

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Practice 2. Write three sentences about yourself. Use the examples as models.

Then without looking at the form or sentences, describe your self out loud. This

is your time to practice.

Factual

1. ______________________________________________________________

2. ______________________________________________________________

3. ______________________________________________________________

Physical

1. ______________________________________________________________

2. ______________________________________________________________

3. ______________________________________________________________

Emotional/personal traits

1. ______________________________________________________________

2. ______________________________________________________________

3. ______________________________________________________________

Target 2----- Describing Your Home or Hometown

You can talk about your home or your neighborhood. You can talk about either one,

or you can talk more personally. Try to have a lot of specific details prepared.

Home: General Description

We live in a flat in the old section of the city. It was once a large home that was converted to

several flats. Now, five families live in this home. We have two bedrooms: one for me and

one for my parents. There is a large living room and a kitchen with a small balcony

overlooking the street. The streets are very narrow, and there are no trees.

Neighborhood: General Description

I was born in Beijing. Even though it is a very large city and the capital, we live in a part that

is like a small village. We know everyone here. On the corner of my street, there is a small

grocery store. Acrros from that, there is a dry cleaner. Next to the dry cleaner is a big clothing

store. On the corner opposite the grocery store, there is a bus stop so we can easily go

anywhere in the city.

Home: Personal Description

My home is a small house in a new development. It was built by my father. The house has

three bedrooms: a large one for my parents and two smaller bedrooms for my brother and me.

In my bedroom, I have a bed, a desk, and a chair. I also have a lot of books in bookshelves

along two walls. I have a window in my room that looks out over our garden. It‟s a small

garden, but we can grow all our own vegetables.

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Neighborhood: Personal Description

My father and my mother live in my hometown, Burdur. In fact, my entire family- aunts,

uncles, grandparents, everyone- lives in Burdur. We‟ve lived there for over six generation.

We know everyone in the area so when we sit outside, it is like being in our living room with

our very large family. We live across the street from a park. My family spends a lot of time

sitting in this park talking to neighbors and relatives.

Useful Words

Type Relation Descripton

Balcony Across from Large/small

One-bedroom along Spacious

Kitchen Behind Airy

Section/area Beside Narrow

Grocery store Corner Old/new

Park End Lots

Post office Facing A lot of

Department store In back/front/middle of Big

Taxi stand/rank Left-hand/right-hand side

Clothing store Near

Dry cleaner Next to , overlook

Exercise

Complete these forms about home and neighborhood. This will help you

organize your personal information.

Home Information Form Neighborhood Information Form

Size Name

Age Style of houses

Number of bedrooms Shops/businesses

Other rooms Schools

Garden/yard Religious buildings

Special features Other buildings

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My Bedrooms:

Size

Transportation

Furniture Parks/gardens

Colors Special characteristics

Art

Other

Write four sentences about your home. Use the above as models. Then, without

looking at the form or sentences, describe your home and hometown out loud.

Home: General Description

1. ______________________________________________________________

2. ______________________________________________________________

3. ______________________________________________________________

4. ______________________________________________________________

Neighborhood: General Description

1. ______________________________________________________________

2. ______________________________________________________________

3. ______________________________________________________________

4. ______________________________________________________________

Home: Specific Description

1. ______________________________________________________________

2. ______________________________________________________________

3. ______________________________________________________________

4. ______________________________________________________________

Neighborhood: Specific Description

1. ______________________________________________________________

2. ______________________________________________________________

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3. ______________________________________________________________

4. ______________________________________________________________

Target 3--------- Describing your occupation or school

You may discuss how you spend your day in work or study. You can prepare

specific details about your work and study.

Occupation

I‟m an engineer. I‟ve booked for the same compay for three years. My specific job is working

with the senior engineer and helping her prepare presentations for contractors and their

clients. I‟d like to get an advanced degree. That‟s why I‟m applying to study at an

engineering school in Australia.

School

I‟m a third-year student at National University. I‟m studying psychology. I‟m in class most of

the day, and when I‟m not in class I have to spend a lot of time working on my assignments.

My goal is to become a research psychologist, so I‟ll have to get a doctorate degree. I have a

lot of years of studying a head of time.

Useful Words

Boss Duties Qualified

Co-workers Assignment Goal

Clients Position Advanced degree

Classmates Schedule Master‟s degree

Instructors Salary Doctorate degree

Complete this form about your occupation or studies. This will help you

organize your personal information.

Job Information Form

Company Name __________________ Job Title ________________ Length of time at this job _____________ Duties _____________________ Training required for this job ___________ Things I like about this job ______________ Things I don’t like about this job _________ Future career goals __________________

Education Information Form

Name of college/university ____________ Major/subject ______________________ Classes I am taking now ______________ Hours per week in class _____________ Years to complete degree/certificate ________ Educational goals ____________________ Future career goals

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Make four sentences about your occupation or studies. Use the above as models.

Then, without looking at the form or sentences, describe your job or school out

loud.

My occupation/study: ______________________

1. _________________________________________________________

2. _________________________________________________________

3. _________________________________________________________

4. _________________________________________________________

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UNIT 4

ENGLISH FOR SEMINAR

Warming up activity

Try to find out the differences at the following pictures

What are they doing?

What is the teacher doing?

Watch the short movie as there are some tips for being a good

presenter and bad examples of presentation.

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Reading

Read the following explanation

PUBLIC SPEAKING

Public speaking is:

1. the act or process of making speeches in public

2. the art of effective oral communication with an audience

http://www.merriam-webster.com/dictionary/public%20speaking

There are checklist for one’s presentation whether she is good or not in speaking

in front of audience.

Checklist

Overall

Does she/he consider the audience

Does she have clear objectives (to inform, to amuse, to persuade)

System

Is her/his presentation well-prepared

Is there a clear structure (beginning, middle, end)

Does she link the parts together

Is the content relevant and interesting

Has she considered the timing

Delivery

Does she speak clearly?

Does she speak at the right speed?

Does she use appropriate language?

Body language

Does she use her body to emphasize meaning?

Does she maintain eye contact with the audience?

Does she appear confident and positive?

Visual aids

Are the visual aids clear?

Do they suport her message?

Does she use the equipment professionally?

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Language Focus

There are some tenses that can be implemented in one’s presentation. They are

written bellow. Try to study the them.

Past time

Sometime ago

lastyear

in the past

back in 1978

The past simple

The past simple is used to indicate finished time:

Size joined the company in 1994.

Regular verbs form the past simple by adding -ed to the verb stem.

The -ed end ing can be pronounced in th ree different ways:

It / announced /Id/ started Id! ordered

Irregular verbs form the past simple in a number of ways. It sometimes

helps to group them by sound:

buy – bought, catch - caught , teach- taught

Recent time

Over the last

few years

recently

since 1992

The present perfect

The present perfect is used when the time is unfinished or not stated.

lt is formed with have/has+ the past pa rt iciple:

He has resigned.

They have retired.

The auxiliary have/has usually co n tracted in spoken English:

'He's just started:

'They've already left .'

Present time

currently

at the moment

now

at present

The present simple

The present simple is used to report on current status:

It currently stands at 180.

He is retired 'IOW.

Don't forget to pronou nce the -s in the third person:

It stands.

He lives.

EXERCISES

Simple Present Tense

Fill in the blank spaces bellow

Larry ……(wake) up at 6 o‟clock in the morning. He . …..(get up), …. (go) to the

bathroom,…….(shave), and….(wash) his face. Then, he….(go) to the kitchen

and…..(make) breakfast. After breakfast, he …(put)on his clothes. He…. (prepare)

his briefcase and at 7.30, he… (go) out the door. He…. (take) the bus at 7:35.

He….(arrive) at his office at 8:00

At the office, he first….. (check) his mail. Then, he…. (check) the answering

machine for messages. After that, he…(talk) to his secretary. He …. (write) some

letters. At 10 o‟clock, he usually…. (have) a meeting. At 12 o‟clock , he…. (eat)

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lunch at the cafetaria. He…(be) in his office at 1:00. he…. (start) work at 1:30. At

4.30, he…. (go) home.

Simple Past Tense

Based on the words you found, please make a sentence for each word

Modality

Ask your parents’ permission to do the following activities

1. Go to the concert on Friday night with your friends

May I go to the concert on Friday night with your friends

2. Have a party at home on the weekend

3. Spend the night at your friend’s house

4. Come home late on Friday night

5. Use the car

6. Go out with your friends all day Saturday

Complete the sentences with can, can’t must or must not

Good morning, everyone! welcome to the school. In this school, you 1. … wear a uniform. You 2. …. Wear blue jeans or rubber shoes. You 3.… come to school on time. You 4. … be late. You 5. ….. bring your lunch, if you like, or, you 6. …. eat at the cafeteria. You 7. …. take food and drinks into the classroom. You 8. ….. sleep in your class. You 9. …. make noise. You 10. ….. do what teachers tell you to do

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Reading

For making good presentation there are some steps that sould be followed. They

are

1. Introducing yourself and your talk

2. Presenting the materials

3. Signalling the end

4. Summarizing,

5. Closing

6. Inviting questions

Expressions of each step are written at the following section

Introducing Yourself and Your talk

For the introduction you can implement the following expressions

Greeting, name and position

Good morning. My name’s Mathew. I'm the New Finance Manager.

Ladies and gentlemen, It's an honour to have the opportunity to address such a

distinguished audience. My name’s Mathew. I'm the New Finance Manager.

Title/Subject

I'll like to talk (to YOU ) today about .. .

I'm going to present the recent ...

brief you … inform you about ..

describe ...

The Subject of my Talk

Focus Presentation

Topic paper (academic)

Speech (usually to public audience)

Purpose/Objective

We are here today to decide…

Agree..

Learn about..

The purpose of this talk is to update you on...

put you in the picture about...

give you the background to…

Length

I shall only take (.. ..minutes of your time.)

I plan to be brief

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Outline/Main Parts

I’ve divided my presentation into four parts/section

They are…

The subject can be looked at under the following headings …

We can break this area down it/to the following field:

Firstly/ first of all

Secondly/then/next

Thirdly/and then we come to…

Finally/lastly of all

Question

I’d be glad to answer any question at the end of my talk.

If you have any question. Please feel free to interrupt.

Please interrupt if there’s something which needs clarifying. Otherwise, there’Il be

time for discussion at the end

The following is the example of introduction in presentation

Then, please practice by repeating your teacher!

Exercise 1

1. Fill in the blank spaces bellow!

Ladies and gentlemen, It's an honour to have the opportunity to address such a distinguished

audience. .......... Puji Wibowo. I'm the new Sales Manager.

At this moment, I am going to inform you about my hotel, Inay Hotel which is located at Banyumanik.

The ........of this talk is to update you on the new hotel amenitiess that we have now. Here, I

plan to be brief

Then, I can break this area to the following field:

........, I will inform you various rooms at the hotel and their rates.

........, it will be about the amenities, provided by the hotel

........, I will inform how to make reservation

Ladies and gentlemen, if ...............have any question. Please feel free to interrupt.

2. Try to search a restaurant with the menu and the prices at the internet. Please make

an introduction for your presentation about that restaurant

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3. As a presenter, try to make introduction by using the above expresions.

Presenting the Materials

Read to the examples of main part of one’s presentation!

Example 1

„Ok. To begin, let‟s look at the first type of skills that consultants need: technical

skills. Of course, related to technical skill is a good general knowledge of

management subjects..... But I‟m digressing: let‟s get back to the technical skills

themselves...... That‟s all I have time or on technical skills

Let‟s move on to the second area: interpersonal skills. As you can see on this

transparency, There are two keys areas in relation to interpersonal skills

themselves..... That‟s all I have time or on technical skills.

Let‟s move on to the second area: interpersonal skills. As you can see on this

transparency, there are two key areas in relation to interpersonal skills.... I think that

covers everything on interpersonal skills.

Time is moving on, so let‟s turn to the third area: people management issues‟

Example 2

Good afternoon, Ladies and Gentlemen. At this point, I’d like to say a few words about the organizational of “Benefit and Profit” Ltd. On the transparency, you will see that Mr. Lucky Luck, Mr. Smiley Rich, and Mrs. Nancy Money are sitting on the Board of Directors The board is headed by Mr. Lucky Luck. He is the chief executive of Benefit and Profit Ltd and he has overall control of the whole company. Mrs. Nancy Money whograduated from Finance Faculty of Harvard University is the chief accountant of thecompany. She deals with finances and investment of the organization. In 2005, the Board elected Mr. Happy as the managing director of Benefit and ProfitLtd. He is responsible for running the company and is involved with the total managing of the company from the factory floor up to the board room.Now, Mr. Happy is assisted by four executive managers. First, Mr. Caring, he is the personnel manager and is responsible for recruitment,personnel, training, management development, staff conditions, health and safety, first aid nurse, and is also responsible for general maintenance and security. He does have a lot of jobs to handle. Second, Mrs. Cash, she is the finance manager who takes care of the corporate finance and accounting as well as credit control, purchase and sales. She does internal audit and handles the welfare of the employees, you know, wages, salaries, pension and insurance.

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Next, we have Sales Department which is led by Mrs. Friendly. Mrs. Friendly is incharge of handling incoming orders from home and abroad. She will organize all areas ofselling in the company, manage linking with representatives and agents, do market research, advertising, and promoting products. Ms Friendly is assisted by the warehousedepartment who is responsible for stock control and export department which takes care ofshipping, transportation, and document handling. Last but not least is Mr. Planning. Mr. Planning has a solid team of designers, engineers, qualitycontroller and factory maintenance officers. He is responsible for all the production process.That‟s about the people in the company. Now the company itself was set up in 2004 and for the last two years, many reliable esteem companies around the world have proposed to be our agent or sales representatives of our products in their areas. We have carefully selected the companies who want to be our agent. These agents of ours must have their own office, paper ones. They also must have a showroom and a group of technician. So far we have 17 representatives in all, 4 Offices in Asia countries, 8 in some cities in USA, and the rest in European countries. Detail info on our offices and representatives can be read from the information sheet you have.

Well that‟s a brief overview about our company. Are there any questions?

Exercise

Please watch an English film that you like. Then, you should

present about

the characters at the film

the plot of the film

Signalling the end

That brings me to the end of my presentation.

That completes my presentation...

Before I stop/finish. Let me just say. ..

That covers all I wanted to say today.

Summarizing

Let me just run over the key points again.

I'll briefly summarize the main issues.

To sum up.. .

Briefly·· .

The following is the example of summarizing

Let me sum up. Firstly, we looked at technical skills, secondly, at management skills and last,

but by no means, at interpersonal skills. In my view, the secret for success in the future is

going tobe interpersonal skills. That brings me to th end of my presentation. Are there any

questions?

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Closing

Thank you for your attention.

Thank you for listening.

I hope you will have gained an insight into. ..

Inviting questions

I'd be glad to try and answer any questions.

So. let's throw it open to questions.

Any questions?