MODUL (PART 1)

BDP – SEMESTER I

STIPAP
2021
 INTRODUCTION
English is an International language which is used throughout the world. Every
aspect of life especially in science and technology, nowadays, applies English as the
medium of information, and English becomes one of the main requirements in order to
have the basic competencies. In terms of the phenomenon, plantation studies as one of the
program of education need English in order to communicate both in spoken and written.
According to the stakeholders need, therefore, it is necessary to conduct the
materials in order to fulfill the requirement of the stakeholders. Because of the needs of
the stakes holder are different from one to another, hence, the use of English is quite
different from the General English. In this case, the use of English for Specific Purposes
(ESP) is very necessary.
In terms of the requirements of plantation students in applying English as one of
their competencies in the work field, therefore, the writer conducted the materials which
integrate both the General English (EGP) Purposes and English for Specific Purposes
(EGP) in order to fulfill the needs. This material includes both grammatical procedures
and reading comprehension, therefore, the students will acquire four language
competencies, namely, listening, speaking, reading and writing.

The Writer
MEETING 1
 NOUNS

COUNTABLE & UNCOUNTABLE NOUNS

COUNTABLE NOUNS
There are several categories of count nouns that can help you organize your study.
Some of them are listed here.
1. Names of persons, their name relationships, and their occupations :
one boy two boys
one friend two friends
one student two students
2. Names of animals, plants, insects :
one cat two cats
one flower two flowers
one bee two bees
3. Names of things with a definite, individual shape :
one car two cars
one house two houses
one room two rooms
4. Units of measurement
one inch two inches
one pound two pounds
one degree two degrees
5. Units of classifications in society :
one family two families
one country two countries
one language two languages
6. Containers of non count solids, liquids, pastes, and gases :
one bottle two bottles
one jar two jars
one tube two tubes
7. “A limited number of abstract concepts “
one idea two ideas
one invention two inventions
one plan two plans

Examples :
We have twenty dollars left.
I hope that I can lose about five pounds before summer.
Several of the people in this class speak three or four languages.
 The temperature has risen ten degrees in two hours.
The teacher has ordered two books, but they aren’t in at the bookstore.

 UNCOUNTABLE NOUNS

Some of them are listed here :

1. Food staples that can be purchased in various forms
bread meat butter
2. Construction materials that can change shape, depending on what is made :
wood iron glass
3. Liquids that can chance shape, depending on the shape of the container :
oil tea milk
4. Natural, substances that can change shape, depending on natural laws
steam, water, ice, smoke, ashes, oxygen
5. Substances with many small parts :
rice sand sugar
6. Groups of things that have different sizes and shapes :
Clothing ( a coat, a shirt, a sock )
Furniture ( a table, a chair, a bed )
Luggage ( a suitcase, a trunk, a box )
7. Languages
Arabic Japanese Spanish
•Abstract concepts, often with ending –ness, -ance,-ence, -ity
beauty ignorance eternity
•Most –ing forms :
learning shopping working
Examples :
1.Happiness means different things to different people
2.Toshi speaks Japanese at home
3.Bread is expensive in the grocery store on the corner.
4.I like my tea with milk.
5.If you open the door, air will circulate better.
6.Water boils at 212 degrees F, and freezes at 32 degrees F

Some of the most troublesome have been listed for you on the following page.
advice homework money poetry
anger ignorance music poverty
courage information news progress
damage knowledge patience luck
equipment leisure fun
Examples
Do you have information about it ?
Counselors are available to give you advice before you register for your classes.
George had good luck when he first came to State University.

SINGULAR AND PLURAL EXPRESSIONS OF NONCOUNT NOUNS

Remember that the following singular and plural expressions are idiomatic :

A piece of advice two pieces of advice

A piece of bread two pieces of bread
A piece of equipment two pieces of equipment
A piece of furniture two pieces of furniture
A piece of information two pieces of information

ABSTRACT & CONCRETE NOUNS

ABSTRACT NOUN
•Abstract Noun is a word for a concept – it is an idea that exists in our minds only.
•Abstract nouns are uncountable.
•For examples :
beauty, justice, mankind

CONCRETE NOUN
•Concrete Noun is a word for a physical object that can perceived by the senses – we can
see, touch, smell the object.
•Concrete nouns are countable
•For examples :
flower, girl

COLLECTIVE NOUN
•A collective noun is a word for a group of people, animals, or objects considered as a
single unit.
•Examples of collective nouns are :
audience, committee, class, crew, crowd, enemy, faculty, family, flock, folk,
government, group, herd, jury, majority, minority, nation, orchestra, press, public, team.
•Collective nouns are countable nouns ; they may be used in plural
NOUN COMPOUNDS
The term compound, as it is used for a part of speech, refers to a group of words –
usually two, but sometimes more – joined together into one vocabulary unit that functions
as a single part of speech
Nouns compound consist of following composite forms :
1. Noun + noun : bathroom, department store, grammar book
2. Possessive noun + noun : lady’s maid, artist’s model, traveler’s checks
3. Adjective + noun : blackbird, common sense, blue print
4. Verb + noun : pickpocket, flashlight, dance team
5. Noun + verb : handshake, garbage dump, lifeguard
6. Gerund + noun : dining room, pounching bag, wearing apparel
7. Noun + gerund : fortune telling, housecleaning, water skiing
8. Preposition + noun : overalls, by-way, downpour
9. Verb + preposition-adverb : breakdown, makeup, grown-up
10. Noun + prepositional phrase : son-in-law, editor in chief

FORM OF NOUNS
1. Inflectional Forms
Inflectional forms of nouns may be indicate :
a. Gender. Special endings mark nouns as masculine, feminine, or neuter, not
necessarily according to the sex.
b. Case. Special endings mark noun according to their function in the sentence –
subject, object of the verbs, etc.
c. Number. Special endings mark singular or plural nouns
2. Plural Inflectional form
a. After a sibilant sound spelled as s, z, ch, sh, x, es is added, e.g. churches, glasses,
boxes. However if ch is pronounced [k], only s is added, e.g. monarchs, stomachs,
epochs.
b. After y preceded by a consonant, the y is changed to i and es is added, e.g. ladies,
countries, babies. If final y is preceded by vowel, no change is made, e.g.
attorneys, valleys.
c. In one-syllable word, final f or fe becomes ves in plural, e.g. wives, leaves, knives,
thieves.
d. After final o, es is sometimes added, especially in some common words, e.g.
heroes. Negroes, echoes, potatoes, tomatoes. If a vowel precedes the final o, or if
the word is a term used in music, only s is added, e.g. studios, zoos, pianos,
sopranos.
e. Irregular plurals based on older English may take the form of :
- an internal change, e.g. man – men, foot – feet, mouse mice
- an en ending, e.g. child – children, ox – oxen
 f. The plural has the same form as the singular, e.g. sheep – sheep, deer – deer
g. The singular has the same form as the plural, e.g. series – series, means –means
h. Many foreign words retain their foreign plurals in English

NOMINALIZATION

Nominalization or Derivational Form of Nouns

Derivational forms consist chiefly of special endings that may :
Change one part of speech to another
examples :
engage + ment = engagement
destroy + tion = destruction
Distinguish one part of speech from another
examples : distance = noun, distant = adjective

The derivational forms of nouns consist of the following suffixes :

1. Suffixes changing verbs to nouns :
a. suffixes indicating the state of _____ -ing :
-age, -al, -ance or ence, -(ery), -ment,-t,
-tion,or –sion,-ure
e.g: marriage, arrival, allowance, persistence, bribery, arrangement
b. suffixes indicating a person who _______ -s, or a person who is active in
__________, or a person who comes from _______ ( agent suffixes) :-ant or
–ent, -er or –or, -eer, -i(an) or –arian, ist
e.g. defendant, attendant, manager, governor, auctioneer, New Yorker,
Bostonian, librarian, typist
c. the suffix –ing, which expresses some of the verbal force of the word to which
it is attached, recreational activities, adjunct in compounds, adjective
modification, or used in plural
e.g. : fishing, dancing, engineering, mining, swimming pool, ironing board, a
good cleaning, excellent hunting, blessings, weddings

2. Endings distinguishing nouns from verbs :

verb noun
believe belief
prove proof
live life
defend defense
 receive receipt
descend descent
advise advice

3. Suffixes changing adjective to nouns to indicate the state of being _______ : -ity,-
ness,-th
e.g. : activity, sterility, happiness, usefulness,
warmth, strength.
4. Suffixes distinguishing nouns from adjectives : -ant or –ent adjective . –ance or –ence
noun
e.g. : intelligent – intelligence, distant – distance
brilliant – brilliance, radiant – radiance

5. Suffixes changing concrete nouns to abstract nouns, to indicate the state _______ of
being a _______ : -hood, -ism, -ship
e.g. : brotherhood, childhood, heroism, fellowship, friendship

6. Suffixes changing nouns to other nouns, to indicate (1) a doctrine, theory, or school,
of belief – ism ; (2) a follower or advocate of such a doctrine, theory, or school or
belief - ist
In a few cases these suffixes are added to adjectives
e.g. capitalism – capitalist, communism – communist, terrorism – terrorist,
realism – realist, idealism – idealist, socialism – socialist, pessimism - pessimist

7. The suffix –ess,-ine, -ix, -ette to distinguish a female person from a male person
e.g. waiter – waitress, actor – actress, host - hostess, steward – stewardess,
hero - heroine, aviator – aviatrix, suffragist - suffragette
A smaller group of nouns have the same forms as verbs or adjectives
e.g. answer, control, cough, dance, defeat, exchange, favor, fight, average, equal,
ideal, principal, native, public, secret, standard
Exercises :
Transform the words below into the Word Classification

Adjective Noun Meaning

1. industrial ___________________ __________________
2. private ___________________ __________________
3. economical ___________________ __________________
4. attractive ___________________ _________________
5. national ___________________ _________________
6. high ___________________ _________________
7. available ___________________ _________________
8. hospitable ___________________ _________________

Verb Noun Meaning

1.grow ___________________ __________________
2. tend ___________________ __________________
3.expand ___________________ __________________
4. diversify ___________________ __________________
5.establish ___________________ __________________
 MEETING 2
SPEAKING
OPENINGS AND CLOSINGS

Greetings Responses
More Good morning Good morning
Formal Good afternoon Good afternoon
Good evening Good evening
How nice to see you Yes, it’s been a quite a while
What a pleasant surprise
Hello, _____________ Hello, _____________
How are you ? Fine thanks, and you ?
Hi, ________ Hi, ________
How’ve you been ? Pretty good
What’s happening ? Not much
What’s new ? Nothing
How are you doing ? Ok
Less How you doing ? Not bad
Formal Long time no see Yeah !
 Preclosings Responses
More Well, I’m afraid I have to be Thank you for coming
Formal going.
It’s been a pleasure Yes, I’ve enjoyed it..
Thank you for the advice My pleasure.
I really must go now.
It was nice to see you It was nice to see you too.
Well, it’s getting late Maybe we can talk again.
I know you’re busy
Nice to see you again Nice to see you
Thank you for coming It was fun
Maybe we could get Sounds good
together sometime.
Great seeing you Same here
Less I’ve really got to go Ok. See you
Formal Got to go now See you again

Closings Responses
More Until next time Good bye
Formal Good night, _________ Good night, __________
Good bye, __________ Good bye, ___________
Have a nice (weekend) You too.
Less Talk to you later Bye. Take it easy
Formal See you later So long. Take care.
 Conversation Drill ( Introduction)
Tom : Hello, how do you do ?
Ben : How do you do.
Tom : May I introduce myself. My name is Tom Hamilton
Ben : Oh hi Tom. I’m Ben Joshua. Are you a new comer in this neighborhood?
Tom : Yes, I am. I have been here for a week.
Ben : You have a new activity in this area, haven’t you?
Tom : Yes. I have been joining a new company.
Ben : Where are you working now?
Tom : Sumatera Plantation. It’s real hard. But I guess I shouldn’t complain. A lot of
guys are out of work these days.
Jerry : Yeah, that’s the truth. Well, It was nice to see you but I should go now.
Tom : Yeah, it was great seeing you again. Maybe we could get together sometime.
Jerry : Sounds good. I’ll give you a call. This is my card.
Tom : Ok. Great. I’ll be seeing you.
Jerry : Ok. Enjoy your time.
Tom : Thanks. Bye
Jerry : Bye.
 MEETING 3
READING COMPREHENSION

What is a Paragraph?
A paragraph is a group of related sentences that develop a main thought, or idea,
about a single topic. The structure of a paragraph is not complex. There are usually three
basic elements: (1) a topic, (2) a topic sentence, and (3) supporting details. The topic
sentence states the main, or controlling, idea. The sentences that explain this main point
are called supporting details. These details maybe facts, reasons, or examples that provide
further information about the topic sentence.
Important terms

Paragraph: a group of sentences that focus on a single idea

Topic: the one thing a paragraph is about
Topic sentence: the sentence that tells what the paragraph is about
Supporting details: those sentences that explain the topic sentence

Placement of Topic Sentences

Writers often place their topic sentence first in the paragraph—a position that
enables the writer to state his or her main idea and then move on to explain it. The topic
sentence can also be placed last or in the middle. On occasion a writer may choose to
state the main idea once at the beginning of the paragraph and restate it at the end or use
both sentences to fully explain his or her main idea. Although a topic sentence can be
located anywhere in a paragraph, it is usually first or last.
Read text 1 comprehensively

Palm Oil as Agribusiness

Palm oil is attractive to the food industry because it is cheap and is semisolid at
room temperature; thus, it ordinarily does not need to be hardened to be useful as a
shortening. It can be used as a household cooking oil, but in the United States it is used
primarily as an ingredient in commercially processed food. Chocolate products such as
candy bars and cake icing may contain palm oil as a substitute for cocoa butter. Ice
cream, margarine, peanut butter, coffee whitener, canned cream soups, sauces, baked
goods, trail mix and other snack food, and microwaveable convenience foods may all
contain palm oil. Palm oil also has industrial and chemical uses—for instance, as a
mineral oil substitute for producing lubricant, detergent, soap, and cosmetic including
lipstick, makeup remover, body lotion, and sun cream. The oil palm fruit also provides
palm kernel oil and palm kernel meal. Those products are derived from the seeds of the
fruit rather than from the fleshy pulp. The seeds can be stored for a long period and are
easily transported. Palm kernel oil is used in some of the same kinds of foods as palm oil,
even though their fatty acid compositions differ considerably. Palm kernel meal is an
important ingredient in animal feeds. The yield of the palm fruit is about 82 percent crude
palm oil, 10 percent palm kernel meal, and 8 percent palm kernel oil.

Read text 2 comprehensively

RUBBER

The most common major use of natural rubber to date is in production of tires. In
Indonesia, tire production has developed quite rapidly and is apparently running at an
excess capacity. Further increases in the tire manufacture may face several basic
handicaps. Local tire industries face heavy competition in the export market from
overseas. Excessive expenditure for research and development is required to maintain a
competitive position to match the progress in tire technology developed by large
corporate research organizations. Moreover, tire production is dominated by a few
multinational companies with strict technical control from their headquarters.
Consequently, there is less chance to incorporate a larger proportion of natural rubber
into locally made tires unless authorized by the corporate management. On the average,
the content of natural rubber is 30 % to 40 % of the tire weight and more ironically the
value of that rubber content is merely 20 % of the tire price.
 MEETING 4
READING COMPREHENSION
Read text comprehensively

OIL PALM
The oil palm (Elaeis guineensis Jacq.) was first introduced from West Africa into
Bogor on Java Island in 1848 but commercial exploitation did not take place till the end
of that century in North Sumatra. From there it spread to the West Coast of Malaya in the
early nineties, but phenomenal growth in oil palm plantations in South East Asia occurred
only after World War II. Over a relatively short period of 40 years since 1960, palm oil
has become a major vegetable oil, second only to soybean oil. Malaysia, Indonesia,
Thailand and Papua New Guinea together produced nearly 90% of world palm oil output
in 2000. Other significant producers are Colombia, Ecuador, Ivory Coast and Nigeria.
The oil palm is predominantly cultivated on tropical soils that belong mainly to the soil
orders Ultisol, Oxisol, and Inceptisol. These soils are highly acidic and have low
buffering capacities. Consequently, fertilizers are essential for economic production as
attested by ample field experiments and growth in fertilizer usage in the oil palm sector.
For good yields to be sustained, fertilizer inputs are necessary and typically constitute 40-
50% of total field upkeep cost. With palm oil projected to grow to 35 million tonnes by
2020, the expansion in fertilizer requirements is assured and this makes pleasant news to
people in the trade. However, both the expected increase in palm oil production and
concomitant fertilizer usage have to take full cognizance of worldwide environmental
concerns on two major counts. The first focuses on depletion of “green lungs” which can
be further aggravated by increased felling of tropical rainforests for new plantations,
while the second concerns pollution of water and the air by agro-chemicals, including
fertilizers. In the light of such public concerns, particularly in developed countries, it
would be prudent to select the path of yield improvement, as opposed to land expansion,
for the purpose of achieving the palm oil production envisaged for 2020. This
productivity cum environment responsive approach will strongly hinge on more efficient
nutrient management of the oil palm.
1. What is the main idea of the passage
a. The oil palm was introduced from west
Africa into Bogor
b. Fertilizer are essentials for economic
production.
2. The word ‘these’ in line 10 refers to
a. West Africa and Bogor
b. Ultisol, Oxicol and Inceptesol
c. Palm oil has become a major
vegetable oil
d. Oil palm plantations in South East
Asia occurred only after World
War II
c. Malaysia and Indonesia
d. green lungs

3. When the phenomenal growth in palm oil plantations?

a. 1960 c. 2000
b. 2020 d. after World War II

4. Which is of the following statements about the oil palm is true ?

a. Palm oil only grows in Malaysia and c. the oil palm is predominantly
Indonesia cultivated in the tropical soil
b. Oil palm does not need the chemical d. There is no bad effect of using
fertilizers fertilizer
 MEETING 5
READING COMPREHENSION
Read text comprehensively
CONCUSSIONS
A concussion is a mild form of traumatic brain injury (TBI) caused by a bump,
blow, or jolt to the head. Concussions can also occur from a fall or a blow to the body
that causes the head to move rapidly back and forth. Doctors may describe these injuries
as “mild” because concussions are usually not life-threatening. Even so, their effects can
be serious. Understanding the signs and symptoms of a concussion can help you get
better more quickly.
After a concussion, some people lose consciousness (“knocked out”) for a short
time. However, most concussions do not result in a loss of consciousness. Not being able
to remember events (amnesia) prior to, or following the injury, for a period of time is
another sign of concussion. Yet, some people simply feel dazed or confused.
Symptoms of concussion usually fall into four categories:
1. Thinking/Remembering,
such as difficulties remembering recent events (even those immediately before
and/or after the concussion), or feeling mentally “foggy”
2. Physical,
such as headaches or difficulty with bright light or loud noises
3. Emotional/Mood,
such as irritability, sadness, or nervousness
4. Sleep Disturbance,
such as sleeping more or less than usual

Most people with a concussion recover quickly and fully. But for some people,
symptoms can last for days, weeks, or longer. In general, recovery may be slower among
older adults, young children, and teens. Those who have had a concussion in the past are
also at risk of having another one and may find that it takes longer to recover if they have
another concussion.
People with a concussion need to be seen by a doctor. While most are seen in an
emergency department or a doctor’s office, some people must stay in the hospital
overnight Your doctor may do a scan of your brain (such as a CT scan) or other tests.
Other tests, known as “neuropsychological” or “neurocognitive” tests, assess your
learning and memory skills, your ability to pay attention or concentrate, and how quickly
you can think and solve problems. These tests can help your doctor identify the effects of
a concussion. Even if the concussion doesn’t show up on these tests, you may still have a
concussion.
Your doctor will send you home with important instructions to follow. Be sure to
follow all of your doctor’s instructions carefully. If you are taking medications—
prescription, over-the counter medicines, or “natural remedies”—or if you drink alcohol
or take illicit drugs, tell your doctor. Also, tell your doctor if you are taking blood
thinners (anticoagulant drugs), such as Coumadin and aspirin, because they can increase
the chance of complications.
 MEETING 6
READING COMPREHENSION
GETTING BETTER FROM CONCUSSIONS
Although most people recover fully after a concussion, how quickly they improve
depends on many factors. These factors include how severe their concussion was, their
age, how healthy they were before the concussion, and how they take care of themselves
after the injury. Some people who have had a concussion find that at first it is hard to do
their daily activities, their job, to get along with everyone at home, or to relax. Ignoring
your symptoms and trying to “tough it out” often makes symptoms worse.
Rest is very important after a concussion because it helps the brain to heal. You’ll
need to be patient because healing takes time. Only when the symptoms have reduced
significantly, in consultation with your doctor, should you slowly and gradually return to
your daily activities, such as work or school. If your symptoms come back or you get new
symptoms as you become more active, this is a sign that you are pushing yourself too
hard. Stop these activities and take more time to rest and recover. As the days go by, you
can expect to gradually feel better.
If you already had a medical condition at the time of your concussion (such as
chronic headaches), it may take longer for you to recover from the concussion. Anxiety
and depression may also make it harder to adjust to the symptoms of a concussion. While
you are healing, you should be very careful to avoid doing anything that could cause a
bump, blow, or jolt to the head or body. On rare occasions, receiving another concussion
before the brain has healed can result in brain swelling, permanent brain damage, and
even death, particularly among children and teens.
After you have recovered from your concussion, you should protect yourself from
having another one. People who have had repeated concussions may have serious long-
term problems, including chronic difficulty with concentration, memory, headache, and
occasionally, physical skills, such as keeping one’s balance.
MEETING 7