TERHAD

KERTAS PENERANGAN

BAHASA INGGERIS 1

TERHAD

Cetakan Kedua Mac 2011 Institusi Latihan Jabatan Tenaga Manusia http ://www.jtm.gov.my/kurikulum

Hak Cipta Terpelihara. Dokumen ini diklasifikasikan sebagai TERHAD. Tidak dibenarkan mengeluar mana-mana bahagian dalam kandungan Bahan Pembelajaran Bertulis (WIM) dalam apa jua bentuk tanpa keizinan daripada Jabatan Tenaga Manusia (JTM).

Bahan Pembelajaran SEMESTER SATU ini dibangunkan bagi kursus sepenuh masa di Institusi Latihan Jabatan Tenaga Manusia (ILJTM) oleh Ahli Jawatankuasa

Pembangunan WIM dan disemak serta diluluskan oleh Jawatankuasa Pemandu Kurikulum untuk tujuan gunapakai bagi semua ILJTM yang terlibat.

Kod Pengesahan WIM Kod Pengesahan Silibus Tarikh Pengesahan WIM

: WIM/BI1051/12011/S01/P1 : SFB/BI1051/12009/P1 : 11 Mac 2011

KANDUNGAN
SENARAI AHLI JAWATANKUASA PEMBANGUNAN WIM ................................................ i SENARAI SINGKATAN ..................................................................................................... ii KERTAS PENERANGAN MODUL ....................................................................................1 BI 1051 BAHASA INGGERIS 1 .....................................................................................1 GROUP CLUSTERING MODULE 1 ..............................................................................2 LE1 ELEMENTS OF GRAMMAR AND GRAMMATICAL STRUCTURES....3 LE 2 READING CONTEXT-AREA TEXT..35

SENARAI AHLI JAWATANKUASA PEMBANGUNAN WIM

KLUSTER SUBJEK UMUM - BAHASA INGGERIS 1

Ahli Jawatankuasa : 1. 2. 3. 4. Ainin Nisak Binti Ahmad Asnawi (Pengerusi Kluster Subjek Umum) Nikmat Bin Mohamad (Penolong Pengerusi Kluster Subjek Umum) Irene Lau Chieng Chieng (Ketua Penyelaras) Ng Siew Kuan (Penolong Ketua Penyelaras) 5. Subesh a/l Raman ADTEC Kulim ADTEC Shah Alam ADTEC Kulim ILP Kuala Lumpur ILP Kuantan

Urusetia : 1. 2. 3. 4. 5. Pn. Norpisah binti Jumin En. Norhasni bin Dakie Cik Norida binti Othman Cik Sazurani binti Abdul Zabil En. Ismail bin Mohd Taha BKT, Ibu Pejabat BKT, Ibu Pejabat BKT, Ibu Pejabat BKT, Ibu Pejabat BKT, Ibu Pejabat

Tarikh dibangunkan Tempat

: :

10 14 Mei 2010 ADTEC Taiping, Perak

SENARAI SINGKATAN
IS WS AS INFORMATION SHEET WORK SHEET ASSIGNMENT SHEET

KOD KURSUS SEMESTER NO. SUBJEK KREDIT NO. LE JENIS WIM

BI 1 05 1 LE1 IS

ii

KERTAS PENERANGAN MODUL

BI 1051 BAHASA INGGERIS 1

GROUP CLUSTERING MODULE 1

BI 1051 LE1 ELEMENTS OF GRAMMAR AND.GRAMMATICAL STRUCTURES 1. 1 Nouns 1. 2 Verbs 1. 3 Tenses 1.4 Question Forms 1.5 Agreement 1.6 Vocabulary 1.6.1 Definition of Words 1.6.2 Pronunciation 1.6.3 Language Usage BI 1051 LE 2 READING CONTEXT-AREA TEXT 2.1 Comprehension 2.2 Terminology 2.3 Contextual Meanings

MUKASURAT 2

INSTITUSI LATIHAN JABATAN TENAGA MANUSIA KEMENTERIAN SUMBER MANUSIA MALAYSIA

INFORMATION SHEET
CLUSTER NAME NUMBER AND TITLE OF MODULE LEARNING EXPERIENCE NO. OF RELATED TASK GENERAL SUBJECT SEMESTER 1 BI 1051 ENGLISH LANGUAGE I LE1. ELEMENTS OF GRAMMAR AND GRAMMATICAL STRUCTURES NOUNS VERBS TENSES QUESTION FORMS AGREEMENT VOCABULARY

1. 1 1. 2 1. 3 1. 4 1. 5 1. 6

BY THE END OF THE LESSON, STUDENTS SHOULD BE ABLE TO: TERMINAL a. FAMILIARIZE WITH THE GRAMMATICAL ITEMS PERFORMANCE OBJECTIVE (TPO) b. COMPREHEND CONTEXTUAL MEANING OF THE TEXT

ENABLING OBJECTIVE (EO)

BY THE END OF THE LESSON, STUDENTS SHOULD BE ABLE TO FAMILIARIZE THEMSELVES WITH THE GRAMMATICAL ITEMS.

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1.1 NOUNS
INSTRUCTIONAL AIMS:

Nouns are the basic tools for giving names to things and concept. Therefore, learners need to control a large vocabulary of nouns as well as pronouns.

NOUNS - A noun is the name of a person, place, thing, quality, activity, concept, or condition. - Nouns can be classified as follows:

NOUNS

COMMON NOUNS

PROPER NOUNS

ABSTRACT NOUNS

COLLECTIVE NOUNS

Countable Nouns: 1. Singular bottle glass hammer 2. Plural bottles glasses hammers Uncountable Nouns money sugar water

People Encik Karim Lee Mei Selvi Places Kuala Lumpur Thailand Months/Days January Sunday

Qualities patience success Emotions happiness pain Actions consideration co-operation Conditions peace freedom

an army of soldiers a band of musicians a swarm of bees a set of tools a bunch of grapes

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a.

COMMON NOUNS General and not specific nouns. E.g.: i. Caffeine, heavily consumed in coffee, tea and some soft drinks. ii. The earth receives the same amount of energy from the sun. We use a and an for singular countable nouns. We use some, many, more, several, a lot of for plural countable nouns. The uncountable noun does not have a plural form. We use singular verbs for all uncountable nouns. Irregular Plurals is nouns that can change their vowels, remain unchanged or take an en or ren ending if the number is more than one. E.g.: goose ox child geese oxen children

b.

PROPER NOUNS Represents the name of a specific person, place or thing. Begin with capital letter. E.g.: i. Caffeine, heavily consumed in coffee, tea and some soft drinks. ii. Abraham Lincoln is known throughout the world for his humanity.

c.

ABSTRACT NOUNS Abstract nouns are things that we cannot see or touch but can feel and think about. Names of special qualities, emotions, actions or conditions. It is used to refer to feelings, concepts, ideas, states of mind. E.g.: love, joy, music, happiness

d.

COLLECTIVE NOUNS Is a noun naming a group of things, animals or persons to one noun. Some of the most common collective nouns are: army, audience, band, committee, couple, flock, group, jury, majority, and team. These nouns may be treated as singulars or plurals. E.g.: i. The army is advancing slowly. ( The entire army as a unit) ii. The audience are leaving their seats now. (The members of the audience are thought of as individuals.)

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1.1.2

PRONOUNS

A pronoun is a word or words used in place of a noun, a noun and its modifiers, or another pronoun. The element replaced is called the antecedent of the pronoun.
PRONOUNS used to replace the name of the subject and object a. PERSONAL PRONOUNS

in a sentence Subject: I, you, he, she, it, we they Object: me, you, him, her, it, us, them used to replace the name of the owner of Something

b. POSSESSIVE PRONOUNS

singular Owner Possessive pronouns I, you, he, she, it Mine, yours, his, hers,

plural We, you, they Ours, yours, theirs

c. INTERROGATIVE PRONOUNS

used to ask questions: who? whom? Whose? What? Which? used when joining two sentences together who, whom, whose, which , that used to point things: this, these, that, those
Singular Myself Yourself Himself Herself itself Singular Myself Yourself Himself Herself itself Plural Ourselves Yourselves Themselves Themselves Themselves Plural Ourselves Yourselves Themselves Themselves Themselves

d. RELATIVE PRONOUNS

e. DEMONSTRATIVE PRONOUNS

f. EMPHATIC PRONOUNS

used to say something strongly, that is with force or emphasis.

g. REFLEXIVE PRONOUNS

used to show that the action of the verb refers back to the doer

h. INDEFINITE PRONOUNS

used to point out any special or particular person or things: somebody, anybody, someone, nobody, all, no one, any etc

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a.

Personal Pronouns 1. Used as the subject of the sentence singular I You He, she ,it plural We You They

First person Second person Third person

2. Used as the object of the sentence singular me you him, her, it plural us you them

First person Second person Third person

Examples: Singular i. I know I forgot to mention it. ii. You are my daughter. iii. I gave it to her. Plural i. We came here first. ii. They sent it to us. iii. We like them. b. Possessive Pronouns Pronouns which tell us to whom some things belongs, or which show ownership or possession. Answer the question Whose?
PERSONEL PRONOUN I YOU HE SHE IT WE THEY POSSESSIVE PRONOUN MY , MINE YOUR, YOURS HIS HER, HERS ITS OUR, OURS THEIR, THEIRS

E.g:

i. ii.

This computer is mine. This house is ours. We bought it from developer.

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c.

Interrogative Pronouns are used to ask questions. Who, which, what, whose, of which, of what, to whom, to which, to what, whom E.g.: i. ii. iii. iv v Who is that man ? Of which to pick ? To what shall I send the money ? Whom have you sent? To whom shall I speak ?

d.

Relative Pronouns It takes the place of a noun or pronoun, and it joins two sentences. Who, which, what, that, as, but and etc E.g.: i. ii. iii. Bob, who is often late, gets scolded. He had two brothers, of which one is still little He prefers not to see such animals as the ones at the Zoo.

e.

Demonstrative Pronouns Are used to point an object or a person. This, That, These, Thoseetc. E.g : i. ii iii iv This screwdriver is mine. That is my toolbox. These are my hammers. Those are my nails.

f.

Emphatic Pronouns are like reflexive pronouns in form. They are used to say some things strongly, that is with force or emphasis. E.g: i ii. iii iv I myself did it. You yourself must learn to be obedient. They themselves collected the wood. We ourselves did the job.

g.

Reflexive Pronouns A pronoun which shows that a person has done, or is doing something to himself. It shows that the doer is the subject and also the object or the action expressed by the verb. E.g: i. ii. iii He killed himself. They hid themselves. Dont hurt yourself.

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h.

Indefinite Pronouns Some, somebody, someone, something etc Any, anybody, anyone, anything and etc No, nobody, none, nothing and etc Every, everybody, everyone, everything Another, the other, the others, all, little, many and etc. E.g: i ii. I dont know anything about car fixing. Can someone show me the way to the electric factory?

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1.2.

VERBS

VERBS ARE USED TO DESCRIBE AN ACTION OR EXPERIENCES. SENTENCES CANNOT BE FORMED WITHOUT VERB. THE VERB COMES AFTER THE SUBJECT IN A SENTENCE.

VERBS A Verb is a word used to tell us something about a person or thing. It is a word that tells us, a. what a person or thing does, e.g. He writes. She eats. It runs. What a person does to something, e.g. The food is eaten by the boy. What is done to someone or something, e.g. He is beaten by his father. What a person or something is, or in what state it exists. e.g. He is clever. He looks unhappy.

b.

c.

d.

1.2.1 TRANSITIVE AND INTRANSITIVE VERBS

a.

ACTION VERBS (TRANSITIVE VERB) A Transitive Verb takes an Object to complete the sense of the verb. An Object may be: Direct or Indirect. It describes what people, animal and things are doing. E.g. : i. ii. iii. iv. Automobiles are destroying cities. The gardener fertilized the lawn and the trees. The technician telephoned his boss. Microchips have revolutionized the communications industry.

b.

NON-ACTION VERBS (INTRANSITIVE VERB) Do not take / have an object and dont describe objects. Is, has, have, was, are, were - also an examples of non-action verbs. E.g. : i. ii. iii. iv. He is a carpenter. Bill and Tom come every day. The general was an able man. Samad is the most outstanding student this year.

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1.2.2 VERB FORMATIONS a. Irregular verbs

Irregular verbs are usually listed in three different columns: Infinitive be have go Past Simple was had went Past Participle been had gone

b.

Used to

Used to indicates something that happened regularly in the past but doesnt happen now. E.g: i. ii. iii. I used to smoke. ( = I dont smoke now) She used to work for the BBC. ( = she doesnt work for the BBC now) He didnt use to like me. ( = he likes me now)

Form Used to used to used to +infinitive live here. smoke.

She I

Notes: The negative is didnt use to + infinitive: She didnt use to smoke. The question form is did + subject + use to + infinitive: Did you use to live here? The question and negative forms are not used very often.

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1.2.3

ADJECTIVES

An adjective describes a person, an animal, a plant, a place or a thing.

Used to take about shape, size, colour, condition, etc E.g. good, white, tall, round, hard. It is a beautiful day. A red ball. Tom is a smart boy. Used to show who the owner is E.g. My, your, his, her, their, our, its Those keys are his. Can I borrow your book? My sister is very smart.

ADJECTIVES

Descriptive Adjectives

Quantitative Adjectives

Used to state the number/how many Indefinite Many, few, most, little, much, all, some How much is that pen? Definite One, two, three, first, second There are two flies in my soup. Used to show whether the nouns are taken singly or as a group E.g. Each, every, either, neither Every worker is on time for work. Please read each sentence carefully.

Possessive Adjectives

Distributive Adjectives

Used to ask questions E.g. What, which, whose What time is it? Which bus should I take? Whose seat is this?

Interrogative Adjectives

Demonstrative Adjectives

Used to point to the noun. E.g. This, that, these, those She did very well in that exam paper. The boys are on holidays this week. Those students are waiting for the bus.

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Adjectives can be placed: Before a noun or After a non-action verb to be

Examples : Adjectives before noun : a. An orange jacket is advisable on a ski slope. b. A happy man faces each day optimistically. c. Weak men feel strong when they achieve success.

Examples : Adjectives after a non-action verb : >> Non-action verb (am, is, are, was, were, will be) a. Alice is sad, because her supervisor pays her little attention. b. The workers are tired. They have worked the whole day. c. Ahmads job performance was excellent.

>> Other verbs (look, feel, taste, smell, sound etc) a. Jack looked doubtful. b. The supervisor seemed angry.

When we compare two or more nouns we use different forms of comparison. We can divide adjectives into 3 groups. When we compare two nouns (comparative), we add er to the original form of adjectives. When we wish to compare three or more nouns (superlative), we add est to the original form of adjectives.

ORIGINAL Big Clever Tall Careful Terrible Good Bad

COMPARATIVE Bigger Clever Taller More Careful More Terrible Better Worse

SUPERLATIVE Biggest Cleverest Tallest Most Careful Most Terrible Best Worst

Examples : a. The red building is big. But, the blue building is bigger than the red building. b. The mathematics test paper is most difficult than the English and Science papers.

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1.2.4

ADVERBS

Words Which Describes More About Verbs, Adjectives Or Other Adverbs Most adverb are formed by adding ly to adjectives as seen in the example below ADJECTIVES SAD HAPPY SLOW GREAT Examples : Robert runs quickly. * there are also adverb that do not end with ly. Examples : He worked hard to help his family. SADLY HAPPILY SLOWLY GREATLY ADVERBS

Types of Adverbs

Degree/Quantity E.g. Rather, very, much, only, quite, almost, exactly, partly, as, somewhat, too The old man almost fell down. The cat is very hungry.

Place E.g. Here, there, everywhere, near by, above, outside, near There are new houses build here. No pets allowed inside the shop.

Manner E.g. quickly, softly, easily, happily, sadly Spoke softly/loudly. ran quickly/slowly.

ADVERBS Frequency E.g. every day, weekly, hourly, twice, regularly, always, seldom, never, often, now He wakes up early every day. Ali is always late for his appointment. Interrogative E.g. how, when, where When is the plane arriving? how did you get to the stadium? Time E.g. soon, before, already, yesterday, just now, next week The bus will arrive soon. I will read that book tomorrow.

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1.3.

PRESENT TENSE Simple and Continuous CheckPoint

The a sentences below are wrong and the b sentences are correct. The rules tell you why. Refer to the rule numbers.
RULE NUMBERS

1a Noras father is being a police inspector. 1b Noras father is a police inspector. 2a A spider is having eight legs. 2b A spider has eight legs. 3a Mother fries noodles now. 3b Mother is frying noodles now. 4a I am wanting a glass of cold water. 4b I want a glass of cold water.

X X X X 3 2 1b 1a

RULES

1.3.1. Simple Present Tense

We use the Simple Present Tense in these ways: (a) to show habits and regular actions or to refer to current situations E.g: I wake up at six oclock every morning. (habit) Anna works in a factory. (current situation) (b) to state general truths or facts E.g: REMEMBER The following are some words that are often used with verbs in the Simple Present tense to show habits or regular actions: every every sometim often day week es Verbs in the Simple Present Tense are formed in these ways: always For singular nouns and the pronouns (a) base form of verb + s EXAMPLE: bake + s = bakes usually Fish breathe through their gills.

For plural nouns and the pronouns base form of verb = Present Tense EXAMPLES: Base form bake wash fly Present bake wash fly Tense

(b) base form of verb + es

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E.g:

wash + es = washes

(c) base form of verb ending in y i + es E.g: fl y i + es = flies

1.3.2

Present Continuous Tense We use the Present Continuous Tense to show that: REMEMBER The Present Continuous Tense is formed in this way: Present Tense form of the verb to be + base form of verb + EXAMPLES: They fly. They are flying. He studies. He is studying. The following verbs do not usually take the Continuous Tense: believe belong contain hear know like own see smell

(a) an action is going on at the time of speaking (b) an action is going on at the time of writing (c) an action is planned for the future. EXAMPLES: He plays basketball every weekend. (regular action) He is playing basketball now. He is playing tennis tomorrow.

PAST

FUTURE

NOW

TOMORROW

He is playing basketball.

He is playing tennis.

Certain verbs DO NOT take the Continuous Tense. EXAMPLES: Hannah is liking chocolates. Hannah likes chocolates. [X] []

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1.3.3

PRESENT PERFECT TENSE CheckPoint

The a sentences below are wrong and the b sentences are correct. The rules tell you why. Refer to the rule numbers.
RULE NUMBERS

1a. I have done the work yesterday. 1b . I did the work yesterday. 2a. I knew Sam since 1995. 2b. I have known Sam since 1995. 3a. She has chose blue curtains for her room. 3b. She has chosen blue curtains for her room.

X X X 3 2 1

RULES

We use the Present Perfect Tense to talk about an action in the past without stating the exact time of the action. EXAMPLE: Past Tense We visited the Science Museum yesterday. The bird in the cage flew away last week. Present Perfect Tense We have visited the Science Museum before. The bird in the cage has flown away.

When the time of action is mentioned, we use the Simple Past Tense. We use the Present Perfect Tense to talk about an action that started in the past and is still going on. EXAMPLE: I have taught in this school for three years. REMEMBER The following are some words that may be used with the Present Perfect Tense: already before for (a week, a month, several days) since (last year, last month, 1980)

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We form the Present Perfect Tense in this way:

has/have + past participle of verb

EXAMPLES: have + completed: The engineers have completed the project. has + taken: Lily has taken her son to the clinic. REMEMBER The following are some examples of the Past Participle of verbs: Regular Verbs Base form of verb Past Tense Past Participle ask asked asked boil boiled boiled dance danced danced live lived lived play played played wash washed washed

Irregular Verbs Base form of verb Past Tense Past Participle Base form of verb Past Tense Past Participle Base form of verb Past Tense Past Participle bring brought brought choose chose chosen cut cut cut hit hit hit leave left left do did done put put put make made made fly flew flown pay paid paid write wrote written

read read read

Base form of the verb to be Past Tense Past Participle

be was/were been

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1.3.4

SIMPLE PAST TENSE REGULAR and IRREGULAR VERBS CheckPoint

The a sentences below are wrong and the b sentences are correct. The rules tell you why. Refer to the rule numbers.
RULE NUMBERS

1a I live in Gombak last year. 1b I lived in Gombak last year. 2a We awaked at six oclock this morning. 2b We awoke at six oclock this morning. 3a The car hits the tree just now. 3b The car hit the tree just now.

X X X 3 2 1

RULES

We use the Simple Past Tense to show that an action happened in the past. EXAMPLES: I visited Cairo in 1995. Adi studied in London two years ago. REMEMBER PAST 1995 two years ago PRESENT FUTURE The following are some words that may be used with verbs in the Past Tense: earlier just now last night three years ago

We add ed to regular verbs to form the Simple Past Tense. Irregular verbs take different forms. EXAMPLES: Melody painted a beautiful scene yesterday. (regular verb paint) Little Nicky slept all morning. REMEMBER The following are some ways of forming the Past Tense of regular verbs: (a) base form of verb + ed EXAMPLES: clean + ed = cleaned pick + ed = picked (b) base form of verb ending in y i + ed EXAMPLES: carr y i + ed = carried hurr y i + ed = hurried (c) base form of verb ending in a consonant + the same consonant + ed EXAMPLES: drag + g + ed = dragged stop + p + ed = stopped (irregular verb sleep)

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 Irregular verbs take different forms. EXAMPLES: Base form Past Tense The verb to be Pronouns Present Tense Past Tense I am was He / She / It is was We / You / They are were awake bring catch awoke brought caught dream dreamt eat ate

Some irregular verbs DO NOT CHANGE to form the Simple Past Tense. They keep the base form. EXAMPLE: They put the chairs out to dry. REMEMBER Base form Past Tense beat beat cut cut hit hit hurt hurt let let set set

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1.3.5

PAST CONTINUOUS TENSE CheckPoint

The a sentences below are wrong and the b sentences are correct. The rules tell you why. Refer to the rule numbers.
RULE NUMBERS

1a At about eight oclock last night, the police are driving around my area. 1b At about eight oclock last night, the police were driving around my area. 2a While mother was cleaning the house, father read the papers. 2b While mother was cleaning the house, father was reading the papers. 3a I was sleeping when you were coming home. 3b I was sleeping when you came home. 4a We were knowing about his plan last night. 4b We knew about his plan last night.

X X 4 3

RULES

We use the Past Continuous Tense to show that an action was going on or being carried out in the past. EXAMPLE: At 10.30 a.m. yesterday, Justin was making a kite. Now he is flying the kite.

PAST

FUTURE

10.30a.m.

_____________________________________
Justin was making a kite. PRESENT Justin is flying the kite.

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To show that two actions were going on at the same time in the past, we use the Past Tense for both actions or the Past Continuous Tense. EXAMPLES: While I was cooking lunch, my sister was ironing. While I cooked lunch, my sister ironed. REMEMBER The Past Continuous Tense is formed in this way: For singular nouns & the pronouns I/he/she/it: was + base form of verb + ing EXAMPLE: Jason was reading this book.

For plural nouns & the pronouns you/we/they: were + base form of verb + ing EXAMPLE: The kids were sleeping in their room.

To show that something happened while a longer action was going on, we do the following: (a) first or longer action use the Past Continuous Tense (b) second action use the Simple Past Tense EXAMPLE: I was doing my homework last night when Lin phoned me. Longer action Second action

doing homework

7 p.m.

8 p.m.

Phoned PAST PRESENT FUTURE

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Certain verbs DO NOT usually take the Past Continuous Tense. EXAMPLE: We were understanding your problem after the meeting. We understood your problem after the meeting. (X) ()

REMEMBER The following verbs DO NOT usually take the Continuous Tense: appear fit want forget own wish

1.3.6

SIMPLE FUTURE TENSE CheckPoint

The a sentences below are wrong and the b sentences are correct. The rules tell you why. Refer to the rule numbers.
RULE NUMBERS

1a I go out for dinner this evening. 1b I will go out for dinner this evening. 2a Raja and Anil returns home for the holidays next year. 2b Raja and Anil will return home for the holidays next year. 3a Cory be in Singapore next Tuesday. 3b Cory will be in Singapore next Tuesday. 4a She going to attend a wedding tonight. 4b She is going to attend a wedding tonight.

X X 2a 1

X X 3 2b

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RULES REMEMBER The following are some words that may be used with verbs in the Future Tense:
tomorrow next week this Saturday next month

We use the Future Tense to show future action. EXAMPLE: We will meet you on Saturday.
PAST PRESENT FUTURE

________________________________________
Saturday

NOW We form the Simple Future Tense using will in this way:

(a)

will + base form of verb

EXAMPLE: Meg will revise her history notes this weekend.

(b)

will + base form of the verb to be

In the past, the Simple Future Tense was formed using shall for I and we, and will for other pronouns and nouns. EXAMPLE: > I shall attend the Business Club meeting tomorrow. > We shall have a picnic this Saturday. Nowadays, it is more common to use will for all nouns and pronouns.

EXAMPLE: We will be busy with our work next week.

We can also use the going to form for future action that is planned earlier or events that we think are likely to happen in the future. We form the Simple Future Tense using going to in this way: Present Tense of the verb to be + going to + base form of the verb EXAMPLE: Peter is going to watch the football finals tomorrow evening. They are going to investigate the break-in.

1.3.7

FUTURE CONTINUOUS TENSE CheckPoint

The a sentences below are wrong and the b sentences are correct. The rules tell you why. Refer to the rule numbers.
RULE NUMBERS

1a The soldiers will returning home on Sunday. 1b The soldiers will be returning home on Sunday. 2a The helicopter landing at 6 a.m. this morning. 2b The helicopter will be landing at 6 a.m. this morning.

X X 2 1

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3a Press this button and you will be hearing music. 3b Press this button and you will hear music.

X 3

RULES

We use the Future Continuous Tense to show that an action will be going on in the future. EXAMPLE: At 5 p.m. tomorrow Sue will be playing badminton. YESTERDAY ~ 5 p.m. NOW ~ 5 p.m. TOMORROW ~ 5 p.m. Sue will be playing badminton.

Sue was playing badminton. Sue is playing badminton.

We form the Future Continuous Tense in this way: will be + base form of verb + ing EXAMPLE: We will be working for Mr Jenkins next year.

Some verbs CANNOT be used in the Future Continuous Tense. EXAMPLE: I will be remembering your wedding always. I will remember your wedding always. (X) ()

REMEMBER The following are some verbs which DO NOT usually take the Continuous Tense: forget remember hear see last reach want wish

The Future Continuous Tense can also be formed using shall for I and we, although it is more common to use will for all nouns and pronouns. EXAMPLE: I shall be attending their wedding ceremony this Friday.

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PRACTICE 1 1. What is the difference between Simple Present Tense and Simple Past Tense? 2. What is the Past Tense for the following? a. Sleep b. Drop c. Go d. Cut e. Drink : ________________ : ________________ : ________________ : ________________ : ________________

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1.4

QUESTION FORMS

1.

Question forms or Wh-Questions begin with words such as Whose, Which, What, Who, Whom, When, Where, Why and How.

The response to a Wh-Question depends on the question. example: Question Response : What did you have for breakfast this morning? : I had a glass of milk and three slices of buttered bread.

3 4 5 6 7 8

Who, Whom and Whose are used for persons. Which and What are used for persons and things. When is used to ask about time. Where is used to ask about a place. How is used to ask about the way or manner. Why is used to ask for a reason.

PRACTICE 1 Select the best answer.

1. __________ bed is this? A. Which B. Whose C. Why D. Whom

2. To __________ are you giving this present? A. whose B. why C. whom D. when

3.

__________ is making so much noise? A. Who B. Which C. Why D. How

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1.5

AGREEMENT

Agreement Is The Determination Of The Inflectional Form Of One Word According To A Grammatical Feature, Such As Number Of Gender, Of Another Word.

SUBJECT AND VERB AGREEMENT

The verb must always agree with the subject. There are two main verbs, the singular verb and the plural verb.

1.5.1

Singular subject singular verb Singular subject He She The camera Mother Siti That foreign worker Nobody Singular verb is likes needs has does does not know is

clever cakes light rays to function a bad cough her work well how to go to the railway station allowed to talk in the library

when the subject is singular, the verb must be singular. (The singular verb normally ends with s.) I and You are singular subjects but the verb which agree with them must be plural. E.g. a. I eat sandwich. b. You look pretty. If the pronoun is indefinite pronoun such as, everybody, nobody, each, anyone, someone and etc, the pronoun is a singular pronoun.

1.5.2

Plural subject plural verb Singular subject Singular verb are likes need have do do not like are clever cakes light rays to function bad cough their business in China durians allowed to attend the general meeting

They Mary and Julie The camera and the eye Mother and sister My parents We Both Siti and Aini
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When the subject is plural, the verb must be plural. (The plural verb normally does not end with s.)
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Singular Subjects Add s at the end of a verb E.g. She dances well.

Two nouns refer to the same person or thing and the article the is not repeated. E.g. The man and owner of the shop is hard-working.

Two nouns joined by and. E.g. Slow and steady wins the race.

Two nouns referring to the same person/thing. E.g. My uncle and owner of that building is very kind.

Collective Noun E.g. A shoal of fish is swimming near the corals.

Two nouns qualified by each and every. E.g. Each and every student has to obey the school rules.

Singular Subject Singular Verb

When a plural noun names a quantity or an amount as a whole, its verb is singular. E.g. May saved a hundred ringgit in a bank.

Two nouns joined by neithernor, eitheror E.g. Neither Ali nor Yayah knows how to play the violin.

Indefinite pronouns, each and every. Each car was assembled at the factory.

Group of words as a subject. E.g. The tourist with his camera is touring the city.

Plural noun is the name of one thing. E.g. Pirates of the Caribbean is a fantasy movie.

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Collective nouns Herds of elephants were seen in the nearby village.

Eitheror, Neithernor E.g. Neither the teacher nor the students have to attend school during the holidays.

Singular nouns connected by and. E.g. Siti and Nora are talking to each other on the phone.

All, both, many, some, several take the plural verb. E.g. All the food were eaten up by the children.

Plural Subject Plural Verb

Plural Subjects E.g. They like to play the same games.

The article the is repeated and the verb is plural. E.g. The bus driver and the conductor were taking a nap while waiting for passengers.

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1.6 1.6.1

VOCABULARY CONFUSING WORDS accent to emphasize/heighten ascent act of going up assent to give agreement

access the right to enter/use assess to set the value/amount excess more than normal

affect to influence effect a result

all ready everybody is ready

already something has happened/is happening

amend to make better emend to make correct

among refers to three/more between refers to two

arise to come into being rise to come up/get up

beside next to

besides as well as

borrow to receive a loan lend to give a loan

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can something is able to be done may chance/permission to do something

cause what produces a result reason explanation for result produced

childish like a child (negative) childlike like a child (positive)

complement to make something else complete

compliment to praise/flatter

dependant one who relies on another dependent to be subject to

elder shows seniority in family older of greater age

especially most of all/particularly specially for a special purpose

exterior outer surface external on/from the outside

lay to place something down, of an object lie to place self down, of a person

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licence a printed document to give permission for doing something license to give a licence/permission

loose not tight/fixed

lose to have no longer

need require want desire

optimistic looking at things in a positive light pessimistic looking at things in a negative light

passed go by and beyond past beyond

practice the action of doing something over and over again to improve

practise to do something over and over again to improve

principal head of chief

principle law/truth on which other things depend

proposal plan/suggestion

proposition something to be considered

purposely deliberately purposefully with a specific purpose

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PRACTICE Fill in the blanks with the best answers.

1. 2. 3.

Has your income tax been _______________ yet? The workers do not have _______________ to the safe and its contents. The _____________ food was given to the orphanage and old folks home.

REFERENCES:

1. 2. 3. 4. 5.

6. 7. 8. 9. 10.

Koh, S. L., & Tan, S. L., 2003. Grammar made easy, 2nd edition. Watson, J., Kaur, S., & Yeow, P. 2007. Memory Mastery Through Mind Maps English Grammar. PNI Neuron (M) SDN.BHD. Ehrlich. E, 2000. Theory and Problems of English Grammar, Third Edition. McGraw-Hill, Columbia University. Walker. E. & Elsworth. S., 2000. New Grammar Practice. Longman, Pearson Education Limited. Farida J Ibrahim, Adibah Amin & Rosemary Eravelly. (2001). Grammar Builder: A Remedial Guidebook for Students of English. Subang Jaya: Pan Asia Publications Sdn Bhd Grammar made easy, 2nd edition. Koh Soo Ling, Tan Siew Lui Fundamentals of English Grammar, Betty Schrampfer Azar, Barbara F. Matthies Ehrlich. E, 2000. Theory and Problems of English Grammar, Third Edition. McGraw-Hill, Columbia University. Walker. E. & Elsworth. S., 2000. New Grammar Practice. Longman, Pearson Education Limited. Ng T.M., & Jasvin Kaur. (2006). English Form 1.2.3. Shah Alam: SNP Panpac (M) Sdn Bhd.

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INSTITUSI LATIHAN JABATAN TENAGA MANUSIA KEMENTERIAN SUMBER MANUSIA MALAYSIA

INFORMATION SHEET
CLUSTER NAME NUMBER AND TITLE OF MODULE LEARNING EXPERIENCE NO. OF RELATED TASK GENERAL SUBJECT SEMESTER 1 BI 1051 ENGLISH LANGUAGE I LE2. READING CONTEXT AREA TEXT

2.1 2.2 2.3

COMPREHENSION TERMINOLOGY CONTEXTUAL MEANINGS

BY THE END OF THE LESSON, STUDENTS SHOULD BE ABLE TO: TERMINAL a. FAMILIARIZE WITH THE GRAMMATICAL ITEMS PERFORMANCE OBJECTIVE (TPO) b. COMPREHEND CONTEXTUAL MEANING OF THE TEXT

ENABLING OBJECTIVE (EO)

BY THE END OF THE LESSON, STUDENTS SHOULD BE ABLE TO COMPREHEND CONTEXTUAL MEANING OF THE TEXT.

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2.1

COMPREHENSION

OBJECTIVE : Students will be able to exhibit basic reading comprehension skills, including identifying the main idea and explicit details, understanding connections between pieces of information and correctly sequencing that information in a passage. Students will be able to master what they read, including recognizing the differences between fact and opinion and combining information. Students will demonstrate the ability to compare and contrast texts, points of view, and themes. Students will apply and further develop implicit information from more sophisticated texts, make references concerning character motives or behavior, answer specific questions about predictions and conclusion. INFORMATION :

2.1.1 - READING COMPREHENSION Comprehension requires the reader to be an active constructor of meaning. Reading research has demonstrated that readers do not simply "perceive" the meaning that is IN a text. In fact, expert readers co-construct meaning WITH a text. The research base shows that reading is a "transaction" in which the reader brings purposes and life experiences to bear to converse with the text. This meeting of the reader and the text results in the meaning that is comprehension. Comprehension always attends to what is coded or written in the text, but it also depends upon the reader's background experiences, purposes, feelings, and needs of the moment. That's why we can read the same book or story twice and it will have very different meanings for us. We, as readers, are an equal and active partner with the text in the meaning-making process of comprehension.

What processes and strategies are required to be an active constructor of meaning as a reader?
Again, the processes have been under articulated. There is wide agreement among reading researchers that every time a reader reads anything, they make use of the following strategies:

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Activate prior knowledge, and connect the applicable prior experiences to the reading (if students don't have the requisite background knowledge about a topic, they will be unable to comprehend)

Set Purposes Predict Decode Text identify word and sentence meanings Summarize bring meaning forward throughout the reading, building on prior information to create new and fuller meanings

Visualize see characters, settings, situations, ideas, mental models Question Monitor understanding - the most salient difference between good and poor readers is that good readers know when and often why they are not comprehending

Use Clarifying and Corrective strategies where needed Reflect on and Apply the meaning that has been made to new situations

All the questions are design to test students: Reading comprehension ability Range of vocabulary Ability to identify main ideas and supporting details Ability to predict outcomes Ability to summarize ideas

The main skills involved are: Identifying audience and purpose Identifying controlling idea Distinguishing main points and supporting details Distinguishing relevant and irrelevant information Distinguish facts from opinion Making prediction Understanding meaning of words in context Understanding the sense of relationship within a sentence between sentences within paragraph between paragraphs

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Example 1:Read the following passage carefully and take note of the main and supporting ideas in the passage. HELPING THE VISUALLY IMPAIRED

The Malaysian Association for the Blind (MAB) is the premier voluntary organization in Malaysia serving visually impaired persons. It provides services that help the blind and prevent the tragedy of avoidable blindness. Established in 1951 by the Department of Social Welfare to look after the general well being of blind persons in the country, MAB has since carried out this role well. These include educational programs, rehabilitation courses, and vocational training and placement services. In addition, MAB also runs a Braille library, a talking book library of cassettes, a Braille publishing unit and the Information Technology Centre.

The MAB was formed on the initiative of Major Bridges who was then an officer in the department of Welfare Services of Malaya. He was a soldier in the British army in Burma and was blinded in the war during the 1940s. After having been rehabilitated in England, he was assigned to work as a Welfare Officer for the blind in Malaya. Subsequently, he became the first Executive Director of the MAB in the 1950s.

After about ten years of service in Malaya, Major Bridges helped to bring about important developments in the work for the blind in this country. In 1952, he obtained from the British Resident permission to lay the foundation stone for Gurney Training Centre(GTC) at Jalan Marsh, Kuala Lumpur. This way followed by the laying of the foundation stone for the Princess Elizabeth School for the Blind in Johor Bahru to provide primary education for blind children. He was also responsible for negotiating the handing over of the Braille Publishing Unit and Braille Equipment Sales from the Ministry of Education to the MAB in 1959.

By the time he left Malaya in the early 1960s, a firm and solid foundation had been laid for MAB to continue his work in the country. Further developments that took place in the 1960 and beyond included the opening of the Rotary Club of Kuala Lumpur, the starting of the MAB Low Vision Clinic in 1980 and the MAB Low Vision Resource Center in 1988.

1996 saw the completion of the new MAB Complex on the site of the former GTC building. The idea was to house the majority of the services in Kuala Lumpur under one roof. So in 1997, the GTC, Braille Library, Placement Service and Headquarters, which was moved into
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the complex, were officially opened. The new services in the MAB Complex included sports and recreational facilities started at the beginning of 1998 and the Elderly Blind Center launched at the end of 1998. In the same year, all the welfare services were categorized under the MAB welfare Unit with a Welfare Officer in charge.

MAB has also endeavored to meet the needs of the blind with regards to tertiary education and information technology. In 1970, the MAB initiated a scholarship fund to provide loans and grants to support the blind at college and university level. A further boost was given to the fund when in 1991 the Institute of Engineers, Malaysia made available an annual grant to the Hussein Onn Memorial Scholarship Fund which was set up in that year.

The other main objective of MAB is blindness prevention and much work, therefore, has also been carried out in this field. This began with the launching o the prevention of blindness programs in Selangor as well as in Terengganu with the help of the Mobile Eye Clinic. These efforts culminated in the establishment of the Tun Husein Onn Hospital for which a fund-raising campaign was launched in 1983 by the MAB President, YAB Tun Hussein Onn. In March 1996, the hospital attained national status and become known as the Tun Hussein Onn National Eye Hospital.

Adapted from Malaysian Association for the Blind

2.1.2 READING SKILLS The following skills are required when answering questions on reading comprehension:

a. Skimming and scanning b. Identifying main ideas and supporting details c. Determining meaning of words from a text a) Skimming

Skimming is used to quickly identify the main ideas of a text. When you read the newspaper, you're probably not reading it word-by-word, instead you're scanning the text. Skimming is done at a speed three to four times faster than normal reading. People often skim when they have lots of material to read in a limited amount of time. Use skimming when you want to see if an article may be of interest in your research.
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There are many strategies that can be used when skimming. Some people read the first and last paragraphs using headings, summarizes and other organizers as they move down the page or screen. You might read the title, subtitles, subheading, and illustrations. Consider reading the first sentence of each paragraph. This technique is useful when you're seeking specific information rather than reading for comprehension. Skimming works well to find dates, names, and places. It might be used to review graphs, tables, and charts. b) Scanning

Scanning is a technique you often use when looking up a word in the telephone book or dictionary. You search for key words or ideas. In most cases, you know what you're looking for, so you're concentrating on finding a particular answer. Scanning involves moving your eyes quickly down the page seeking specific words and phrases. Scanning is also used when you first find a resource to determine whether it will answer your questions. Once you've scanned the document, you might go back and skim it.

When scanning, look for the author's use of organizers such as numbers, letters, steps, or the words, first, second, or next. Look for words that are bold faced, italics, or in a different font size, style, or color. Sometimes the author will put key ideas in the margin.

Reading off a computer screen has become a growing concern. Research shows that people have more difficulty reading off a computer screen than off paper. Although they can read and comprehend at the same rate as paper, skimming on the computer is much slower than on paper.

Identifying main ideas and supporting details The main idea is the main point or general idea of a passage, report, speech or article. It excludes details or examples. Sometimes th main idea can be in topic sentence which is oten the firstsentence or last sentence in a paragraph. The supporting details are collabration of the main idea by giving details and examples. c) Reader Anticipation: determining the meaning of words One of the foremost obstacles to comprehension is the meaning of words used in the passage. Under examination conditions, it is impossible to look up the meaning of words in a dictionary. Students must therefore be able to interpret the meaning of strange or difficult words from the

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context in which they are used. This is often only possible when the reader understands the relationships between words in meaning and form. The structure of the text could provide a clue to its meaning. Some start with a title and subtitle. After that there is the introduction, the body, followed by a conclusion or summary. The introduction mostly informs the reader about what s/he can expect. The body consists of paragraphs, each dealing with one aspect of the subject matter and linked in a logical manner. The conclusion puts the subject matter in the right perspective. To help disclose the meanings of unknown words it is important to determine the word class, i.e. part of speech to which it belongs, its function in the sentence, its use in certain contexts and its relationship with other words in the sentences. Now using the skills described, answer the following questions on the passage. 1. The word premier means the A. last B. first C. second D. beginning

2. A tragedy is a A. sad event B. happy incident C. an event to look forward to D. a memorable incident

3. The Gurney Training Center was set up A. before MAB B. after the Rotary Hostel for Blind Workers C. after the Princess Elizabeth School for the Blind D. before the Princess Elizabeth School for the Blind

4. What was the new development in 1996? A. The setting up of the school for the blind B. The completion of the new MAB complex C. The opening of the Braille library D. The launching of the Elderly Blind Center
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5. A very important aspect of the service of MAB is A. finance B. education C. business D. hospitality

6. Tun Husein Onn Eye Hospital was set up to A. prevent blindness B. help the blind C. build a home for the blind D. educate the blind Example 2

Read the following passage carefully and take note of the various aspects of a family culture.

FAMILY CULTURE

It is important or families to consciously spend time and do things together. In this respects, we must not forget traditional practices especially on festive or religious occasions where certain rituals are performed collectively. Ritual undoubtedly plays a role in community participation that fosters greater closeness and unity.

For example, during the Chinese New Year, many people know about and practice the giving and receiving of ang-pows but the more significant and traditional tea ceremony has largely been forgotten. The practice of the tea ceremony during which the younger people serve tea to the elders serves to reflect the respect shown to their parents and elders. The wearing of traditional gowns reminds us of what it was like during our forefathers time and therefore, gives us a sense of belonging to a group of people with a long history of culture and values.

The Muslims, Hindus and Sikhs all have their own traditional and religious practices which they practice and pass on from one generation to the next. This is especially evident during their religious festivals and ceremonies. It can be safely said that the people who are culturally and spiritually strong normally have a strongly knitted community that protects its people, especially the youngsters, from getting into social problems.

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Praying together as a family is a powerful spiritual experience that can strengthen faith in humanity. Parents need to get in touch with their higher selves and help their children do that. This is by their conduct and examples. If parents only worship and pay reverence to shopping malls, the only religion their children would know is the religion of consumerism, and the only practice they would perform is the practice of consumption. Never doubt this saying that a family that prays together stays together

Parents play important roles in instilling values and culture. So how do parents start to instill good values and culture in their children? First of all, parents have to reflect on their own cultural and spiritual values and embrace them whole heartedly and naturally. When we learn to appreciate simple beauties like sunrise and sunset, low tides and high tides, white clouds, green grass, raindrops, full-moon, we would appreciate life better. The appreciation and expression of art cannot occur without first having the appreciation of nature. And that kind of appreciation cannot occur without us taking the time to stop and smell the flowers around us.

We must always re-examine our lifestyles and way of life and consciously create opportunities for our families to learn and grow together. We must also consciously make the effort to feel part of our community by taking part in community programs and activities. Instead of playing computer game at home, we should encourage our children to come out to play. Instead of immersing ourselves in our work, we should make time for community work.

In re-examining our values in life, we are taking steps towards appreciation life and our family culture. When we value life more than money, when we value giving more than taking, when value friendships more than memberships, we are on the right path of being more human and more cultured. So, in order for us to cultivate a cultured society, we need to cultivate a cultured family with cultured individuals. And it starts from simple things like the way we live, behave, communicate and relate to one another as individuals worthy of respect.

To perform well on a reading comprehension question, it is necessary to have the two skills described below:

a. Identifying relevant and irrelevant points b. Identifying facts and opinions

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a) Identifying Relevant and Irrelevant Points

Relevant information is connected with what is being discussed or asked. In a passage, these are points that are related to the theme of the passage. So you need to focus on the task at hand. For example, if you are asked for the demerits of using the mobile phone, you need to leave out information not related to the demerits. b) Identifying Facts and Opinions

A fact is something you can prove to be true, whether or not you like it.

An opinion is a belief or judgment about something which is not based on fact or knowledge. It could be the view of a particular person or the group. e.g. Saidi is the best player in the team.

Now using the guidelines, answer the following questions on the passage.

1. When family members observe rituals, they A. get closer to each other B. become distant C. are wasting valuable time D. are spending too much money

2. What does the writer comment about the wearing of traditional clothes? A. It is an out-date practice B. It is unnecessary C. It makes us revert to our forefathers time D. It gives us a sense of belonging to a particular group.

3. What can can be safely said? A. People have their traditional and religious practices. B. People who are culturally strong have a strongly knitted community C. People must protect themselves D. People must spend time together as a family.

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4. Parents influence their children through A. examples B. words C. hobbies D. activities

5. To pass the family culture to their children, parents must first A. be educated B. get well paid jobs C. embrace the culture whole-heartedly D. understand their children

6. In paragraph 6, what is stressed about the appreciation of nature? A. It is the most important we need B. It provides us everything we need C. We should live in a place surrounded by nature D. We need this quality to appreciate life

7. How can we to feel part of our community? A. By taking part in community activities B. By going to school C. By sending our children to school D. By creating opportunities for our families

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2.1.3 INFORMATION TRANSFER

You would find it easier to answer questions on skill of information transfer if you know the strategy of doing so. Below are some tips which will help you to transfer information from a linear to a non-linear form. Strategy in attempting the question on information transfer:-

Read the linear form given carefully. It can e a passage or an article or a speech Make sure you have a good grasp of the general and specific ideas. Take note of the important points Then study the non-linear form

Interpretation of Charts

You would find it easier to interpret non-linear information such as a graph or chart or table if you know the strategy of doing so. Below are some tips which will help you to interpret nonlinear information. Strategy in attempting the question on interpreting non-linear information

Study the graphs or tables or charts carefully For the graph, study to see what each column represents A bar graph can be vertical or horizontal For the pie chart, study the data carefully For the table, study the headings and figures carefully Then study the question asked Next analyze the four options given for every question You have to choose the best option

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Example 3 Read the following passage carefully and take note of the ways to make new friends while in college.

COLLEGE LIFE

The period of college years is a time when people actively seek out new relationships. Unless you live in a box, making friends should not be a problem. Still, it requires effort and a willingness to extend yourself at times.

Being in a new environment for the first time may not be an easy transition for everyone. At first, it might be difficult to feel comfortable with your new peers. Some students may find it difficult to make new friends. Fear is a feeling that students can experience when they first enter college This fear can actually keep you from getting out there and meeting people. It is important to know that this feeling is normal for many college students. But in actual fact, it is groundless for there are lots of little things you can do during the first week of college to improve your chances of making some lifelong friends.

There are many opportunities to meet people right away especially on the first day. But you have to start by getting involved. If you are staying in the hostel, stand at your door. When people move in, help them with their stuff or comment on their cool poster. Ask where they are from or what they are going to major in. You are bound to find someone to click with.

Roommates and floor mates provide a network of support that students do not receive anywhere else. With just a little effort, you can meet someone new every day. If you are in your room, leave your door open to encourage your neighbors to drop by and meet you. Walk around your floor and knock on a random door to introduce yourself. When you are hungry, ask your neighbors if they would like to join you.

Go out of your way to talk to people. Grab someone to go on a midnight ice cream run to the food court. Ask what their schedules are and see if there is a time that you can walk to class together.

Another good way to make friends is to form study groups or see if anyone in your class will study with you. If you have any kind of interest in anything, there is probably a club for it at the college. Join the club ad make friends with the members.

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In making new friends with your classmates or hostel mates or college mates, follow these steps. Be gregarious, friendly, outgoing, sociable and approachable. Introduce yourself to those in your dorm and class. Do attend the college functions like parties, sports events and special gatherings where people socialize.

Remain open to new cultures, ideas and values. Do not be afraid to invite people to go to places with you. For example, invite an acquaintance in the college to study or dine with you. If you are both going to see a guest speaker, invite the person to sit beside you. Even if that person does not know you well, he or she will be flattered.

Do not afraid to join groups. If you see people you know at a party, go up and greet. If you see a group of interesting people eating dinner together, join them for a few minutes. They will probably welcome you. Everyone likes it when someone else wants to join their group. And try not to turn down any invitations. Even if you have homework or are too shy or do not particularly like the person, give him or her chance. You never know, this person might turn out to b a lifelong friend.

Reading comprehension requires you to make inference and hypothesis. Sometimes, you have to predict the outcomes of an event or a situation.

Making Inferences Making an inference is also known as reading between the lines. The reader must put together the information the author provides and the information that the reader already knows to come up with the answer.

Why is this an important concept? In order to create a hypothesis, a learner needs to be able to analyze the information thats presented and utilize it to make inferences about possible outcomes. This process requires advanced critical thinking skills; the learner must first be able to separate relevant from irrelevant information, draw conclusions based on this information, combine the information with the learners background knowledge, use this combined knowledge to draw conclusions, and then use these conclusions as an aid in predicting results.

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 Making Hypothesis A hypothesis is the information of ideas or propositions that are based on known facts. It is useful as a basis for reasoning or further investigation. You need to read and understand the passage well in order to make a hypothesis. Predicting Outcomes Some questions require you to predict the outcome of an event or situation. To predict outcomes, you need to rely on certain cues in the text. If you are able to predict outcomes, you can understand the message of the text better. PRACTICE Now using the skills described above, answer the following questions on the passage.

1. The phrase extend yourself refers to taking efforts to A. study hard B. score good grades C. make friends D. show your talents

2. Why is the feeling without any basis? A. The feeling is uncertain B. Friends are everywhere in the church and office C. There are many ways to make friends in the college D. The feeling is based on prejudice

3. New college students can introduce themselves b A. knocking on doors B. buying food C. organising dorm parties D. anouncing changes

4. The word neighbors refers to students A. in the same class B. who live on the same floor C. in the same college D. taking the same course
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5. A good way to make friends in college is to A. date them B. stay in the same house C. keep lae nights D. join study groups

6. When making new friends, be open to A. bad habits B. dangerous activities C. other peopless cultures and ideas D. strangers invitations

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2.2

TERMINOLOGY

Terminology is the study of terms and their use. Terms are words and compound words that are used in specific contexts. Not to be confused with "terms" in colloquial usages, the shortened form of technical terms which are defined within a discipline or speciality field. Terminology therefore denotes a more formal discipline which systematically studies the labeling or designating of concepts particular to one or more subject fields or domains of human activity, through research and analysis of terms in context, for the purpose of documenting and promoting correct usage. This study can be limited to one language or can cover more than one language at the same time (multilingual terminology, bilingual terminology, and so forth) or may focus on studies of terms across fields. Terminology is not connected to information retrieval in any way but focused on the meaning and conveyance of concepts. "Terms" (i.e. index terms) used in an information retrieval context are not the same as "terms" used in the context of terminology, as they are not always technical terms of art. 2.2.1 Technical terminology

Technical terminology is the specialized vocabulary of any field, not just technical fields. The same is true of the synonyms technical terms, terms of art, shop talk and words of art, which do not necessarily refer to technology or art. Within one or more fields, these terms have one or more specific meanings that are not necessarily the same as those in common use. Jargon is similar, but more informal in definition and use. An industry term is a type of technical terminology that has a particular meaning within a specific industry. The phrase industry term implies that a word or phrase is a typical one within a particular industry or business and people within the industry or business will be familiar with and use the term. Technical terminology exists in a continuum of formality. Precise technical terms and their definitions are formally recognized, documented, and taught by educators in the field. Other terms are more colloquial, coined and used by practitioners in the field, and are similar to slang. The boundaries between formal and slang jargon, as in general English, is quite fluid, with terms sliding in and out of recognition. This is especially true in the rapidly developing world of computers and networking. For instance, the term firewall (in the sense of a device used to filter
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network traffic) was at first technical slang. As these devices became more important and the term became widely understood, the word was adopted as formal terminology. Technical terminology evolves due to the need for experts in a field to communicate with precision and brevity, but often has the effect of excluding those who are unfamiliar with the particular specialized language of the group. This can cause difficulties as, for example, when a patient is unable to follow the discussions of medical practitioners, and thus cannot understand his own condition and treatment. Differences in jargon also cause difficulties where professionals in related fields use different terms for the same phenomena. For instance, substantial amounts of duplicated research occur in cognitive psychology and human-computer interaction partly because of such difficulties The term jargon can, and often does, have pejorative connotations, particularly when aimed at "business culture". The marketing and public relations industries in particular have expanded the lexicon of jargon that marks the global business environment. A few examples of technical terminology NO 1 Elasticity Copyright Fisheye Grade Abrasion Broadband Pimple Resistance Scraper Tension Vulcanization Transverse NO2 Plasticity Fungicide Extensibility Degradation Cracking Antioxidant Checking Processing Standard Textile Stress Abraded NO3 Control Press Strain Adhesion Deformation Swelling Optimize Polymer Friction Glitch Permeability Conductivity NO4 Rubberized Specification Weathering Homogenous Reinforcement Indentation Duplication Longitudinal Adhesive Impression Chalking Porosity NO5 Hardening Oxidati Laminate Tractio Compound Cemen Avatar Mildew Lagging Gauge Fatigue Impulse

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NO 1 Lateral Bandwidth Stretch Capacity Discharge Template Density Knuckles Firewall Nicks Blemish Debug Aging Conveyor

NO2 Iron Tack Haze Tweak Liner Stiffness Diameter Impact Seam Nominal Resin Fabric Joint Optimize

NO3 Jaws Mill Lift Ply Cog Oven Elasticity Viscosity Specification Permeability Embossing Transverse Reinforcement Homogenous

NO4 Oxidation Copyright Degradation Indentation Standard Longitudinal Fatigue Polymer Rubberized Antioxidant Lagging Tension Porosity Compound

NO5 Plasticity Avatar Swelling Abrasion Conductivity Binary Resistance Vulcanization Horsepower Adhesion Flexibility Broadband Abraded Extensibility

NO 1 Hardening Control Press Fungicide Weathering Fisheye Strain Laminate Traction Grade Deformation Cracking Duplication Pimple

NO2 Cement Processing Mildew Checking Adhesive Scraper Gauge Friction Textile Impression Glitch Recovery Programmer Chalking

NO3 Stress Modulus Impulse Repair Jaws Binary Rubberized Oxidation Horsepower Knuckles Optimize Reinforcement Firewall Ply

NO4 Viscosity Bandwidth Permeability Avatar Polymer Cog Resin Flexibility Oven Blemish Porosity Seam Fabric Lagging

NO5 Tweak Nicks Liner Joint Mill Haze Lift Tack Iron Debug Impact Aging Lateral Stretch

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2.3

CONTEXTUAL MEANINGS

CONTEXT CLUES

Context clues are hints found within a sentence, paragraph, or passage that a reader can use to understand the meanings of new or unfamiliar words. Learning the meaning of a word through its use in a sentence or paragraph is the most practical way to build vocabulary, since a dictionary is not always available when a reader encounters an unknown word. A reader must be aware that many words have several possible meanings. Only by being sensitive to the circumstances in which a word is used can the reader decide upon an appropriate definition to fit the context. A reader should rely on context clues when an obvious clue to meaning is provided, or when only a general sense of the meaning is needed for the readers purposes. Context clues should not be relied upon when a precise meaning is required, when clues suggest several possible definitions, when nearby words are unfamiliar, and when the unknown word is a common one that will be needed again; in these cases, a dictionary should be consulted. There are several different types of context clues. Some of them are: 2.3.1 Definition / Description Clue

The new term may be formally defined, or sufficient explanation may be given within the sentence or in the following sentence. Clues to definition include that is, commas, dashes, and parentheses. Examples: a. His emaciation, that is, his skeleton-like appearance, was frightening to see. Skeleton-like appearance is the definition of emaciation.

b.

Fluoroscopy, examination with a fluoroscope, has become a common practice. The commas before and after examination with a fluoroscope point out the definition of fluoroscopy.

c.

The dudeen a short-stemmed clay pipe is found in Irish folk tales. The dash setting off a short-stemmed clay pipe point out the definition of dudeen.

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2.3.2. Example Clues Sometimes when a reader finds a new word, an example might be found nearby that helps to explain its meaning. Words like including, such as, and for example, point out example clues. Examples: a. Piscatorial creatures, such as flounder, salmon, and trout, live in the coldest parts of the ocean. Piscatorial obviously refers to fish.

b.

Celestial bodies, including the sun, moon, and stars, have fascinated man through the centuries. Celestial objects are those in the sky or heavens.

c.

In the course of mans evolution, certain organs have atrophied. The appendix, for example, has wasted away from disuse. Atrophied means wasted away.

2.3.3

Synonym Restatement Clue

The reader may discover the meaning of an unknown word because it repeats an idea expressed in familiar words nearby. Synonyms are words with the same meaning. Examples: a. Flooded with spotlights the focus of all attention the new Miss America began her year-long reign. She was the cynosure of all eyes for the rest of the evening. Cynosure means the focus of all attention.

b.

The mountain pass was a tortuous road, winding and twisting like a snake around the trees of the mountainside. Tortuous means winding and twisting.

2.3.4

Contrast / Antonym Clue

Antonyms are words with opposite meanings. An opposite meaning context clue contrasts the meaning of an unfamiliar word with the meaning of a familiar term. Words like although, however, and but may signal contrast clues.

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Examples: a. When the light brightens, the pupils of the eyes contract; however, when it grows darker, they dilate. Dilate means the opposite of contract.

b.

The children were as different as day and night. He was a lively conversationalist, but she was reserved and taciturn. Taciturn means the opposite of a lively conversationalist.

2.3.5

Mood / Tone Clue

The author sets a mood, and the meaning of the unknown word must harmonize with the mood. Examples: a. The lugubrious wails of the gypsies matched the dreary whistling of the wind in the allbut-deserted cemetery. Lugubrious, which means sorrowful, fits into the mood set by the words wails, dreary, and deserted cemetery. 2.3.6 Experience Clue

Sometimes a reader knows from experience how people or things act in a given situation. This knowledge provides the clue to a words meaning. Examples: a. During those first bewildering weeks, the thoughts of a college freshman drift back to high school where he was in, knew everyone, and felt at home. A feeling of nostalgia sweeps over him.

b.

She walked away from her closet and quickly slipped a jersey over her head. She smoothed it into place over her hips, added a belt, glanced at the mirror, and left for work.

2.3.7

Analysis Or Structure Clue

The parts used to construct a word can be direct clues to meaning. Knowledge of prefixes, roots, and suffixes can aid a reader in using this type of context clue. Learning one word part can add dozens of words to a readers vocabulary. The power of word parts lies in the ability to
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combine the roots and affixes with the context in which a word is used to discover the authors meaning. Examples: a. The story is incredible. The root cred means to believe, and the prefix in means not. Therefore, if a story is incredible, it is unbelievable.

b.

The somnambulist had to be locked in his bedroom at night for his own safety. If a reader knows the meaning of ambular (walk) and somn (sleep) and sees the sentence, the reader may realize that a somnambulist is a sleepwalker.

2.3.8

Inference Clue

Sufficient clues might be available for the careful reader to make an educated guess at the meaning. Example: a. She told her friend, Im through with blind dates forever. What a dull evening! I was bored every minute. The conversation was absolutely vapid. Vapid means uninteresting. 2.3.9 Cause And Effect Clue

The author explains the reason for or the result of the word. Words like because, since, therefore, thus, so, etc. may signal context clues. Example: a. She wanted to impress all her dinner guests with the food she served, so she carefully studied the necessary culinary arts. Culinary means food preparation.

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3.0 1.

PRACTICE : List down 10 technical words related to your course of study.

2.

Try to quiz your friend beside and see whether he is familiar with the words you have come up with.

In the space provided, write a synonym for each underlined word as it is used in context.

3.

The job candidates background was impeccable good references and many years of experience, but the company did not give her the job. _____________________

4.

The tranquilized grizzly bear was lethargic enough for the scientists to safely examine his teeth and tattoo his ears. _____________________

4.0

REFERENCES:

1.

English

for

Matriculation

Programme-The

Sharifuddin

Abdulah,Theresa

Lock,

(SAP Publications), 2006 2. 3. 4. Fundamentals of English Grammar- Betty Schrampfer Azar ( Prentice Hall Regent) Total Assessment English Kannan Sithambaran (Sasbadi), 2006 English for Matriculation Programme-The Sharifuddin Abdulah,Theresa Lock,(SAP Publications), 2006 5. 6. 7. Fundamentals of English Grammar- Betty Schrampfer Azar ( Prentice Hall Regent) Total Assessment English Kannan Sithambaran (Sasbadi), 2006 English for Matriculation Programme-The Sharifuddin Abdulah,Theresa Lock,(SAP Publications), 2006 8. 9. 10. Fundamentals of English Grammar- Betty Schrampfer Azar ( Prentice Hall Regent) Total Assessment English Kannan Sithambaran (Sasbadi), 2006 http://www.mdc.edu/Kendall

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