UNIT 1

BUILDING A POWERFUL VOCABULARY

VOCABULARY TEST

Please do this test individually. Write down the answers on a piece of paper. This test is aimed
to measure your vocabulary level. From this point, you can do several steps to enrich your
vocabulary through series of reading materials related to your vocabulary level.

• READING SKILL 1: Strategies for Building a Powerful Vocabulary

To read well, you need a strong vocabulary.
To build a strong vocabulary, you need to read well.

Good reading comprehension depends on understanding the words you are reading. The more
words you recognize and understand in a text, the better your comprehension will be.

What do you do when you encounter (meet) a new word in your reading?
_______ Ask another student about the meaning.
_______ Try to guess the meaning of the word from the context.
_______ Look up the definition in a dictionary.
_______ Skip over the word and continue reading.
_______ Analyze the word for clues to its meaning.

Compare your answers with those of another student and discuss these questions:
• When do you use these strategies?
• What are the advantages or disadvantages of each?

In fact, a good reader does all of the above at different times, depending on the word, the
text, and the reason for reading it. In this unit you will learn and practice five important
strategies for building your vocabulary.

Strategy 1: Check your knowledge of the words used most frequently in English

Advances in computer technology have made it possible for researchers to analyze

thousands of English-language texts containing millions of words. From this research
they have learned that a small percentage of words—about 2,000—are used much
more frequently than all the other words. In fact, these 2,000 most frequent words
account for almost 80 percent of most texts. If you know these words, you have a
much better chance of understanding what you read.

EXERCISE 1
• Before you look at the list of the 2,000 most frequent words in English, answer this
question:
How many unfamiliar words do you think you will find on the list? (Make a guess.)
• Now turn to the list of the 2,000 most frequent words in Appendix 1. Read through the list
and mark all the words you DO NOT recognize.
How many of these words did you mark?

Compare this number with your guess in Part A. Did you have a good idea of the extent of your
vocabulary?
If you have marked many words on this list, you probably have some difficulty understanding
what you read. You need to spend extra time working on your vocabulary.
Strategy 2: Focus on the words used in academic texts
Research on academic texts (textbooks and academic journals) has shown that certain words
are used very frequently in these texts, regardless of the subject matter. These words allow
academic writers to explain or generalize their ideas or research, and to compare them with the
work of others. Learning these 570 academic words can improve your comprehension of
academic materials.

EXERCISE 2
• Before you look at the Academic Word List, answer this question:
How many of the words on the list do you think you will recognize? (Make a guess.)
• Turn to the Academic Word List. Read through the list and mark the words that you DO recognize.
How many of these words did you mark?
If you have marked some of the words in the Academic Word List, you have a good start on
building your academic vocabulary.

Strategy 3: Use the dictionary effectively

Along with the definition, a dictionary provides a great deal of other information about a word.
It tells you the part of speech of the word (noun, verb, adjective, etc.), how to pronounce it, and
how to divide it into syllables. An example sentence is often included as well.
• How many syllables are there in scrutinize?
• What part of speech is scrupulous?
• When your teacher scrutinizes your work, how do you feel?
• What else can you scrunch besides a napkin?
• What food do you consider scrumptious?
• When pronouncing the word scrutinize, where should you place the emphasis?
• How do you spell the past tense of the verb scrub?

scrub' iskrAb/ v. 1 [I,T] to rub somefhing hard, especially
with something rough, in order to clean it: The
kitchen floor needs to be scrubbed and waxed. I The
children's freshly-scrubbed faces beamed up at us.
2 [T usually passive] INFORMAL, fo decide not to do
something that you had planned, especially because
there is a problem: Yesterday's shuttle launch was
scrubbed just ten minutes before liftoff
scrub up phr. v. [I] to wash your hands and arms
before doing a medical operation
scrump•tious PskrAmpios1 adj. INFORMAL food that is
scrumptious tastes very good: scrumptious cheesecake
scrunch /skrAnt [7 v. [T always adv./prep.] INFORMAL
to crush and twist something into a small round
shape: [scrunch sth up/into etc.] She tore out the
pages and scrunched them up into a ball.
scrunch•ie J'skrAntli/ n. [C] a circular rubber band
that is covered with cloth, used for holding hair in
place
scruple' Pskrupol n. [C usually plural] a belief
,

scrub n. 1 [U] low bushes and trees that grow in

2 about right and wrong that prevents you from doing
very dry soil 2 scrubs [plural] INFORMAL a loose something bad: He has absolutely no scruples about
green shirt and pants worn by doctors during claiming other people's work as his own.
medical operations scruple2 v. not scruple to do sth FORMAI, to be willing
scrub•ber PskrAtvri n. [C] a plastic or metal object or to do something, even though it may have harmful
a brush that you use to clean pans or floors or bad effects: They did not scruple to bomb
scrub brush l'skrxh-brat/ n. [C] a stiff brush that innocent civilians.
you use for cleaning things --see picfure at BRUSH' scru•pu•lous i'skrupy3k s," adj. 1 careful to be
,

scrubby l'skrAbi/ adj. covered by low bushes:
scrubby terrain
scrub•land i'skrAblamdi n. [U] land thaf is covered
with low bushes
scruff /skrAf/ n. by the scruff of the neck if you hold
a person or animal by the scruff of their neck, you
hold fhe flesh, fur, or clothes at the back of the neck
honest and fair. and making sure that every detail is
correct: The finance department is always scrupulous
about their bookkeeping. --opposite J:NSCRUPULOLS
2 done very carefully so that every detail is correct:
This job requires scrupulous attention to detail.
- scrupulously adv.: Employees' hands must he kept
scrupulously clean, -- scrupulousness n. [U]
 scruffy i'skrAfil adj. scruffier, scruffiest dirty and scru•ti•nize i'skrut n,a17./ v. [T] to examine someone
messy and not taken care of very well: a scruffy or something very thoroughly and carefully: Detectives
sweatshirt scrutinized the area. looking for clues.
scrum /skram/ n. [C] an arrangement of players in
the game of RUGBY, in which they are pushing very
close together

Strategy 4: Keep a vocabulary notebook

When you encounter new words, write them in a notebook that you use only for vocabulary
and not for other course work. (A small notebook is preferable so you can carry it around with
you.) This notebook will help you study vocabulary more effectively. With all your words in one
place in the notebook, you can easily check your knowledge of words you have studied before.

How to organize and use the notebook:

• Decide on a method for putting words in order. Many students prefer alphabetical order,
though you may also order words according to other categories, such as topic or source
(words from extensive reading books, words from Advanced Reading Power, and words from
other course books).
• Use two pages in the notebook. On the left-hand page, write a word, the part of speech,
and the word in syllables. Under the word, write the sentence in which you found it. Then,
on the right-hand page, write the meaning. (Note: If you can learn the words more quickly
using definitions in your native language, and your teacher agrees, you may write the
meanings in that language.)
• Check your knowledge of the words by covering one of the pages and trying to remember
the information on the other.

Example:
• assumption—noun (as-sump-tion)
• Something that you think is true
• How could you make an assumption although you have no proof about their family without meeting them?

Strategy 5: Use study cards

Study cards can help you review words and make them part of your permanent vocabulary.
When you have made a set of cards, carry them with you and test yourself often. Add new
words that you encounter and want to learn. You should not remove a word from your set until
you are completely sure of the meaning and can recall it instantly.

To make study cards, you will need small, blank cards (3 x 5 inches or about 7 x 12 cm).
Example:
On one side of the card write a word, the part of speech, the word in syllables, and the phrase
or sentence in which you found the word.

Vary---verb
Va-ry
Ideas of beauty vary from one culture to another.

On the other side of the card, write the dictionary definition of the word as it was used in the
passage.

to differ from other things of the same type

PROJECT 1
Choose five words that you have encountered in your reading (in this textbook or any other book).
Fill in the information for five study cards, following the example.

Side A Side B
Word and part of speech: Dictionary definition:
Word in syllables:
Sentence:

Guidelines for Using Study Cards

• Go through all your cards twice on your own: Look at each word and say it aloud. If you remember the definition, say it
aloud, too. If you do not remember the definition, look at the back of the card. Then say the word and the definition aloud.
• Go through the cards again with another student: Ask him/her to read each word to you. Tell him/her the definition. If you do
not remember it, ask him/her to tell you. Then repeat it aloud.
• Rearrange your cards each time you use them, so they are in a different order. Put cards for especially difficult words in a
separate group and quiz yourself on them. Then return the cards to the large group.
• Use the words on the study cards in conversation and in writing.
• Carry your cards with you and review your words whenever you have a few spare moments.

UNIT 2
Computer Game
Meeting the topic
• Have you ever played computer game?
• What computer game do you usually play?
• Are you addicted to computer game?
• Is computer gaming a good activity to spend your time?

Vocabulary Check
Check the meaning of the following words to better understand the passage

opponent:__________ harmful:____________
development:_______ neglect:____________
 violent:____________
cooperatively:_______
thinking:___________
repetitive:__________
associate:__________
frontal:____________
behavior:_________
lash out:___________
halt: ______________
advanced:__________
measure:___________
compare:___________
stimulate:__________
hemisphere:_________
lobe:______________
refrain:____________
underdeveloped:_____

Computer Games - Good or Bad?

Computer games are very popular with young people, but they are also controversial. For example,
opponents argue that they are harmful to brain development, cause children to neglect reading and
encourage violent or anti-social behavior. Supporters, however, claim that the games help to develop
advanced thinking skills and are often played cooperatively rather than alone. What is the truth of the
matter?
The level of brain activity was measured in hundreds of teenagers playing a Nintendo game and compared
to the brain scans of other students doing a simple, repetitive arithmetical exercise. To the surprise of brain-
mapping expert Professor Ryuta Kawashima and his team at Tohoku University in Japan, it was found that the
computer game only stimulated activity in the parts of the brain associated with vision and movement. In
contrast, arithmetic stimulated brain activity in both the left and right hemispheres of the frontal lobe - the
area of the brain most associated with learning, memory and emotion.
Most worrying of all was that the frontal lobe, which continues to develop in humans until the age of
about 20, also has an important role to play in keeping an individual's behaviour in check. Whenever you use
self-control to refrain from lashing out or doing something you should not, the frontal lobe is hard at work.
Children often do things they shouldn't because their frontal lobes are underdeveloped.
The students who played computer games were halting the process of brain development and affecting
their ability to control potentially anti-social elements of their behavior."

• READING SKILL: PREVIEWING

Previewing is a rapid kind of reading that allows you to get a general sense of what a
passage, article, or book is about and how it is organized. Your eyes scan quickly over the page
looking for answers to general questions about the material.

Previewing an Article or an Essay

In previewing an article or essay, you look at most of the first paragraph, the first sentence
of each paragraph, and the concluding sentences. You should ask yourself questions such as
what it is about, the title, what kind of text, is it a description, an explanation, an argument, a
narrative, etc.

EXERCISE 1
Preview the previous passage and answer the following questions.
• What is it about?
_____________________________________________________________________
• What is the title?
_____________________________________________________________________
• What do I already know about this?
_____________________________________________________________________
• What kind of text is this? Is it a description? An explanation? An argument? A narrative
(history)?
 _____________________________________________________________________
• Is the text divided into parts?
_____________________________________________________________________
• How is it organized?
_____________________________________________________________________
• Are there any maps, numbers, italicized words, or names in the text?
_____________________________________________________________________

• VOCABULARY BUILDING: Adjective and Nouns

Adjective is a word that describes a noun. Examples of adjectives: intelligent, concise, excellent,
diligent, etc.

Noun is a word that is used to name a person, place, thing, quality, or action and can function as
the subject or object of a verb, the object of a preposition, or an appositive. There are two kinds
of noun—abstract and concrete. The examples of abstract noun are ideas, opinions, technology,
perception, intelligence, convenience, services, etc. The examples of concrete noun are paper,
textbook, library, computer, monitor, harddisk, etc.

EXERCISE 2:
• How many adjectives are there in the reading passage? Mention and provide their
meanings.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
___________________________________________________________
• Mention the abstract and concrete noun from the reading passage.
abstract Concrete

• GRAMMAR FOCUS: Nominal Sentence

Many adjectives can be put either before the noun they describe, or following linking verbs such
as appear, be, become, feel, get, and seem:
The professor asked the students to make a short paper on recycle industries.
The library has huge collection of books.
The development of computer technology is getting faster.
The examination seemed easy.
Internet has both bad and good impacts on society.
The new students feel confident with their pre-test performance.

• SPEAKING: Giving Opinion

Check how the expressions sound:

No. Expression rude and suggest very
off-hand nothing strong
else to say opinion
 • In my opinion/view…
• Generally speaking, I think…
• Personally, I haven’t the faintest idea about/whether…
• To my mind…
• I’d just like to say…
• As far as I’m concerned…
• I’m quite convinced that…
• To be quite honest/frank…
• If you ask me…

The following are expressions of asking for other opinion:

What/How about you?
Would you care to comment on…?
Any comments?
Would you agree with that?
What are your views on…?
What’s your opinion?
What do you think…?

• Which expression is often used when addressing a group of people in a more formal
situation, e.g. a meeting?
_____________________________________________________________________
• Which expressions are often used when addressing an individual in a more formal situation,
e.g. a TV interview with a politician?
_____________________________________________________________________
• Which expressions are more suitable for an informal exchange of ideas?
_____________________________________________________________________

Learn the following examples of expressions.

• In my opinion, computer games have more disadvantages than advantages.
• As far as I’m concerned, the advanced technology becomes the product of new human
civilization.
• To my mind, some people are just very crazy and get too excited with the sophisticated
gadget.

EXERCISE 3.
Discuss the following topics in groups. Use as many expression of opinion as possible.
• What would you do if one of your friends is crazy about computer games?
• What are your views on children’s technology familiarity? Is it dangerous for them?
• Would you agree with the ban of pornographic contents in the internet?
• What’s your opinion on the use of computer technology for hacking other countries’
security system?

UNIT 3
Internet Search Engines
Meeting the topic

• How many internet search engines do you know?

• Which do you often use? Or which do you prefer to use? Why?
• Can you name some Indonesian search engines on the internet? What do you think of them ?
 Google It!
The word “google” has many uses. It is an adjective, used to describe very large numbers. It is
also a proper noun. “Google” is the name of a popular Internet search engine. It also has a new
meaning.

The writers of a new edition of a dictionary have used it as a verb. They list "google" as a verb. It
means to search the Internet. This makes terms like "google me" part of the English language. A
person could say "I wanted to know more about volcanoes so I googled it." "Google" is now an
official part of the English language. The dictionary's editors say that this just means that the
public has adopted the term.

"Google" is one of 100 new words that were included in the new dictionary. Many other words
are based on technology. "Mouse potato" is someone who spends a lot of time in front of a
computer. "Ringtone" is the sound of a cell phone ringing.

Many new technology words have become common. We use them every day and don’t even
think about them.

• READING SKILL: Making Inference

Good readers make inferences as they read. That is, in addition to reading the words, they
use their imagination and their knowledge about the world to fill in facts and ideas that are not
stated in the text. This is sometimes called "reading between the lines." It is often necessary to
read between the lines because a writer cannot include all the possible information about a
topic or situation. Writers leave out information that they think readers will know already or will
be able to guess.

Separating Fact from Inference

In many kinds of writing, the author presents facts about a situation or topic and also makes
inferences from those facts. Facts are statements of information that can be verified.

For example:
Chile is considered one of the most conservative Catholic countries in South America.
On January 15, 2006, Chileans elected their first woman president, the Socialist Michelle Bachelet, with 53.5 percent of
their votes.
She is a former defense minister, a doctor, a single mother and a non-Catholic.
Her father, a general in the army, was killed in 1973 under the military dictatorship of Pinochet.
Her election campaign was based on promises of social and economic reform aimed at more equality.

Inferences are educated guesses that are based on facts.

For example:
People in Chile are not as conservative as generally thought.
People in Chile want changes in their society and economy.
President Bachelet's background and experience should help her understand the problems in Chile.
The fact that she served as defense minister may have reassured conservatives afraid of radical change.
The fact that her father was killed under Pinochet probably raised her standing among leftists.

EXERCISE 1
Preview the passage once again. Then read it and underline the facts. Working with another
student, answer the questions that follow.
• What facts are included in the first paragraph?
 • What can you infer about the word “google”?
• What facts are included in the second paragraph?
• What can you infer about the development of English language in relation to
technology?

EXERCISE 2
Answer the following questions about the above text.
Write T if the statement is TRUE and F if the statements are FALSE.
• ______ The word google only refer to the name of a popular internet search engine.
• ______ People can use Google to google any important information/ news they need on
the internet.
• ______You will be able to find a word google in the latest dictionary.
• ______ Due to the advancement of technology and internet, many new English words
today are deriving from those particular field
• ______ The new word such as “mouse potato” is popularized by someone who spends a
lot of his/her time in front of the computer

Compare your answers with those of another pair of students. If you disagree, explain your
answers and look back at the passage to check your work.

EXERCISE 3
Make word study cards for the target words that you are still unsure about. Use the cards
to study the words, first on your own and then with another student. Write a sentence for
each of the words, leaving a blank instead of the target word. Ask another student to read
your sentences and write the target word that should go in each blank. Look at your
sentences again. If your classmate wrote a different word, discuss the sentences to find out
why. Was your sentence unclear, or did your classmate not know the target word?

• VOCABULARY BUILDING: VERB

Match the following verbs on the left side with words that have similar meaning on the right
side.
No. verbs sentences
• have take
• describe foundation
• adopt expend
• mean contain
• base posses
• include imply
• spend illustrate

• GRAMMAR FOCUS: VERB AND VERB PHRASES

Verb is a word or phrase that describes an action, condition or experience. Meanwhile, phrasal
verbs are verbs which are always followed by an adverb, a preposition, or an adverb and a
preposition.

Example:
My brother studies at Informatics Engineering Universitas Islam Indonesia.
She started her projects last two weeks.
The students have completed their assignments and submitted on time.
We will have finished writing the paper by Monday morning.

• SPEAKING SKILL: CAREER

 UNIT 4
Computer and Virus
Meeting the topic
1. What is computer virus?_________________________
2. How many computer viruses do you know?__________
3. Is virus different from worm? Or are they the same thing? _________
4. Here's a Virus vocabulary test. Try to match the letter with the correct definition _________

Mydoom, Netsky, Sober A. far away

mass mailing B. names for specific viruses or worms
worm * C. steal, get control
infect D. technically different from a virus, but is often thought of as a type of virus.
exposed E. people who break into computers
remote F. mail many people
hackers G. damage, affect badly, make sick
hijack H. unprotected, vulnerable, subject to attack

• Most people use the word "virus" to talk about worms or any other program that damages your computer.
For computer security experts, worms and viruses are different types of programs. Most people don't
need to know the difference between worms and viruses.
Computer Viruses
A computer virus is an illegal and potentially damaging computer program designed to infect other software
by attaching itself to any software it contacts. In many cases, virus programs are designed to damage
computer systems maliciously by destroying or corrupting data. If the infected software is transferred to or
accessed by another computer system, the virus spreads to the other system. Viruses have become a serious
problem in recent years, and currently, thousands of known virus programs exist.

The three main types of viruses are the boot sector virus, the file virus, and the Trojan horse virus. A boot
sector virus infects the boot program used to start the system. When the infected boot program executes, the
virus is loaded into the computers memory. Once a virus is in a memory, it can spread to any floppy disk
inserted into the computer. A file virus inserts virus code into program files. The virus then spreads to any
program that accesses the infected file. A Trojan horse virus (named after a Greek myth) hides within or is
designed to look like a legitimate program.

Some viruses interrupt processing by freezing a computer system temporarily and then displaying sounds or
messages. Other viruses contain time bombs or logic bombs. A time bomb is a program that performs an
activity on a particular date. A logic bomb is a program that performs an activity when a certain action occurs,
such as an employee being terminated. A worm, which is similar to a virus, copies itself repeatedly until no
memory or disc space remains.

To detect computer viruses, antivirus programs have been developed. Besides detecting viruses, antivirus
programs also have utilities to remove or repair infected programs and files. Some damaged files cannot be
repaired and must be replaced with uninfected backup files.

Some techniques used to protect computer system include:

Using virus protection software, backing up your computer, before use, scan every floppy disk with a virus
scan program to check for viruses and finally, check all programs downloaded from the Internet or bulletin
boards for viruses.

Choose the best answer for each question. When you have finished all the questions, click on the Get score
button at the bottom of the page to see your score and the correct answers.
• A computer virus is ______________.
• a harmful computer program
• a legitimate program
• contained on a floppy disk
• a backup file
• A virus can ____________.
• repair infected programs or files
• scan floppy disks
• destroy or damage data
• detect other viruses
• The three main types of viruses are:
• memory, file and time bombs
• boot sector, date and file
• system, floppy disk and boot sector
• boot sector, file and Trojan horse
• A worm is ____________.
• similar to a virus and copies itself into memory until no disc space remains.
• a program performs and activity when a certain action occurs
• a program that performs an activity on a certain date
• a program that freezes a computer system
• What should you do to protect your computer from viruses?
• Back up your computer
• Scan every floppy disk before use with an antivirus program.
• Use antivirus software to check all downloaded programs for viruses
• All of the above

• READING SKILL: Understanding Paragraphs

English is a topic-centered language: a paragraph, or longer text, has a single main topic, and all the details
relate to that topic. Writers in English almost always mention the topic at or near the beginning of a passage.
Good readers look for the topic when they read.

• Identifying the Topic of a Paragraph

The topic is the word or phrase that best describes what all of the sentences in the paragraph are about.
Words relating to the topic are usually repeated several times in a paragraph. Looking for these words can
help you focus on the topic.

Example:
Read the paragraph and underline the words that are repeated. Then write a topic that is not too specific or too general.

In developing countries, poor people have suffered the most from shortages of clean
water. There are several reasons for this. First, in many developing countries, the majority
of houses in poor villages and urban slums are not yet served by a piped water system.
People living in these places often have to walk many miles to find water and carry it
 home in jugs and plastic containers. Second, these people usually have few alternatives to
the piped water supply. There may be water closer by in rivers or lakes, but this is often
dangerously polluted. In poor areas, street vendors often sell water by the liter, but they
often charge extremely high prices for water that is not always safe to drink.
Topic: shortage of clean water in poor areas

• Topic Sentences
Paragraphs in English usually contain a topic sentence that lets the reader know what the
paragraph is about. Although this sentence is usually near the beginning of the paragraph, it can
also be found in the middle or at the end.

EXERCISE 2
Each of the paragraphs is missing a topic sentence. The missing sentences are listed at the
end of the exercise (with one extra sentence). Working with another student, read the
paragraphs and write the letter of the sentence that fits each paragraph best.
The Pollution of the Oceans
• No one can calculate the quantity of solid waste that has been dumped' in the world's
oceans, but the total certainly exceeds many millions of tons. For example, from 1880 to
1895, 75 percent of the solid waste from New York City was dumped untreated into the
Atlantic Ocean. Although it is now prohibited by law, the dumping of solid waste,
including wastewater sludge, industrial waste, and high-level radioactive waste were
2

common in the United States until 1970. Cruise ships and huge floating fishing factories
still regularly dispose of their solid waste products directly into the ocean.
1 dump: to get rid of something you do not want
2 sludge: mud, waste, and oil mixed together
• The earth naturally recycles water and refreshes the land in what is called the
hydrological cycle. The hydrological cycle not only renews the supply of water, but cleans
it as well. The process begins as heat from the sun causes sea water, 97 percent of the
earth's total water reserve, to evaporate' and form clouds. Because water evaporates at
lower temperatures than most pollutants, the water vapor that rises from the seas is
relatively pure and free of the contaminants, which are left behind. Next, water returns
to earth as rain, which drains into streams and rivers and rushes toward the sea.
• Chemicals, petroleum products, and other dangerous substances such as radioactive
materials remain in the ocean, polluting it permanently. The polluted ocean water kills
fish or makes them dangerous to eat, posing health problems for those who consume
them. It kills the tiny sea creatures that are the source of food for larger fish, sharks, and
whales. It also spoils a source of great beauty and pleasure when some solid waste is
thrown onto beaches during storms. Discharged petroleum products are frequently
found on beaches and they not only ruin the beach, the petroleum residue' kills
hundreds of shore birds.
• Nonpoint pollutants are dumped into lakes, rivers, and streams that may be far away
from any ocean. However, these pollutants flow, eventually, into the oceans. They can
come from a variety of sources, from road salt to agricultural pesticides. One source of
nonpoint pollution is runoff from farming, including fertilizers, manure, and pesticides.
Another source is industrial runoff, including heavy metals, phosphorous, and many
other chemicals. Urban runoff (oils, salts, various chemicals) and atmospheric fallout of
airborne pollution are other sources of nonpoint pollutants that reach the oceans.
• This includes water and waste from sinks, toilets, washing machines, and bathtubs. The
problem with this type of waste is that it provides massive amounts of nutrients for
water plants, such as algae, so that they grow rapidly. This sudden growth causes
concentrations or algae blooms, which use up the oxygen in the water. As the oxygen
 levels of the water decline, many organisms suffer and die, and the ocean ecosystem is
radically altered. This can be prevented by the installation of waste treatment plants that
prevent waste from entering the sea, but such facilities do not exist in many poorer
countries.
evaporate: when a liquid changes into a gas
4 discharged: to send out from someplace

5 residue: something left after most of the material is gone

Missing topic sentences:

• Although the hydrological cycle produces clean water in the form of rain, it does not
remove the pollutants that steadily build up in the oceans.
• New laws and regulations make it difficult for people to dump their trash into the
oceans.
• The oceans have long served as a vast dumping ground for all kinds of waste.
• These are just a few of the problems caused by using the oceans as dumping grounds.
• Wastewater dumping is yet another major form of ocean pollution.
• Some pollutants in the ocean are not dumped there directly.

EXERCISE 3
Find the topic sentence of each paragraph of the reading passage.
• ____________________________________________________________________
• ____________________________________________________________________
• ____________________________________________________________________
• ____________________________________________________________________
• ____________________________________________________________________

• GRAMMAR FOCUS: The Simple Sentence

The most basic type of sentence is the simple sentence, which contains only one clause. A simple
sentence can be as short as one word:

Run!

Usually, however, the sentence has a subject as well as a predicate and both the subject and the
predicate may have modifiers. All of the following are simple sentences, because each contains
only one clause:
Melt!
Ice melts.
The ice melts quickly.
The ice on the river melts quickly under the warm March sun.
Lying exposed without its blanket of snow, the ice on the river melts quickly under the warm March
sun.
As you can see, a simple sentence can be quite long -- it is a mistake to think that you can tell a simple
sentence from a compound sentence or a complex sentence simply by its length.
Practice Simple Sentence
Write simple sentences based on the following pictures
•
____________________________________________
•
__________________________________________
•
_________________________________________
•
________________________________________
 •

_________________________________________

UNIT 5
How Do Computers Work?
Meeting the topic
1. Do you own a personal computer or a laptop? ______________________________
2. Mention parts of it and name if they are input or output devices! _____________
3. How does each device function? __________________________________

Computer System
A typical computer system consists of a central processing unit (CPU), input devices, storage devices, and output
devices. The CPU consists of an arithmetic/logic unit, registers, control section, and internal bus. The
arithmetic/logic unit carries out arithmetical and logical operations. The registers store data and keep track of
operations. The control unit regulates and controls various operations. The internal bus connects the units of the
CPU with each other and with external components of the system. For most computers, the principal input device
is a keyboard. Storage devices include external floppy disc drives and internal memory boards. Output devices that
display data include monitors and printers.
© Microsoft Corporation. All Rights Reserved.
Microsoft ® Encarta ® Reference Library 2005. © 1993-2004 Microsoft Corporation. All rights reserved.

• READING SKILL: Topic sentences and main ideas of paragraphs

In addition to stating the topic, most topic sentences also tell the writer's main idea, or in other
words, the idea that the writer wants to express about the topic. To explain the idea, the writer
includes several supporting details in the paragraph and these details are more specific than the
main idea.

Example:
Working with another student, read the paragraph and underline the topic sentence. Choose
the best main idea statement below.

A unifying trait among these hackers was a strong sense of curiosity, sometimes bordering on
obsession. These hackers prided themselves on not only their ability to create new programs,
but also to learn how other programs and systems worked. When a program had a bug -- a
section of bad code that prevented the program from working properly -- hackers would often
create and distribute small sections of code called patches to fix the problem. Some managed to
land a job that leveraged their skills, getting paid for what they'd happily do for free.

Main idea: one trait of hackers is a strong sense of curiosity.

EXERCISE 1
Working with another student, read each paragraph of the previous unit and write the topic.
Then provide the best main idea statement and underline the supporting facts and ideas.

• GRAMMAR FOCUS: Imperatives

We use imperatives for different reasons, such as telling people what to do, giving instructions
and advice, making recommendations and suggestions, and for making offers.
Come in and sit down, please.
Don't only read. You should also speak and write.
Go to the circulation desk and register your books.
Don't ask her - she doesn't know.
See your Supervisor now - it's the best thing.
Turn on the camera, press the menu button, and choose “record video”.
Notice that the affirmative form of the imperative is the same as the infinitive with to. The
negative imperative uses don't (do not) and the infinitive.

"Emphatic imperative”
We can make an emphatic imperative with do + imperative. This is common in polite requests,
complaints and apologies.

Do sit down.
Do forgive me - I didn't mean to interrupt.
Do call me if you need help.

Do(n't) be
Although do is not normally used as an auxiliary with be, do is used before be in negative and
emphatic imperatives.

Don’t be silly!
Do be quiet!

• WRITING: Describing Process

To know how a certain device functions or works, we can read from the manual. Most of the sentences
used are in present tense, either in active or passive, or in imperative forms. Now, let’s see the following
example!
This sample is from a Printer Manual. Steps to print on transparencies or labels:

• Inspect the media to make sure that it is not wrinkled or curled and that it does not have any torn
edges or missing labels.

• Load a single page in the priority feed slot or load multiple pages in the main input tray.

• Make sure that the top of the media is forward and the side to be printed (rough side) is facing up.

• Adjust the media guides.

• Access the printer properties (or printing preferences in Windows 2000 and XP). See Printer
properties (driver) for instructions.
 • On the Paper/Quality tab, choose the correct media type.

• Print the document.

The instructions are started with: V1 (underlined) + Object.

EXERCISE 2 Fill in the gap with appropriate words.

How to install Kodak Software to your Windows OS-based computer:
(select, load, turned off, begin, follow, register, place)
• Before you_________, close all software applications that are open on your computer
(including anti-virus software).
• _________the Kodak EasyShare software CD into the CD-ROM drive.
• _________ the software. If the install window does not appear, choose Run from the
Start menu and type d:\setup.exe where d is the drive letter that contains the CD.
• _________ the on-screen instructions to install the software. Select Complete to
automatically install the most commonly used applications. _________Custom to choose
the applications you wish to install.
• To __________later, see www.kodak.com/go/register.
• If prompted, restart the computer. If you __________anti-virus software, turn it back on.
See the anti-virus software manual for details.

EXERCISE 3 Describe a process of something.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________________________

UNIT 6
Multimedia
Meeting the topic
• Using the pictures below, try to explain what do you know about multimedia and how it
works.
• Give some examples of multimedia you are using.

Multimedia is a combination of content forms:

Text ??? ???

 ??? ??? Interactivity

Multimedia
Multimedia (Lat. Multum + Medium) is media that uses multiple forms of information content and
information processing (e.g. text, audio, graphics, animation, video, interactivity) to inform or entertain
the (user) audience. Multimedia also refers to the use of (but not limited to) electronic media to store
and experience multimedia content. Multimedia is similar to traditional mixed media in fine art, but with
a broader scope. The term "rich media" is synonymous for interactive multimedia. Multimedia means
that computer info can be represented through audio, graphics, image, video and animation in addition
to traditional media (text and graphics). Hypermedia can be considered one particular multimedia
application.
Multimedia finds its application in various areas including, but not limited to, advertisements, art,
education, entertainment, engineering, medicine, mathematics, business, scientific research and spatial
temporal applications. Below are the several examples as follows:
• Creative industries use multimedia for a variety of purposes ranging from fine arts, to
entertainment, to commercial art, to journalism, to media and software services. An individual
multimedia designer may cover the spectrum throughout their career. Request for their skills range
from technical, to analytical, to creative.
• Much of the electronic old and new media utilized by commercial artists is multimedia. Exciting
presentations are used to grab and keep attention in advertising. Industrial, business to business,
and interoffice communications are often developed by creative services firms for advanced
multimedia presentations beyond simple slide shows to sell ideas or liven-up training. Commercial
multimedia developers may be hired to design for governmental services and nonprofit services
applications as well.
• In addition, multimedia is heavily used in the entertainment industry, especially to develop special
effects in movies and animations. Multimedia games are a popular pastime and are software
programs available either as CD-ROMs or online. Some video games also use multimedia features.
Multimedia applications that allow users to actively participate instead of just sitting by as passive
recipients of information are called Interactive Multimedia. In the Arts there are multimedia artists,
whose minds are able to blend techniques using different media that in some way incorporates
interaction with the viewer. One of the most relevant could be Peter Greenaway who is melding
Cinema with Opera and all sorts of digital media. Another approach entails the creation of
multimedia that can be displayed in a traditional fine arts arena, such as an art gallery. For the most
part these artists are using materials that will not hold up over time.
• In Education, multimedia is used to produce computer-based training courses (popularly called
CBTs) and reference books like encyclopedia and almanacs. A CBT lets the user go through a series
of presentations, text about a particular topic, and associated illustrations in various information
formats. Edutainment is an informal term used to describe combining education with
entertainment, especially multimedia entertainment.
• Software engineers may use multimedia in Computer Simulations for anything from entertainment
to training such as military or industrial training. Multimedia for software interfaces are often done
as collaboration between creative professionals and software engineers.
• In the Industrial sector, multimedia is used as a way to help present information to shareholders,
superiors and coworkers. Multimedia is also helpful for providing employee training, advertising and
selling products all over the world via virtually unlimited web-based technologies.
• In Mathematical and Scientific Research, multimedia are mainly used for modelling and simulation.
For example, a scientist can look at a molecular model of a particular substance and manipulate it to
arrive at a new substance. Representative research can be found in journals such as the Journal of
Multimedia.
• In Medicine, doctors can get trained by looking at a virtual surgery or they can simulate how the
 human body is affected by diseases spread by viruses and bacteria and then develop techniques to
prevent it.

Reread the above text and fill in the following tables with the information from the text.
How is multimedia used in different fields?

Fields The use of multimedia

Creative
Industries

Commercials

Entertainment
and Fine Art

Education

Engineering

Industry

Mathematical
and Scientific
Research

Medicine

• READING SKILL: Connecting Ideas through pronoun, referents, transition words

Understanding a paragraph—or a longer passage—often involves more than just identifying the
topic and main idea. It is also necessary to understand the way writers in
English guide the reader through the logic of their ideas or show the connections between
ideas.

• Pronouns as Connectors
Pronouns often function as connecting words within a sentence or among different sentences.
Some of the pronouns that can be used this way are:
• Personal pronouns—he, it, they, him, us, etc.
• Possessive pronouns—his, her, our, their, etc.
• Demonstrative pronouns—this, that, these, those
• Relative pronouns—which, who, where, whose, etc.
Pronouns are used to refer to a noun or noun phrase that has already been mentioned.
(A noun phrase is a group of words that functions as a noun in the sentence.) This noun or noun
phrase is called the referent. In order to understand what you read, you need to be able to
identify the referent for each pronoun. A good reader does this automatically.

• Transition Words and Phrases as Connectors

Writers also show connections between ideas by using transition (connecting) words or phrases.
These words help the reader to follow the logic of the writer's thinking.

Some common transition words and phrases are:

Also for instance before long in particular
as a result for this reason But instead
as well as Furthermore Especially in the same way
at the same time However Finally likewise
at this point in fact first similarly
at times in other words for example whereas

EXERCISE 1
Read the following paragraph, find the main idea statement, underline the pronouns once,
underline the referents twice, and circle the transition signals.

Computer games are very popular with young people, but they are also controversial. For
example, opponents argue that they are harmful to brain development, cause children to
neglect reading and encourage violent or anti-social behavior. Supporters, however, claim that
the games help to develop advanced thinking skills and are often played cooperatively rather
than alone.
Main idea: ________________________________________________________________

Pronoun Referent

• GRAMMAR FOCUS: Passive Sentences

Passive voice is used when the focus is on the action. It is not important or not known, however,
who or what is performing the action.

Example:
My book was lost.
Multimedia means that computer info can be represented through audio, graphics, image,
video and animation.
A mistake was made (In this case, I focus on the fact that a mistake was made, but I do not
blame anyone (e.g. you have made a mistake.).

Examples of Other Passive Sentences:

Tense Subject Verb Object Time signal
Simple Present The anti-virus software is updated by her every week
Past Simple The mobile phone was charged last 2 days
 Future Simple The robot competition will be conducted next month
Modals Her computer may be infected by a dangerous virus
Present The program is being repaired by the mechanic
Continuous
Present Perfect The graduation have been significantly since last
requirements changed year

Exercise 1: Identify passive sentences in the previous passage.

Exercise 2: Change the verbs in the brackets into the correct forms.
• A computer operated by an individual without any specific computer operator
___________ (call) as a personal computer (PC).
• A PC can be a desktop or a laptop computer and can __________ (use) at home or at
office.
• Softwares should ______________ (install) in a PC to enable it to work properly.
• E-mail is a method of communication used globally and _____________ (provide) with a
system of creating, storing and forwarding mails.
• In schools, computer education has _______________ (make) compulsory to spread
awareness about computers.
• Computers viruses are harmful to the systems and can _____________ (transfer) from
one computer system to another.
• The images and video clips _____________ (automatically save) in the Gallery.
• The open applications and folders that have applications open ______________
(indicate) by a small icon in the main menu.
• The type of content that can ________________ (transfer) depends on the phone
model.
• Any changes or modifications to the printer that ______________ (not expressly
approve) by Hewlett-Packard could void the user's authority to operate this equipment.

Exercise 3: Make more passive sentences from the verbs used in exercise 2 above.
• ____________________________________________________________________
• ____________________________________________________________________
• ____________________________________________________________________
• ____________________________________________________________________
• ____________________________________________________________________
• ____________________________________________________________________
• ____________________________________________________________________
• ____________________________________________________________________
• ____________________________________________________________________
• ____________________________________________________________________
 UNIT 7
Activities on the Internet
Meeting the topic
Look at the following activities that people do on the internet.
Send email ____________________________
Use search engine to find information ____________________________
Get travel info ____________________________
Buy a product ____________________________
Check the latest news ____________________________
Chat ____________________________
Surf the web for fun ____________________________
Download music ____________________________

• What do you use internet for? Which of the above activities do you do on the internet?
Can you think of other activities that people can do on the internet? Add your answer to
the above list.
• Rank the 10 activities that you do on the internet from the most frequent to the least
frequent.I use internet for………………..
•
• 1._____________________________________________ (The most frequent)

• 2._____________________________________________

• 3._____________________________________________

• 4._____________________________________________

• 5._____________________________________________

• 6._____________________________________________

• 7._____________________________________________

• 8._____________________________________________

• 9._____________________________________________

• 10.____________________________________________ (The least frequent)

•
•
•
•
•
•
 Isolation increases with Internet use
The Internet connects us with people we might otherwise never meet—and may be leaving us
lonelier than ever.
The technology that has allowed people to keep in closer touch with distant family members and friends, to
find information quickly and to develop friendships with people from around the world, is also replacing vital
day-to-day human interactions. A computer monitor can’t give you a hug or laugh at your jokes. And some
psychologists worry that the Internet’s widening popularity will lead to further isolation among a population
that, although gravitating toward virtual communities in cyber-space, seems to have lost a genuine sense of
belonging and connection.

In fact, Kraut and his colleagues, in a study to be released this month in American Psychologist, report that
greater use of the Internet leads to shrinking social support and happiness, and increases in depression and
loneliness. The study is the first to look specifically at the impact that Internet use has on general emotional
well-being.

And the findings were unexpected, Kraut says, given that most people use the Internet for chat lines and e-
mail, not just to isolate themselves in mounds of electronic information.

'We were surprised to find that what is a social technology, unlike the television, has kind of antisocial
consequences,' Kraut says.

Learning from mistakes

The Internet could change the lives of Americans as much as the telephone in the early 20th century or the
television in the 1950s and 60s, Kraut contends. Numerous research and marketing firms have pegged the
number of American households using the Internet at anywhere from 60 million to 70 million. People use it
for everything from making plane reservations to downloading games to e-mailing relatives. And some spend
many hours on multi-user domains, or MUDS, where they assume fictional identities in role-playing games
(see article below).

But studies are showing the social prices of online living. Psychologists have already widely publicized their
findings about people who are addicted to the Internet.

Kraut and his co-researchers are perhaps the first to show how the Internet affects people who log on
regularly, but don’t appear to be addicted to cyberspace. They studied 169 individuals from 93 diverse
households in Pittsburgh during their first two years online. They found a direct correlation between
participants’ level of Internet use and their reports of social activity and happiness. As their use of the
Internet increased, the participants reported a decrease in the amount of social support they felt and in the
number of social activities they were involved in. They also reported being more depressed and lonely.

The right balance

Many psychologists say behavioral research should demonstrate ways to find a healthy balance between time
spent online and time spent talking with family and friends in person. In fact, people could integrate their
online and in-person lives by, say, calling or getting together with friends they’ve met online, suggests John
Suler, PhD, who studies online behavior as a psychology professor at Rider University in Lawrenceville, N.J.

Kraut says he’s trying to incorporate that balance in his own community. He’s proposing that his local school
and synagogue create electronic communication forums for students so they can use to discuss homework
assignments, make plans for social gatherings or even receive online tutoring. Kraut has also limited the
amount of time his teen-age son spends online.

But he’s also seeing the ways the Internet can enhance family connections. 'Every member of our family
spends time online,' he says. 'And when we are, we can’t be doing things with each other. But we also keep
up with our son in college. Even though he’s distant, when he needed to know how to cook something, we
could give the directions electronically.'
Answer the following questions about the text.
• What worries psychologists concerning the wider use of internet?
_____________________________________________________________________________________
• What does Kraut’s finding have to say about internet use as reported in American Psychologist?
_____________________________________________________________________________________
• What does “a social technology has anti-social consequences” mean? And what could be the examples of
anti-social consequences?
__________________________________________________________________________________
• Who were involved in Kraut’s study and how long did he conduct the study?
__________________________________________________________________________________
• What do psychologists suggest in order to find the right balance between spending time online and
offline?
__________________________________________________________________________________

• READING SKILL: Thinking in English

In these exercises you will practice what you have learned so far about paragraphs. The last sentence in each
paragraph is incomplete. In order to choose the best completion, you need to understand the main idea and
how all the ideas in the paragraph are connected.

Example:
Read the incomplete paragraph and write the main idea. Then decide which ending best fits the logic of the
paragraph.

The wine industry in the Burgundy region of France has proved to be an unexpected source of data about the
history of climate change. From the Middle Ages until the twentieth century, churches in Burgundy were
central to social, cultural, and even economic activity. They also often functioned as a bureaucratic center,
holding records of all aspects of town life, including winemaking. Thus, every year careful note was made of a
key date in the local agricultural calendar, the first day of the grape harvest. And since grape harvest time is
closely related to temperature, scientists have been able to reconstruct
• the medieval churches in northeastern Burgundy.

• medieval winemaking methods in Burgundy.

• climate data for Burgundy for the years after 2003.

• summer temperatures in Burgundy from 1370 to 2003.

Main idea: The wine industry in the Burgundy region of France has proved to be an unexpected source of data about the
history of climate change.

Which ending is best and why?

Ending d is the best ending because it refers to the main idea and the dates fit in with the information in the
paragraph. All other endings are not relevant to the main idea or are not logical.

• VOCABULARY SKILL:
• GRAMMAR FOCUS:
• SPEAKING
 UNIT 8
WEBSITE
Meeting the topic
• Can you design a webpage?

• What programs can you use to design a webpage?

• Do you have your own website? What did you build it for?

• What is your favorite website? Why?

• What characteristics does a good website have?

WEBSITE
Web Site, in computer science, is file of information located on a server connected to the World Wide Web
(WWW). The WWW is a set of protocols and software that allows the global computer network called the Internet
to display multimedia documents. Web sites may include text, photographs, illustrations, video, music, or computer
programs. They also often include links to other sites in the form of hypertext, highlighted or colored text that the
user can click on with their mouse, instructing their computer to jump to the new site.

Every web site has a specific address on the WWW, called a Uniform Resource Locator (URL). These addresses end
in extensions that indicate the type of organization sponsoring the web site, for example, .gov for government
agencies, .edu for academic institutions, and .com for commercial enterprises. The user’s computer must be
connected to the Internet and have a special software program called a browser to retrieve and read information
from a web site. Examples of browsers include Navigator from the Netscape Communications Corporation and
Explorer from the Microsoft Corporation.

The content presented on a web site usually contains hypertext and icons, pictures that also serve as links to other
sites. By clicking on the hypertext or icons with their mouse, users instruct their browser program to connect to the
web site specified by the URL contained in the hypertext link. These links are embedded in the web site through the
use of Hypertext Markup Language (HTML), a special language that encodes the links with the correct URL.

Web sites generally offer an appearance that resembles the graphical user interfaces (GUI) of Microsoft’s Windows
operating system, Apple’s Macintosh operating system, and other graphics based operating systems. They may
include scroll bars, menus, buttons, icons, and toolbars, all of which can be activated by a mouse or other input
device.

To find a web site, a user can consult an Internet reference guide or directory, or use one of the many freely
available search engines, such as WebCrawler from America Online Incorporated. These engines are search and
retrieval programs, of varying sophistication, that ask the user to fill out a form before executing a search of the
WWW for the requested information. The user can also create a list of the URLs of frequently visited web sites.
Such a list helps a user recall a URL and easily access the desired web site. Web sites are easily modified and
updated, so the content of many sites changes frequently.

Microsoft ® Encarta ® Reference Library 2005. © 1993-2004 Microsoft Corporation. All rights reserved.
Visualizing a process/ description

Sometimes a process/ a description of something may be conveyed in text and or in graphics/ pictures. Work
in groups of two or three and practice visualizing the above text about how a website works (along with its
contents/ features). Look at a sample of visualization in Unit 7 (How a computer works) to guide you create
your own picture.
• READING SKILL:
• GRAMMAR FOCUS: ADJECTIVE CLAUSE
An adjective clause uses pronouns to connect the dependent clause to the independent clause.
who      (people)
that      (things or people)
which  (things)
Example :
• The professor who taught you yesterday is here.
• The lecturer (whom) you met in the office is here.
• The computer that is on the table is new.
• The phone that you bought in the shop is very expensive.
• The man whose red car is broken bought a bottle of mineral water.

• VOCABULARY
• SPEAKING

UNIT 9
HACKING
Meeting the topic
• What do you know about hacking?

• What does a hacker do?

• Is hacking different from cracking? How are they different or similar?

HACKERS

Hacker, as it relates to computers, has several common meanings. Hacker is often used by the
mass media to refer to a person who engages in computer cracking and is also often used by those
in computing fields to refer to a person who is a computer enthusiast. In computer security, a
hacker is someone who focuses on security mechanisms. In common use, which was
popularized by the mass media, that refers to someone who illegally breaks into computer and
network systems. That is, the media portrays the ‘hacker’ as a villain. Nevertheless, parts of the
subculture see their aim in correcting security problems and use the word in a positive sense.
They operate under a code of the Hacker Ethic, in which it’s acknowledged that breaking into
other people’s computers is bad, but that discovering and exploiting security mechanisms and
breaking into computers is nevertheless an interesting aspect that can be done in an ethical and
legal way. Another hacker ethic is the idea that writing software and sharing the result is a good
idea, but only on a voluntary basis, and that information should be free, but that it’s not up to
the hacker to make it free by breaking into private computer systems. Academic hackers
disassociate from the mass media’s pejorative use of the word ‘hacker’ referring to computer
security, and usually prefer the term ‘cracker’, the term refers to computer hobbyists who push
the limits of their software or hardware.
Answer the following questions about the text
• How is a hacker commonly defined? ______________________________________
• According to those in computer fields, what is a hacker? ___________________

• Is a computer enthusiast the same as a hacker? ___________________________

• What is/ are acknowledged by a hacker ethic? ____________________________

• To what extend is a hacker different from a cracker? ________________________

• READING SKILL: Summarizing

• Grammar Focus: Adjective Clause Review

UNIT 13
Getting into the Job
A resume or CV is a summary of your educational qualifications and work experience. Companies usually want to
see your resume when you apply for a job. A covering letter is the letter that accompanies your resume when you
send it to a company. Both of the documents are vitally important in the job application process.

When you send your CV to apply for a position, you should also include a short letter. This letter is called a covering
letter or (in American English) a cover letter. A covering letter sent with a CV/resume is also called a letter of
application. Your letter of application is a sales letter. The product it is selling is your CV.

Content
The reader of your letter may be busy and unwilling to waste time on unnecessary details. You should therefore
design your letter to be easy to read. It should be short, concise and relevant. It should not be too formal or
complicated.

Your letter should:

• confirm that you are applying for the position

• say where you learned about the position

• say why you want the position

• say why you would be a benefit to the company

• request an interview

Format
The layout of a modern business letter in English is very simple. Your address is at the top, on the right or in the
middle. The rest of the letter can be in 'block' format, with each line starting on the left. Try to keep the whole
letter on one single page, with plenty of white space.

Here is the typical format for your cover letter:

1 Your address
telephone - fax – email
Put your address + your telephone 1 Your address
number, fax and/or email address telephone
at the top in the centre OR on the fax
right. email
Do NOT put your name here.
2 Date Do not write the date as numbers only, for two reasons:
• It can be considered too official and therefore impolite

• All-number dates are written differently in British English (31/12/99) and

American English (12/31/99). This can lead to confusion.

3 Destination name and address This is the name of the person to whom you are writing, his/her job title, the
company name and address. This should be the same as on the envelope.
4 Reference This is the reference number or code given by the employer in their advertisement
or previous letter. You write the employer's reference in the form: 'Your ref: 01234'.
If you wish to include your own reference, you write: 'My ref: 56789'.
5 Salutation (Dear…) A letter in English always begins with 'Dear…', even if you do not know the person.
There are several possibilities:
• Dear Sir

• Dear Madam

• Dear Mr Smith

• Dear Mrs Smith

• Dear Miss Smith

• Dear Ms Smith

• To whom it may concern

6 Subject The subject of your letter, which for a job application is normally the Job Title.
7 Body The letter itself, in 3 to 6 paragraphs.
8 Ending (Yours…) • Yours sincerely

• Yours faithfully

• Yours truly
9 Your signature Sign in black or blue ink with a fountain pen.
10 Your name Your first name and surname, for example:
• Mary Smith

• James Kennedy
11 (Your title) If you are using company headed paper, write your Job Title here. If you are using
personal paper, write nothing here.
12 Enclosures Indicate that one or more documents are enclosed by writing 'Enc: 2' (for two
documents, for example).
Should your letter of application be hand-written? Probably not. In some cultures employers require candidates to
send letters written by hand. But in the English-speaking world, an employer would usually prefer to receive a letter
of application that is word-processed (that is, produced on a computer and printed). A hand-written letter could
be considered unprofessional. You must judge according to the country, culture and tradition.

26 rue Josef
75008 PARIS
France
tel: +33 1 77 77 77 77
 email: rachelking@eflnet.fr

The Principal
Interplay Languages
77 bd Saint Germain
75006 PARIS
17 April 2006
Dear Madam
Director of Studies
I am interested in working as Director of Studies for your organisation. I am an EFL language
instructor with nearly 10 years' experience to offer you. I enclose my resume as a first step in
exploring the possibilities of employment with Interplay Languages.
My most recent experience was implementing English Through Drama workshops for use with
corporate clients. I was responsible for the overall pedagogical content, including the student
coursebook. In addition, I developed the first draft of the teacher's handbook.
As Director of Studies with your organisation, I would bring a focus on quality and effectiveness
to your syllabus design. Furthermore, I work well with others, and I am experienced in course
planning.
I would appreciate your keeping this enquiry confidential. I will call you in a few days to arrange
an interview at a time convenient to you. Thank you for your consideration.
Yours faithfully

Rachel Kin
Resume or CV
Abhirama Swastyayana Dian Perdana, S.Pd.
Jakarta, January 10, 1982
Perum. AD Jl. Babadan Gg. Jeruk B. 11 Gedongkuning, Yogyakarta
(0274) 540254; 0274 710 2464
abhirama@fpisb.uii.ac.id
 
CAREER OBJECTIVE: 
To deal with English Language Teaching in higher education level
To design various English programs and course development based on students' need
To engage in teaching and materials development for students of the English Education Study Program
 
EDUCATION : 
S1        :  English Language Education Study Program, Sanata Dharma University, Yogyakarta, 2004 (GPA: 3.30/4.00)
SHS     :  Don Bosko Senior High School, Semarang, 2000     
 
CURRENT PROFESSIONAL HIGHLIGHTS
June 2006 - Present
Secretary of the English Study Program Diploma III, Faculty of Psychology and Socio-cultural Sciences, Universitas
Islam Indonesia
Coordinate and manage the Academic and Administration affairs; assisting and reporting the academic activities to
the Head of the English Study Program Diploma III, Faculty of Psychology and Socio-cultural Sciences, Universitas
Islam Indonesia
 
May 2006 - Present
Permanent Lecturer, English Study Program Diploma III, Faculty of Psychology and Socio-cultural Sciences,
Universitas Islam Indonesia
Giving lectures on English skills in the Diploma III English Study Program
 
2005 - Present
Thesis Language Advisor, International Program, Faculty of Economics, Universitas Islam Indonesia
Assisting by giving corrections to their writings in terms of grammar and vocabulary for the students working on
their thesis by giving corrections to their writings in terms of grammar and vocabulary
 
WORKING EXPERIENCES
2006
Trainer, TOEFL, CILACS (Center for International Languages and Culture Studies)
Giving training on Teaching TOEFL for the instructors of CILACS (Center for International Languages and Culture
Studies)
 
2005
Trainer, BESWAN Djarum Scholarship
Sent by CILACS UII to train the Awardees of BESWAN Djarum Scholarship in facing Job Interviews
 
2005 - 2006
Academic Staff, English Study Program Diploma III Universitas Islam Indonesia
Assisting the Vice Director II Academic Matters to prepare the academic programs
Translating documents for the departments in Universitas Islam Indonesia
 

2005 - Present
Translator and Interpreter, BAHASA - Bilingual Service
Serving clients from various NGOs and institutions
 
2005
Proceeding Staff, Center for Women Study, UIN Sunan Kalijaga, Yogyakarta
Sent by CILACS UII to document the activity in the Short Course on Islam, Gender, and Reproductive Rights in MS-
Word format
 
2004 - 2005
Translator and Interpreter, ACES Interpreter - Translator
Serving clients from a reputable international bank and a company in Yogyakarta
  
SEMINAR/TRAINING/WORKSHOP ATTENDED
June 2005
Participant of " JETA (Jogjakarta English Teachers Association) 3rd National Conference - Towards the Autonomy in
EFL Curriculum Development," held by JETA in association with Yogyakarta State University
May 2005
Chairperson of "APS Presentation & Workshop", held by English Study Program Diploma 3 Universitas Islam
Indonesia
2005
Committee (Proceeding Staff) of the Short Course on Islam, Gender, and Reproductive Rights, Center for Women
Study, UIN Sunan Kalijaga, Yogyakarta
 
CURRENT ACHIEVEMENTS
2006
Australian Partnership Scholarships (APS) Program Awardee
 
PERSONAL HIGHLIGHTS AND QUALITIES
Excellent in spoken and written English
Various experiences in education and academic matters
Computer and Internet literate
Able to work and cooperate in a team
Able to manage a classroom
Able to manage a time schedule
Able to work under pressure
Good managerial skills
High concern on academic affairs
 
PERSONAL DATA
SHORT NAME                :  Abhi
PLACE/ DATE OF BIRTH   :  Jakarta, January 10, 1982
GENDER                        :  Male
STATUS                       :  Single
HOBBY/ INTEREST     :  Reading, Browsing the Internet, Traveling, Tour
d'Cuisine
 
PERSONAL STATEMENT
I am deeply committed to the concept that teaching is an interesting activity. In my opinion, there are many new
experiences in the teaching and learning process that can enrich the teacher's and the learner's life. Both parties
can try to find out, build and maintain many good things such as self-discipline, responsibility, ability, and interest.
 
I certify that the statements made in these Curriculum Vitae are true, complete and correct to the best of my
knowledge.