ii

PREFACE

This book is the second of the two books of the English tutorial. In
addition to encouraging the students to speak, this book also provides
some writing exercises, especially related to making a report of an
activity and writing an abstract of an article. The teaching material is
designed in such a way that it can encourage the students to respond to
the various situations provided in the texts. Compared to the first, this
book requires the students to learn more about new vocabularies in
order to be able to speak in a more complicated speaking context. The
emphasis of this book is not only to encourage the students to answer
questions but to deliver information or prepare a presentation as well.

This book is prepared for both the tutors, who are going to implement
the tutorial program, and the students. The lesson plan for the tutors
that serves as a minimum guidance for the tutors in implementing the
program is presented in a separate set. Just as the first book, this book
also consists of 12 chapters (Unit1-Unit 12) and each chapter is
provided with the procedure of how to put it into practice. The topics
are different from those in the first book in that they give different
challenges demanding the students to be more active in venturing
themselves with more vocabularies. It is expected that at the end of the
term students not only have better self-confidence to express
themselves in English but are more encouraged in preparing a
presentation as well.

iii
 TABLE OF CONTENT

PREFACE .................................................................................. iii

TABLE OF CONTENT....................................................................... iv
UNIT I : TRANSPORTATION .................................................... 1
UNIT II : POSITIVE AND NEGATIVE FEATURES, MAKING
COMPARISONS, LIFESTYLE CHANGES, AND
EXPRESSING WISHES................................................ 10
UNIT III : TALKING ABOUT FOOD, EXPRESSING LIKE
AND DISLIKE, DESCRIBING A FAVORITE
SNACK, AND GIVING A STEP-BY-STEP
INSTRUCTION ............................................................. 18
UNIT IV : DESCRIBING A VACATION PLAN, GIVING A
TRAVEL ADVICE, AND PLANNING A
VACATION ................................................................... 25
UNIT V : REQUESTING, COMPLAINING, APOLOGIZING,
AND MAKING EXCUSES ........................................... 30
UNIT VI : DESCRIBING TECHNOLOGY, GIVING INSTRUC-
TIONS, AND GIVING SUGGESTIONS ...................... 39
UNIT VII : DESCRIBING ABILITIES AND SKILLS, TALKING
ABOUT JOB PREFERENCES, AND DESCRIBING
PERSONALITY TRAITS ............................................. 44
UNIT VIII : WRITING A COVER LETTER FOR A JOB APPLI-
CATION ........................................................................ 53
UNIT IX : WRITING INSTRUCTIONS/DIRECTIONS/PROCE-
DURES .......................................................................... 61
UNIT X : WRITING A COMPLAINT ABOUT A PRODUCT
OR SERVICE ................................................................ 67
UNIT XI : WRITING A REPORT OF ACTIVITIES ..................... 77
UNIT XII : WRITING AN ABSTRACT OF AN ARTICLE ........... 81
REFERENCES .................................................................................. 90

iv
 UNIT I
TRANSPORTATION

A. Vocabularies about Means of Transportation

(1) caravan (2) jeep (3) ferry

(4) scooter (5) train (6) helicopter

(7) pick-up truck (8) bus (9) motor boat

(10) van (11) plane (12) bicycle

1
 (13) ship (14) motorcycle (15)taxi/cab (AmE)

(16) subway (17) car (18) jet

(Adapted from: http://www.englishwsheets.com/transports.html)

B. Useful Terms about Transportation

 Traffic jam - a long line of vehicles on a road that cannot move

or can only move very slowly.
 Bumper to bumper traffic – when cars are traveling so close
together that their bumper bars are almost touching
 Hold ups - a situation that stops something from happening or
making progress
 Road rage - violence and angry behavior by car drivers towards
other car drivers
 Rush hour / Peak hour - the time of day when the roads, buses,
trains etc are most full, because people are travelling to or from
work
 Run out of (gas /petrol) – ―I ran out of petrol on the highway
and had to wait for 1 hour until help arrived‖
 Pull over – ―I was driving too fast and the police signaled for
me to pull over‖
 Pull out – ―the car pulled out right in front of me and I almost
hit it‖

2
 Run over – ―I am so upset because this morning I ran over a cat
on my way to work‖
 Catcha bus/train – ―I am going to catch a bus to work today‖
 Drive a car – ―I am going to drive my car to the service station‖
 Ride a bike/motorbike – ―I am going to ride my bike to the
shops‖
 Geta plane/taxi – ―I am going to get a plane to London‖
 To get on a bus/bicycle/motorbike/train - "Are you going to get
on this bus or the next one?"
 To get off a bus/bicycle/motorbike/train - "We will be getting
off the train at the next stop"
 To wait for the bus/train/taxi - "I have been waiting for the bus
for 40 minutes, I hope it comes soon!"
 To get in the car/taxi - "Watch you don't bump your head as
you get in the taxi"
 To get out of the car/taxi - "You will need to get out of the car,
there are too many people in it"
 A journey means the trip between the start and end.
"My journey to campus takes twenty minutes."
 A commute (to commute) means the journey to work
"He commutes to work by train and tube."
"His commute takes him half an hour."
 Bus route means the journey the bus does
"The bus route follows London Road as far as the cinema, then
turns left."
 A bus lane means special part of the road only for buses
"Don't drive in the bus lane!"
 Traffic jam means when there are too many cars, buses etc and
everything goes slowly – or stops. "I'm in a traffic jam – I'll be
late for work."
 Abus stop means where the bus stops for people to get on or
get off (also tram stop)
 Arailway station means where you get on or off a train (also
tube station)
 Asingle or a return (ticket) means a bus, train or air ticket to
go only (single) or to go and come back (return)

3
  Aone-day return (for the train) means when you go and come
back the same day
 Atravel card means a card where you can make multiple
journeys in one day, for example on the London tube
 A season ticket means a train ticket where you can go by train
every day for a month, or a year

Useful Means of Transportation Expressions

TRAVELLING TRAVELLING TRAVELLING TRAVELLING
BY RAIL BY BUS BY AIR BY SEA
station bus terminal airport port
train bus aircraft ship
catch / get on catch/get get on / board embark
get off on/board get off / disembark disembark
platform get off departure gate quay / dock
passenger train departure gate passenger jet / liner
journey coach / bus airplane voyage
depart / leave journey flight sail
arrive depart / leave take off dock
engine arrive land bridge
engine driver driver's seat cockpit captain
corridor / aisle bus driver pilot gangway
aisle aisle
(Adapted from: http://www.english-at-home.com/transport-vocabulary/)

C. Asking and Giving Information

Conversation 1
Tyra : I need to go to Las Vegas for a meeting. Can you
tell me if I can get a bus?
John : That sounds awesome! Well, you can easily find a
bus from the interstate.
Tyra : How often do you ride the bus?
John : I‘ve used it three times.
Tyra : Any idea when the bus leaves?
John : I think it leaves at 7.30 AM. But let‘s check. Maybe
you can call them.
Tyra : Okay. I will call them and find out.

4
Conversation 2
John : Excuse me. I need to go to Land Street. Can you tell
me which train to take?
Terry : Land Street? Isn't that near Smith's Library?
John : Yes, that's right. Smith's Library is right nearby.
Terry : You can take the Green line, and get down at
Browning Street.
John : How can I get Land Street?
Terry : From there, you may take a cab
John : How far is it from Browning Street?
Terry : About 2 KMs I think. You could walk too.
John : The weather is nice today. I might walk. Thank you
for your information.
Terry : No problem. It's a pleasure to help you.
(Adapted from: http://twominenglish.com/287-)

Conversation 3
Anne : How do you get to campus?
John : I usually take the motorcycle.
Anne : How long does it take?
John : It takes about 20 minutes.
Anne : Why don‘t you take the public transportation? Is
there any in your town?
John : There are some kinds of public transportation to
campus but I don‘t like them.
Anne : Why don‘t you like?
John : It takes longer time to get everywhere by public bus
and it isn‘t comfortable at all. In addition, the ticket
price is so expensive, the bus overly frequent stop,
and it only has short routes.
Anne : Really?
John : My country hasn‘t got a well-functioning public
transportation system so the average number of
public transport users has decreased rapidly.
Anne : What do majority people use to go to work or school
in your town?

5
 John : They prefer to ride their private vehicles.
Anne : If most of the people ride their own vehicles, it
means that there are so many private vehicles
operate daily. Does it cause traffic congestion?
John : Of course. Fixing Indonesian public transportation
is badly needed now.

Conversation 4
Winnie : Alright, John. I'll see you at 6.30 at the Central
Station.
John : Okay, I'll be there Winnie, but can't we make it a bit
later? What about 7?
Winnie : I‘ll take the 6 PM subway train so I'll get there by
6.30.
John : Why don't you take a bus instead?
Winnie : I don't like traveling on buses, John. The subway is
faster and safer.
John : You're right about that. Okay, see you at 7
tomorrow.

Conversation 5
Tyra : I need to get to Westport St. this evening. Does a
bus go there from Newtown?
Winnie : Well, I don't think so. It's a small street at the other
end of town.
Tyra : Can you tell me how should I get there?
Winnie : I think you'll need to change the bus at West banks.
Tyra : Change the bus? That's going to take me so much
time. Isn't there a better way?
Winnie : You could always go by car, or take the subway.
Tyra : Is there a subway stop at Westport?
Winnie : No, but there's one at West banks and you can get a
bus from there.
Tyra : Oh God….public transportation is always
complicated.

6
D. Grammar Focus
There are a number of formulas used when asking for
information in English. Here are other expressions you can use
to ask for information:
• Could you tell me the problems of long-distance travelling in
our country?
• Do you know how to prevent traffic accident?
• I'd like to know the transportation changing in the last few
decades.
• Could you find out the causes of congestion in cities?
• Could anyone tell me about the way to encourage greener
methods of transportation?
• Can you tell me about the problem of transportation in rural
areas?
• Will you tell me about parking problems in your country,
please?
Here are some expressions you can use to give information:
• Preventing traffic accident can be done by driving our car
carefully.
• The growth of the car is faster than the capacity of the road in
the last few decades.
• Too many people do not use public
transportationcausescongestion in cities.
• Could anyone tell me about the way to encourage greener
methods of transportation?
• It‘s very difficult to find public transportation at night in rural
areas.
• Our country has a hard problem in having large space for
parking area.

E. Activities
A. Discuss the following questions with your partner and tell
your friends about the result of your discussion. The question
could be:
 What means of transportation do you use mostly in your
daily life?

7
  What are the advantages of it?
 Do you find any weakness?

B. Ask learners if they‘ve ever had problems when they were

travelling. What can go wrong? Choose your partner to
prepare the role play in pairs. You cantake one of the
cards, A or B. If you take A card, your partner must take B
card. Tutor will give you time to think about what you
want to say, and to ask you for any language you may
need. Tutor could then ask a few volunteers to do their role
play for the whole class.

The Role Cards:

 At The Airport

(A) You work in the check-in at Heathrow Airport.

Today all the flights are cancelled because all of the
pilots are on strike. You have to explain to the
passengers that there will be no flights for at least
threedays.
(B) You reserved your flights 6 months ago to travel to
Australia for your best friend‘s wedding. You arrive
at the airport early and go to the check-in. You are
very excited and you only have two weeks off work
so you plan to arrive just the day before the wedding
and then.

 At The Train Station

(A) You work for British Rail. You arrived at work this
morning and your boss told you that all trains are
cancelled today because of important engineering
work on the tracks.You have to tell the passengers the
news!

8
(B) You arrive at Paddington train station in the center of
London.You have paid a lot of money for a ticket to
Edinburgh where you have a friend waiting for you.
Your friend doesn‘t have a mobile phone and will be
waiting for you at the station.
(C) Make a group of learners who come from the same
city. Ask them to discuss about the traffic and
transportation problem that are typical of their city and
how to solve the problems. After discussing that topic
in group, ask one of the group members to share the
result of the discussion.
(D) Discuss in a group of four about the means of
transportation mentioned by the tutor. Mention the
strengths and weakness of each vehicle. For example: the
class consists of 20 learners. So there will be 5 groups in
your class. Group A is asked to discuss about taxi, group
B will talk aboutdokar or horse-drawn cart, group C can
explore many things aboutojek and the rest two groups
can discuss about train and plane. After some minutes,
ask group A to go to the front and invite all participants
to ask for information about taxi (pay attention to the
expression in asking for and giving information). They
may ask as many as possible to group A. It can be
practiced by group B, C, and so on.

9
 UNIT II
POSITIVE AND NEGATIVE FEATURES, MAKING
COMPARISONS, LIFESTYLE CHANGES,
AND EXPRESSING WISHES

A. Describing Positive and Negative Features

1. Positive Features
Most people would consider the character traits
described by the personality adjectives below to be "good" or
positive. This is generally true, but remembers that words are
often used subjectively. For example, "determined" is shown
here as a positive personality adjective, while "stubborn" is
listed on the negative personality adjectives, yet the meaning of
both can be very similar. The choice of word sometimes says as
much about the author as about the person being described.
Positive Positive
Meaning Meaning
Word Word
Adaptable Beradaptasi Courteous Sopan
Adventurous Petualang Creative Kreatif
Affable Ramah Decisive Menentukan
Affectionate Pengasih Determined Bertekad
Agreeable Ramah Diligent Rajin
Ambitious Ambisius Diplomatic Diplomatik
Amiable Ramah Discreet Bijaksana

Dialogue Practice
Khadijah : Guess what….I get the hottest news about you!
Maria : Really…What is that? Where do you get it?
Khadijah : From Maryam…..the ex-girlfriend of your
boyfriend.
Maria : I can‘t wait it….Tell me soon!
Khadijah : She said that you are more diligent and
courteous than her.
Maria : Oh my God…What does it mean?

10
 Khadijah : She just wanted to say to you that you are more
appropriate to him than her. She said to take
care of him as always.
Maria : Oh…..That‘s so awesome. Okay thank you. I
promise that I want to see her soon.
Khadijah : Very welcome……

2. Negative Features
Most people would consider the character traits
described by the personality adjectives below to be "bad" or
negative. This is generally true, but remembers that there can
be exceptions. For example, for a policeman "aggressive"
might be a negative trait while for a boxer it might really
belong to the positive personality adjectives.
Negative Negative
Meaning Meaning
Word Word
Aggressive Agresif Deceitful Penipu
Aloof Menyendiri Detached Terpisah
Arrogant Sombong Dishonest Tidakjujur
Belligerent Berkelahi Dogmatic Fanatik
Big-headed Berkepalabesar Domineering Mendominasi
Bitchy Murahan Finicky Rewel
Boastful Sombong Flirtatious Genit

Dialogue Practice
Yahya : What do you think about the government
policies now?
Yunus : That‘s great…I am keen on the economic one,
but I am not sure that all of them will be run
well.
Yahya : Why do you say that?
Yunus : Many people in the government are dishonest
and boastful. Those make me terrible.

11
 Yahya : I see but…we need to support our government
to make them success.
Yunus : Well….Okay

Speaking Practice
Theme:Describing character based on their own personality
Make a good dialogue in a partner by using positive and
negative features! You may describe your partner with the
purpose to evaluate him/her.

B. Making Comparison
1. The comparative and superlative of adjectives
Adjectives can have a comparative form (newer, more
modern), and a superlative form (newest, most modern). Short
adjectives take er/est, and long ones take more/most.
2. The comparative and superlative of adverbs
Adverbs can have a comparative form (faster, more
rapidly) and a superlative form (fastest, most rapidly).
3. More, most, less, least, fewer and fewest
We can use more, most, less, etc. to compare quantities.
 There's more traffic on a weekday.
 The waiter gives me less sugar than my sister has.
 The books that I have are fewer than the ones that my
brother has.
4. Patterns expressing a comparison
We use these patterns to make comparisons.
 The new system is more complicated than the old one.
 Nothing is ever as simple as it seems.
 Greenland is the largest island in the world.
 It was the most embarrassing thing that ever happened to
me.

5. Special patterns with the comparative

And we can use these special patterns.

12
  The people in the queue were getting more and more
impatient.
 The longer people have to wait, the more impatient they
get.

6. Dialogue Practice
Dialogue 1
Aisyah : I can't choose one of these dresses. They are
so cute.
Salsabilla : But I think the red dress is the most
beautiful one.
Aisyah : Really?
Salsabilla : Sure. You'll look as gorgeous as Cinde-
rella. Or maybe you'll be prettier than her.
Aisyah : Oh thanks for the words. I'll take this one.

Dialogue 2
Aminah : Look! Tasya and her sister are doing their
work
Khadijah : Yes, they are both diligent, aren't they?
Aminah : Yes, but Tasya is more diligent than her
sister.
Khadijah : And she always does her work correctly
Aminah : Yeah I know.

7. Vocabulary Practice
Find the comparison word of the following paragraph!
Text 1
Gold and Copper
Gold is much softer than copper, so it is easier to hammer into
shape. It is not very strong. A gold knife might look very fine
but would not have been much use for skinning a bear, sofrom
early times gold became the metalfor ornaments. Copper is
much harder; it would have been much more difficultfor early
man to shape, but the finished article was more durable.
(from L. Aitchison The Story of Metals)

13
 Text 2
Midtown Manhattan
Midtown Manhattan, which ranges roughly from 34th to 59th
streets and river, is a center ofsuperlatives. The biggest
buildings, best restaurants, most art galleries, brightest lights,
greatest concentration ofbig business, largest complex
oftheaters and concert houses, best bargain basements, most
exclusive couture houses, and the most specialized services are
all here.
(from Fodor's Budget Travel in America)

C. Talking about Life-Style Change

There is no question about it - ditching bad habits and
adopting good ones can be challenging. The key is setting yourself
up for success.
1. Find your motivation
2. Don‘t change everything at once
3. Find cheerleaders
4. Track your progress
5. Learn from setbacks
Dialogue Practice
Adam : Everybody uses modern style right now.
Yusuf : Of course, we are in modern era.
Adam : What do you think about their style?
Yusuf : I am personally fine, but we need to select them
based on our personality.
Adam : Sometimes, the modernism makes them boastful
and big-headed, doesn‘t it?
Yusuf : Yeah… sometimes, that is why we need to change
our lifestyle.
Adam : I do agree with you. What do we do first?
Yusuf : Attitude…..I think that the attitude of people in the
past is better than that of this era. We need to
change our behavior. Though we are in modern era,
we must be amiable and affectionate.

14
 Adam : Great…I‘ll share it to all my fellow college
students.
Yusuf : That‘s what I mean.

Speaking Practice
Theme:Bad behavior must be changed!
Make a good conversation in a partner related to the life-style
change! Give some suggestions with your partner to change his/her
bad behavior!

D. Expressing Wishes
Wish 1
We use wish + past simple when we want a situation or thing in
the present to be different or to change.
 He wishes that he were rich.
 I wish I didn’t have to get up so early.
Other varieties:
 I wish he was writing for me.
 I wish I could help her.
Our regret refers to the present:

Wish + past simple

Regret Wish
I am fat I wish I wasn‘t fat
I don‘t have any friends I wish I had some friends
I can‘t swim I wish I could swim

Wish 2
We use wish + past perfect to express a wish about the past
 They wish that they had studied harder when they were young.
It means that they didn‘t study.
 I wish I hadn’t married him.
It means that I married him.
Our regret refers to the past:

15
 Wish + pastperfect
Regret Wish
I have lost my pen I wish I hadn‘t lost my pen
I didn‘t go to the party I wish I had gone to the party
I didn‘t work for the exam I wish I had worked for the exam

Wish 3
We use wish + would to say that you want another person to do
(or not to do) something; often because you are annoyed or to
complain about a thing or a situation.
 I wish you wouldn’t be so rude.
 I wish my mother would let me go out till late.

Wanting someone to do something or complaining about annoying

habits:
Wish + would
Regret Wish
You never listen to me I wish you would listen to me
He doesn‘t understand He wishes he would understand
what you meant what you meant
You treat me like a child I wish you wouldn‘t treat me like a
child

Examples
 I‘d like to buy that car but I don‘t have so much money
I wish I hadmore money!
 I saidsomethingstupidat the meeting and nowI‘msosorry …..
I wish I hadn’tsaidthat
 I didn‘tstudy hard enough for the exam ….
I wish I hadworked a bit harder …..

16
Dialogue Practice
Tamara : Are comfortable in law faculty now?
Arya : Not really….but I feel better than my previous
subject. I wish I can take health faculty.
Tamara : Just do it! You will be a great person if you want
to study hard in law faculty.
Arya : What should I do? I don‘t like it too much
actually.
Tamara : You need to change your lifestyle first. Don‘t
sleep too late and avoid the negative thinking. I‘ll
support you as always.
Arya : That‘s so hard. I can‘t sleep before 10 p.m.
Tamara : Sleeping too late will make you hard wake up in
the early morning. You can do anything in the
early morning like studying and jogging.
Arya : Well…okay I will try it. Thanks anyway.
Tamara : Very welcome…

Speaking Practice
Make a dialogue with your partner and it must consist of positive
and negative features, comparison words, lifestyle change, and
wish expression.

17
 UNIT III
TALKING ABOUT FOOD, EXPRESSING LIKE AND DISLIKE,
DESCRIBING A FAVORITE SNACK,
AND GIVING A STEP-BY-STEP INSTRUCTION

A. Talking about Food

Vocabularies about food and drink:
Vocabularies Meaning
Rice Nasi
Noodle Mie
Soup Sup
Meatball Bakso
Fried chicken Ayamgoreng
Spaghetti Spageti
Milk Susu
Tea Teh
Coffee Kopi
Juice Jus
Potato chip Keripikkentang
Popcorn Jagungberondong
Biscuit Biskuit
Bread Roti
Sandwich Roti isi
A plate of Sepiring
A bowl of Semangkuk
A glass of Segelas
A cup of Secangkir
A slice of Sepotong

Examples:
1. Andrew buys a plate of fried rice and a glass of hot tea in the
restaurant.
2. Michael had a slice of bread and a cup of coffee for his
breakfast this morning.

18
 3. My sister is eating a bowl of meatball and a glass of guava
juice.
4. John drank a glass of milk before going to sleep last night.
5. Andrew gave me a bottle of mineral water because I left mine
in the classroom.

Exercise:
Make five sentences like in the examples above.
1. ...........................................
2. ...........................................
3. ...........................................
4. ...........................................
5. ...........................................

B. Expressing Like and Dislike

1. Expressing Likes
 I like ....
 I love ....
 I adore ....
 I‘m crazy about ....
 I‘m mad about ....
 I enjoy ....
 I‘m really keen on ....

2. Expressing Dislikes
 I don‘t like ....
 I dislike ....
 I hate ....
 I can‘t bear ....
 I can‘t stand ....
 I am not really keen on ....
 I‘m not fond of ....

3. Asking Likes and Dislikes

 Do you like ...?

19
  Do you enjoy ...?
 What ...(noun) ... do you like?
 What do you think of ...?
 How do you like ...?
 Are you keen on ...?

Examples of likes and dislikes:

 I like chicken soup and fried chicken.
 My sister hates chicken curry.
 They love eating spicy food.
 She likes drinking hot tea.
 I dislike tomato juice.

Conversation

Dewi : Hi Firda. What food do you like?

Firda : I like bread, steak and salad. How about you?
Dewi : I like eating rice, rendang, and soto.
Firda : Do you like fruit?
Dewi : Yes, I like durians, oranges and bananas
Firda : I don’t like durians, but I like apples
Dewi : What drink do you like?
Firda : I like tea and coffee. How about you?
Dewi : I like drinking tea too. But I don’t like coffee. It‘s
too bitter for me.

4. If You Like Nor Dislike Something

I don’t mind cooking the chicken soup.
Be careful when you use ―I don’t mind ...‖.

Example:
A : ―Do you mind baking the cake?‖
B : ―No, I dont’t mind‖.
(Although it‘s in a negative form, it means that it‘s
ok for me neither love it nor hate it)

20
5. Be careful where you put very much or a lot. These words
should go after the thing that you like.
Example: I like eating pizza very much. ―NOT‖ I like very
much eating pizza

Grammar Focus

When these expressions are followed by a verb, the latter is put

in the –ing form.
Examples:
I like cooking chicken soup.
I don‘t like eating meatball.

I like
VERB+ING
I hate
I don‘t mind

Exercises:

1. Complete the following conversation:

Sania : Hi, Maya. .........?
Maya : I love pizza very much. How about you?
Sania : ............... I like hamburger better than pizza.
Maya : Do you mind ordering pizza for us?
Maya : ...............

2. Make a conversation in pairs with your partner about food

and the expression of like and dislike.

21
C. Describing Favorite Snack
Adjectives for describing snack:
Adjectives Meaning
Sweet Manis
Bitter Pahit
Charred (burnt) Hangus
Crisp, crispy, crunchy Garing
Crumbly Mudahhancur
Greasy Berminyak
Juicy Berair
Ripe Matang
Salty Asin
Sour Asam
Bland Lunak
Chilled Dingin
Delicious Lezat
Healthy Sehat
Nutritious Bergizi
Overripe Terlalumasak
Spicy Pedas
Tough Keras
Yummy Sedap

Conversation:
Susan : Ann, what is your favorite snack?
Anne : My favorite snack is potato chips.
Susan : Why do you like it?
Anne : I like it because it is delicious, crispy and a little bit
salty. How about you? What do you like?
Susan : I like chocolate cake. I love all foods which are sweet.
This cake tastes sweet and soft. I think that everyone
will like it.
Anne : Where do you usually buy the potato chips?
Susan : I usually buy it in the department store near my
house. My mother also usually buys it for me.

22
 Question:
1. What is Susan‘s favorite snack?
2. Why does she like it?
3. Where does she usually buy it?
4. What is Anne‘s favorite snack?
5. Why does she like it?
Exercise:
Complete the following conversation.
Rudi : What is your Favorite snack?
Aldi : ..............................
Rudi : Why do you like it?
Aldi : ..............................

D. Giving Step-by-Step Instruction

Conversation
Marry : Fanny, Do you like chicken curry?
Fanny : I don‘t really like it. I hate turmeric.
Marry : So, what is your favorite food?
Fanny : I love fried rice. It‘s very simple food.
Marry : Can you cook it by yourself?
Fanny : Of course, it‘s very simple.
Marry : How do you make it?
Fanny : First, prepare all of the ingredients. Then, Heat the fried
oil. After that, Chop garlic and saute them until they're
fragrant. Put the chicken and shrimps into the frying
pan. Put rice into the frying pan. Put salt, sauce, and
soy sauce into the frying pan. Stir them until they're
cooked. Fry the egg then cut them into small pieces.
Prepare a plate to put the fried rice. Put the fried rice in
the plate. Finally, pour the pieces of egg and fried
onion in the top of the fried rice. The fried rice is ready
to be served.
Marry : Wow, It‘s wonderful. You can make it by yourself.
You have to teach me someday.
Fanny : Sure.

23
 Things to Remember in Giving Step-by-Step Instruction
1. Use imperative
Imperatives are verbs used to give orders, commands, warning
or instructions, and (if you use "please") to make a request.
The imperative form is made by using the bare infinitive of the
verb (infinitive without to).
Examples:
a. Prepare all of the ingredients.
b. Heat the fried oil.
c. Put rice into the frying pan.
d. Stir them until they're cooked.
e. Pour the pieces of egg and fried onion in the top of the fried
rice.

It is possible to use subject when giving series of instructions

like this. The only subject can be used is ―you‖. But, usually the
subject is not written.

2. Use linking words

Linking words are used to show relationships between ideas.
They can be used to join 2 or more sentences or clauses. There
are many different linking words that can be used to give
sequence of instructions. Two of them which are commonly
used are andandthen.
Examples:
a. Chop garlic andsaute them until they're fragrant.
b. Put the chicken and shrimps into the frying pan.
c. Fry the egg then cut them into small pieces.
d. Pour the pieces of egg and fried onion in the top of the fried
rice.

Exercise:
Make a conversation in pairs with your partner about your
favorite food and how to make it.

24
 UNIT IV
DESCRIBING A VACATION PLAN,
GIVING A TRAVEL ADVICE,
AND PLANNING A VACATION

A. Warming up
Discuss the following questions with other students.
Are you usually free at the weekend or do you have a lot of
work/study?
How many weeks‘ holiday from your work or school do you have
every year? Is it enough?
Practice Conversation
Andini, Maya and Ardi are having a conversation about their
vacation plan for semester break. Read their conversation and
practice it with your friends.
Ardi : Do you know we will have a long weekend this week?
Thanks to the red mark on the calendar.
Maya : Wow great. So what we are going to do? Any idea?
Andini : Well, I think going to mountain will be fun. It‘s near
and there are many vacation spots to visit. We can go to
some waterfalls and tea plantation.
Maya : Hmm we have been there before. How about going to
some beaches in Gunung Kidul, we can also go to see a
waterfall and cave. I heard it‘s not too far.
Ardi : Wow that will be fun. It‘s been a while since my latest
trip to a beach.
Andini : How do we get there?
Ardi : How about inviting our classmates? We can rent a car
together.
Maya : That‘s a good idea.
Andini : That sounds great.
Ardi : Ok, I‘ll let them know first. I‘ll send a message to our
group.

25
 Grammar Focus
Practice 1
1. Choose the alternative which has the closest meaning to the
sentence.
a. I‘m going to go to Surabaya.
 I hope I can go to Surabaya.
 I intend to go to Surabaya.
 I want to go to Surabaya.

b. I‘m planning to buy a ticket to Singapore.

 I have thought carefully about buying a ticket to
Singapore.
 I‘d like to buy a ticket to Singapore.

c. I‘d like to buy a holiday package.

 I enjoy buying holiday package
 I want to buy a holiday package.

d. I‘d rather go to Malang than to Yogya.

 I like Malang more than Yogya.
 I want to go to Yogya.
 I intend to go somewhere.

2. What form of the verb do we use after I‘m going. I‘m planning
and I‘d like? What form do we use after I‘d rather?

3. What does I’d mean in I’d like and I’d rather: I had or I
would?

4. Make these sentences into questions.

a. You‘re going to see it.
b. You‘re planning to do it.
c. You‘d like to see it.
d. You‘d rather go home.

26
Practice 2
When you have some free time, do you go away for day/weekend?
Use the prompts bellow to make questions with planning to, would
like or would rather, then ask two other people.
a. (plan/have) any days or weekends away in the near future. Who
(plan/go) with?
b. Which places near you home (like/visit) for the day?
c. Which other parts of your country (like/visit) for a few days?
d. For a weekend away, (rather/visit) the mountains, the seaside or
a city?
e. Which of these cities (rather/visit) for a long weekend:
Bandung, Bali or, Yogyakarta?
f. Which other cities /country (would/ like) visit one day?

http://chic-id.com/mari-berwisata-hijau-sejuk-segar-kebun-teh-kemuning/

Picture source: jogjavacation.com

27
 indowarta.com

Practice 3
Vocabulary
a. Which of these are most important to you on holiday? Choose
two of them only.
Discuss these things in groups.
 the scenery  weather
 sightseeing and  shops
culture  who you go with
 the food  the entertainment
 distance  other (please specify and
 the accommodation explain)
 cost

Practice 4
Example of travel advice
 If you plan to go to mountain at this time, it‘s better to leave in
the morning because it‘s usually raining in the afternoon.
 You should wear a hat or cap if you visit Borobudur in the
afternoon. It is going to be very hot.
 You can take Batik Solo Trans it‘s cheaper than taxi and it‘s
quite convenient.

28
Giving Travel Advice
Your friend from other city is going to spend their holiday in the
city where you live (it can be Solo or your hometown) for two
days. What place would you suggest them to visit? What
transportation they should take? What things they should bring to
make their trip become more comfortable?

29
 UNIT V
REQUESTING, COMPLAINING, APOLOGIZING,
AND MAKING EXCUSES

A. Snapshot

 Have you ever received bad service in a restaurant? What

happened?
 Have you ever received bad service in a bank, post office or
government department? How did you deal with it?
 Have you ever made a telephone complaint?
 What do you think is the most effective way of making a
complaint?
 What do you do if you receive bad service in a restaurant?

Read and then practice with your friend

Clerk : Front desk. May I help you?
Keiko : Yes. This is Room 2234. May I have some extra
towels please?
Clerk : Sure. I send some up right away.
Keiko : Oh, and could I borrow an iron?
Clerk : Certainly. I'll send one up with the towels.
Keiko : Great! Oh, I'd like a wake-up call tomorrow morning,
please.
Clerk : Certainly. What time would you like us to call you?
Keiko : Umm... 7 a.m. would be fine.
Clerk : Sure.
Keiko : Thanks a lot.
Clerk : You're welcome.
(In the following morning)
Keiko : Excuse me, I am staying at Room 2234. My room
faces the main street and it's very noisy. Also, there
doesn't seem to be heat in my room. Could you change
my room?

30
 Clerk : Umm... Let me check to see if there are any vacant
rooms... Ah, I can let you have Room 468. It's facing
the garden so it should be a lot quieter.
Keiko : Oh, fantastic! I hope there's heat in this room!
Clerk : I'm sure there is, but if there's any problem, please let
me know.
Keiko : Thanks a lot for your help.
Clerk : You're welcome. Enjoy your stay.

B. Making and Responding to a Request

It's important to be polite when you ask for something.
You can make a request by using:
 can you ...?
 could you ...?
 will you ...?
 would you mind ...?

Here are some examples of how to make a request..

Can you
Will you open the door for me, please?
Could you possibly

would you mind opening the door for me ?

Making Request:
 Can you show me your photo album, please?
 Will you lend me your book, please?
 Could you possibly show me the way to the post office, please?
 Would you help me with this exercise, please?
 Would you mind lending me your pen, please?

31
 Responding to request:
 Sure here you are.
 Okay.
 No, I'm sorry I need it
 I'm afraid I can't.

Things to remember about making a request:

1. "Would you mind..." is followed by a gerund (verb+ing)
Example:"Would you mind lending me your book? "
2. The response to the following request:
A: "Would you mind giving me your book? "is either
 "No, I don't mind."(which is a positive response to the
request. It means that I accept to lend you my book)
 or "Yes." (which is a negative response to the request. It
means that I don't want to lend you my book.)

3. Could is more polite than can.

Exercise
Instruction
Walk around the group and ask your friends to get their
response to your request. Use the following table

Would you mind if I …? Classmates‘ Answer Names

Would you mind –ing …?

1. help me with my homework

2. ask your age

3. open the window

4. tell me the time

32
 5. use your phone

6. sit here

7. borrow your pen

8. tell me your name

9. lend me some money

10. open the door for me

C. Complaining
Complaints are expressions of "displeasure or annoyance" in
response to an action that is seen by the speaker as unfavorable.

Complaining:
Here are expressions you can use when complaining:
 I have a complaint to make. ...
 Sorry to bother you but...
 I'm sorry to say this but...
 I'm afraid I've got a complaint about...
 I'm afraid there is a slight problem
with...
 Excuse me but there is a problem
about...
 I want to complain about...
 I'm angry about...

33
 Examples:

I have a complaint to make. Your pizza is just too salty.

I'm sorry to say this but your food is inedible.

1. I'm afraid I've got a complaint about your child.He's too

noisy .
2. I'm afraid there is a slight problem with the service in this
hotel.
3.Excuse me but you are standing on my foot.
4. I want to complain about the noise you are making.
5. I'm angry about the way you treat me.

Responding to complaints
Positive response to complaints:
 I'm so sorry, but this will never occur / happen again.
 I'm sorry, we promise never to make the same mistake again.
 I'm really sorry; we'll do our utmost/best not to do the same
mistake again.
Negative response to complaints:
 Sorry there is nothing we can do about it.
 I'm afraid, there isn't much we can do about it.
 We are sorry but the food is just alright.

Things to remember about complaints:

When expressing a complaint in English, it helps to be polite.
Although "I'm angry about your pizza. It's too salty" is one
possible way of expressing a complaint, it is considered too rude
and you'd better use more polite expressions if you want to get
what you want!

34
 Example
Clerk : Front desk. May I help you?
John : Yes, this is Room 332. There seems to be a party going
on in the room next door. It's very noisy and I can't
sleep!
Clerk : OK. I'll send someone up right away. We're sorry
about that.
John : Well, it's not your fault. Thanks for your attention.
Clerk : You're welcome. Good night sir.

D. Apologizing
To apologize is to tell someone that you are sorry for having done
something that has caused him inconvenience or unhappiness:
Examples:
I must apologize to Isabel for my late arrival.
I'd like to apologize for my trouble making.
Trains may be subject to delay on the northern line. We apologize
for any inconvenience caused.
Here are some expressions you can use to make and respond to
apologies

Making apologies:
 I do apologize for...
 I must apologize for...
 I apologize for...
 I'd like to apologize for...
 I am so sorry for...
 I shouldn't have...
 It's all my fault.
 I'm ashamed of...
 Please, forgive me for...
 Excuse me for ...
 I'm terribly sorry for...
 Pardon me for this...
 Please, forgive me for my....
 Please, accept my apologies for...

35
 Accepting apologies:
 That's all right.
 Never mind.
 Don't apologize.
 It doesn't matter.
 Don't worry about it.
 Don't mention it.
 That's OK.
 I quite understand.
 You couldn't help it.
 Forget about it.
 Don't worry about it.
 No harm done.

Remember:
"I'd like to apologize" is the short form of "I would like to
apologize"
Exercise
Choose one situation given by the following cards and express
your regret. Practice with your partner

1. I broke my friend‘s toy. 2. I was walking around the

corner and accidentally
bumped into someone.

3. I walked past someone‘s desk 4. I was angry and called

ad accidentally knocked the someone a name.
person‘s papers off.

5. I borrowed my brother‘s shirt 6. I am late to class.

and got a stain on it.

7. I was in hurry and took my 8. I borrowed a friend‘s book,

sister‘s notebook instead of and now I can‘t find it.
mine.

36
 9. I was thinking of something 10. I needed a pencil, and I took
else and didn‘t listen to the a friend‘s without asking.
teacher‘s directions.

11. I overslept and I‘m late to 12. I spilled soda pop on the rug.
baby-sit.

E. Making Excuses
Here are some expressions to make excuses:

1. I wish I could, but I have to finish cleaning my house.

2. I wish I could, but I have to go the dentist.
3. I wish I could, but I have to finish cleaning the house.
4. Sorry, I can't afford to go to the movies tonight.
5. I missed the train / bus, plane ext.
6. I was not sure what to do, so I did not do it.
7. I could not find the right address.
8. Sorry, I could not make it. The traffic was really bad this
morning.
9. The coach broke down.
10. The computer crashed and I lost all my work.
11. The internet was down this afternoon.
12. I could not get a connection in the office.
13. It was too hot.
14. The snow was bad, and it caused many roads impassable.
15. I did not have a watch to see what the time was.
16. I was very busy.
17. I had too many things to do in a short time.
18. I ran out of time.
19. I wish I could, but I am just leaving the office and it's already
too late.

37
 Exercises
A. Five students were absent from school yesterday. Complete
their excuse notes with the correct verb. And then say it aloud

B. Tom was absent for a week. What were his excuses? Just
follow the letters and find hisexcuses!

38
 UNIT VI
DESCRIBING TECHNOLOGY, GIVING INSTRUCTIONS,
AND GIVINGSUGGESTIONS

A. Describing Technology
Answer these questions
1. How many text messages do you send per day?
2. Do you like Facebook?
3. What do you use your mobile phone for mainly?
a) make phone calls c) connect to the Internet
b) send text messages d) other
4. What kind of programs or apps do you like to use now?
5. Where do you upload photos (ie.Facebook,Instagram, etc)?

Match the words in left column with the right column

A) Phone 1) you wash clothes in it
B) Freezer 2) you bake food in it
C) Stove 3) you clean the floor with it
D) dishwasher 4) you call and talk to people over long
distances with it
E) Iron 5) you press clothes flat and remove
wrinkles with it
F) refrigerator 6) you keep food frozen with it
G) Dryer 7) you toast food (example: bread) with it
H) Toaster 8) you watch shows on it
I) Washer 9) you heat food with it using energy
waves
J) vacuum 10) you dry clothes with it
cleaner
K) microwave 11) you keep food cold with it
L) Oven 12) you wash your dishes in it
M) television 13) you heat pots and pans on it

39
 Personal Description: Technology
Describe about positive and negative about each issue.
1. Online Shopping
2. Downloading music illegally
3. Social Media
4. E-Books

B. Giving Instruction
In this activity, students will learn expressions to give instruction.
Read this following instruction
How to download install apps using Google Play (to do this you
will need a device with WiFi, 3G, or 4G access).
1. Firstly, turn on the phone and unlock it. You will see the
Android home screen. Towards the bottom of the screen you
should see a little tab or grid icon. Tap the icon, which opens a
new view showing all the apps that are on the device.
2. Secondly, find the pictograph that is labeled ―Play Store‖. Note
that access to Google Play is provided via a pre-installed app on
your Android phone. Generally this icon has a white handbag
on it with the Google Play triangle logo. Tap the icon for it to
load up.
3. Then, browse and search for apps that you‘d like to install. For
the example, let‘s grab a free app, like the original Angry
Birds.
4. After that, once you‘ve selected an app for download tap the
app of choice to view details like the description, rating, and the
number of downloads by other users. At the bottom you should
see a button labeled ―Install.‖ A list of device functions that the
app needs to access in order to function properly will pop up.
Confirm the install with another tap and the download and
installation process will begin. Once it‘s finished, the app is
officially installed.
5. Finally, if you go back into the app grid, your new app will be
there. Launch it and start playing.

40
Expressions of giving instruction
Asking for Instructions
 How do you (do this)?
 How do I . . . ?
 What is the best way to . . . ?
 How do I go about it?
 What do you suggest?
 How do you suggest I proceed?
 What is the first step?

Giving Instructions
 First, (you) . . .
 Then, (you) . . .
 Next, (you) . . .
 Lastly, (you) . . .

Starting out
 After that,
 The next step is to . . .
 The next thing you do is . . .
 Once you've done that, then . . .
 When you finish that, then . . .
 To begin with,

Continuing
 The last step is . . .
 The last thing you do is . . .
 In the end,
 When you've finished,
 When you've completed all the steps,

Ending
 Finally ...
 Lastly ...
 To finish ...

41
 Work in pairs. Discuss and practice to ask and give instruction
to do these following things:
1. Replace a bulb
2. Charge your phone
3. Run your motorcycle
4. Turn on your laptop
 Students discuss and suggest instruction to these things.
 Students write down a short exchange using expressions of
suggestion.
o Student A : Asks for instruction.
o Student B : Gives instruction
 Each student writes a short note to a classmate asking for
instructions.
 Each student writes a response to his classmate giving
instruction.

C. Giving Suggestion
This activity teaches students the expressions of suggestion
(asking for and giving suggestion).
Expressions of Suggestion
Giving and making suggestions:
 If I were you, I would (I'd) ________.
 I think you ought to _________.
 My suggestion is to _____________.
 You could _________________.
 You should _______________.
Suggesting someone not to do something:
 If I were you I wouldn't ___________ .
 I don't think you ought to/should _____.
 You shouldn't ________________.
 I'd suggest you not to _____________.
Asking for suggestion:
 Should I ___________?
 Do you think I should _______ ?
 Do you think I ought to ________?

42
Offering suggestions:
 You could ______________.
 Why don't you ______________?
 Maybe you should ____________.
 Maybe you shouldn't ____________.

Imparting mandatory information:

 You are going to have/need to ______.
 You will have/need to___________.
 You might want to _______________.

Work in pairs. Discuss and practice to give and ask suggestion

to these following problems
1. A bad headache
2. You need to give up smoking. You can‘t figure out how.
3. A problem with a school subject.
4. Your laptop broke.
5. You can‘t sleep at night.

 Students discuss and suggest solutions to these problems.

 Students write down a short exchange using expressions of
suggestion.
o Student A : Asks for suggestion.
o Student B : Gives suggestion.
 Tell students that now they have to write down problems they
are facing in their lives. Problems with
o parents,
o school,
o health,
o friend,…
 Each student writes a short note to a classmate stating his
problem and asking for suggestion.
 Each student writes a response to his classmate suggesting an
advice.

43
 UNIT VII
DESCRIBING ABILITIES AND SKILLS,
TALKING ABOUT JOB PREFERENCES,
AND DESCRIBING PERSONALITY TRAITS

A. Identify Your Skills and Abilities

Many job applicants find it difficult to explain their skills.
These people may have the necessary skills to be successful but
cannot communicate them effectively.
Identifying, listing and describing your skills require time
and patience. It is very important to job search success and you
should invest the time needed.
Definitely, there will be getting harder and harder to find a
job in the future. The competition for job applicants will be tighter.
In order to achieve the requirements for the future job, job
applicants must prepare their lists of skills and abilities. Below are
examples of some skills and abilities needed for different type of
job.

Job Title Skills and Abilities

Housewife - Cooking many different dishes
- Cleaning the house and other stuffs
- Driving a car or motorcycle
- Taking care of children
Teacher - Being patience
- Adapting to any new circumstances
- Able to work as an individual and as a team member
- Taking a risk
- Learning constantly to what they teach
- Having a good communication skill
- Mentoring
- Leadership

44
Civil - Good organizational skills
Servants - Improving knowledge
- Excellent communication skills
- Able to work as an individual and as a team member
- The ability to motivate other members of the team
- A responsible attitude
Engineer - STEM (science, technology, engineering,
mathematics) Skills / Knowledge
- Able to work as an individual and as a team member
- Attention to detail
- Excellent communication skills
- Desire to learn
- Leadership and management skills
Doctor - Help a patient stop smoking cigarettes.
- Use the internet to find medical information and
references.
- Know when to speak, and when to listen.
- Take a blood pressure.
- Be unafraid to say, ―I don‘t know.‖
- Understand the value of time.

Here is the list of top favorite jobs in 2015

10 Best Work-From-Home
Jobs
Web Search Evaluator
Culinary Consultant
Customer Service
Representative
Tech Support Agent
Virtual Assistant
Tutor
Medical Transcriptionist
Proofreader
Concierge
Translator
10 Best Paying Jobs for Women
Pharmacist
Lawyer
Computer and Information Systems
Manager
Physicians and Surgeon
Chief Executive
Nurse Practitioner
Software Developer
Operations Research Analyst
Human Resource Manager
Psychologist

45
10 Jobs that Let You 10 Most Satisfying Jobs
Travel Singers
Oceanographer Municipal Firefighters
Traveling Nurse Aircraft Assemblers - Structure,
English Teacher Surfaces, Rigging, and Systems
Athletic Recruiter General Pediatricians
Civil Servant College Professors - Communications
Field Service Engineer Educational, Vocational, and School
Consultant Counselors
Exploration Geologist Managers/Supervisors of Animal
Auditor Husbandry and Animal Care Workers
Archeologist Criminal Investigators and Special
Agents
10 Sexiest Jobs College Instructors
Entertainer/Model Therapists
Cocktail Waitress
Professional Athlete
Firefighter
Cowboy
Nurse
Artist
Military Professional
Construction Worker
TV Anchor/Personality

List of action verbs to describe skills and abilities:

Arrange : menyusun, menata, mengatur
Adapt : membiasakan, menyesuaikan
Analyze : menganalisa
Clarify : menjelaskan, mengklarifikasi
Communicate : menyampaikan
Compose : menggubah, menyusun
Correspond : surat-menyurat
Contribute : menyumbang, berkontribusi
Develop : mengembangkan
Market : menjual, memasarkan

46
 Mediate : menengahi, memediasi
Negotiate : merundingkan, bernegosiasi
Plan : merencanakan, berencana
Respond : menanggapi, menjawab
Support : mendukung, membantu
Write : menulis

Exercise I: (score: 30) (10 minutes)

1. Write down 2 (two) types of your favorite jobs in the future!
2. Write down the skills and abilities needed for those jobs!

Job Title Skills and Abilities

…………… - ……………………………………………
…………… ……………………………………………
…………… …………
…………… - ……………………………………………
…… ……………………………………………
…………
- ……………………………………………
……………………………………………
……………………………………………
…………

Homework:
Choose 10 (ten) jobs taken from the list of top favorite jobs in
2015. Write a description of each job and put some skills and
abilities needed for each job.

B. Identify Your Personality Traits

If someone asked you to describe your own personality, could

you do it? It is hard to have a true perspective on your own
personality traits and how you express them in the world. If you
have never taken a personality test or read much about your
personality type, you probably rely on the feedback you have
heard about yourself from others. In general, personality consists

47
 of the habitual patterns of thoughts, emotions, characteristics, and
behaviors that make a person unique. It arises from within each
individual and remains fairly consistent and permanent throughout
life. Research suggests that personality is also influenced by
biological processes and needs.
If you want to dig deeper into your personality and the
characteristics that comprise it, take a look at this list of
personality traits:

Positive Traits Neutral Traits Negative Traits

Active Aggressive Aimless
Adventurous Ambitious Amoral
Balanced Big-thinking Arrogant
Benevolent Casual Brutal
Calm Cerebral Careless
Challenging Competitive Charmless
Daring Complex Childish
Disciplined Determined Clumsy
Elegant Dreamy Cowardly
Enthusiastic Emotional Crazy
Faithful Formal Criminal
Friendly Glamorous Cruel
Generous Mellow Demanding
Gentle Modern Dependent
Hardworking Neutral Destructive
Helpful Obedient Dishonest
Imaginative Old-fashioned Disloyal
Independent Predictable Disobedient
Kind Proud Disrespectful
Knowledge Pure Dull
Logical Religious Envious
Loyal Sensual Faithless
Masculine Skeptical Fanatical
Mature Stubborn Fearful
Neat Stylish Foolish
Optimistic Tough Gloomy

48
 Organized Unaggressive Greedy
Patient Undemanding Hateful
Peaceful Hedonistic
Realistic Ignorant
Responsible Impatient
Selfless Insecure
Serious Insensitive
Tidy Intolerant
Tolerant Irresponsible
Uncomplaining Lazy
Understanding Moody

Grammar Focus:
(S + to be + adjectives)
I am ……

Example:
Positive trait : Faithful
Description: I am faithful because I always do
my prayer five times a day.
Neutral trait : Ambitious
Description: I am ambitious because I always
study harder than anyone else does.
Negative trait : Lazy
Description: I am lazy because I always wake up
late in the morning.

Note: Adjectives are the main components to describe someone’s

personality trait.

Exercise II: (score: 30) (10 minutes)

1. Write down 3 (five) types of personality traits from each type
of trait you have!
2. Write a description about each of personality you have written!

49
 Positive Trait : …………………………………………………
Description : …………………………………………………
…………………………………………………
Neutral Trait : …………………………………………………
Description : …………………………………………………
…………………………………………………
Negative Trait : …………………………………………………
Description : …………………………………………………
…………………………………………………

Homework:
Choose 15 (ten) types of personality traits taken from the above
list; 5 (five) types of positive traits, 5 (five) types of neutral traits,
and 5 (five) types of negative traits. Write a description of each of
them.

C. Talking about Job Preferences

There are a number of other factors to consider (other than

interests, skills and values) when choosing a good career match.

Category 1: Skills and abilities

What can you do?
What are you good at?
What are your weaknesses?
What special talents do you have?
What would you like to improve or learn more about?

Category 2: Interests
What do you like to do?
What do you enjoy doing?
(For example: writing, researching, problem solving, helping
others etc)
What would you prefer not to do?
What are some of the things that energize you?
What do you feel most comfortable doing?

50
Category 3: Work Attitudes and Values
What is important to you in life?
What do you want and need out of work?
What task or job related things are important to you?
(For example: autonomy, problem solving, challenge, variety,
structure, money, job security, flexibility, promotion, personal
development)
What environment related things are important to you?
(For example: industry, workplace culture, physical environment)

Category 4: Personality
How do you typically behave?
How do you interact with people?
What is your approach to tasks?

Speaking Practice
Common expressions about job preference:
Questions Answers
Do you have a part- I fill shelves in supermarket.
time job? I work at the cash register.
I baby-sit / look after children.
I teach music.
I teach English.
I help classmates with maths.
I deliver leaflets.
I help at sport events
I assist handicapped people.

What job / occupation I hope to be a …… (types of jobs)

do you want to do? I would like to be a …… (types of
jobs)
I want to become a …… (types of
jobs)
I want to do something difficult /
interesting / creative.

51
 What is your dream I dream about working as a ……
job? (types of jobs)
I would like to be a ……. (types of
jobs)

How do people find First, it is important to write / prepare

jobs? a CV (curriculum vitae) with
information about your education and
past work experience. Then you visit
an employment agency which will
find suitable jobs for you or you can
look for job offers / ads on the
internet / in newspaper / magazines.
When you apply for a job, send a
cover letter and your CV / fill in an
application form and wait to be
invited to an interview.

How to prepare for a Find out some information about:

job interview? The company / employer. Dress
smartly. Arrive on time. Don‘t be late.
Remember the name of the person
who is interviewing you. Be polite
and friendly. Ask questions.

52
 UNIT VIII
WRITING A COVER LETTER
FOR A JOB APPLICATION

A. Cover Letters: Types and Samples

Cover letters generally fall into one of two categories:
 Letter of application: applying for a specific, advertised
opening.
 Letter of inquiry: expressing interest in an organization, but
you are not certainif there are current openings.

All cover letters should:

 Explain why you are sending a resume
 Don't send a resume without a cover letter.
Don't make the reader guess what you are asking for; be
specific: Do you want a summer internship opportunity, or a
permanent position at graduation; are you inquiring about
future employment possibilities?

 Tell specifically how you learned about the position or the

organization
 It can be a flyer posted in your department, a web site, a
family friend who works at the organization. It is
appropriate to mention the name of someone who suggested
that you write.

 Convince the reader to look at your resume

 The cover letter will be seen first. Therefore, it must be very
well written and targeted to that employer.

 Call attention to elements of your background

 Mention about your education, leadership, as well as your
experience that are relevant to a position you are seeking.
Be as specific as possible, using examples.

53
  Reflect your attitude
 Personality, motivation, enthusiasm, and communication
skills.

 Indicate what you will do to follow up

 In a letter of application — applying for an advertised
opening — applicants often say something like "I look
forward to hearing from you." However, if you have further
contact info (e.g. phone number) and if the employer hasn't
said "no phone calls," it's better to take the initiative to
follow-up, saying something like, "I will contact you in the
next two weeks to see if you require any additional
information regarding my qualifications."
 In a letter of inquiry — asking about the possibility of an
opening — don't assume the employer will contact you. You
should say something like, "I will contact you in two weeks
to learn more about upcoming employment opportunities
with (name of organization)." Then mark your calendar to
make the call.

11 rules of successful cover letters

With employers often receiving huge volumes of applications for
each vacancy, you need to ensure that your cover letter makes a
lasting impression.
Here are some rules you'll need to stick to if you want to increase
your chances of success:
 be concise and to the point;
 use the same quality plain white paper you used to print your
CV;
 include a named contact whenever possible to show you have
sent it to them personally;
 relate your skills to the job advert and make a case for why the
employer should want to meet with you;

54
 proofread - always double-check your spelling and grammar
without relying on a computer spellcheck program;
 target the company by tailoring your cover letter for each
application;
 page layout should be easy on the eye, set out with the reader in
mind;
 check to make sure you've got the company name and other key
details right;
 read it and cut out any unnecessary words or sentences;
 if sending electronically, put the text in the body of the email
rather than as an attachment to avoid it being detected by spam
filters;
 Stick to your own words, avoiding jargon and formal clichés.

7 of the worst cover letter mistakes

Your covering letter is an opportunity to show employers how well

you express yourself and it should entice them to read your CV. If
you want to ensure it is as effective as possible, avoid these
common mistakes:
 failing to address the letter to a named individual at the
company;
 repeating what is written in your CV;
 forgetting to proofread your letter and sending it full of
mistakes;
 spilling over onto a second page;
 sharing unnecessary personal details and giving rambling
explanations;
 concentrating too much on your qualifications rather than your
skills and experience;
 failing to target your letter to the specific job you're applying
for.

55
 Sample 1 -- Letter of application, hard copy version

1000 Terrace View Apts. Blacksburg, VA 24060

(540) 555-4523
stevemason@vt.edu

March 25, 2014

Dr. Michelle Rhodes

Principal, Wolftrap Elementary School
1205 Beulah Road
Vienna, VA 22182

Dear Dr. Rhodes:

I enjoyed our conversation on February 18th at the Family and
Child Development seminar on teaching elementary children and
appreciated your personal input about balancing the needs of
children and the community during difficult economic times. This
letter is to follow-up about the Fourth Grade Teacher position as
discussed at the seminar. I will complete my M.Ed. in Curriculum
and Instruction at Virginia Tech in May 2011, and will be available
for employment as soon as needed for the 2011-12 school year.
My teacher preparation program at Virginia Tech has included a
full academic year of student teaching. Last semester I taught
second grade and this semester am teaching fourth grade. These
valuable experiences have afforded me the opportunity to:
 Develop lesson plans on a wide range of topics and
varying levels of academic ability,
 Work with emotionally and physically challenged
students in a total inclusion program,
 Observe and participate in effective classroom
management approaches,
 Assist with parent-teacher conferences, and
 Complete in-service sessions on diversity, math and
reading skills, and community relations.

56
My experience includes work in a private day care facility,
Rainbow Riders Childcare Center, and in Virginia Tech‘s Child
Development Laboratory. Both these facilities are NAEYC-
accredited and adhere to the highest standards. At both locations, I
led small and large group activities, helped with lunches and
snacks, and implemented appropriate activities. Both experiences
also provided me with extensive exposure to the implementation of
developmentally appropriate activities and materials.

I enthusiastically look forward to putting my knowledge and

experience into practice in the public school system. Next week I
will be in Vienna, and I plan to call you then to answer any
questions that you may have. I can be reached before then at (540)
555-7670. Thank you very much for your consideration.

Sincerely,
(handwritten signature)
Donna Harrington

Sample 2 -- Letter of inquiry, hard copy version

123 Ascot Lane, Blacksburg, VA 24060

(540) 555-2556
mstevens@vt.edu

January 12, 2015

Mr. Robert Burns
President, Template Division
MEGATEK Corporation
9845 Technical Way, Arlington, VA 22207

57
 Dear Mr. Burns:
Via online research in Hokies4Hire through Career Services at
Virginia Tech, I learned of MEGATEK. Next May I will complete
my master of science in computer engineering. From my research
on your web site, I believe there would be a good fit between my
skills and interests and your needs. I am interested in a software
engineering position upon completion of my degree.
As a graduate student, I am one of six members on a software
development team in which we are writing a computer-aided
aircraft design program for NASA. My responsibilities include
designing, coding, and testing of a graphical portion of the
program which requires the use of ZX-WWG for graphics input
and output. I have a strong background in CAD, software
development, and engineering, and believe that these skills would
benefit the designing and manufacturing aspects of template
software. Enclosed is my resume with further background
information.
My qualifications equip me to make a contribution to the project
areas in which your division of MEGATEK is expanding efforts. I
would appreciate the opportunity to discuss a position with you,
and will contact you in a week or ten days to answer any questions
you may have and to see if you need any other information from
me. Thank you for your consideration.

Sincerely,

(handwritten signature)

Morgan Stevens

58
 Job Vacancy

The Jakarta Post

PT Bina Media Tenggara Jl. Palmerah Barat No. 142 -
143, Jakarta10270, Indonesia. Phone: (62) 21 5300-476/78. Fax:
(62) 21 535-0050.

59
60
 UNIT IX
WRITING INSTRUCTIONS/DIRECTIONS/PROCEDURES

A procedure is a text that tells you how to do, make or use

something. It will give you a step-by-step guide so that you can
achieve a specific goal. Procedures can be either written or oral
(spoken).
Usually, a procedure will help you to:
 make something, such as a recipe for pancakes
 use something, such as a manual on how to use a DVD player
 do something, such as how to play soccer or get to the park.
Written procedures often have images or diagrams to help the
reader understand the procedure. Oral procedures, such as a
television cooking programme, usually show the steps of the
procedure while the presenter is talking.

Examples of Procedures
Some examples of procedures might include:
 recipes
 directions (to somewhere)
 game rules
 science experiments
 do-it-yourself instructions

Structure of a Procedure
Procedures must include all the information needed to achieve the
end result. If part of the procedure is missing, then it will be very
difficult to achieve the end product.
Each procedure should have a title, or heading, that states what
the procedure is about.
Many procedures will have a short introduction. This paragraph
usually outlines the goal of the procedure.
Most procedures will have a list of equipment, materials or
ingredients that are needed in order to achieve the outcome.

61
 A baking recipe, for example, will have a list of ingredients and
cooking materials that are needed.
The steps of the procedure break down the process so it is easy to
understand. All the steps are given in chronological order (in the
order they need to be done). See image 1, 2 and 3.
Often, there is a short evaluation paragraph at the end of the
procedure. This may give more information or ask questions about
whether the procedure worked (such as for a science experiment).
Visual elements are important because they help the reader to
better understand the procedure. Visual elements can include
maps, drawings, photographs, or diagrams of the process and the
end result.
A procedure is usually organized to include:
 the goal of the activity;
 any materials needed to achieve the goal;
 steps to accomplish the goal.
Some procedures have optional stages such as explaining reasons
for a step, providing alternative steps, giving cautions, or
mentioning possible consequences. Directions, rules and spoken
procedures will have a slightly different structure from those
which give instructions to make something.
Common grammatical patterns of a procedure include:
 the use of commands (i.e. the imperative form of the verb), e.g.
‘put’, ‘don’t mix‘;
 the use of action verbs, e.g. ‘turn’, ‘pick up’, ‘don’t run’;
 the use of precise vocabulary, e.g. ‘whisk’, ‘lukewarm’;
 the use of connectives to sequence the actions in time, e.g.
‘then’, ‘while‘;
 the use of adverbials to express details of time and place,
manner, and so on, e.g. ‘for five minutes’, ‘2 centimeters from
the top’, ‘carefully’.

62
the example of procedure

How to Make a Cardboard Photo Frame

Goal
Materials/equipment
Equipment needed:
Steps:
 Cardboard, paper, string etc
– In chronological
order  Photo
– All necessary steps  Glue
included  Paint
 Sticky tape
 Ruler

Steps:
1. Find photo.
2. Measure up frames.
3. Cut out first frame.
4. Cut out second frame so that the first
frame can fit on top without slipping
through.
5. Make the third frame with the same
overlap.
6. Paint the frame in different ways.
7. Attach stand or handle.
Taken from Board of Studies, Engish K-6
Module, NSW.1998:218

How to Make Patty Cakes

Ingredients
3 tablespoons butter
1 cup of self raising flour
1 egg
¼ teaspoon vanilla
pinch salt
¼ cup milk

63
 Method
1. Beat butter and sugar to a cream
2. Add lightly beaten egg and vanilla. Beat well.
3. Stir flour and salt together.
4. Fold in dry ingredients alternately with milk and mix well.
5. Drop heaped teaspoonfuls of mixture into well-greased patty
tins or papers.
6. Bake in a moderate oven for 10 to 15 minutes.
7. Cool on a wire rack.
8. Ice with butter icing

Servings
(Taken from Text Types. A writing Guide for Students. Townsend,
Ann. 2006)

Writing and Instruction

Did you ever try to tell someone

how to make something?

Writing instruction below follows four simple steps.

Pick a Subject:
Choose something you like to do or make. Pick
something you
know a lot about. Then think about what you will
say and what
steps you will give in your instructions.
Plan Example:
making a sandwich doing a cartwheel
playing soccer playing baseball
jumping rope going to the library

64
 Write the instructions:
Use time order words: first, then, next and last
OR
Use numbers before your words.
Write

Check the instructions:

Did you include ALL the steps?
Are the steps in the right order?
Revise

Check for Errors

Check your instructions for spelling, capital letters,
and proper punctuation.
Check

Read the instructions below for

making a milkshake!
Please, notice the time order words used!

Making a Milkshake
First, you get out the blender.
Then, you get your favorite ice cream out of the freezer and the milk
from the refrigerator.
Next, you scoop out the ice cream and pour in the right amount of
milk.
Carefully put the lid on the blender and turn it on.
Blend until it is mixed together well.
Stop the blender and pour it into a cup.
Last, drink your delicious milkshake.

65
EXERCISE
Choose one topic from the following list and write the instruction
1. How to cook omelette
2. The steps to have whatsap application in your phone
3. How to make a kite
4. Or else...

66
 UNIT X
WRITING A COMPLAINT
ABOUT A PRODUCT OR SERVICE

A. Complaint Letter Definition

A Complaint letter is a request for an adjustment. In other words, it
is a letter that describes about the damage; errors or mistakes;
unsatisfactory servicing happened to the delivered goods and/or
service, therefore claims for compensation.
1. Problem with the delivered goods: If the goods that are
delivered are :
 Under weight,
 Obsolete,
 Defective,
 Incomplete,
 Not according to buyer‘s specification such as color, brand,
size etc.
 Wrong or poor quality; then buyer can make a claim to the
seller for the mistake.
2. Pricing: If there is any mistake in preparing the invoice of the
shipped goods, then such letter is written.
3. Packing: Faulty or poor packing of the goods causes damage to
the goods which can be claimed to the seller.
4. Transport:Goods are supposed to be shipped according to
convenience of the buyer. But if wrong carrier is used it may
call for writing such letter.
5. Terms& Condition: If the terms and condition of business are
violated by the seller then such a letter is placed.
6. Faulty Insurance: If insurance coverage is not made properly
according to instruction of the buyer, then there may be claim
through complaint letter.

B. How to Write a Complaint Letter

 Include your name, address, and home and work phone
numbers.

67
  Type your letter if possible. If it is handwritten, make sure it is
neat and easy to read.
 Describe your problem and the outcome you want
- Make your letter brief and to the point. Include all important
facts about your purchase, including the date and place
where you made the purchase and any information you can
give about the product or service such as serial or model
numbers or specific type of service.
- State exactly what you want done about the problem and
how long you are willing to wait to get it resolved. Be
reasonable, means ask for a response within a reasonable
time
 Include all documents regarding your problem. Be sure to send
COPIES, not originals.
 Avoid writing an angry, sarcastic, or threatening letter. The
person reading your letter probably was not responsible for
your problem but may be very helpful in resolving it.
 Keep a copy of the letter for your records.

 Part of Complaint Letter

 Background
This section describes the situation; e.g.
A. I am writing to inform you that the goods we ordered from
your company have not been supplied correctly.
B. I attended your exhibition Sound Systems 2015 at the
Fortune Hotel (22-25 January) and found it informative
and interesting. Unfortunately, my enjoyment of the event
was spoiled by a number of organizational problems.
C. I am a shareholder of Sunshine Bank and I am very
concerned regarding recent newspaper reports on the
financial situation of the bank. Your company is listed as
the auditor in the latest annual report of the bank, so I am
writing to you to ask for an explanation of the following
issues.

68
 D. I am writing to inform you of my dissatisfaction with the
food and drinks at the 'European Restaurant' on 18 January
this year.
 Problem
Cause:
A. On 30 October 2015 we placed an order with your firm
for 12,000 ultra super long-life batteries. The
consignment arrived yesterday but contained only
1,200 batteries.
B. Firstly, I had difficulty in registering to attend the
event. You set up an on-line registration facility, but I
found the facility totally unworkable.
C. You sent us an invoice for $10,532, but did not deduct
our usual 10% discount.
D. We have found 16 spelling errors and 2 mislabeled
diagrams in the sample book.
Effect:
E. This error put our firm in a difficult position, as we had
to make some emergency purchases to fulfill our
commitments to all our customers. This caused us
considerable inconvenience.
F. Even after spending several wasted hours trying to
register in this way, the computer would not accept my
application.
G. I am therefore returning the invoice to you for
correction.
H. This large number of errors is unacceptable to our
customers, and we are therefore unable to sell these
books.
 Solution
A. I am writing to ask you to please make up the shortfall
immediately and to ensure that such errors do not
happen again.
B. Could I please ask you to look into these matters?
C. Please send us a corrected invoice for $9,479

69
 D. I enclose a copy of the book with the errors
highlighted. Please re-print the book and send it to us
by next Friday.
 Warning (optional)
A. Otherwise, we may have to look elsewhere for our
supplies.
B. I'm afraid that if these conditions are not met, we may
be forced to take legal action.
C. If the outstanding fees are not paid by Monday, 16
November 2015, you will incur a 10% late payment
fee.
 Closing
A. I look forward to receiving your explanation of these
matters.
B. I look forward to receiving your payment.
C. I look forward to hearing from you shortly.

 Complaint letter template

[Your name]
[Your address]
[Email and/or phone]
Dear Manager
Re: COMPLAINT ABOUT [INSERT NAME OF PRODUCT OR
SERVICE] PURCHASED AT [INSERT BUSINESS NAME] ON
[INSERT DATE]
State that you have a problem with goods or services bought from
the business at a particular location and date and that you want the
problem fixed.
Explain the key details of the problem including when you
discovered it and any other steps you‘ve already taken to get it
fixed, such as a telephone call or a visit to the store. Note who you
spoke to and any results of your efforts.
State that you have enclosed copies of relevant documents, such as
a receipt of bank statement for proof of purchase.
State the steps you want the business to take to fix the problem.

70
State that you expect to hear from the business with a solution by
[insert date or within 10 days]. Describe what you intend to do if
the business fails to fix the problem—such as making a formal
complaint to the ACCC or the consumer protection agency in your
state or territory.
List your business and after hours contact details.
Yours sincerely
[Your name]
Enclosed: Copy of the receipt for [insert name of product or
service]

Worksheet 1

Identify the information of complaint letter by filling the

following table!

Josh Hamilton
Store Manager
G Mart Pvt. Ltd.
863, Main Street,
1423, New York City, New York

Dear Mr. Hamilton

I have been a loyal customer of your stores for the past 5 years, I
have time and again received great service at your mart which is
one of the main reasons I shop at your store. But to my surprise, on
the date of 23rd August, 2010, I was at the receiving end of some
very poor service at your mart.
On the said date, I made the purchase of my weekly groceries, and
headed towards the cash counter to pay for them. The person
sitting at the counter, who was wearing the name tag of Jen, was
talking on her cell phone. When I asked her to make the bill, she
said she would do it in 5 minutes, and resumed her conversation on
the phone. After a good 10 minutes, she started with her work and
did it very slowly. The bill, apparently totaled up to more than I

71
 expected, so I asked her to recheck it. Instead, she talked to me
very rudely, and told me that if I did not like the prices, I could
take my business elsewhere.
I was appalled at such behavior, and have a good mind to take my
business elsewhere as suggested. I hope you would look into the
matter, and make sure such an incident is not repeated. Your
company has been known to provide good services, and such
events tarnish the company name, so please address this issue
soon.
Thank you for your co-operation.
Sincere Regards,
Timothy Stark

BACKGROUND
CAUSE
EFFECT
SOLUTION
WARNING
CLOSING

Worksheet2
Complete the complaint letter bellow!

……………… 1.
123 Street
jane@brown.com.au

……………. 2.

Dear Manager
Re: Complaint about Faulty Television Cabinet Purchased
at Cabinet World on 15 December 2012

I am unhappy with the quality of a television cabinet I bought at 5

Street on 15 December and……………

72
……………………………………4.and the stain on the cabinet is
uneven, with one half darker than the other. The cabinet was
delivered on 30 December and……………………………….5.
The cabinet is not of acceptable quality and does not match the
sample cabinet I was shown in store. …………………..6.and
finish as the sample and arrange for return of the faulty cabinet at
no cost.
……………………………………………. 7.
I would like to have this problem fixed quickly
please. ………………….8., I will lodge a formal complaint with
Consumer Affairs in my state.
………………………….9.or after hours on 123 456 789 to
discuss this matter further.
Yours sincerely,
Jane Brown

Enclosed: …………………… 10.

a. The cabinet doors do not open and shut properly

b. You can contact me on 1234 5678 during working hours
c. 1 January 2013
d. I have attached a photocopy of my receipt as proof of
purchase.
e. Copy of the receipt for television cabinet
f. Jane Brown
g. I noticed this problem as soon as I unpacked it from the
box.
h. If I do not hear from you within 10 days
i. I am writing to seek a replacement.
j. I would like you to replace it with one of the same quality

73
 Worksheet 3
[Your name]
[Your Address]
[Your City, State, Zip Code]

[Date]
[Name of Contact Person]
[Title]
[Company Name]
[Street Address]
[City, State, Zip Code]

Dear [Contact Person]:

On [date], I bought [or had repaired] a [name of the product with
the serial or model number or service performed]. I made this
purchase at [location, date, and other important details of the
transaction].
Unfortunately, your product has not performed well [or the service
was inadequate] because [state the problem].
To resolve the problem, I would appreciate your [state the
specific action you want]. Enclosed are copies [copies, not
originals] of my records [receipts, guarantees, warranties,
cancelled checks, contracts, model and serial numbers, and any
other documents] concerning this purchase/repair.
I look forward to your reply and a resolution to my problem. I will
wait[set a time limit] before seeking third-party assistance. Please
contact me at the above address or by phone[home or office
numbers with area codes].

Sincerely,

[Your Name]
[Account Number]

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Worksheet 4

Write a complaint letter by choosing one of the samples bellow!.

Start your work by making brainstorming of your complaint letter.

Sample 1
Last September we purchased one of your five-gallon water
distillers from your Springfield distributor, John Doe. We find now
that the holding chamber has a leak where the stainless steel
sections come together, and it loses water almost as fast as it
distills it.

Since John Doe has moved to another state, I turn to you to honor
the lifetime guarantee on this unit. I am returning this part of the
distiller for a replacement. Enclosed is a copy of the warranty and
my registration number. I understand that I incur no costs with this
exchange. I appreciate your service.

Sample 2
I have not yet received the refund of $226.98 you promised to send
me two weeks ago for the faulty lawn mower. I trust this delay is
just an oversight, but I need the refund immediately so I can
purchase another machine.

To refresh your memory of the details of my case, I have enclosed

copies of my sales receipt and the warranty card. I look forward to
receiving the check soon. I need the money by next Monday.

Sample 3
The CV joint you recently installed has gone bad in less than two
weeks. Since I travel extensively for my work, I need that joint
repaired as soon as possible. Your service manager insisted that
next Friday is the earliest he can schedule the work. Given that I
waited three weeks last time only to have a bad part installed, I
think that scheduling the repair work within the next two days is

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 reasonable. I trust that you will agree. I'll call this afternoon to
verify the time. Thank you.

Homework Planning

Write a complaint letter of both (product and service) based on

your own experience!

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 UNIT XI
WRITING A REPORT OF ACTIVITIES

Grammar Focus
Past Tense
Check out sentences below.
1. The girl met her friends then they walked together.
2. The man stood up in front of the tree.
3. The children ran across the street.

Use the Simple Past to express the idea that an action started and
finished at a specific time in the past. Sometimes, the speaker may not
actually mention the specific time, but they do have one specific time in
mind.

Regular verbs:
The verbs "lived, started, died" are regular past forms. The rule is the
following:

Verb + ed

Examples:

The infinitive The simple past

Live lived

Start started

Die died

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 Visit visited

Play played

Watch watched

Phone phoned

Irregular verbs:
The verbs "was, wrote" are irregular past forms. "Was" is the simple
past of "to be"; "wrote" is the simple past of "write".

There is no rule for these verbs. You should learn them by heart.

The infinitive The simple past

Be was/were

Write wrote

Come came

Do did

Meet met

Speak spoke

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Temporal Sequence Indicators
- first, firstly, first of all, in the first place, at first,
- to begin with
- second, secondly, in the second place
- then
- later
- in the meantime
- meanwhile
- afterwards
- after that
- after, before
- finally
- last, lastly, last of all

Exercise I: (score: 30) (10 minutes)

Complete the text with appropriate words in the box. First of all, you
need to change the words in the bracket into past tense.

ask take see wake hop

fall go want head Is

Last Saturday, I ……. up early. I didn't get up from my bed because

there …. no school. Suddenly, my telephone rang. It was my friend,
Fanny. She ……me to go out at 10.00 o'clock. She …. to buy something
in the traditional market. So I ….. from the bed and …. to the shower.

Finally, we were out. In the street, I …..a piece of pink paper. I …. it

and we read it. We were shocked, it was a voucher for a four night tour
to Lombok. The expired date was that day. To our surprised, the name
was Fenita and the birth date was exactly the same as Fanny, my
friend, and it was also valid for two persons. My God! We were
thinking that maybe the paper just…. from the sky for us.

We were hurried to the tour agency that issued the voucher. The tour
agency took care of everything. We …. home and still couldn't believe
what was going on. Two days later we were on the Senggigi Beach,
Lombok.

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Exercise II: (score: 30) (10 minutes)
Supply the proper temporal sequence indicators to complete the text.

Our family went to Ball Dome to watch the Kings play the Shooters last
night. ……, my father drove our car fast so we could arrive on time.

When we got to the stadium, an usher showed us our seats. Just as we

sat down the band played the national anthem so we stood.

……. the anthem both teams entered the court. As they did, the
cheerleaders waved their steamers.

……, the referee placed his whistle in his mouth and signaled the start
of the play. The game was so hot that the supporters of the two teams
yelled out their chants every time a player scored the point.

……., the Shooters won and our family was happy that both teams had
given their best.

Homework:
Choose one of the topics below and develop it into paragraphs.
1. My Embarrassing Experience
2. My unforgettable vacation
3. My English Class Activities

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 UNIT XII
WRITING AN ABSTRACT OF AN ARTICLE

A. Why Abstract Is so Important?

What is an abstract?
The abstract is a mini version of the thesis. It should give a brief
summary of the main section of the paper.

An abstract is a brief, comprehensive summary of the contents of

the article; it allows readers to survey the contents of the article
quickly and like a title, it enables abstracting and information
services to index and retrieve articles‖ (APA,2013,p 12).

What is the purpose of an abstract?

To give readers a quick identification of the basic content of the
thesis. It should ―stand on its own‖ and be a self-contained
document.
Abstract is so important because it contains over salient points of
your research :

Well-organized
Salient points

Precise

Engaging

B. What to include in Abstract?

Before you start writing, it is a good idea to spend some time
thinking about what is exactly included in your abstract. Here are
some necessary things should be included in your abstract:

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 Necessary:
1. Topic
2. Main purpose
3. Methodology
4. Key findings
5. Contributions

Optional:
1. The importance
2. Prior key research
3. Gap being addressed

Usually not included:

1. Abbreviations (DOB)
2. Acronyms (SARS)
3. Citations (Jones et al 2014)
4. Definitions
5. Symbols (%)

When do you write an abstract?

 Some researchers write down the abstract when they finish their
research
 Some people are writing a draft early ( A draft abstract helps
focus)

C. How Do You Write an Abstract?

An abstract contains some significant aspects of your research. So
how can you work out the most salient points in your research?
One way is to ask yourself some series of questions record the
answers and then write the draft of your abstract.
Here some questions you can ask to yourself:
1. What‘s the problem my research addresses?
2. Why is it important?
3. What methodology did I use?
4. What are my key findings?

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5. What are my principal conclusions?
6. What are the implications?

Just you proof and edit your thesis, dissertation, or articles, so you
have to do the same with your abstract. When you think you have
a final draft, take time to do another check. Refine your writing by
doing these:
1. Put important information first in sentences
2. Use verbs not noun equivalents
3. Be precise (use precise language)
4. Get rid of unnecessary words

Here are some standard formulations of abstract.

OBJECTIVE(S) The purpose of this study was to

investigate...
Another aim was to find out...
Finally, ... was examined in the study
METHOD(S) (X) method was applied. (E.g.
quantitative/qualitative – both/other?)
The
study/survey/thesis/questionnaire/opinio
n poll...examined, inspected, focused on,
was conducted, carried out, sent out,
Questionnaires were sent
out/administered...( X number) responses
were received
RESULT(S)/ The results of the study were that...
CONCLUSION(S) It was found / discovered that...
The results revealed / indicated ...
MAIN The principal conclusion was that...
CONCLUSION(S) One major conclusion was that...

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 I. Pre-writing Activity :
Writing an abstract for action research paper (article). Here are
some strategies on how to write about your good abstract.

A good abstract should be :

1. Uses Active Voice

 Reports rather than evaluates
 Past tense
2. Is concise yet dense
 Do not exceed 120 words (some sources said 250-500
words)
 If your study ―extends or replicates previous work,‖
cite in the abstract
 Lead sentence must be ―maximally informative‖
 Do not waste space by repeating the title
 What are the most important 4 or 5 concepts, findings,
or implications?
 Use digits for all numbers except those at the beginning
of a sentence
3. Well Organized
 Names the problem under study (1 sentence)
 General description of participants and setting
 Methods
 Findings
 Conclusions/Implications
4. Self-Contained
 Must clearly contain the purpose and content of the
manuscript
 Do not include information that does not appear in the
body of the paper

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TIPS!
Here are some tips in writing your abstract :

1. Write it last – even though it‘s the first thing read, it‘s the last
thing written
2. Re-read the essay looking for 3 elements ( issue/question, scope
of your research, and conclusion)
3. Write a summary for each of 3 elements in separate paragraphs
4. Write in third person
 This essay examines the extent to which...
 The research question investigated was...
 The aim of this essay is...
 Rather than...In my essay I answered the question...
5. Make sure your abstract is
 CORRECT : Use correct grammar, vocabulary, spelling
and punctuation, no new information should be included.
 CONCISE : Make every word count; be brief and to the
point; maximum information in as few words as possible.
 COHERENT : Make sure the different parts of the essay
are related to your purpose and work together.
 CLEAR: Write for your reader, not yourself. Write clearly
using appropriate language.

II. During Writing :

1. Students will write (5 to 20 minutes)
2. Draft or sloopy copy

Below are some examples of abstract :

1. Scientific Abstract

ABSTRACT

INTRODUCTION : Avian H5N1 influenza viruses currently

circulating in southest Asia could potentially cause the next
pandemic. However, currently licensed human vaccines are

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 subtype-specific and do not protect against these
H5N1viruses. We aimed to develop an influenza vaccine and
assessed its immunogenicity and efficacy to confer protection
in BALB/c mice.

METHODS : We developed an egg-independent strategy to

combat the avian influenza virus, because the virus is
highly lethal to chickens and the maintenance of a
constant supply of embryonated eggs would be difficult in
a pandemic. We used a replication-incompetent, human
adenoviral-vector-based, haemagglutinin subtype 5
influenza vaccine (Had-H5HA), which includes both
humoral and cell-mediated immune responses against
avian H5N1 influenza viruses isolated from people.

FINDINGS : Imunisation of mice with Had-H5HA provided

effective protection from H5N1 disease, death, and
primary viral replication (p<0.0001) against antigenically
distinct strains of H5N1 influenza viruses. Unlike the
recombinant H5HA vaccine, which is based on a
traditional subunit vaccine approach, Had-H5HA vaccine
induced a three-fold to eight-fold increase in HA-518-
epitope-specific interferon-gamma-secreting CD8T cells
(p=0.01).

INTERPRETATION : Our findings highlight the potential of

an Ad-vector-based delivery system, which is both egg-
independent and adjuvant-independent and offers
stockpiling options for the development of a pandemic
influenza vaccine.

2. Unstructured Abstract

Abstract : Unstructured Example

Empirical research with nonhuman primates appears to support the

view that causal reasoning is a key cognitive faculty that divides

86
humans from animals. The claim is that animals approximate
causal learning using associative process. The present results cast
doubt on that conclusion. Rats made causal inferences in a basic
task that taps into core features of causal reasoning without
requiring complex physical knowledge. They derived predictions
of the outcomes of interventions after passive observational
learning of different kinds of causal models. These competencies
cannot be explained by current associative theories but are
consistent with causal Bayes net theories.

3. Language Abstract

ABSTRACT

Like many other methodological innovations, Task-Based

Language Teaching (TBLT) has been applied to many English
language curriculums across Asia. However, little research has
been done to explore what teachers know and believe about these
reforms in their specific contexts. This paper derives from an in-
depth study of teacher cognition in Vietnamese high schools using
multi-methods of data collection. It will present and discuss
findings from one of the methods used to elicit teachers‘
knowledge and attitudes – ‗narrative frames‘ (Barkhuizen&
Wette,2008).Specifically, teachers were asked to write (in
Vietnamese) reflective comments about their attitudes toward
Task-Based Language Teaching (TBLT) recent experience of
applying it in their classroom. After presenting some of the finding
application and usefulness of this approach to data collection in
relatable context .

Like many other : The purpose of the research

This paper derives from : Methodology

It will present and discuss : Findings / results

Specifically, teachers were asked : Implication of the findings

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 4. Abstract of Thesis

Towards Green Movie Productions

Movies and the environment are two areas that are not necessarily
associated with one another, and there is only a limited amount of
information or research presenting the effects of movie production
on the environment. However, as with any other industry, the
motion pictures industry produces waste and polution .Therefore,
the object of this thesis is to establish what kinds of waste and
pollution are generated by the motion picture industry and to
determine whether or not sufficient efforts are made within this
industry to improve its sustainability. The thesis shows that
initiatives, such as guidelines of better environmental practices to
make movie production greener, have been undertaken. It also
reveals that a few movies have been produced in a more
sustainable way .Nevertheless, it affirms that those efforts are still
limited and that more should be done in particular from
governments to encourage the whole industry to implement
necessary beneficial practical measures .

Movies and the environment : Broad Statement about The Main

Topic

there is only a limited amount : Gap in The Research Identified

Therefore, the object of this thesis is : Purpose of Thesis Explained

The thesis shows that : Findings Summarised

Nevertheless, it affirms : Conclusion - Recommendation

5. Psychology Abstract (essay )

Abstract
This paper is an evaluated of ‗To what extent do married people
have better physical, mental health and financial success that

88
unmarried people‘. The paper is divided into three main parts,
where each part explains the effect of marriage on physical, mental
health and financial success.
Firstly, it explores physical health by looking at the immune
system and like hood of illness of individuals, comparing the
ability to prevent infections and disease between married couples
and singles. Secondly, the mental impact of marriage has on
individuals, is found out by looking at emotional support and
chances of depression. Lastly, financial success of individuals is
explored through comparing wages of married and unmarried
individuals and explain why a trend like that might occur.
The conclusion of this essay displays that married people have
better physical and mental health only when the marriage provides
positive interaction. If individuals are unhappily married, it causes
negative physical and mental impact on individuals, whereas
unmarried people have better physical and mental health compared
to unhappily married people. Also, there is no direct relationship
between marriage and financial success, as it can be concluded that
financial success depends on age, experience, and how hard-
working the individual is.

III. Post-writing :
1. Share in small groups of three or four.
2. Students put their drafts in their folders.

After the students write about an example of abstract, now they can
make a group to share their abstract to others.

89
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Richards, JC. Interchange 2 Workbook
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http://english.stackexchange.com/questions/222857/word-that-
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http://smartenglishnet.blogspot.co.id/2015/01/recount-text-and-its-
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tense/past-simple
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in-english/

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