UNIT 1

A. READING

Mathematics

The words “Mathematics” comes from the Greek, which means learning, study,
and additionally came to have the narrower and more technical meaning
“mathematical study”, even in Classical times. In Latin ars mathematica, meant the
mathematical art.
The apparent plural formin english, like the french plural form les
mathematiques ( and the less commonly used singular derivate la mathematique ),
goes back to the latin neuter plural mathematica, based on the greek plural (ta
mathematica), used by Aristotle, and meaning roughly “all things mathematical”.
The mathematician Benjamin Pierce called mathematics “that science that
draws necessary conclusions”. Albert Einstein, on the other hand, stated that “as far
as the laws of mathematics refer to reality, they are not certain; and as far as they are
certain, they do not refer to reality”.
Through the use of the abstraction and logical reasoning, mathematics evolved
from counting, calculation, measurement, and the systeThe word “ mathematics”
comes from the greek.
Today, mathematics is used throughout the world as an essential tool in many
fields, including natural science, engineering, medicine, and the social sciences such
as economics and psychology.
Mathematics is the study of quantity, stucture, space, relation, change, and
various topics of pattern, form, and entity. Mathematicians seek out patterns and other
quantitative aspects of the entities they study, whether these entities are numbers,
spaces, natural sciences, computers, or abstract concepts. Mathematicians formulate
new conjectures and establish truth by rigorous deduction from appropriately chosen
axioms and definitions.

EXERCISE 1

Answer the questions based on the text above.

1. What was the word “mathematics” derived from?
2. What was the previous meaning of mathematics?
3. The word they in paragraph 3, line 3, refers to ….
4. What is the different meaning of mathematics in French and Greek?

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 5. Mention the field of sciences that apply the use of mathematics.
6. What does the last paragraph tell about?
7. What is the trouble of learning mathematics?
8. Who are the famous mathematic expert? (min 3)

EXERCISE 2
Find the word in the text which has similar meaning to the words provide below

New word Paragraph word in the text

Derives paragraph 1
Unfasten paragraph 2
Clearly understood paragraph 3
Remarkable paragraph 4
Develop naturally paragraph 4
Necessary paragraph 5
Express exactly paragraph 6
Express exactly paragraph 6

B. Vocabulary
Notice how the following figures are said in English
25% twenty-five percent 10 m x 12 m ten metres by twelve
metres
2
8.5 eight point five 13 one and two thirds

3/8 three eighth 9/13 nine thirteenths or

nine over thirteen
5² four squared 7³ seven cubed

84 Eight to the power of four √25 squared root of twenty

five
3
32º C or F thirty-two degrees centigrade √64 cubed root of sixty
or fahreinheit four
1,623,457 one million, six hundred and twenty three, four hundred and fifty-
seven
I. How numerate are you? Try this number quiz.

1. Name the first four prime numbers.

2. Name the first four odd numbers

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3. Name the first four even numbers
4. Give an example of a decimal fraction
5. Give an example of a vulgar fraction.
6. How do you read this formula and what does it represent: e = mc²
7. How do you read this formula and what does it represent: 2πr
8. How do you read this formula and what does it represent: w = F x S
9. How do you read this formula and what does it represent: y = mx + c

II. Say in English Word and write them in English

1. 6,732,543 - 15,352.05478
2. 5 + 1 - 2 ≤ ∛27 x 8 ÷ 4
3. 2x + 3y + √4 ≠ 0
4. (150 + ¾) : 2/4
5. 2,785.08754 + 40,950. 40675
6. (A+B)2 = A2 + 2AB + B2
7. 55% > 45%
8. 3X5 – 2Y-2

C. Structure
QUESTION TAG
Question Tag is a short question to confirm or emphasize the statement.

question Tag Example

1. negative statement, positive tag She isn’t lazy, is she?
question
2. Positive statement, negative She is smart, isn’t she?
tag question
3. Question Tag is developed base
on auxiliary • You study hard, don’t you?
• Simple present
Do, does, don’t, doesn’t • He walked to school, didn’t
• Simple past he?
Did, didn’t
• Perfect tense • They have finished their
Have, has, had, haven’t, hasn’t, homework, haven’t they?
hadn’t

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 4. For ‘modal’ tag question is
developed with modal
• can→ can’t
• could→ couldn’t
• will→ won’t She can paint, can’t she?
• would→ wouldn’t We will go, won’t we?
• shall→ shalln’t They may come, ,mayn’t they?
• should→ shouldn’t
• may→ mayn’t

5. For command, tag question is • Open the door, will you?

“will you?”
6. For the sentences “let’s….” tag
question is “shall we?”
7. everybody, something, nobody,
no one tag question use “they”
to replace the subject.
• Give me a pen, will you?
• Let’s go, shall we?
• Let’s eat, shall we?
• Everybody likes Ratna, don’t
they?
• Everything is ok, aren’t they?

EXERCISE 1
Add the correct “tag ending” to the following sentences
1. Jaina mathematicians began studying mathematic,…….?
2. An ancient mathematical texts has word and story problem,……….?
3. The phytagoreans discovered the existence of irrational number,……?
4. It was raining hard yesterday,……………?
5. I always listen to the radio every day,…………?
6. Indra understood the problem well,………………?
7. Mrs. Welly will visit her only son in Yogyakarta,……….?
8. She makes a lot of mistakes in pronounciation,………….?
9. Mr. Smith and his wife enjoy their holiday………..?
10. Everybody is proud of her,……..?
11. Let’s get some drink,……………..?
12. Turn on the light,………………….?
13. He can write well with this blue pen,……….?
14. The statement of theorem has a long history,……………?
15. One problem is consider to be a particular importance,……..?
EXERCISE 2

Add the correct Tag Ending to the following Negative Sentences.

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 1. Ratna hasn’t forgiven her boyfriend’s mistake yet,…….?
2. You don’t play chess very often…….?
3. My cute dog hasn’t a long tail…….?
4. I didn’t see him at the university the day before yesterday…..?
5. The mail isn’t delivered on Sunday and holiday………?
6. He never sits in the front row……?
7. The planes don’t arrive at midnight……..?
8. There wasn’t a supermarket in that town….?
9. He didn’t borrow this book from the university library,…..?
10. We haven’t got his bill,…..?
11. The patient must not eat rice,……..?
12. There aren’t a lot of students present in the class today……..?
13. Jim and Jeff won’t study hard,…………?
14. You didn’t play badminton last Sunday,………?
15. You haven’t read that book,………?
EXERCISE 3

Practice the dialogue below and answer the question!

Elza : Jo, I saw you yesterday at Maggie’s supermarket. I was shopping with my
Mum. I called you, but you didn’t notice me, did you?
Johan : Yesterday? No, that wasn’t me. I didn’t go to Maggie’s the whole day
yesterday. You must have notice someone else.
Elza : Oh. Did I? I thought it was you. Oh, thanks God, the man didn’t hear me.
Johan : Yeah, you are right.
Based on the dialogue answer the question below.
1. What did Elza do yesterday?
2. Where is the dialogue happen?
3. Did Elza saw Johan at Maggie’s supermarket yesterday?
4. Did the man hear Elza?
5. The use of question Tag in the sentence “I called you, but you didn’t notice
me, did you?” Aims to…….

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 UNIT 2
A. Reading
Why Is Math So Important to Learn?

Many kids ask their math teacher why learning a particular mathematical
concept or skill is important. When helping kids out with their homework, many
parents may wonder the same thing. Mark H. Karwan, the Dean of Engineering and
Applied Sciences at the University of Buffalo, points out that parental attitudes --
positive or negative -- can influence children’s attitudes about math, and ultimately
their performance. Encourage your child to excel in this area, as he’ll have increased
functioning and opportunities in his life and career as a result.

Teaches Logical and Critical Thinking

Math teaches logic and order. You can expect a mathematical equation to have
a predictable outcome, and precise steps must be followed in order to attain that
result. The discipline of mind that children develop in math class can carry over into
everyday life. Companies know this, as some businesses will hire math majors based
on the presumption that students who are good at math have learned how to think.
Math can also provide a vehicle through which critical-thinking skills are put into
practice and refined. An example of mathematical critical thinking is when students
are required to explain how they arrived at a solution to a complex problem or to
describe the ideas behind a formula or procedure.

Teaches Life Skills

It is next to impossible to live an independent life without basic math skills.
Children begin to learn about money in the early elementary grades, and in later
grades can calculate percentages and fractions. People must have these skills in order
to follow a recipe, evaluate whether or not an item on clearance is a good deal and
manage a budget, among other things. Financial analyst Mike Walker points out that
kids must be proficient at math in order to buy a car without getting taken for “the
wrong kind of ride.”

EXERCISE 1

Answer the question below

1. Do you like math?

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2. Why do you joint in math program?

3. Mention the field of science that apply mathematics.

4. Mentions the advantage of math for your life?

5. Mentions some material that you have learned in math?

6. Does mathematics important for children? Give your reason!

7. Can parental attitudes influence children’s attitudes about math?

8. Can you applied math in your life? Give a reason!

B. Vocabulary

EXERCISE 2

Find the synonym of the words provide below and then write simple sentence

Word in the text Paragraph Synonym

Concept Paragraph 1

Influence Paragraph 1

Opportunities Paragraph 1

Predictable Paragraph 2

Skill Paragraph 3

Evaluated Paragraph 3

Point out Paragraph 3

Learn Paragraph 3

EXERCISE 3
Give opposites for:

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 1. Important
2. Increase
3. Predictable
4. A complex problem
5. Impossible
6. Independent
7. Result
8. Begin

C. Structure

EXPRESSING OPINIONS

Expressing opinions
Asking opinion • What is your opinion of……..?
• What do you think of…….?
• What do you think about……?
• Do you have any comments
on……?
Giving opinion • In my opinion……..
• I think……….
• From my point of view…..
• I would say that…..
• According to me…..
Agreement • I agree with you
• You are right
• I go along with you
• I don’t have any objection

Denial • I doubt that

• I don’t agree with you
• I don’t think so
• I don’t think that…

EXERCISE 1

Fill the blanks with suitable words.

Anita : what about your new house?
Dita :…….the environment is like a mess. I have to redecorate it.

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Anita : Don’t worry, one of my friends is an architect.
Dita : Really?…….. I find some one who can help me. Thanks.
Anita : Never mind……….about your neighbors?
Dita : I think, all of them are friendly………to have such neighbors like
them.
Anita : well, I guess you should ask them to come to your house to get
acquainted.
Dita : you’re right…….

- What do you think - I think

- finally
- I agree with you - I’m glad

EXERISE 2
Design a short dialogue. The first sentence is given.
Situation A
Jane and her friend talk about math, and both of them want to know
the reason why they joint in math program. Jane think that math is important
and have so many advantages for our life.
Boy : why do you joint in mathematic program?

Jane :……………………………………….
Boy ;………………………………………
Jane :………………………………………
Boy :………………………………………..
Jane :………………………………………….
Boy :…………………………………………
Jane :………………………………………….

Situation B
Beni’s brother is a student of mathematic program in UNINDRA. Beni
needs some information about math program in UNINDRA because he is
interested to join in that program, he asks his brother to explain about it.

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Beni : What do you think about mathematic program in

UNINDRA?
Brother :………………………………………………………..
Beni :………………………………………………………..
Brother :………………………………………………………..
Beni :………………………………………………………
Brother :………………………………………………………..

Beni :……………………………………………………….
Brother :……………………………………………………….

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 UNIT 3
A. Reading
FROM ALCHEMY TO SCIENCE

There was a Swiss doctor who called himself Paracelcuss. He was an

alchemist but not an ordinary one. He didn’t think it was at all important to find
methods for making gold. He thought that alchemist should search for medicine to
cure sickness. He was not a great scientist and some of his ideas were entirely wrong.
But he wanted to put an end to ancient beliefs and start over. There he was right. He
was also right in wanting to test ideas by experiment.
In beginning of 1580’s an Italian scientist named Galileo showed that it was
very important to make accurate measurements. More could be learned in this way
than in any other. His work in physics and astronomy helped to establish modern
science.
Lavoisier, a French chemist, explained that a candle didn’t really disappear if
it burned. The carbon and hydrogen in it combined with the oxygen of the air. They
formed carbon dioxide gas and water vapors. If the candle burned in a closed vessel,
the weight of the candle and vessel did not change.
Chemists tried to arrange the elements in the order of their atomic weights.
The most successful arranger was a Russian chemist, Dmitri Mendeleev. In 1869 he
arranged the elements in rows and columns. He published the first periodic table,
which became the basis of theoretical chemistry. The periodic table provides an easy
way to show the division of the elements into two: acid and base.

Exercise 1: Decide whether the following statements are true (T) or false (F)
according to the text.

1. (__) Dmitri Mendeleev was an Italian.

2. (__) Dmitri Mendeleev published the first periodic table which became the basis of
theoretical chemistry.
3. (__) Paracelcuss was famous because of his support the effort to find methods for
making gold.
4. (__) If we burn a candle, the carbon and hydrogen in the candle will form water
vapors.
5. (__) The italic phrase in this way found in paragraph 2 means to learn to make
accurate measurements.

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B. Vocabulary

EXERCISE 2
Find the words about science and technology.

Doctorsearchscientistexperimentphysics
explaincandlecarbonmedicinechemistry

1. 6.
2. 7.
3. 8
4. 9.
5. 10.

EXERCISE 3: Complete the sentences with the words above.

1. Paracelsus thought that alchemist should ….for medicine to cure sickness.
2. A chemist is a person who studies ….
3. The … has prescribed the patient some medicine.
4. If you get a flu, you should drink … and take a rest.
5. An Italian … named Galileo discovered an instrument for astronomy.
6. CO2 stands for … dioxide.
7. The scientist wanted to test ideas by ….
8. Please light some … it is very dark.
9. The teacher … about science and technology.
10. Galileo worked in … and astronomy and helped to establish modern science.

C. Structure

Relative clause
Relative clause is a clause that use to explain noun, actually it uses relative
pronoun.
Relative pronoun Functions
Who To replace person as subject clause
Whom To replace person as object clause
Whose To replace person as possessive clause
Which To replace thing or animal as subject or
object clause
That To replace thing or animal as subject or
object clause
Where To replace place

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Example:
1. I know the student. He stands there.
I know the student. who stands there.
2. The woman is my sister. You talked to her.
The woman whom you talked to is my sister.
3. The woman is my mother. Her car is red
The woman whose car is red is my mother
4. The school is mine. It is near a market.
The school which is near a market is mine
5. The computer is expensive. It is broken
The computer that is broken is expensive.
6. The house is very beautiful. I live there
The house where I live is very beautiful

EXERCISE 1
Complete the following sentences with who, whom, or which.
1. The boy…….is with him is his son.
2. The book……I read last night was very interesting.
3. The girls……..are in my English class are all good students.
4. The movie…….we saw last night was very good.
5. He is the salesman………..sold me the merchandise.
6. Is this the book……..you lost?
7. The gentleman…… I spoke last night is my good friend.
8. The engineer…….you saw is my brother.
9. Both trips………….we took to Europe were interesting.
10. The chairs……..arrived are not the right ones.
11. It was dr. Robert...last Sunday.
12. Is that the lamp……….you broke?
13. The car …………….Roni used belongs to his uncle.
14. She is the girl……I saw at the party last night.
15. Our teacher………….is an American, naturally speaks English.

EXRECISE 2
Complete the following sentence by using the suitable relative clause (who,
whom, whose, which and where).
1. I saw the student……..stood there.
2. I like the composition…….you wrote last week.
3. The doctor…..son is my classmate gets a prize.
4. The building……he lives is very cold.
5. I never forget the time…..I met you.
6. The girl……..cat is blond is my neighbor.

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 7. The university…….. I learned my Bachelor’s degree has built a new business
school building.
8. The oldest bison have been found in China and in the Himalaya
foothills…….an animals with all the essential features of the genus lived in a
million years ago.
9. A person…….comes to live in big cities for a few years usually notice that
lifestyle seem to change very fast.
10. The letters was addressed to the lady……I met on my way to Australia.

EXERCISE 3
Combine these following sentences.
1. The scientist is well-known for her research. We met her yesterday.
2. She lectured on a topic. I know very little about it.
3. Yogya is a cultural city. I grew up there.
4. I return the money. I had borrowed it from my roommate.
5. The young women are all from Japan. We met them at the meeting last night.
6. The student is a good writer. I read her composition.
7. I liked the woman. I met her at the party last night.
8. I apologized to the woman. I spilled her coffee.
9. That is the restaurant. I will meet you there.
10. The man gave me a good advice. I spoke to him.

Describing people

Dr.Yogi Ahmad Erlangga

Dr. Yogi Ahmad Erlangga, who receives his decorate on Thursday 22

December, has developed a method of calculation which enables computers to solve
a crucial equation much faster. In the past, this stumped oil company computers.
Funded by Shell and SenterNovem, Erlangga’s research is pure mathematics. It all
centres on the so-called Helmholtz equation. Solving this is important in interpreting
the acoustic measurements taken when prospecting for oil. Sound waves are
transmitted into the ground and their reflections recorded as they return to the
earth’s surface. Analysis of this data enables specialists to locate oil deposit.

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 1. Who is Yogi….?
2. Where did he study before?
3. What did he study there?
4. What project that he done?
5. What’s the name of the company that support him to do the research?
6. What do you think about him?

EXERCISE 4: Write a short paragraph about a famous scientist from Indonesia.

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 UNIT 4

A. Reading
ALGEBRA
Algebra is a branch of mathematics dealing with symbols and the rules for
manipulating those symbols. In elementary algebra, those symbols (today written as
Latin and Greek letters) represent quantities without fixed values, known as variables.
Just as sentences describe relationships between specific words, in algebra, equations
describe relationships between variables. Take the following example:

I have two fields that total 1,800 square yards. Yields for each field are ⅔ gallon
of grain per square yard and ½ gallon per square yard. The first field gave 500
more gallons than the second. What are the areas of each field?

It's a popular notion that such problems were invented to torment students,
and this might not be far from the truth. This problem was almost certainly written to
help students understand mathematics — but what's special about it is it's nearly
4,000 years old! According to Jacques Sesiano in "An Introduction to the History of
Algebra" (AMS, 2009), this problem is based on a Babylonian clay tablet circa 1800
B.C. (VAT 8389, Museum of the Ancient Near East). Since these roots in ancient
Mesopotamia, algebra has been central to many advances in science, technology, and
civilization as a whole. The language of algebra has varied significantly across the
history of all civilizations to inherit it (including our own).

EXERCISE 1

Answer the question below

1. Translate the first paragraph.

2. What does the first paragraph tell about?
3. Do elementary students learn Algebra?
4. Mention the symbols that use in Algebra.
5. Write 5 questions based on the text above. (work in group)

B. Vocabulary

I. Teaching math operations.

Say in English

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 1. Plus (+) 5+6
2. Minus (-) 16 – 5
3. Times / multiplied by (X) 12 x 11
4. Equals = 4x5=5x4
5. Is not equal to ≠ (-5) + 4 ≠ (-4) + 5
6. Is less than (˂) (-20) ˂ 2
7. Is greater than (˃) 4 ˃ (-12)
8. Is less than or equal to (≤) 2y + 3 ≤ 5
9. Is more than or equal to (≥) 5z – 2 ≥ 8
10. Is not equal to (≠) 12 ≠ (-12)
11. Divided by ( : ) 40 : 8

Here are the for basic processes of arithmetic

+ addition - subtraction x multiplication : division

Notice how these formulate would be read aloud

2x+5y-3= 25 ( two x plus five y minus three equals twenty five)

37 x 43 = 1591 ( thirty- seven times forty- three equals one thousand five
hundred ninety- One)

II. Say in words.

1. 3x + 4y – ¾
2. 12,5 x 5,6
3. 45 + 125 : 5
4. 5, 546,327
3𝑥+5
5. F(x) = 2𝑥−7, x≠ 7/2
6. 4x + 4 ≤ 8 + 2x
3𝑥
7. 2x + 3y – 4z = 4𝑧
8. 204 x 206 = 42024

C. Structure

PREFERRENCE

Preference is an expression of someone choice

1. Would rather (verb 1+ noun) than ( verb 1 + noun)

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 - I would rather study algebra than geometry

2. Prefer (verb- ing + noun) to (verb- ing + noun)

- I prefer algebra to geometry

- I prefer learning algebra to learning geometry

3. Like (verb-ing + noun) better than (verb-ing + noun)

- I like Algebra better than Geometry

- I like learning Algebra better than learning geometry

EXERCISE 1

Combine the sentences using (like … better than … and prefer … to ….)

Example:

Father drinks tea. He doesn’t drink much coffee.

a. Father likes tea better than coffee.

b. Father prefers tea to coffee.

1. John usually drives a car. He sometimes cycles to the office.

2. I often play badminton. I rarely play football.
3. My sister cooks the dinner. She never washes the clothes.
4. His father speaks English. He seldom speaks French.
5. Linda goes to school by bus. She sometimes walks to school.
6. Catherine eats oranges. She doesn’t eat apples.
7. I seldom go to the cinema. I usually watch television.
8. They don’t like winter. They like summer.
9. My family usually stay at home in the evening. We seldom go out.
10. I read magazine once in a while. I read a newspaper every day.

EXERCISE 2

Give two responses with each of bracketed.

Example:

Would you turn on the radio. (watch television)

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 a. I like watching television better than listening to the radio.
b. I prefer watching television to listening to the radio.

1. Let’s go to the concert! (go to the party)

2. Lend her the novel! (read magazine)
3. You must leave right away. (leave tomorrow morning)
4. Let’s play scrabble! (play chess)
5. Take all of the books! (some of them)
6. Shall I read the letter for you! (read it myself)
7. Let’s take a walk. (go by motorcycle)
8. Wait outside, please. (wait in this room)
9. Let’s find something to eat. (something to drink)
10. Would you like to go swimming with me? (take a nap)

Preference with would rather … than.

Patterns : S + would rather + V1 + than

o I’d rather have rice than bread.

o She would rather sing than dance.

EXERCISE 3

Make new statement using would rather with bracketed words.

Example:

• I don’t want to go with you. (go alone)

• I would rather go alone than (go) with you.

1. I don’t like football. (badminton)

2. She doesn’t want to attend the meeting. (go to the movie)
3. We don’t want to swim in the river. (go fishing)
4. He doesn’t like to go by bus. (by train)
5. The students don’t want to go to the museum (go to the opera)
6. I don’t like to go hunting. (camping)
7. She doesn’t like to wear a skirt. (her pants)
8. We don’t like to stay here. (go home)
9. He doesn’t want to sell his car (repair it)
10. They don’t want to attend the party. (watch football match)

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EXERISE 4

Complete these sentences using (like - better than, prefer - to, or would
rather – than)

1. I … talk to him in person … call him on the phone.

2. She … singing a song … playing a guitar.
3. I … watch a Korean movie … European.
4. She … reading English books … Korean books.
5. My mother … jasmine … rose.
6. I … visit Kuta Beach … Senggigi Beach.
7. He … reading newspaper … magazine.
8. I…………to play badminton.
9. She…..Algebra……Geometry.
10. I………….to learn Algebra

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 UNIT 5

A. Reading

LEARNING ENGLISH THROUGH MUSIC AND SONGS

Learning English through music and songs can be very enjoyable. You can
mix pleasure with learning when you listen to a song and exploit the song as means to
your English progress. Some underlying reason can be drawn to support the idea why
we used songs in language learning.

Firstly, “ The song stuck in my head”, phenomenon ( the echoing your minds
of the last song we heard after leaving a restaurant, shopping mall, etc) can be both
enjoyable and sometimes unnerving. This phenomenon also seems to reinforce the
idea that song work on your shot and long term memory.

Secondly, songs in general also use simple conversation language, with a lot
of repetition, which is just what many learners look for sample text. Although usually
simple, some songs can be quite complex syntactically, lexically and poetically, and
can be analyzed in the same way as any other literary sample.

Furthermore, songs can be appropriate by listeners for their own purpose.

Most pop songs and probably many other types don’t have precise people, place, or
time references.

In addition, songs are relaxing. They provide variety and fun, and encourage
harmony within oneself and within one group. Little wonder they are important tools
in sustaining culture, religion, patriotism, and yes, even revolutions.

Last but not least, there are many learning activities we can do with songs,
such as studying grammar, practicing selective listening comprehension, translating
songs, learning vocabulary and studying the culture.

Thus, from the elaboration above, it can be concluded that by learning through
music and songs, learning English can be enjoyable, and it is fun to learn English.

EXERCISE 1

Answer the questions based on the text above.

1. What is the writer’s purpose in writing the text?

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 2. What topic does the writer introduce in the text?
3. What are the arguments to support the idea that using music and songs can be
enjoyable in language learning?
4. Do you like to learn English from music and songs?
5. The pronoun “their” in paragraph 4 refers to ….
B. Vocabulary

EXERCISE 2

Find the words or phrases in the text that have similar meaning to the
words/phrases below.

New word/phrases Paragraph word in the text

Feeling of happiness paragraph 1
Stop paragraph 2
Corroborate paragraph 2
Difficult to understand paragraph 3
Suitable Paragraph 4
Aim Paragraph 4
Kind Paragraph 4
Exact Paragraph 4
Motivate Paragraph 5
Prepare Paragraph 5

EXERCISE 3

Listen and fill in the blank spaces in the song lyrics below.
Goodbye - air supply
I can see the…(1)… living in your eyes
And I know how …(2)..you try
You …(3)…to have so much more
I can feel your heart and I….(4)
And I’ll never…(5)…. all you’ve ever meant to my life
(chorus)
I don’t want to let you down
I don’t want to lead you on
I don’t want to…(6).. you back
From where you might belong
You would never ask me why
My heart is so….(7)..

22
 I just can’t live a lie anymore
I would rather…(8).. myself
Than to ever make you cry
There’s nothing left to say but good-bye
You deserve the ….(9).. at the kind of love
I’m not sure I’m ….(10)…of
Losing you is painful to me

(chorus)
you would never ask me why
My heart is so disguised
I just can’t live a lie anymore
I would rather hurt myself

I just can’t live a lie anymore

I would rather hurt myself
Than to ever make you cry
There’s nothing left to say but good-bye
You deserve the chance at the kind of love
I’m not sure I’m worthy of
Losing you is painful to me

(chorus)
you would never ask me why
My heart is so disguised
I just can’t live a lie anymore
I would rather hurt myself
Than to ever make you cry
There’s nothing left to try
Though its gonna hurt us both
There’s no other way than to say good-bye

C. STRUCTURE

CONJUNCTION

1. coordinative conjunction: and, but, or

- Both of my sister and my brother passed the exams.
- Either you or I feed the chicken
2. Subordinative Conjunction: Therefore, However, Although, Moreover.
- it is raining hard. Therefore, I can’t go anywhere.
- Although I’m not smart or beautiful, my friends like me the way I am.

Exercise 1

Fill in the blank with the suitable conjunction.

1. We must prepare well…..we will fall in our examination

23
 2. I’ll send my boy……you need help.
3. My uncle is an architect,…..his wife is a psychiatrist.
4. He lives far from our school…..he is never late.
5. ……she was very tired, she did not want to take a rest.

Exercise 2

Combine each group of sentences with one of the conjunctive adverbs

(moreover, in addition, besides, therefore, however)

1. Mr. Smith is an intelligent and stimulating teacher. Also, he takes an interest

in the personal well being of his students.
2. John is a very lazy student. Also, he always comes late to class.
3. It’s too late to go to the movies. Also, I don’t like the picture they’re playing.
4. John was sick. He didn’t come to school.
5. We must all eat the proper food. If we don’t we’ll get sick.
6. I don’t feel like going to that party. Also, I have a bad cold, so I shouldn’t go
out.
7. His wife is very beautiful and charming. She can’t cook at all.
8. The new student was very shy. The teacher didn’t call on him.
9. You must do as the doctor says. If you don’t, you may get sick again.
10. Recreation is good for everyone. As in all things, we must observe the golden
mean.

24
 UNIT 6

A. Reading

GEOMETRY

Geometry (fromthe Ancient Greek: γεωμετρία; geo- "earth", -

metron "measurement") is a branch of mathematics concerned with questions of
shape, size, relative position of figures, and the properties of space. A mathematician
who works in the field of geometry is called a geometer. Geometry arose
independently in a number of early cultures as a body of practical knowledge
concerning lengths, areas, and volumes, with elements of formal mathematical
science emerging in the West as early as Thales (6th century BC). By the 3rd century
BC, geometry was put into an axiomatic form by Euclid, whose treatment—
Euclidean geometry—set a standard for many centuries to
follow.[1] Archimedes developed ingenious techniques for calculating areas and
volumes, in many ways anticipating modern integral calculus. The field
of astronomy, especially as it relates to mapping the positions of stars and planets on
the celestial sphere and describing the relationship between movements of celestial
bodies, served as an important source of geometric problems during the next one and
a half millennia. In the classical world, both geometry and astronomy were
considered to be part of the Quadrivium, a subset of the seven liberal arts considered
essential for a free citizen to master.
The introduction of coordinates by René Descartes and the concurrent
developments of algebra marked a new stage for geometry, since geometric figures
such as plane curves could now be represented analytically in the form of functions
and equations. This played a key role in the emergence of infinitesimal calculus in the
17th century. Furthermore, the theory of perspective showed that there is more to
geometry than just the metric properties of figures: perspective is the origin
of projective geometry. The subject of geometry was further enriched by the study of
the intrinsic structure of geometric objects that originated with Euler and Gauss and
led to the creation of topology and differential geometry.

EXERCISE 1

Answer the questions based on the text above.

1. What’s the word “geometry” derived from?

2. What’s geometry?
3. What’s the function of Geometry in Mathematics?
4. What do you call a mathematician who works in the field of geometry?
5. Who developed ingenious techniques for calculating areas and volumes?

25
 6. Is geometry use in the field of astronomy?
7. When did the concurrent developments of algebra mark a new stage for
geometry?
8. What does the last paragraph tell about?

B. Vocabulary

EXERCISE 2

Study the text above and then find the meaning of the following words based on
the context of the text! (feel free to use your dictionary).

1. Measurement :
2. Figures :
3. Lengths :
4. Developed :
5. Axiom :
6. Mapping :
7. Sphere :
8. Concurrent :
9. Curves :
10. Perspective :

EXERCISE 3
Use the words in the box to fill the gaps.
geometry diameter right angles Radius

circumference pentagon octagons trapezoid

volume triangles square parallelogram

sphere the length of their sides hexagons

1. A rectangle has four….

2. The radius of a circle is the distance from its centre to the……
3. A circle is cut in half by its……..
4. A circle is a simple shape which has the same distance from the……
5. A quadrilateral with four right angle is a……
6. A quadrilateral with only one pair of parallel sides is…..
7. A polygon with three sides is…..
8. The amount of space that a three-dimensional figure contains is…..

26
9. A polygon with five sides is…….
10. A polygon having eight sides……
11. Three – dimensional figure with no faces ,edges, or no vertices.
12. A polygon with six sides.
13. Triangles can be classified according to….
14. A quadrilateral that has both pairs of opposite sides equal and parallel….
15. A parallelogram with all sides congruent……

27
28
EXERCISE 4

Draw the following figures.

1. A right- angled triangle with two equal sides of about two centimeters in
length. Draw a small circle at the centre of the triangle and then draw lines
from the corner of the circle to each of the angles of the triangle.

29
 2. A rectangle with diagonal lines joining opposite angles.
3. An octagon with equal sides. Draw an oval in the middle of the octagon.
4. A three- dimensional rectangular shape of roughly 6 cm by 4 cm by 3 cm.

EXERCISE 5

Give example of daily appliances that has:

1. Two- dimensional shape.

2. Three- dimensional shape.

EXERCISE 6

Have a dialog with your partner about two and three dimensional shapes.

1. Guessing Game about 2 & 3 D Shapes (Work in Group)

2. Monolog (description of two and three dimensional shapes)

C. Structure

Elliptical Construction with too and so

Notice how the following sentences are combined.

1. He went to Singapore by plane. I went to Singapore by plane.

• He went to Singapore by plane, and I did too.

• He went to Singapore by plane, and so did I.

2. Yudith is very diligent. Her brother is very diligent.

• Yudith is very diligent, and her brother is too.

• Yudith is very diligent, and so is her brother.

3. We may borrow books from the library. They may borrow books from the library.

• We may borrow books from the library, and they may too.
• We may borrow books from the library, and so may they.

EXERCISE 1

Combine the following sentences by using too and so.

30
1. My sister is taking an English course this year. I am taking an English course this
year.
2. Father likes classical music. Mother likes classical music.
3. Sinta will continue her study at the university. Sari will continue her study at the
university.
4. These cars belong to him. That car belongs to him.
5. She has left for Tokyo. Her family has left for Tokyo.
6. Dicky passed the exam. Rossa passed the exam.
7. I should study harder. You should study harder.
8. Peter and Jane have to do a lot of homework. We have to do a lot of homework.
9. Sofyan could answer the questions. Syamsul could answer the questions.
10. The pictures are on the wall. The white board is on the wall.

Elliptical Construction with ‘either’ and ‘neither’.

Notice how the following sentences are combined.

1. He isn’t here now. She isn’t here now.

• He isn’t here now, and she isn’t either.

• He isn’t here now, and neither she is.

2. I don’t understand the instruction. Tito doesn’t understand the instruction.

• I don’t understand the instruction, and Tito doesn’t either.

• I don’t understand the instruction, and neither does Tito.

3. They haven’t finished the work. We haven’t finished the work.

• We haven’t finished the work, and we haven’t either.

• We haven’t finished the work, and neither have we.

EXERCISE 2

Combine the following sentences by using either and neither.

1. The train didn’t come on time yesterday. The bus didn’t come on time
yesterday.
2. The boy doesn’t want to argue with the teacher. I don’t want to argue with the
teacher.
3. Mr. Haris hasn’t moved to Semarang yet. Mrs. Haris hasn’t moved to
Semarang yet.

31
4. She is not a hard-working person. Her younger brother is not a hard-working
person.
5. You shouldn’t watch TV until late at night. Anton shouldn’t watch TV until
late at night.
6. Father won’t allow me to go to the party. Mother won’t allow me to go to the
party.
7. Rini doesn’t speak English well. Irma doesn’t speak English well.
8. I can’t find my English book. Doni can’t find my English book.
9. She has never met them before. I have never met them before.
10. They were not tried after the picnic. He was not tried after the picnic.

32
 UNIT 7

A. Reading
TRIGONOMETRY
Trigonometry (from Greek trigonon “triangle” + metron “measure”) is a
branch of mathematics that deals with triangles, particularly those plane triangles
in which one angle has 90 degrees (right triangles). Trigonometry deals with
relationship between the sides and the angles of triangles and with the
trigonometric functions, which describe those relationships. Trigonometry has
applications in both pure mathematics and in applied mathematics, where it is
essential in many branches of science and technology. It is usually taught in
secondary schools either as a separate course or as part of a precalculus course.
Trigonometry is informally called “trig””.
B

c a

A b C
b
In this right triangle: sin A= a/c ; cos A= b/c ; tan A= a/b.
If one angle of a triangle is 90 degrees and one of the other angles is
known, the third is thereby fixed, because the three angles of any triangle add
up to 180 degrees. The two acute angles therefore add up to 90 degrees; they
are complementary angles. The shape of the right triangle is completely
determined, up to similarity, by the angles. This means that once one of the
other angles is known, the ratios of the various sides are always the same
regardless of the overall size of the triangle. These ratios are given by the
following trigonometric functions of the known angle A, where a, b and c
refer to the lengths of sides.

EXERCISE 1
Answer the question base of the text above
1. What the word “trigonometry” derived from?
2. What is the function of trigonometry in mathematics?
3. Look at the picture
a. Which is the biggest angle?

33
 b. Which is the longest line?
c. How is the degree formed by a and b?
d. How is the total degree in a triangle?
4. What will you get if angle A combine with angle B ?
5. Where people can learn trigonometry?
6. Mention two acute angle from the triangle above!
7. What’s “trig”?
8. Based on the text, there are two classification of mathematics, what are they?

B. vocabulary

a) Suplementary angle:
(sudut lurus  = 180 )

b) Acute Angle :
(sudut Lancip  =  90 )

c) Obtuse Angle :
(sudut tumpul 90    180 )

d) Complementary Angle :
(sudut siku-siku  = 90 )

Practice the dialog below.

Dina : Can you draw angle Sony?
Sony : Why not. The right angle is 900 and acute angle is less than 900 and obtuse
angle is more 900, but it is less than 1800 degrees.
Dina : Wow…you’re clever. Is there another angle Sony?
Sony : Yes, there is. It is a reflex angle.
Dina : Can you explain it to me?
Sony : Of course Dina, a reflex angle has more than 1800 but less than 3600.

34
EXERCISE 2

Answer the question base on the dialogue

1. How is acute angle?
2. What things have acute angle?
3. What things have obtuse angle?
4. Mention the things that is not either acute, obtuse, or reflect angles!
5. Can a reflect angle form a circle? Why?

EXERCISE 3: Describe the angles of these shapes.

The shape is called ….

Angle A is …. It is a … angle.
Angle B is …. It is a … angle.
Angle C is …. It is a … angle.
Angle D is…...it is a….angle
The shape is called ….
Angle A is …. It is a … angle.
Angle B is …. It is a … angle.
Angle C is …. It is a … angle.
Angle D is….. It is a…...angle

EXERCISE 4
Draw the following figures
1. Draw a trapezoid and identified the angle of them.
2. Draw a kite and identified the sides and the angles.

C. Structure
DEGREES OF COMPARISON

I. Positive degree
1…….as + adjective/ adverb + as…….
ex: - Don’t worry, I will be as happy as before.
- Tom is as tall as his father.

35
2. ……..the same + noun + as…….

ex: - Hanna is the same age as I am

- He makes the same mistake as I did
II. Comparative degree (Tingkatan lebih)
1….adjective/adverb + er + than
ex: - I need a bigger box than yours because I will bring more things.
- He runs faster than his brother

2…….more + adjective/ adverb + than…..

Ex; - Ridwan buys more expensive books than what he bought.
- she is more careful than I am
III. Superlative degree
1…..the + adjective/adverb + est
ex: - He is the oldest boy in the class
- this is the best movie I’ve ever watched.

2….the + most + adjective/ adverb

ex: - Maya is the most beautiful girl of all
- It is the most extraordinary experience in my life.
- He is the most excitable boy in the class.
EXERCISE 1.
Use comparative degree for the adjective in parentheses.
1. Han’s house is (large) than Shannon’s house.
2. Jason is ( smart) in math than his brother.
3. Today I was (sad) than I was yesterday.
4. I think kittens are (cute) than puppies.
5. My sister Elaine is ( young) than my brother Fred.
6. Jack is (tall) than his sister.
7. Monkeys and birds are (big) than birds.
8. The grass is (wet) than the sidewalk.

36
9. This flower is (beautiful) than that one.
10. Germany is an (old) country than United States.
EXERCISE 2
Use the superlative degree for the adjective in parentheses
1. He is the (fast) runner on the team.
2. Have you heard the (late) news?
3. Yesterday was the ( cold) day of the year.
4. This is the (easy) way to do it.
5. She is the (lucky) girl I know.
6. She is the (poor) student in the class.
7. This book is the (interesting) book I have ever read.
8. This is the (expensive) dress that I have this year.
9. That is the (new) building in town.
10. He is the (kind) man I know.
EXERCISE 3
Use the suitable degree of comparison for the adjectives in parentheses.
1. Miranda’s house is ( big) than mine.
2. The luggage is twice the baby’s weight. The luggage is (heavy) than the baby.
3. Vegetable is (healthy) as fruits.
4. The red one is the (beautiful) dress of all.
5. The black hat is (expensive) than the blue one.
6. Amir is the (good) student in his class.
7. The art singing is ( old) humanity.
8. It is the (luxurious) car I have ever seen.
9. She looks (beautiful) as princes.
10. That is the (bad) essay I have ever read.

37
 UNIT 8

A. Reading

Listen to the lecturer then fill the gaps.

WHAT IS STATISTIC?

The importance of ………in human affairs is obvious from our tendency to

associate ‘facts’ closely with ‘figures’. However, raw, undigested and voluminous
figures that are carelessly accumulated are useless and even meaningless. A long list
of bus ticket numbers amassed from tickets found in a dustbin would be of no……. to
anyone. But figures that are systematically collected and properly ……can be used as
the basis for rational decisions and conclusions. A table that shows the …….of bus
tickets of each denomination sold will, for example, help the bus proprietor to decide
on whether he should have more buses running short or long distances. Indeed, in an
age of science when man tries to be rational, objective and systematic in as many
activities as possible, the art and science of statistics is an indispensable ............

A government in conducting the nation’s affairs has to make much use of

statistical…….. The effectiveness of a government policy or plan depends to large
extent on how well the government knows the quantitative aspects of social,
economic and physical conditions of the country. A school building project, for
example, would among other things, demand sound statistical analysis of population
figures, budget and ……………of educational facilities.

In the business field, the total dependence of insurance companies on

statistical forecast is well known. But other businessman also depend on statistics in
their prediction of sales and cost, their quality control, their production and marketing
………..and their quantitative personnel ……Even a sole proprietor who makes
shoes in expectation of demand will note the quantity of each size of shoes that is
normally sold, if he does not want to have a big stock of unsaleable goods.

Research workers engaged in fields that are concerned with …….also rely
heavily on statistical analysis. The methods of statistics are used to test, among other
things, the quality of animal feeds and other farm materials, the effectiveness of new
drugs and other medical developments, and the desctructiveness of weapons and
military tactics.

B. KINDS OF GRAPH AND CHART

38
 1. BAR GRAPH to show numbers that are independent of each other

China, the most populated country is also the most polluting country, as it releases 6,108
million tonnes of greenhouse gases (GHGs). Not far behind is USA, which is the largest
economy and also the 2nd most polluting country. It releases 5,833 million tonnes of GHGs.
Before 2007, it was USA which was the biggest polluter.
The next culprit of global warming is Russia which even though has less population of
141,950,000 compared to US and China, still releases considerable amount of CO2 - 1,704
million tonnes. India which has the 2nd largest population of 1,139 million releases 1,293
million tonnes of GHGs per annum and hence the 4th place.
Germany which releases 858 million tonnes gases per annum is ready to cut emission of
CO2 by 3% each year. On the other hand, Russia says it is all set to cut GHG emissions by
25% when others concur to make the same attempt.
- See more at: http://graphs.net/polluting-countries.html#sthash.V1jWBvhG.dpuf

2. CHARTESIAN GRAPH has numbers on both axes, which therefore allow

you to show how changes in one thing affect another. These are widely used
in mathematics, and particularly in Algebra.

Axes

39
Graphs have two axes, the lines that run across the bottom and up the side.
The line along the bottom is called the horizontal or x-axis, and the line up the
side is called the vertical or y-axis.
• The x-axis may contain categories or numbers. You read it from the bottom
left of the graph.
• The y-axis usually contains numbers, again starting from the bottom left of
the graph.

The numbers on the y-axis generally, but not always, start at 0 in the
bottom left of the graph, and move upwards. Usually the axes of a graph are
labelled to indicate the type of data they show.

EXERCISE 1
Make a Cartesian graph base on the data below and then explain them!
The table shows the results of a survey about mathematic marks of nine grade
students in SMPN 189
Mark Frequency
6 9
7 6
8 7
9 5
10 3

40
 3. PIE CHART to show you how a whole is divided into different parts. You
might, for example, want to show world population by continent.

EXERCISE 2

Explain the graph above!

4. LINE GRAPH shows you how numbers have changed over time. They are
used when you have data that are connected, and to show trends, for example,
number of people who started smoking under the age of 18 in the US.average
night time temperature in each month of the year.

EXERCISE 3

Explain the graph above!

41
 C. Language Function

Advice is an opinion which someone offers you about what you should do or how
you should act in a particular situation.

EXPRESSIONS OF ASKING FOR ADVICE

•What should…………….. ?
•What do you think should………… ?
•What do you advise?
•Could you give me some advice for ….?
•What you would advice?
•What would you do if……….?
•Do you think I should …..?

WH+SHOULD+SUBJECT+VERB 1

DIALOGUE OF ASKING ADVICE

42
 EXPRESSIONS OF GIVING ADVICE

 You had better…..

 You Should…..
 I advise you to…..
 You should not…..
 My advice is…..
 ….ought to…..
 I’d suggest…..

SUBJECT+SHOULD+VERB 1

DIALOGUE OF GIVING ADVICE

43
 Respond to the advice given

➢ You are right.

➢ Do you really think so?
➢ I agree
➢ That is a good idea.
➢ I know.
➢ Thanks for the suggestion.
➢ Thanks for the advice.

EXERCISE 4

Directions: Work in pairs.

Example:

Speaker A (book open) : I have a test tomorrow.

Speaker B (book closed) : You should (ought to, had better) study tonight

1. I don’t feel well. I think I’m catching a cold.

2. I can’t see the chalkboard when I sit in the back row.
3. I’m cold.
4. My foot is asleep.
5. My roommate snores, and I can’t get to sleep.
6. I can’t stop yawning.
7. I have a toothache.
8. I need to improve my English.
9. I have the hiccups.
10. There’s no food in the house, and some guests are coming to dinner tonight.

44
 UNIT 9

A. Reading

Points, lines, and circles associated with a triangle

There are hundreds of different constructions that find a special point inside a
triangle, satisfying some unit property: see the references section for a catalogue of
them. Often they are constructed by finding three lines associated in a symmetrical
way with the three sides (or vertices) and then proving that the three lines meet in a
single point: an important tool for proving the existence of these is Ceva’s theorem,
which gives a criterion for determining when three such lines are concurrent.
Similarly, lines associated with a triangle are often constructed by proving that three
symmetrically constructed points are collinear: here Menelaus’ theorem gives a
useful general criterion. In this section just a few of the most commonly-encountered
constructions are explained.

The circumcenter is the centre of a circle passing through the three vertices of
the triangle. A perpendicular bisector of a triangle is a straight line passing through
the midpoint of a side and being perpendicular to it, i.e. forming a right angle with it.
The three perpendicular bisectors meet in a single point, the triangle’s circumcenter,
this point is the centre of circumcircle, the passing through all three vertices. The
diameter of this circle can be found from the law of sines stated above.

EXERCISE 1

Answer the questions

1. What’s collinear?
2. What’s circumcenter?
3. What does “it” (the last paragraph) refer to?
4. What’s vertices?
5. What’s the difference between perpendicular and circumcenter?
6. “the law of sines stated above”. What does it mean?
7. What’s Ceva’s theorem talk about?
8. “forming a right angle with it” it refers to?

45
B. vocabulary

EXERCISE 2
Use the words in the box to fill the gaps.
The length of their sides geometry diameter triangle ABC

Radius

1. Triangle is one of the basic shapes of…………

2. A triangle with vertices A, B is donated……
3. Triangles can be classified according to………….
4. A circle is a simple shape which has the same distance from the…….
5. The length of………. Is twice the length of the radius.

C. Structure

Used to and to be used to

• Used for habitual past

• Used + to + verb 1 = dulu, dahulu

• To be used to = biasa

• To get used to = membiasakan diri, menjadi biasa

Example

• I used to smoke ( Now I do not smoke)

• She used to study Dutch. ( now she doesn’t study Dutch)

• Marie is used to cold weather ( marie is used to living in a cold climate,

because she has lived in Australia for some years.

• My cousin moved to California, after a while, she got used to living in a cold
weather.

EXERCISE 1

In each of the following sentences change the italic verb to introduce used to

46
 Ex: I walked to school ( I used to walk to school)

1. I never made so many mistakes in spelling.

2. The accounting department was on the 10 th floor.

3. Nelson was a good student and worked hard.

4. I bought all my clothes in Matahari supermarket

5. This building was occupied by a large insurance firm.

6. He played the violin wonderfully.

7. Mr Robert went to the concert every week.

8. We took a great interest in our English lessons.

9. I drank chocolate milk a great deal this morning

10. I worked in this office.

EXERCISE 2

Choose “used to” or “to be used to”

1. I was…(stay) up late at night when I was still a university student.

2. Many employees…….(get) …to riding a bus when they went to their work-
places.
3. My family moved to Australia, after a while, all of us…..(get)….(live) in a
cold climate.
4. She ….(ride) a motorcycle when she was in Senior High School.
5. They…..(live)…in a simple way of live.
6. Mr. Beethoven had charge of the transportation division.
7. We took a great interest in our English lesson.

EXERCISE 3

Complete the sentences below by using used to, to be used to and to get/get used to!

1. They…….live in a simple way of life.

2. My cousin moved to California. After a while, she…..live in a cold climate.
3. I was……stay up late at night when I was still a university student.

47
4. She didn’t ………………walk to school.
5. Lots of train……..stop here but not many do now.
6. They…….living in a cold climate.
7. My cousin moved to California. After a while, she ……..live in a cold
climate.
8. Thermometer can…….at home to measure the heat of the day.
9. She was terribly nervous. I didn’t…….speak to a large audience.
10. Lots of train……..stop here but not many do now.

48
 UNIT 10

A. APPLICATION LETTER

San Jose St.

Pangil, Laguna

May 13, 2015

The Principal

Balian National High School

Balian, Laguna

Sir/Madam,

I would like to apply as a math teacher in your school. I’m a college graduate
with a degree of bachelor of secondary education in Laguna state polytechnic
university major in general math. I’m 21 years old also had an experience in
teaching and also willing to learn more.

Enclosed is my curriculum vitae for more information. I’m willing to undergo

for interview anytime at your convenience.

Truly yours,

Judy Ann

49
EXERCISE 1

State whether the statement below is “True or False”.

1. The purpose of the letter isn’t to looking for a job.

2. Judy Ann is graduated from Laguna State Polytechnic University.
3. The word I in the first line refers to The Principal of Balian National High School.
4. The letter is addressed to The Minister of Balian National High School.
5. Judy Ann is graduated from general math.

EXERCISE 2

Write an application letter base on the vacancies below.

TEACHERS REQUIRED
Experience teachers holding Master degree, as a regular student, in
English (ladies) and Mathematics (Gents) with minimum two years
experience of teaching in a school of repute are required.
Walk- in interview on 29th & 30th August 2015
Between 9.00 am & 10.00 am
For inquiries candidate to contact
MR AHMAD JIBRAN
The Global School telp : 021 85900607

B. Structure
PASSIVE VOICE
Passive form→ s + tobe + verb 3
1. Simple present
S + is/am/are + verb 3
Active : she explains algebra to her friend
Passive : Algebra is explained to her friend
2. Simple past tense
S + was/were + verb 3
Active : he wrote a letter
Passive : a letter was written by him
3. Present continuous tense
S + is/am/are + being + verb 3
Active : he is repairing his bicycle
Passive : his bicycle is being repaired by him
4. Past continuous tense
S + was/were + being + verb 3
Active : they were eating the bread
Passive ; the bread were being eaten by them

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 5. Present perfect tense
S + has/have + been + verb 3
Active : he has repaired his bicycle
Passive : his bicycle has been repaired by him
6. Past perfect tense
S + had + been + verb 3
Active : they had eaten the bread together
Passive : the bread had been eaten together
7. Modal
S + can/will/may/could/would + be + verb 3
Active : he can explain algebra well.
Passive : Algebra can be explained well by him

EXERCISE 1
Forming the Passive

Directions: Change the active to the passive

NO ACTIVE PASSIVE
1. Toms opens the door
2. Toms is opening the door
3. Tom has opened the door
4. Tom opened the door
5. Tom was opening the door
6. Tom had opened the door
7. Tom will open the door
8. Tom is going to open the door
9. Tom will have opened the
door
10. Is Tom opening the door?
11. Did Tom open the door?
12. Has Tom opened the door?

EXERCISE 2

Change the active to passive

1. Shakespeare wrote that play.

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 2. Waitresses and waiters serve customers.
3. The teacher is going to explain the lesson.
4. Sherly has suggested a new idea.
5. Bill will invite Ann to the party.
6. Alex is preparing that report.
7. The two horses were pulling the farmer’s wagon.

EXERCISE 3

Use the words in the list to complete these passive sentences. Use any appropriate tense.

Build Frighten Report

Cause Invent Spell
Confuse Kill Surprise
Divide Offer Surround
Expect Order Wear

1. The electric light bulb ………………………… by Thomas Edison.

2. An island ………………………………… by water.
3. The –ing form of “sit” …………………………………… with a double t.
4. Even though construction costs are high, a new dormitory ………………………….
Next year.
5. The class was too large, so it …………………………………. Into two sections.
6. A bracelet ……………………….. around the wrist.
7. The Johnsons’ house burned down. According to the inspector, the fire
…………………… by lightning.
8. Al got a ticket for reckless driving. When he went to traffic court, he
……………………….to pay a large fine.
9. I read about a hunter who ……………………. Accidently …………………….. by
another hunter.
10. The hunter’s fatal accident ……………………….. in the newspaper yesterday.
11. I didn’t expect Lisa to come to the meeting last night, but she was there. I
…………………… to see her.
12. Last week I …………………………….. a job at a local bank, but I didn’t accept it.
13. The children …………………….in the middle of the night when they heard
strange noises in the house.
14. Could you explain this math problem to me? Yesterday in class I
…………………….. by the teacher’s explanation.
15. A: Is the plane going to be late?
B: No. It ……………………….to be on time.

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Additional

1. The Cardinal Numbers and Ordinal Numbers

The Cardinal Numbers
1. One 11. Eleven 21 twenty-one
2. Two 12. Twelve 22 twenty-two
3. Three 13. Thirteen 30 Thirty
4. Four 14. Fourteen 40 Forty
5. Five 15. Fifteen 50 Fifty
6. Six 16. Sixteen 60 Sixty
7. Seven 17. Seventeen 70 Seventy
8. Eight 18. Eighteen 80 Eighty
9. Nine 19 nineteen 90 ninety
10. Ten 20. Twenty 100 one Hundred

2. The Ordinal Numbers

1st first 11th Eleventh 21st twenty-first

2nd second 12th Twelfth 22nd twenty-second

3rd Third 13th Thirteenth 30th Thirtieth
4th Fourth 14th Fourteenth 40th Fortieth
5th Fifth 15th Fifteenth 50th Fiftieth
6th Sixth 16th Sixteenth 60th Sixtieth
7th Seventh 17th Seventeenth 70th Seventieth

8th Eighth 18th Eighteenth 80th Eightieth

9th Ninth 19th nineteenth 90th ninetieth
10th Tenth 20th Twentieth 100th one Hundredth

3. Terms of Mathematics
1. Acute angle Any angle that measures between 00 and 900
2. Algebra A mathematical language that uses letters along with
numbers. The letters stand for numbers that are
unknown.

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3. Average Usually referring to the mean of a set of numbers.
The Sum of the given set of numbers divided by the
number of numbers
4. Chord A straight line with both endpoints on the
circumference of a circle
5. Denominators The number below the line in a fraction. The
denominator represents the number of equal pieces
the whole is broken into. Students need to be able to
perform operations with fractional denominators of
2,3,4,6,8,12 and 16
6. Even numbers A whole number that has 0,2,4,6 or 8 in the one’s
place. Any number that can divided into 2 equal
groups of whole numbers.
7. Factor When two or more numbers are multiplied, each
number is a factor of the product. In 5 x 3 = 15, 5 and
3 are factors and 15 is the product.
8. Hexagons A polygon with six sides.
9. Histogram A special kind of bar that displays the frequency of
data that has been organized into equal number
groupings. The number groupings cover all possible
values of data, therefore there are no spaces between
the bars.
10. Inequality A number sentence that uses a greater than (˃) less
than (˂), greater than or equal (≥).
11. Mean The leveling – off or evening off of a set of data by
taking from the larger number and giving to the
smaller. It can be found by adding the data and
dividing by the number of addends/terms.
12. Median The middle number when an odd number of terms are
arranged from lowest to highest. Media is the middle
numbers.
13. Mode The number or item that appears most often in a set
of data. There may be more than one mode or may be
no mode.
14. Numerators The number above the line in a fraction. The
numerator represents how many pieces of the whole
that are discussed
15. Obtuse angle Any angle that measures between 900 and 1800
16. Octagons A polygon having eight sides.
17. Odd Numbers A whole number that has 1,3,5,7 or nine in ones
place. Any number not evenly divisible by 2.
18. Parallelogram A quadritelteral (4- side figure) that has both pairs of

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 opposite sides equal and parallel.
19. Pentagon A polygon with five sides
20. Planes A flat surface that goes on forever in all directions
21. Product Answer to a multiplication problem.
22. Pyramid A 3- dimensional figure whose base is a polygon and
whose faces are triangles with a common point
(called vertex)
23. Quotient The number, other than the remainder, that is the
result of division.
24. Radius The distance from the centre of a circle to any point
on the circle.
25. Ratio A comparison of two numbers.
26. Rectangle A quadrilateral with four right angles. (all squares are
rectangles)
27. Rhombus A quadrilateral with all four sides the same length.
28. Sphere Three –dimensional figure with no faces, bases,
edges, or no vertices. All of its are the same distance
from a given point called the centre.
29. Square A parallelogram with all sides congruent and all
angles are 900
30. Variables In mathematical sentence, a variable is asymbol used
to represent an unknown number, usually a lower
case letter, a, b and x, y.
31. Trapezoid A quadrilateral with only one pair of parallel sides.
32. Triangles A polygon with three sides.
33. Volume The amount of space that a three-dimensional figure
contains. Volume is usually expressed in cubic units.

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 BIBLIOGRAPHY

Alexander, L.G. 1991. English Grammar. New York: Longman

Arliany Widjaja, Grace. 2002. Complete English Grammar and the Exercise.
Jakarta: Gramedia

Azar, Betty schrampfer. 1991. English Grammmar: Third Edition. New York:
Longman

Melinda, renna. 2013. Complete Basic English Grammar for Beginner. Jakarta:
Pustaka Widyatama

Nurarainy, Kurnia and Friends. 2011. Bahasa Habis-Habisan Semua Mata

pelajaran SMA kelas X1 IPS. Jakarta: Mata Elang Media

Primarini, Ayu and Friends. 2011. Bahasa Habis-Habisan Semua Mata pelajaran
SMA kelas X1 IPS. Jakarta: Mata Elang Media

Teacher team. English for Mathematics Student. Modul mathematic UNINDRA

PGRI

Tentor team. 2011. Good for User TOEFL. Jakarta: Kendi Mas Media

Math vocabulary : Aligned to the state of Oregon Content Framework. Sumber :

http://www.skonline.org/website/mathonline/mathvocab.htm diakses tanggal 5
November pukul 10.20 WIB
History of Mathematics. Sumber : http://en.wikipedia.org/wiki/history of
mathematics diakses tanggal 5 November pukul 09.05 WIB

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