MODUL

SPEAKING I

Compiled by:

M. Akbar Kurtubi Amraj, M.Pd

NIDN: 0410068802

PAMULANG UNIVERSITY
FACULTY OF LETTERS
ENGLISH DEPARTMENT
TANGERANG – BANTEN
 PREFACE

Every English literature student is expected to be able to master English

both spoken and written based on good grammatical structures. Without learning
and having good grammar, the students can not speak up correctly. By having
good grammar, the students will be more confident to speak up.

Speaking is one of the most important subjects in the English literature

faculty. At least, the students should pass and master the 4 levels of Speaking in
this faculty, they are Speaking 1, Speaking 2, Speaking 3, and Speaking 4 in 2
SKS each.

Speaking1 is the basic subject that should be mastered by the first semester
students of English literature. In Speaking 1, the students will learn about some
basic the conversation. This module is compiled to help students in learning
Speaking, so that they can understand and master speaking easier.

South Tangerang , 10 September 2017

Coordinator

M. Akbar Kurtubi Amraj, S.Pd.I., M.Pd

NIDN: 0410068802
 MEETING 1
PLEASED TO MEET YOU!

A. LEARNING OBJECTIVE
By the end of this lesson, students will be able to:
1.1 understand and apply meaning in conversation by using of greeting
expressions.
1.2 understand and apply meaning in conversation by using of leave
taking expressions.

B. FORM AND INSTRUCTION

►Form (Language Expression):
Here some expressions are used for expressing the learning objectives above.

1.1 : Greeting Expressions

Keep your book closed. Listen to your teacher. Then open your book.
Listen to your teacher again and repeat after her.
English Indonesia
Good morning Selamat pagi
Good afternoon Selamat siang
Good evening Selamat sore / malam
Selamat malam/tidur (diucapkan hanya
Good night
ketika akan berpisah dan akan tidur)
Good bye Selamat tinggal
See you later Sampai jumpa
See you tomorrow Sampai besok
How are you ? Apa kabar ?
Very well, and you ? Sangat baik, dan kamu ?
 How’s it going ? Apa kabar ?
Fine thank’s. and you ? Baik terima kasih. Dan kamu ?
How is Mr…. ? Bagaimana kabarnya tuan…?
How is Mrs…? Bagaimana kabarnya Nyonya …?
Is Miss … well ? Apakah nona … baik ?
I’ll see you tomorrow. Saya akan temui anda besok.
I’ll be seeing you Sampai jumpa
How are you going ? Apa kabar ?
How are things ? Apa kabar ?
How’s life ? Apa kabar ?
Very well, thank you. Sangat baik. Terima kasih.
Very well, thanks. Sangat baik, terima kasih.
Fine, thanks. Baik, terima kasih.
Good, thank Baik, terima kasih.
OK, Thanks. Baik, terima kasih.
Not bad, thank. Lumayan, terim akasih.
Thank you. Terima kasih.
Thank you very much. Terima kasih banyak.
Thanks. Terima kasih (tidak resmi)
Don’t forget me Jangan melupakan saya.
How is the family ? Bagaimana kabarnya keluarga ?
How is your mother ? Bagaimana kabar ibumu ?
How is your brother ? Bagaimana kabar saudara lelakimu ?
Bagaimana kabar saudara
How is your sister ?
perempuanmu ?
How is your father ? Bgaimana kabar ayahmu ?
Is your father fine ? Apakah ayahmu baik-baik saja?
Thank you so much. Terima kasih banyak.
You are welcome. Sama-sama.
Please Silahkan
 With pleasure Dengan senang hati
Good luck ! Semoga berhasil
I hope that we will meet again. Saya berharap kita akan bertemu lagi.

Read more: http://adinawas.com/kumpulan-kata-sapaan-bahasa-

inggris.html#ixzz4JdJcqxFK

Open your book. Listen to your teacher and repeat each expression
your teacher says. After that, practice speaking the dialogues with your
partner.
Dialogue 1
Nick : Hello, Lusi. Nice to see you again.
Lusi : Nice to see you too, Nick.
Nick : How are you doing?
Lusi : Pretty well, thanks.
Nick : How is Hendra?
Lusi : He’s fine, thank you.

Dialogue 2
Lusi : Good morning, sir.
Teacher : Good morning, Lusi. How are you?
Lusi : I’m very well, thank you.
Teacher : What are you doing here in the hospital?
Lusi : I am going to visit my neighbor. She has just delivered a baby.
Teacher : I see. Are you alone?
Lusi : No, I’m with my Mom. There she comes. I’m sorry, I have to go
now. Good bye, sir.
Teacher : Good bye, Lusi. See you at school tomorrow.
Dialogue 3
Mr. Iskandar : Good afternoon, Mr. Hermawan. How are you?
Mr. Hermawan : Very well. Thank you. How are you?
Mr. Iskandar : I’m fine, too. How is your family?
Mr. Hermawan : They are fine. Thank you. How’s business?
Mr. Iskandar : It’s going up this year. Thanks.
Mr. Hermawan : Glad to hear that. Oh, there comes Mr. Bawono, Sorry, I
have to see him before the meeting. I’ll talk to you later.
Mr. Hermawan : Sure. See you.

EXPLANATORY NOTES

Formal Informal
Responses Responses
Greetings Greetings
– Terrific.
– Hello. – Hi, how’s life? And you?
– Hello, good – What’s news? – Just fine,
afternoon. – How’s thanks.
– Good morning. – Good evening. everything? – Great,
– Good afternoon. – I’m fine. Thank – How’s thanks.
– Good evening. you. business? – Pretty well.
– Hello, how are – Very well, thank – Good to see What about
you? you. you. you?

1.2 : Leave Taking Expressions

Some expressions can be used to express asking wants and preference are:
 Leave Taking Responses

Formal Situation
– Good bye – Good bye
– I look foward to seeing you – Good bye
again soon, good bye

Informal Situation
Pre-closing
– Sorry, I’ve to go – Yes of course, it was nice to
– Well, talk to you later, then see you
– Please, excuse me but I really – So long
have to be going – Bye bye
– Sorry, I have to go now. – See you soon
– I’ll talk to you later. – See you
– It’s been nice talking to you – Take care
– So, I’ll see you next week – Please keep in touch
– OK then… – Good bye
– I think I’d better be going – Good night, Indah
now. – Good bye, Mr. Saiful
– Well, it’s time for me to leave. – You too
– I think it’s already late at – Ok
night. – Certainly
– I must be going home. – Bye bye
– I will be seeing you
– Yes of course. See you.
Closing/leave-taking – Sure. See you later.
– Good bye and give me regard – So long.
to Mr/Mrs.… – Take care.
– See you later – Keep in touch.
– Take care – See you at school.
 – So long
– Until the next week / time
– Good night, Ali
– Good-bye, Mrs. Mariah
– Have a nice ……(day)..
– Have a nice / good time
– Good luck
– All the best
– Enjoy your self
– Remember me to ……(your
mother)
– Bye-bye
– Bye-Bye; Bye; Bye now; Take
care of yourself
– Cheerio!
– Have nice dream
– Have a good trip
– you too, so long
– till we meet again
– See you later —- Fine.
– See you soon —– OK.
– See you tonight —– All right
– See you tomorrow.

Leave Taking Dialogues

Dialogue 1

A: Well, it was nice talking to you.

B: It was nice talking to you too.
A: We should really hang out again.
B: That would be fun.
A: Where do you want to go?
B: I think we should go out to eat.
A: That sounds good.
B: All right, so I'll see you then.
A: I'll call you later.
B: Okay, I'll talk to you later then.
A: See you later.
B: Bye.

Dialogue 2

A: I enjoyed talking to you.

B: I enjoyed talking to you too.
A: We should hang out some time.
B: I think that would be nice.
A: Is there anything you would like to do next time?
B: Do you want to go out to eat?
A: I'd like that.
B: So I'll see you next time.
A: I'm going to call you soon.
B: I'll talk to you later.
A: See you soon.
B: Goodbye.

Dialogue 3

A: I had fun talking to you.

B: It was really nice talking to you also.
A: I think we should really do something sometime.
B: That should be loads of fun.
A: What do you want to do next time?
B: Would you like to go to dinner or something?
 A: Yeah, let's do that.
B: Okay, until next time then.
A: I'll call you so we can set that up.
B: Talk to you then.
A: All right, see you.
B: See you.

► Instruction:

At this unit, students do a pair work, do a dialog (pair work) and do a

presentation.

C. IMPLEMENTATION
1. Learning Media
 LCD/ Laptop/ Module
2. Procedure
 Students listen to the lecturer’s explanation well.
 Students tell their knowledge and ability about the expressions of
speaking that they’ve learned.
 Students work together with partners to do the activities or
exercises.

3. Rubric and Evaluation

No ASPECT SCORE (1-5)

1. Accent
2. Grammar
3 Vocabulary
4 Fluency
5 Comprehension
Total Score :

D. ASSIGNMENT
Activity 1:
Complete the dialogues below with greeting expressions!

Dialogue 1
Clarie : Good morning Mrs. Sella
Sella : ………….. Miss Clarie
Clarie : ………… Mrs. Sella?
Sella : Fine, thank you and you?
Clerie : ……….., thank you.
Sella : Nice day isn’t it ?
Clarie : Yes it is.

Dialogue 2
Nola : Mrs. Mia, how are you?
Mrs. Mia : Nola, …………………………… ?
Nola : Great, Mrs. Mia. I am so happy to see you again.
Mrs. Mia : ……………….. What about your mother Nola?
Nola : She is fine too Mrs. Mia
Mrs. Mia : …………..

Activity 2:
Make a dialogue of greeting and leave-taking with your pair, then practice it
in front of the class!
E. REFERENCES
Azhar, Betty Schrampfer. 2003. Understanding and Using English Grammar.
Third Edition. NewYork: Longman.

Murphy, Raymond. 1994. English Grammar In Use. Second

Edition.Cambridge: Cambridge University Press.

http://www.ef.com/english-resources/english-grammar

http://www.englisch-hilfen.de/en/exercises_list/mengen.htm

http://esl.fis.edu/grammar/rules/some.htm
 MEETING 2
INTRODUCING PEOPLE

A. LEARNING OBJECTIVE
By the end of this lesson, students will be able to:
1.1 understand and apply meaning in conversation by using of introducing
people.
1.2 understand and apply meaning in conversation by using finding out
about people.

B. FORM AND INSTRUCTION

►Form (Language Expression):
Here some expressions are used for expressing the learning objectives
above.

1.1 : Introducing People.

You can find out if someone knows someone else, or introduce two
people who don’t know each other, by asking one of them Do you know . . .?
followed by the name of the other person. Vicki answers with I don’t think
so, not because she isn’t sure but because this is a more indirect way of
saying No – it would sound rather short just to say ‘No’. Let’s look at another
example of two people being introduced to each other:

Dialogue 1
Justine introduces Vicki to Chris.

Justine : Vicki – do you know Chris?

Vicki : I don’t think so.
Justine : Chris, this is Vicki.
Chris : Hello Vicki.
Vicki : Hello Chris. Pleased to meet you.
Dialogue 2
Rosemary wants to introduce Justine and Tim to Stuart, who doesn’t know
them.

Rosemary : Stuart, this is Justine.

Stuart : Hello, Justine.
Justine : Pleased to meet you, Stuart.
Rosemary : And this is Tim.
Tim : Hello, Stuart.

Dialogue 3
Shamira introduces herself to someone who has just started work in the same
office as her.

Shamira : Excuse me, I don’t know your name.

Kath : It’s Kath – hello!
Shamira : Hello, Kath – my name’s Shamira. Pleased to meet you.
Kath : And you.
Shamira : Do you know the people in our office?
Kath : I know their faces, but I don’t know all their names.
Shamira : Maybe I can help you out there?
Kath : Yes. That person by the photocopier – what’s her name?
Shamira : That’s Helen. And the man sitting with her . . .
Kath : I know his name – that’s Adrian, isn’t it?
Shamira : Yes – he’s our boss.

Dialogue 4
Now Ann introduces Marian to Rosemary.
Ann : Rosemary, this is Marian – she’s from Brighton.
Rosemary : Hello, Marian – what do you do for a job?
Marian : I’m a teacher.
Rosemary : So am I! Where do you teach?
Marian : In the college here. What about you?
Rosemary : I teach in a primary school.

1.2 : Finding Out about People.

Where do you go to meet friends? What do you and your friends talk
about? And look at this conversation:

Dialogue 1
Nisha : Who’s that guy?
Eun-chan : That’s Lee Min Ho.
Nisha : Who’s he?
Eun-chan : Oh, he’s in my aerobics class.
Nisha : He’s really cute.
Eun-chan : Yeah. Do you want to meet him?
Nisha : You bet I do!
Eun-chan : Lee, this is my friend Nisha.
Lee Min Ho : Hi, Nisha. Nice to meet you.
Nisha : Hello. Nice to meet you, too.

Here are some expressions we can use

Who’s that (guy)? That’s Lee.
Nisha
 Who’s he? He’s in my aerobics class.
Who’s she? She’s my friend.
Is his name Lee? Yes, it is.
No, it’s Son Jong Kye.

Dialogue 2
Stuart is seeing if he can remember the names of everyone in the room.

Stuart : Now then, are you Helen?

Helen : Yes, I am.
Stuart : And is that Su by the door?
Helen : Yes, it is.
Stuart turns to another person.
Stuart : And are you Jenny?
Jenny : Yes, I am!
Stuart points to someone else.
Stuart : And is she Ann?
Jenny : Yes she is! Well done!

Dialogue 3
Brian is having trouble with names and faces.

Brian : Is that Gerry over there?

Stuart : Yes, it is.
Brian : And who’s that with him?
Stuart : That’s Ben.
Brian : And where’s Sandra?
Stuart : She’s over there, by the window.
Brian : Oh yes – and who’s that with her?
Stuart : That’s Dave.

Dialogue 4
Ben has a list of names of people in the office, but he doesn’t know who’s
who! He asks Justine to help, and she points them out as he reads out the
names.

Ben : Right. Where’s Helen?

Justine : That’s her, by the door.
Ben : And Stuart?
Justine : That’s him, at the computer.
Ben : And what about Gerry and Adrian?
Justine : That’s them, by the coffee-machine.
Ben : And finally what about Justine?
Justine : That’s me, silly!

Dialogue 5
Stuart and Rosemary are at a party. Stuart doesn’t know anyone, so
Rosemary is pointing out who’s who.

Stuart : Who’s that over there, then?

Rosemary : That’s Dave.
Stuart : And the two people with him?
Rosemary : Those are friends of his – but I don’t know their names. And
then . . . you see that woman by the window?
Stuart : With the funny hat?
Rosemary : Yes . . . that’s Miranda – her husband works with Steve in the
garage down the road.
Stuart : And which one is Steve?
Rosemary : Steve’s not here – he’s off on a course* somewhere. But
there’s his brother, Mike. He’s in computers.
Stuart : Really? Like me!
 Rosemary : Let’s go and introduce ourselves, shall we?
Stuart : Good idea.
* off on a course = ‘away from home doing a training programme’

► Instruction:

At this unit, students do a pair work, do a dialog (pair work) and do a

presentation.

C. IMPLEMENTATION
1. Learning Media
 LCD/ Laptop/ Module
2. Procedure
 Students listen to the lecturer’s explanation well.
 Students tell their knowledge and ability about the expressions of
speaking that they’ve learned.
 Students work together with partners to do the activities or
exercises.
3. Rubric and Evaluation

No ASPECT SCORE (1-5)

1. Accent
2. Grammar
3 Vocabulary
4 Fluency
5 Comprehension
Total Score :

D. ASSIGNMENT

Activity 1:
 Look at the picture for 10 seconds. Then cover the names. Work with a
partner. Ask questions to find out how many names you remember.
Reverse roles.

Activity 2:
Can you remember your classmates’ names? Ask your partner questions.
Reverse roles.

Activity 3:
Make a dialogue of introducing the others and finding out about people
with your pair, then practice it in front of the class!

E. REFERENCES
King, Gareth. 2005. Colloquial English: a Complete English Language
Course. First Edition. London and New York: Routledge.
Richards Jack, C.2005.Person to Person.Communicative Speaking and
Listening Skills Starter.Oxford: Oxford University Press.
 MEETING 3
ARE THESE YOUR KEYS?

A. LEARNING OBJECTIVE
By the end of this lesson, students will be able to:
1.3 understand and apply meaning in conversation by using of identifying
things.
1.4 understand and apply meaning in conversation by using of describing
where things are.
1.5 understand and apply meaning in conversation by using of counting
and quantity.

B. FORM AND INSTRUCTION

►Form (Language Expression):
Here some expressions are used for expressing the learning objectives
above.

1.1 : Identifying things.

Do you have a cell phone? Do you like using it? What’s that?
Are these your keys? Read the conversation below carefully.

Albert : What’s that?

Akbar : It’s my new car
Albert : Wow! It’s awesome
Akbar : Yeah, thanks.
Albert : By the way, are these your keys?
Akbar : Yes, they are mine. Thanks.
I leave my things everywhere!
Albert : I know

Here are some expressions we can use!

What’s that? It’s my cell phone. What are these? They’re earrings.
this? It’s a watch. those?

Are these your keys? Yes, they are.

Whose is this? This is Paul’s watch.
It’s
Whose watch is this? It’s Aris’
Whose are these? These are Elis’ earrings.
They’re
Whose earrings are these? They’re Azarine’s.

I like your sunglasses. They’re cool / nice / fun / different.

They are
I like your bag. It’s fabulous / interesting / nice.
It is
That’s a nice T-shirt. That’s neat
Those are nice sneakers. They’re neat

2.1 : Describing where things are.

Do you sometimes forget where things are? What things do you often
misplace? And look at this conversation.
Akbar : Oh, I’m late. Where are my car keys?
Albert : Are they on the desk?
Akbar : No, they’re not
Albert : Oh, I know. They’re in the drawer, beside the book
Akbar : You’re right! Thanks buddy
Here are some expressions we can use
 Where are my keys? They’re in the bedroom.
they? They are on the dresser.
Where’s my book? It’s next to the sofa
Where is it? Under the chair.

3.1 : Counting and Quantity.

There are two types of noun in English:

 nouns such as cup, egg, garden, book, mouse which are
COUNTABLE (C)
 nouns such as water, milk, butter, food which are UNCOUNTABLE
(UC)
They are used in different ways.

Countable nouns
 can have PLURALS: cups, eggs, gardens, books, mice
 are used in the singular with a/an: a cup, an egg, a garden
 can be used with numbers: three mice, seven books
 are used with many: how many cups?, too many books

Uncountable nouns
 usually can’t have plurals: ‘waters’, ‘milks’, ‘butters’, ‘foods’
 usually can’t be used with a/an: ‘a water’, ‘a milk’, ‘a food’
 are used with much: how much water?, too much food
 usually can’t be used with numbers: ‘three foods’, ‘seven waters’

Both uncountable and countable nouns:

 can be used with the: the garden, the gardens, the milk
Both uncountable and PLURAL countable nouns:
 can be used with some, any and a lot of:
Have you got any bread?
Have you got any eggs?
Give me some apples and some cat food
There are a lot of children here
There’s a lot of snow outside

 can be used with QUANTITY WORDS:

a box of matches
a pint of milk

Dialogue
Helen is buying a few things in the corner shop.

Helen : Hello. Have you got any bread left?

Assistant : Yes – we’ve got white and brown, sliced and unsliced.
Helen : Give me a brown sliced loaf, please. Oh, and a box of
matches, and a bottle of milk.
Assistant : Anything else?
Helen : Let’s see . . . some apples and some cat food.
Assistant : How many apples would you like?
Helen : Half a dozen.
Assistant : And how much cat food?
Helen : Two tins* will do, I think. How much does that
come to?
Assistant : Rp. 150.899, please.

Helen : [gives the assistant the money]

Thanks a lot.
Assistant : Thank you. Bye.
Helen : Bye.
* tin – a sealed metal container for food. The food in the tin can be either
uncountable (cat food, ham, rice pudding) or countable (carrots, potatoes), but
the tin itself is always countable! Another word for tin is can, which is used
in the UK particularly for drinks.

Idioms
 will do means ‘will be enough’
 come to means ‘add up to’; how much does it come to? Means
‘what is the total that I have to pay?’

Notice in Dialogue that Helen says:

Have you got any bread left?

not ‘Have you got bread left?’

We generally put some (statements) and any (questions and negatives) before
plural nouns and uncountable nouns.

More examples:
I need some eggs
I need some milk
Has Sandra got any children?
Has Sandra got any food in the house?
We don’t want any biscuits
We don’t want any cake

► Instruction:

At this unit, students do a pair work, do a dialog (pair work) and do a

presentation.
C. IMPLEMENTATION
4. Learning Media
 LCD/ Laptop/ Module
5. Procedure
 Students listen to the lecturer’s explanation well.
 Students tell their knowledge and ability about the expressions of
speaking that they’ve learned.
 Students work together with partners to do the activities or
exercises.
6. Rubric and Evaluation

No ASPECT SCORE (1-5)

1. Accent
2. Grammar
3 Vocabulary
4 Fluency
5 Comprehension
Total Score :

D. ASSIGNMENT

Activity 1:
Make a conversation with your friend about my class and my room.
Activity 2:
Ask your partner questions about where these things are in the picture.

Activity 3:
Candace has made shopping list. Look at the items on it and write whether
they are countable nouns (C) or uncountable nouns (UC).
a. eggs ____
b. milk ____
c. apples ____
d. newspaper ____
e. butter ____
f. carrots ____
g. washing-up liquid ____
h. twelve bars of chocolate ____
i. cheese ____
j. biscuits ____
k. rice ____
l. bottles of water ____
m. a chicken ____
n. an English book ____
o. toothpaste ____
p. light bulbs ____
q. toothbrush ____
 r. playing cards ____
s. tin of rice pudding ____
t. box of soap powder ____

Activity 4:
Bert’s also made a shopping list. Complete it by adding either a/an or some
before each item.
a. ____ soap
b. ____ eggs
c. ____ teabags
d. ____ newspaper
e. ____ loaf of bread
f. ____ melon
g. ____ rice
h. ____ orange juice
i. ____ bag of carrots
j. ____ extra bottle of milk
k. ____ butter
l. ____ pencil
m. ____ toothbrush
n. ____ pizzas
o. ____ box of matches
p. ____ yoghurts
q. ____ kilogram of ice cream
r. ____ sour cream
s. ____ coffee
t. ____ bottle of catsup
E. REFERENCES
King, Gareth. 2005. Colloquial English: a Complete English Language
Course. First Edition. London and New York: Routledge.
Richards Jack, C.2005.Person to Person.Communicative Speaking and
Listening Skills Starter.Oxford: Oxford University Press.
 MEETING 4
HELLO, COULD I SPEAK TO ZHAPRAN?

A. LEARNING OBJECTIVE
By the end of this lesson, students will be able to:
1.6 understand and apply meaning in conversation by using of talking on
the phone.
1.7 understand and apply meaning in conversation by using of talking
about ‘as soon as’.
1.8 understand and apply meaning in conversation by using of counting
and quantity.

B. FORM AND INSTRUCTION

►Form (Language Expression):
Here some expressions are used for expressing the learning objectives
above.

1.1 1.1 : Talking on the phone.

Speaking on the phone in English is easy once you have learnt a few
important phrases:
 Use hello / hə`l_υ/ to greet the other person – this is okay on the phone
even in more formal situations.
 Use Is that . . .? to make sure you’re talking to the right person.
You can use a name or a job title:
Is that John Smith? – Yes, it is.
Is that the manager? – No, it isn’t . . . it’s the caretaker.
 Be careful! We don’t use Are you . . . ? to find out who is on the
other end of the phone:
Is that Dave Rogers? Yes, it is.
not ‘Are you Dave Rogers?’ ‘Yes, I am.’
Is that James? No, it isn’t . . . it’s Gerry
not ‘Are you James?’ ‘No, I’m not . . . I’m Gerry.’

If you don’t recognise the voice, either say

Who is that?
or Who am I speaking to?

Remember that in British English on the phone ‘that’ refers to the

person on the other end of the phone, and this refers to yourself. So, for
example, if Sue phones Maria, she will say:

This is Sue . . . is that Maria?

or if she doesn’t recognise the voice at all:
This is Sue . . . who is that?

In American English people use this for both people, and say Who is
this?
If the phone is answered by someone other than the person you want to speak
to, say:
Could I speak to . . . ?
or Is . . . there, please?

To tell the other person who you are, say:

It’s . . .
or It’s . . . speaking
If the person you want to speak to isn’t there, you can say either:
 OK, I’ll phone again later
or Could you get him/her to phone me back?
You can use ring instead of phone in these two sentences as well.

If someone phones you and asks to talk to someone else, they might say:
Is . . . there?
or Could I speak to . . . ?
and you can say:
Can I ask who’s calling?
They will say:
Yes, it’s . . .

Read the conversation below carefully.

Dialogue 1
Dave phones Vicki’s number to see if Nigel’s there.

Dave : Hello, could I speak to Vicki?

Vicki : Speaking.
Dave : Oh, hello Vicki – I didn’t recognise your voice. It’s Dave.
Vicki : Hi, Dave. How’s things?
Dave : Not bad, thanks. Listen, I don’t suppose Nigel’s there, is he?
Vicki : No – but I’m expecting him round later on.
Dave : OK – could you get him to ring me back?
Vicki : Of course. Can you give me your number?
Dave : I think he’s got it, but let me give you it now just in case.
Vicki : Hang on – let me get a pen . . . OK.
Dave : Six-seven-nine-oh-four-oh-four. Got that?
Vicki : Got it!
 Idioms
o I don’t suppose is used with a TAG to make a question sound
less direct, especially questions where you expect the answer to
be ‘no’:
I don’t suppose you’ve got any money, have you?
= ‘Have you got any money?’
I don’t suppose Brian can drive a lorry, can he?
= ‘Can Brian drive a lorry?’
I don’t suppose anyone here speaks Turkish, do they?
= ‘Does anyone here speak Turkish?’
o Got that? means ‘Did you hear that OK?’

Dialogue 2
Julie’s phone rings, and she answers.

Julie : 247649.
Terry : Ah, hello. Could I speak to Jim, please?
Julie : Jim?
Terry : Yes, Jim Fife. Is he there?
Julie : I’m afraid there isn’t anyone here by that name*. Who am I
speaking to?
Terry : This is Terry Smith. Isn’t that Marilyn’s house?
Julie : No – you’ve got the wrong number.
Terry : Ah – I’m sorry.
Julie : Quite all right.
* by that name means ‘with that name’

Dialogue 3
The Embassy of Indonesia, Russia has called from the Embassy of Japan.
Meiza : The Embassy of Indonesia, Russia. Meiza speaking. What can
I do for you?
Mr. Naruto : Can I speak to Ms. Romanov, the first secretary?
Meiza : May I know to whom I am speaking?
Mr. Naruto : Naruto from the Embassy of Japan.
Meiza : Mr. Naruto, I’m sorry. Ms. Romanov has an annual leave.
Would you like to leave a message?
Mr. Naruto : I would like to invite her to come to Zoechuer Hotel, July 11th,
7 p.m. onwards.
Meiza : What is the program?
Mr. Naruto : The farewell party of our ambassador, Mr. Nakamura.
Meiza : I will tell your message to Ms. Romanov. Is that all, Mr.
Naruto?
Mr. Naruto : Yes, I think that’s all.
Meiza : Thank you for calling, Mr. Naruto.
Mr. Naruto : You are welcome.

1.2 : Talking about ‘as soon as’.

Let’s see this conversation.

Dialogue 4
Cynthia phones to speak to Bob at work. But she gets through to his
secretary.

Cynthia : Hello, it’s Cynthia Palmer here. Can I speak to Bob Watford
please?

Secretary : Hold on, I’ll see if he’s available . . .

. . . Hello? I’m afraid Mr. Watford’s in a meeting at the moment.
Would you like to leave a message?
Cynthia : Yes – could you ask him to get back to me as soon as possible?
Secretary : Yes – has he got your number?
Cynthia : Yes, he has.
Secretary : Fine – I’ll make sure he calls you as soon as he gets out of the
meeting.
Cynthia : Thanks.

Idioms
• at the moment means ‘now’
• get back to me means ‘phone me back’

In Dialogue 4 the secretary says she’ll make sure Bob Watford calls:
as soon as he gets out of the meeting

In English we use the PRESENT SIMPLE to mean the FUTURE after:

when
before
as soon as
until/till

Here are some more examples:

Don’t forget to lock the door when you leave
Let’s do the washing-up before Dave comes back
Phone us as soon as you hear any news
Let’s stay here until the rains stops

Remember to use the present simple, not the present continuous, with this
type of word:
. . . until the rain stops
not ‘until the rain is stopping’
 . . . when you leave
not ‘when you’re leaving’

Learn the phrase as soon as possible. You will often hear people use the
abbreviation as well:
a.s.a.p. (or asap) /εi εs εi `pi:/

both in writing and when speaking:

Can you get back to me a.s.a.p.?

1.3 : Counting and Quantity.

Look at this conversation.

Dialogue 4
Pete’s in a crisis, and he needs Sally’s help.
PETE: Sally!
SALLY: Yes, what is it?
PETE: I can’t find my mobile.
SALLY: Honestly, can’t you take better care of your things?
PETE: Don’t go on at me – can you help me look for it?
SALLY: [sighs] All right. Where did you have it last?
PETE: I had it in my pocket last night, but I think it was on
the kitchen table this morning. But it’s not there now.
SALLY: [thinks for a moment] Is it switched on?
PETE: I think so.
SALLY: Well, why don’t you use my mobile to phone yours?
Then we can listen for the ring.
PETE: Brilliant! Give us1 your mobile, then.
[Sally feels in her pocket, then looks around]
SALLY: Er . . . Pete.
PETE: What?
SALLY: I can’t find my mobile either.
1 us is sometimes used in colloquial English to mean me

Idiom
• What is it? means ‘What’s the problem?’ or ‘What do you want to
talk to me about?’
• Don’t go on at me means ‘Stop criticising me’, ‘Stop being
annoyed with me’ or ‘Stop telling me what to do’

Language point 38 – ‘Why don’t you . . .?’

In Dialogue 4 Sally makes a suggestion to Pete:
Why don’t you use my mobile phone?
We can use Why don’t you + BASE-FORM as a gentle or polite way
of suggesting to someone that they do something. Here are some
more examples:

Why don’t you wait here for them?

Why don’t you ask the receptionist?
Why don’t you buy your wife a present?
You can also use Why don’t . . . with we and I in a similar way:
Why don’t we go out tonight? = ‘Let’s go out tonight’
Why don’t I order us a pizza? = ‘Shall I order us a pizza?’
Although they look like questions and have a question mark (?) at
the end, these phrases don’t need a specific answer – if you want to
agree to the suggestion, you can just say:
OK
Fine
All right, then
Good idea
or even:
Brilliant
(like Pete in the Dialogue) if you think it’s a really good idea.
If you don’t agree with the suggestion, just say:
No, let’s not
No, I don’t think so

LanguageThere are two types of noun in English:

 nouns such as cup, egg, garden, book, mouse which are
COUNTABLE (C)
 nouns such as water, milk, butter, food which are UNCOUNTABLE
(UC)
They are used in different ways.

Countable nouns
 can have PLURALS: cups, eggs, gardens, books, mice
 are used in the singular with a/an: a cup, an egg, a garden
 can be used with numbers: three mice, seven books
 are used with many: how many cups?, too many books

Uncountable nouns
 usually can’t have plurals: ‘waters’, ‘milks’, ‘butters’, ‘foods’
 usually can’t be used with a/an: ‘a water’, ‘a milk’, ‘a food’
 are used with much: how much water?, too much food
 usually can’t be used with numbers: ‘three foods’, ‘seven waters’

Both uncountable and countable nouns:

 can be used with the: the garden, the gardens, the milk

Both uncountable and PLURAL countable nouns:

 can be used with some, any and a lot of:
Have you got any bread?
Have you got any eggs?
Give me some apples and some cat food
There are a lot of children here
There’s a lot of snow outside

 can be used with QUANTITY WORDS:

a box of matches
a pint of milk

Dialogue
Helen is buying a few things in the corner shop.
Helen : Hello. Have you got any bread left?
Assistant : Yes – we’ve got white and brown, sliced and unsliced.
Helen : Give me a brown sliced loaf, please. Oh, and a box of
matches, and a bottle of milk.
Assistant : Anything else?
Helen : Let’s see . . . some apples and some cat food.
Assistant : How many apples would you like?
Helen : Half a dozen.
Assistant : And how much cat food?
Helen : Two tins* will do, I think. How much does that
come to?
Assistant : Rp. 150.899, please.

Helen : [gives the assistant the money]

Thanks a lot.
Assistant : Thank you. Bye.
Helen : Bye.

* tin – a sealed metal container for food. The food in the tin can be either
uncountable (cat food, ham, rice pudding) or countable (carrots, potatoes), but
the tin itself is always countable! Another word for tin is can, which is used
in the UK particularly for drinks.

Idioms
 will do means ‘will be enough’
 come to means ‘add up to’; how much does it come to? Means
‘what is the total that I have to pay?’

Notice in Dialogue that Helen says:

Have you got any bread left?

 not ‘Have you got bread left?’

We generally put some (statements) and any (questions and negatives) before
plural nouns and uncountable nouns.

More examples:
I need some eggs
I need some milk
Has Sandra got any children?
Has Sandra got any food in the house?
We don’t want any biscuits
We don’t want any cake

► Instruction:

At this unit, students do a pair work, do a dialog (pair work) and do a

presentation.

C. IMPLEMENTATION
7. Learning Media
 LCD/ Laptop/ Module
8. Procedure
 Students listen to the lecturer’s explanation well.
 Students tell their knowledge and ability about the expressions of
speaking that they’ve learned.
 Students work together with partners to do the activities or
exercises.
9. Rubric and Evaluation

No ASPECT SCORE (1-5)

1. Accent
2. Grammar
3 Vocabulary
 4 Fluency
5 Comprehension
Total Score :

D. ASSIGNMENT

Activity 1:
Make a conversation with your friend about my class and my room.

Activity 2:
Ask your partner questions about where these things are in the picture.

Activity 3:
Candace has made shopping list. Look at the items on it and write whether
they are countable nouns (C) or uncountable nouns (UC).
u. eggs ____
v. milk ____
w. apples ____
x. newspaper ____
y. butter ____
 z. carrots ____
aa. washing-up liquid ____
bb. twelve bars of chocolate ____
cc. cheese ____
dd. biscuits ____
ee. rice ____
ff. bottles of water ____
gg. a chicken ____
hh. an English book ____
ii. toothpaste ____
jj. light bulbs ____
kk. toothbrush ____
ll. playing cards ____
mm. tin of rice pudding ____
nn. box of soap powder ____

Activity 4:
Bert’s also made a shopping list. Complete it by adding either a/an or some
before each item.
u. ____ soap
v. ____ eggs
w. ____ teabags
x. ____ newspaper
y. ____ loaf of bread
z. ____ melon
aa. ____ rice
bb. ____ orange juice
cc. ____ bag of carrots
dd. ____ extra bottle of milk
ee. ____ butter
ff. ____ pencil
gg. ____ toothbrush
 hh. ____ pizzas
ii. ____ box of matches
jj. ____ yoghurts
kk. ____ kilogram of ice cream
ll. ____ sour cream
mm. ____ coffee
nn. ____ bottle of catsup

E. REFERENCES
King, Gareth. 2005. Colloquial English: a Complete English Language
Course. First Edition. London and New York: Routledge.
Richards Jack, C.2005.Person to Person.Communicative Speaking and
Listening Skills Starter.Oxford: Oxford University Press.
 MEETING 5
YOU HAD BETTER GET SOME REST

A. LEARNING OBJECTIVES
By the end of this lesson, students are expected to be able to:
1.1 Understand and apply meaning in conversation by using of asking what
the matter is to someone’s health problems
1.2 Understand and apply meaning in conversation by using of describing
health problems
1.3 Understand and apply meaning in conversation by using of making
suggestions to someone’s health problems

B. MATERIAL DESCRIPTION
Read this conversation!
Joan : Hello.
Betty : Oh hi, Joan. It’s Betty. How are you doing?
Joan : Terrible.
Betty : Oh, what’s the matter?
Joan : I’ve got a fever and a really bad headache.
Betty : Oh, that’s too bad. Why don’t you take some aspirin?
Joan : I’ve already tried that, but it didn’t help.
Betty : Well, maybe you should go to the health center and see a doctor.
Joan : Yeah, I guess I should, but you know how I hate doctors.
Betty : Well, you’d better stay in bed at least. You really sound sick.
Joan : Yeah, that sounds like good advice. I will. I just want to finish
reading this article for English class.
Betty : You know, you really shouldn’t try to do any work right now. If I
were you, I’d just lie down and take it easy for a while.
Joan : Yeah, I guess you’re right.

From the dialogue above, can you guess what the statement of asking about
the health condition, describing health problems, and making suggestion or
advice are?
 Vocabulary

a cold a headache a sore throat

a fever a sore back a stomachache
a cough the flu dry skin

After you see the words above, let’s circle the health problems you’ve had.

PAIR WORK Then see the words below, then tell your partner what you
usually do when you have one of the problems above. Use
the ideas below or your own ideas.

get rest see a doctor stay in bed take some medicine

ignore the problem take a shower

1.1 Asking what the matter is

1.2 Describing health problems

Here are some expression that we can use!

Describing health
Asking what the matter is Feeling sympathy
problems
the matter? I’ve got a fever. Oh, that’s a shame
What’s wrong? My stomach hurts. too bad
the problem? I can’t sleep at night. I’m sorry to hear that

Practice!
Ask your partner what the matter is, then express sympathy!

sore throat pain in the shoulder earache headache

sore throat

bad cough stomachache bad cold dehydration

 1.3 Making suggestions

Giving Tentative Advice (1)

Why don’t you take some aspirin? I’ve already tried that. But it didn’t help.
Maybe you should try done
ought to
had better
REMEMBER!

Should and ought to have the

same degree in meaning, but had Ought to is often
better is usually stronger. pronounced “otta” in
informal speaking

Practice 1!
Ask your partner what’s wrong, express sympathy, and suggest something to
help.
(Follow this model)
A : Hi, ……. How are you?
B : Not so well, I’m afraid.
A : Really? What’s …….?
B : I’ve got a/an …….
A : Oh, that’s …….! Why don’t you …….?
B : I’ve already …….

Student B Student A
1. Fever 1. Take/aspirin
2. Sore throat 2. Try/lozenges
3. Bad cough 3. Take/cough medicine
4. Headache 4. Take/aspirin
5. Sore shoulder 5. Try/rubbing alcohol
6. Stomachache 6. Take/bicarbonate
7. Earache 7. Try/ear drops
8. Bad cold 8. Take/cold capsules
Practice 2!
Take turns describing the health problems below and making suggestions.

insomnia
A stiff neck

A sprained ankle
A bee sting

Giving Tentative Advice (2)

Maybe you should see a doctor Yes, I suppose I should

ought to guess ought to
Why don’t you see a doctor? so

Practice 1!
You’re at the office. Your colleague doesn’t look well. Give him/her some
advice. Follow this model:
A : You don’t look very well, …(name)…. Is anything wrong?
B : Well, as a matter of fact, I don’t feel so well. I’ve got a …….
A : Oh, maybe ……. see a doctor.
take a break.
 go home.
B : Yes, I …….

Practice 2!
A friend is complaining about his/her apartment. Make some suggestions.

Student A:

Make suggestions using Why don’t you and Maybe you should
…

A : What’s the matter?

B : ……… ………..
A : Well, ……… get rid of the things you don’t need.
B : …………..
A : Well, ……… paint them a lighter color.
B : ……… ……….. ………..
A : Well, ……… get some plain white ones.
B : ……… ……….. ………..
A : Well, ……… buy a wall to wall carpet.
B : ………
A : Yes? What’s the trouble now?
B : ………

Student B:

Respond to Student A’s suggestions with Yes, I guess so and Yes, I

guess/suppose I should/ought to.

A : ………?
B : Oh, it’s room. There’s just too much furniture in it.
A : ………
B : Yes, ……… But that’s not all. Look at the walls. They’re so dark
A : ………
B : Yes, ……… And then there are the curtains. I hate the pattern.
A : ………
B : Yes, ……… But then there’s the rug. It’s just to small.
A : ………
B : Yes, ………, but ………
A : ………? ………?
B : Well, I just don’t have any money.
Giving Advice (1)
 You’d (really) better get some rest Yes, that sounds like a good idea. I will
You (really) ought to
You should (really)

Practice 1!
Practice dialogues below using the cues. Follow this model:
A : I just lost my passport.
B : You’d better report it to the embassy right away.
You ought to
Should
A : Yes, that sounds like a good idea. I will

Student A Student B
1. Cannot find my credit 1. Call the bank
card immediately
2. Just found somebody’s 2. Give it to Lost and
wallet Found
3. Think someone’s been 3. Report it to the post
opening my mail office
4. Had had a lot of strange 4. Change your telephone
calls lately number
5. Feel exhausted all the 5. Take a vacation
time

Practice 2!
Now continue using these cues.
1. I can’t seem to find my wallet.
2. I think I left my credit card in the restaurant.
3. I locked my keys inside the car.
4. I think I’m getting fat.
5. I left my camera on the bus.
Giving Advice (2)
 If I were you, I’d lie down Yes, that sounds like good advice
What I would do is a good idea

Practice!

A student friend is planning to visit San Francisco. Let’s practice dialogues

advising your friend what s/he should do. Follow this model:

A : Should I go in summer?
Is it a good idea to
B : Well, if I were you I’d go in the spring or fall. It’s much less crowded.
A : That sounds like good advice. And ………?
Student A Student B
1. Take cash 1. Take traveler’s checks / much safer
2. Travel by air between 2. Go by bus / you’ll see more
cities 3. Stay in university dormitories / a lot of cheaper
3. Stay in hotels 4. Go on my own / then you can see what you
4. Take organized tours want
5. Eat in local restaurants 5. Eat at snack bars and coffee shops / less
expensive

C. REFERENCES
Azar, Betty Schrampfer. 1999. Understanding and Using English Grammar.
3rd edition. NJ: Prentice-Hall Inc.
Richards, Jack C. and David Bohlke. 2017. Speak Now 2: Communicate with
Confidence. Oxford: Oxford University Press
Richards, Jack C. and David Bycina. 1985. Person to Person: Communicative
Speaking and Listening Skills. Oxford: Oxford University Press.

English Department
 REVIEW
1-5

English Department
 MEETING 8
DO YOU LIKE COFFEE?

A. LEARNING OBJECTIVE
By the end of this lesson, students will be able to:
1.1 understand and apply meaning in conversation by using of asking
about meals expressions.
1.2 understand and apply meaning in conversation by using of asking
about wants and preference expressions.

B. MATERIAL DESCRIPTION
Learning Objective 1.1 : Asking about Meals

What do you usually have for breakfast? Do you have a small

breakfast or a big breakfast? There are many breakfast food around the
world. Look at this conversation.

Mike : What do you usually have for breakfast at home, Kevin?

Kevin : I usually have rice and soup.
Mike : Yeah? And what do you have to drink?
Kevin : Oh, I usually have juice or milk.
Mike : Do you like coffee?
Kevin : Yes, it’s OK. But I don’t drink a lot of coffee.
Mike : What’s your favorite drink?
Kevin : I guess it’s soda.

Some expressions can be used to express asking about meals are:

What do you have for breakfast? I usually have toast and fruit.

English Department

Where do you have lunch?
Do you like coffee?
I usually have rice and soup.
I don’t usually eat breakfast.
I have lunch at canteen.
I have lunch at home.
Yes, I do.
No, I don’t like it all.

Learning Objective 1.2 : Asking about Wants and Preference

Are there any cafes or restaurants near your campus? What kinds
of food do they serve? They serve many kinds of food deliciously. You
can choose it free. Look at this conversation.

Jody : Are you hungry?

Kenny : Yes, I am.
Jody : Me, too. Let’s have something to eat.
Kenny : What do feel like?
Jody : How about some cake and cappuccino?
Kenny : OK.
Jody : Let’s go to Star light cafe. They have delicious cakes and great cappuccino.
Kenny : That sounds good. Let’s go.

English Department
 Some expressions can be used to express asking wants and preference are:

Informally:

Are you hungry? Yes, I am.

Are you thirsty? Not right now.
What do you feel like? Maybe a milk shake.
How about coffee? No, thanks.
More formally:
Would you like something to eat/drink? Yes, please. / No, thank you.
What would like to eat? I’d like a burger.
What would she like to drink? She would like some juice.
Would you like some water? Yes, please.

C. COMPREHENSION QUESTION

Practice 1:

Complete the chart with information about yourself. Then ask a partner
about his/her favorites. Reverse role.

What’s your favorite?

1 Type of food
(for example: Italian or Thai)
2 Dessert
3 Sandwich
4 Fast food
5 Snack

Practice 2: Work in groups. Ask your classmates about their favorites.

English Department
 Practice 3: Look at the example. Now ask your partner more formally.
Reverse roles.

A : Would you like something to eat?

B : No, not right now.
A : Would you like something to drink?
B : Yes, please. I’d like a milk shake.

Practice 4: Work in groups. You are going to buy lunch, dinner or a snack
for three classmates. Ask what they want to eat and drink.
Then write their answers.

D. REFERENCE
Richards Jack, C.2005.Person to Person.Communicative Speaking and
Listening Skills Starter.Oxford:Oxford University Press.

English Department
 MEETING 9
YOU ARE REALLY CREATIVE

A. LEARNING OBJECTIVE
By the end of this lesson, students will be able to:
1.1 understand and apply meaning in conversation by using of
describing qualities expressions.
1.2 understand and apply meaning in conversation by using of asking
about abilities and talents expressions.

B. MATERIAL DESCRIPTION
Learning Objective 1.1 : Describing Qualities

What hobbies do you enjoy? Do you collect anything? There are

many hobbies that people have. Some of them like collecting, doing, or
making something. They’re creative! It shows their qualities and abilities
too. Moreover, they have some qualities of making it comes true. Look at
the conversation below.

Aya : Congratulation, Julia. You’re really a good photographer.

Julia : Thanks.
Aya : So how do you take a good photograph?
Julia : Well, you need to be patient. It takes time to get a good picture. You need good
light and a good object.
Aya : And I guess you need to be creative. Your photos are always very original.
Julia : Well, I try to be different.
Aya : I’ve never seem to take good photos. I don’t think I’m very artistic. And I’m not
very patient.
Julia : Well, it’s easy to learn. Do you want me to give you some lessons?
Aya : Yeah. That would be great.

English Department
 From the conversation above, we know that adjectives are needed to
describe the qualities, such as:
Easy going Funny Artistic
Smart Serious Emotional
Creative Forgetful Energetic
Flexible Well-organized Patient

A photographer needs to be He/she also needs to be creative.

patient. artistic.
original.
He/she also needs to be well-
I think a teacher needs to be organized.
smart. tolerant.

Learning Objective 1.2: Asking about Abilities and Talents

What can you do? What musical instrument can you play? What
are your special talents? People have their abilities and talents. Talents are
necessary to be explored and trained. Pay attention to this conversation
below.

Tim : Wow! You can play the guitar really well.

Aya : Thanks. Can you play the guitar?
Tim : No, I can’t. But I can play the violin.
Aya : Really? What else can you play?
Tim : I can play the trumpet, too.
Aya : Oh yeah? I can’t play the trumpet. It’s pretty hard.
Tim : It’s not that hard. You need just to practice.
Aya : Can I hear you play some time?
Tim : Sure.

English Department
 Here is the list of expressions that we can use to ask about abilities and
talents.
Can you play a guitar? Yes, I can.
No, I can’t.
Can he play the piano? Yes, he can.
No, he can’t.
Are you creative? I think so.
Somewhat.
No, I am not.
Are you good at math? I’m pretty good at math.
Yes, I am.
Not really.
What languages can you speak? I can speak Chinese.
I can play the piano but I can’t play the trumpet.
Rosa can play the piano but she can’t play the guitar.
I can’t play the piano very well.

C. COMPREHENSION QUESTION

Practice 1:
What qualities do these people need? Choose three for each person. Then
talk about your answers with a partner.

English Department
 Practice 2: What positive and negative qualities do you have? Share it in
front of the class.

Practice 3: Work in groups. How many of these things can you do? Check
(√) your answer. Then ask and answer questions with your
partners.

Practice 4: Tell the class two things people in your group can do and two
things they can’t do.

English Department
D. REFERENCE
Richards Jack, C.2005.Person to Person.Communicative Speaking and
Listening Skills Starter.Oxford:Oxford University Press.

English Department
 MEETING 10
COULD YOU LEND ME $20?

A. LEARNING OBJECTIVE
By the end of this lesson, students will be able to:
1.1 understand and apply meaning in conversation by using of asking
to borrow things expressions.
1.2 understand and apply meaning in conversation by using of
declining permission and giving a reason expressions.

B. MATERIAL DESCRIPTION
Learning Objective 1.1 : Asking to Borrow Things

Do friends sometimes borrow things from you? What kinds of

things? or What do you borrow? When you borrow you are not free.
Lenders have better memories than borrowers. Read the conversation
below carefully.
Ben : Hi, Wade. How are things?
Wade : Pretty good, thanks. How are you?
Ben : I’m fine. By the way, can I borrow your digital camera
tonight? I have to take some photos for my class project.
Wade : Sure, no problem.
Ben : Thanks a lot.
Wade : You’re welcome.
Ben : Oh, one more thing. Could you lend me $20 until the
weekend? I’m broke.
Wade : Sorry, I can’t. I’m broke, too!

English Department
 We sometimes use informal or formal expressions for asking to borrow
things. We need the things because it’s urgent or we don’t have it all. See
the table below.

Informally
Can I borrow you camera? Sure, No problem.
Can you lend me your pen? All right.
No, you can’t.
Sorry, I am using it.
More Formally
Could you lend me $20?
Would you be able to lend me $20? Yes, of course.
Could I borrow your pen? Yes, certainly.

Do you think I could borrow your book?

Learning Objective 1.2 : Declining Permission and Giving a reason

How do you celebrate your birthday? How do you get a permission

from your parents? Do they allow you to something? We sometimes need
to give a reason in order to confirm our statements or answers. See this
conversation below.

Patty : When is your birthday, Wade?

Wade : Actually, it’s next week. On Thursday.
Patty : Really? What are your plans?
Wade : Well, do you mind if I invite a few friends over for a small party?
Patty : That’s fine. How many friends do you want to invite?
Wade : Maybe five or six.
Patty : Sure, that’s no problem.
Wade : And is it all right if we use the kitchen and cook a meal?
Patty : Of course. You can cook dinner any time you like!

English Department
 Here are the expressions you may use to decline permission and give a
reason. Read it carefully.
Do you mind if I watch television? Sorry, I am trying to read.
Is it all right if I use the phone? Sorry, I am waiting for a call.
Well, maybe later, if you don’t mind.
Can I invite my friends over next week? No, you can’t. I want to clean the house.

C. COMPREHENSION QUESTION

Practice 1:
See an example. Take turn requesting the things below. Your partner
accepts the request.

English Department
 Practice 2:
You are a houseguest, and your partner is host. Ask your partner to do the
things below. Your partner declines and gives a reason. Reverse roles.
1. Change the TV channel
2. Do my laundry
3. Take a nap in the living room
4. Have a look at today’s paper
5. Cook myself something to eat

Practice 3:
Think of three more requests a houseguest might make. Then, make a
conversation about it and act it out.

D. REFERENCE
Richards Jack, C.2005.Person to Person.Communicative Speaking and
Listening Skills Starter.Oxford:Oxford University Press.

English Department
 MEETING 11
HOW WAS YOUR YEAR?

A. LEARNING OBJECTIVE
By the end of this lesson, students will be able to:
1.1 understand and apply meaning in conversation by using of talking
about past experiences expressions.
1.2 understand and apply meaning in conversation by using of talking
about future plans expressions.

B. MATERIAL DESCRIPTION
Learning Objective 1.1 : Asking about Past Experiences

Did you enjoy this year? What are some the things you did? What
did you do last year? There are some questions that come up when a new
year is coming. Pay attention to this conversation.

Yilin : So, did you have a good year, Andi?

Andi : Yeah, it was pretty good, thanks. How about you?
Yilin : I had a good year, too.
Andi : Did you do anything special this year?
Yilin : Well, I took a judo class. That was fun. And you?
Andi : I went to Canada for vacation. It was terrific.
Yilin : What was your best experience in Canada?
Andi : On the ski slopes. I went skiing every day. I really enjoyed it.
Yilin : That’s great. And I hope next year is even better.

Here some expressions are used to ask about past experiences:

Did you have a good year? Yes, I did.

English Department
 It was pretty good, thanks.
It was OK.
What was your best experience? My trip to the US. I went to San
Francisco for a week.
Did you do anything Yes, I took a judo class.
interesting? Yes, I went to Canada.
go anywhere No, not really.
No, I just stayed at home.
We use past verb or past tense to show our past experiences. It indicates
that the experiences did or happened in the past time.

Learning Objective 1.2 : Talking about Future Plans

What plans do you have for the next 12 months? What is your
dream? And how do you make it come true? There are many ways to make
your dream come true. There are some of us have nice and great plans for
next year. See this conversation.

Yilin : So, what are your next plans for next year, Rina? Are you going to get
a job?
Rina : No, I’m going to go to college.
Yilin : Great. What school are you going to go to?
Rina : I want to go to City College. Lots of my friends are going there.
Yilin : Oh. So what do you want to study?
Rina : I want to study business.
Yilin : That’s interesting.
Rina : Yeah. I want to open a business after I graduate.

They are talking about their plans for next year. One of them wants to go
to a college and have a business. What about you? Do you have the same
plan like her? Prepare yourselves.

English Department
 What are you I’m going to go to college.
What is he/she going to do next He’s/she’s going to get a job.
year? They’re going to get married.
What are they
Are you going to go to college? Yes, I am.
travel? No, not really.
No, I’m going to get a job.
No, I’m not going to.

C. COMPREHENTION QUESTION

Practice 1:
Ask your partner the questions. Ask for more information, and write it in
the chart. Reverse roles.

Practice 2:
Did you and your partner have anything in common? Report to the class.

Practice 3:
Interview your partner and ask these questions. Take notes.

English Department
 Practice 4:
Tell about you planning for next year. Tell it in front of the class.

D. REFERENCE
Richards Jack, C.2005.Person to Person.Communicative Speaking and
Listening Skills Starter.Oxford:Oxford University Press.

English Department
 MEETING 12
LET’S HAVE COFFEE

A. LEARNING OBJECTIVE
By the end of this lesson, students will be able to:
1.1 understand and apply meaning in conversation by using of asking
about places expressions.
1.2 understand and apply meaning in conversation by using of giving
directions expressions.

B. MATERIAL DESCRIPTION
Learning Objective 1.1 : Asking about Places

Do you like to visit coffee shop? What do you like to drink? Is

there any special beverage you like? Where is your favorite coffee shop or
restaurant?

Arun : I’d love some coffee. Is there a coffee shop around here?
Beth : Yeah, there is one just around the corner.
Arun : Really? Whereabouts?
Beth : It’s next to the book store. It is called Dove.
Arun : Oh, yeah. Do you feel like having a cup of coffee?
Beth : Sure. And after that I’d like to have a look at that new music
store.
Arun : Where’s that?
Beth : It’s on Forbes Street, near the subway entrance.
Arun : OK. Sounds good.

English Department
 We can use these expressions to ask about places. Look at this table.

Is there a coffee shop around No, I don’t think so.

here? Yes, there is. On Pine street.
Is there a music store around Yes, there’s one on Pine street, next
here? to …
There is a coffee shop on Pine
street.
Where is a coffee shop here? It’s on Pine street.

Learning Objective 1.2: Giving Directions

How do you get around your city? Which forms of transportation

do you use? We sometimes need a map on our journeys. It can help us
to show the place which we are looking for and also it can give directions.

Arun : You check the map and I’ll drive.

Kim : OK. Go down this street for about three blocks. You are going to turn at
the next intersection.
Arun : Do I turn right or left?
Kim : Sorry. Turn left after the drugstore.
Arun : OK. Now what?
Kim : Now we go along this street for three blocks. Their building is number
366.
Arun : There it is. But where can we park the car?
Kim : There’s a parking lot just down the street, across from the supermarket.

English Department
 Study this table.
Go up
Go down Pine street to the intersection.
Go along for three blocks.
Go straight
Turn right at the corner.
left on Pine.
left after …

C. COMPREHENSION QUESTION

Practice 1:
Ask your partner the places below.
1. a supermarket 4. a movie theatre
2. a drugstore 5. a subway entrance
3. a newsstand 6. a bookstore

English Department
 Practice 2:
Ask your friend about places in your neighborhood. Reverse roles.
For example:
A : Is there a bus stop near here?
B : Yes, there is one on the Main Street.
A : ….
B : ….

Practice 3:
Draw a map of your university neighborhood. Tell it to your partner
clearly.

D. REFERENCE
Richards Jack, C.2005.Person to Person.Communicative Speaking and
Listening Skills Starter.Oxford:Oxford University Press.

English Department
 MEETING 13
YOU’D BETTER GET SOME REST

A. LEARNING OBJECTIVE
By the end of this lesson, students will be able to:
1.1 understand and apply meaning in conversation by using of asking
what the matter is expressions.
1.2 understand and apply meaning in conversation by using of giving
advices expressions.

B. MATERIAL DESCRIPTION
Learning Objective 1.1: Asking what the Matter is

Are you fine? Do you have good condition? What’s the matter with
you? There some questions are uttered while someone is having bad
condition. Let’s see this conversation.

Joan : Hello.
Betty : Oh hi, Joan. It’s Betty. How are you doing?
Joan : Terrible.
Betty : What’s the matter?
Joan : I’ve got a fever and a really bad headache.
Betty : Oh, that’s too bad. Why don’t you take some aspirin?
Joan : I’ve already tried that. But it didn’t help.
Betty : Well, maybe you should go to the health center and see a doctor.
Joan :Yeah, I guess I should, but you know how I hate doctors.
Betty : Well, you’d better stay in bed at least. You really sound sick.
Joan : Yeah, that sounds like good advice. I will. I just want to finish reading this
article for English class.
Betty : You know, you really shouldn’t try to do any work right now. If I were you,
I’d just lie down and take it easy for a while.
Joan : Yeah, I guess you’re right.

English Department
 From the conversation above, we can get some expressions like:
What’s the matter? I’ve got a fever and a really bad
What’s wrong? headache.
What’s the problem?
Oh, that’s a shame.
Oh, that’s too bad.
Oh, I’m sorry to hear that.

Learning Objective 1.2: Giving Advices

Are you okay? What do you take for your health? Don’t you sleep
well? If I were you, I would lie down. Those statements appear when we
try to give advices.

Mary : You looked tired. Don’t you get enough sleep last night?
Jonny : No, I had a bunch of my friends over, and we partied until the
wee hours.
Mary : No wonder you look so bad.
Jonny : I guess I just can’t take late nights like I used to. My head is
spinning, and I have a migraine.
Mary : I think you need to go home and take a rest.
Jonny : I wish I could, but I don’t think I can keep my eyes open long
enough to drive home.
Mary : Don’t worry! I’ll give you a ride home. But next time, watch the
partying, OK?

English Department
 Here is the list of expressions for asking advices.
You’d better Yes, that sounds like a good idea. I
You should take some will.
rest Yes, that sounds like a good advice.
You ought to Yes, I guess you’re right.
If I were you, I’d lie down.
You shouldn’t try to do any work.

C. COMPREHENSION QUESTION

Practice 1:
Ask your friend what’s wrong with him/her. Express sympathy and
suggest something to help.
Follow this model:
A : Hi, …. How are you?
B : Not so well, I’m afraid.
A : Really? What’s ….?
B : I’ve got a (an) ….
A : Oh, that’s …. Why don’t you ….?
B : I’ve already ….

Practice 2:
Student A describes his/her problem. Student B gives advice. These are the
clues:
Student A’s problems:
1. This cough of mine is getting worse and worse. I think it must be
from cigarettes.
2. I like my job, but I’m just too tired to study when I come home
from work.

English Department
 3. I always feel terrible after those office parties. I guess it’s all that
wine.
4. I seem to be putting on more weight these days. I think I’ll stop
eating for a week.

Practice 3:
Share your problems and your partner will help you by giving any advices.

D. REFERENCE
Richards Jack, C.1985.Person to Person.Communicative Speaking and
Listening Skills Book 2.Oxford:Oxford University Press.

English Department
 REVIEW

MEETING 8 - 13

English Department