Communicating in English Daily Life

Modul
2010

Lets Share 1

Choirun Niswatin, S.Pd

A Compilation of Integrated English Course

Departemen Pendidikan Nasional I ndonesia
CODE
MKU 00103
3
rd
Edition
P
O
L
I
T
E
K
N
I
K

K
O
T
A

M
A
L
A
N
G

L
e
t
s

S
h
a
r
e

1

A

C
o
m
p
i
l
a
t
i
o
n

o
f

I
n
t
e
g
r
a
t
e
d

E
n
g
l
i
s
h

C
o
u
r
s
e

Komplek Pendidikan Internasional

Jl. Tlogowaru- Kedung Kandang Malang 65133
Telp/Fax: 0341 754 088
www. poltekom ac.id
Email: principles@poltekom.ac.id
Bahan Ajar Bahasa Inggris 1_Politeknik Kota Malang ii

Modul
First Published in 2008

Lets Share 1
3
rd
Edition

Choirun Niswatin, S.Pd

Departemen Pendidikan Nasional Indonesia

Telp/Fax: 0341 754 088
www. poltekom ac.id
Bahan Ajar Bahasa Inggris 1_Politeknik Kota Malang iii

PREFACE

Lets Share 1 is a particular English modul that compiles from
authentic sources for the Diploma students level at the first semester of
Politeknik Kota Malang. It aims to support the students competency in
building their interpersonal communication skill in their daily life.
Thus the students are able to communicate in spoken English, as
well as in written form. However, this modul is only focused on expressing
their feeling and idea about habitual topics that found on their daily life.
Lets Share 1 is the third edition and revised English modul. Hence,
constructive suggestion and critics are still needed to improve it.


Telp/Fax: 0341 754 088
www. poltekom ac.id
Bahan Ajar Bahasa Inggris 1_Politeknik Kota Malang iv

ACKNOWLEDGMENTS

I am proudly grateful for the unconditional support and
encouragement offered to me during writing this module. In particular, I
wish to thank my beloved husband, Arya Wibisana, my family, all my
friends especially at Politeknik Kota Malang, and my best friends, Inge.

Choirun Niswatin, S.Pd.


Telp/Fax: 0341 754 088
www. poltekom ac.id
Bahan Ajar Bahasa Inggris 1_Politeknik Kota Malang v

CONTENT
PREFACE.....................................................................................................................iii
ACKNOWLEDGMENTS................................................................................................iv
CONTENT...................................................................................................................v
STRUCTUREORGANIZINGMODUL.............................................................................vii
GLOSSARY..................................................................................................................viii
CHAPTERI...................................................................................................................9
INTRODUCTION...........................................................................................................9
A.Description..............................................................................................................9
C.Objective...............................................................................................................12
D.Competency..........................................................................................................13
E.CheckYourProgress..............................................................................................14
CHAPTERII.................................................................................................................15
CLASSROOMACTIVITY...............................................................................................15
A.LessonPlan............................................................................................................15
B.ClassActivity..........................................................................................................16
1.Activity1:Gettingtoknowyou............................................................................16
a.LearningOutcomes...........................................................................................16
b. Lesson 1..........................................................................................................17
c.Conclusion.........................................................................................................41
d.Worksheet1......................................................................................................44
2. Activity 2 : Ordinals and Cardinals..................................................................60
a. Learning Outcomes........................................................................................60
b. Lesson 1..........................................................................................................60
c. Conclusion.......................................................................................................74
d. Worksheet 2....................................................................................................76
3. Activity 3 : Could I speak to...?........................................................................87
a. Learning Outcomes........................................................................................87
b. Lesson 3..........................................................................................................87

Telp/Fax: 0341 754 088
www. poltekom ac.id
Bahan Ajar Bahasa Inggris 1_Politeknik Kota Malang vi

c. Conclusion.......................................................................................................97
d.Worksheet 3..................................................................................................100
4. Activity 4: A full life..........................................................................................104
a. Learning Outcomes......................................................................................104
b. Lesson 4........................................................................................................104
c. Conclusion.....................................................................................................119
d.Worksheet 4..................................................................................................120
CHAPTER III..........................................................................................................131
CLOSING................................................................................................................131
ASSESSMENT FORM.............................................................................................131
REFERENCES.........................................................................................................132
APPENDIXES..........................................................................................................133

Telp/Fax: 0341 754 088
www. poltekom ac.id
Bahan Ajar Bahasa Inggris 1_Politeknik Kota Malang vii

STRUCTURE ORGANIZING MODUL

The Diagram shows the building competency within three years at
Politeknik Kota Malang. Lets Share 1 is one of English modules to achieve
the competency.

B.Inggris1
(2SKS)

Telp/Fax: 0341 754 088
www. poltekom ac.id
Bahan Ajar Bahasa Inggris 1_Politeknik Kota Malang viii

GLOSSARY

Compilation : a module which the material are mostly taken from
several different references
Text : encompasses any communication written or spoken or
viewed
Connection : the major topic is slightly related to the students
experience
Paraphrasing : The students are given a chance to explain by using their
own words based on a certain statement
Integral : the whole part of modul

Bahan Ajar Bahasa Inggris 1_Politeknik Kota Malang 9
CHAPTER I
INTRODUCTION

A. Description
Lets Share 1 is a module that principally based on the communication
and the development of four English skills that is emphasized on oral
communication enabling the students to use the language in various
contexts. The material compiles from several sources of English
references. In designing this modul, it identifies the individual needs of
their students across a range of contexts, including both formal and
informal situations. The students may learn independently or all integral
parts of these modules. These contexts will include those encountered by
the students at school and in other areas of their lives.

Lets Share 1 covers four competencies that let the students be able
to understand the main points of clear standard input on familiar matters
regularly encountered in leisure and their daily life. The students are
expected to be able to communicate in simple and routine tasks requiring
a simple and direct exchange of information on familiar and routine
matters.
40%
30%
20%
10%
Competency
Speaking
Writing
Listening
B. Suggestions How to Use This Module

1. To The Students
Students engage in English learning experiences need to develop
their abilities to talk, listen, read, view and write with purpose, effect and
confidence. These experiences are initiated in and developed through the
study of texts. Students develop enjoyment, confidence and independence
in learning and in using spoken and written language. They apply this
knowledge to develop communication skills for personal and social
purposes.
Possible activities to be undertaken by students include:
Listening for key information
Participating in pair and group discussions interviews with peers,
teachers, and other adults, including role-play and prepared
presentations.

2. To the Teachers
Many factors can have an effect on the results that you obtain from
using this module, including:
Your own personal reasons and motivation for using these
materials.
How closely the materials fit with current practices and the
curriculum in your educational setting.
The degree of flexibility and creativity that you bring to the task
of making innovations and changes in your classroom practices;
in other words, your willingness to experiment with and
seriously try to use different ideas and techniques in your
classroom.

The following suggestions can help increase your success with

this modul:
1. Use the pre-viewing materials, readings, and other supporting
resources; video, audio, realia, etc.
2. Ensure that each students has ample oppurtunities to converse
with the teacher or other adults; model the different ways to ask
questions to converse with the teacher or other aduls; model
the different ways to ask questions to clerify meaning, enhance
understanding or elicit information.
3. Encourage the students to recount event, tell the stories,
instruct describe and ask question.
4. Provide regular opportunities for students to hear example of
real English in different context
5. Engage students to variety of spontanious and structured play
involving speaking and listening .
6. Use repetition, simplification, and paraphrasing when interacting
with the students.

C. Objective
Lets Share 1 is designed to develop students skills, knowledge and
understanding in responding to and composing academic writing through
effective speaking and listening. Somehow, teachers can assist students
towards achieving the learning outcomes . All of the outcomes of this
course can be addressed through each of the activity. However, teachers
will find that some outcomes are more easily addressed through particular
modules. This will depend on a number of factors including:
the needs, interests and abilities of the students
the content selected for the particular activity.

Teachers need to ensure that in undertaking modules that are
suited to their needs and interests students have the opportunity to work
towards the achievement of all outcomes of the whole course;
1. Students are able to tell personal information
2. Students are able to ask and tell numbers
3. Students are able to use telephone language and phrases
4. Students are able to express their feeling and emotion

D. Competency
Competency Sub Competency Lesson
1. Telling personal
information
1.1 Greeting, introduction and farewell
1.2 Filling out form
1.3 Personal Information
1.4 CV
1.5 Simple sentences
Getting to know you
2. Telling Numbers
2.1 Asking and telling the time, dates,
and prices
2.2 Writing agenda
2.3 Using the mathematics symbol and
operation
2.4 Imperative sentence
Cardinal and Ordinal
3. Using Telephone
language and Phrase
3.1 Connecting, wrong number,messages,
special request in both formal and
informal ways
3.2 Pronouns
Could I speak to...?
4. Expressing feeling and
emotion
4.1 Expressing Preference
4.2 Using and responding polite expression
4.3 Traveling
4.4 Adjective and Adverb
4.5 Writing brochure
On the go

E. Check Your Progress

On scale of 1 to 5, rate how well you have mastered the goals set
at beginning of the chapter:

1 2 3 4 5

1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
Introducing yourself and others in both formal and informal
ways
Practicing speaking English with classmates
Greeting people in both formal and informal ways
Using appropriate body language when meeting and greeting
people
Using simple sentences
Filling out a form
Writing CV
Telling a personal information
Communication on the phone
Expressing preference
Using polite expression

If youve given yourself a 3 or lower on any of these goals:
Review the sections of the chapter that you find difficult.
Work with a partner or study group to further your progress.
Visit Poltekom e-learning at elearning.poltekom.ac.id.
Ask your instructor for extra help.

CHAPTER II
CLASSROOM ACTIVITY

A. Lesson Plan
This module is only a little part of numerous sources of learning
Language to cope the competency. Therefore, you should read careful
before doing the exercise and you must practice it day by day to achieve
the goal maximally.
The following self study chart will help you to arrange your activity
to study this module regularly. Fill in this chart below honestly, if you need
help consult to your lecturers.

Self Study Chart
No.
Time
Allotment
Place/
Room
Achievement
Signature
Note
Date Time Student Lecturre

B. Class Activity
1. Activity 1 : Getting to know you
a. Learning Outcomes
Competency : Telling personal information
Indicator :
1. The students will able to use greeting,
introduction, and farewell in both formal and
informal ways.
2. The students are able to use appropriate body
language when meeting and greeting people.
3. The students will able to address people
appropriately.
4. The students will recognize and state vocabulary
for filling out a personal information form.
5. The students are able to tell personal information
orally
6. The students are able to write CV
7. The students to use simple sentences

b. Lesson 1
This module will help you to meet, greet, and get to know new
people in your classess and in your daily life. It will also help you to use
the right language for the right situation. What you learn in this modul will
help you right now in your classess. It will also help in the future as you
use English for your education, work, and life.
Gigure out:
a. How do you greet to each other?
b. Is there any similarities English conversation openings and closing with
your native culture? Is there any difference as well as?
c. What do people say when they introduce themselves?
d. What do people do when they introduce themselves?
e. What do you do to stop the conversation?
f. What indicates a persons interest in us to have introduction?
g. After greeting, what subjects are usually talked about? What are they
called?
h. What subject that you should not talk about, especially with someone
you dont know well? Why?

1.1 Greeting and Introduction
First impressions are a really important aspect of British culture.
Introducing yourself and others in the correct way is fraught with various
do's and dont's of etiquette.
a) Greetings
The British do shake hands, i.e. when first introduced to new
people, but we rarely shake hands when parting.
In an informal situation you may see social kissing (often just a peck on
the cheek), this is acceptable between men and women and also between
women who know each other very well, but it is rare that you will see two
British men kissing, even if it is only on the cheek. Introductions are much
simpler if you can memorise a few simple rules.
In English greetings First impressions are important, so here's a
guide to using the right expression.

Two friends meeting
Friends often say "Hi" to each other. Then they often ask a general
question, such as "How are you?" or "How are things?" or "How's life?"
The reply to this question is normally positive.
"Fine thanks, and you?"
"Fine thanks, what about yourself?"
"Not bad." Or "Can't complain."

Greeting people you don't know
You can use "Hello" with people you don't know, but a more formal
greeting is "Good morning / afternoon / evening."
The other person normally replies with the same greeting as you have
used and then makes polite conversation, such as "How was your trip?" or
"Did you find our office easily?"

b) Introduction
In social situations, a man is traditionally introduced to a woman.
However, in the business world introductions are based on a person's rank
or position in an organisation. Whoever is the highest-ranking person is
introduced to everyone else in order of their position. If you introduce two

people of equal rank to each other, introduce the one you know less well
to the one you know best.
1) Introducing Yourself
There might be occasions where you will have to introduce
yourself. For example, if you are meeting a new colleague or an associate,
you might start off by extending your hand and saying "Hello! I am .....".
If you have been introduced earlier to someone, do not assume that the
person would remember you and be prepared to reintroduce yourself
should it be necessary.
When shaking hands people may give you their name without saying
"Hello" or anything else. It can come across as a bit unfriendly, but it's not
considered to be rude
For example:-
I hold out my hand to you and say, "Lynne Hand."
If you wish to be on first-name terms with someone you can indicate this
by stressing your first name:-
For example:-
"Hello, my name is Lynne. Lynne Hand."

At an informal party
"Hello, I'm Maria." Or "Hello, my name's Maria."
The reply could be: "Hi, I'm Sarah." Or "Hello Maria, I'm Sarah." Or "Nice
to meet you, I'm Sarah."

At work-related events
"I'd like to introduce myself. I'm Maria, from english@home."
Or, "Let me introduce myself. I'm Maria from english@home."
The reply could be: "Nice to meet you. I'm Peter Mitchell, from Mitchell
Creations."
"Pleased to meet you. I'm Peter Mitchell, from Mitchell Creations."
"How do you do? I'm Peter Mitchell from Mitchell Creations."

2) Introducing other people
Introducing a friend to a work colleague
"Sarah, have you met my colleague John?"
"Sarah, I'd like you to meet my colleague John."
Sarah says: "Pleased to meet you, John." Or "Nice to meet you, John."
John could say: "Nice to meet you too, Sarah." Or "Hello, Sarah."

Introducing clients
"Mr Mitchell, I'd like to introduce you to my manager, Henry Lewis."
Mr Mitchell could then say:
"How do you do?" and Henry Lewis also says "How do you do?"
Or Mr Mitchell could say:
"Pleased to meet you." Or "Good to meet you."

3) Introducing others
In business a person of lower rank tends to be introduced to a
person of higher rank. In other situations you may find that a younger
person would be introduced to an older person and a man introduced to a
woman.
Reacting to an introduction
The response you give should have the same level of formality as the
introduction.
Note :
"How do you do?" is quite formal for British English speakers and the reply to this question is to repeat the
phrase, "How do you do?" (as strange as that may sound!)
At a more informal party
When you introduce two of your friends to each other, you can simply say, "John, this is Sarah."
Cultural Considerations
At work, one person may have higher status - your boss, or a client, for example. It's polite to address them as
Mr / Ms until the situation becomes more informal.
If someone says, "Please call me (Henry)", you know you can use first names. If someone uses your first
name, you can use their first name too. People in European and English-speaking cultures often shake hands
when they meet someone for the first time. Don't forget to smile! :-]

c) Phrases
This lesson is about greetings and the language you might use if
you're greeting people in quite formal contexts and/or want to sound
polite.
Greetings

Good
Morning
sir
madam
Mr Jones
Mrs Smith
Afternoon
Evening
Language in the programme
How are you?
It's lovely to see you again!
It's been a long time, hasn't it?
How are things with you?
Examples of situations where you might use formal greetings
Working in the service industry, e.g. a restaurant, hotel, travel agent
Greeting someone older than you
At work, when speaking to your superiors
Meeting a VIP e.g. a politician
Being polite to someone you don't know very well
GREETING(S) RESPONSE(S)
1. Good morning Good morning
2. Good afternoon Good afternoon
3. Good evening Good evening
4. How nice to see you Yes, its been quite a while
5. What a pleasant surprise
6. Hello Hello
7. How are you? Fine, thanks. And you?
8. Hi Hi
9. Howve you been? Pretty good
10. Whats happening? Not much
11. Whats new? Nothing
12. How are you doing? OK
13. How you doing Not bad
14. Long time no see Yeah
15. ...

PRECLOSING(S) RESPONSE(S)

1. Well, Im afraid Ive to be going. Thank you for coming
Ive got to get up early tomorrow
2. Its been to pleasure Yes, Ive enjoyed
3. Thank you for the advice My pleasure
4. I really must go now ( stronger)
5. It was nice to see you It was good to see you
(Not past tense)
6. Well, its getting late Maybe we can talk again
7. I know you are busy
8. Nice to see you again Nice to see you
9. Thanks for coming It was fun
10. Maybe we could get together sometime Sounds good
11. Great seeing you Same here
12. Ive really got to go OK. See you
13. Got to go now See you again
LetsShare1_PoliteknikKotaMalang 24
CLOSING(S) RESPONSE(S)

1. Until the next time Good-bye
2. Good night Good night
3. Good bye Good bye
4. Have a nice (weekend) You, too
5. Talk to you later Bye. Take it easy
6. See you later So long. Take care
(The phrases near the top of the list are generally more formal than the ones near the
bottom.)
Saying Goodbye

There are lots of different phrases and expressions we can use when we
want to say goodbye to people - find out what they are and when to use
them!
I'm off!
OK,
All right,
Well then,
Right then,
Anyway,
(guys,)
(folks,)
(everyone,)
it's time to
let's
we should
I'm going to
we're going to
make a move.
head off.
go.
leave you.
See you...
See you
later!
soon!
tomorrow!
tonight!
at 8!
at work!
at the party!
Nice to see you...
Nice to
It's been lovely to
It was great to
see you.
catch up.
Good to
Have a lovely...
Have a
lovely
great
nice
wonderful
weekend!
holiday!
evening!
afternoon!
time!
Thanking your host...
Thanks very much for
dinner/lunch - it was lovely!
a lovely evening.
having me. (if you have stayed overnight)
In a hurry...
I'm so sorry,
I'm really sorry,
I'm afraid
I've got to
I'm going to have to
I'm gonna have to (informal)
rush off!
hurry!
dash!
run!

1. Formal Greetings: Arriving
Good morning / afternoon / evening.
Hello (name), how are you?
Good day Sir / Madam (very formal)
2. Informal Greetings: Arriving
Hi / Hello
How are you?
What's up? (very informal)
How are you doing? (very informal)
3. It's important to note that the question "How are you?" or "What's
up?" doesn't necessary need a response. If you do respond, these
phrases are generally expected:
Very well, thank you. And you? (formal)

Fine / Great (informal)
4. Formal Greetings: Departing
Good morning / afternoon / evening.
It was a pleasure seeing you.
Goodbye.

Note: After 8 p.m. - Good night.
5. Informal Greetings: Departing
Goodbye / Bye.
See you (later).
Later (very informal

d) Address System and Title
1. Full name
2. First name
3. Full first name
4. Short first name
5. Diminutive first name
6. Given name
7. Last name
8. Surname
9. Family name
10. Middle name
11. Initial name
12. Short name
13. Nick name

Tittle Mr., Mrs., Miss., Ms.

Most American has three names, examples:

James Arthur Philips
Barbara Kay Miller
Dan D, Newton
Patricia Redford

ADDRESS FORMS

FUNCTION Last name only
Dr. Philip
Professor Miller
Mr. Newton
Miss Redford
Mrs. Philips
Ms. Miller
Tittle+Last name
Used in formal
situations
Used in sports or in the
military, and in some
offices. Used by superiors
to
subordinates/among
equals

Full first name

Short first name Diminutive first
name
Susan/ Suzzanna
Catherine/ Kathryn
Barbara
Patricia
Sue
Cathy/Kathy/Kate
Barb
Pat, Trish
Susie, Suzy
Kitty, Katie
Barby
Patty/i
e) How to make small talk during greetings

Look at some handy topics and phrases to use when you've said
hello to someone, but want to continue the conversation. What kinds of
things are suitable for small talk during greetings, beyond the usual 'how
are you?'
Some follow-up questions and phrases
I haven't seen you for ages!
What've you been up to?
What are you up to?
What are you doing around here?

Answers:
Oh, this and that
Just the usual!
Four handy topic areas Examples
appearance (usually only with people you know well)

your surroundings

transport

the weather
You look great!

Isn't it nice here!

Did you get here OK?

Isn't it a lovely day!

1.2 Curriculum Vitae

CV stands for curriculum vitae - a Latin expression meaning 'life
story'. (In American English it is called a resume.) It summarizes your
education, achievements and job history for prospective employers and so
it should be carefully prepared. A CV is usually sent with a covering letter.
The curriculum vita (CV) is a comprehensive portrait of you as a
scholar and job seeker. In academic circles, the CV is the cornerstone of
any application for employment, funding, awards, or fellowships. In fact,
many search committees report that the first thing they look at to
determine a candidates suitability, is the CV. Therefore, it is extremely
important that your CV reflects the range and scope of your interests, as
well as highlight your particular competency and marvelous experience. All
information on your CV should be arranged in reverse chronological order,
listing the most recent position or award first. There is, however, no
single, standard CV format. Each discipline has its own conventions.

1.2.1 General Elements of the CV

Use formatting techniques such as indenting, uppercase, bold and
italics, consistently and simply.

1. IDENTIFICATION
Include your name, address, complete telephone number, and e-
mail address. Some people include both personal and department
addresses to emphasize their current academic affiliation. Make sure you
put your last name and page numbers on all but the first page. You
should also create a professional voice mail message for the telephone
number that you have listed.

2. EDUCATION
List all institutions, degrees, and graduation dates in reverse
chronological order. Omit secondary school. If you have not yet completed
your Ph.D. list your degree as expected in the month and year that you
and your committee agree is most likely. Also the training you received
was vital to your careerlanguage courses taken abroad, for instance or
the institution is similar to the one that youre applying to . If your
masters thesis is relevant, then you may include the title. Some
postdoctoral researchers include their postdoctoral training here, others
include it under their research section; follow the norm in your field.

3. DISSERTATION/DISSERTATION ABSTRACT
You can list the title of your dissertation beneath the information on
your doctoral degree, as well as the name of your chair/advisor and/or
committee members. Some fields require a longer description (about a
paragraph) of the dissertation on your CV, generally under a separate
section entitled Dissertation Abstract, while other fields expect
dissertation research to be listed under Research Experience. Follow the
norm in your field.

4. EXAMS/AREAS of SPECIALIZATION
In some disciplines, such as the Divinity School, the CV should
include a description of your fields as well as the dates of your qualifying
examinations. For other students, adding a section specifying your areas
of specialization can strengthen their application by indicating mastery of
areas outside of ones dissertation. Seek advice on this matter from your
department.

5. AWARDS, FELLOWSHIPS, HONORS, GRANTS
List all relevant academic distinctions, awards, fellowships, honors, or
grants you have received since you entered graduate school in reverse
chronological order. Include the name of the department and institution

bestowing the honor. Include undergraduate honors and fellowships if
they are relevant to your field or indicate exceptional academic
achievement (e.g., cum laude). Finally, include information that gives your
reader a clear understanding of the importance of each honor, especially if
a particular honors noteworthiness is not clearly evident from the official
title.

6. PRESENTATIONS, MEETING ABSTRACTS
List all papers/talks you have given, or will deliver, along with the
names, dates, and locations of the conferences or meetings where you
presented that work. If you are a postdoctoral researcher with numerous
publications, you may choose to list only invited talks or selected abstracts

7. WORK SUBMITTED, WORK IN PROGRESS
In some fields, it is fairly standard practice for scholars to add
sections entitled Work Submitted" and "Work in Progress" to their CVs.
Often these can be listed under a subheading in the publications section.
If you have an article or book under review at a refereed journal or
academic press, you should list it under the category "Work Submitted for
Publication." In this way, you can inform employers that you have
enough confidence in your work to submit it for publication. If you are an
experienced candidate, or want to change jobs, you will want to indicate
the potential of publication on new projects by reporting your progress in
a section entitled "Work in Progress."

8. RESEARCH EXPERIENCE
Most often used in some of the sciences and social sciences, this
category can include postdoctoral, dissertation, and possibly
undergraduate and internship research. Typically, you describe your
project(s) (including any techniques you mastered) and list the affiliated
lab and/or professor.

9. WORK EXPERIENCE
Include all full-time, part-time and free lanch experience. For each
position, list your title, the dates of employment (or quarter and year),
and the position. Add a brief description of job description if the title does
not convey all the relevant information. You should also include a brief
description of your responsibilities.

10. RESEARCH INTERESTS/ COMPETENCIES
In some fields, you list your current research interests and or
competencies. When listing your competencies, be sure to list from the
general categories, as well as specialized ones, so that employers know
you are capable and willing to do such a job offered.

11. PROFESSIONAL TRAINING/RELATED WORK EXPERIENCE
List any special professional training you received in your department
or through a professional organization in this section. Such training may
include special courses on pedagogy, professional seminars offered by a
professional organization, or technical or computer training completed in
addition to your regular coursework. If you have work experience that is
relevant to your application, list and describe such experience here.

12. LANGUAGES
Where relevant, list the languages you have studied, as well as some
indication of your level of expertise (e.g., Reading knowledge of French
and German or Fluent in Spanish; working knowledge of Italian).

13. PROFESSIONAL AFFILIATIONS and SERVICE

List the major professional organizations to which you belong. If
you have served actively in one or more of these organizations, you may
wish to indicate the level of your involvement here as well.

14. ACADEMIC SERVICE, COMMUNITY OUTREACH
If you have served on any committees (such as graduate advisory or
search committees in your department or any appointed or elected
position in the university), list the experience here. You may also note in
this category any talks you gave or meetings you arranged in your
department about professional issues in your field. Demonstrating service
will tell employers that you are a good citizen in your current department
and institution. If you have volunteered your time in other ways related
to your discipline within the community at large (e.g., judging a science
fair, school and museum outreach, etc.), you can list such activities here
as well.

15. REFERENCES
At the end of your CV, list the names, titles, and academic affiliations
of your references. List your references in order of importance (for
instance, your dissertation director/advisor first, followed by other
members of your committee or other advisors who know your work well).
In some fields, it is customary to list the mailing and/or e-mail addresses
and telephone numbers of your references; follow the standard in your
field.

In short the Structure and Content of CV as follows:

1. Personal Information
name, address, phone number, email, nationality, date of birth
2. Summary of Qualifications (where appropriate)
3. Work Experiences (current experiences first)
period of time, company name and address, position, brief
description of your responsibilities and achievements.
4. Education and Training (current experiences first)
period of time, name of institution, qualifications
5. Further Information
other skills (e.g. foreign language skills), additional information that
may support your objective and qualifications
6. Important Tenses
a. Simple Past (past responsibility and accievements
b. Present Perfect (experiences)
c. simple present (present responsibilities)

Put work experiences before education/training. Employers often
just skim CVs, so it's better to put important things first. For the same
reasons you may even want to include a summary of qualifications at the
beginning of your CV.
Marital status and place of birth are irrelevant for applications in the UK or
USA. Neither should you give information on your primary or secondary
school education if you already have plenty of work experience.

1.2.2 CV or Resume?
Sometimes the terms CV (Curriculum Vitae) and resume are
synonymous, although people in the UK normally use the term CV, not
resume. In the USA, a resume (1-2 pages) is not as long and detailed as a
CV, which is usually required when applying for a position in an academic
field.
Your curriculum vitae is the single most important weapon in your
armoury when it comes to job hunting.
A prospective employer will often make a snap judgement the
second they read it and even the most qualified people on the planet can
find themselves rejected if the resume fails to come up to scratch. So how
can you give yours the edge? Avoid making it too fancy and complicated.
You only have about five seconds to grab the attention - if it is too clever
and unreadable it will go in the bin. Don't try to make jokes and never
slag off previous employers.

1.2.3 CV length
There are no set rules governing the length of your CV - this will be
decided on your career history, education and achievements. If possible
try to keep it to one page, but if this looks too cramped then feel free to
spread it out over two sheets.
Everyone has a different theory when it comes to CV design. Don't get too
bogged down over this, just make sure everything is clearly marked.
Include your career progression, education and achievements prominently
so your prospective employer doesn't have to search.

1.2.4 What makes a good CV?

a) Basic rules
A good CV can put you in the running for that job you're after. Some
basic rules of CV writing are:
Keep your CV to a maximum of 2 sides of A4 paper;
Use one font for your CV; use the bold style for headings and the
regular style for the text of the CV;
Write your CV in a logical order; start with your most recent
experiences first;
Make sure your spelling is correct; ask someone if you are not sure.
These are the facts to have on hand to write your CV:
Personal Details
Education
Employment/Work Experience
Interests/Achievements

a. Basic format:
Start off with your name, address and contact details clearly listed at
the top of the page. Follow this with a profile of yourself which should
include an outline of your skills, experience and immediate career goals.
Remember to include Career history Skills and strengths Awards and
achievements

b. Contact details
After this you can put in your career history - in reverse
chronological order over the past 10 years - with brief descriptions of your
responsibilities and achievements. Then comes education,
interests/personal details and references.

c. Stick to the truth

Make sure it is printed on good quality A4 size paper and never
attach extra documents, letters or certificates - save these for the
interview. Read and re-read your CV, and then ask a friend or
family member to read it as well.
Make sure there are no spelling errors or coffee stains as these will
be fatal.
It might sound obvious, but be truthful. Never try to smudge dates
and jobs to hide periods of unemployment. The most basic of
checks will expose your deceit and ruin any chance of getting the
job.
Follow all instructions on the job advert. If they want four copies of
your CV then you should send four. It is also vital to get it in on
time. The covering letter should be customised for each job you
apply for as this is your chance to tailor your skills to the demands
required. See the example CV on appendix 1.1 and 1.2


1.3 Grammar Focused
1.3.1 Simple tenses
now

past future

Tenses Examples Meaning
Simple
present
xxxxxxxxxxxx
a. Our class begins at 7.00a.m-4.00p.m every day.

b. We dont have a class on Saturday and Monday.
In general yhe simple
present express the event or
situation that exist always,
usually habitually, they exixt
now, have existed in the
past and probably exits in
the past.

Simple Past
x
3. I did my homework at 7.00 p.m yesterday.

4. They visited Batam, Malaysia and Singapura last
year .
At one particular time in the
past this happend, it began
in the past and ended in
past.

Simple Future
x
5. I will do my homework at 7.00 p.m. tonight.

6. They will visit Batam, Malaysia and Singapura
next year.
At one particular time in the
future, this will happen.

Figure 1.1 Simple tense

a) Simple Present

Figure 1.2 Simple Present

b) Simple Past

X
1. He drove a car to school yesterday.

2. The begger was a rich man.

3. The student did home work completely.

4. The students copied the lesson.

The simple past indicates that
an activity or situation began
and ended at particular time in
the past.
5. I stood under a tree when it began to
rain.

6. When I dropped my cup, the coffee
spilled on my lap.
If a sentence contains when
and has the simple past in both
clauses, the action in the when
clause happens first.
In 5.: I
st
: the rain began.
2
nd
: I stood under a tree.

Figure 1.3 Simple Past

XXXXXXXXXXXXXXXXX

1. In most European countries
a given name usually
comes before the family
name.
2. Most animals kill only for
food
3. People are social animals
4. The world is round

The simple present says that
something was true in the
past, is true in the present,
and will be true in the future.
Its used for general
statements of fact.
5. My freinds usually swim
every Saturday morning.

6. Her brother always eats
noodles for breakfast.
The simple present is used to
express habitual or everyday
activity
7. They need your help.

8. She does not have much
money to buy it.

9. I have only a dolla right now
The simple present show a
situation that exists right now,
at the moment of speaking

c) Simple Future

X
1. He will finish his work tomorrow.

2. He is going to finish his work tomorrow.
Will or be going to is used to
express future time.
In speech, going to is often
pronounced gonna

Figure 1.4 Simple Future

The used of shall with I or we to express future time is possible but
uncommon in Americal English. It is used much more frequently in British.

c. Conclusion
1. The definition of greeting:
a) A way of being friendly
b) A way of being polite
c) A way of starting conversation

2. The purpose of greeting
a) To establish contact with another person
b) To recognize his or her existence
c) To show friendliness

3. The formulas of greeting
a) Very specific
b) Usually do not carry any literal meaning
c) Always returned (often in the same form but with different stress)
d) No shaking hands
e) Shaking hands
f) Hugging
g) Kissing on the cheek

3. FormaltoInformalGreetingsandIntroductions
First meetings
Formal Introducing yourself Introducing others Responding
to an
introduction
On Leaving

How do you do? My name
is Mrs Hand.
Mrs Hand, may I introduce
my boss, Mr Smith.
Pleased to
meet you
Mrs Hand.
Goodbye. It's a
pleasure to
have met you.

Hello, Lynne Hand. I'm
the owner of this web
site.
Lynne, I'd like you to meet
John Smith, our salesman.
John, this is Lynne Hand.
Pleased to
meet you
Lynne.
Goodbye. Nice
to have met
you.

Lynne Hand. Lynne, meet John, my
husband. John, this is my
teacher Lynne.
Hi, Lynne.
How are
you?
Bye. It was nice
to meet you.
Informal
Subsequent meetings
Formal Possible Greetings Possible responses

Hello, Mrs Hand. It's nice to see you
again.
What a pleasant surprise! How are you? It's
been a while.

Good morning Mrs Hand. How are
you today?
I'm very well thank you. And you?

Good afternoon, Mrs Hand. It's good
to see you.
Thank you. It's nice to see you too. How are
you?

Hello Lynne. How are you doing? Fine thanks. What's new with you?

Hi, Lynne! How's it going? Not too bad, busy as ever.

Hi, Lynne. How are things? Oh fine. You know how it is.
Informal
Note - on first meetings say, "It's nice to meet you". For future meetings say, "It's nice to see you again".

5. A CV contains in brief all information about you that is relevant for the
job: personal information, education, work experience etc. The CV
shows what qualifications and experiences you have that make you an
ideal candidate for the position.
6.

XXXXXXXXXXXX

Simple
Present

X

Simple Past

X

Simple
Future

d. Worksheet 1
Exercise 1 Look at the following situations. Should you use formal or
informal language? Write F for Formal, I for Informal.
1. _____ speaking with a boss or manager at work
2. _____ talking to your brothers and sisters
3. _____ talking to your teacher for the first time
4. _____ speaking to an older adult
5. _____ speaking to classmates
6. _____ meeting someone for the first time

Exercise 2 Write I for INFORMAL greeting and F for FORMAL one.
Hey, hows it going?
Good morning.
Hi, how are you?
Hi, its nice to see you.
Good afternoon.
Hello, how are you
today?
Good evening.
Hi! How are you
doing?
Hello. How have you
been?
Hey, whats new?
Exercise 3 It is important to know how to respond to these greetings.
Respond to the following greeting.
1. Hello, how are you?
2. How are you?
3. How have you been?
4. Whats new?
5. Whats up?
Exercise 4 In each dialogue, one person is not speaking appropriately.

Put a check mark in front of the speaker who is not speaking
appropriately.
1. At a Party
____ Mark: Hey, George! This is Sal, my brother.
____ Goerge: It is certainly a pleasure to meet you, Sal.
____ Sal: Nice to meet you.

2. In the classroom
____ Mr. Macy: Im Mr Johm Macy, your Grammar teacher.
____ Mike: Yo, whats up Teach?

3. In the cavetaria
____ Stephanie: Hello, Victor. Id like you to meet a new
classmate. This is Karen.
____ Victor: Hey, Karen. Nice to meet you.
____ Karen: Nice to meet you.

4. At home
____ Paul: Patrick, this is my mother, Mrs. Doris
Bluefield.
____ Patrick: Hey, Doris. Hows it goin?
____ Mrs. Bluefield: Welcome to our home, Patrick.

Exercise 5 Discuss the inappropriate remarks. Were they too formal or
too informal? Why?
Exercise 6 Rewrite the dialogues so that they all appropriate.
Exercise 7 Practice the dialogue.
Exercise 8 Listen to the conversation. Fill in the missing parts.

Man 1 : Good morning, Nadia.
Nadia : .(1)
Woman 1 : Hi, .2)
Nadia : . (3),thanks.
Woman 2 : Hi, Nadia. . (4)?
Nadia : . (5) I had a great weekend
Man 2 : Hey, Nadia! . (6)?
Nadia : Morning. Fine. How about you?
Woman 3 : (7), Ms. Barnes. Did you have a
nice weekend?
Nadia : Yes, it was very good. How about the weekend?
Woman 4 : . (8)morning.
Nadia : Good . (9)
Woman : . (10)?
Nadia : Sure, thanks.
(Bell ring)
Nadia : . (11), got
to. (12)
Nadia : Good morning, everyone.
Several voices . Ms. Barnes.

How is it going How are doing good hi sorry
fine great going how are you weekend
Exercise 9 Listen to the conversation. Then identify the use of greeting

and its respond, opening, small talk, preclosing, closing.
Exercise 10 What do you already know about introducing yourself and
others in English? Work with your classmates. Discuss with
your partner:
a. What do people say when they introduce themselves?
b. What do they do when they introduce themselves?
Exercise 11 Then introduce yourself to your classmates.
dont forget to ask them to repeat his/ her name, their
occupations, ask for more information.
Exercise 12 Lets compare Greetings around the World.

Exercise 13 What is the greeting in your native culture?

How do you greet your friends when you see them? Do children say hello to adults
in the same way? There are certain unwritten rules for greeting people, which differ
around the world.
In France, for instance, children regularly shake hands with one another. A Korean
child would be honored to shake the hand of an adult, but will more usually bow his or
her head. Instead of saying Good morning, both Korean and Somalis ask Have you
been in peace during the night or Is it Peace?
Bowing is something many people around the world do as a form of greeting. In
Japan, the bow is usually low from the waist. In Malaysia, Malay people bow only
slightly when greeting one another, as well as when passing on the street.
Most Hindus use the namaste (nahMAHS-tay) gesture when they greet each other.
They place their palms together as though in prayer, and nod their heads slightly.
Exercise 14 Study the following dialogue models, analyze the situation

then practice it.
1. Introducing your teacher to your mother
Robert : Mr. Caldwell, Id like you to meet my mother.
Mr. Caldwell : Mrs. Rienzo, Im pleased to meet you.
Mrs. Rienzo : Robert enjoys your class very much.
Mr. Caldwell : Thank you, I enjoy having him in class.
Mrs. Rienzo : It was very nice meeting you
Mr. Caldwell : Same here. Good-bye.

2. Introducing two friends
Tim : John, Id like you to meet my friend, Joan Sullivan. Joan, this is
John Tracy.
Joan : (shaking hands with John) Its nice to meet you.

3. Introducing your friend to your mother

Tim : Phyllis, Id like you to meet my mother, Mrs. Abrams.
Mom, this is Phyllis Akerly.
Phyllis : Im glad to meet you Mrs. Abrams.
Mrs. Abrams: Im happy to meet you too. Tim has talked so much about
you.

Exercise 15 Practice this situation, decide whether its formal or informal.
Youre at the first day at school. You dont know some of your
friends. Introduce yourself to some of them.
You are at the cinema with your close friend, you meet your
classmate there, greet him and introduce your close friend to him
Your new classmate visit to your house. You want to introduce him
to your parents.
You and your sister at the mall, you meet your teacher, greet him
and introduce your sister to him.
....

Exercise 16 Here is a chart that outlines how American greets each
other. Compare them with customs in your country.
No. Action In the USA In your country
1.
Who makes the
introduction?
Either the person who wishes to meet
another or a friend who knows the other
person.
2.
Who should be introduced to
whom?
A woman to a man; a younger person to
an old person; a subordinate to superior
3.
What should you say? Hello, my name is ______
Mary Smith, Id like you to meet my
friend, John Jones.
Dr. Raman, this is my associate,
Professor Allen.
Mrs. Buckett, Id like to introduce my
daughter, Jennifer.
4.
May a man introduce himself
to a woman?
May a woman introduced
herself to a man?
Yes

Yes
5.
What body language should
a person use (facial
expression, gesture)?
Smile, face person, look attentively at
the persons eyes
6.
What tone of voice should
one use?
Quiet, but friendly
7.
Does one shake hands when
meeting someone?
How should you shake
hands?
Men always shake hands; if a woman
extends her hand, shaking is
appropriate.
Firmly but gently
8.
Do people embrace or kiss
people of the same sex upon
meeting?
Does one kiss or hug
children when one is
introduced?
No, unless the people are very close
friends. Men never kiss each other
unless they are relations or very close
friends
No.

Exercise 17 Here is some information about a man called Jim Foster.

How would he fill in the life insurance form? With your
partner construct the form.
Jim Foster is married and has two children, Neil and Alison. He lives
at 27 Mill Road, Manchester MR3 6
TH
and works as a teacher in a primary
school. His birthday is on 15 he is now 50 years old. He is about 1 metre
70 cm tall and weighs about 80 kilos.
Full Name_____________________________________________________
Surname____________________________
Middle Name ________________________
Given Name______________________
Address__________________________________________
City _____________________________ State________ Zip_______
Profession ____________________________________________________________
HOME PHONE ( ) ___________ WORK PHONE ( ) _____________

Yearly I ncome Your Age Marital Credit Card
Status
Under $26,999 18 24 Married Master Card
$27,000 - $34,999 25 29 Single Visa
$35,000 - $39,999 30 49
Over $40,000 50 65
66+
Best Time To Be Called __________________________

Signature
(Full name)

Exercise 18 Say why these sentences use the simple present tenses
1. I live in New York.
2. The Moon goes round the Earth.
3. John drives a taxi.
4. He does not drive a bus.
5. We do not work at night.
6. Do you play football?
Exercise 19 Using the words in parentheses, complete the text below
with the appropriate tenses.
( Simple Present / Present Continuous)

1. Every Monday, Sally (drive) her kids to football practice.

2. Usually, I (work) as a secretary at ABT, but this summer I
(study) French at a language school in Paris. That is why I am
in Paris.

3. Shhhhh! Be quiet! John (sleep) .

4. Don't forget to take your umbrella. It (rain) .

5. I hate living in Seattle because it (rain, always) .

6. I'm sorry I can't hear what you (say) because everybody
(talk) so loudly.

7. Justin (write, currently) a book about his adventures in
Tibet. I hope he can find a good publisher when he is finished.

8. Jim: Do you want to come over for dinner tonight?
Denise: Oh, I'm sorry, I can't. I (go) to a movie tonight with
some friends.

9. The business cards (be, normally) printed by a company in
New York. Their prices (be) inexpensive, yet the quality of their
work is quite good.

10. This delicious chocolate (be) made by a small chocolatier in
Zurich, Switzerland.

Exercise 20 Write a short paragraph about someone. Then tell your short
paragraph to your friends in front of the class.

Exercise 21 Decide whether the following sentences are true or false
based on the audio.
1. _____ Employers don't care what CVs look like.
2. _____ Companies only receive a few applications for each position.
3. _____ You should spread your points out on the page.
4. _____ You should include as much information as possible.
5. _____ It is better to focus on key facts.
6. _____ The most important features are that it is easy to read and
looks good.
7. _____ A good CV will guarantee a good job.

Exercise 22 Compiling a CV
The following sentences represent the different stages of
compiling a CV, but in each sentence the words are in the
wrong order. Re-arrange the sentences putting the words in
the correct order.

1. about the involves. Think what job
2. sort of chosen about Think it. be what person would to do
3. your job Identify the that skills description. match
4. a Decide on layout.
5. previous your experience. Review
6. describe Find language your suitable to experience.
7. the CV. version first of Draft your
8. for your CV Check mistakes.

Exercise 23 Read this CV and answer the question

CarmenLopez Duran
Profile
I am keen to follow a career in Tourism or Hotel Management. I am well-organised, highly motivated and have
excellent communication skills. In addition I am reliable, flexible, and quick to learn.
Personaldetails
Address Avenida de la Plata 47
Grenada 18 752 Spain
Tel 123 456 789
Email Carmello@ etc.com
Date of birth 25 Nov 1980
Marital status Single
Education
1998 - 2000 Universidad de Granada Diploma in Business Studies with Tourism
1990 - 1998 Instituto Cervantes, Granada Bachillerato (A Level equivalent) Grade B
ProfessionaExperience
2000 - present
Hotel Xyz, Notown
Assistant to Conference Manager
Responsible for providing administrative support, answering enquiries, taking bookings, arranging
Employee of the Year, 2001.
Summer 2000
Company Xyz. Notown
Social/Sports Officer
In charge of escorting groups of foreign students,
Arranging schedules, planning social events,
Organising sports activities, managing a budget.
Interests
Yoga, swimming, skiing, classical music, theatre, current affairs
AdditionalSkills
Fluent English - IELTS score 6.5
Working knowledge of French
Clean driving licence
Computer literate (Word, Excel, Powerpoint)
Referees
Antonio Palma Plazas, Conference Manager, Primavera Hotels
Mercedes Garrido Vazquez, Regional Director, Eurostudy Ltd
Decide whether the following sentences are true or false based on

Carmen's CV.
1. ____ She is married.
2. ____ She started working full-time when she left school.
3. ____ She was not very successful at Hotel Primavera.
4. ____ She worked during her vacations.
5. ____ She had financial responsibility when she worked for
Eurostudy.
6. ____ She isn't interested in politics.
7. ____ She has never committed a driving offence.
8. ____ She speaks French better than English.
Exercise 24 Read this CV and answer the question.
1 How old is he?
2 Where does he live?
3 What should you do if you want to contact him?
4 What was his first job?
5 What is his job now?
6 What are his duties in his job now?
7 What qualifications does he have?
8 When did he finish school?
9 Write down two of his hobbies.
10 Can you find any mistakes in this CV? Put a circle round any of the
mistakes.

RICH ANDREWS

12345 MAIN STRET LEEDS LE3 5R PHONE
(76767) 4567890
RICHANDREWS400065@HOTMAIL.COM
DTE OF BIRTH 12/05/74
EXPERIECE

2002-2004 valley Chicken factory Main Road,
Leeds
Killing chickens.
Managing small team.

2001- 2002 Nice Flower Factory Smalltown, Leeds
Packing Flowers

2000-2001 Quick Cabs Terry Street, leeds
Driving a taxi around leeds

EDUCATION

19851990 Big School, Leeds leeds
5 GCSEs including Maths and English
INTRESTS

Playing music, football, pinball, chatting with friends, going to the pub,
boxing, sleeping when its raining outside.
Exercise 25 Organizing Information

Although there are different views ono how to organise a CV, most
prospective employers would expect to see the following headings
Education Referees Personal Details Profile
Additional Skills Interests Professional Experience

Jasper Bergfeld, a German graduate, is compiling his CV.
He has collected the relevant details but now he must
organise them. Look at the following points and decide
which heading Jasper should put them under.
Example: University of Stuttgart - degree in Business Information
Management: answer = 'Education'
1. Fluent in English:
2. Nationality - German:
3. Concept AG - Assistant Project Manager:
4. Excellent communication skills:
5. Full driving license:
6. Diploma in English with Business Studies:

7. Skiing and windsurfing:
8. Computer literate:
9. Able to work on own initiative and under pressure:
----

10. Responsible for customer service:
11. Dr H. Mayer, University of Bath:
----

Vocabulary
1. an achievement
something important that you've managed to do
2. job history
a list of the different jobs you've done
3. a layout
the way you've arranged information
4. to draft something
to write something that you will improve on and finish later on
5. a recruitment consultant
someone who helps people to find jobs and companies to find staff
6. first impressions
the immediate views and feelings that people have about you
7. to stand out from the crowd
to be more noticeable than other people
8. concise
short and to the point because it has only necessary words and
information
9. relevant
directly relating to the job you're applying for
10. clarity
the quality of being clear and easy to understand
11. impact
to have an important or noticeable effect on someone
12. ducation
schools, university, other training and qualifications
13. referees
former bosses, teachers or other people who would be willing to
confirm that you are a good candidate
14. personal details
nationality, age etc.
15. profile
a few lines summarising who you are, what you're good at and
what makes you special
16. additional skills
things you can do that weren't part of your formal training, such as
languages, computer skills etc.
17. interests
do you like reading, dancing, football, etc?
18. professional experience
previous jobs and what your role was
20. to be keen to do something
to want to do it a lot
21. communication skills
the ability to interact well with other people
22. reliable
dependable, trustworthy
23. vacations
American-English for holidays or time off work
24. managing a budget
making sure that an agreed amount of money is spent wisely to
complete a task or project
25. current affairs
news about what's happening around the world at the moment
26. to have committed a driving offence
to have done something illegal while driving
27. to have a clean driving licence
to have a driving licence that doesn't contain any record of illegal
driving
28. to have a working knowledge of something
to have a basic understanding of a topic


2. Activity 2 : Ordinals and Cardinals
Competency : Using numbers
Indicator :
1. The students will be able to use cardinal and
ordinal numbers
2. The students are able to use how to ask the time,
dates and prices.
3. The students will be able to use imperative
sentences.
4. The students are accustumed to write agenda.

b. Lesson 1
This module will help you to say numbers correctly, whether its
about times, dates, and prices. You will also learn how to ask for the time,
dates, as well as the prices.
Gigure out:
a. How many students are in your class?
b. When is your first day at school?
c. What hours are your classes began?
d. How much is your school fee?
e. How much is the latest foreign currency to Indonesian?


1.1 Numbers
The main units of numbers in English are:

Here is a list of numbers. On the left are normal or "cardinal"
numbers. On the right are "ordinal" numbers, which we use to define a
thing's position in a series.
Cardinal Number Ordinal Number
0 zero, naught - -
1 One 1
st
First
2 Two 2
nd
Second
3 Three 3
rd
Third
4 Four 4
th
Fourth
5 Five 5
th
Fifth
6 Six 6
th
Sixth
7 Seven 7
th
Seventh
8 Eight 8
th
Eighth
9 Nine 9
th
Ninth
10 Ten 10
th
Tenth
1 10 100 1000 1000000 1000000000
One Ten Hundred Thousand Million Billion
11 Eleven 11
th
Eleventh
12 Twelve 12
th
Twelfth
13 Thirteen 13
th
Thirteenth
14 Fourteen 14
th
Fourteenth
15 Fifteen 15
th
Fifteenth
16 Sixteen 16
th
Sixteenth
17 Seventeen 17
th
Seventeenth
18 Eighteen 18
th
Eighteenth
19 Nineteen 19
th
Nineteenth
20 Twenty 20
th
Twentieth
21 twenty-one 21
st
twenty-first
22 twenty-two 22
nd
twenty-second
23 twenty-three 23
rd
twenty-third
24 twenty-four 24
th
twenty-fourth
30 Thirty 30
th
Thirtieth
31 thirty-one 31
st
thirty-first
40 Forty 40
th
Fortieth
50 Fifty 50
th
Fiftieth
60 Sixty 60
th
Sixtieth
70 Seventy 70
th
Seventieth
Eighty 80
th
Eightieth
90 Ninety 90
th
Ninetieth
100 Hundred 100
th
Hundredth
101 hundred and one 101
st
hundred and first
152 hundred and fifty-two 152
nd
hundred and fifty-
second
200 two hundred 200
th
two hundredth
1,000 Thousand 1,000
th
Thousandth
1,000,000 Million 1,000,000
th
Millionth
1,000,000,000 Billion 1,000,000,000
th
Billionth

For numbers in the hundreds, the British usually say "and"
but the Americans usually do not say "and":
British English
120 = one hundred and twenty
American English
120 = one hundred twenty

Note : In English, we usually separate the digits of numbers over 999 with a comma (,).
We count 3 digits from the right and insert a comma, like this:

1,000 Thousand 1,000th
1,000,000 Million 1,000,000th
1,000,000,000 Billion 1,000,000,000th

2.2 Saying Numbers

1. Oh, Zero, Love, Naught, Nil (these are all ways of saying 0 in English)
r
a. We say OH
after decimal point 5.03
in telephone numbers 67 01 39
in bus number No. 701
in hotel room numbers Room 206
in years 1905

b. We say NOUGHT
before the decimal point 0.02

c. We say ZERO
for the number 0
for the temperature -5

d. We say NIL
in football scores 3 - 0

e. We say LOVE
in tennis 15 - 0

2. The Decimal Point

In English, we use a point (.) and not a comma (,) for decimals. We
use commas in figures only when writing thousands.
o 10,001
o 10.001
a. The numbers after decimal point are read separately:
10.66 0.325 0.001 0.05
b. The number after decimal points is a unit of money, it is read like a
normal number:
12.50 $ 10.45
c. When you do business on the phone, say the digits separately after
point. ( If the listener missed the word point, you might lose a lot
money.)
0.375 (cari di kompas y)
3. Per Cent
The stress is on the cent o per Cent 0.5%
0.25%
4. Hundreds, Thousands, Millions
a. 1023 In British, a hundred and twenty three
In American, a hundred twenty three
b. 1,999 (the number) is said one thousand nine hundred and ninety
nine
c. 1999 (the year) nineteen ninety nine
d. 2000 the year two thousand
e. 2001 two thousand and one
f. 2015 two thousand and fifteen or twenty

fifteen
g. 1066 ten sixty six, not one thousand and sixty
six
h. 1,000,000 a million, or ten to the power six ( )
i. 1,000,000,000 a billion, or ten to the power nine ( )

5. Squares, Cubes, and Roots

a. ( ) ten squared
b. ( ) ten cubed
c. the square root of 6

6. Telephone and Fax numbers
Usually telephone and fax numbers as individual digits
a. 01273 736344 Oh one two seven three, seven three six, three four
four
b. 344 (can also be said) three double four
c. 44 26 77 double four, two six, double seven
d. 777 (can be said) seven double seven / seven seven seven

7. Fractions
Mostly like ordinal numbers (fifth, sixth, twenty third)
a) a sixth d. a quarter

b) a third e.2 Two and three quarters

c) a fifth f.3 Three and a half

d) a half g. Three quarters

8. Calculating
1. (+)
2. (-)
3. (x)
4. ()
5. (=)
6. Fr/ $
7. 6% p.a.
8. (x-y)/z
9. 8. x- y/z
10. 10 + 4 = 14
11. 10 4 = 6
12. 10 x 4 = 40
13. 10 4 = 2
Add
subtract/ deduct
multiply
divide
equal
Francs per dollar
Six perCent per annum
X minus y, over z
X, minus y over z
Ten plus four is fourteen / ten plus four equals fourteen
Ten minus four is six / Ten take away four equals six
Ten times four is forty / Ten multiplied by four is forty
Ten divided by four is two and a half

2.4 Money and Foreign Currency

decimal dot period
penny nickel dime
quarter golden dollar Kennedy half dollar
a dollar five dollars ten dollars
twenty dollars fifty dollars one hundred dollars
Penny Dollar
$.01 x 100 =
$1.00
Nickel Five Dollars
$.05 x 100 =
$5.00
Dime Ten Dollars
$.10 x 100 =
$10.00
no equivalent coin Twenty Dollars $20.00
Quarter no equivalent bill $.25
Kennedy Half Dollar Fifty Dollars $.50 x 100 =
$50.00

Notice: these ways of speaking about exchange rates
1. How many Yen are there to dollar?
2. How many Yen per dollar did you get?
The current rate is about 1.6 Euros to the pound
Note:
Listen and mark the stress on these numbers
13 thirteen
30 therty
14 fourteen
40 forty
50 fifty
15 fifteen
180 one hundred and eighty
2.5 Telling Dates

a. Months of the Year
January first
February second
March third
April fourth
May fifth
June sixth
July seventh
August eighth
September ninth
October tenth
November eleventh
December twelfth
b. Days of the week
1. Sunday Sun.
2. Monday Mon.
3. Tuesday Tues.
4. Wednesday Wed.
5. Thursday Thurs.
6. Friday Fri.
7. Saturday Sat.

2.6 Telling Time
Clock
evening
a.m.
midnight
late of night
hand
hours
minutes
second

Morning
night
noon
o'clock
p.m.
Time
watch
afternoon


a=b oclock c. quarter to
a
d. quarter past . e. half past

Quarter to Quarter past

half
System 1 System 2 System 3
a. Twelve oclock
b. Twelve five
c. Twelve fifteen
d. Twelve thirty
e. Twelve forty five
a. -
b. Five minutes past twelve
c. Fifteen minutes past twelve
d. Thirty minutes past twelve
e. Fifteen minutes to one

a. -
b. Twelve oclock
c. Quarter past twelve
d. Half past twelve
e. Quarter to one

b
2.7 How to ask for the time

We're all, it seems, obsessed by time. Its part of our everyday lives.
If we know the time it can stop us from being late and missing important
moments.
We can check the time on watches, clocks and even our phones.
But what if you dont have any of these? What if, for example, you are at
a bus stop and you need to know what time it is now? How should you
ask a complete stranger?

Asking for the time
What time is it?
Excuse me,
Sorry,
have you got the time
do you have the time
please?
Vocabulary connected with time
To be on time:
to arrive at the correct time and not be late

Examples:
The trains here are never on time. They're always late.
We're leaving at 10.00 sharp. So be sure you're on time.

To be in time (for something):
to arrive early enough (for something)

Examples:
I don't use an alarm clock but I always wake up in time for the 7 o'clock news on the radio.
Sorry, I won't be home in time for dinner, I have to work late at the office.

To kill time
to do something to make time appear to pass more quickly

Examples:
The film doesn't start for another 2 hours, so we'll have to kill time for a bit.
On my way back from Australia I had a lot of time to kill at Singapore Airport - the
shopping was great!

in (next to) no time

very soon, very quickly

Example:
On my bike I can get to the Sports Centre in next to no time. It takes longer by car
because of the traffic.

2.4 Imperative Sentence
Definition:
A sentence that gives advice or instructions or that expresses a request or
command. An imperative sentence ends with a period or an exclamation
point.
Examples:
"Think Small"
(slogan of Volkswagen)
"Always do right. This will gratify some people and astonish the
rest."
(Mark Twain)
"Take me out to the ball game,
Take me out with the crowd.
Buy me some peanuts and Cracker Jack,
I don't care if I never get back."
(Jack Norworth and Albert Von Tilzer, "Take Me Out to the Ball
Game")
"Seek simplicity, and distrust it."
(Alfred North Whitehead)
"And so, my fellow Americans: ask not what your country can do
for you; ask what you can do for your country."
(President John Kennedy, 1961)
"Leave the gun. [pause] Take the cannolis."
(Clemenza in The Godfather, 1972)
"Bring me the head of Alfredo Garcia!"

(El Jefe, Bring Me the Head of Alfredo Garcia, 1974)
"Don't cry because it's over. Smile because it happened."
(Theodor Geisel)
"Take this quarter, go downtown, and have a rat gnaw that thing
off your face!"
(John Candy as Buck Russell in Uncle Buck, 1989)
"Forget them, Wendy. Forget them all. Come with me where you'll
never, never have to worry about grown up things again."
(Peter in film adaptation of Peter Pan, 2003)
"Wash the white clothes on Monday and put them on the stone
heap; wash the color clothes on Tuesday and put them on the
clothesline to dry; don't walk bare head in the hot sun; cook
pumpkin fritters in very hot sweet oil; soak your little cloths right
after you take them off; when buying cotton to make yourself a
nice blouse, be sure that it doesn't have gum on it, because that
way it won't hold up well after a wash; soak salt fish overnight
before you cook it . . .."
(Jamaica Kincaid, "Girl")

c. Conclusion
Time:
1. We say Oclock only when the long hand is at twelve
2. We say number for the hour first, then the number for the minutes
without past or to.
3. We say for the number for the minutes, then the number for hours.
We have to say minutes after the first number. We use past or to.
4. In airports/ stations, the 24-hour clock is used. This doesnt need
am or pm (generally, we dont use this system in normal
conversation)
5. 00.00 is midnight: 12.00 is noon
6. Numbers as Adjective
a. When a number used before a noun _like an adjective_ it is
always singular.
b. A fifty-minute lesson not a fifty-minutes
lesson

Dates
In Britain, dates can be written in
1. Numbers only; day/month/year
5/1/84 5th January 1984 not May 1st 1984 (American usage is the
opposite)
2. Numbers and words:
Day/ month/year 19th December 1982
Month/day/year December 19th 1982
When we say the dates, 19/12/84 can be the nineteen of December
/ December the nineteenth 1984.

1900
1901
1902
1910
1911
1920
1922
Nineteen hundred
Nineteen- oh- one
Nineteen - oh- two
Nineteen-ten
Nineteen- eleven
Nineteen-twenty
Nineteen-twenty-two
1970
1980
1981
1801 1900
1901 2000
1960 1969
1970 - 1979
Nineteen-seventy
Nineteen-eighty
Nineteen-eighty-one
The nineteenth century
The twentieth century
The nineteen-sixties (the sixties)
The nineteen-seventies (the seventies)

3. There are two systems of year dates in English:

a) the sorter system. The numbers are said in pairs
1922 19 and 22 nineteen twenty-two
1908 19 and oh-8 nineteen oh eight
1900 nineteen hundred
1800 eighteen hundred
1801
b) the longer system. Numbers in said in pairs, but between the pairs we
say hundred and.
1922 nineteen hundred and twenty two
1908 nineteen hundred and eight

d. Worksheet 2

Exercise 1 Put the following words and phrases in the correct group
A. Large/ a lot of B. Small / not many

A bit of a few huge millions a
mountain of
substantial tiny wide enormous a fraction

Exercise 2 Match the numerical expression 1-5 with the description a-e
1. 0.5 a. Frequency, how often something happens
2. 1 meter wide b. A decimal
3. Millions (of...) c. a fraction
4. 300 times a day d. A huge number- we dont know how many
5. A quarter e. The size of something

Exercise 3 Say this numbers. Then listen and check.
1. a. 815 b. 10,000 c. 4,905
2. a. 3.2 b. 10.98 c. 15.361
3. a. b. c.
4. a. 2% b. 48% c. 91.3%
5. a. 102 b. 4, 000 USD c. 9m

Exercise 4 Listen to Bob describing a report about his companys

website. Write the numbers you hear.
1. Total hits this week:
2. Average time per session:
3. Average number of page views per session:
Number of hits per page:
4. Products page:
5. Offers page:
Breakdown of traffic by continent
6. North America: per cent
7. Europe: per cent

Exercise 5 Listen to the converstaion. And answer the question.
1. What are the relationship between the speakers?
2. What is Bo-weis last name?
3. Where does he live?
4. What is its zip code?
5. What is his telephone number?
6. Does he have email address? What is it?
Exercise 6 Listen to the conversation between Vanessa and Kazu. Then
answer the question.
1. Whos birthday they are talking about?
2. When is the birthday?
3. Is the birthday celebrated? How?
4. What time is music festival started?
5. What time is it ended?
6. Where is it?
7. What will they do after that?
8. What time they will meet? Where?

Exercise 7 Listen to the conversation and answer the question.
1. What are they talking about?
2. What are they going to plan?
3. What time will they go?
4. Where does the conversation most probably take place?
Exercise 8 Listen to the conversation and answer the question.
1. When does Karen ask to Masato to see the Rocket Dogs?
2. Where is it?
3. Can he go on that day? Why?
4. What other days does she offer to go?
5. Do they go on Friday?
6. What time does the show begin?
7. What time will they meet?
8. What will they do after the show?
Exercise 9 Answer and practice this. Pair students t interview each
other with these questions. Answers will vary. You may also
ask other questions
1. What day (s) do we have class?
2. What day (s) do you work? What days do you have off?
3. What day (s) do you go to church?
4. What days do (your) children go to school?
5. Which days are weekdays? Weekend days?
6. Which day(s) do you wash clothes?
7. What day(s) do you shop for groceries (food)?
8. Which day(s) do you cook dinner?
9. Which days to you clean house?
10. Which day(s) do you mow the yard?
11. .. (You may create your own question)


Exercise 10 Circle the correct answer.

1. Its Monday. Please return in three days.
Please come back on (Thursday/ Wednesday/ Friday).
2. Please return by Wednesday
Come back on or before (Wednesday/ Tuesday/ Thursday).
3. My visa valid until 30 July
I have to leave the country before (31 July,/ 30 July/ 29 July)
4. At the office, lunch break is over by 1:00pm.
If you return to the office at 1:05pm, you (on time/ in time/ late)
Exercise 11 Practice the conversation
Student 1 Hi! What time is it?
Student 2 It's 11:30. I'm getting hungry.

Student 1 Me too. What time do you want to each lunch?
Student 2 Let's go to lunch at 12 noon.

Student 1 That sounds great. I can't wait to go eat.
Student 2 I'll see you at twelve. Bye.
Exercise12Completethisconversation
Student 1
Student 2 Class ends at 8:00.

Student 1 What time is it now?
Student 2 ................ What are you doing after class?

Student 1 I am going to go home and go to sleep. I have to be at
work at 6:00 a.m.
Student 2 ................... I hope you get some rest. .....................

Exercise 13 Write some mathematics symbol and operation. Then ask
your friend to read it.
Exercise 14 Make a list of your shopping, then estimate how much is the
total? Then tell to your friend how much item each costs.
Exercise 15 Bring your calender and read some important dates.
Exercise 16 Write your schedule (daily plan on your daily planner) and
then share it with your friends. Take in turns
Exercise 17 Write your long plan then tell your classmates.
Exercise 18 Read this text
FIBONACHI
Fibonacci, Leonardo or Leonardo of Pisa (1170-1240), Italian
mathematician, who compiled and supplemented the mathematical
knowledge of classical, Arabic, and Indian cultures, and who made
contributions to the mathematical fields of algebra and number theory.
Fibonacci was born in Pisa, Italy, a commercial city, where he learned the
basics of business calculation. When Fibonacci was about 20, he went to
Algeria, where he began to learn Indian numerals and Arabic calculating
methods, knowledge he supplemented during more extensive travels.
Fibonacci used this experience to improve on the commercial computing
techniques he knew and to extend the work of classical mathematical
writers, such as the Greek mathematicians Diophantus and Euclid
Few works by Fibonacci still exist; he wrote on number theory,

practical problems of business mathematics and surveying, advanced

problems in algebra, and recreational mathematics. His writings on
recreational mathematics, which were often posed as story problems,
became classic mental challenges as early as the 13th century. Such
problems often involved the summation of recurrent series, such as the
Fibonacci series (kn = kn-1 + kn-2for example, 1, 2, 3, 5, 8, 13,. . .),
which he discovered. Each term of this series is called a Fibonacci
numberthe sum of the two numbers preceding it in the series. Fibonacci
solved the problem of calculating the value for any entry. He was awarded
a yearly salary by the Republic of Pisa in 1240, indicating the importance
accorded to his work and also, possibly, public service to the city's
administration.
Bruce W. Hevly, Encarta Reference 2003
Exercise 19 Answer these questions.

1. What is the real name of Leonardo of Pisa?
2. What are his works?
3. Why does the government of Republic of Pisa pay him?
4. When did he die?
5. How old was he when he died?
6. What do you know about Fibonachi number?
7. What is recreational mathematics?
8. Is Fibonachis work still applicable today? What is it? What is it for?

Exercise 20 State whether the following statements are True or False.

1. _______ At the age of 20, Fibonachi began to learn commercial
computing techniques at Greek.
2. _______ Fibonachi got a job at Republic of Pisa in 1290.
3. _______ He writes a story of Math.
4. _______ Sempoa is one of the greatest works of Fibonachi that had

been contributed to mathematics.
5. _______ He studied Indian numerals and Arabic in 11990

Exercise 21 Cross the words that is not similar.

1 . fundamental a. secondary, basic, elementary, essential
2 . preceding b. prior, past, previous, following
3 . revise c. modify, adjust, incorrect, rework
4 . supplement d. addition, extra, increase, enough
5 . dedication e. devotion, deny, commitment, ardor
6 . extend f. enlarge, widen, lengthen, curtail
7 . sum g. calculation, total, divided, addition
8 . salary h. income, pay, money, wage
9 . compile j. accumulate, collect, gather, disunity
10 classical k. traditional, conventional, old, orthodox

Exercise 22 Arrange the jumble words into a meaningful word that is
opposite with the clue.
1. c-a-n-d-a-v-e-d : simples, more important.
2. s-u-m-i-n : put something together.
3. a-l-f-i-n : starting point
4. r-e-s-t-o-d-y-r : action or process of making better
5. l-e-c-o-e-t-c-l : break into parts, separate
6. r-o-z-e-s : large amount
7. c-i-l-u-a-r-t : make it longer, larger
8. c-r-e-e-n-t : belonging to times long ago

Exercise 23 Complete these sentences using the most appropriate words

in the box.

1. There are many mistakes on your work. You should _____ soon.
2. My little nephew had got a bar of chocolate from his friend. He wants
to share it with his twin. He tries to_____ it into two pieces.
3. Hes only seven but hes good at _______.
4. A third from 111 is Oh dear, I cant ______.
5. Please check your monthly report; it seems you put the wrong _____.
6. Hes graduated from _______ department, now he plans to get
Master.
7. My mother gets _____ to count how much money we spent for
shopping.
8. To reach his phone cell, you should dial ____ first before the
destination number.

Exercise 24 Complete the sentence using the idioms above.

1. ____ the proper punctuation marks.
2. After chatting for 3 months intensively, He decides to ____ his pen pal
for the first time.
3. He ___ one the police once, but they are not likely to be caught a
second time
4. Dont forget to ____ the bit about Jim falling into the river!
5. Their translation into reality is _____ until the Greek Calends
6. Harold consciously tried to ____ in a quarter of an hour each day
improving at golf.
7. His opponents delaying tactics are design to annoy him and ____him.
8. Id _____the weight about fourteen pounds.
calculator revise zero mathematics
calculate number mathematic divide

B. WHY ARE LEAP YEARS USED?
On this page you will find information about leap years, why and when
they are used.
February 29
th
, 2008 is the next leap year, with 29 days in February,
February 2008 has five Fridays, it starts an ends on a Friday. Between 1904
and 2096, leap years with the same day of week. For each date which
means that the last time February had 5 Fridays was in 1980.
A leap year is a year with one extra day inserted into February. The
leap year is 366 days with 29 days in February as opposed to the normal 28
days. (There are a few past exceptions to this).
In the Gregorian calendar, which is the calendar used by the most
modern countries, the following rules decides which years are leap years:
1. Every year divisible by 4 is a leap year.
2. But every year divisible by 100 is NOT a leap year.
3. Unless the year is also divisible by 400, then it is still a leap year.
This means that year 1800; 1900; 2100; 2200; 2300; and 2500 are not
leap years, while year 200 and 2400 are leap years.
This actually means year 2000 is kind of special, as it is the first time;
the third rule is used in many parts of the world.
In the old Julian calendar, there was only one rule: every year divisible
by 4 is a leap year. This calendar was used before the Gregorian calendar
was adopted.
Leap years are needed so that the calendar is in alignment with earths
motion around the sun.
The mean time between two successive vernal equinoxes is called a
tropical year, and it is about 365.2422 days long. This means that it takes
365.2422 days for the earth to make one revolution around the sun (The
times takes to orbit the sun).
Using a calendar with 365 days would result in an error of 0.2422 days
or almost 6 hours per year. After 100 years, this calendar would be more
than 24 days ahead of the seasons (tropical years), which is not desirable
situation. It is desirable to align the calendar with the seasons, and it makes
the difference as small as possible. By adding leap years approximately
every 4
th
year, this difference between the calendar and the seasons can be
reduced significantly, and the calendar will follow the seasons much more
closely than without leap year.(One day is here used in the sense of Mean
solar day, which is the mean time between two transits of the sun across
the meridian of the observer).
The Gregorian calendar has a 400 year long-cycle and the calendars
have the same week days. February 29
th
, 2008 is a Friday and February
29
th
, 2408 is a Friday.
Encarta Reference 2006
Exercise 25 Answer these questions.
1. According to the text, when will the next leap year?
2. What is the different between common years and leap years?
3. How many days are in the leap years?
4. What are the criteria of leap year based on the Gregorian calendar like
stated on the text?
5. What is the relation between leap years and the earths motion around
the sun?

Exercise 26 Determine whether the following statements are true or

false based on the text.
1. ____________ There are 365 days on the leap years.
2. ____________ Every year divisible by four is leap year.
3. ____________ February 2008 has 28 days and it starts and ends on
Friday.
4. ____________ Gregorian calendar exist before Julian calendar
5. ____________ There is a close relation between leap years and the
earths motion around the sun.

Exercise 27 Arrange this letters into meaningful words related to the
text.
1. Yurbafer :
2. Trasts :
3. Radenlac :
4. Sencrovit :
5. Pale :
6. Sanem :
7. Ebidlivis :
8. Notimo :
9. Laprotci :
10. Lamsl :
Exercise 28 Match these following words to their meanings.
1. Calendar
2. Divisible
3. Next
4. Time
5. Modern
6. Rule
7. Motion
8. Around
9. Year
10. Approximately
a. Statement of one must do or must not do.
b. Come very near to something.
c. Something that can be divided.
d. Chart showing dates, days and months in particular years.
e. A circular movement.
f. The present or recent time.
g. All the days, years, etc of the past, present, or future.
h. Particular movement.
i. Coming immediately after an order of space.
j. The circulation of earth around the sun in 365 days.

3. Activity 3 : Could I speak to...?

Competency : Communication on the Phone
Indicator:
1. The students will able to begin and end the
conversation on the phone fomal and informal
situation.
2. The students are able to connect and ask to
speak with someone.
3. The students are able to answer and explain
when someone is not available.
4. The students are able to leave and take the
messages.
5. The students are able to make special request
and how to answer it.
6. The sudents are able to use polite request

b. Lesson 3
In this module you are going to learn about the language and
phrases on the phone. After learning this module you will know how to
begin and end the conversation, answer the phone, introduce yourself to
the caller as well as the receiver, ask to speak to someone,etc. In short,
you will learn how to be a good caller and receiver on the phone.

Gigure out:
Imagine you are calling a company and want to speak to someone
who works there. Can you think of any phrases you might use, or that you
might hear?
This section features phrases you might hear when you telephone a
company hoping to talk to someone.

1.1 Telephone language and phrases in English
A. Beginning phone conversations
1. x: Hello, can I speak to Amanda please?
y: Speaking (= This is Amanda speaking here).
2. x: Hi, is Andy there?
y: Hang on and I'll get him for you.
3. x: Good morning, can you put me through to your sales team please?
y: Certainly. Just hold the line please. / I'll just put you on hold for a
moment.
4. x: Is that John?
y: Who's calling please?
x: It's Fiona.
5. x: Hello Grace here. How can I help you?

B. Answering the phone
1. Good morning/afternoon/evening, York Enterprises, Elizabeth Jones
speaking.
2. Who's calling, please?
3. Hello? (informal)
4. Thank you for calling Boyz Autobody. Jody speaking. How can I help you?

C. Introducing yourself
1. This is Paul Smith speaking.
2. Hello, this is Paul Smith from Speakspeak International.

3. Hey George. It's Lisa calling. (informal)
4. Hello, this is Julie Madison calling.
5. Hi, it's Gerry from the dentist's office here.
6. This is she.*
7. Speaking.*
Note: *The person answering says this if the caller does not recognize their voice.

D. Asking for someone
1. Could I speak to John Martin, please?
2. I'd like to speak to John Martin, please.
3. Could you put me through to John Martin, please?
4. Could I speak to someone who
5. Is Fred in? (informal)
6. Is Jackson there, please? (informal)
7. Can I talk to your sister? (informal)
8. May I speak with Mr. Green, please?
9. Would the doctor be in /available?

E. Explaining
1. I'm afraid Mr. Martin isn't in at the moment.
2. I'm sorry, he's in a meeting at the moment.
3. I'm afraid he's on another line at the moment.

F. Connecting someone
1. Just a sec. I'll get him. (informal)
2. Hang on one second. (informal)
3. Please hold and I'll put you through to his office.
4. One moment please.
5. All of our operators are busy at this time. Please hold for the next available
person.

G. Putting someone on hold
1. Just a moment, please.
2. Could you hold the line, please?
3. Hold the line, please.

H. Putting someone through
1. One moment, please. I'll see if Mr. Jones is available.
2. I'll put you through.
3. I'll connect you.
4. I'm connecting you now.

I . Taking a message
1. Sammy's not in. Who's this? (informal)
2. I'm sorry, Lisa's not here at the moment. Can I ask who is calling?
3. I'm afraid he's stepped out. Would you like to leave a message?
4. He's on lunch right now. Who's calling please?
5. He's busy right now. Can you call again later?
6. I'll let him know you called.
7. Can I take a message?
8. Would you like to leave a message?
9. Can I give him/her a message?
10. I'll tell Mr. Jones that you called.
11. I'll ask him/her to call you as soon as possible.
12. Leaving a message with someone
13. Yes, can you tell him his wife called, please.
14. No, that's okay, I'll call back later.
15. Yes, it's James from Comp Inc. here. When do you expect her back in the
office?
16. Thanks; could you ask him to call Brian when he gets in?
17. Do you have a pen handy? I don't think he has my number.
18. Thanks. My number is 222-3456, extension 12.

J . Problems
1. I'm sorry, I don't understand. Could you repeat that, please?
2. I'm sorry, I can't hear you very well. Could you speak up a little, please?
3. I'm afraid you've got the wrong number.
4. I've tried to get through several times but it's always engaged.
5. Could you spell that, please?

K. When someone is not available
1. x: Hello, can I speak to Gina?
y: I'm sorry she's not in. Can I take a message?
x: Yes please. Can you tell her that I'll meet her at 7.30 not 8 at the
cinema?
2. x: Can I speak to Andy please?
y: I'm sorry he's not at his desk. Would you like to leave a message?
x: No that's OK, bye then.

L. Making special requests
1. Could you please repeat that?
2. Would you mind spelling that for me?
3. Could you speak up a little please?
4. Can you speak a little slower please. My English isn't very strong.
5. Can you call me back? I think we have a bad connection.
6. Can you please hold for a minute? I have another call

M. Confirming information
1. Okay, I've got it all down.
2. Let me repeat that just to make sure.
3. Did you say 555 Charles St.?

4. You said your name was John, right?
5. I'll make sure he gets the message.
6. I'll make sure she gets the message.

N. Talking to a receptionist or operator
Connecting
1. A: Can you put me through to Mark's office?
B: I'm sorry the line's busy. Do you want to hold?
A: No, I'll try again later.
2. A: Can I have extension 397 please?
B: I'll put you. It's ringing for you now.

Listening to an answering machine
1. Hello. You've reached 222-6789. Please leave a detailed message after the
beep. Thank you.
2. Hi, this is Elizabeth. I'm sorry I'm not available to take your call at this time.
Leave me a message and I'll get back to you as soon as I can.
3. Thank you for calling Dr. Mindin's office. Our hours are 9am-5pm, Monday-
Friday. Please call back during these hours, or leave a message after the
tone. If this is an emergency please call the hospital at 333-7896.

O. Leaving a message on an answering machine
1. Hey Mikako. It's Yuka. Call me! (informal)
2. Hello, this is Ricardo calling for Luke. Could you please return my call as
soon as possible. My number is 334-5689. Thank you.
3. Hello Maxwell. This is Marina from the doctor's office calling. I just wanted
to let you know that you're due for a check-up this month. Please give us a
ring/buzz whenever it's convenient.

P. Wrong Number
1. You must have the wrong number
2. Is that not 556 8790?
3. No, its 555 8790
4. Sorry about that
5. I must have dialled the wrong number
6. Can I help you?
7. Im sorry, youve got the wrong number
8. Ill try and put you through
9. His direct number is
10. Sorry to have troubled you

Q. Finishing a conversation
1. Well, I guess I better get going. Talk to you soon.
2. Thanks for calling. Bye for now.
3. I have to let you go now.
4. I have another call coming through. I better run.
5. I'm afraid that's my other line.
6. I'll talk to you again soon. Bye.
7. X: I'm sorry he's not here right now.
Y: OK, I'll call back later. Bye
X: Bye
8. X: Well thanks for that. Bye then.
Y: Bye

Note: Sometimes it is necessary to spell something over the telephone (for example a postal code or name). Native
English speakers often use a special alphabet when they spell over the phone. Example: postal code B2V 3A8 = B as in
Bravo, 2, V as in Victor, 3, A as in Alpha, 8.

1.2 English Phonetic Spelling

When speaking on the telephone, it is sometimes useful to spell a
word using English Phonetic Spelling. To spell "Club", for example, you
would say: "C for Charlie, L for Lima, U for Uniform, B for Bravo."
It is very easy to learn English Phonetic Spelling. Start by spelling your
name, then your company or address. Soon, you will know the whole
alphabet. It also helps to remember that there are several groups of
words that go together:
Dances: Foxtrot, Tango
Shakespeare: Romeo & Juliet
Men's first names: Charlie, Mike, Oscar, Victor
Cities: Lima, Quebec
A Alpha
B Bravo
C Charlie
D Delta
E Echo
F Foxtrot
G Golf
H Hotel
I India

J Juliet
K Kilo
L Lima
M Mike
N November
O Oscar
P Papa
Q Quebec
R Romeo
S Sierra
T Tango
U Uniform
V Victor
W Whisky
X X-ray
Y Yankee
Z Zulu

According to the International Phonetic Association, the above list is sometimes wrongly called the
"International Phonetic Alphabet".

1.3 Polite Request

1.3.1 Modals

Generally modal auxiliaries express a speakers attitude. Modals do not take
final s even when the subject is she, he, or it. They are followed by the simple form
of a verb. The only exeception is ought which is followed by an invinitive.

1.3.2 Polite Request with I as the Subject

May
Could
1. May I (please) borrow you pen?
2. Could I borrow your pen
(please)?
May I and Could I are used
to to request permission.
The are equally polite.

Can I 3. Can I borrow your pen? Can I is used informally to
request permission.

1.3.3 Polite Request with You as the subject

Would
you
Will you
1. Would you pass the salt
(please)?
2. Will you (please) pass the
salt?
Would you and will you in
polte request is the same.
Would you is more common
and considered more polite.
Could
you
3. Could you pass the salt? Basically, would you=could
you. The different is slight:
Would you=Do ypou want to
do this
Could you=Do you want to
do this, and is it possible for
you to do this.
Can you 4. Can you pass the salt? Can you is often used
informally

Cancouldhadbettermaymightmustoughttoshallshouldwillwould
1.3.4 Polite Request with would you mind

Asking permittion
1. Would you mind if I closed the?
window
2. Would you mind if I used the
phone?
The meaning is may I close the
window? Is it all right if I close the
window?
Asking someone to do
something
3. Would you mind closing the
window?
4. Excuse me? Would you mind
repeating that?
I dont want to cause you any
trouble, so would you please
close the window?

1.3.5 Polite Request using Imperative sentence

1. Shut the door.
2. Be on time.
3. Dont shut the door.
4. Dont be late.
An imperative sentence has an
understood subject (you), and the
verb is simple form.
5. Turn right at the corner.
6. Shut the door.
7. Please shut the door/ Shut the
door please
An imperative sentence can be
used to give direction (no.5), an
order (no.6), and make it polite
request (no.7), when the word
please added

c. Conclusion
1. Speak slowly and clearly
Listening to someone speaking in a second language over the
telephone can be very challenging because you cannot see the person
you are trying to hear. However, it may be even more difficult for the
person you are talking with to understand you. You may not realize that
your pronunciation isn't clear because your teacher and fellow students
know and understand you. If you are nervous about using the phone in
English, you may notice yourself speaking very quickly. Practise or write
down what you are going to say and take a few deep breaths before you
make a phone call.

2. Make sure you understand the other speaker
Dont pretend to understand everything you hear over the
telephone. Even native speakers ask each other to repeat and confirm
information from time to time. This is especially important if you are
taking a message for someone else. Learn the appropriate expressions
that English speakers use when they don't hear something properly. Don't
be afraid to remind the person to slow down more than once. Keep your
telephone in an area that is away from other noise distractions such as a
radio or television.

3. Practice with a friend
Ask another student to practice talking on the phone with you.
You might choose one night a week and take turns phoning each other
at a certain time. Try to talk for at least fifteen minutes. You can talk
socially, or role play different scenarios in a business environment. If
you don't have access to a telephone, you can practice by setting two
chairs up back to back. The most important thing about practicing
telephone English is that you aren't able to see each other's mouths. It
is amazing how much people lip-read without realizing.
4. Use businesses and recordings

There are many ways to get free telephone English practice. After
business hours, you can call and listen to recorded messages. Write down
what you hear the first time, and then call back and check if your notes
are accurate. Use the phone in your everyday life. Call for a pizza delivery
instead of going out to eat. Call a salon to book a hair appointment. You
can even phone the movie theatre to ask for the listings instead of using
the newspaper. Some large cities have free recordings you can call for
information such as your daily horoscope or the weather. (Make sure that
you aren't going to get charged for these numbers first.) Some products
have free phone numbers on the packaging that you can call for
information. Think of a question you might want to ask and call the free
number! For example, call the number on the back of the cereal box and
ask for coupons. You will have to give your name and address. Make sure
you have a pen handy so that you can repeat the information and check
your comprehension.

5. Learn telephone etiquette (manners)
The way that you speak to your best friend on the phone is very
different to the way you should speak to someone in a business setting.
Many ESL speakers make the mistake of being too direct on the
telephone. It is possible that the person on the other line will think that
you are being rude on purpose if you don't use formal language in
certain situations. Sometimes just one word such as "could" or "may" is
necessary in order to sound polite. You should use the same modals
you would use in a formal "face-to-face" situation. Take the time to
learn how to answer the phone and say goodbye in a polite manner, as
well as all the various ways one can start and end a conversation
casually.

6. Practice dates and numbers

It only takes a short time to memorize English Phonetic Spelling, but
it is something that you will be able to use in any country. You should also
practice saying dates and numbers aloud. You and a friend can write out
a list of dates and numbers and take turns reading them over the phone
to each other. Record what you hear. Swap papers the next day and
check your answers.

7. Vocabulary
1. ring / phone / call
Will you ring me tomorrow?
Did anyone phone while I was out?
She called you last night.
2. make a call
Do you mind if I use your phone to make a call please?
3. call back
phone someone after they have phoned you
A: I'm sorry, he's not here just now.
B: OK. I'll call back later.
4. hang up
end a phone call
And then she didn't even say 'goodbye', she just hung up.
5. hang on
wait on the phone for a short time
A: Martin's busy right now. Do you want to hang on or call back
later?
B: I'll wait, thanks.

c. Worksheet 3
Exercise 1 Figure out the meaning of these terms.

Person-to-person call
Wrong number
Toll-free number
Area code
Operator

Exercise 2 Find other terms and explain the meaning briefly.
Exercise 3 Practice the Telephone language and phrases use (see 1.2)
and record on your laptop.
Exercise 4 Now listen to two conversations. In the first conversation
Richard Davies is calling the marketing department of a
company and wants to be put through to Rosalind Wilson. In
the second conversation Mike Andrews wants to talk to Jason
Roberts in the marketing department. As you listen, see if
you can hear some of the phrases above.

Complete the conversation

Clip 1
Michelle: Hello, you've reached the marketing department. 1) ..........................?
Male: Yes 2) ...........................................................Rosalind Wilson, please?
Michelle: 3) ..................................................................................................?
Male: Its Richard Davies here
Michelle: Certainly. 4) .......................................and 5) ...............................
Male: Thank you.

Clip 2
Michelle: Hello, marketing. 6) ......................................................................?
Male: 7) ....................................................................Jason Roberts please?
Michelle: Certainly. 8) ...................................................................................?
Male: My names Mike Andrews.
Michelle: 9) .................- Ill see if hes in. Hello, Jason, Ive got Mike Andrews
on the phone for you. OK - Ill put him through. 10) .......................,
Im just putting you through.

Exercise 5 Listen and state that statement whether it is True or
False
1. At the beginning, the operator answers the phone by saying Rachel
Allsop please.
2. The first caller is looking for Rachel Allsop.
3. Rachel Allsop works at Press Office.
4. The caller dials the 5558790.
5. The second caller dials 5558770.
6. Paul Richards dials the wrong number.
7. Paul Richards is looking for someone at Press Office.
8. The operator asked the caller to dial the number 5558770.
9. The caller leaves the messages to someone whom hes looking for.
10. The operator asked the caller to leave the messages.
Exercise 6 Listen and answer the question.

1. Can the caller speak to someone whom shes looking for? Why?
2. Does the operator ask the caller to leave the message?
3. Does the caller leave the messages?
4. What is the message?
5. What is the caller phone number?

Exercise 7 Listen and retell the conversation between Michelle, Peter.
Exercise 8 Practice the following dialogue and record.

Talking with the operator
A. Operator : Hello. This is the operator. Can I help you?
Jeff : Yes, Id like to make a person-to-person collect call to Peter
Strong at (617) 872-9012. My name is Jeff Bridges.
Operator : Just a moment. (makes call) I have a collect person-to-
person call for Peter Strong from Jeff Bridges. Will you
accept the charges?
Peter : Yes, this is Peter Strong. Ill accept the charges.
Operator : Go ahead, please.

B. Operator : This is the operator. What city, please?
You : Boca Raton, Florida.
Operator : Yes, go ahead, please.
You : Id like the phone number of George Snell at 369 Glade
Road.
Operator : Im sorry, that number is unlisted.
You : Thank you.

Exercise 9 Create the dialogue based on the situation:

1. Call a friend:
a. to chat
b. to get the homework for one of your classes
c. to get someones phone number
d. to make plans to go out
e. to extend an invitation to a party or social event

2. Call a relative:
a. to chat
b. to wish him or her a happy birthday
c. to find out if their cold or other illness is better
d. to invite their family to dinner

3. Call the library:
a. to find out what time they open and close
b. to find out if they have particular book
c. to find out how to get library card
d. to ask what the finest are for late books

4. Call a classmate:
a. to ask when a test will take place
b. to ask for help with schoolwork
c. to ask if tomorrow is holiday

Exercise 10 Find your partner and discuss the scenario to create
conversation on the phone using telephone language and
phrases that you have learned based on the given themes.
(Note: It should consist of introducing, asking for someone, putting someone trough, problem, putting
someone to hold and explaining).

4. Activity 4: A full life
Competency : Expressing feeling and
emotion
Indicator:
1. The students will able to express
preference
2. The students are able to use adverb
frequency
3. The students are able to use adjective
4. The students are able to use polite
expression

b. Lesson 4
This module will help you to learn how to express preference and
use polite expression.
Figure out :
1. Do you like being alone?how do you feel?
2. Is a good manner in one place as a good one yo another
place?
4.1 Talking about likes and dislikes in English
There's a whole range of English expressions you can use to talk about
how much you like or dislike something.

If you love something
"I love eating ice-cream." "I adore sun-bathing."
If you love something a lot
"She's fond of chocolate." "I like swimming very much."

If you like something
"He quite likes going to the cinema." "I like cooking."

If you neither like nor dislike something
"I don't mind doing the housework."

If you dont like something
"She doesn't like cooking very much."
"He's not very fond of doing the gardening."
"I dislike wasting time."

If you really dislike something
"I don't like sport at all."
"He can't stand his boss."
"She can't bear cooking in a dirty kitchen."
"I hate crowded supermarkets."
"He detests being late."
"She loathes celery."

Note:
Dislike is quite formal.
Fond of is normally used to talk about food or people.
The 'oa' in loathe rhymes with the 'oa' in boat.

4.3 Practicing Good Manners

The first impressions people have of us are often based on
what we wear and how we wear it; manners and speech are noted
after that, and character is noticed last of all. Character is the
fundamental quality that is most important in our society. Although
personality also assists us in making a good impression, perhaps the
attributes that are most critical overall are good manners and a
pleasing appearance.
Good manners are nothing but courteous and sincere
consideration of other peoples interests and feelings. Dressing
appropriately for an occasion reflects your good manners and makes a
positive impression on those around you. The guidelines presented here
are proper, whether you are in the civilian or military community. Good
manners and appropriate dress are always appreciated.
Social etiquette, social standards, protocol, rules of behavior,
proper manners and dress do not let these terms scare you or turn you
off. In the military and civilian world, various events and occasions
require certain social standards and procedures to follow. But this is not
just another list of what you have to do or must do. Social etiquette
and protocol is nothing more than common courtesy, sincerity and
consideration for others. It is important to treat others in the same way
we wish others to treat us. Using good manners with others invites
others to treat us in the same way with consideration for our interests
and feelings. Consideration for the rights and feelings of others is not
merely a rule for behavior in public but the very foundation upon which
social life is built.

4.3.1 General Consideration of Others

The following list demonstrates proper manners in different
situations:
1. Listening attentively when someone speaks to you is one of the most
basic rules of etiquette. The person who, while some one is talking to
him, gazes out of the window or up at the ceiling, who draws squares
and circles on a notepad, or is engrossed in his fingernails or his shoes,
is extraordinarily rude!
2. For both the salesperson and the customer, it is only appropriate to be
well mannered and polite.
3. A gentleman, whether walking with two ladies or one, always takes the
curb side of the pavement.
4. When you are on the street, or anywhere in public, be careful not to
talk too loudly. Do not attract attention to yourself in public. Do not
expose your private affairs, feelings or innermost thoughts to everyone
around you.
5. If an older woman or an invalid gentleman wants some support, offer
your arm to help. Otherwise, a woman does not lean on a mans arm
in the daytime, unless to cross a very crowded street or to be helped
over a rough piece of road. The only occasions when a man offers his
arm to a woman are in taking her in at a formal dinner, or taking her in
to supper at a ball, or when he is an usher at a wedding.
6. Never take more than your sharethat includes your share of the road
in driving a car, or chairs on a boat, or seats on a train, or food at the
table.
7. People who picnic along the highway and leave greasy papers and
garbage for other people to walk or drive past, are demonstrating their
lack of good manners and lack of consideration for others.
8. Making Introductions
A persons name is his or her most personal possession; therefore,
it is thoughtful to pronounce names clearly during introductions. To avoid
awkward silences where no one seems to know quite what to say to a
stranger, say something interesting about the person being introduced.
For example, you might introduce your friend by saying, Sarah, have you
met Bob? He is the stage manger this year for all our schools drama
productions.
When introducing a man and a woman, the womans name is
always first. For example, Amanda, have you met Mike? The exception
would be if she is meeting the President, a king, a dignitary of the church,
or a senior male Marine who is meeting a junior woman Marine, for
example, Sergeant Major Aldridge, Id like to introduce Sergeant Megan
Ross.
When introducing a person with a title, traditionally, the name of
the honored person at an event is given first, however, very few people
are introduced by their formal titles. A doctor, a judge, a bishop, are
addressed and introduced by their titles. The clergy are usually Mister
unless they formally hold the title of Doctor, or Dean, or Canon. A Catholic
priest is Father Kelly. A senator is always introduced as Senator, whether
he is still in office or not. But the President of the United States, once he is
out of office, is merely Mr. and not Ex-president.
When introducing older adults to those who are younger, the older
adults name is given first, for example, Grandmother, this is my friend
Jake Morris. The exception to this rule would be if he or she is meeting
an honored or high ranking individual. For example, you would say,
General Thomas, Id like to introduce you to my mother, Joan Kelly.
Introduce individuals to a group by saying, Everyone, please
welcome Samantha Davis.
Of course, the easiest introduction is often, Nancy, Bert.

Gentlemen always stand when being introduced. Women may
stand if they wish. It is always proper to stand when meeting older
women, dignitaries and senior Marines or other senior members of the
military.
If there is no one to make introductions, introduce yourself! Hi,
Im Dan Phillips. (That was easy, wasnt it?)
When being introduced, take the time to listen and, if you are not
certain you heard the name correctly, ask that the name be repeated.
Calling a new acquaintance by name not only helps you remember the
name, but also is flattering to the person to whom you are being
introduced.
When you are introduced to someone you have previously met, and
there is the possibility that the person may not remember you, state your
name and remind the individual where you may have met before. For
example, you might say, Mr. Heins, we met at the bluegrass concert last
September. I was there with your daughter, Nicole, and her friend, Kate.
When making an introduction, do not panic if you can't remember
the rules of introductions. It is much better to use the wrong procedure
for an introduction than to hesitate and miss an opportunity to begin a
new friendship.
9. When to Shake Hands
When men are introduced to each other, they always stand to
shake hands. When a man is introduced to a woman, she sometimes puts
out her hand. Strictly speaking, it is always the womans place to offer
her hand or not as she chooses, but if the man puts out his hand, it is
rude on her part to ignore it.
The traditional American handshake is made briefly, but there
should be a feeling of strength and warmth in the clasp. Please, no limp
handshakes! At the same time, you should look at the person whose
hand you are shaking.
10. How to Leave after Meeting Someone
After an introduction, when you have talked for some time, it is
polite to say, Good-bye, I am very glad to have met you, or Good-bye,
I hope I will see you again soon. The other person answers, Thank
you, or perhaps adds, I hope so, too. Usually Thank you is all that is
necessary.
11. Informal Greetings
In informal greetings you can say, Good morning and on
occasions How are you? or Good evening. On very informal occasions,
it is appropriate to greet a close friend with Hello! The Hello is spoken,
not called out. There are only two forms of farewell: Good-bye and
Good night.
Very often in place of the over-worn and over-used How do you
do?, people skip the words of actual greeting and plunge right into
conversation: Why, Mary! When did you get back from your vacation? or
What is new with you? or What have you been doing lately? The
weather, too, is often the beginning of a conversation.
12. Conversation
Good conversation is a plus in any social occasion, but often we are
uncertain what to say. The best topics of conversation are ideas, then
places and events. The topic to avoid is gossip about people, of course.
Being a good listener is just as important as being a good
conversationalist. Here are four key guidelines to remember:
Show an interest in other people.
Avoid bringing up or discussing controversial topics.
Listen and learn.
Ask questions and make the other person feel important.
13. Appropriate Dress

Clothes appropriate to the occasion are the first requisite of good
taste. In the case of what to wear, many times an invitation will specify
appropriate dress. If you have any doubts, always ask the hostess.
Here are some dress terms that you often find on invitations, and
what they mean.
Very casual Ladies and men wear slacks, shorts or jeans.
Casual Ladies wear a sporty dress, skirt and blouse, or dress slacks
(no jeans). Men wear open-collar shirts; a sport coat is optional.
Informal or Civilian Informal Ladies wear a dressy dress (for
example, a dress you might wear to church) or a suit. Men wear a suit
or coat and tie.
Formal Guests: Ladies wear long or short formal dress. Men wear
black tie. Military are required to wear the designated uniform.
Women perhaps focus more on dress. Here is some good advice.
A dinner dress really means every sort of low-necked, or half low-necked
evening dress. A formal dinner dress, like a ball dress, is typically low-
necked and without sleeves. The perfect ball dress is one purposely
designed with a skirt that is becoming when dancing. A long wrapped type
of dress might be dignified and beautiful at a dinner, but a ball dress is
designed for freedom of movement.
The informal dinner dress is worn to the theater, a very formal
(high class) restaurant, the concert, and the opera.

14. When in Doubt
For a woman, there is one more rule that is fairly safe to follow:
When in doubt, wear the plainer dress. It is always far better to be under-
dressed rather than over-dressed. If you do not know or are unsure

whether to put on a ball dress or a dinner dress, wear the dinner dress.

15. Correspondence - Invitations, Acceptances and Regrets
Your correspondence, whether for formal or informal occasions,
is a reflection of you. Therefore, your choice of stationery, writing style
and spelling (including the correct spelling of names) is most important.
In conversation, you are judged by what you say; in correspondence, you
are judged by what you write.

16. Informal Correspondence
Fold-over informal notes such as thank-you notes, invitations and
all-occasion correspondence are always correct. Fold-over informals are
about 3 by 4 inches in size. You might have seen a friend or relative
about to graduate high school or college with these size notes, engraved
or embossed with their full name on white or cream colored, fine quality
paper. These are the notes that he or she might use to write and thank a
relative or friend for a graduation gift. You can find this size note and
even have it engraved with your name at any good stationery store.

17. Invitations
When writing an invitation, it is important to include all pertinent
information, such as the type of event; who is giving the event; the place,
date and time of the event; and a telephone number and/or address
where regrets and acceptances should be sent. It is a good idea to also

include a small map and/or written directions.
If you are sending out invitations either formal or informal you
should send them out 10 to 14 days in advance of the event.
18. Formal Invitations
Formal invitations may be fully engraved, partially engraved, or
written in longhand with black ink using the same format as a fully
engraved invitation.

19. Informal Invitations
Informal invitations may be extended in person, by telephone,
handwritten note, informal card, or commercially printed invitation.
Handmade invitations are also appropriate.

Envelopes for most social correspondence are handwritten (unless the

contents are typewritten). The return address is handwritten either in the
upper left-hand corner or centered on the back flap of the envelope.

20. R.S.V.P.
Do you know why the letters R.S.V.P. are in the left-hand corner
of an invitation? R.S.V.P. is an abbreviation for the French phrase,
Respondez sil vous plait, which simply means, please reply. In order
to avoid confusion and to ensure that people will respond to your
invitation (hopefully) - you may want to instead write Please Reply on
your invitations.
If you receive an invitation from someone, please respond to an
R.S.V.P. and let the person know who has invited you whether or not you
will be able to attend. It is your responsibility to reply to an invitation.
Replying is a sign of your good manners and is the considerate thing to
do!
If you have accepted an invitation and find that you will be unable
to attend, let the person who invited you know immediately!
If an invitation has R.S.V.P Regrets Only, an answer is required
only if you are unable to attend.
Example of an Informal Invitation
Even though an invitation may not have an R.S.V.P., it is always

thoughtful to call and thank the person for inviting you and let that person
know whether or not you can come.If you wish to bring a friend with you
to an event and the invitation does not specifically indicate that you may
bring a guest with you, please remember that it is rude to show up to any
function with uninvited guests! You may ask the hostess if you may bring
a guest (if you feel comfortable doing so perhaps you know the people
giving the event well), and if they indicate that is not possible (perhaps it
is for a sit-down dinner for only a certain number of people), you must
abide by their decision.

21. Thank You Notes
Every host and hostess appreciates knowing his or her guests had a
good time! It is always appropriate to send a written thank-you even if
you have thanked him or her verbally.
You should write thank-you notes the next day, but not more than
a week after receiving a gift, attending a social function, or being
someones houseguest.
Thank you notes do not have to be long. They should, however, be

hand-written and on your best stationery. Be sure to mention something
specific about the function or gift and be certain to be sincere! Even if
you did not have a good time, be certain to sincerely thank the host or
hostess for inviting you.
Commercial thank you cards are acceptable only if you write a
personal note inside.

22. Being Late? When to Leave?
Have you heard the expression, being fashionably late? Being
late is not fashionable and is rarely appreciated! If you will be 15
minutes or more late, it is appropriate and most courteous to call the host
or hostess. It is especially important to be punctual for receptions,
parades, luncheons and/or dinners.
If you are an invited guest or are escorting someone to a parade,
you should arrive 10 to 15 minutes early in order to be seated before the
event begins.
As an invited guest to an open house or other social event that
gives an arrival and departure time, for example 5 p.m. to 7 p.m., you
do not have to arrive promptly at 5:00 p.m., nor do you need to stay the
entire time. You may arrive anytime before the last half hour and should
stay at least 30 minutes.
Arriving late as a dinner guest is not only inconsiderate, it may
cause the meal to be overcooked! It is also important not to arrive early!
The last few minutes before a party belong to the hostess, so if you arrive
early, walk or drive around the block. Your hostess will appreciate your
consideration!
If no departure time is noted on an invitation, you should leave
within 2 hours of the stated arrival time.
As a dinner guest, you should stay at least 30 minutes after the

meal is finished.
Receptions usually last two hours. You should stay at least 45
minutes or until the senior guest or guest of honor departs. If you depart
before the senior guest or guest of honor, be certain to say farewell to
him or her and explain that you must leave.
Before leaving any social event, be sure to thank your host and
hostess (unless they are still in the receiving line).
A good rule to remember for any social event: Be on time, but
never early, and leave before you wear out your welcome!

23. Notes and Shorter Letters
The letter you write, whether you realize it or not, is always a
mirror that reflects your appearance, taste and character. A sloppy letter
with the writing all crowding into one corner of the page, badly worded,
badly spelled, and with unmatched paper and envelope even possibly a
blot says you are the sort of person who would have messy hair, clothes
that look like you slept in them, and broken shoe laces. But a neat,
precise, evenly written note portrays a person of who is neat, well
mannered, and considerate.
Some people are lucky and are able to write graceful letters, to
space their words evenly, and to put them on a page so that the picture is
pleasing. But even if your writing is not perfect and you can only write
rather badly formed letters, if the writing is consistent throughout, the
page as a whole looks fairly good.

24. Dating Letter

Usually the date is put at the upper right hand of the first page of a
letter, or at the end, and to the left of the signature, of a note. It is easier
to read January 9, 2002, than 1-9-02.
For a personal note or letter, you may close with Yours truly, or
Sincerely yours.
The best ending to a formal social note is, Sincerely, Sincerely
yours, Very sincerely, or Very sincerely yours.

25. Etiquette in Smoking
Many places these days do not permit smoking, but if smoking is
allowed, a gentleman should not smoke under the following
circumstances:
When walking on the street with a lady.
When lifting or tipping his hat (usually an elderly gentlemans practice
of long ago tradition).
In a room or an office when a lady enters.
In any short conversation where he is standing near or talking with a
lady.
If he is sitting with a woman and they are having a conversation,
anywhere where smoking is permitted, he is considered most polite if he
asks, Do you mind if I smoke? If she replies, Not at all, it is then
appropriate for him to do so. He should, however, take his cigar, pipe, or
cigarette, out of his mouth while he is speaking.
Remember, smoking is a habit to be avoided, if at all possible, as it
is a definite health hazard!

c. Conclusion
1. To talk about your general likes or dislikes, follow this pattern: like
something or like doing something.
2. Common Mistake
Be careful where you put very much or a lot. These words should go
after the thing that you like.
For example, "I like reading very much." NOT "I like very much reading."
3. It takes a little thought and perhaps a little extra time and effort to
learn and practice good manners. It takes some thought and some
planning in advance to dress appropriately. In the long run, however, you
will have more self-confidence and a more positive self-image if you are a
model of sincere consideration of the feelings and interests of others. You
will also gain the respect and admiration of those around you and those
you meet.

d. Worksheet 4

Exercise 1
1. How do you feel when you meet your boy/girl friend?
2. What will you do if you meet someone you hate?
3. Read this text and answer the question.

WHAT IS LOVE, ANYWAY?
The Art of Loving (1956) Erich From proposed five
different kinds of love; brotherly love (love of all
humanity), parental love (love of parents for their
child), erotic love (craving for union with one other person),
self-love love ones own being), and love of God (religious
love). Bloom (1967) proposed a developmental model of 17
life stages, each of which has corresponding form of love.
Prescott has described four aspects of love: (1) Love involves more
or less empathy with the loved one. A person who loves actually enters
into the feelings of and shares intimately the experiences of the love one
and the effects of these experiences upon the loved one; (2) One who
loves is deeply concerned for the welfare, happiness, and development of
the beloved; (3) One who loves finds pleasure in making his resources
available to the loved one, to be used by the other to enhance his welfare,
happiness, and development. Strength, time, money, thought, indeed all
resources is proffered happily to the loves one for his use; (4) Of course
the loving person seeks a maximum of participation in the activities that
contribute to the welfare, happiness, and development of the beloved. But
he also accepts fully the uniqueness and individuality of the beloved and
.. accords (the beloved) full freedom to experience, and to become what
he desires to become. A loving person has non-possessive respect for the
self hood of the loved one.
Berscheid and Walster (1978) argue that love and liking appear to
differ in three important ways; (1) Fantasy plays a far more important role
in love, while liking is more reality-bound; (2) love relationships can
involve both positive and negative feeling (e.g. loving and hating the same
person) while liking relationships involve just one type of affects; (3)
Liking becomes more durable over time, while romantic love tends to
weaken.

Philip G. Zimbardo, Psychology of Life

Exercise 4 Complete the following table by scanning the information
from the text.

Thing to
observe
Term Explanation
Component of
love
1. Empathy
2. Welfare, happiness and
development of the beloved.
3. Pleasure
4. Participation
1. __________
2. __________
3. __________
4. __________

Exercise 5 Answer these following questions based on the text.

1. Why is it important to give systematic measures of love?
2. What are the differences between love and like?
3. Between love and like which one do strongly affect the peoples
feelings?
4. What does the third paragraph tell you about?
5. From the experts above, which one is more appropriate with your
opinion? Why?
6. Based on your experience, what kind of love do you ever feel?
Explain.
Exercise 6 Match the word on the left with its definition on the right.

1.crave a thing that is felt through the mind or the senses
2.proffer a function that a person or thing typically has
3.accords to be in agreement with something
4.role not easily obtained and usually found only in small
quantities
5.beloved to have a strong desire for something
6.empathy belonging to times that are long past
7.feeling much loved by somebody
to offer something to somebody
the ability to imagine and share another persons feeling
the young of humans or animals

Exercise 7 Refer back to the text and find antonyms for the following
words.

1. hate (paragraph 1) love
2. sadness (paragraph 2) .
3. weakness (paragraph 2) .
4. unimportant (paragraph 3) .
5. difference (paragraph 3) .

Exercise 8 Refer back to the text and find synonyms for the following
words.

1. exit (paragraph 2) enter
2. wellbeing (paragraph 2) .
3. exceptional (paragraph 2) .
4. filled (paragraph 2) .
5. liberty (paragraph 2) .

Exercise 9 Write sentences using these idioms.

1. look into
2. look after
3. look forward
4. look in
5. look at
Narrative Paragraph

Narration usually refers to the telling of a story, the term is used here
to describe the relating of experience. That experience may be in the past
(past narration), or it may be a typical experience (what people usually
do), or it may be going on now (present narration). In the following, you
can read the examples of present narration and past narration.

Exercise 10 Study the following paragraphs to find their topics. Write the
topic and the supporting idea.

1. A doctor, an architect and a politician argued whose was the oldest
profession. obviously, the medical profession is the oldest, because
the first doctor was the one who took the rib out of Adam to create
Eve, the architect disagreed. God was the first architect. He created
order out of chaos, so mine must be the oldest profession.
Wildlife Photographer
I travel around the world. I take photos of animals in their natural
environment. I often have to get up early in the morning and drive to
where the animals are. I need to use a special camera. Sometimes I
send pictures to my editor via my computer.

My First Valentine (Novelist)
When I was 14 I sent cards to all the boys I knew. I drew them all
myself and they said things like Love and Kisses from Ha Ha Ha. It
really puzzled people. No one guessed except one boy who said, That
was you, wasnt it? That was when I learnt that I was a marvellous liar. I
dont remember the first one I got: I was much les interested in love
than in telling lies!


2. a friend of mine was travelling by train and opposite him sat a
gentleman reading The Times. Every so often he took a sheet of the
newspaper, crumpled it up, open the window, threw it out and shut
the window. After he had done this a few times my friend said, Excuse
me, but may I ask why you are doing that? Oh yes, he replied, it
keeps the elephants away. But. my friend said, there arent any
elephants here.

Exercise 10 Listen to the story. Decide the the topic and supporting
idea.
Exercise 11 Retell the story.
Exercise 12 Make a short narrative (min 3 paragraph, each paragraph
consists 200-250 words. Choose one of the following
topics
i. Unforgettable experience
ii. Embarrasing memory

Exercise 13 Listen, complete and find the expression of feeling.

The disco last night 1)---------------. It started at half past ten. They played
some really 2)----------------------.
I danced for a half an hour with Eddie. Hes a 3)----------------. All the girls
wanted to dance with Robbie, because hes 4)--------------. But Robbie,
because hes really cool. But Robbie did ask any of the girls to dance! He
did not want to dance. Hes cute, but I think 5)----------------.
Later, at about midnight, a strange thing happened. There was a 6)--------
--, and the music stopped. It was 7)---------------. A girl screamed, but we
did 8)-----------------. But soon the lights and music were OK again. I
looked at the people near me. Robbie was 9)---------------! I was really,
10)-------------, and all the other girls were really, really 11)---------------!

Exercise 14 Listen and fill in the blanks.

* My stomach hurts.
I have a bad stomach-ache

1. I feel really -------- today. Im finally starting to --------- in shape.
2. I had a skiing ----------------. I broke my --------------------.
3. I didnt ---------------- much last night. Im really ---------- today.
4. Ouch! stayed in the sun too long. I have a bad -----------------!
5. Ooh What a -------------! I feel like my head is going to burst!

Exercise 15 Listen and fill in the blanks with these words.

1. A: Whats the matter?
B: My ------------- hurts.
2. A: Whats wrong?
B: I have a --------------------.
3. A: What happened to you?
B: I broke -------------.
4. A: Whats the problem?
B: My problem right now is my --------------
great sleep accident arm
stomach sunburn tired get
terrible throat sunburn
my finger hungry stomach-ache
5. A: Whats the matter?

B: I cant eat. Im just not ---------------.
6. A: Whats wrong?
B: I feel ------------.

Exercise 16 Listen to the conversation. Correct the mistakes.
Dr. Monroe : Welcome to ask the Doctor.
Im Dr. Helen Monroe, here this morning to help you with your
health problems. Lets talk to the first caller, Hello, youre on
the air.
Caller 1 : Hello. My problem is sunburn. I feel asleep in the sun. Now I
have a red sunburn. Really bad. My skin is red hot. I cant eat.
I cant sleep. I feel terrible. What should I do?
Dr. Monroe : For a bad sunburn, drink a lot of tea. Stay in a warm, quite
room. Rest. And, of course go outside in the sun. Eat cool
foods like hotdogs and cold juice. Now on to our next caller.
Caller 2. : My problem is I cant sleep at night. Every day I cant fall
asleep. So, Im always awake.
Dr. Monroe : If you cant sleep, Take sleep medicine. It doesnt really help
you. Instead, try to get some exercise every night. Swim, play
tennis, dance perhaps take a walk. Second, dont have a lot
of alcohol or coffee. Especially coffee. Its loaded with caffeine
that will wake you up. Third, try seeing something VERY
BORING. A boring book can help you go right to sleep!


Exercise 17 Listen to three speakers making statements about when
they cry. Draw a line between each speaker and the
expression they use, and complete the parts that are
missing more so during bereavement

Speaker 1 at sad
Speaker 2 at my own life
Speaker 3 I..easily
at really sad
at the life of ..
at the birth of a baby

Exercise 18 Listen to the speaker as they continue to talk. How many of
these questions can you answer one?

Speaker 1.
How does she feel when she lets her emotions out?
What does she think about how men and women show their emotions
in Great Britain?

Speaker 2.
What does he think is typical of his black culture?
What happened when his father died?
Why does he think it is important to grieve publicly?

Speaker 3
When did her feelings about showing emotions change?
What did she have to do to become a counselor?
What did she discover about herself?

Exercise 19 What do you feel about crying?

Ask your friend to fill in this questionnaire and report the
result.

Yes No
1. Do you feel guilty if you cry in public?
2. Do you think hat crying is assign of weakness?
3. Do you think that men and boys should be encouraged to
hide their tears?
4. Do you feel embarrassed if you find yourself crying while
watching a film?
5. Would you try to hold back your tears at a funeral?
6. Would you distrust a politician who cried in public?
7. Do you think tears are an unnecessary expression of
emotion?
8. Would you allow someone to comfort you if you were found
crying?
9. Do you get embarrassed if you see an adult crying?
10. Would you pretend you had something in your eye if?

Exercise 21

Find out something about Student Bs habits and daily routines by asking
him/her questions, (Student B will also ask you questions).
Before you start, work out which questions to ask. Then take it in turns to
ask answer questions. Mark Student Bs answer with a cross (X).
QUESTIONNAIRE FOR STUDENT A

Find out if student B:

Goes out at weekends
(Do you ever go ?)
Y
e
s
,

a
l
w
a
y
s

Y
e
s
,

u
s
u
a
l
l
y

Y
e
s
,

o
f
t
e
n

Y
e
s
,

s
o
m
e
t
i
m
e
s

N
o
,

n
o
t

o
f
t
e
n

N
o
,
n
o
t

u
s
u
a
l
l
y

N
o
,

h
a
r
d
l
y

e
v
e
r

N
o
,

n
e
v
e
r

Remember his/her dreams (Do you
ever remember your ..?)

Goes to bed before 11 oclock
Has coffee for breakfast
Does his/her homework
Comes here by bus
Catches a cold in the winter
Wears jeans to school (or work)
Feels tired in the morning
Has lunch at a restaurant
Reads a daily newspaper
Feels nervous when he/she travels
by air

Reads before he/has goes to sleep
Finds it easy to make friends
Forget peoples telephone numbers

When you have finished, use the answers Student B give you to fill in the
missing words in the following sentences. (Remember: If Student B
Answered No, not often or No, not usually, you write He / She Doesnt
often / usually)

I spoke to (name)
1. He/She ................................. goes out at weekends
2. He/She ................................. remember his/her dreams
3. He/She ................................. goes to bed before 11 oclock
4. He/She ................................. has coffee for breakfast
5. He/She ................................. does his/her homework
6. He/She ................................. comes here by bus
7. He/She ................................. catches a cold in the winter
8. He/She ................................. wears jeans to school / work
9. He/She ................................. feels tired in the mornings
10. He/She .................................. has lunch at a restaurant
11. He/She .................................. reads a daily newspaper
12. He/She feels nervous when he/she travels by air
13. He/She .................................. reads before he/she goes to sleep
14. He/She .................................. finds it easy to make friends
15. He/She . forgets peoples telephone numbers.
QUESTIONNAIRE FOR STUDENT B

Gets up before 07.30
(Do you ever get ..?)
Y
e
s
,

a
l
w
a
y
s

Y
e
s
,

u
s
u
a
l
l
y

Y
e
s
,

o
f
t
e
n

Y
e
s
,

s
o
m
e
t
i
m
e
s
N
o
,

n
o
t

o
f
t
e
n

N
o
,

n
o
t

u
s
u
a
l
l
y

N
o
,

h
a
r
d
l
y

e
v
e
r

N
o
,

n
e
v
e
r

Gets all his/her homework right (Do you ever
get all your ?)

Has a party on his/her birthday
Goes abroad in the summer
Watches television in the evening
Gets a suntan in the summer
Remembers peoples birthdays
Feels shy when he/she meets new people
Drinks tea with milk
Eats three meals a day
Walks to school (or work)
Feels bored in class
Hears alarm clocks
Makes his/her bed before going out in the
morning

Bites his/her nails when he/she is nervous

When you have finished, use the answers Student A give you to fill in the
missing words in the following sentences. (Remember: If Student A
Answered No, not often or No, not usually, you write He / She Doesnt
often / usually)

I spoke to .. (name)

1. He/She ....................... gets up before 07.30
2. He/She ....................... gets all his/her homework right
3. He/She ....................... has a party on his/her birthday
4. He/She ....................... goes abroad in the summer
5. He/She ....................... watches television in the evenings
6. He/She ....................... gets a suntan in the summer
7. He/She ....................... remember peoples birthdays
8. He/She ....................... feels shy when he/she meets new people
9. He/She ....................... drinks tea with milk
10. He/She ........................ eats three meals a day
11. He/She ........................ walks to school/work
12. He/She ........................ feels bored in class
13. He/She ........................ hears alarm clocks
14. He/She makes his/her bed before going out in the
morning
15. He/She ........................ bites his/her nails when he/she is nervour

CHAPTER III
CLOSING
ASSESSMENT FORM

The enclose appendix is only part of speaking assessment. There
will be a listening and writing assessment.

Note:
If your mark is 70 means you are competent for this course. You
may remidy since your mark is 70. Maximal mark for remedy is 70. You
may take remedy as much as twice, if your score is still below 70, your
best mark will be your final mark.
REFERENCES

1. Azar, Betty Schrampher. 1989. Understanding and Using English
Grammar. USA: New Jersey.

2. Benz Cheryl and Kara Dworak. Tapestry Listening and Speaking 1.
2000. USA: Heinle & Heinle, Thompson Learning, Inc.

3. Dworak.2000.Tapestry.USA: Heinle&Heinle Publishers.

4. English First.2005.Upper Intermediate Level 10. Hongkong: Maser
Press Ltd.

5. Genzel, Rhona B. 1986. Culturally Speaking. USA: Harper & Row
Publisher, Inc.

6. Johnson, Cristine. Intelligent Bisniss. 2006. Spain: Pearson Education
Limited.

7. Richards, Jack at all. Person to Person 1. 2006. New York: Oxford
University press

8. Richards, Jack at all. Person to Person 2. 2005. New York: Oxford
University press

9. Team Muhammadiyah University of Gresik. 2002. Readers. EAP.
Gresik:--

10. Well, Angela Black and Therese Naber. Know How to 1. 2005. Oxford
University Press.

11. Well, Angela Black and Therese Naber. Know How to 2. 2004. Oxford
University Press.

12. Whitney, Norman and David McKeegan. 2009. Dream Team. China:
Oxford University Press.

APPENDIXES

Appendix 3.1 Assessment Form 1




Appendix 3.4 Assessment 4


Appendix 3.6 Assessment form 6

Communicating in English Daily Life

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Communicating in English Daily Life

Uploaded by

Copyright:

Available Formats

Modul

Komplek Pendidikan Internasional

Bahan Ajar Bahasa Inggris 1_Politeknik Kota Malang ii

Komplek Pendidikan Internasional

Bahan Ajar Bahasa Inggris 1_Politeknik Kota Malang iii

Komplek Pendidikan Internasional

Bahan Ajar Bahasa Inggris 1_Politeknik Kota Malang iv

Komplek Pendidikan Internasional

Bahan Ajar Bahasa Inggris 1_Politeknik Kota Malang v

Komplek Pendidikan Internasional

Bahan Ajar Bahasa Inggris 1_Politeknik Kota Malang vi

Komplek Pendidikan Internasional

Bahan Ajar Bahasa Inggris 1_Politeknik Kota Malang vii

Komplek Pendidikan Internasional

Bahan Ajar Bahasa Inggris 1_Politeknik Kota Malang viii

Bahan Ajar Bahasa Inggris 1_Politeknik Kota Malang 9

Bahan Ajar Bahasa Inggris 1_Politeknik Kota Malang 10

B. Suggestions How to Use This Module

Bahan Ajar Bahasa Inggris 1_Politeknik Kota Malang 11

The following suggestions can help increase your success with

Bahan Ajar Bahasa Inggris 1_Politeknik Kota Malang 12

Bahan Ajar Bahasa Inggris 1_Politeknik Kota Malang 13

Bahan Ajar Bahasa Inggris 1_Politeknik Kota Malang 14

E. Check Your Progress

Bahan Ajar Bahasa Inggris 1_Politeknik Kota Malang 15

Bahan Ajar Bahasa Inggris 1_Politeknik Kota Malang 16

Bahan Ajar Bahasa Inggris 1_Politeknik Kota Malang 17

Bahan Ajar Bahasa Inggris 1_Politeknik Kota Malang 18

Bahan Ajar Bahasa Inggris 1_Politeknik Kota Malang 19

introduced to everyone else in order of their position. If you introduce two

Bahan Ajar Bahasa Inggris 1_Politeknik Kota Malang 20

Bahan Ajar Bahasa Inggris 1_Politeknik Kota Malang 21

Bahan Ajar Bahasa Inggris 1_Politeknik Kota Malang 22

Bahan Ajar Bahasa Inggris 1_Politeknik Kota Malang 23

Very well, thank you. And you? (formal)

Most American has three names, examples:

e) How to make small talk during greetings

1.2 Curriculum Vitae

chronological order. Include the name of the department and institution

13. PROFESSIONAL AFFILIATIONS and SERVICE

In short the Structure and Content of CV as follows:

1.2.4 What makes a good CV?

c. Stick to the truth

Exercise 4 In each dialogue, one person is not speaking appropriately.

Exercise 8 Listen to the conversation. Fill in the missing parts.

Exercise 9 Listen to the conversation. Then identify the use of greeting

Exercise 14 Study the following dialogue models, analyze the situation

Exercise 17 Here is some information about a man called Jim Foster.

Exercise 23 Read this CV and answer the question

Decide whether the following sentences are true or false based on

Exercise 25 Organizing Information

2.2 Saying Numbers

2. The Decimal Point

f. 2015 two thousand and fifteen or twenty

2.4 Money and Foreign Currency

2.5 Telling Dates

d. quarter past . e. half past

2.7 How to ask for the time

in (next to) no time

"Bring me the head of Alfredo Garcia!"

Exercise 4 Listen to Bob describing a report about his companys

Student 2 ................ What are you doing after class?