CONTENTS

CONTENTS CHART v
LESSON ONE SHE LOOKS GREAT! 1

LESSON TWO WHAT'S HE LIKE? 10

LESSON THREE I'M FEELING BETTER NOW 17

LESSON FOUR I CANDO IT ! 25

LESSON FIVE PLEASE HELP ME ! 37

LESSON SIX THIS IS THE WAY TO DO IT 47

LESSON SEVEN WHERE CAN I FIND ... ? 57

LESSON EIGHT HOW DO I GET THERE ? 68

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 CONTENTS CHART
BASIC 3

Lesson Objectives Topics Language Skills

1. SHE LOOKS • To describe • General • Compound Listening
GREAT! people's descriptions adjectives • Listening to details
physical • Detailed • Questions with of physical features.
features descriptions: 'How' and 'What' Speaking
-Height, weight in asking about • Describing one's
and age height, weight general features
-Parts of and age • Talking about
the body • Words describing people's height,
• Specific facial parts of the body, weight and age
features physical features Reading
and specific facial • Filling in a grid
features based on specific
information from a
passage
Writing
• Describing specific
facial features
• Writing a person's
· physical features

2. WHAT'S • To describe • Personality • Adverbs and Speaking

HE LIKE? people's traits: nouns to describe • Discussing a famous
personality -Positive and a person's person's character
traits negative characters Reading
• To talk about
, -Associating • Words describing • Identifying a
personality personality personality traits person's character
traits in traits with by his behavior in
association occupations different situations
with and behavior Writing
occupations • Writing about an
and ideal person
behavior
 Lesson Objectives Topics Language Skills
3. I'M FEELING • To talk about • Symptoms of • The present Listening
BEDER NOW one's health illnesses perfect tense • Distinguishing the
• Health problem • Expressions used speakers from a
• Visiting a doctor in talking about number of statements
and questions
good and ill health
• Recognizing details
• Transitional
markers
in a dialog
Speaking
• Words describing
diseases and •
Talking about health
problem
symptoms of • Responding to
illnesses questions about health
• Telling about a
sequence of activities
using transitional
markers
• Role-playing a doctor
vs. a patient
Reading
• Sequencing a series
of activities

4. I CAN DO IT! • To talk about • Achievements: • Modals 'should' & Listening .

life plans -Life plan 'ought to' • Listening to details to
• To talk about -Success
stories
• Expressions to
show
complete a text
Speaking
pluses and
-c1ur pluses Talking about short-
minuses in
reaching a · and minuses
encouragement •
term goals
goal
•
Giving • Giving
• To give encouragement encouragement
• Asking for and giving
encourage- • Asking for and advice
ment giving·advice Reading
• To ask for
and give
• Using a text as the
basis of discussion
advice • Sequencing steps to
achieve goals
Writing
• Writing about one's
pluses and minuses
• Writing a letter to ask
for or to give advice
 Lesson Objectives Topics Language Skills
5. PLEASE • To ask for • The need for • Infinitive after Listening
HELP ME! and offer help modal auxiliaries • Identifying
help • Infinitive and relationship in
• To respond gerund after dialogs
to requests .. certain verbs Speaking
for help • Expressions used • Asking for and
in asking for and offering help
offering help Reading
• Expressions for • Finding the right
agreeing and person for help in
refusing to help different situations
• Recognizing
expressions used
in asking for and
offering help in
dialogs
Writing
, Writing short notes
to ask for help
-

6. THIS IS THE • To give • Instructions: • The imperative Listening

WAY TO instructions -Understanding • Passive voice • Sequencing
DO lT To ask for and giving • Expressions used jumbled safety
clarification instructions in asking for instructions
-Asking for clarification and Speaking
clarification checking e Giving instructions
understanding Reading
• Understanding
instructions
• Identifying
expressions asking
for clarification in a
dialog
Writing
• Writing the
meaning of
symbols
• Writing instructions
to operate
machines
 Lesson Objectives Topics Language Skills
7. WHERE • To ask for and • Finding one's • Noun substitute Listening
CAN I FIND? give directions way in a 'one' • Locating items in
in buildings building • Prepositions of the kitchen
• To describe • Locating place Speaking
locations objects and • Expressions to • Describing
people ask for and give locations in a
directions bedroom
• Words and • Asking for and
phrases related giving directions
to facilities in Reading
buildings • Identifying
expressions
for asking for and
giving directions in
dialogs
• Completing short
dialogs with
appropriate
phrases using 'one'
Writing
• Describing a
favorite place

8. HOW DO I • To ask for and • ;'.s~ing for and • Indirect Listening

GET THERE? give directions giVing questions • Listening to
outdoors directions • Expressions to instructions
• To locate ask for and give directing to a place
places in directions Speaking
the map • Asking for and
giving directions
Reading
• Matching questions
and answers with
situations
• Interpreting
directions from a
dialog to a map
 Lesson One

SHE LOOKS GREAT!

HOW DO WE DESCRIBE PEOPLE?

Previously you learned how to describe feelings. Now you will look at describing
physical features.

A physical description of a person is

needed in certain situations, such as
when we have just been robbed and we
need to tell the police what the robber
looks like. We also need to have a
description of the person we are going to
meet at the airport, if we have never seen
him/her before.

If someone asks you what a certain person looks like (for instance, your teacher or the
new boss at your office), what do you say?

A. A general description'

When we describe a person, we usually mention the general features first; for instance,
Maria is tall and dark; she is good-looking.
The following groups of words and phrases contain characteristics for a general
description. Look them over.
(NOTE: In some cases, a word or phrase in one group can also belong to another group.)
1.
2.
COMPLEXION: fair, dark
HEIGHT: tall, short, of average height
AGE: old, young, elderly, middle-aged
BUIL small, tiny, big, stocky, muscular, skinny, slim, slender, plump,
D FIGURE: fat,obese ,

attractive, beautiful, charming, pretty, cute, cool, sexy, plain, ugly

ACTIVITY 1 Identifying physical characteristics for a general description

Pair up with a friend. First, give a general description of your friend. Next, do the same
for yourself. Use the spaces provided below.

MY FRIEND
COMPLEXION:
HEIGHT: ..................................................
AGE: ....................................... .
BUILDIFIGURE: . ................................................................ .
LOOKS:

ME

.. ........................................ .
. ................................................ .
COMPLEXION:
. ............................................ .
HEIGHT:
AGE:
... ......................... .
.. ............................................................... .
BUILDIFIGURE:
LOOKS :

Now you and your friend compare the descriptions. Do they match?

B. A more detailed description

Besides general descriptions, we sometimes may need to give a more detailed description
of a person's physical features.

Height, weight, and age

In describing a person's height, weight, or age, we sometimes have to give the exact
measurements. For example:

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 height: - Siti is 1.65meters tall.
Or: Her height is 1.65 meters.

weight: - She weighs about 55 kilograms.

Or: Her weight is,pbout 55 kilograms.

age: - Siti is 21 years old.

Or: She is 21. '

When we ask questions about someone's height, weight, and age, we usually use the
question word How or What. Look at the following questions and the answers.

QUESTIONS ANSWERS '-,

=> How tall are you? - I'm 1.63.meters tall.

=> What's your height? - I'm 1.63.
=> How much do you weigh? I weigh 53 kilos.
=> What's your weight? My weight is 53 kilos.
~ --.-J
=> How old are you? I'm 17 years old.
=> What's your age? I'm 17.

Activity 2
_ Talking about people's height, weight, and age
• #
Complete the short dialogs below with either a question or an answer.

la. Doctor: How ............................................... ?

He's eleven.
Mrs. Kus:
lb. Mira: Isn't she still a teenager?
Nuri:
2a. Rudianto: How tall is Sara?
Sara? I guess ....................................................... .
Sam:
2b. Mrs. Utoyo: Little Tito has really grown since I last saw him. What ...............................?
I measured him only last week. He's 73 em now.
Mrs. Tan:

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3a. Tommy: Am I wrong, or have you really gained weight?
How much do you weigh now?
John: Yes, I'm afraid I'm rather overweight. I think ........................................... .

3b. Doctor: .................................................................................?

....................................................................... ?
Nurse: She" is 1.55 meters tall, and she weighs 50 kilograms.

Parts of the body

To give a detailed description of a person's physical features, we often describe parts of

the body. What are the different parts of the body?

Activity 3
Identifying parts of the. body

Look at the picture and the words on the left and right of the picture. Add other words
that describe body parts. Match each word with its body part by drawing a straight line
between the two. Look at the example:

eyebrow forehead
elbow ear
arm face
neck foot

nose mouth

hair shoulder
knee hand
leg ankle
............... ...............

.............. . .............
.............. . .............

Each person has special physical features. They are the characteristics that distinguish
him/her from another person, or that make him/her look like somebody else. To say what a
person looks like, we need to know the words that are used to give a physical description. For
example, Andreas has black hair. His shoulders are narrow. He has long legs. "

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 The WORD BANK below contains adjectives that we can use to describe a person's
physical features.

WORD BANK

ebony pale chubby oblong

blue bright kinky almond-shaped
blond narrow flat angular
dark brown thinning pointed slanted
grey flabby bald aquiline

Look at how the adjectives are used in sentences.

=> Win has short hair.

HAIR: short, curly OR: Her hair is curly.

FACE: long, oval => James has a long face.

His face is oval.

EYES: small, bright => Shana has small eyes.

Her eyes are bright.

NOSE: small, flat

=> Kino has a small nose.
His nose is flat.
=> Her cheeks are chubby.
CHEEKS: chubby
OR: She has chubby cheeks.
EARS: small => He has small ears.
OR: His ears are small.
,,-
, => Anton has narrow shoulders.
SHOULDERS: narrow
His shoulders are narrow.
LEGS: slender
=> Rita has slender legs.
Her legs are slender.

Activity 4 Describing parts of the body

Describe the physical features of someone you know. Use words from the WORD
BANK and other words you have already learned.

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SPECIFIC FACIAL FEATURES

When we describe a person, we most often describe his/her facial features. Besides the
adjectives in the WORD BANK, we can use nouns to describe a person. Look at the
following nouns:
3.
moustache beard sideburns ponytail

freckles birthmark mole

pug nose

dimple

Now look at the following description of James' face:

James has a long/ace.

His face is oval.

James has a pug nose.

He has small ears.

James has a big beard.

He has a thick moustache.
James has sideburns.
He also has a mole on his left cheek.

We can say the above sentences in a different way.

~ James has a long, oval face.
OR: His face is long and oval
~ James has a pug nose and small ears.
~ He has a big beard and a thick moustache.
~ James has sideburns and he also has a mole on his left cheek.

Activity 5 Describing specific facial features

 At home, find pictures of persons with specific facial features.

 Glue the pictures to a piece of paper, but leave enough space below each picture for the
description.
 Write the descriptions in sentences.

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GRAMMAR FOCUS: Compound adjectives

In describing a person's appearance, we can use one-word adjectives, like fat, tall, blond,
etc. But we can also use a combination of words called compound adjectives, such as
blond-haired, or bright-eyed.
Look at the following compound adjectives that describe a person's physical features.
Add others.

bright -eyed cross-eyed near-sighted

pitch-black pencil-thin sallow-faced
knock-kneed broad-shouldered middle-aged
gray-haired almond-shaped dark -
long-legged brownish-black skinned
clean-shaven

Activity 6 Using compound adjectives in sentences

Many of the compound adjectives above are used in the incomplete sentences below.
Complete the sentences with the appropriate compound adjectives.

4.Ita must be very happy with her new boyfriend. I've never seen her so ............................... .
5.Doesn't Mr. Darmawan look better without his beard? His ................................... face makes him
look so much younger.

. .,
3.Carmen, my beautiful cousin, has .............................eyes and ...................... eyebrows.
4. Mr. Smith is no longer the young person he used to be. He is now ............................. and

5 .. People who suffer from hepatitis are often

6.I think Mrs. Pascal is African. She is ............................ , and her hair is ................... and kinky.
7.That ...........................weightlifter is so strong he can easily lift a 200-kilogram weight.
8.Sharon is ........................., like an ostrich.
9.Harimurti was .......................... as a little boy. Thanks to months of medical treatment, his legs
are straight now.
10.Do most Indonesians have ........................ eyes?

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Activity 7Listening to details of physical features

Santi is describing her friend Aryo to you. First, listen to the passage to grasp the
meaning.
You will hear the passage a second time. While you listen, jot down details of Aryo's
physical features; write only words and/or phrases. The first has been done for you.

good looks ……………………………

I Activity 8 Compiling personal data

In the following passage, Anita tells about some new friends she met at a UNESCO
conference in New York. She not only tells us what they look like but also mentions some
other personal information about them.

Read the passage, then complete the grid below.

My New Friends

Last month I attended an international conference in New York organized

by UNESCO. I met lots of people from different countries there, and I made
friends with Pierre Chevalier, Kevin Smith, and Mei Ling.
Pierre is from Marseille, France. He is a doctor and is in his late forties. He
looks rather thin; perhaps because he is very tall. He must be over 1.80 m. His
neatly trimmed beard is the first thing you would notice about him. When we
were together, he was always cheerful, and he made us laugh a lot.
Next is Kevin Smith. Kevin is a thirty-five-year-old lecturer from
Washington D.C. He is not tall for an African-American, just about 1.70 ill, I
guess; and he is of medium build. I like his curly black hair and thin moustache.
Kevin showed us the sights of New York during a tour of the city. He was very
helpful and never got tired of answering our questions about the Big Apple.

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 Finally, there is Mei Ling. She is 25 years old. She is a teacher of economics
at a senior high school in Canton. She is about 1.58 m tall, just like me. Mei
Ling is pretty. She has a nice smile. Her eyes are bright and slanted, and her
nose is rather flat. She has beautiful thick black hair. It hangs loose around her
shoulders. She liked to be with us, but she didn't talk much.
Pierre, Kevin, Mei Ling, and I exchanged addresses, so that we could
continue our friendship through letters. I hope I will meet them again someday.

Other
Name Occupation Age Height Hair· Eyes Personality
noticeable

features

Pierre

Kevin

Mei Ling

Activity 9 Writing a physical description of a person

Now write down a description of a friend or a family member. Perhaps you may want to
add a picture to go with the description.
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 Lesson Two

WHAT'S HE LIKE?

PERSONALITY TRAITS

In the previous lesson you learned how to describe a person by the way he or she looks.
But what is that person really like? Well, let's find out. Let's look at people's personality
traits.

Activity 1 Identifying your own personal trait

Below is a list of different personality traits. Which of these traits do you have? Circle
those that you think describe you.

diligent emotional wishy-washy disciplined

friendly fussy creative responsible
patient lively diplomatic selfish
stingy humorous aggressive intelligent
honest aloof independent energetic
untidy cheerful ambitious rebellious

Activity 2 ]Finding the opposite of words that describe personality traits

There are many different words to describe personality traits; you have just learned a few
of them.
Look at the words on the following page. Find their antonyms or opposites in the list
above and write them down in the spaces provided. Look at the example.

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EXAMPLE:
lazy >< diligent

l. unimaginative >< ................................

2. generous >< ................................
3. warm >< ................................
4. easy-going >< .................................
5. boring >< ................................
6. stupid >< ................................
7. obedient >< ................................
8. unselfish >< ................................
9. two-faced >< ................................
10. neat >< ................................

A. Positive and negative personality traits

People can have positive qualities, such as being helpful, friendly, or patient; or they can
be bad-tempered, unfriendly, or impatient, which are negative qualities. In some cases, a
personality trait can be either positive or negative, depending on specific circumstances.

Activity 3 Distinguishing between positive and negative personality traits

Look again at the list of personality traits above, then identify which words are positive
and which are negative. Put plus sign (+) for the positive traits, and a negative sign (-) for
the negative traits. If a word can be either positive or negative, use both the plus and the
minus Signs.

B. Personality traits and occupations

Certain jobs need certain character traits to do the job well. For instance, a teacher must
be patient, helpful and understanding; a soldier must be brave and disciplined.

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Acivity 4 Associating personality traits with occupations

Think: of the most important personality traits a person needs for each of the following
jobs. Add other jobs that need special character traits. The first has been done as an example.

pilot: decisive, disciplined, cool

bank teller:
clown:
detective:
lawyer:

c. Personality traits and behavior

Sometimes we like to judge a person by his/her behavior. For example, if someone
comes to you with a problem, you can listen attentively or be unconcerned. What kind of
person are you if you listen attentively? What if you don't pay attention?

Activity 5
Identifying a person's character by his/her behavior

How would you behave in the following situations? For each situation, choose one of
the two answers provided. If you think neither answer is appropriate, give your own. The
class will then tell you what kind of person you are based on your answers. Look at the
following example:

Situation: Anton, one of your co-workers, always gets into trouble. Now he asks you to
lend him a small amount of money. He promises to give it back as soon as
possible.

RESPONSES: A. You don't lend him the money.

B. You give him the money, because it is a small amount.
C .....................................................................................

YOUR CHOICE: A. (You don't lend him the money.)

PERSONALITY: The class may fin you stingy, or perhaps wise.

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 WHAT ARE YOU LIKE?

1. Your brother has just returned the motorbike he borrowed from you. The head lamp is
smashed and the brakes don't work.
A. You forgive him.
B. You yell at him and tell him he may never borrow the bike again.
C .............................................................................................. .

2. At a party, you have eaten a lot and are full. Now the hostess offers you her specialty,
but you're really stuffed.
A. You take a big helping.
B. You say "I'm sorry, but I don't like it."
C .......................................................................................................

3. The company you are working for is losing money and the employees are considering
quitting. Your boss wants you to stay because he/she needs you most.
A. You decide to quit, anyway.
B. You decide to stay.
C .......................................................................................................

4. You have made a deep impression on a new acquaintance. Now he/she is telling you
how smart, cool, and fantastic you are.
A. You smile and thank him/her.
B. You say that he/she is such a flatterer.
C .......................................................................................................

5. You have accidentally erased your

friend's file on the computer. Your
friend, who thinks someone else did it,
is mad.
A. You don't tell your friend what
you did.
B. You tell your friend the truth.
C .............................................. .

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GRAMMAR FOCUS I: Adverbs to describe personality traits

So far, we have used adjectives to describe a person's character. Sometimes we may

want to use adverbs. Adverbs usually modify verbs.
For example, instead of saying

- Lily is very patient. we can say: :::::} Lily listens patiently to everyone.
- Dio is a careless person. :::::} Dio works carelessly; he makes a lot
of mistakes.

With some exceptions, an adverb is formed by adding the suffix -ly to the adjective form.

Activity 6 Using adverbs to describe a person

In each number, the first sentence contains an adjective to describe a person's character.
In the second sentence, use an adverb (derived from the adjective) to describe the person's
action(s).

1. My grandfather was such a generous man.

He ........................... gave us presents on his visits.
2. Although very sick, the little girl is cheerful.
She .......................... greets all her visitors.

3. I didn't know you were so clumsy in the kitchen.

Just look at how ........................... you use a knife.

4. My sister is so neat.
Every night before going to bed, she ............................. puts away her books, shoes, and
clothing.

My gosh! Benny is so slow!

5. He eats ........................ ; he even walks ............................ !

Gina is such an honest person.

6. She ......................... admits any mistakes she makes.

Jack can be so foolish sometimes.

7. Yesterday he was offered Rp 100,000 for his new CD player, and he ............................. sold it.

How come Gregory is so sloppy?

8. I guess it's because he dresses so ............................. .

3
14
GRAMMAR FOCUS II: Nouns to describe personality traits

We can also use certain nouns for people who have certain personality traits. For
example, to call Tono lazy, we can say that Tono is a lazybones.

Activity7 Matching nouns with their meaning

______

Look over the following nouns in COLUMN A; then match them with their definitions in
COLUMN B. Each of the nouns refers to a person with a specific personality trait. Think of
other words. Also notice that most of these nouns have a negative connotation.

COLUMNA COLUMNB
l. a loser a. an energetic person
2. a chicken b. a person who talks too much
3. a pain in the neck c. a person who usually fails
4. a nerd d. a difficult or annoying person
5. a bore e. a very intelligent person
6. a brain f. a dull and bookish person
7. a chatterbox g. a person who runs away from danger
8. a miser h. a person who ruins a good time
9. a wet blanket 1. a person who hates to spend money
10. a go-getter J. a dull, tiring person

Activity 8 Discussing a famous person's personality

Now get together with a classmate and talk about a famous person's character in front of
the class. You can use adjectives, adverbs, nouns, and also illustrations. Look at the pointers
and the example below.

 Choose a famous personality. He/she can be Indonesian or foreign, dead or alive.

Jot down the person's personality traits.
 Then think of an illustration for some of these traits.
 With your friend, talk about the person in front of the class. Don't mention the name;
let the class guess.

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EXAMPLE
He was famous, but he was simple and modest.
YOU:
. That's right. He was not aloof. He was like a friend to everybody.
YOUR FRIEND: He was always cheerful.
YOU: Yes, and his songs were funny.
YOUR FRIEND: Oh, he was such a clown sometimes.
YOU:
But he was caring too. He wanted to preserve the Betawi culture.
YOUR FRIEND:
Etc ....
YOU:

'.-

Who is he/she?
The late Benyamin Sueb

Activity 9 Writing about an ideal person

Think about an imaginary person who you think has all the qualities of an ideal person.
Write about him/her in two paragraphs. The following pointers may help you:

=> In the first paragraph, describe the person's appearance.

=> What does he/she look like? Consider the person's ...

complexion, height, weight, facial features, etc.

=> In the second paragraph, write about the person's personality. What character traits
does he/she have? Give illustrations or examples.

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6.
7.
I

Lesson Three
I'M FEELING BETTER NOW

The question "How are you today?" actually means "How do you feel today?" The
response is usually "Fine, thank you." Sometimes people say this even though they don't feel
well.
We don't usually discuss our health with other people. However, once in a while we may
need to talk about it; for example, with family members, relatives, and of course, with the
doctor. In this lesson, we will discuss illnesses and other health disorders.

SYMPTOMS OF ILLNESSES

We would like to be healthy all the time, but sometimes we don't feel well and show the
. symptoms of illnesses or other health-related disorders. Most of the time, these symptoms
don't mean much, but sometimes they may indicate something more serious.

Activity : 1 Identifying symptoms of health disorders

The cluster below shows symptoms of health disorders. Can you add others? Circle
those that you have experienced during the last six months.

a sore ,
throat
a runny nose

pain in the chest

.> insomnia

a fever
------------------
a headache SYMPTOMS OF loss of appetite
HEALTH DISORDERS

red eyes
/ \
dizziness chills
constipation

a skin rash

Are you suffering from any of the above symptoms right now?

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HEALTH PROBLEMS

People often show concern when someone is ill The dialog below is an example of such
a situation. Read it.

Situation: Tika stops by her friend Harti's place. Harti lives in a boarding house.

Tika: Hey, Harti, what's wrong with you? You

look real bad!
Harti: Oh, I've never felt worse in my life! I have a
bad cough, a runny nose, and a splitting
headache. I've had this for four days.
Tika: Four days?! Aren't you taking any medicine?
Harti: Yes, cough syrup and the usual pills for a
cold.
Tika: And they're not working?!
Harti: No. And worse ... , this morning I also got
diarrhea! I've been running in and out of
the bathroom.
Tika: That sounds serious. You should see the
doctor right away.
Harti: I guess I've got to. I can't stand it any
longer! I'll go this afternoon.
Tika: Have you tried guava leaves for your
diarrhea? Eat them with a pinch of salt.
Always works wonders with me.
Harti: Ugh, I'd rather not. Thanks anyway .
... Sorry, I've got to go again!
Tika: All right, I'll wait. And I'll go with you to
the doctor.

Activity 2
Talking about a health problem

While waiting for Harti, Tika calls home to say that she will be home late. She gives the
reason why, and also talks about Harti's health.
With a partner, act out a dialog. Imagine that you are Tika; let your friend be the person
Tika is talking to. _

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Expressions used in talking about our health
We use certain expressions when we talk about our health-whether we are ill or well.
Look at the following two categories of expressions. Add more expressions to each.

EXPRESSIONS TO SHOW ILL HEALTH

~ I'm sick. ~ I feel sore all over.

~. I'm not feeling well. ~ I've been like this since yesterday.
~ My eyes hurt. ~ He has a pain in his back.
~ He's been feeling bad for some time. ~ She felt awful yesterday.
~ I've a splitting headache.

EXPRESSIONS TO SHOW GOOD HEALTH

~ He's in good health. ~ I feel much better.

~ She's getting better. ~ I've been fine since my operation.
~ He's up and around now. ~ He's recuperating.
~ I'm in pretty good shape now. ~ She's totally cured.

Responding to questions about health

Now look over the following questions and statements about health. Then give an
appropriate response to each. You can use any of the expressions above, or others.

1. You look sick. What's the matter?

2. What's wrong with you?

3. Rob doesn't look well. Is he sick?

...........................................................................................

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4. Sinta has lost weight. Maybe she's ill.

5. You look great now, not like yesterday.

6. What seems to be the problem?

7. Aren't you feeling well?

' •..

8. Is ...................... (Name of a friend) O.K. now?

9. You're O.K., aren't you?

1 o. You look pale. Is something the matter?

A VISIT TO THE DOCTOR

If over-the-counter drugs or home remedies don't help, we should see a doctor. When
you are visiting a doctor, what does the doctor say to you as a patient? What do you say to
the doctor?
.
.

Jamu Tolak Angin sido :

-

Manjur

20
 Distinguishing what is said by a doctor and a patient

You will hear a number of statements and questions. Listen to each; then distinguish
which is uttered by a doctor and which by a patient. Write D for doctor and P for patient.

1. ......... 6. . ........ . ........

II.
2. ......... 7. ......... 12. .
3. ......... 8. . ........ 13 . .........
4. ......... 9. . ........ 14 . .........
5. ......... 10. ......... 15 . .........
........

Activity 5 Sequencing a series 0f activities

When you visit a doctor, what are some of the routine things that he/she does In
examining you? Below are some of them; add others.
Now number the activities in the order in which a doctor usually carries them out.

~ examine your throat ~ take your blood pressure

~ take your temperature ~ listen to your heart
~ ask you what symptoms you have ~ give you a shot (if necessary)
~ prescribe medicine ~ note down your symptoms

21
GRAMMAR FOCUS: Transitional markers

We can use transitional markers I f we want to focus on a sequence of activities. Look at

the following transitional markers.
:::::} first of :::::} at the same
all time
:::::} first :::::} meanwhile
:::::}then :::::} also
:::::} next :::::} finally
:::::} after :::::} lastly
that

Activity Using transitional markers to show a sequence of activity

____

Let's say your little niece or nephew has to visit a doctor tomorrow. She/He wants to
know what probably will happen on such a visit. Tell your niece or nephew.
Use the information from Activity 5, and make use of the appropriate transitional
markers. You can start like this:
First of all, the doctor asks you what symptoms you have. He/She .... etc.

Use the personal pronoun he or she for the doctor.

Activity 7 Recognizing details in a dialog

You will hear a dialog .between a doctor and a patient. While you listen, underline the
correct option in each of the sentences below based on the dialog. The first has been done for
you. NOTE: Read the sentences before listening to the dialog.

Situation: Amy is visiting the doctor.

1. Amy has been sick for five I four days.
2. He has headaches I a stomach ache.
3. He has trouble breathing I swallowing.
4. His nose is swollen I blocked up.
5. He also has diarrhea a fever.
6. Amy feels like he's going to throw up I collapse.
7. The doctor prescribes two I three kinds of medicine.
8. The doctor prescribes pills I syrup.
9.Amy has to take the medicine three I four times a day.
10. He has to take the medicine before I after meals.

22
GRAMMAR FOCUS: The present perfect tense

The present perfect tense has several uses. In BASIC 2 you learned that the present
perfect tense refers to a past event that relates to the present. For example,

~ Susan has visited Bali before.

~ I have been to the doctor.

Another use of the present perfect tense is to indicate how often an activity has been
done in the past. For example,

~ Susan has been to Bali twice.

~ The sick child has thrown up three times.

Also, the present perfect tense is used for an activity that started in the past and
continues to the present. Look at the examples.

~ I have felt awful for three days.

~ Mardi has had a pain in his back since last week.
~ My colleague has been ill for a fortnight.

The three examples above answer questions that start with How long ....
Look at the examples of questions; also look at the answers.

QUESTIONS. ANSWERS
~ How long have you been ill? Since yesterday.
~ How long has Citra had these headaches? She says she has had them for months.
~ How long have you suffered from this Oh, for years.
condition?

Also notice the time expressions used:

~ since yesterday ~ for years

~ since 1989 ~ for three days
~ since last week ~ for a week

23
MODEL DIALOG

Citra: Oh, this terrible headache! I just can't get rid of it.
Berto: Again? How long have you had these headaches?
Citra: I have suffered from this condition since last week.
Berto: I think you should see a doctor about it, Citra.
Citra: I have been to the doctor, but his medicine doesn't seem to help.

'.
Activity 8 Role-playing

With a friend, create a dialog between a doctor and a patient, then act it out. Use the
present perfect tense where necessary.

24
 ,
Lesson Four
I CAN DO IT!

ACHIEVEMENTS

Everyone wants to achieve something in his or her life. What we want to achieve can be
something spectacular, like winning the first Olympic medal for Indonesia or receiving the
Nobel Prize. In BASIC I, you looked at achievers who made the news. However, an
achievement can also be something not so newsworthy, such as graduating from college, or
finishing your English language course.

Activity 1 Looking at possible achievements

Now add the following list of possible achievements in various fields; for instance, in
medicine, education, government, business, tourism, science, technology, sports, music, etc.
The achievements can range from modest goals to more ambitious ones.

-- be a finalist of the Cover Girl/Boy contest

~ give a speech in front of the class ~ be able to play beach volleyball

~ be the President's personal physician ~ buy your own car
~ get accepted into LIA's teachers training ~ be Chairman of the LIA English Club
course ~ get married
~ win a karaoke singing contest ~ be able to sew your own clothes

25
A. Our life plan
Some people have a more or less fixed plan of what they want to have achieved 5 years,
10 years, or even 25 years from now.

Activity 2 Looking at our life plan

Where do you want to be in 5 to 10 years? What's your goal in life, 20 to 25 years from
now?
Jot down your ideas in the two columns below. You can take ideas from the previous
activity, or think of others. Two examples are given.

WHERE I WANT TO BE
5 to 10 years 20-25 years from now

bank manager bank president

national tennis champion national tennis coach
short-term goals are achievements that we want to make in a relatively short period of
time. They should lead to our long-term goals=- that is, the achievements of our life plan. .

Activity 3 Looking at the sequence of short-term goals

Suryono wants to be a bank manager in 10 years' time. To achieve what he wants, he

has to accomplish a number of things.
On the next page is a list of Suryono's short-term goals--the steps in the process that will
finally make him a bank manager. The steps are put in random order. Copy them in the
correct order inside the pyramid: Which should come first? Start from the bottom of the
pyramid.

26
NOTE: Some choices can be switched.

graduate from senior high get promoted to assistant bank manager

- be hired as a bank employee
finish an English course
graduate from the Faculty of Economics
take a computer course
study abroad for a Master's degree
do pre-service training
enroll at the Faculty of Economics

BANK MANAGER

Activity 4 Talking about your own short-term goals

First, write down one of your long-term goals at the top of the pyramid. Then, list down
as many short-term goals as possible that will lead to your long-term target. Start from the
bottom; then go up. -• ,

27
 Now talk about your short-term goals to the class. Where possible, use transitional
markers to show the order of the things to do.
You can use the following transitional markers: first, then, next, after that, at the same
time, meanwhile, finally.

B. Success stories

A successful person usually arouses people's curiosity. What was behind the person's
success? How did he or she make it? Read the story of Bachrun.

He made it!

Bachrun was the fourth in a family of seven children. Squeezed in

between three older and three younger siblings, Bachrun felt neglected. It
seemed to him that Dimas, his eldest brother, was the apple of his father's eye;
and Benno, the youngest, was the spoilt baby. The four girls in the family got
5 his mother's full attention.
Bachrun grew up having no ambition to succeed. He barely got through
junior high school. He was 17 when he dropped out in the second year of
senior high. At age 22, he drove a city bus. He kept his job for several years,
dutifully picking up and dropping passengers along the bus route.
10 Over the years, he saw his brothers and sisters go to college. He came to
realize that he wanted so much to be like them. He regretted he had not
finished school. Deep' in his heart he did not want to stay a bus driver all his
life. ,
. One day he poured out his wish in a letter to his uncle in Surabaya.
15 Within two weeks, Bachrun received a response. His uncle wrote, "Bachrun, if
you want to move ahead and are really serious about it, maybe I can help. You
know that my son Acil has a freight forwarding business here. He's doing
pretty well. I've talked things over with Acil, and he is willing to give you a
job in the company. Acil is a tough employer, so it's hard working there.
20 Promise that you'll do your very best. "
Bachrun moved to Surabaya to work in his cousin's business. He was 27,
and he realized he had to start from scratch. He was' determined not to
disappoint his uncle, his cousin, or himself.
He was a hard worker and an eager apprentice. After being employed for
25 seven years, he had learned the ropes of the business. He had nurtured good
relationships with prominent clients as well as with key officials in customs.

28
 He was in touch with leading producers. From books, he learned about
professional management skills; and he had a natural way of getting along with
co-workers.
30 At the age of 34, and married with one child, Bachrun had to make a
decision about his future: stay with his cousin or quit to become an
entrepreneur. With the blessings of his uncle and his cousin, he chose to start
his own freight forwarding agency.
With the modest funds he had saved up over the years and a short-term
35 loan from his cousin, Bachrun launched his own business. Work was even
harder now than it was before at his cousin's company. And like in any other
business, he had to overcome obstacles to achieve success. By the time he was
40, he had become one of the most sought-after forwarding agents in the city.
With his wife and three children, Bachrun, now 48, lives in a spacious
40 two-story house on a 2,000-square-meter plot of land on the outskirts of the
city. He likes to reflect on his youth in Jakarta. Approaching 50, he has no
grudge against his parents, who are both deceased. But his gratitude goes to his
uncle and his cousin. Without them, he would never have made it!

Activity 5 Discussing a successful person

In small groups, discuss five of the questions below. Give reasons for your answers,
where necessary. Then report your group's findings to the class.

1. Did Bachrun's parents care or him at all?

2. Was Bachrun really stupid in school?
3. Why did he become a bus driver?
4. Was he a lousy bus driver?
5. How did Bachrun feel towards his brothers and sisters? Did this feeling influence him
positively or negatively?
6. When Bachrun told his uncle and cousin that he wanted to start his own business, how did
they respond?
7. What are some ofBachrun's positive qualities?
8. Do you think he still has ambitions now? Ifhe does, what would they be?
9.If his uncle had not helped him, would Bachrun still be a bus driver now?
10. How would Bachrun express his gratitude towards his uncle and his cousin?

29
8.

Activity 6 Listening for details

The following text is about Pele, the well-known soccer player from Brazil. But some
important details have been left out.
Listen carefully. You will hear the complete text. Follow the text, but don't write
anything down. Then, you will hear the text a second time. Fill out the blanks with the
information that you hear.

PELE

Who doesn't know Pele, the King of

Soccer? Pele was born on October 23,
............. (1) in Brazil, where soccer is the
most popular sport. Everywhere and
every day in Brazil, soccer is played by
young and old. Pele also played the
game as a child. People were ................... (2)
in Pele's hometown, Tres Coracoes; still,
they played soccer.
Barefooted, Pele and his friends happily played soccer on a dusty ............................. (3),
using a ball that Pele's father had made from rags. At the age of ten, Pele quit
............... (4), because his father could not afford to pay the fee. From then on, Pele

played soccer to his heart's content.

He realized that the only way to make it in life was through .............................. (5). He
trained hard to be really good at it. He was 15 when he joined the junior team of the
prestigious Santos soccer club. He brought Santos two successive world club titles in
................ (6) and 1963.
For the first time in 1958, Pele played for Brazil in the World Cup. Injuring his
.............. (7) in the first game, he had to leave the field. However, he insisted on
playing again after the .................... (8) game. The end result? The World Cup for the
Brazilian national team! For the second time in 1962, and again in 1970, Pele led
Brazil to .................. (9) the World Cup.

30
 By then, Pele, the most famous athlete at the time, was a wealthy man.
However, he did not stop ......................... (10). He knew that he had earned success by
working hard. He continued to play for Santos until 1974. The following year, he
was hired by New York Cosmos of the North ........................... (11) Soccer League. Leading
Cosmos to become champion of the league, Pele helped make soccer popular in
................ (12). He retired in 1977.
Pele was admired for his excellent techniques in dribbling and breaking through
tight defenses. He could also ............................ (13) accurately. During his career as a
professional soccer player, Pele scored 1,281 ...................... (14) in 1,363 games. So far, he
is the only soccer player who has played in four World Cup games and who has
brought his country to win ....................... (15) of them. In 1980, Pele was named Athlete
of the Century.

OUR PLUSES AND MINUSES

If we want to work towards something, we should be aware of the PLUSES and

MINUSES that we have. We should make good use of our strengths, and we should try to
eliminate or minimize our weaknesses.

Below is a list of Hanna's pluses and minuses. She wants to be a national tennis

.. ,.
champion within 5 years. She just won second prize in the East Java tennis championship.
Look over Hanna's pluses and mmuses.

Hanna's goal: I want to be a national tennis champion.

PLUSES/ STENGTH MINUSES /WEAKNESSES

=> My Dad is a tennis coach. => There's no tennis court in my neighborhood.

=> I'm a member of a tennis club. => Tennis is not a cheap sport.
=> I'm crazy about tennis. => My father is a stem man.
=> I'm physically strong and healthy. => I'm a bad loser.
=> I have a winning attitude. => I've got a boy friend who doesn't like tennis.

31
Activity 7 Identifying our pluses and minuses

Now do the same for yourself. First, jot down what you want to achieve 5 years from
now. Then consider the pluses and minuses that relate to your goal. Jot them down in the
space below.

My goal:

'
PLUSES •.. MINUSES
:::::} .............................................................................................. . :::::} .......................................................................................... .
:::::} .............................................................................................. . :::::} .......................................................................................... .

:::::} .............................................................................................. . :::::} .......................................................................................... .

:::::} .............................................................................................. . :::::} .......................................................................................... .

:::::} .............................................................................................. . :::::} .......................................................................................... .

A. Giving encouragement
There are times when we are in doubt about accomplishing a task. That's when we need
some encouragement. At other times we are the ones who give people that extra push.
How do we encourage people? Go over the following dialogs. Pay special attention to
the italicized parts.

Dialog 1
Lina I doubt if I'll ever learn to use that new software program. It's so complicated.
Alita Oh, c'mon. There 's nothing to it! Practice is all you need.

Dialog 2
I get all shaky if I think of tomorrow's interview. Do you think I can do it?
Aditya: Of course, you can. Don 't worry about it. You can do it!
Harry : Thanks. I needed that.
Aditya:

Dialog 3
Hanna: I don't know whether I should accept that post in Nias ... I'm just not sure whether
it's the right thing to do.
Rinto : How can you say that, unless you give it a try! Nothing ventured, nothing gained!

32
 Now look at some other expressions that show encouragement. Think of others.

Activity 8 giving encouragement

Now pretend that you are in one of the situations below. You or someone else needs
encouragement. Work with one of your classmates, and act out the dialog.

Situations

1. Your friend has signed up for a singing contest. He is very nervous. It will be a first-time
experience for him.
2. Your father wants you to study in New Zealand. You feel your English is not good
enough.
3 . Your friend will be transferred to another town. She feels doubtful. The job is new to her.
4. You are a young doctor or teacher. Your first assignment as a government official is on a
remote island in East Indonesia. You feel uneasy.
5. Your co-worker is a junior manager. He has to give a presentation in front of all the senior
managers. He's got butterflies in his stomach.
6. You are appointed chairman of a committee to celebrate your school's anniversary. You
have no experience and feel uncertain.

B. Asking for and giving advice

Everyone needs advice at one time or another. Who do you usually ask for advice?
Sometimes people come to you for advice, too.

33
GRAMMAR FOCUS: Using should and ought to
In giving advice, we often use the modal auxiliaries should and ought to, followed by the
base form of a verb. For example,

=> You should practice more often.

=> You shouldn't be afraid of making mistakes.
=> You ought to try harder.
=> You ought not (oughtn't) to give up so easily.

Note: Ought to is not so common in negative sentences. If it is used, the to-infinitive is

sometimes dropped.

Activity 9 Using should and ought to in giving advice

Respond to the following questions by giving good advice. Use should, ought to, or
their negative forms in your sentences. For Numbers 7 and 8, make your own questions.

1A A. How do I ask the boss for a raise?

B.

2.
I want to finish my studies in the shortest time possible. Any idea how?

3.
How can I make a name for myself?

: What should I do to write English well?

A:
B: What if he/she doesn't want to go out with me?

4. A:
Should I accept this job? It doesn't pay well.
B:

34
 10
Activity Writing a letter to ask for or give advice

Pair up with a friend. Based on one of the following situations, write a short letter to
him/her asking for advice. Your friend will write you back.

EXAMPLE:

Situation: You are Ratna (or Ratno). You have been a receptionist for three years, but
you feel that you don't seem to be getting anywhere. Write a letter to your
friend Andy (or Ana) and ask him/her for advice.

~Your partner is Andy (or Ana). He/She writes you a letter, advising you to talk
your problem over with your boss, and to tell your boss that you are
ready for
a new challenge.

Situation 1:
P. You are Anisa (or Anton). You would like to go to a secretarial college, but your parents
cannot afford to pay for it. Write a letter to your friend Irene (or Imron) and ask her/him
for advice.

Q. Your partner is Irene (or Imron). She/He writes you a letter, advising you to take a short
secretarial course which is not very expensive. She/He also advises you to find a part-time
job and save for college.

35
Situation 2:
};> Youare Najib (or Najmia). You really want to be on the school basketball team and the
try-outs are one month away. Write a letter to your friend Rama (or Rima) and ask
him/her for advice.

};> Yourpartner is Rama (or Rima). She/He writes you a letter, advising you to practice a lot
so that the school will notice you.

Situation 3:
};> You
are Michael (or Michelle). You would like to learn Bahasa Indonesia while you are
here in Indonesia. Write a letter to your friend Mamat (or Minarti) and ask him/her for
advice.

};> Yourpartner is Mamat (or Minarti). He/She writes you a letter advising you to take an
intensive course in Bahasa Indonesia. He/She also tells you to practice a lot and
promises to help you out.

36
 Lesson Five
PLEASE HELP ME!

THE NEED FOR HELP

Every once in a while, we need to ask people for help--for instance, to ask for the time,
for directions, or to do something for us. The favor we ask for can be a small thing, like
passing the salt and pepper at the dinner table. Or, the help we want from someone may
concern more serious matters, like when we need a substantial amount of money to payoff a
loan.
At other times people come to us for help. Are you always willing to help out? Or does
it depend on certain conditions, such as the kind of favor that is asked of you? Does it make a
difference to you who is asking for help? Would you be more willing to help your parents out
than a brother or sister?

Activity 1 Looking at the kinds of favors people need

The list below contains different kinds of favors and assistance that people may need. Do
the following:

(1) Add to the list.

(2) Mark (~) three favors that you would most willingly do for someone.
(3) Cross out three favors that you wouldn't ask someone to do for you.
(4) Compare your choices with those of your classmates.

-- donate blood --lend Rp 1,000 to pay for public transport

37
 do homework lend a new piece of clothing
mail letters accompany someone to lunch
complain to the boss on behalf of put in a good word for someone to
your colleagues the boss
look for a lost item
give an honest opinion about something

Activity 2 Identifying people whom we can ask for help in certain situations

For each of the following situations, think of a particular person or persons that you can
ask for help. Look at the first situation as an example.

SITUATION WHO CAN HELP?

1. You are a passenger on a plane and you Steward/stewardess; the person sitting
don't know how to adjust the overhead next to you on the plane.
reading lights.

2. You need a few hundred thousand rupiahs

to pay the last installment on your
car/motorbike.

3. You're alone at home, and suddenly the

stove catches fire.

4. You can't find the restroom in the new

shopping mall.

5. You're a stranger in a city and you've lost

your way.

Activity 3 Identifying relationships in dialogs

You will hear a number of dialogs. Listen carefully, then guess who the speakers are in
each dialog. Then listen for the second time and say what kind of help is needed. The first
has been done for you.

38
Dialog 1
Speakers: Boss and secretary
Help needed: The boss asks the secretary to finish a report.

Dialog 2
Speakers: ..................................... and ................................................. .

Help needed:
'.-
Dialog 3
Speakers: ..................................... and

Help needed:

Dialog 4
..................................... and ........................................ .
Speakers:
Help needed:

Dialog 5
..................................... and ............................, ....................
Speakers:
Help needed:

Dialog 6 ..................................... and ...................................................

Speakers:
Help needed:

Dialog 7 ............... ......... ............ and

Speakers:
Help needed:

..................................... and ...................................................

Dialog 8
Speakers:
Help needed:

Expressions used in asking for and offering help

What do you say when you ask somebody for help or when you offer help? There are
many expressions that can be used. Some expressions are more informal or formal than others.

39
Activity 4 Recognizing expressions used in asking for and offering help

How well can you recognize expressions that ask for and offer help? Underline them in
the dialogs below.

Dialog 1
Situation: Nani needs a bowl from the top shelf, but she can't reach it. She asks her
friend Edi to help her.

Nani: Edi, could you give me a hand?

Edi: Sure.
Nani: Can you get me that bowl on the top
shelf?
Edi: No problem .... (With bowl in his hands).
Where do you want me to put it?
Nani: Over there on the table ... Oh, thanks.

Dialog 2
You see your neighbor Tuti having trouble carrying her groceries.
Situation:

You: Here, let me help you with that.

Tuti: Great! Thanks'
You: I'll take that too ... Gosh! ... What did
you buy? Bricks?'
Tuti: Pretty heavy, huh?
You: It sure is.

Dialog 3
Situation: Tony's car suddenly broke down and now he's trying to push it to the side of the
road.

A passer-by: Hey, do you need help?

Tony: Yeah! Thanks!

40
Dialog 4
Mr. and Mrs. Wairata enter a travel agency.
Situation:
Travel agent: May I help you, sir, ... ma'am?
Mr. Wairata: Yes, please. We're planning a vacation to an Asian country. Can you
recommend something?
Travel agent: What about China? We can offer you a really exciting tour. Let me show you
our brochures.

'.-
Dialog 5
Situation: Azwina, an English teacher, cannot teach her class tomorrow. She asks a
colleague to substitute for her.
Syid, can you help me out?
Azwina:
Rasyid: What's up?
Azwina: Would you mind filling in for me tomorrow?
Rasyid: Tomorrow? ... Can't do it, sorry. I've got my own class.
You could ask Sarifah ...

Now, look at the following expressions. Some of them have been used in the dialogs
above. Add your own.

ASKING FOR HELP

=> Can you help me?
=> Would you do me a favor?
=> Can you give me a' hand ?
=> I need your help.
=> Would you mind helping me?
=> Can I ask you for a favor?
=> Could you help me, please?
=> Give me a hand, will you?
=> Could you lend me a hand?
=> I'm in a mess. Please help.
=> I wonder if you could help me.
=> ................................................

OFFERING HELP
=> May I help you? => Can I help?
=> What can I do for you? => Need any help?
=> How can I help you? => Let me help you.
=> Can I be of any assistance? => Can I be of any help?
=> Shall I ... ? => What's the problem?
=> Just call me if you need me. => ................................................

.
41
 How do you respond to a person asking for help? Look at the following expressions.
Add your own.

AGREEING TO HELP REFUSING TO HELP

- Sure. - Sorry, but I can't.
- No problem. - I'm afraid I can't.
- Okay. - I wish I could, but ....
- I'd be glad to ..
- It's a pleasure.
- That's what I'm here for.
- What do you want me to do?

Activity 5 Modifying expressions in dialogs

Read the dialogs in Activity 4 once more and make changes or modify the expressions
that you have underlined with similar expressions from the list above.

GRAMMAR FOCUS: (1) The infinitive after modal auxiliaries

(2) The infinitive and the gerund after certain verbs

When to use the infinitive form, with or without to, and when to use the gerund may be
troublesome to learners of English.

(1) You know that the infinitive form of the verb is used after modal auxiliaries; for example
after the modals can, may, should. The modal ought, however, is used with a to-
infinitive. Look at the examples.

~ Can you do me a favor?

~ May I help you?
~ Should you need help, just call me.
~ We ought to help one another.

42
(2) Certain verbs can be used together only with the infinitive or the gerund form of another
verb.
a. The infinitive form of the verb is used after the verbs let and help.
Look at the examples.
~ Let me carry the bag.
~ Why don't you let Ratna do the job for you?
~ Could you help me carry this bag?
~ Please help Andang wash the car.

NOTE: The to-infinitive form of a verb can also be used after the verb help.
~ Could you help me to carry this bag?
~ Please help Andang to wash the car.

b. The to-infinitive is used after the verb want.

For example,
~ Do you want to borrow some money?
~ I want you to buy me some stamps.

c. The verb mind is followed by the gerund form of a verb,

For example:
~ Would you mind closing the door?
~ Do you mind telling me how to do it?
~ I don't mind doing this for you.

NOTE: In the examples below, notice the responses to questions that use the verb mind.

Agreeing to help

Sari Would you mind moving over a little?

Dino No, not at all.

Linda Do. you mind waiting for me?

Arif No problem.

Disagreeing/being unable to help

Latif Would you mind returning this book to the library?

Dahlia: I'm sorry. I'm in a hurry.

43
 Activity 6 Using the infinitive (with or without tQ) or the gerund

Find appropriate verbs to complete the short dialogs below .. Use either the infinitive or
the gerund.
.
1. Tourist: Excuse me, can you .................. me how to get to the museum?
Man: The museum? It's close by, on the next street. Wait, let me ........................... you
there.

2. Secretary: Mr. Sukirman is not in. How can I ..................... you?

Mr. Jones: I would appreciate it if you could .................. me how I can reach him.
It's quite urgent.

Listen, would you mind .................. these letters for me?

3. Sister:
Sure, I'll ................ it, but not right now.
Brother:
I'm here, Dad. What do you want me ...................... ?
4. Tommy: Help me .................. the car. It won't start.
Father:
I wish Greg would sell his old car. It keeps breaking down all the time.
5. Greg's wife: Could you perhaps .....................to him?
All right. I know Greg is a bit hard-headed. But maybe he'll ............................ to
Greg's sister: me.

Here, let me ......... . ....... you how to operate this machine.

6. Jeffrey: Please don't bother. I can .......................it myself. Thanks, anyway.
Hilda:
,
We often need a person's help if we want specific information. When you want to know
the way to the train station, you would probably ask a person the following question: Excuse
me, do you know where the train station is?

Activity 7 Asking for and offering help in dialogs

Now get together with one of your classmates, and create a complete dialog basedon one
of the following situations. Use the expressions for asking for and offering help that you
have learnt. Then act the dialog out in front of the class.
(NOTE: If necessary, add greetings and leave-takings.)

44
Situations: 1. You want to stay at a particular hotel. You talk to the front desk clerk.
2. You want to pick up a friend at the airport. You call airport information.
3. You want to interview a famous person. You talk to his/her secretary.
4. Your car broke down. You talk to the mechanic.
5. You are having dinner at a restaurant. You talk to the waiter.

Asking for help in written form

Sometimes we need to ask for a favor in writing. We may then write a short note. First,
look at the following notes. What do the writers want?

I0/09/98
Indra,

Would you mind delivering this packed to

Mrs.Bambang in apartment 6B. Thanks.
Dewi Karim

Monday, Nov. 23, '98

Dear Riani,
Could you please mail these letters on your
way to the bank? Thank you so much.

45
Activity 8 Writing notes asking for a favor

Choose two of the situations below; then write short notes asking for a favor.

~ You need a ride to the bank at 2 p.m. You leave a note for a friend who is going
in the same direction.

~ You have to pay your School fees today, but you cannot go. You ask your
roommate to do it for you. You leave a note and the money for the fee.

~ You have to leave the office early. You leave a note for your secretary, who is
at lunch, asking him/her to do you a small favor.

~ You have to go to basketball practice and you need a new calculator for school.
You leave a note for your brother/sister, who is now taking a nap, to buy one for
you.

46
 Lesson Six
THIS IS THE WAY TO DO IT

HOW IMPORTANT ARE INSTRUCTIONS?

"How does this work? How do you operate this? What must I do?" These are all
familiar questions. They can be applied to different kinds of situations-using a public phone,
operating a computer, or opening a bank account. To be able to do things efficiently, you need
to understand and follow instructions correctly. .

A. How well do you understand instructions?

Instructions are often written out. Sometimes, symbols are used for instructions; for
instance, in offices to indicate where the stairs and washrooms are. SYmbols are also used on
clothing labels to show washing instructions. Instructions should be clear so that there will be
no problem or misunderstanding in carrying them out.

Activity 1 Explaining the meaning of symbols

When you buy clothing of good quality, you'll find labels attached. The labels contain
symbols for washing instructions. Do you know what they mean? Look at the following
pictures, and write down what you should or you should not do. Number one is given as an
example.

1. What should or should not be done to this dress?

a. this dress should be hand washed b ..................... .

47
2. Write what can or can not be done to this shirt.

c ............................ . d
..................................
.

Activity 2 Understanding instructions

Study the washing instructions that go with each picture. Then answer the questions
based on the instructions.

a.
o
Hand Wash Cold.
May be Dry Cleaned.
Do not Twist or Wring.
Reshape
Dry Flat.

sweater

1. Should the sweater be hung in a line to dry? Why or why not?

2. Is it safe to wash in the washing machine? Give a reason for your answer.
3. What warnings are given?

b.
o
Machine Wash Cool, Gentle Cycle.
Tumble Dry, Remove Promptly.
Press/Iron on Wrong Side with
Warm Iron.

shirt

1. Should this shirt be washed in hot water? Explain your answer.

2. Is it safe to dry it in a dryer? Why or why not?
3. How should it be ironed/pressed?

48
 c.
o
Hand Wash Separately.
Line Dry.
Use Warm Iron.
Do not Use Bleach.
Do not Dry Clean.

skirt

1. Should this skirt be washed with other clothes ? How do you know?
2. Will bleach damage the fabric?
3. How should it be dried ?

Activity 3 Rearrange jumbled instructions

When you deal with a procedure, it is important to understand the sequence of

instructions. You should know what to do first, what comes after that and so on. Read the
situation below.

Ninuk, a second-year SMU student, smart and confident, is on her way to

the USA as a foreign exchange student. She's never been abroad before, and on
the plane she's very- much impressed by the friendly and energetic flight
attendants. They have just explained about the in-flight emergency procedure,
but Ninuk is not so sure whether she remembers everything in the right order.
Help her out by rearranging the jumbled instructions.

Listen to the instructions that Ninuk heard on the plane and number the sentences in the
correct order.

Secure the mask by adjusting the strap around your head.

Place it firmly over your mouth and nose.
Pull down the mask.
Parents should adjust their own mask first, then assist their children.
The oxygen mask will automatically fall from the unit above your head

49
Activity 4 Numbering jumbled pictures in the correct order

The pictures below show a flight attendant explaining the use of a life jacket to the
passengers. The pictures are out of sequence. Listen to the instructions of the procedures for
using a life jacket, then put the correct order of numbers in the pictures.

B. Giving instructions
.,
When giving instructions, we use imperative sentences. For example:
=> Do not twist or wring.
=> Fold and crease diagonally.
=> Push the red button.

GRAMMAR FOCUS: The imperative

A sentence using the imperative does not take a subject, because the subject in the
sentence is already understood.
For example:
Do not twist or wring. (do not twist or wring)

50
Imperatives take infinitives as verbs.
For example:
- Fold and crease diagonally.
- Push the red button.
- Do not use bleach

Activity 5 Using the imperative in giving instructions

Write down instructions on how to operate a tape recorder and an Automatic Teller
Machine (ATM). Use the imperative and put the instructions in the correct order. The first
instruction for each action is given.
(Note: The nouns and verbs in the word bank may be of use to you.)

How to operate a tape recorder

~ Push the OPEN / EJECT button.

WORD BANK
~ ..................................................................... .
push insert eject switch on
~ ..................................................................... .
turn on/off tune up adjust
~ ..................................................................... .
cassette lid volume
~ ..................................................................... . button
treble speaker
~ .................................................................... . bass

How to operate an ATM

~ Insert your ATM card.

WORD BANK
~ ..................................................................... .

~ ..................................................................... .
push insert choose select
take out withdraw read
~ ..................................................................... .
PIN card monitor
~ ..................................................................... . sign
sum button
~ ................................................................... . machine

51
9.
GRAMMAR FOCUS: Passive Voice

In English, we use active and passive sentences. We use the passive voice if the object of
the verb (action) is more important than the subject (doer) of the action.
The passive can be formed in the following ways:

1. Change the direct object of an active sentence into the subject of a passive sentence.
For example:
In an active sentence like:
The passenger inflated the life jacket.
(subject) (object)

In the passive sentence it becomes:

The life jacket was inflated by the passenger.

(subject)

2. Change the verb of the active sentence by adding be + the past participle form ofthe verb.
For example:
The life jacket was inflated (by the passenger).

(be + past participle)

3. Delete the subject of the active sentence OR place it after the preposition "by."
 The.1z.y + the subject ofthe active sentence IS NOT USED when it is not important to
know who performs the action.
For example:
The life jacket was inflated (by someone ).
This dress should be hand washed (by someone ).
,
 The preposition lD!. + the subject of the active sentence IS USED in passive sentences
when it is important to know who performs the action.
For example:
The life jacket was inflated by the flight attendant.
The flowers for her birthday were delivered to her office by special
messenger.

The pattern of a passive sentence is:

Subject + be + past participle (+ by + Object)

52
Activity 6 Using the passive in sentences

Make passive sentences using the words given. Look at the example.
The building, construct, 1980 The building was constructed in 1980.
That book, publish, next year
1. The car, make, last year
2. The beautiful mosque, build, in the
neighborhood, 1960

3. The novel, translate, several

languages, some years ago

4. My house, paint, next week

5. The letters, post, just now
6. The rice fields, flood, rainy season
7. He, operate on, next month
8. Prizes, award, at the moment
9. The big tree, must cut down, soon

Making passive sentences

Make passive sentences using the underlined words. Look at the example.

Rani: Mom, I've made gado-gado for lunch.

Mom: That's nice, dear, but the vegetables (overcook)
That's nice, dear, but the vegetables are overcooked.

1. Lani: Oh, I see that you've painted your room. It's very nice. Did you do it yourself?
Etty: No, my room, (paint, Pak Amir)

53
2. Wanda: Mom, shall I take your dress to the cleaner's?
Mom: No, it (should, hand wash ).

3. Ricky: Did you read about the big fire at Orchid's department store?
Dodi: Yeah, it was terrible! So many people died. I heard that several suspects
(already, interrogate) .
................................................................................................................

Boy, your room is really hot! What are you going to do about it?
4. Yeni: Well, a new air-conditioner, (will, install), tomorrow.
Tya:

Haven't you sent the order yet?

5. Mr. Agus:
The order (cancel) yesterday.
Secretary:

6. Mother: We're leaving for Europe in two days. What about the tickets and visas?
And travelers checks? Have you checked the hotels?
Father: Relax, Mother. Everything (take care of).

You promised to help me make fruitsalad.

7. Riana:
The fruit (already, wash and cut)
Lita:

I heard that Tina has inherited a great deal of money. Lucky her! What is
8. Anto: she going to do with it?
Some of the money (will, donate) to charity.
Arbi:

c. Asking for clarification

Understanding instructions is important, but giving them is equally significant. In the
following instructions, the listener often has to ask for clarification. On the other hand, the one
giving instructions sometimes has to check the listener's understanding.

54
Expressions used in asking for clarification and checking understanding

 To ask for clarification, you can use the  To check your listener's understanding,
following: you can use these expressions:

Could you be more specific?
I don't understand ...
Could you give me more details?
Slow down, you've lost me!
Can you repeat that?
I'm not following you.
Wait a minute, I'm lost!
=> Are you (still) with me?
=> Are you following me?
=> Did you get that ?
=> ............................................ ?
=> ............................................ ?
=> ............................................ ?

Activity 8 identifying expressions

Read the dialog between Deni--a foreign exchange student in Japan--and his friend,
Takeshi. They are having lunch at a Japanese restaurant. A girl in a kimono waits on them.
You will see that Deni often asks for clarification. Takeshi, on the other hand,
sometimes checks whether Deni has understood his explanation. Identify and underline the
expressions asking for clarification and expressions checking understanding.

Deni: Wow, this is a nice restaurant!

Takeshi: This is one of the best restaurants in town. C'mon, let's order.
Deni: (Looking at the chopsticks on the table) I hope they have spoons and forks.
I've never learnt to use chopsticks.
Well, you have to use chopsticks when you eat Japanese food.
Takeshi:
But I don't know how to use chopsticks!
Deni:
Takeshi: It's really simple. Just hold it between your thumb and your forefinger and
move the top chopstick up and down, ... like this.
-Deni: Forget it. You'll have to teach me more specifically than that. But first,
let's order our food. Oh, here comes the waitress. I'll have a chicken katsu
and a coke. What about you?
Takeshi: I'd like beef teriyaki and a glass of orange juice.
Waitress: Anything else?
Deni: That'll be all, thank you. Okay, now for my first lesson ...
Takeshi: First, you take the chopsticks and hold them between your thumb and
forefinger and let it rest on the middle finger.

55
10.
Deni: Not so fast. Can you repeat that?
Takeshi: Here, let me show you; hold it like this, in the hollow
between your thumb and forefinger. Good... and
don't move this stick. This stick never moves. Are
you with me?
Deni: Yes, I think I can manage so far. But how do I pick
up the food?
Takeshi: Move the top chopsticks up and down with your
forefinger and middle finger.
Wait a minute, I'm lost!
Deni: Here, look at my fingers and try to imitate my
Takeshi: movement.
. Hmmm ... now I'm beginning to get the hang of it!
Deni: Hey, you're doing great!
Takeshi: Here's our food. I can't wait to try these!
Deni:

Activity 9 Role playing

Pair up with a friend and create a dialog on giving instructions. After that act it out.
Choose one of the following:
 How to drive a car
 How to use a coin/card phone
 How to ..................................... (your own choice)

56
 Lesson Seven

WHERE CAN I FIND ... ?

WHERE IS IT?

Have you ever been to a train station? Did you have to ask someone for directions to the
ticket counter or to the platform? Train stations, airports, hotels, hospitals, supermarkets, and
big offices have signs that help visitors find their way around. Visitors only have to read the
signs to get where they want to go.

Activity 1 Locating facilities in buildings

Where can you find each of these places? In a hotel (A), in a hospital (B), in a
department store (C), or at an airport (D)? Write the correct letter(s) next to each place.
Sometimes more than one letter is possible. An example is given.

A,B,C,D Information counter Fitting rooms

Coffee shop Cafeteria
Check-in counter Money changer
Laboratory ~ • ,
Deposit counter
Flower shop Maternity ward
Cashier Travel agent
Dispensary Car call
Fitness center Pay phone
Customs Emergency ward
Rest rooms Baggage claim area

A. Finding one's way in a building

Sometimes, we go into a building where we have never been before. For example, we
may be in a school where we have to register for a new class, or we may be in an office for a
job interview. If a building has a directory or signs, we won't have any difficulty locating
places. In buildings where there are neither directories nor signs, we need to ask for directions.

57
 Now read the following dialogs about finding one's way in a building.

Dialog 1.
Rina is at POLYTECHNIC DIRECTORATE BUILDING for a job interview with the
Situation:
DIRECTOR. She asks the receptionist how to get to the manager's office.

Receptionist: Good morning, can I help you?

Rina: Good morning, could you tell me
where the manager's office is?
Sure. It's on the fourth floor, at the
Receptionist:
end of the hall. You can take the
elevator.
Thank you.
Rina: You're welcome.
Receptionist:

Dialog 2
Situation: After getting out of the elevator on the fourth floor, Rina sees the security guard.

Rina: Excuse me, I'd like to see the Branch Manager.

Security Guard: Do you have an appointment?
Rina: Yes. He's expecting me.
Security Guard: Okay. Please fill out a visitor's form. (handing her a visitor's form)
A few minutes later ...
Security Guard:
(After receiving and reading the form) Go down the hall, then turn right.
Rina: The Manager's 0 fice is at the end of the hall.
Security Guard: At the end of the hall? Is it on the right or on the left side?
Rina: The right side. There's a sign on the door.
Security Guard: Thanks.
It's a pleasure.

Activity 2 Identifying expressions for asking for and giving directions

With a friend, read the dialogs above, again. See if you can identify the expressions used
in asking for and giving directions and underline them. An example has been given.

58
Expressions used for finding places in buildings

You have read the dialogs in which people ask for and give directions in buildings. The
following are more expressions used to ask fo~ and give directions.

ASKING FOR DIRECTIONS

11.
- I wonder whether you can help me?
- Could you tell me where ............................. 7
- Pardon me. Can you tell me how I can get to .......................... 7
- Where can I find ................... 7
- How do I get there?
- I'd like to meet ................. .
- I'm looking for ................. . .
- Where is ......................... 7

GIVING DIRECTIONS IN BUILDINGS

- Go down/up this hall/corridor.

- Go straight ahead.
- Turn left/right.
- Make a left/right turn.
- Go around the comer to your left/right .
- Go across the hall.
- Go upstairs/downstairs to the second floor.
- Take the elevator to the second/third/fourth floor.
- It's the second door on your right as you come from the stairs/ elevator(s).
- It's upstairs/downstairs.
on this floor.
next to the Training Department.
at the end of the corridor.
just across from the elevator( s) .
on aisle two/three/four.
in the basement.
through that door there.
on the opposite side of the cafeteria.

59
 13.
12.

Activity 3 Finding places in a building

The pictures below show the floor plans of the Tanjungpura Hospital. Look at the
pictures. Pretend you are at the information counter. In pairs, practice asking for and giving
directions on how to get to places mentioned below:
For example:
Q: How do I get to the Nurses' Training Department?
A: Take the elevator to the basement. As you come out of the elevator turn left.
Then, turn immediately right. The Nurses' Training Department is at the end of the
hall, on the left side.

 The laboratory  Obstetrics

 Pediatrics  Prayer room (Mushola)
 The dispensary  Orthopedics
 Physical therapy  Kitchen
 The X-ray room  Maternity ward

60
 B. Locating objects and people

Do you have trouble describing the location of objects and people? To indicate where
they are, we use prepositions of place. Study the following:

GRAMMAR FOCUS 1: Prepositions of place

Below are figures and prepositions of place. Each figure consists of a black dot
and a box.

For example, figure 1 shows a dot in front of the box.

in front of behind over/above on/on top of Under/beneath

1 2 3 4 5
15.
14.

6.between 7.among 8. In/inside 9.next to/beside 10.around

=::} If the object is higher than a point, we use over (for general location/position), or above
(for exact location/position).

For example: The picture is over the desk.

The lamp is above the desk.

=::} If the object is the point itself, we use in/inside (for something contained), on (to indicate
surface location/position), or at (to indicate a general vicinity).

For example: The ring is in/inside the drawer.

The key is on the table
The secretary is at her desk

61
=> If the object is lower than a point, we use under (for general location/position), underneath
(for close location/position), or beneath/below (to indicate something directly under).
For example: The shoe is under the chair.
The boy came out from underneath the bush.
Please write your name below the line.

=> If the object is neighboring the point, we use near, by, next to, between, among, or
opposite.
For example: The girl is sitting near by /next to the window.
The child is sitting between her parents.
The pencil is among his things.
Her bedroom is on the opposite side of the living room.

Activity 4 Specifying items and their locations

Look at the picture below. Listen to the questions asking about the items and their
locations in the picture. Write where the items are; use prepositions of place.
For example:
You will hear: Where is the saucepan?
You will write: On top of the oven

62 .
Acivity 5 Going on a preposition hunt

Today we're going on a preposition hunt, focusing on the use of prepositions. Your
teacher will divide the class into two teams. He/she will give each team a list of items to find.
Pictures of these items can be found somewhere on the pages in this lesson. When you have
located an item, you must write where you found it, using a preposition of place. For instance,
you are asked to find a clock. A clock can be found on the previous page, between the kitchen
cabinets. Therefore, next to clock, you should write between the kitchen cabinets.
For example:
clock between the kitchen cabinets

When you think you have found all the items and have used the correct prepositions,
bring your list to your teacher. The first team to find all the items on their list wins.

Team A Team B

shoe umbrellas 1.
2.

wine glass brush

turkey banana
stool clouds 1.
toothbrush 2.

broom ,. " dog

airplane fish bowl

boy with no cap man with cap
"\

bridge
oven
tomatoes headband
receptionist TV
forks

63
Activity 6 Describing locations in a bedroom

Pretend that the floor plan below is your bedroom. Choose at least five items from the
list that you want in your bedroom. Say where you want to place them. For example, you
might say: "I want the bed next to the desk". Draw squares, triangles, and circles for the items
you want to place in your bedroom.

Items for the bedroom:

- bed - bookcase study lamp
night table calendars stereo
computer desk - vase
TV set - books - pictures and photos
telephone chairs - vanity table

GRAMMAR FOCUS 2: The use of one

In asking about and describing the location of objects and people, you sometimes need
the word one. The word one is used as a noun substitute which refers to something previously
mentioned. Look at the following examples:

Dialog 1
Situation: Tira and Tarno are doing their English homework together.
Tira: Can you bring me the dictionary, please?
Tamo: Which one?
Tira: The one on the book shelf.

64
Dialog 2
Situation :Bardi and Karno are looking at Karno's family album.

Bardi: Hey, who is this girl? She looks so

familiar.
Kamo: Which one? The one wearing a
long-sleeved blouse?
Bardi: No, the one with glasses.
Kamo: Oh, that's my cousin Putri.

Activity 7 Specifying items and their locations

Complete the following conversations. Choose phrases from the list. Use them more
than once if necessary. Number one has been done as an example.

- the one next to - the tall one the right one

Which one? - the one at the bottom - the striped one
- the left one - the batik one
the one near - the large one

16.

Toddi: Do you have the schedule for the

SMU final exam?
Tossi: Yes, I do. It's over there. It's the
one next to the calendar.

2.
Prita: Look, do you know the boy over there?
Desi: ................... ? There are three of them.
Prita: ........................standing in the middle.

65
3.
Father: Put the screwdriver back in the
drawer, Dono.
Dono: Which drawer, .......................... or
............................ ?
Father:

4.
Karim: Can you bring me one of the
books, please?
Dado: ........................... ? There's a pile of
them here.
Karim: ............................ofthe pile.

5. Totok: Which shirt do you think looks nice on me, .. ..................... or ................... ?
Widi: Well, you'd better put on ............................... .

6. Andri: Put the annual report in the folder, please.

Badi: Which folder?
Andri: ..................... on that table.
Badi: Which table?
Andri: ...................... the window.
Badi: Okay. Here it is.

Activity 8 Describing a favorite place

Do you have a special place or hideaway you like to go to when you want to be by
yourself? Most of us do. On a piece of paper, describe your special place and what you like to
do there. If you don't have a special place, create it. Be sure to use prepositions from this
lesson. Look at "Couch Potato Heaven" as an example.

66
 Couch Potato Heaven

Every morning before I go to school, I sneak into the family room and
plop down on the couch in front of the television set and put my feet up on the
coffee table. Armed with a mug of coffee in my right hand, and the remote
control in my left, I am ready to watch the "boob tube." If nothing good is on, I
usually flip through one of the magazines next to me or read one of the
newspapers under the coffee table. Sometimes, I like to look at the painting of
my great grandmother above the arm chair and imagine what this city was like
in her day. Mostly, though, I just enjoy sitting and doing nothing. It's
moments like these that I'm in couch potato heaven!

67
 Lesson Eight

,
HOW DO I GET THERE?

ASKING FOR AND GIVING DIRECTIONS

People who do not know how to get to where they want to go, ask for directions. They
stop people in the street, ask street vendors, or approach a policeman on duty.

 Yoko Himoru from Osaka, Japan, wants to buy Indonesian handicrafts, but she
doesn't know where Watu Unggul Handicraft is. She has read about Watu Unggul
Handicraft in a brochure. When she looks at the address, she thinks it shouldn't
be too far from the hotel where she is staying. Maybe she could ask the policeman
standing on the comer of the street. She walks towards him.

 Standing in front of the hotel is Ben Johnson. He is in a hurry 'to get to Nirvana
Bank. He has an appointment with the manager at eleven o'clock and now it's a
quarter to. Where are the taxis when you need them? Where is the taxi stand?
Better ask the doorman of the hotel. Ben Johnson walks towards the doorman.

 This is Sari's first time in Bali. She has spent her afternoon browsing in the quaint
little shops in Kuta looking for souvenirs. She looks at her watch. Oops, it's
almost six! It's time to go bac to the group. The tour leader promised to pick up
the group at six in front of Bali Hotel. How does she get there? Wait, there's a
street vendor. He might help her. Sari walks to the street vendor.

Activity 1 Matching questions and answers with situations

Were the people above able to get to where they wanted to go? What did they say?
What response did they get? Following are the questions and answers in their dialogs, but they
are jumbled up. Choose the most appropriate question and answer to match each situation
above.

68
Q: l. Excuse me, I would like to go to Watu Unggul Handicraft. Can you tell me how to
get there?
2. Could you direct me to Bali Hotel ?
3. Excuse me, could you tell me where the taxi stand is ?

A: l. Walk down to the comer of this hotel and turn right. The taxi stand is just around
the comer.
2. Sure, go up this street until you come to a traffic light, then turn left. The store is on
the right side. There's a big sign so you can't miss it.
3. Mm ... follow this street until you get to the intersection. Cross the intersection. The
hotel is at the end of the block.

Now read the dialogs in their complete form.

Expressions to ask for and give directions

In Lesson Seven you learned expressions to ask for and give directions in buildings. In
this lesson, you will learn how to ask for and give directions outdoors. Go over these
expressions.

Expressions used to ask for directions

Could you tell me the way to ... ?
Can you direct me to ... ?
Please tell me how I can get to ... from here.
Which way is it to ... ?
I need directions to get to ...
would like to go to ...
Is this way to ... . ?

Expressions used to give directions

- Go down/up this road until you get to ...
- Keep going/Stay on this street until you see ...
- Turn left/right.
- Make a left/right turn.
- Take the first left/right turn.
- Follow this street until you come to a traffic light/ an intersection/ a road sign.
- It's the second If-turn.
- It's next to the bank! store/ theater, etc.
- It's across the street from ...
- You'll pass ... , you can't miss it.

69
ACTIVITY 2 Listening for details

Arinto has been sent by his office to attend a two-day conference in Jakarta. He's
staying at the Mandarin Hotel. On the last day of the conference, his uncle phones and invites
him to dinner at his house. As Arinto is not familiar with the area, Uncle Bagas gives him
instructions on how to get to his house.
Listen to Uncle Bagas' instructions. The second time Uncle Bagas gives directions to his
house, write them down. For example:

1. out of the hotel, turn left

2 ........................................... . 5 ............................................ .
3. 6.
4. 7 ................................................ .

Activity 3 Getting to places

Student A and student B have different maps. Student A looks at the map on the
following page. Student B looks at the map on page 75. In turns ask how to get to the places
listed.

Student A: Using the expressions that you have learned, ask student B how to get to the
places listed below. You are at the spot ................... where it says" Start here each
time." Write the names of the places in the right boxes.

The places you want to find :

=> supermarket
=> bank
=> car service station

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18.
17.

Movie
heater

IACTIVITY 4 Drawing a map

Adi wants to post a letter. As a newcomer to the city, he does not know his way around
yet. He asks Wira, his men at the boarding house, to give him directions to the post office.
Read the dialog with a friend.

Adi: Can you direct me to the post office, Wira?

Wira: Sure. Wait, I have a better idea. I'll draw you a map, how's that?
Adi: Okay. Let me get a piece of paper and a pencil. Here you are. (Wira draws a map)
Wira: This is our boarding house. Turn left when you go out of the building. Walk down
the street until you come to an intersection; cross the intersection. Keep straight for
about 200 meters, then turn right. You'll come to a mosque on the left. Are you
with me ?
Adi: It's clear so far.
Wira: Pass the mosque and at the comer, turn left. If you' cross the street at the zebra
crossing, you'll see Bank Nasional in front of you. The post office is next to the
bank. Easy enough, don't you think so? .

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Adi: Your map is clear, so I guess I won't have problems finding the post office.
Thanks, Wira.
Wira: Hey, what are friends for?

Read the dialog once again and draw the map according to Wira's explanation.

GRAMMAR FOCUS: Indirect questions

When we ask people for information, we usually begin our questions with expressions
such as:
=} Do you know ....... ?
=} Please tell me .
=} Can you tell me .... .. ?

=} Do you have any idea ..... ?

=} Ask him .....

=} I want to know .....

=} I wonder.. ..

If we begin a question like this, the word order is different from a direct question.
Compare the following:

Where is the post office? (direct question)

Do you know where the post office is?
(indirect question)

When the question "Where is he post office?" is a part of a bigger sentence "Do you
know where the post office is?", it loses the normal question word order and uses the word
order of a statement.
The following are more examples:
Why has he resigned from the bank?
Please tell me why he has resigned from the bank.
When are they leaving for Surabaya?
Can you tell me when they are leaving for Surabaya?
Whose desk will she use?
Do you have any idea whose desk she will use?
What is he going to talk about?
Ask them what he is going to talk about.

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Notes:

Direct questions Indirect questions

When does the course begin? Tell me when the course begins.
Why do they corner here? Do you know why they come here?
Who did he talk to? Do you have any idea who he talked to?

1. Use if or whether where there is no question word:

Did he have to pay for it? Do you have any idea if/whether he had
to pay for it?
Is she going to the office today? I want to know if/whether she is going
to the office today.

2. When a direct question uses who, what, or how many as its subject, a change in the word
order does NOT take place:

Who's going to Europe?

Do you have any idea who's going to Europe?
What's in the box?
Please tell me what's in the box.

How many boys went camping last week?

Can you tell me how many boys went camping last week?

IACTIVITY 5 Forming indirect questions

Complete the following sentences. Use the appropriate question words, or if/whether.
For example:
A: Do you know what that word mean ?
B: Sure, it means "beautiful."

1.A: Can you tell me ......................................................... ?

B: Well, it costs $ 5,000.

2.A: Do you remember .......................................................... ?

B: Yes, she lives at Jalan Seroja Raya 193, Blok 14, Helvetia, Malang 20124.

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3.A: Oops, my watch has stopped. I wonder .................................................... .
B: It's exactly 4 o'clock.
4.A: Do you know ........................................................ ?
B: It's about 1,000 kilometers from Jakarta to Yogya.
5.A: Ask him ............................................. late.
B: He had an appointment with the dentist.

6. A: I can't remember ............................................ Can you tell me?

B: I'm sure Andi wrote that article.
7. A: Hey, do you have any idea ...............................................?
I think it's Bambang's bag. I saw him carrying it.
B:
8. A: Please tell me ........................................... the Hendersons.
I'm not so sure. I think they're going to meet the Burhans.
B:
9. A: I want to know .............................................. now.
Well, Cynthia usually does her homework around this time.
B:
10. I wonder ............................................... going steady.
I think so. I saw them together at the movies last night.
A:
B:
11.A: Do you have any idea ..................................................?
B: If I'm not mistaken 15 girls will join your group.
12.A: Tell me ......................................................... .
B: I need half a pint of milk for the pudding .

. -"
Activity 6 Making dialogs

With a friend, choose one of the following situations and make a dialog. Draw your own
map for practical reasons. Be sure to include indirect questions when asking for directions.

Situation 1: You are in an unfamiliar section of the city. A traffic officer stops you from
entering a road which has been closed. You tell the officer where you want to
go and directions on how to get there.

Situation 2: A friend of yours just fell off a horse and broke his/her arm. You are far from
the city and don't see any clinics or hospitals nearby. You ask the riding
instructor for directions to the nearest hospital. The riding instructor tells you
the quickest route to a hospital which is 25 kilometers away.

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Situation 3: You are lost. It's late at night and you're running out of gas. You stop at a
coffee shop and ask a waitress/waiter where you can find a gas station that's
still open. The waitress/waiter gives you directions.

Student B: Using the expressions that you have learned, ask student A how to get to places
listed below, from the lower right-hand corner, where it says" Start here each time" Write the
names of the places in the right boxes.
The places you want to find:
=> post office
=> electrical store
=> restaurant

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