Chapter 2

INTERNET OF THINGS (IoT)

Objective: This chapter is aimed to encourage students yielding writing crafts

really a giant robot and we don't know

how to fix it.

What is an example of an Internet of

(Source: https://www.zdnet.com/article/what-is-the-internet-of-
things-everything-you-need-to-know-about-the-iot-right-now/)
What is the Internet of Things?
The Internet of Things, or IoT,
refers to billions of physical devices
around the world that are now connected
to the internet, collecting and sharing
data. This is the blessing of cheap
processors and wireless networks which
have made all possible to turn anything,
from a pill to an aeroplane, into part of
the IoT. This adds a level of digital
intelligence to devices that would be
otherwise dumb, enabling them to
communicate without a human being
involved, and merging the digital and
physical worlds. The Internet of Things is
Things device?
Any physical object can be
transformed into an IoT device if it can be
connected to the internet and controlled
that way.
A lightbulb that can be switched
on using a smartphone app is an IoT
device, as is a motion sensor or a smart
thermostat in your office or a connected
streetlight. An IoT device could be as
fluffy as a child's toy or as serious as a
driverless truck, or as complicated as a jet
engine that's now filled with thousands of
sensors collecting and transmitting data. At
an even bigger scale, smart cities projects
are filling entire regions with sensors to
help us understand and control the
environment.
The term 'IoT' is mainly used for devices
that wouldn't usually be generally
expected to have an internet connection,
that can communicate with the network
independently of human action. For this
reason, a PC isn't generally considered an
IoT device and neither is a smartphone --
even though the latter is crammed with
sensors.

SPEAKING AND READING

Read the text, and work in group to discuss the questions.
 Do you think that IoT is really beneficial for you and other people’s lives? If yes, can you
mention some possible advantages you can have from the IoT around you?
 Can you mention the IoT that can be directly picked up from your surrounding?

GRAMMAR
1. Work in pairs. Fetch from the text some clauses containing parts written in italics
1. The Internet of Things, or IoT, refers to billions of physical devices around the
world that are now connected to the internet, collecting and sharing data

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 2. __________________________________________________________________
__________________________________________________________________
3. __________________________________________________________________
__________________________________________________________________
4. __________________________________________________________________
__________________________________________________________________
2. Look at the clauses in 1again and then guess which of the clauses are the mains and the subs.
1. Underline with red ink pen to show the main clause of the sentence.
2. Draw a square box along the sub clause in each sentence.

LISTENING AND WRITING

TYPES OF CLAUSES
A. Watch the video of a lecture about Adjective Clauses taught by Mr. GrammarMan123

(visit: https://www.youtube.com/watch?v=kjOvFRAUHCE)

1. Make notes while you are watching the lecture.

2. Work in group. As you finished watching, response some of the questions below. And your
reponses will indicate how good you can understand how adjective clauses are found in
sentences.
a. Define what is meant by the terms SC and IC as used by Mr. GrammarMan in his
lecture?
b. Explain using your own example (if possible. Otherwise, you can use the example from
the lecture), how SC with Relative Pronoun and Relative Adverb are employed.
c. Show the difference between Essential and non-essential Adjective Clauses.
3. Dicuss with the class, the responses you and your group have drawn to reach perfect
understanding.
B. As you understand the concept of adjective clause, now fill in the gap by choosing Relative
Pronouns or Relative Adverbs to make the sentences perfect.

1. The girl _______ won the first prize is my niece. (Modifies the noun girl.)

2. The forest through ______ we travelled was dark and gloomy. (Modifies the noun forest.)

3. My sister _______ lives in Mexico is a nurse. (Modifies the noun sister)

4. This is the same house ______Tennyson occupied. (Modifies the noun house)

5. This is the same old story ______ we have been hearing since our childhood. (Modifies the
noun story)

6. He has a brilliant son ______ is certain to bring credit to his family. (Modifies the noun son)

7. All ______ glitters is not gold. (Modifies the determiner all)

8. He ______ is down fears no fall. (Modifies the pronoun he)

9. The plan ______ I proposed was rejected. (Modifies the noun plan)

10. This is the reason ______ he does not want to come here. (Modifies the noun reason)

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C. Watch the video of a lecture about Noun Clauses taught by Mr. GrammarMan123

(visit: https://www.youtube.com/watch?v=4Hn-iv-s3Ak)

1. Make notes while you are watching the lecture.

2. Work in group. As you finished watching, response some of the questions below. And your
reponses will indicate how good you can understand how noun clauses are found in
sentences.
a. How is a noun claused defined as it is by the lecture.
b. How do noun clauses work in a sentence?please, explain through an example.
c. Explain how noun clauses are found in the following sentences:
1. Whatever he says is always true
2. I like what you’ve written
3. This gift is what you wanted
4. I agree with what he said

Complete the following sentences by adding suitable noun clauses.

1. I cannot understand _________________________________________________________

2. They said __________________________________________________________________
3. I think _____________________________________________________________________
4. He told me _________________________________________________________________
5. __________________________________________________________________ hurts me.
6. You can eat _________________________________________________________________
7. Can you guess ______________________________________________________________?
8. I feel certain ________________________________________________________________
9. I do not know _______________________________________________________________
10. No one knows ______________________________________________________________

D. Watch the video of a lecture about Adverb Clauses taught by Mr. GrammarMan123

(visit: https://www.youtube.com/watch?v=DvcZmQUT9Ds)

1. Make notes while you are watching the lecture.

2. Work in group. As you finished watching, response some of the questions below. And your
reponses will indicate how good you can understand how adverb clauses are found in
sentences.
a. How is an adverb clause functioned in a sentence?
b. How is the formula? Explain with an example as given in the lecture.
c. How is the punctuation rule applied?
d. In a sentence, how an adver clause modifies? Explain by taking one of the example from
the lecture.
3. Combine each set of simple sentence into one complex sentence containing an adverb clause.

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 (Notes: A simple sentence contains one main clause. A complex sentence contains one main
clause and one or more subordinate clauses.)

1. I waited for my friend. I waited till he arrived.

__________________________________________________________________________
2. He hid somewhere. His pursuers could not find him.
__________________________________________________________________________
3. You are intelligent. I am intelligent.
__________________________________________________________________________
4. He was not there. I left a message with his mother.
__________________________________________________________________________
5. We wish to live. We eat for that purpose.
__________________________________________________________________________
6. She was very tired. She could barely stand.
__________________________________________________________________________
7. Don’t eat too much. You may fall ill.
__________________________________________________________________________
8. He started early. He finished late.
__________________________________________________________________________
9. You must tell me everything. Otherwise I will not be able to help you.
__________________________________________________________________________
10.I will get ready. Do not go till then.
__________________________________________________________________________

OVER TO YOU

1. Read the text, and along your reading identify the types of sub clauses employed in the text.
Underline with three different inked pen to show three different types of clauses.
The whats of IoT
What is the Internet of Things? Any stand-alone internet-connected device that
The Internet of Things, which is commonly can be monitored and/or controlled from a remote
abbreviated as IoT, refers to the connection of location is considered an IoT device. With more
devices (other than typical fare such as computers smaller, more powerful chips, almost all products
and smartphones) to the Internet. Cars, kitchen can be an Internet of Things devices. 
appliances, and even heart monitors can all be What is the Internet of Things ecosystem?
connected through the IoT. And as the Internet of All the components that enable businesses,
Things grows in the next few years, more devices governments, and consumers to connect to their
will join that list. IoT devices, including remotes, dashboards,
What is an Internet of Things device? networks, gateways, analytics, data storage, and
security is part of the Internet of Things
ecosystem. 

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 IoT Predictions Then, as we approach that point, $6 billion will
That more than 24 billion IoT devices will be flow into IoT solutions, including application
yielded on Earth by 2020 is the target of BI development, device hardware, system
Intelligence, Business Insider's premium research integration, data storage, security, and
service to attain. That's approximately four devices connectivity. However, that will be money well
for every human being on the planet. spent, as those investments will generate $13
trillion by 2025.

2. As number 1 is done, now try to develop the following cluster into one paragraph. Remember
you have to try to use your own words (paraphrase, instead of just copying from the text)

Write your paragraph

here.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

WRITING
In this part of the chapter, you are going to learn how to develop a good paragraph. Follow the
strategy presented below, in order to produce well developed paragraph.

How To Write a Paragraph

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1. Planning Your Paragraph
a. Decide what the main topic of the paragraph is going to be
Before you begin writing your paragraph, you must have a clear idea of what the paragraph is
going to be about. This is because a paragraph is essentially a collection of sentences that all relate
to one central topic.Without a definite idea of what the main topic is, your paragraph will lack
focus and unity. In order to pin
down the exact topic of your
paragraph, you should ask
yourself a number of questions:

 What is the prompt I have been

given? If you are writing a
paragraph as a response or
answer to a particular prompt,
such as "You have decided to
donate money to charity.
Which charity do you choose and
why?" or "Describe your favorite
day of the week," you will need
to think carefully about that prompt and make sure you are directly addressing it, rather than
going off topic.
 What are the main ideas or issues that I need to address? Think about the topic you are being
asked or have decided to write about and consider what the most relevant ideas or issues relating
to that topic are. As paragraphs are usually relatively short, it is important that you try to hit on all
of the main ideas, without going off topic.
 Who am I writing for? Think about who the intended readership of this paragraph or paper is
going to be. What is their prior knowledge? Are they familiar with the topic at hand, or will it
require a number of explanatory sentences?
 If your paragraphs are part of a larger essay, writing an essay outline can help you define the
major ideas or goals of each paragraph.( for the time being we are not going to discuss this point
in the chapter)

b. Write down information and ideas relating to that topic

Once you have a clearer idea of what you want to address in your paragraph, you can start
organizing your thoughts
by writing down your
ideas on a notepad or
word document. There's
no need to write out full
sentences just yet, just jot
down some key words and
phrases. Once you see
everything on paper, you
may get a clearer idea of
which points are essential
to include in your
paragraph, and which points are superfluous.

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At this point, you may realize that there's a gap in your knowledge and that it will be
necessary to look up some facts and figures to support your argument.
It's a good idea to do this research now, so you will have all the relevant information easily
at hand when it comes to the writing stage.
c. Figure out how you want to structure your paragraph

Now that all of your thoughts, ideas, facts and figures are laid out clearly in front of you, you can
start to think about how you want to structure your paragraph. Consider each of the points you wish
to address and try to arrange them in a logical order - this will make your paragraph more coherent
and easier to read
This new order may be chronological, may
put the most important information first, or
may just make the paragraph easier and
more interesting to read - it all depends on
the topic and style of the paragraph you
wish to write.
Once you have decided where you
want everything to go, you can
rewrite your points according to
this new structure - this will help to
make the writing process a lot
faster and more straightforward.

1. Writing Your Paragraph

a. Write a topic sentence
The first sentence of your paragraph needs to be the topic sentence. A topic sentence is an
introductory line that addresses what the
main idea or thesis of the paragraph is going
to be. It should contain the most important
and relevant point you wish to make
regarding your topic, thus summarizing the
paragraph as a whole.
Don't: use an obvious fact as your topic
sentence.
Do: feel free to start with a vague idea if you
feel stuck, and improve it once you've
finished the paragraph.

 Every other sentence you write

should support the topic sentence
and provide further detail and
discussion of the issues or ideas it raises. If any sentence you write cannot be directly related
to the topic sentence, it should not be included in this particular paragraph.
 More experienced writers can include their topic sentence at any point in the paragraph; it
doesn't necessarily need to be the first line. However, writers who are new or less
comfortable with paragraph writing should stick with having the topic sentence first, as it
will help to guide you throughout the rest of the paragraph.

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  Your topic sentence should not be too broad or too narrow. If your topic sentence is too
broad you will not be able to discuss its ideas adequately in your paragraph. If it’s too
narrow, you won’t have enough to discuss.

b. Fill in the supporting details

Once you have written and are happy with
your topic sentence, you can start to fill in the
rest of your paragraph. This is where the
detailed, well-structured notes you wrote
earlier will come in handy. Make sure that
your paragraph is coherent, which means that
it is easy to read and understand, that each
sentence connects with the next and that
everything flows nicely as a whole. To achieve
this, try to write clear, simple sentences that
express exactly what you want to say.
 Link each sentence with transition words
which form a bridge between one
sentence and the next. Transition words
can help you compare and contrast, show
sequence, show cause and effect, highlight important ideas, and progress smoothly from one
idea to the next. Such transition words include "furthermore", "in fact" and "in addition to". You
can also use chronological transitions, such as "firstly", "secondly" and "thirdly".
 The supporting sentences are the meat of your paragraph, so you should fill them with as much
evidence to support your topic sentence as possible. Depending on the topic, you can use facts,
figures, statistics and examples or you can use stories, anecdotes and quotes. Anything goes, as
long as it is relevant.
 In terms of length, three to five sentences will usually be enough to cover your main points and
adequately support your topic sentence, but this will vary greatly depending on the topic and
the length of the paper you are writing. There is no set length for a paragraph. It should be as
long as it needs to be to adequately cover the main idea.
c. Write a concluding sentence
The concluding sentence of your paragraph
should tie everything together. A good
concluding sentence will reinforce the idea
outlined in your topic sentence, but now it
has all the weight of the evidence or
arguments contained in your supporting
sentences behind it. After reading the
concluding sentence, the reader should have
no doubt as to the accuracy or relevance of
the paragraph as a whole.
Don't disagree with your own evidence:
Despite these comments, the report was a
failure.
Do qualify the conclusion if it transitions to the next paragraph: These quotes prove the report had
major support, but this does not mean it led to major change.

 Don’t just reword the topic sentence. Your concluding sentence should acknowledge the
discussion that has come before it and remind your reader of the relevance of this discussion. [6]

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 For example, in a paragraph dealing with the topic "Why is Canada a great place to live?" The
concluding sentence might look something like "From all the evidence provided above, such as
Canada's fantastic health care provisions, its top-notch education system and its clean, safe
cities, we can conclude that Canada is indeed a great place to live."
Now, that you need a guide to develop your own paragraph, here is the template you can just
follow.

Paragraph Template

Make sure your paragraph has 3 distinct parts.

1. Topic sentence: 
1. This sentence is the first sentence of a paragraph and summarizes the main idea of the
paragraph.
2. All of the following sentences will add information that expands upon or supports the idea
stated here.
2. Supporting sentences: 
1. The second sentence identifies the first major supporting detail.
2. The third sentence brings up a second supporting detail.
3. Similarly, the fourth sentence mentions a third supporting detail.
4. Additional sentences can be added here for additional supporting details or to divide one
lengthy supporting detail into separate, easier-to-read sentences.
3. Conclusion:
1. The last sentence of your paragraph is your concluding sentence, which quickly ties your
supporting thoughts together.
2. It also might restate your first topic sentence using different terms.

Practice Writing a Paragraph

Is Living in a city better than in a country?

Mind Map
Develop a topic sentence
Supporting sentence 1
Supporting sentence 2
Although some people think that cities are better place to live; both
cities and countries have their own advantages and disadvantages.
First of all, when it is seen from the daily life point, cities have a number
of conveniences which are few in the countries. For example, there are
stores or department stores that make people easy to get fruits,
vegetables, fishes and other stuffs for life only in one spot. However,
such covenience can hardly be found in countries. Although there is less
convenience, it is much easier in the village to get everything fresh. For
example, fruits and vegetables are just harvested from the field, then
live-fishes are just freshly taken from the fishing net.
Secondly, when we think about culture. People in cities enjoy hang-outs
places like movie theathre. They are exposed to various tivi programs at
home. They sit with overwhelming collections of novels. They learn
differents cultures from what they watch and read. These entertaining
media can hardly be found in countries. However, unlike those in the
cities, people in the countries find cultures from hands-on experience.
They talk, listen, and mingle with one another in the afternoon tea;
therefore, their entertainments are melted on the dining table. They
build a warm chat and become closer.

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Supporting sentence 3
Conclusion
The next view point is about education. Education in big cities is offered
in skyscrapers with connection to sophistication and modernity.
Students enjoy working with their personal computer and access
teachers from a distance. However, in the rural areas, schools are
located around the open and green fields where students and teachers
like going out from classes and sitting under the shade under big trees.
They learn and discuss something new in a very simple way; therefore,
student-teacher interactions become very intense and warm.
Finally, living in big cities and counties has no significant different as
each offers different life experiences. Whether cities or countries
become the best place to live, it will really depend how the people
choose the ways for their lives.

Start writing the paragraph:

Although some people think that cities are better place to live; both cities and
countries have their own advantages and disadvantages. First of all, when it is seen from the
daily life point, cities have a number of conveniences which are few in the countries. For
example, there are stores or department stores that make people easy to get fruits,
vegetables, fishes and other stuffs for life only in one spot. However, such covenience can
hardly be found in countries. Although there is less convenience, it is much easier in the
village to get everything fresh. For example, fruits and vegetables are just harvested from the
field, then live-fishes are just freshly taken from the fishing net. Secondly, when we think
about culture. People in cities enjoy hang-outs places like movie theathre. They are exposed
to various tivi programs at home. They sit with overwhelming collections of novels. They learn
differents cultures from what they watch and read. These entertaining media can hardly be
found in countries. However, unlike those in the cities, people in the countries find cultures
from hands-on experience. They talk, listen, and mingle with one another in the afternoon
tea; therefore, their entertainments are melted on the dining table. They build a warm chat
and become closer. The next view point is about education. Education in big cities is offered in
skyscrapers with connection to sophistication and modernity. Students enjoy working with
their personal computer and access teachers from a distance. However, in the rural areas,
schools are located around the open and green fields where students and teachers like going
out from classes and sitting under the shade under big trees. They learn and discuss
something new in a very simple way; therefore, student-teacher interactions become very
intense and warm. Finally, living in big cities and counties has no significant different as each
offers different life experiences. Whether cities or countries become the best place to live, it
will really depend how the people choose the ways for their lives.

WRITING IT OUT

Choose one of the following topics and develop into a paragraph by following the above template.
1. Smoking or not to smoke in campus areas.
2. Printed or e books to read
3. On line learning mode or off line learning mode
4. Studying in a home country or abroad
5. Money for life-investment or travelling around the world

Space for your paragraph

writing
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GRAMMAR EXTENSION
Reduce Clauses to Phrases

In order to write concise sentences, use only the words necessary to achieve meaning and
coherence. Unnecessary words should be eliminated. One way to achieve this is to reduce adjective,
adverb and noun clauses to phrases when a phrase can do the work of a clause. An clause is a group
of related words containing a subject and a verb which modifies a noun. A phrase is a group of
related words that does not contain a subject or a verb.

Adjective Clause Reduction

 To reduce an adjective clause, omit the adjective clause connector / subject and the be-verb.

 If there is no be-verb, omit the connector/subject and change the main verb to the-ing form.

 Only reduce an adjective clause if the connector/subject is directly followed by the verb.

 If an adjective clause is set off with commas, the reduced clause can be moved to the front of the
sentence

Example:

Adjective clauses Reduced forms

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I saw a man who was carrying an umbrella. I saw a man carrying an umbrella.

The people who worked there got a raise last
year.
The president, now preparing to give a speech,
is meeting with his advisors.
The people working there got a raise last year.
Now preparing to give a speech, the president is
meeting with his advisors.

Adverb Clause Reduction

 In reduced form, the adverb connector remains, but the subject and be-verb are omitted.
 If there is no be-verb in the adverb clause, the subject is omitted and the main verb is changed
into the –ing form.

Example:

Adverb clauses Reduced forms

Although he is rather unwell, the speaker will Although rather unwell, the speaker will take
take part in the seminar. part in the seminar.

Although he feels rather sick, the speaker will Although feeling rather sick, the speaker will
take part in the seminar. take part in the seminar.

 It should be noted that not all adverb clauses can appear in a reduced form, and a number of
adverb clauses can only be reduced if the verb is in the passive form.

Example:

 Once you submit your thesis, you will graduate (active-does not reduce)

 Once it is submitted, your thesis will be received (passive – does reduce)

Noun Clause Reduction

Noun clauses may be reduced by omitting the subordinating conjunction ‘that’. The meaning of the
sentence must remain unchanged.

Example: They admit that they have problems at home. (The subordinate noun clause may be
reduced to a phrase by eliminating the subordinating conjunction ‘that they’.
Reduction: They admit having problems at home.

OVER TO YOU
Reduce the dependent clauses to phrases by eliminating words and changing verbs. Enter the words
eliminated and the changed verbs in the chart. Rewrite your sentence in the spaces given below.

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1. Knowledgeable consumers who are looking for bargains often shop at outlet stores.
_______________________________________________________________________________
2. The ideas which are presented in the essay are controversial.
_______________________________________________________________________________
3. While we were hiking in the wilderness, we encountered a mountain lion.
_______________________________________________________________________________
4. Because it was looking for food, the black bear rummaged in our garbage can.
_______________________________________________________________________________
5. Those who wish to travel with us must be ready to leave on short notice.
_______________________________________________________________________________
6. As he was returning from the beach, Alex met an old friend.
_______________________________________________________________________________
7. While he was walking on the beach, Alex found many interesting shells.
_______________________________________________________________________________
8. Mr. Brown, who is responsible for public relations, is an employee of the company.
_______________________________________________________________________________
9. The billboard, which is on the edge of town, lists the population statistics.
_______________________________________________________________________________
10. The networks, which broadcast news 24 hours a day, are competing for viewers.
_______________________________________________________________________________
11. Employees who work for the company are not responsible for paying their medical health
premiums.
_______________________________________________________________________________
12. When he was checking out the car, the technician noticed a defect in the electrical system.
_______________________________________________________________________________
13. While we were waiting for the rain to stop, Janet and I read the newspaper.
_______________________________________________________________________________
14. The factors, which contribute to poor health, include: low economic status, poor diet and lack of
exercise.
_______________________________________________________________________________
15. Since she moved to the city, Kim has taken on several interesting and challenging jobs.
_______________________________________________________________________________
16. Reference books that contain extensive footnotes are most helpful when I am researching a
topic.

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 _______________________________________________________________________________
17. Everyone knows that winters are extremely cold at the North and South Poles.
_______________________________________________________________________________
18. When you write a letter of commendation for an employee, back up your statements with
examples.
_______________________________________________________________________________
19. You could be mistaken about the assessment which you wrote on Bill.
_______________________________________________________________________________
20. Kevin went to the movies after he had finished his assignment.
_______________________________________________________________________________

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