Bahasa Inggris LV III

Foreword
Our deep gratitude is only conveyed to Allah, the Lord of the Universe that this
the second revised book “REACH ENGLISH TEXTBOOK LEVEL 3” has been completed.
The content of this book ranges from diverse topics as the means for students to
communicate in English both in oral and written form. The topics are intended to
be developed within the four language skills and accompanied with grammatical
points as the tool of communication.
This book was written to meet the concept of Communicative Language

Teaching (CLT). After the completion of this level, students are expected to be
able to use English language for advanced communication in the EFL context.
The topics were designed to represent the combination of General English
coverage and the student subject areas covering the field of Islamic studies,
Education and Teacher Training, Economics, and Sciences.
The sequence of this book writing of each topic comprises pre-view of

vocabulary, language expressions, language components and practices for
language skills development. The reading skills consist of up-to-dated contexts;
the speaking skills cover language functional expressions; the listening skills are
accompanied with audios; and the writing skills contain how to develop essay
writings. The grammatical points were presented as language components that
in need of the text comprehension as well as vocabulary development.
Finally, the writer appreciates all parties, those who have participated in the
completion of this book, especially Fabio de Oliveira Coelho, English Language
Fellow/RELO lecturer assigned to teach English at State Islamic University of
Sultan Syarif Kasim Riau for his countless time to review this book, and other
lecturers of Language Development Center such as Muhammad Fauzan Ansyari,
Dodi Settiawan, Iswahyudi and Jonri Kasdi.
Pekanbaru, May 2016

Head of Language Development Center,
Drs. H. Kalayo Hasibuan, M. Ed-TESOL
Reach English Text Book Level 3 Revised Edition 2016 |

1
Textbook Level 3 Syllabus
Department/Faculty : Language Centre

Course Title : Advanced English (Level III)
Credit Hours : 2 SKS
Course Description :
This course is intended to develop students’ advanced communicative
competence in English speaking environment through comprehension of relevant
ideas and mastery of necessary language components. Students will be
exposed to sample forms of communication in English, practice using necessary
grammar, vocabulary, and pronunciation in context, and have the opportunity to
use English for advanced communication on their own in the EFL context.
Standard Competence:
Students are able to utilize relevant ideas and language components in a
culturally appropriate setting in order to communicate for advanced English in
EFL context.
Time allocation/
Session : 50 minutes per session and two sessions per topic.
Evaluation : Class Lecturer’s assessment (30%), Final Test – oral (40%)

and written (30%).
2 | Reach English Text Book Level 3 Revised Edition

List of
Topics Page Appendices Page
Common oral expressions 82

Unit 1: The Media 5
Comparisons 83
Participles, gerunds, and infinitive 85
Unit 2: Running a business 13
Collocation 93
Verbs with prepositions 95
Unit 3: Discovery and invention 23
Simple past and present perfect 102
Degree of comparison.
Unit 4: Education 35
Conditional sentences. 107
Clauses 104
Unit 5: Job and profession 53
Sentences 106
Unit 6: Globalization 63 Modals 112
Active and passive 115

Unit 7: Islam and science 75
Correlative conjunctions 116
Subject verb agreement 116
Affixes (Prefixes and Suffixes) 119
References 123

3
Syllabus
No Topic Basic Competence Learning experiences/Indicators
1 The media SS are able to 1. Listening for specific details about media.
communicate in 2. Reading comprehension about media
3. Speaking for debate about media
written and oral
4. Comparing two objects
about media 5. Reading for questions about media
6. Writing about the impact of social media
2 Running a SS are able to 1. Completing sentences using infinitives
business communicate in 2. Identifying statements using participles and gerunds
3. Speaking: interviewing about going into business
oral and written
4. Expressing using collocation
about running a 5. Listening through conversation
business. 6. Reading for questions about money
3 Discovery and SS are able to 1. Exchanging questions about discovery and invention
invention communicate in 2. Listening for specific information about invention
3. Identifying verbs with prepositions from texts
oral and written
4. Speaking through reading about invention
about discovery 5. Completing a text using simple past or present
and invention perfect tense
6. writing a paragraph about a new technology
4 Education SS are able to 1. Listening for specific details about education

communicate in 2. Recognizing statements using comparisons
3. Comparing two items or more
oral and written
4. Completing sentences using conditionals
about education. 5. Writing a paragraph about education
6. Speaking for debate about roles and benefits
of certain kinds of Education
7. Reading comprehension about universities
5 Job and SS are able to 1. Reading comprehension about job and profession
profession communicate in 2. Speaking about profession
3. Role play between two applicants through CV
oral and written job
4. Writing for job application
and profession. 5. Listening through job interview
6.Identifying clauses and
sentences
6 The SS are able to 1. Writing sentences using the given vocabulary
globalization communicate in 2. Reading to identify global effects and the use
of clauses
oral and written
3. Reading for questions
English about 4. Listening for specific information about free trade
globalization. 5. Speaking through questions and answers
about globalization
6. Speaking for debate about the effects of globalization
7 Islam and SS are able to 1. Reading for questions about Islam

Science communicate in 2. Identifying active and passive sentences
3. Writing sentences using correlative conjunctions
oral and written
4. Reading comprehension
English about the 5. Analyzing subject verb agreement and affixes.
Islam and Science.

1 The Media
Snapshot Study the pictures below and answer the questions.
Preview
1. questions.
What kinds of media are depicted by the pictures?
2. What printed media is there in the picture?
3. What digital media are shown in the picture?
4. Are you familiar with them?
5. Which is the newest kind of media?
6. What kind of media do you use?
7. Why do you use them?
8. Is a television more expensive than a camera?
Vocabulary Study the vocabulary below
Headline Feature Sources Broadcast

Documentary Prime time Breaking news Communication
Advertise Announce Listen to Commercial break
Digital On air Electronic Journalist
Online Magazine Newspaper Entertaintment
Channel Page Message Information
Browse Social Media Printed Media Tool
Program Dialogue Press Shows
PRACTICE : (www. learnenglishmyenglishlab/lesson-7-topic/reading)

5
Reading Read the article below and answer the given questions.
NEWSPAPERS AND MAGAZINES

”Why should I read newspapers and magazines? I get news on TV and
radio.” You may have heard people say that. They don’t know that there is much
more fun than just news in a newspaper or a magazine. You enjoy reading
special articles about hobbies, home, sport, and movie stars. Maybe you’ll like
comics. You read where to buy what you need at a lowest price, what happened
yesterday in your town and around the world. Newspapers also tell you where to
go for fun. They also tell you about shows and sports. Lots of events happen to
people, and newspapers tell you what happened, who did it, where it happened,
why it happened and how it happened. No one can read everything in the
newspaper every day. But if you read a part of your newspaper every day, you
will know a lot. The first American newspaper was published in Boston in 1690.
Now lots of magazines and newspapers are published in the USA. They keep up
with all the new discoveries and events that are happening every day and bring
the world of events into your home. Magazines and newspapers can be divided
into two large groups - mass and specialized. Mass magazines and newspapers
are intended for large group of people, living in different places and having many
different interests. Among them are newspapers and magazines for teachers, for
cat lovers, for stamp collectors. In fact, there is a magazine and a newspaper to
fit any interest. Most U.S. cities today have only one newspaper publisher. In
more than 170 American cities, a single publisher produces both a morning and
an evening newspaper. But some cities (fewer than 30) have different owners.
The “New York Times,” “USA Today” and “Washington Post” can be read
everywhere in the United States. Do you want to know the price? Today most
sell for 45 cents or more a copy. Surprisingly, many people buy newspaper more
for the advertising than for the news. Advertising accounts for 65 percent of
newspaper revenues.
Here are some of the magazines you might read.
News magazines. “Time” and “Newsweek.” They come out once a week
and give summaries of world and national news and background information on
the news. Digests. They are magazines that print articles that have already been
published somewhere else.
Fiction magazines. They print short stories. Two popular ones are
“Ellery Queen’s Mystery Magazine” and “Fantasy and Science Fiction.”
Magazines for African Americans have articles about African Americans and
news of interest to black persons. Some of them are “Sepia” and “Ebony.”
Women’s magazines deal with many subjects: family life, child care,
health, home decorating, beauty, marriage, divorce, and do-it-yourself projects.
There are also advice columns, short stories and articles about famous women.
Other magazines specialize in beauty, or other tips on face make-up and hair-
does. There are magazines for brides and for teenage girls.
Sports. “Sport Illustrated” is one of the most popular sports magazines. It
deals with amateur and professional sports.
If you are interested in model trains, antiques, sewing, cooking, crafts
and magic, you can find some magazines for yourself. There are plenty of other
magazines to choose from, too.
Answer the questions by speaking.
1. Do you and your family 7. What are Russian newspapers

read newspapers and that can be read everywhere in
magazines? Russia?
2. What information can you find 8. What about the price of your
in them? local newspaper?
3. You read newspapers every 9. What are mass magazines
day, don’t you? and newspapers?
4. Do you buy them or do you 10. What magazine would you
subscribe to them? choose if you were interested in
5. Many newspapers and sports?
magazines are published in 11. Do you personally have a
Russia, aren’t they? newspaper or magazine to fit
6. Do you know when the first your interests?
Russian newspaper was 12. What newspapers and
published? magazines are the most popular
in your country or town?
Listen to the audio about media effects

Listening (learnenglishmyenglishlab/lesson-7-topic/listening).
Language Focus “Comparison” Study the comparisons below.
Note : Comparing two things

More explanation in My laptop is heavier than yours.
the appendices page This is simpler/more simple.
83. Last assignment was more difficult.
Comparing three or more things
He is the best student in his class.
It is the most expensive car in the world.
This detergent is the most economical of
all. Expressing similarities
Both solutions are about the same.
There is not much difference between the two
editions. There is not much difference among
students.
Practice A
Use the words in parentheses (…) to complete the conversations with
comparative adjectives or adverbs. Add than where necessary.
Matt: My phone is working (1) worse than (badly) ever. And it’s (2) (old)
all the other phones I see, too. I want a (3) (modern) phone.
Lara: Take a look at my phone. It was (4) (cheap) my last phone, and
I’m much (5) (happy) with it. When I’m traveling, I listen
tomusic
(6) often) I do when I’m at home, so I wanted a phone with a
(7) (big) memory card.
Matt: Wow, it’s much (8) (nice) mine! The screen is a lot
(large), too. I want one like that!
7
Lara: Yeah, you need a big screen, because you watch videos on your phone
(frequently) I do.

Complete the blanks with a suitable word or phrase
Practice B from the box.
average popular agency almost now adult reasons surf

way addicted level because work groups digital anti.
People in Britain (1) spend more time watching TV,

gaming, and using their mobile phones and computers than sleeping.
Research by the British communications (2) Ofcom found that
Britons use technology for 20 minutes longer than they spend sleeping. The
average U.K. (3) uses technology
for eight hours and 41 minutes a day. They sleep for an (4)
of eight hours and 21 minutes. One of the biggest (5) for this
is broadband and wi-fi. People can get online (6) anywhere, so
they spend more time online. Many people make telephone calls or (7) the
web while watching television. Television was the most (8)
activity. Adults watched an average of three
hours a day.
The study looked at technology and different age (9) . It
found that six-year-olds understand how to use technology at the same (10)
as
45-year-olds. Another finding was that people understand (11)
technology most when they are 14 or 15. A doctor said technology is changing
the
(12) people communicate with each other. Dr Arthur Cassidy
warned that we are becoming more and more (13) -social. He said we
Reading In group, read the texts and answer the given questions.
Social Media Impacts on Young Generation
Media is an important source of such information. Media are of many forms
of communication, which comprised of print media, electronic media, and
information technology. Print media includes newspapers, magazines, etc. and
electronic media includes radio, television, while information technology includes
computer, internet, etc. Since the commencement of these technological
advancements, our lives have become significantly more convenient. All media
have a common ability to provide information and make communication possible
over larger distance. However, as technology has considerably developed, it has
had detrimental effects on members of society, especially on youth.
Today’s youth can be either positively or negatively affected by media.
Media has the greatest impact on young generation more that family or school
has. Through email, face book, and twitter for instance, teenager can
communicate with teenagers in other countries and find other ways of thinking
and behaving in society. Teenagers find out about fashion from the internet and
they like to navigate on the internet to see which trends have appeared lately.
They can also read about sports, music, and culture. Apart from this, mass-
media represents an essential source of enrichment and education for the young
generation as they receive informal education from a variety of sources, from
books to internet.
Media however, does not always inform and manipulate teenagers on a

9
effects of internet such as internet addiction, and plagiarism are not unusual in
today’s culture, if not used properly, the Internet may be severely damaging to
the mental and physical health of young adults. One of the most obvious
problems with young generation using the internet is the chance of getting
addicted. This computer overuse results in less time for them to study, do
homework, read, exercise, or participate in any co curriculum activities. As a
result, internet addiction directly affected their day today’s lifestyle.
Social Media
We live in the age of social media, an age where unlimited, up-to-date
information travels the net and hundreds of millions of people are engaged with a
wide online community. Today’s media outlets provide haven for millions looking to
reconnect, network and share information.
Two of these most popular outlets, Facebook and LinkedIn, continue to
demand an ever growing audience. What’s interesting is not their growing
popularity, but the new wave of groups to which they’re appealing. Environmental,
innovative, sustainable-driven groups are gaining presence on these social media
outlets. Facebook has come a long way since its creation in 2004. Once simply a
space to share posts, photos and videos with all your ‘friends,’ today’s Facebook
includes “groups” which allows users to share information with a specific
community. Offering more than the traditional Facebook, group participants are
not only able to share posts, photos and videos; but can also create and edit group
documents, “engage in real-time group chat” and send “emails to the entire group
using a custom e-mail address” according to Yahoo! News.
According to Facebook, the “average user is connected to 80 community
pages, groups and events.” Where exactly do environmentalists tie in? Well,
search Facebook for less than a minute and you’ll be introduced to a plethora of
green, innovative groups. Take the group Green Business Innovators; fostering an
audience of nearly 3,000, this group provides a forum for green innovators to
share, learn and collaborate on how to enhance business sustainability. Group
members offer each other personal tips, raise questions for debate and are
informed of upcoming related events. Though generating a smaller, yet active,
following, the groups Green Business and Green Business Networking echo
similar messages.
But Facebook certainly isn’t the only networking tool to catch green; LinkedIn
has developed quite the green scene of its own; geared more towards business
professionals, several groups dive into CSR, sustainability and triple bottom line
type issues. With over 5,000 members, the Sustainability Working Group offers
exciting discussions and networking with leading professionals committed to
sustainability. If environmental sustainability is up your alley, countless other
groups provide forums to network and discuss all sorts of green issues, including:
Sustainability Professionals, Chief Sustainability Officers Network, Green &
Sustainability Innovators & Innovation Network, GreenBiz.com—Green Business
Professionals, and Green.
With over 500 million Facebook users and over 100 million LinkedIn
members globally, it’s no secret where our audience is and environmentalists are
catching on. While social media isn’t the be-all-end-all, it is one powerful tool; a
tool that provides excellent networking, sharing and crowd sourcing opportunities,
which foster growth, development and innovation.

Questions :
1. How many forms are media?

2. What are print, electronic media and information technology?
3. What does commencement mean?
4. When have our lives become significantly more convenient?
5. Who can be positively or negatively affected by media?
6. What has the greatest impact on young generation?
7. What is the most obvious problem with young generation using internet?
8. What are the positive and negative effects of internet?
9. Write 10 comprehension questions of the two texts.
10. Discuss and speak the following issues.
Time Before Social Media Time After Social Media

The Disadvantages of Social Media The Advantages of Social Media
Study the Essay writing below. Then write your own

Writing
essay about the “Impact of social media”.
Note : Study the bold sentencces in the essay below.
Why People Shouldn't Watch Too Much Television

Watching television is an experience shared by most adults and children.
It is cheap, appealing, and within the reach of the general public. In this way, TV
has become an important mass media around the world. Sadly, this resource
isn’t used in a way that people could get the best possible benefits from it. The
purpose of this essay is to persuade the reader that people shouldn’t watch too
much television because the content of many TV programs is not
educational; it makes people waste time that could be used in more beneficial
activities; and it negatively affects people’s mental development.
The first reason why people shouldn’t watch too much television is
because the content of many TV programs is not educational. Nowadays, we
can see movies, series, and shows that present scenes of violence, sex, and
drugs. This has established wrong concepts among the audience that influence
them into having a negative behavior. Moreover, the impact this tendency has on
children is worse because they grow up with the idea of a world where women
must be slender and blonde to stand out, where problems can only be solved
with money and violence, and where wars are inevitable.
The second reason why people shouldn’t watch too much television is
because it makes people waste time that could be used in more beneficial
activities. The time we spend watching TV could be applied to useful activities
like exercise, reading, interacting with friends and family, activities that are a
crucial for a healthy lifestyle.
The third reason why people shouldn’t watch too much television is
because it negatively affects people’s mental development. According to several
scientific studies, watching TV for prolonged periods of time has a negative effect
over the intellectual development of children and leads to deterioration of the
mental capacity in older people by causing both attention and memory problems
in the long term.

11
In conclusion, people shouldn’t watch too much television because the
content of many TV programs is not educational; it makes people waste
time that could be used in more beneficial activities; and it affects
people’s mental development. However, this doesn’t mean that we should
ban TV, but if we are going to watch it, we should do it with moderation.
Television is a resource that we should learn to use through the right selection
of programs by taking an active and critical attitude towards it.
Impact of Social Media

2 Running a business
Snapshot Observe the pictures then answer the questions that

follow.
Preview questions.
1. Do you know what we can talk about the pictures?

2. Who are the people in the pictures?
3. What are the people in the pictures doing?
4. Where are the people?
5. Do you have a business? Do you know how to run a business?
6. How much money do you need to run a business?
7. If you have some money how do you spend it?
8. Do you think cooperation is important to run a business?
9. Do you think running a business is easy? Give your reasons.
Salary Tax Bank account Business Cash

Financial Lucky Customer Risky Invest
Hopeless Successful Safe Ruined Offer
Survival Poverty Greed Stock Charge
Share Company Afford Cooperate Budget
Calculate Currency Demand Estimate Finance
Maintain Management Profit Negotiate Supply

13
Reading Read the following text and answer the given assignments.
HOW TO BE A SUCCESSFUL BUSINESS PERSON

Have you ever wondered why some people are successful in business
and others are not? Here’s a story about one successful business person. He
started out washing dishes and today he owns 168 restaurants.
Zubair Kazi was born in Bathkal, a small town in southwest India. His
dream was to be an airplane pilot, and when he was 16 years old, he learned to
fly a small plane. At the age of 23 and with just a little money in his pocket, Mr.
Kazi moved to the United States. He hoped to get a job in the airplane industry
in California. Instead, he ended up working for a company that rented cars.
While Mr. Kazi was working at the car rental company, he frequently ate
at a nearby KFC restaurant. To save money on food, he decided to get a job
with KFC. For two months, he worked as a cook's assistant. His job was to clean
the kitchen and help the cook. "I didn't like it," Mr. Kazi says, "but I always did
the best I could.
One day, Mr. Kazi's two co-workers failed to come to work. That day, Mr. Kazi
did the work of all three people in the kitchen. This really impressed the owners
of the restaurant. A few months later, the owners needed a manager for a new
restaurant. They gave the job to Mr. Kazi. He worked hard as the manager and
soon the restaurant was making a profit.
A few years later, Mr. Kazi heard about a restaurant that was losing
money. The restaurant was Dirty inside and the food was terrible – greasy and
undercooked. Mr. Kazi borrowed money from a bank and bought the restaurant.
For the first six months, Mr. Kazi worked in the restaurant from 8 a.m. to 10 p.m.,
seven days a week. He and his wife cleaned up the restaurant, remodeled the
front of the building, and improved the cooking. They also tried hard to please
the customers. If someone had to wait more than ten minutes for their food, Mrs.
Kazi gave them a free soda. Before long the restaurant was making a profit.
A year later, Mr. Kazi sold his restaurant for a profit. With the money he
earned, he bought three More restaurants that were losing money. Again, he
cleaned them up, improved the food, and retrained the employees. Before long
these restaurants were making a profit, too.
Today Mr. Kazi owns 168 restaurants, but he isn't planning to stop there.
He's looking for more poorly managed restaurants to buy. "I love it when I go to
buy a restaurant and find it's a mess," Mr. Kazi says. "The only way it can go is
up.
(This article was adapted from the Wall Street Journal)
A Number these events in Mr. Kazi’s life from 1 (the first) to 9 (the last).
He sold his first restaurant at a profit.

He bought his 168th restaurant. 9
He got a job at a car rental company.
He bought his first restaurants.
He became the manager of a restaurant.
He got job as a cook’s helper.
He moved to the United States.
He learned to fly a plane. 1
14 | Reach English TextHe bought three more restaurants.

Book Level 3 Revised Edition
BRead the statements below and check () which statement is true or flase.
Statements True False

Mr. Kazi moved to the United States because he wanted to
be
a restaurant manager.
He got a job in a restaurant because he wanted to save
money
on food.
His first restaurant job was as a cook's helper.
Mr. Kazi enjoyed working as a cook's helper.
To buy his first restaurant, Mr.Kazi borrowed money from his
family.
Mr.Kazi was married while he owned his first restaurant.
The first restaurant Mr. Kazi bought was a mess.
CWork with a partner to correct the false statements.
Language Focus Participles, Gerunds & Infinitives
Note : Participles, Gerunds and Infinitives are called

See more verbals. Verbals are words which are formed from a
explanation in the verb but which function as a different part of speech.
appendices page 85. PARTICIPLE is usually formed by adding –ing or –ed to
a verb. It functions as an adjective.
Examples:
1. The singing bird was the main attraction at the event.
2. The movie was really boring. John wanted to leave.
3. The employee was annoying. He was always late.
4. The injured man was waiting for the doctor.
5. The school trip was exciting.
6. The gift was surprising.
GERUND is formed by adding – ing to a verb. It

functions as a noun.
Examples:
1. Running a business demands challenging efforts.
2. He started out washing dishes and today he owns
168 restaurants.
3. He ended up working.
INFINITIVE is formed by using the word ‘to’ before the

verb in its stem word (to be, to make, to see, to go, to
travel). Infinitive can be used to identify something you
hope, want, plant, or need to do.
Examples :
1. Mr. Kazi hoped to become an airplane pilot.
2. He wanted to be a pilot.
3. To buy the restaurant, he borrowed money from the bank.
4. To please customers, Mr. Kazi gave them a free soda.
15
Practice A Choose a verb from the box to complete each sentence.
to buy to come to fly to find

to please to save to give to improve
Practice
1. When B Identify
Mr. Kazi was 16, gerund or participle
he learned in the sentences below.
an airplane.
2. When he came to the United States, he hoped a job in the
State whether
airline the –ing forms given in the following sentences are participles or
industry.
gerunds. In the case of participles, name the noun or pronoun they qualify. In the
3. money on food, Mr.Kazi got a job at a restaurant.
case of gerunds, state what function they serve in the sentence.
4. One day his co-workers failed to work.
1.5. Hearing
The owners a loud noise,
of the we ran decided
restaurant to the window. Mr. Kazi the manager’s job.
2.6. The motorcyclist wasrestaurant,
their first fatally injured
Mr. in theand
Kazi accident andremodeled
his wife is now the front
fighting for his life.
of the building and made the food better.
3. He ruined his sight by watching TV all day.
7. Mr. Kazi tried hard the customers in his restaurant.
4. We saw a clown standing on his head.
5.8. Asking
Mr. Kaziquestions
is planning is a whole lotmore restaurants.
easier than answering them.
6. Waving their hands, the audience cheered the winner.
7. Plucking flowers is forbidden.
8. Jumping over the fence, the thief escaped.
9. I was surprised at John’s being absent.
10. We spent the whole day playing cards.
11. A miser hates spending his money.
12. John was angry at Alice trying to lie to her.
13. Praising all alike is praising none.
14. Are you afraid of speaking the truth?
15. Singing to herself is her chief delight.
Point out the present participles and gerunds in the
Practice C
following sentences.
1. He hates spending money. 5. We are fighting a losing battle.
2. It is freezing cold. 6. Can you teach me painting?
3. We are confident of winning 7. He is ruining his lungs by smoking.
the election. 8. They are waving their hand to us.
4. The boy cried thinking that he 9. We saw clown standing on his
would be whipped. head?

Practice D
Complete the blanks by providing the correct form of the verb in brackets.
Remember you can choose a gerund, an infinitive or a bare infinitive.
Fighting continues (1) (rage) in Xeronia despite the attempts of the

UN Secretary-General to bring the warring factions to a meeting. When
interviewed today he said he had spent a considerable amount of time (2)
(discuss) the situation with the Commander of the UN peace-keeping force but
they had decided not (3) (intervene) in the fighting since they anticipated
(4) (meet) fierce resistance from both sides.
According to official sources, troops loyal to General Yores had
managed (5)
(capture) two key positions but militia groups loyal to the freedom
movement had attempted (6) (retake) the position several times today.
In an interview this afternoon, General Yores denied (7) (use)
chemical weapons against the freedom fighters but would not (8) (comment)
on reports that his forces planned (9) (mount) a huge offensive over the next
48 hours and that certain of his elite guard had volunteered (10) (go) on
suicide missions to kill key figures within the freedom movement.
Our special correspondent in Xeronia tried (11) (talk) to members of
the Central Committee of the freedom movement but security around them was
so tight that we regret (12) (say) that so far they have refused (13)
(see) any representatives of the international press. However, sources close to
the Central Committee denied (14) (lose) any positions today and reiterated
that the freedom fighters would (15) (fight) until the last man to liberate
Speaking With a partner, act out the coversation below.
Interviewer : When did you first go into business?

Harris : I set up a small business selling office supplies in 1989, filling
systems, office equipment, that sort of thing. In 1991 I went into
partnership with my old friend, James Britten. We made a loss for
the first two years, but then things got better and we’ve made a
profit most years ever since. But there have been bad times too.
Interviewer : In what way?
Harris : Well, during the economic recession of the early 1997, a lot of small
business were going under, and I thought our business would fold,
but we survived. All around us, small firms were going bankrupt.
But in 1999 we won a contract, despite of stiff competition, to
supply the local government offices, and that was an important
moment for us. We took on staff and expanded. And we were
proud that we had created jobs for local people at a time when
unemployment was high. Our sales figures improved steadily, and
soon we had an annual turnover of more than ten million pounds.
Interviewer : So what’s the secret of your success?
Harris : Well we’re quite cautious. For instance, we always carry out market
research before launching a new product. But also, we set a high
value on customer services, especially after-sales service. But at

17
the day, running a successful business is a combination of hard
work, luck and intuition.
Interviewer : Finally, there are rumours that you may float the company on the
stock market.
Harris : At the moment we have no attention of going public, and people
shouldn’t believe everything they read in the newspapers!
Language Focus 2 Collocation (See more explanation in the appendix page 93).
A collocation is a pair or group of words that are often used together. These
combinations sound natural to native speakers, but students of English have to
make a special effort to learn them because they are often difficult to guess.
Example :
We Say.. We do not say..
do business make business
make an effort do an effort
The most common collocation with the verb make are :
1. make sure 4. make a decision
2. make sense 5. make a mistake
3. make a difference 6. make money
Learning Tip
When you learn a new collocation (expression), use it in a sentence to help you
remember it. Add another sentence to clarify or paraphrase the meaning.
Example :
My brother can not make a living as a musician.
He does not earn enough money.
Practice E Complete the sentences with the words in the box

do my best make a difference make a good impression
1. I'm going to try to on my new boss. I want her to have a
good opinion of me.
2. I'd like to do something useful in life. I want to in people's lives.
3. I find exams very stressful, but I always . I try very hard to do well.
Follow Up
On the website you can find business reports on several million companies. Look up a company that int

Practice F Complete these collocations based on the conversation.
1. to................a company on the stock 6. to...........into partnership

market 7. to................market research
2. to................a new product 8. to................public
3. to................a profit 9. to................up a business
4. to................bankrupt 10. to................a loss
5. to................into business
Listening Listen to the audio and fill in the blank with correct words.
The customer’s always right!

Tracy has recently bought a new dining set at a local department store, but
when it was delivered she noticed some scratches on the tabletop. She's very
unhappy because she paid a lot of money for the table and would like to
exchange it. Listen to the Tracy’s conversation in the department store to
practice your listening comprehension.
Clerk: Did you need some help?
Tracy: Yes. I bought a dining room table and chairs here two weeks ago. It
was delivered yesterday, but there are two big gashes on the
surface. I've bought furniture from you before and I've always been
satisfied with the quality and the service. But now I just don't know.
Clerk: Oh, I'm sorry ma'am. But did you notice whether the scratches were
there when the table arrived?
Tracy: Um, actually, no. I wasn't home when they brought them
in. Clerk: Who signed for the delivery?
Tracy: My husband. But he's not very observant. He wouldn't have noticed.
But I saw the gashes right away.
Clerk: Well, ma'am, we have a policy. That's why you sign for the delivery.
You are acknowledging that the product is delivered in good
condition.
Tracy: So you're saying you can't do
anything? Clerk: I'm afraid we can't.
Tracy: Well, look. I'm really disappointed about this. I'm a good customer.
I've bought several pieces of furniture from you before Can I speak
to the manager?
Clerk: Sure One minute.
Manager: Hello, I'm Bob Mack, the department manager. What can I do for you?
Tracy: Hi. I'm Tracy Bell. Well, as I was saying to the clerk, I'm a regular
customer. I've bought furniture from you before, and I've always been
satisfied with the quality of your products and the service. But I
bought a table from you that was delivered yesterday. My husband
signed for it, but he never notices anything, and when I got home
yesterday, I saw two big gashes on the tabletop.
Manager: No problem, ma'am. We can send out another one and pick up the
damaged one. Let's see. Let me check the delivery schedule. OK, we
can deliver your replacement table next week, next Friday. How's
that? Are the chairs OK?
Tracy: Oh, thank you so much. I really appreciate this! Yes, the chairs are fine.

19
Tracy: Oh, thank you so much. I really appreciate this! Yes, the chairs are fine.
Manager: Good, so we'll just send out a new table We really appreciate your business, Ms. Bell. I'm ve
Tracy:Thanks. It'll be in my dining room waiting for you.
Now let’s listen to the Tracy’s story when waiting for her new table.
Why did Tracy get up early?

She wanted to go to the new department store in Southcrest.
She wanted to be ready for her new table.
She had to go to the dentist.
What time did Lucy call Tracy? a) 10:05
b) 2:00
c) 2:15
How many phone calls did Tracy get that day?
1
2
3
Why did Tracy think it was important for her to be at home when the new table arrived?
She was excited about getting her new table.
Her husband wouldn't be home.
She wanted to be sure the table was in good condition.
What time will the table arrive?
Around 2:00
b) At 11:45
c) Between 9:00 and noon
Where will Tracy be when the table arrives?
At home
At the dentist
Practice G
A manager supervises a group of employees. What do you think a good

manager is like? Check () your answers below. Then add one or more of your
own ideas.
It is important for It’s not important

Manager’s Attitudes a manager to for a manager to
Be honest
Be hardworking
Be kind
Make a profit
Be able to make difficult decision

Communicate
well Write well
Treat the employees well
Reduce stress in the
workplace Listen to others
Understand new
technologies Hold parties
for the employees Save
profit for himself
Does not care about the employees
Writing
Give two reasons to complete the sentences below and write your own essay by developing the two reasons that
I think I would be a good manager because ...................

1. ...................................................................
2. ...................................................................
I don’t think I would be a good manager because ....................

1. ...................................................................
2. ...................................................................
Example :
I think I would be a good manager because I am smart (First reason)
and I can communicate well with other people (Second reason).
(Describe your first reason into a paragraph)

A good manager must be smart. I can be a good manager because I am
smart. In addition, smart people can handle every work easily. For example,
........................ (Give an example for your first reason). (add one/two
sentences to conlude your paragraph and to connect this paragraph to the next
paragraph).
(Describe your second reason into a paragraph)

Communication is one of the important quality for a good manager. My
ability to communicate well with other people can help me be a good manager.
For example,...................................(Give an example for your second reason).
(Add
one/two sentences to conlude your paragraph).
(Conclude your two reasons into a paragraph. Restate your two reasons in
conclusion)

21
Reading With partner, read the text and write ten question.
Money
Money makes the world go round.” I wonder if this famous English
expression is very true. If you have money, the world goes round very gently
and you are happy. If you don’t have money, the world might not go round so
smoothly. They also say that “money is the root of all evil”. I think this is so
true. Money makes people kill and steal. Greed means there are things in the
world like blackmail, corruption, slave labor and a lot more terrible things.
Another common saying in English is “money can’t buy happiness”. I’m
not so sure about this one. I know if I had loads of money I’d be pretty happy. I
think if all the world’s money was shared out, the world would go round more
happily, and there would be less evil and more happiness.
Money plays an important role in our lives. Talking about money in
English is an important topic to learn . Many students know what to call the
money we get from a job. We call that our "salary". Of course, we hope to get
a high salary, but we usually have to start at a low salary and work our way up.
In most countries, some of our salary is taken out and given to the
government. This money is called "taxes". We also might pay taxes when we
buy things. Taxes are such a big part of life that someone once said "Nothing
is certain in life except death, and taxes".
A common expression in English that describes our job and making
money is "earning a living". When we earn money at our job, it allows us to eat
and pay for a place to live. We also talk about money in a more creative way.
We say, for example, that something that is successful is like "money in the
bank". It's safe and sure and will help us in the future! In the same way, a
person who is successful, even though he or she has had to work very hard,
could be said to be "laughing all the way to the bank". Even though life is hard,
Questions.
1. .......................................................................
2. .......................................................................
3. .......................................................................
4. .......................................................................
5. .......................................................................
6. .......................................................................
7. .......................................................................
8. .......................................................................
9. .......................................................................
10. .......................................................................

3 Discovery and Invention

follow.
Preview questions.
1. What do the pictures depict?

2. What are discoveries shown in the pictures above?
3. Which is the cutting-edge technology?
4. What are inventions shown in the pictures above?
4. What does the sun contribute the earth?
5. What are renewable kinds of energy?
6. From the picture, which are the works of archeologist?
7. From the picture, which are the works of scientist?
8. Which pictures shows many contributions to mankind?
Cellular Computer Cutting edge Discover earth

Electricity Energy Engine Generate Power
Predict Produce Recent Renewable Science
Space Sustainable Transform Universe Invent
Patent Prototype Idea Conduct Element

23
Reading Read the following text and answer the given questions.
Abu Bakr Muhammad Ibn Zakariya Al-Razi

A comprehensive thinker, Razi made fundamental
and enduring contributions to various fields, which he
recorded in over 200 manuscripts, and is particularly
remembered for numerous advances in medicine
through his observations and discoveries. An early
proponent of experimental medicine, he became a
successful doctor, and served as chief physician of
Baghdad and Rey hospitals. As a teacher of medicine,
he attracted students of all backgrounds and interests
and was said to be
compassionate and devoted to the service of his patients, whether rich or poor.
He was among the first to use humorism to distinguish one contagious
disease from another, and wrote a pioneering book about smallpox and measles
providing clinical characterization of the diseases. He also discovered numerous
compounds and chemicals including Alcohol, kerosene, among others.
Through translation, his medical works and ideas became known among
medieval European practitioners and profoundly influenced medical education in
the Latin West. Some volumes of his work Al-Mansuri, namely "On Surgery" and
"A General Book on Therapy", became part of the medical curriculum in Western
universities. Edward Granville Browne considers him as "probably the greatest
and most original of all the Muslim physicians, and one of the most prolific as an
author" and has been described as a doctor's doctor, the father of pediatrics, and
a pioneer of ophthalmology.
Source : https://en.wikipedia.org/wiki/Muhammad_ibn_Zakariya_al -Razi
Questions.
1. Mention 4 informations about Al-razi that you can get from the text above.
.............................................................
.............................................................
.............................................................
.............................................................
............................................................
2. What are Al-razi’s discoveries?
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
3. Al-razi discovered medical curriculum for western University.
a. True
b. False
4. Al-razi did not discover
a. Clinical characterization of the diseases.
b. Psychology therapy.
c. The diseases distinction by using humorism

Practice A Read the following text and answer the given assignments.
Top 7 Outstanding Muslim Inventions
1. Surgery
Around the year 1,000, the celebrated doctor Al Zahrawi published a 1,500 page
illustrated encyclopedia of surgery that was used in Europe as a medical
reference for the next 500 years. Among his many inventions, Zahrawi
discovered the use of dissolving cat gut to stitch wounds beforehand a second
surgery had to be performed to remove sutures. He also reportedly performed
the first caesarean operation and created the first pair of forceps.
2. Coffee
Now the Western world's drink du jour, coffee was first brewed in Yemen around
the 9th century. In its earliest days, coffee helped Sufis stay up during late
nights of devotion. Later brought to Cairo by a group of students, the coffee buzz
soon caught on around the empire. By the 13th century it reached Turkey, but
not until the 16th century did the beans start boiling in Europe, brought to Italy
by a Venetian trader.
3. Flying machine
"Abbas ibn Firnas was the first person to make a real attempt to construct a
flying machine and fly," said Hassani. In the 9th century he designed a winged
apparatus, roughly resembling a bird costume. In his most famous trial near
Cordoba in Spain, Firnas flew upward for a few moments, before falling to the
ground and partially breaking his back. His designs would undoubtedly have
been an inspiration for famed Italian artist and inventor Leonardo da Vinci's
hundreds of years later, said Hassani.
4. Algebra
The word algebra comes from the title of a Persian mathematician's famous 9th
century treatise "Kitab al-Jabr Wa l-Mugabala" which translates roughly as "The
Book of Reasoning and Balancing." Built on the roots of Greek and Hindu
systems, the new algebraic order was a unifying system for rational numbers,
irrational numbers and geometrical magnitudes. The same mathematician, Al-
Khwarizmi, was also the first to introduce the concept of raising a number to a
power.
5. Optics
"Many of the most important advances in the study of optics come from the
Muslim world," says Hassani. Around the year 1000 Ibn al-Haitham proved that
humans see objects by light reflecting off of them and entering the eye,
dismissing Euclid and Ptolemy's theories that light was emitted from the eye
itself. This great Muslim physicist also discovered the camera obscura
phenomenon, which explains how the eye sees images upright due to the
connection between the optic nerve and the brain.
6. Toothbrush
According to Hassani, the Prophet Mohammed popularized the use of the first
toothbrush in around 600. Using a twig from the Meswak tree, he cleaned his
25
teeth and freshened his breath. Substances similar to Meswak are used in
modern toothpaste.

7. The crank
Many of the basics of modern automatics were first put to use in the Muslim
world, including the revolutionary crank-connecting rod system. By converting
rotary motion to linear motion, the crank enables the lifting of heavy objects with
relative ease. This technology, discovered by Al-Jazari in the 12th century,
exploded across the globe, leading to everything from the bicycle to the internal
combustion engine.
Source:http://edition.cnn.com/2010/WORLD/meast/01/29/muslim.inventions
* Make groups consist of four or five people. With your groups, discuss the
text
above and do the assignments below:
1. Write ten questions for the texts above that will be answered by the other
groups.
2. Prepare your group’s answers for the questions that will be asked by the
other groups related to text above.
3. For each groups, make comment/s related to text above and express it to
the other groups.
4. For each groups, give your opinion for the other groups comment/s
(agree/disagree).
Listening Listen to audio and fill in the blank.
Cloned dogs in training to sniff for drugs
The world’s first (1) ……..-cloned dogs have started training for their future
careers. South Korea’s customs service (2) clones of its very best sniffer
dog last year.
It hopes the cloned canines will become (3)........at finding explosives and drugs
at
its airports. The cloning will reduce the costs (4).............in the months of
training
normal dogs. Only thirty per cent of dogs selected for training actually make the
(5)
……….. and become a sniffer dog. The seven cloned puppies, all named
Toppy (short for Tomorrow’s Puppy), were born in October and November
2007. Cells were taken from their Labrador retriever (6) , called Chase,
to clone them. Project
manager Lim Jae-Yong believes the clones will be easier to train than ordinary
dogs, because of their (7) from expert sniffer Chase.
The $300,000 project was (8).........out by Lee Byung-Chun, who cloned the
world’s
first dog from a three-year-old Afghan hound. Each Toppy cost $60,000, which
is (9)
………… the cost of training a normal sniffer dog. All seven Toppies have
been in training (10) ………. they were born. They have successfully passed
their first (11)
27
Language Focus 1 Verbs with prepositions.
Note : See more explanation in the appendices page 95.
The following are the verbs with prepositions that commonly appear:
agree on (topic) hide (something) from (someone)
agree with (someone) insist (up)on (something)
apologize to (someone) for (doing) introduce (someone) to (someone
something) else)
apply to (a place) for (something) invite (someone) to (an event)
approve of (something) keep (something) for (someone)
argue with (someone) about (topic) matter to (someone)
arrive at (a building, room, site, object to (something)
event) arrive in (a city, country) participate in (something)
ask (someone) about (someone/topic) pay (price) for (something)
ask (someone) for (something) pray for (someone/something)
believe in (something) prefer (something) to (something else)
belong to (someone) prevent (someone) from ([doing]
blame (someone) for ([doing] something)
something) recover from (something)
borrow (something) from (someone) rely (up)on (someone/something)
care about (someone/something/topic) remind (someone) of (something)
comment on (topic) rescue (someone) from (something)
compare (something) to/with respond to (someone/something)
(something else) save (someone) from (something)
complain to (someone) search for (something)
about (something) separate (something) from (something
concentrate on ([doing] something) else)
decide on (topic) scold (someone) for ([doing] something)
depend on (someone) for smile at (someone) for ([doing]
(something) discuss (something) something)
with (someone) distinguish speak to/with (someone) about (topic)
(something) from (something else) stare at (something/someone)
dream about/of (someone/something) take advantage of
escape from (somewhere) (someone/something/ situation)
explain (topic) to (someone) take care of (something/someone)
excuse (someone) for talk to/with (someone) about (topic)
([doing] something) thank (someone) for ([doing] something)
forgive (someone for travel to (somewhere)
([doing] something) vote for (someone)
get rid of (something) vouch for (someone)
graduate from (a place) wait for (someone/something)
happen to (someone) wish for (something)
help (someone) with (something) work for
(company/something/someone)

Practice B Underline the verbs with prepositions in the text below.
Text 1:
Although she admits to sometimes watching her favorite reality shows before
attending to her homework, Mary objects to procrastination. She insists on
completing her assignments before the assigned due dates. She cares about her
education and has confessed to wanting good grades. Mary also believes in
working hard because she relies on grade-based scholarships for financial aid.
She often argues about quiet time with her roommate because her roommate
listens to music loudly while Mary is studying. But, Mary secretly gloats at her
own success when her roommate worries about upcoming tests.
Text 2:
When Scott woke up this morning, he discovered that his toddler had thrown up
in her crib last night. He, therefore, cleaned her bedding up before he chowed
down on breakfast. While he was tucking into his food, however, his daughter
started acting up. She just suddenly broke down and threw a tantrum on the
kitchen floor. After falling apart for only a few minutes, the tantrum blew over
and his daughter calmed down. Scott then finished eating and logged onto his
computer. But, before he could access the Internet, the computer blew up. Scott
looked the phone number up, called for technical help, and told the IT technician
off. He only eased up when the tech threatened to put him on hold.
Text 3:
The situation did not add up. Espen depended on Julia to pick him up but she
had not shown up. He worried about what might have happened to her. Perhaps
she had been taken away by a notoriously bad band of ninjas. Espen hoped
Julia would fight against such evildoers. Or, perhaps she had just forgotten about
him. Could she let him down like that? If she had simply failed to remember him,
he promised that he would lay in on her when he saw her next. But, then again,
what if Julia had been knocked out by conniving bank robbers? What if she had
refused to give them her car for a getaway vehicle? What if she had passed out
in her attempts to get to him? Just then, when Espen had decided to not give up
on her, Julie pulled up to the curb. She was just running late. She gazed at
Espen, and Espen blushed, thinking about his unfounded anger. He got into the
car, but, before he could apologize, she started yammering on about how bad
traffic had been. Espen silently vowed to wait patiently for her tomorrow.
Read the following texts and write down your questions

Speaking
to speak about each topic.
Nuclear Energy
Many scientists say nuclear energy is our future. Many normal people aren’t so
sure. I think most of us worry about nuclear energy. We hear on the news about
the dangers of nuclear power. Many years ago there was a big accident in
Chernobyl, Russia. A nuclear reactor caught fire and melted. Because of this,
deadly radiation spread across the whole of Europe. There were reports that
sheep in England caught radiation sickness. I think things are safer now. Many
countries trust nuclear energy. France and Japan each has dozens of nuclear
power stations. I think it’s probably
afer.
29
a good idea. We really need to stop using fossil fuels. Nuclear power is a lot less
harmful to the environment. Perhaps we need to spend more money on making it
safer.
The Universe
The universe is a big place. I don’t think anyone can understand just how big.
The universe never, ever ends. It is infinite in size. It’s funny when scientists say
they want to unlock the secrets of the universe. That’s impossible. There are
way too many secrets out there. The universe has given us an adjective in
English that is misused. When we say something is universal, it doesn’t make
sense. That’s because we’re saying it takes place or happens all around the
universe, when in fact, it only happens on Earth. Another strange use of the
word universe is that people talk about their universe. Sometimes they say their
universe collapsed when something sad happened. Scientists even call our brain
a mini universe.
Science
Science is one of the most important subjects we study at school. I loved it. I
thought it was so interesting. Time in my science lessons went very quickly
because I was always working on things and doing experiments. I liked all of the
sciences, physics, biology and chemistry. I wish I continued studying science. I
would love to be a scientist now. I think being a computer scientist would be
great. Science is so important for our life and our world. All of the world’s
problems can be solved with science. We can go to different planets because of
science. I hope governments pump lots of money into science so we have more
and better scientists in the future. It’s interesting to think about what future
science will be like.
The sun
Without the Sun we wouldn’t be here. It is the source of our heat, light and
energy. It is enormous, bigger than we could imagine; yet it’s very small
compared to other suns in the universe. It’s unbelievable to think how much the
sun burns. It’s just a giant ball of exploding gas. One day it will die out because
all the gas will be gone. But for today and perhaps the next 15 billion years,
there’s enough gas to light and heat our part of the solar system. Scientists have
been studying the sun for decades but know little about it. The problem is that
few space probes can get too close to it. The sun fries anything and everything
to a cinder, in an instant. The Sun is important to us, but it’s important we don’t
spend too long in it.
Language Focus 2 Simple Past and Present Perfect Tense

See more explanation in the appendix, page 102.
Write the correct form of the given verb using simple

Writing
past or present perfect tense to complete the text.
Jack (be) …1…. my friend for over 20 years. We (know) … 2 … each other since
we were children. Recently, he and his family (move) … 3 ….. to a house on the
same street as me, and now our children play together almost every day. For the
last ten years, Jack and I (play) … 4… for the same hockey team every
Saturday. Jack is a better player than I am, but in the last few months he (have)
… 5 … some trouble with his left knee, and he (find) … 6 … it hard to play a full
game. He (see) … 7 … the doctor several times about his knee, but the doctor
doesn't know what is causing his pain. Jack (decide) … 8 … to take a break from
hockey for a while, so that his knee can recover. It's going to be lonely on the
team without him!
Source:http://www.englishclub.com/grammar/verb-tenses_present-perfect_s.htm

31
Writing Write a paragraph about a new technology invention that you know.
Practice C Read the text below and work on the given assignment.
The Discovery of Borobudur Temple

Borobudur lay hidden for centuries under layers of volcanic ash and
jungle growth. The facts behind its abandonment remain a mystery. It is not
known when active use of the monument and Buddhist pilgrimage to it ceased.
Sometime between 928 and 1006, King Mpu Sindok moved the capital of the
Medang Kingdom to the region of East Java after a series of volcanic eruptions;
it is not certain whether this influenced the abandonment, but several sources
mention this as the most likely period of abandonment. The monument is
mentioned vaguely as late as c. 1365, in Mpu Prapanca's Nagarakretagama,
written during the Majapahit era and mentioning "the vihara in Budur".
Soekmono (1976) also mentions the popular belief that the temples were
disbanded when the population converted to Islam in the 15th century.
The monument was not forgotten completely, though folk stories
gradually shifted from its past glory into more superstitious beliefs associated
with bad luck and misery. Two old Javanese chronicles (babad) from the 18th
century mention cases of bad luck associated with the monument. According to
the Babad Tanah Jawi (or the History of Java), the monument was a fatal factor
for Mas Dana, a rebel who revolted against Pakubuwono I, the king of Mataram
in 1709. It was mentioned that the "Redi Borobudur" hill was besieged and the
insurgents were defeated and sentenced to death by the king. In the Babad
Mataram (or the History of the Mataram Kingdom), the monument was
associated with the misfortune of Prince Monconagoro, the crown prince of the
Yogyakarta Sultanate in 1757. In spite of a taboo against visiting the monument,
"he took what is written as the knight who was captured in a cage (a statue in
one of the perforated stupas)". Upon returning to his palace, he fell ill and died
one day later.
Rediscovery
Following its capture, Java was under British administration from 1811 to
1816. The appointed governor was Lieutenant Governor-General Thomas
Stamford Raffles, who took great interest in the history of Java. He collected

Javanese antiques

33
and made notes through contacts with local inhabitants during his tour
throughout the island. On an inspection tour to Semarang in 1814, he was
informed about a big monument deep in a jungle near the village of Bumisegoro.
He was not able to make the discovery himself and sent H.C. Cornelius, a Dutch
engineer, to investigate. In two months, Cornelius and his 200 men cut down
trees, burned down vegetation and dug away the earth to reveal the monument.
Due to the danger of collapse, he could not unearth all galleries. He reported his
findings to Raffles, including various drawings. Although the discovery is only
mentioned by a few sentences, Raffles has been credited with the monument's
recovery, as one who had brought it to the world's attention.
Hartmann, a Dutch administrator of the Kedu region, continued
Cornelius's work, and in 1835, the whole complex was finally unearthed. His
interest in Borobudur was more personal than official. Hartmann did not write any
reports of his activities, in particular, the alleged story that he discovered the
large statue of Buddha in the main stupa. In 1842, Hartmann investigated the
main dome, although what he discovered is unknown and the main stupa
remains empty.
The Dutch East Indies government then commissioned F.C. Wilsen, a
Dutch engineering official, who studied the monument and drew hundreds of
relief sketches. J.F.G. Brumund was also appointed to make a detailed study of
the monument, which was completed in 1859. The government intended to
publish an article based on Brumund's study supplemented by Wilsen's
drawings, but Brumund refused to cooperate. The government then
commissioned another scholar, C. Leemans, who compiled a monograph based
on Brumund's and Wilsen's sources. In 1873, the first monograph of the detailed
study of Borobudur was published, followed by its French translation a year
later. The first photograph of the monument was taken in 1872 by a Dutch-
Flemish engraver, Isidore van Kinsbergen.
Appreciation of the site developed slowly, and it served for some time
largely as a source of souvenirs and income for "souvenir hunters" and thieves.
In 1882, the chief inspector of cultural artifacts recommended that Borobudur be
entirely disassembled with the relocation of reliefs into museums due to the
unstable condition of the monument. As a result, the government appointed
Groenveldt, an archeologist, to undertake a thorough investigation of the site and
to assess the actual condition of the complex; his report found that these fears
were unjustified and recommended it be left intact.
Borobudur was considered as the source of souvenirs, and parts of its
sculptures were looted, some even with colonial-government consent. In 1896
King Chulalongkorn of Siam visited Java and requested and was allowed to take
home eight cartloads of sculptures taken from Borobudur. These include thirty
pieces taken from a number of relief panels, five buddha images, two lions, one
gargoyle, several kala motifs from the stairs and gateways, and a guardian
statue (dvarapala). Several of these artifacts, most notably the lions, dvarapala,
kala, makara and giant waterspouts are now on display in the Java Art room in
The National Museum in Bangkok. Source : https://en.wikipedia.org/wiki/Borobudur

35
The Inventions of Soap, Shampoo, Cleanliness and Cosmetics
The medieval times, was known for its lack of cleanliness and hygiene,
leading to illnesses and diseases, and one of the Crusaders most striking
characteristics were that they didn’t wash. Only a few Muslims, as early as the
7th century, had developed a sophisticated and hygienic way of life, and
methods to keep themselves clean and away from diseases. In Islam, cleanliness is
considered as half of a Muslims relegion. This was motivation for Muslims, also
the fact that not keeping clean led to diseases and bad health. The greatest thing
done for cleanliness by Muslims, is probably the invention of soap. The credit for
this goes to Muslim chemists.
Before the invention of soap, people used oils to clean themselves, but
all people didn’t have these oils. Soap was made by mixing oil (usually olive oil)
with al- qali (a salt like substance). This was then boiled to achieve the right mix,
and left to harden, before used in homes and public baths. Various recipies for
soap were written by many Muslim chemists, icluding Al-Razi.
A recetly discovered manuscript dating back to the 13th century,
containes the recipie to soap. One of the leading cosmetologists of the time, Al-
Zahrawi, known to the west as Abulcassis, wrote a medical encyclopedia called
Al-Tasrif. It was written in thirty volumes. Inside the 19th volume, there contains a
whole chapter devoted to cosmetics. This was the first original contribution to
cosmetology.
Beutification of the body with purfumes etc was there way before
Zahrawi, but Zahrawi considered cosmetics to be a branch of medication apart
from beutification. Zahrawi’s contribution to the subject include ; under arm
deodorants, hair removing sticks. hair care and also hand lotions. For turning
blond hair to black, hair dyes are mentioned. Also, the benefts of suntan lotions
are mentioned, also describing their ingredients in detail. His translations into
Latin of his books were used as main university textbooks in many European
universities.
In the beutification part of cosmetics, Zahrawi dealt with perfumes,
scented aromatics and incense. There are many hadith’s (quotations of the
prophet) of the Prophet Muhammad (Peace be upon him), refering to
cleanliness, care of hair and other parts of the body. Al-Zahrawi described these
all within the limitations of Islam. “Adhan”, and oily substance, was used for
medication and beautification. Zahrawi dealt with perfumed stocks, rolled up and
pressed into special moulds. These were probably the earliest and nearest
representations of present day lipsticks and deodorants.
The greeks contributed a lot to cosmetics, but that was in the
beutification part. It is the hygiene aspects that realy matters and affects us.
Islam brought forward the method of cleaning yourself, which is practiced by
every muslim, prior to praying five times a day called wudu. It was also the
muslims who introduced the quarintine of sick patients, so the illness of the
patient would not spread. This was done due to the discovery and whole idea of

germs (also discovered by muslims). So out of all this, it was the muslims who
contributed the most to the health part of cosmetics.

37
Assignments:
Write a summary for each of the text above.
The Discovery of Borobudur Temple
The Inventions of Soap, Shampoo, Cleanliness and Cosmetics
Present your summary to the class.

Prepare some questions that you will ask to your friends about their summary.
Exchange your idea about the texts above, give suggestion and comment to improve the summary of you friend.

Practice
Exchange questions for each of text below.
D
New technology
What would we do without technology? Would we still be living in caves?
Probably, I think there are two main kinds of technology, the kinds before and
after computers. When we think about technology before computers, it was quite
basic. It was all mechanical. Things like steam trains and fridges. At the time,
that was cutting edge technology. But, today’s technology is really cutting edge.
It’s the kind of technology that is out of date as soon as it hits the shelves. I love
this. It’s so exciting seeing it all happen. I love reading about what technology
we’ll have in the future, and then buy it a few years later. It’s like buying
technology from science fiction movies. I’d love to live to be 200 so I can see
what technology is around then.
SOLAR ENERGY
Researchers from the Massachusetts Institute of Technology (MIT) have
discovered a new way of capturing the Sun’s energy. A team from MIT has
created a new technique that involves coating windows with special chemical
dyes. The dyes help trap the light from the Sun and send it to special storage
cells that then convert the light into electricity. The team’s discovery could
transform buildings into energy plants. It could even one day mean that the
windows in our houses could power our homes. The scientists say their dyes
can produce ten times more power than the traditional solar panels used around
the world today. They predict that this clean and renewable energy technology
could be available within the next three years.
The idea was first developed in the 1970s but was abandoned. Scientists
then found that too much of the collected sunlight failed to reach the solar
storage units at the edges of the window. The MIT engineers revived the idea
and used colored dyes to stop the light from escaping. MIT’s development also
does away with the need for hundreds of bulky solar cells. Instead, their method
only requires cells around the edges of the window. MIT’s Professor Baldo
explained: "The coated glass would let through about 10 per cent of the Sun to
light up the room, and the remainder would be captured and funneled to the
edges to solar cells to generate electricity…It would look like smoked glass
because of the dyes." The new discovery could help fight climate change.
Questions and notes:

39
4 Education
follow.
Preview questions.
1. Who are the people in the pictures above?

2. What levels of education are they?
3. What should students do to be able to graduate on time?
4. How many years did you attend college?
5. Who teaches university students?
6. What efforts do students have to do to complete their studies earlier?
7. What levels of education are available?
8. What is the renowned university in your country?
9. Do you think that education is important?
attend college compulsory difficult

examination lecture curiosity encourage
experiment graduate impact instruction
opposite pass pressure primary
science undergraduate post-graduate degree
bachelor degree lecturer master
research thesis project tuition fees
homework lesson course attendance
grade register qualification campus

Reading Read the following text and work on the given assignment.
Making schoolchildren take tests is harming students’ interest in

science, as well as having a negative impact on kids’ natural curiosity. This is
the conclusion of a British university report into science teaching and testing in
primary schools. Researchers from Durham University warned that too many
schools were teaching science just so students could pass tests. There is a lot
of pressure for students to get to better schools. The experts said there was
very little real science teaching going on that encouraged students to find out
things for themselves. Learning by doing, experimenting and seeing should be
at the heart of all physics, chemistry and biology lessons. The Durham
University team found the opposite; that there was little hands- on, practical
work taking place in Britain’s schools.
Lead researcher Professor, Peter Tymms, said it was important to
develop new approaches to primary school science. He compared today’s
teaching with that of the past sixty years and found that testing was harming
children’s natural desire to ask questions about science: “We suspect that the
current national approach to science in primary schools is not impacting on
children’s scientific thought and curiosity as much as is possible,” he said.
Professor Tymms made it clear what schools and science teachers need to
focus on, saying: “The purpose of science in primary schools should be to
foster a sense of curiosity and positive attitudes in the young child. It should
Make at least ten questions related to the text above.
Questions:
1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

41
Listening Listen to the audio or your lecturer to complete the text.
U.K. students in university fees protest

Tens of thousands of students across the U.K. took part in protests on Wednesday …
(1) … their government’s increase in tuition fees. They were speaking out against the three … (2) … rise in the price
(6) …, unlike those two weeks earlier in which the ruling Conservative Party headquarters was … (7) … Britain’s …
… (10) … the country’s budget deficit. Most of the public fury is directed at the junior coalition partner, the Liberal D
Language Focus 1 Degree of Comparison.
Recognizing Degrees of Comparison Most adjectives and adverbs have three different forms to show degrees
Degrees of Comparison
Positive Comparative Superlative
Adjective smooth smoother smoothest
luxurious more luxurious most luxurious
many more most
Adverb close closer closest
rapidly more rapidly most rapidly
far further furthest
Regular Forms of Comparison Use -er or more to form the comparative

degree and - est or most to form the superlative degree of comparison of most
one- and two- syllable modifiers. Use more and most to form the comparative
and superlative degrees of all modifiers with three or more syllables.

REGULAR FORMS OF COMPARISON
Positive Comparative Superlative
One and two Strange stranger strangest
syllable Silly sillier silliest
Graceful more graceful most graceful
Three or more Amazing more amazing most amazing
syllable Happily more happily most happily
Beautiful more beautiful most beautiful
Practice A Recognizing Degrees of Comparison.
Identify the degree of comparison of the underlined word by writing pos. (positive), comp. (comparative),
Example: Amy is shorter than her younger sister. comperative.
1. Thethings
Which baby’s
arefever is lower
better? this and
Discuss morning.
compare the picture below, stating the advantages of one over the
2. The weather has been perfectly beautiful all week.
3. This has been the wettest June on record.
4. The Jacksons’ house is the oldest one on our street.
5. Kevin took the news more calmly than the rest of us.
VS
6. The Smiths have the most carefully trimmed shrubs on the block.
7. The host greeted each guest warmly.
8. Pete just ate the biggest sandwich I had ever seen.
9. Louise felt better after she had talked things over.
10. The crowd gave an enthusiastic roar.
Practice B Discuss the pictures below.
VS

43
VS
VS
Language Focus 2 Conditional Sentences.
1. Open Present or Future Conditional.
IF + present simple / will +
Basic Form
if- clause main clause
If I go out I’ll buy a newspaper

If you don’t study you won’t pass your
If they offer you the job exams what will you do
This structure is often called the “first conditional”.

Use:
• We use this structure when there is a possibility that the situation in the if-
clause will happen in the future.
• We also use this structure when there is a possibility that the situation in
the if- clause is true in the present.
OTHER FORMS
• We can also use shall instead of will with I and we in the main clause.
• In this structure, we can use a modal verb e.g. Can, may, instead of will in
the main clause.
• We can also use the imperative in the main clause.
• We can use the present perfect or present continuous instead of the
present simple in the if- clause.
• We can also use should after if when we are less sure about a possibility
• We can also begin with should when we are less sure.
Example: If I have enough time, we’ll visit Robert.
2. Unreal Present or Future Conditionals.
IF + past simple / would +

Basic Form
If I had a lot of money If he got up earlier I’d travel round the world
If you didn’t pass the exam
he wouldn’t be late for
work would you take it
again?
3.This structure
Unreal is often called the “second
Past Conditionals
conditional”. Use:
If• the
Weweather
use this had structure to
IF + past
been talk
nice about would
perfect/ unrealhave
present or future situations.
+ past
E.g.
yesterday If I had a lot of money, I’d travel round the world. But I do not have a lot
Basic Form If I had studied hard
of money)
• We also use if- sentences
clause like these to talk about unlikely present or
future situations.
main clause
E.g. If I won a lot of money, I’d take a long holiday.
I would have gone to the
The past form: had, loved. , does not have a past meaning in these sentences,
itbeach I would have passed
thehasexam
a hypothetical present or future meaning,
This structure is often called the “third conditional”.
SUBJUNCTIVE. OTHER FORMS
The contraction of both had and would is‘d: I would / I had = I’d
• We often use were instead of was after if, especially in a more formal style.
use:
• WeE.g.use
If the weather
this structure were nice,about
to talk I’d gounreal
to the past
beach.
situations.
•E.g.WeIf often use “ If I were you” to give advice.
you hadn’t missed your bus, you wouldn’t have been late for school.
(but
E.g. you missed
If I were you,the I’dbus)
apply for the job.
Other Forms
• We can use the modal verbs might, could instead of would in the main
• We can use the modal verbs might, could instead of would in the main clause.
E.g. If you had taken the exam, you might have
passed it. I could have repaired the car if I’d had

45
4. General Conditionals
Basic Form IF + present simple / present simple

If I have a big lunch it makes me
If you mix yellow and blue sleepy you get
green
Use:
We use this structure to talk about habits and general truths.
IF = WHENEVER
Conditional Sentences.
Practice C Put the verbs in brackets into the correct tense.
1. If the machine (stop), press this button.

2. Why didn’t you tell me? If you (tell) me, I would have helped you. I can’t understand what he sees in her! If any
3. I (be) extremely angry!
If you help me with this exercise, I (do) the same for you one day.
4.
5.
6. If Bill hadn’t stolen the car, he (not be) in prison now.
According to the timetable, if the train (leave) on time, we will arrive at 5.30.
Let me give you some advice. If you (smoke) less, you wouldn’t feel so tired.
If it (be) fine tomorrow, we will go to the coast.
7.
If we find a taxi, we (get) there before the play starts.
8.
9.
If you (invite) me, I would have been able to come.
I don’t know how to play baseball, but I am sure that if I did, I (play) a lot better than anyone in this awful team.
If I phone you tonight, (you / be) in?
What bad luck! If Alan hadn’t fallen over, he(win) the race.
We have a suggestion to make. How would you feel if we(offer) you the job of assistant manager?
We would have visited the Prado Gallery if we (have) time.
Writing An example of Paragraph

A University Lecturer
A university lecturer has many duties. In the classroom, he or she lectures to the students and answers questions

time writing a scholarly paper for a professional journal. Still another one may
spend time writing a textbook. In conclusion, a lecturer is always a very busy
person. (Oshima & Hogue, 1988)
Components of a good paragraph:

1. Topic Sentence : Topic + Controlling
idea A university lecturer has many
duties.
2. Supporting Sentences : Major and Minor
In the classroom, he or she lectures to the students and answers questions.
If he or she lectures in science, he or she also conducts laboratory
experiments. During office hour, he or she may help students who have
difficulties in their studies. In addition, a lecturer may work for many hours in
a laboratory doing a research project. Another lecturer may spend his or her
time writing a scholarly paper for a professional journal. Still another one
may spend time writing a textbook
Practice D Write a paragraph about education. Follow the above example.
Speaking Speaking for debate.

DEBATE
Should female have high education as male has? What do you think?
Students A strongly agree that female should have high education.
Students B strongly disagrees female should have high education.
Education should be free
Students A strongly believe university should be free.
Students B strongly believe the opposite
Change partners again and talk about your conversations.
Which of these should be free? Rank them and share your rankings with your partner. Put the most impo
education hospitals
public transport dentists
school meals water
housing e. internet

47
Practice E Answer the questions below.
Source : (http://iteslj.org/questions/education.html)
1. What are some important factors in determining which college to attend?
2. What classes would you take?
3. What do you study? What's your major?
4. What is the average age of a high school graduate?
5. What is your favorite class? Why do you like it?
6. Who selected the college you are attending -- you or your parents?
7. Why are you studying a foreign language?
8. Why is it sometimes very difficult to speak another language?
9. Would you consider studying abroad?
10. What do you think of home-schooling?
11. Do you know anyone who was home-schooled?
12. Do you think that most parents influence what university their child will attend?
13. Once you graduate from a university should you stop learning?
14. What are some ways a person can continue to learn?
15. Which high schools and colleges are the best in your country?
16. Should education be free?
17. Does your country have good public universities? If not, why do you think
there is a lack of funding for education in your country?
18. Why do students cheat during tests and exams?
19. What are the dangers of cheating?
20. Should people go straight from school to university?
21. How much tuition do you pay?
22. What kinds of scholarships are there for students at your school?
23. What must you do to receive a college diploma?
24. Where is the best place for you to study? Why?
25. How many hours do you spend on homework or studying each night?
26. What do you do on campus when you're not studying?
27. Which class or subject is most important for your future job?
28. How can a student receive a scholarship?
29. Why are you attending college?
30. After your grade point average (GPA), what is the 2nd most important
thing in college?
31. Do most of your professors or instructors take attendance? Why?
32. What time does your first class begin tomorrow?
33. How can we make the cost of education more affordable to the general public?

Speaking Read the following texts to speak about roles and benefits of kinds of educations.
Homeschooling
Homeschooling or homeschool (also called home education or home based
learning) is the education of children at home, typically by parents but sometimes
by tutors, rather than in other formal settings of public or private school.
Although prior to the introduction of compulsory school attendance laws, most
childhood education occurred within the family or community, homeschooling in
the modern sense is an alternative in developed countries to attending public or
private schools.
Homeschooling is a legal option for parents in many countries, allowing
them to provide their children with a learning environment as an alternative to
public or private schools outside the home. Parents cite numerous reasons as
motivations to homeschool their children. The three reasons that are selected by
the majority of homeschooling parents in the United States are concern about
the traditional school environment, to provide religious or moral instruction, and
dissatisfaction with academic instruction at traditional public and private schools.
Homeschooling may also be a factor in the choice of parenting style.
Homeschooling can be an option for families living in isolated rural locations,
living temporarily abroad, and to allow for more traveling; also many young
athletes and actors are taught at home. Homeschooling can be about
mentorship and apprenticeship, where a tutor or teacher is with the child for
many years and then knows the child very well.
Homeschooling can be used as a form of supplementary education, a way
of helping children learn, in specific circumstances. For instance, children that
attend downgraded schools can greatly benefit from homeschooling ways of
learning, using the immediacy and low cost of the internet. As a synonym to e-
learning, homeschooling can be combined with traditional education and lead to
better and more complete results.
Homeschooling may also refer to instruction in the home under the
supervision of correspondence schools or umbrella schools. In some places, an
approved curriculum is legally required if children are to be home-schooled. A
curriculum-free philosophy of homeschooling may be called unschooling, a term
coined in 1977 by American educator and author John Holt in his magazine
Growing Without Schooling.
Distance education
Distance education dates to at least as early as 1728, when "an
advertisement in the Boston Gazette... [named] 'Caleb Phillips, Teacher of the
new method of Short Hand" was seeking students for lessons to be sent weekly.
Modern distance education initially relied on the development of postal
services in the 19th century and has been practiced at least since Isaac Pitman
taught shorthand in Great Britain via correspondence in the 1840s. The
University of London claims to be the first university to offer distance learning
49
degrees, establishing its External Program in 1858. This program is now known
as the University of London International Programs and includes Postgraduate,
Undergraduate and Diploma degrees created by colleges such as the London
School of Economics, Royal Holloway

and Goldsmiths. In the United States William Rainey Harper, first president of
the University of Chicago developed the concept of extended education, whereby
the research university had satellite colleges of education in the wider
community, and in 1892 he also encouraged the concept of correspondence
school courses to further promote education, an idea that was put into practice
by Columbia University. In Australia, the University of Queensland established
its Department of Correspondence Studies in 1911.
More recently, Charles Wedemeyer of the University of Wisconsin–Madison
is considered significant in promoting methods other than the postal service to
deliver distance education in America. From 1964 to 1968, the Carnegie
Foundation funded Wedemeyer's Articulated Instructional Media Project (AIM)
which brought in a variety of communications technologies aimed at providing
learning to an off- campus population. According to Moore's recounting, AIM
impressed the UK which imported these ideas when establishing in 1969 The
Open University, which initially relied on radio and television broadcasts for
much of its delivery. Athabasca University, Canada's Open University, was
created in 1970 and followed a similar, though independently developed, pattern.
Germany's Fern Universität in Hagen followed in 1974 and there are now many
similar institutions around the world, often with the name Open University (in
English or in the local language). All "open universities" use distance education
technologies as delivery methodologies and some have grown to become 'mega-
universities', a term coined to denote institutions with more than 100,000
students. In 1976, Bernard Luskin launched Coastline Community College as a
college beyond walls, combining computer assisted instruction with telecourses
proceed by KOCE TV, the Coast Community College District public television
station. Coastline has been a landmark strategic success in helping to establish
online distance learning using modern technology for learning.
The development of computers and the internet have made distance
learning distribution easier and faster and have given rise to the 'virtual
university, the entire educational offerings of which are conducted online. In
1996 Jones International University was launched and claims to be the first fully
online university accredited by a regional accrediting association in the US.
In 2006, the Sloan Consortium, a body which arguably has a conflict of
interest in the matter, reported that:More than 96 percent of the very largest
institutions (more than 15,000 total enrollments) have some online offerings,
which is more than double the rate observed for the smallest institutions. and
that almost
3.2 million US students were taking at least one online course during the fall
term of 2005. A study published in 2011 by the U.S. Department of Education
found that "From 2000 to 2008, the percentage of undergraduates enrolled in at
least one distance education class expanded from 8 percent to 20 percent, and
the percentage enrolled in a distance education degree program increased from
2 percent to 4 percent."

51
Today, there are many private and public, non-profit and for-profit

institutions worldwide offering distance education courses from the most basic
instruction through to the highest levels of degree and doctoral programs. Levels
of accreditation vary: some of the institutions receive little outside oversight, and
some may be fraudulent diploma mills, although in many jurisdictions, an
institution may not use terms such as "university" without accreditation and
authorization, often overseen by the national government – for example, the
Quality Assurance Agency in the UK. In the US, the Distance Education and
Training Council (DETC) specializes in the accreditation of distance education
institutions.
Open University
The Open University (also commonly referred to by its initialism OU) is a
distance learning and research university founded by Royal Charter in the United
Kingdom. The university is funded by a combination of student fees, contract
income, and allocations for teaching and research by the higher education
funding bodies in each of the four countries of the UK (England, Scotland, Wales
and Northern Ireland). It is notable for having an open entry policy, i.e. students'
previous academic achievements are not taken into account for entry to most
undergraduate courses. The majority of the OU's undergraduate students are
based in the United Kingdom and principally study off-campus, but many of its
courses (both undergraduate and postgraduate) can be studied off-campus
anywhere in the world. There are a number of full-time postgraduate research
students based on the 48 hectare university campus where they use the OU
facilities for research, as well as more than 1000 members of academic and
research staff and over 2500 administrative, operational and support staff.
The OU was established in 1969 and the first students enrolled in January
1971. The University administration is based at Walton Hall, Milton Keynes in
Buckinghamshire, but has regional centers in each of its thirteen regions around
the United Kingdom. It also has offices and regional examination centers in most
other European countries. The University awards undergraduate and
postgraduate degrees, as well as non-degree qualifications such as diplomas
and certificates, or continuing education units.
With more than 250,000 students enrolled, including around 32,000 aged
under 25 and more than 50,000 overseas students,[12] it is the largest academic
institution in the United Kingdom (and one of the largest in Europe) by student
number, and qualifies as one of the world's largest universities. Since it was
founded, more than
1.5 million students have studied its courses. It was rated top university in
England and Wales for student satisfaction in the 2005 and 2006[ United
Kingdom government national student satisfaction survey, and second in the
2007 survey. Out of 132 universities and colleges, the OU was ranked 43rd in
the Times Higher Education Table of Excellence in 2008, between the University
of Reading and University of the Arts London; it was rated highly in specific
subjects such as art history, sociology (below Oxford and Cambridge) and

53
development studies. It was ranked overall as a nationally top forty, and globally
top five hundred university by the Academic Ranking of World Universities in
2011, as well as being ranked 247 for

citations of its academics.
The Open University is also one of only three United Kingdom higher
education institutions to gain accreditation in the United States of America by
the Middle States Commission on Higher Education, an institutional accrediting
agency, recognized by the United States Secretary of Education and the
Council for Higher Education Accreditation.
Practice C Read the text below and work on the given assignment.
England is famous for its educational institutes. There were many

different kinds of schools in Medieval England and the English universities were
one of the most significant creations. The students who attended either Oxford or
Cambridge Universities set an intellectual standard that contrasted markedly
with the norm of Medieval England. Today both Universities are internationally
renowned centers for teaching and research, attracting students and scholars
from all over the world.
The University of Oxford
It is located in the city of Oxford is one of the oldest and most highly
revered Universities in Europe. It was the first university established in Britain.
Oxford is situated about 57 miles (90 km) north-west of London in its own county
of Oxfordshire. The city lies at the confluence of the Rivers Cherwell and
Thames, or "Isis", as it is locally known, giving the opportunity to enjoy such
pleasant pursuits as boating and punting, or a stroll along river banks. The story
of Oxford is one of a war, plague, religious persecution, heroes and the
emergence of one of the greatest Universities in the world. Known as the city of
"Dreaming Spires," Oxford is dominated by the Medieval architecture of the
University, and the exquisite gardens within.
According to legend Oxford University was founded by King Alfred the
Great in 872 when he happened to meet some monks there and had a scholarly
debate that lasted several days. A more realistic scenario is that it grew out of
efforts begun by Alfred to encourage education and establish schools throughout
his territory.
Long after Alfred, during the late 11th or early 12th century, it is known that
Oxford became a centre of learning for clerics, from which a school or university
could have sprung or evolved. The university was given a boost in 1167 when,
for political reasons, Henry II of England ordered all English students at Paris to
return to England. Most of the returning students congregated at Oxford and the
University began a period of rapid development. Oxford, like Cambridge, differs
from many other universities in that there is no central university campus.
Instead, the University consists of a large number of colleges and associated
buildings, scattered throughout the city.
From the start there was friction between "town and gown". Most students took
lodgings with local people, who soon realized that they could charge high prices
and rents of the Academics. However it was a strain on the resources of the
community to have to provide for the influx of people from elsewhere. In the 13th
century, rioting between students and local people hastened the establishment
of primitive halls of residence. These were succeeded by the first of Oxford's
colleges or endowed houses whose architectural splendor, together with the
University's libraries and museums, give the city its unique character.
55
The first college, University College, was founded in 1249 by William of

Durham. Other notable colleges include All Souls (founded in 1438), Christ
Church (founded in 1546) and Lady Margaret Hall (founded in 1878), which was
the first women's college. Since 1974, all but one of Oxford's colleges have
changed their statutes to admit both men and women. St Hilda's remains the
only women's college, and the rest enroll both men and women.
Oxford early on became a centre for lively controversy, with scholars
involved in religious and political disputes. John Wyclif, a 14th-century Master of
Balliol, campaigned for a bible in the vernacular, against the wishes of the
papacy. In 1530, Henry VIII forced the University to accept his divorce from
Catherine of Aragon. During the Reformation in the 16th century, the Anglican
churchmen Cranmer, Latimer and Ridley were tried for heresy and burnt at the
stake in Oxford. During the Civil War, Oxford was selected as the Royalist
capital. The King stayed at Christ Church, the Queen at Merton, and a passage
was constructed to allow them to meet. Most of the citizens were violently anti-
Royalist, but not the University.
Today Oxford University is comprised of thirty-nine colleges and six
permanent private halls, founded between 1249 and 1996, whose architectural
grandeur, together with that of the University's libraries and museums, gives the
city its unique character. More than 130 nationalities are represented among a
student population of over 18,000. A range of scholarships offer support for
international students. Thirty colleges and all halls admit students for both
undergraduate and graduate degrees. Seven other colleges are for graduates
only; one has Fellows only, and one specializes in part-time and continuing
education. Each college is practically autonomous with its own set of rules.
There is central administration, providing services such as libraries, laboratories,
lectures and examination.
There have been many famous people who have studied at Oxford
University and they include John Locke, Adam Smith, Percy Bysshe Shelley, Lewis
Carroll, Oscar Wilde, J. R. Tolkien, Indira Gandhi, Baroness Margaret Thatcher,
Bill Clinton, Rupert Murdoch, Rowan Atkinson (Mr Bean), and Hugh Grant. All in
all, Oxford has produced four British and at least eight foreign kings, 47 Nobel
prize-winners, 25 British Prime Ministers, 28 foreign presidents and prime
ministers, seven saints, 86 archbishops, 18 cardinals, and one pope. Seven of
the last eleven British Prime Ministers have been Oxford graduates.
Oxford's teaching and research is consistently in the top rank nationally
and internationally, and is at the forefront of medical, scientific and technological
achievement. Amongst the University's old members are many widely influential
scientists. Contemporary scientists include Stephen Hawking, Richard Dawkins
and Nobel prize-winner Anthony James Leggett, and Tim Berners Lee, inventor
of the World Wide Web.
University of Cambridge
It is the second-oldest university in the English-speaking world (after
Oxford). The start of the University is generally taken as 1209, when some
masters and students arrived in Cambridge after fleeing from rioting in Oxford.
Cambridge is situated about 50 miles (80 km) north of London. The town
of Cambridge originally took its name from the river on which it stood - the
Granta. Through a convoluted process of evolution, the name 'Grontabricc'
became 'Cambridge', and the river became the 'Cam'. The town is referred to in
Chaucer's Canterbury Tales as 'Canterbridge'.
The university was basically established to study for religious purposes.
57
The earliest teaching sessions of the University were carried out in churches or
private

houses. This was obviously unsatisfactory, and so the University authorities
began to establish buildings for its own use. Some of these early 'schools' still
exist on the site known, appropriately, as the 'Old Schools'. During the 14th and
15th Centuries, the University gradually gained its independence from the
church, with the Chancellor taking on both religious and civil duties.
Cambridge University is composed of more than thirty constituent
colleges, one of the most illustrious of which is Emmanuel College. This college
was founded in 1584 by Sir Walter Mildmay, Chancellor of the Exchequer to
Queen Elizabeth I. Many Emmanuel graduates, including John Harvard, were
among those who settled in New England in the first half of the 17th century. The
oldest building is in St John's College but the oldest college as institution is
Peterhouse, dates from 1284. King Henry VIII founded the largest college,
Trinity, in 1546.
Many of the University buildings are of historical or architectural interest,
and the University's museums contain many rare, valuable and beautiful items.
King's College Chapel, begun in 1446, is one of Britain's most magnificent
buildings. The mulberry tree under which the poet John Milton is reputed to have
written Lycidas is on the grounds of Christ's College. Samuel Pepys's library,
housed in the original cases, is at Magdalene College. Two of the colleges contain
chapels designed by Christopher Wren-Pembroke and Emmanuel. The gardens
and grounds of the colleges along the River Cam are known as the "Backs," and
together they form a unique combination of large-scale architecture, natural and
formal gardens, and river scenery with student boaters.
The University at present has more than 16,500 full-time students - over
11,600 undergraduates and nearly 5,000 graduates. About 17% of the student
body is from overseas, coming from over 100 different countries. Because of its
high academic reputation, admission to the University is highly competitive, and
most overseas students already have a good degree from a university in their
own country. The University also has a worldwide reputation for other aspects of
its work. Cambridge University Press (one of the world's oldest and largest
publishers) and UCLES (University of Cambridge Local Examinations Syndicate)
are world leaders in their respective fields and allow the University to make a
direct educational and academic contribution to the lives of millions of people
around the world.
Cambridge University is more renowned than its rival for mathematics
and natural sciences, and has produced 80 Nobel-prize winners (33 more than
Oxford and the highest number of any university worldwide), 13 British Prime
Ministers (12 less than the other place) and 8 Archbishops of Canterbury, among
others.
The list of illustrious alumni is endless. Among the most famous are
Desiderius Erasmus, Francis Bacon, Christopher Marlowe, Lord Byron, Charles
Darwin, Ludwig Wittgenstein, Jawaharlal Nehru, Vladimir Nabokov, Lee Kuan
Yew (PM of Singapore from 1959 to 1990), and Rajiv Gandhi. The great Russian

59
scientist Pavlov came to Cambridge to receive the degree of the Honorary
Doctor of Cambridge. University of Cambridge is known as a great centre of
science, where many famous scientists have worked.

Write questions related to the text above based on the phrases below.
1. Location : Where is Oxford University located?

2. Year of establishment
3. Kinds of students’ stay
4. The period of rapid development
5. Most recognized story
6. Unique
7. Public figure to encourage education
8. The number of colleges
9. The number of nationalities and
students 10.The famous graduates
11.The former presidents and prime
minister 12.The well-known scientists
13.Most outstanding discipline areas
14.The nobel prize winners
15.The similarities and differences
Reading
What does it mean to be a student today? That is a question that Michael Wesch
is always asking. Wesch is a professor at Kansas State University, U.S.A. He
explores how the Internet and new media are changing the way we learn.
"Technology is connecting us in ways that have never been seen before in
human history," he says.
Read the following interview questions. How do you think Michael Wesch will
answer them? Read the interview to check your ideas.
How has technology changed the way we learn?

Most importantly, the web now gives us the opportunity to publish
our own work. Instead of simply watching TV, we can create and
edit our own videos. Instead of just reading a magazine, we can
write our own articles and documents and publish them. There
are now 1.4
Line 5 billion people connected online, so we can use the work we
create to reach out and connect with large numbers of people.
What advice would you give to today’s students and teachers?
Now is the time to rethink the meaning of the word "literacy." We
used to think of literacy as the ability to read and write. Now we
Line 10 need to think beyond reading and writing. We all need to learn how
to create and collaborate on videos, photos, blogs, wikis, online
forums, and other kinds of digital media.
This can be difficult when teachers and students do not have
access to the Internet, but the core skills can be practiced in
classrooms
Line 15 without technology. One of the most important skills we must now
learn is collaboration, and this can be practiced on a chalkboard,
whiteboard, or even a simple piece of paper. We can learn to
listen to one another, use each other’s strengths, and practice
61
working together in any environment.

TOEFL practice: Reading Comprehension
Choose the best answer for each question below.
Main Idea
1. What is the main idea of the first paragraph (from line 2)?
a. Most people now watch a lot of movies and TV on the Internet.
b. People used to read a lot of articles in the past, but not anymore.
c. People now spend too much time connecting with other people using the
Internet.
d. The Internet allows us to create our own work and connect with many people.
Reference
2. The word them (line 5) refers to .
a. TV and video
b. articles and documents
c. 1.4 billion people
d. students and teachers
Main Idea
3. What is Michael Wesch's main idea in the second paragraph (from line 9)?
a. Most teachers today do not teach literacy.
b. Today's students no longer need to learn how to read and write.
c. Today's students need to learn more than just reading and writing.
d. Schools should teach digital literacy and not reading and writing.
Detail
4. What kind of digital media is NOT mentioned in the passage?
a. blogs c. e-mail messages
b. photos d. online forums
Inference
5. What would Michael Wesch probably say to a teacher without Internet access?
a. "Teach your students how to collaborate in other ways."
b. "Teach your students how to use other kinds of technology."
c. "Teach your students how to write on a whiteboard."
d. "Teach your students how to get access to the Internet."

63
5 Job and Profession
Snapshot Observe the picture then answer the questions that
follow.
Preview questions.
1. Who are the people in the picture?

2. What levels of education are they?
3. What are their jobs?
4. What are their professions?
5. Where do they work?
6. Which profession do you want to be?
7. What skills are needed for each profession in the picture?
8. Do you have the required skill to be in a profession?
9. Do you think job and profession are important? Why.
Related Terms Study the terms below.
to hire to quit one's job unemployed, jobless

resume staff member to look for a job employee
employer to apply for letter of application CV
freelancer work temporary wages
income agreement to to work part-time, pay
educations work full-time to monthly payment holiday
to fire be paid by gross pay taxes
interview annual pay maternity leave vacation
salary fringe benefits accident insurance bonus
health insurance
expenses life insurance pension plan tips

Eight Important Job Skill :
Here are some skills that employers look for.
1) Use computer 5) Work well with people

2) Teach others how to do things 6) Solve problems
3) Speak other languages 7) Manage other people
4) Be good at science and math 8) manage money well
Which of these skills do you think are most important?

Why? Check () the skills that you think you have.
Look at the skills you checked. What jobs do you think you might be good at?
Reading Read the text below and answer the given questions.
I got my first job when I was 12 years old. I worked as a paperboy delivering
newspapers to people in my village every morning. I used to get up very early
and deliver the papers to half of the village while my friend Ben would deliver to
the other half. I used to love seeing the empty streets of the village before
anyone got up but I used to hate the job on rainy days. I would sometimes ride
my bike to get the job done faster. Ben was luckier than me, sometimes if he
couldn’t be bothered to
do his paper round, his Dad would drive him around his route in his car!
1. What was his first job?
2. Did he work as a newspaper boy with his friend?
3. Where did he deliver newspapers?
4. Did he have to deliver papers to the whole village?
5. What did he enjoy about his job?
6. What didn’t he like about his job?
7. How did he do his job?
8. Who helped Ben do his job?
Look at this advertisement from a job website and
Practice A answer the questions.

65
Practice B
Syariful is applying for the job advertised above. Read his letter of application
below. In what ways is he a good candidate for the post?
Dear Sir or Madam,

I am writing to apply for the post of European Sales Director advertised on
you ‘Execnet’ website. I am 37 years old, Indonesian, with medical degree from
the Islamic University of Sultan Syarif Kasim (2003), and a Masters in Business
Administration from the University of Los Angeles (2006). I joined my present
company, AVRC Pharmaceuticals, in 2011. After two years as Marketing
Manager for South America, I moved to Madrid to take up my present position as
Regional Director for Southern Europe.
Before joining AVRC I was in charge of clinical trials for new drugs at
Medilab, where I spent five years. I also have four years’ experience as a
research scientist for new drugs, first with Schering Plough (2006-10), then with
Merck (2010-11). My professional experience also includes four years as a
doctor working for a medical charity in Peru, before leaving to start my two-year
MBA course.
Concerning my language ability, I am fluent in Indonesian, English, and
Spanish, and I am currently following an intensive course in French. I am hard-
working, creative, and ambitious, and after a number of years with the same
company, I would appreciate the opportunity of the new challenge.
I look forward to hearing from you.
Yours faithfully
Syariful
Language Focus 1 The present perfect.
• The present perfect is formed with the present simple of the verb have, and
the past participle of the main verb. For a list of irregular past participles, see
the Appendix. For regular verbs, the past participle is the same as the past
simple form, e.g. to work – he worked – he has worked.
• We use the present perfect to talk about an action or situation which started
in the past, and is not finished now.
He’s (he has) lived in Bengkalis since 1999. (And he lives there
now.) I’ve worked for this company for five years. (And I still work
there now.) They’ve been married since 2010. (And they’re still
married now.)
• We use since with a moment in time, and for with a period of time.
since 1992, since June, since two o’clock, for seven years, for half an hour.
1. He … a qualified 2. He …. his MBA 3. He … for AVRC …

doctor qualification …. 1998. 1997. (work)
…. many years. (be) (have)
Present perfect + for or since
4. How long has he lived in Europe?
5. How long has he been Regional Director for Southern Europe?
6. How long has he worked in the pharmaceutical industry?
Complete the missing sentences using the verb in

Practice C
the bracket as in the example.
Past simple Present perfect
I got married in 2011. I’ve been married since 2011. (be)
She joined Language Center in 2008. …………………………………(work)
………………………………………(move) They’ve lived here for 10
He met his wife three years years.
ago. ………………………………… (know)
…………………………………… (start) I’ve had this job since
We arrived here about an hour ago. February.
…………………………………(be)
Now answer these questions:

1. How long have you lived in your present home, and when did you move there?
2. How long have you known your English lecturer, and when did you first
meet him/her?
3. How long have you been in this classroom and what time did you arrive?
Role Play
1. Make a list of questions you have to ask to complete the missing information,
e.g. When was she born?
2. Ask your partner your questions and answer his or her questions.
3. When you’ve finished, discuss the following:
a. What similarities are there between Syariful’s and Patricia’s professional
experience?
b. Who do you think is the better candidate for the job? Look again at the job
advertisement.
Practice D look at the handouts on the following page.
Hand Out for Student A.

CURRICULUM VITAE
Name : Patricia Paganini
Date of birth : ………………………….
Nationality : England/Italian
Marital status : Married
QUALIFICATION :
1990 Obtained Degree in Pharmacology,
University of London.

67
1997 Obtained Diploma in Marketing Studies –
London Institute of Marketing.
PROFESSIONAL EXPERIENCE :
19… - 1992 University of London Research scientist
in Pharmacology unit
1992 – 1994 European Commission, Brussels
Participated in European Community
Drug
Development Programme, co-ordinating and
financing projects between hospitals and
European pharmaceutical companies.
1994 - 2001 AVRC Pharmaceuticals, Milan, Italy
As Head of Research (…… years), I was
responsible for the development of a new
range of anti-depressant drugs. Then,
worked as Marketing Manager for Italy (4
years).
2001 – present Pharmaline, Paris Pharmaline sells
pharmaceutical products over the Internet.I
joined the company as product consultant.
Since
……….
I have been Marketing Manager for Europe.
LANGUAGES :
English / Italian (native speaker)
………………… (fluent).
INTERESTS :
Skiing, tennis, Modern European literature,
architecture
Hand Out for Student B.
CURRICULUM VITAE
Name : Patricia Paganini
Date of birth : 1st June 1966
Nationality : ………………………….
Marital status : Married
QUALIFICATION :
1990 Obtained Degree in Pharmacology,
University of London.
19…… Obtained Diploma in Marketing
Studies – London Institute of
Marketing (2 – year correspondence
course)

69
PROFESSIONAL EXPERIENCE :
1990 – 1992 University of London

Research scientist in Pharmacology unit Participated in European Communi
1992 – 1994 AVRC Pharmaceuticals, Milan, Italy As Head of Research (3 years), I was
responsible for the development of a new range of anti-depressant drugs.
I then worked as Marketing Manager for Italy (…… years) – present Pharma
for Europe.
1994 – 2001
LANGUAGES :
English / Italian (native speaker) French (fluent)
INTERESTS :
Skiing, tennis, Modern European literature, architecture
Writing
Writing prompts:
Find a job advertisement you would like to do from a jobs website.
Write a letter of application and a short CV to apply for the advertised job.
Use the Syariful’s letter and Paganini’s CV as models.
Listening Number the steps for looking for a job in the right order.
a. Phone or email the company and ask for an application form.

b. Go for a job interview.
c. Read a job advertisement on a website or in a newspaper.
d. Start work.
e. Apply for the job - send the application form and a 01 to the company.
f. Receive and accept a job offer.
When we go for job interviews, we usually answer questions about our work experience. Here are some questions t

a. Do you enjoy working with people?
b. How long have you been [in sales]?
c. Have you ever worked [in marketing]?
d. Have you ever lived in a different country?
e. What do you do in your free time?
f. Why do you want this job?
g. Can you tell me about your present job?
Listening Listen to the audio and work on the given assignment.
Listen to interview 1 and answer the questions.

1. What city and country is the job in?
2. What department is the job in?
3. What is the job title?
4. Has Ben prepared for the interview? Give reasons for your answer.
Listen to interview 2. Match the questions a – g above with the

candidate’s responses below.
1. Yes, I was in Thailand for six months.

2. Yes, I have studied marketing at university and worked for an
advertising company for a year.
3. I work in sales and I’ve managed teams and projects.
4. Oh, yes, it’s what I enjoy most about my job.
5. I’ve worked in sales for three years.
6. I play golf and tennis.
7. I really want to work in marketing. This is a great opportunity
for my career and I think I have the right skills for the job.
Who do you think is the best person for the job – Ben or Denesh? Give
reasons for your answer.
Language Focus 2 Clauses and sentences.
Do the exercise below.

ForDetermine
1. more explanation
whether see appendices
the group page
of words 104.
is an independent or a subordinate
clause.
a. It seemed like yesterday
b. Despite the fact you knew
c. If we could just see eye to eye
d. Wherever he might go

71
Identify the noun clause in each of the following sentences.
I don't understand what he sees in this.
Phyllis's suggestion that we go through the Blue Ridge Mountains was a good one.
James was wondering what Wednesday's lineup is going to be.
Our intention is that we be able to visit the Eiffel Tower on our way through Paris.
Why you decided to switch careers this late in the game is hard to comprehend.
Identify the adjective clause in each sentence.
Did you spill the glass of milk that was in the refrigerator?
The police are searching for the person who lives in this apartment.
The room on your left is where the supervisor works.
Do you remember when you fell and sprained your wrist?
I want to go on a ride that is fast, like a roller coaster.
Identify the adverb clause in each of the following sentences.
Because the book was old, it was kept behind glass.
This dining room set is yours provided that your payment goes through.
Mark is not allowed to leave even if he insists on going.
I was ready to go before the sun was up.
He acted as if he belonged there.
Identify each question whether it is a simple, compound, or complex sentence.

At what age would you like to retire?
Can you talk about what a typical day at your current job is like?
What was your first job?
Do you get paid more for overtime work?
Do you have a part-time job? If so, what do you do?
Do you have to attend a lot of meetings for your job?
Do you have to do a lot of paperwork?
Do you have to work overtime? If so, how often?
Do you have to work on Sundays?
Can women do this job or is it better for a man to be an undertaker?
Do you like your boss? Why or why not?
Have you ever worked?
Do you have a job? How did you get it? Did you have to go to university to get it?
What is the name of your job?
Is it a popular job? Is it a job mainly for men, or for women?
Did you need any special training to get your job?
What type of special training did you need?
How long and where was the training?
Is it an indoor, or outdoor job?
Which do you think most people prefer, indoor or outdoor jobs?
Does your job pay a good salary?
What are the advantages and disadvantages to your job?
Which do you think are some of the more demanding jobs?
Which are the least demanding jobs?

Reading Read the text below and underline the clauses from the text.
What are employers looking for?

Most employers say that they wish to employ the right person for the right
job. A recent report by Britain's independent Institute of Manpower Studies,
however, disagrees with this. The report states that most employers wish to
avoid employing the wrong person. Rather than looking for the right person, they
are looking for applicants to turn down.
The report also suggests that in Britain and in many other parts of the
world, the selection methods used to identify the right person for the job certainly
do not match up to those used to evaluate a piece of new equipment. Recruiters
used three main selection methods: interviewing, checking curriculum vitae or
application forms against predecided criteria, and examining references. Most of
the recruiters consulted in this survey stated that these selection methods were
used more for "weeding out" unsuitable candidates rather than for finding
suitable ones.
Interviews were considered to be more reliable than either curriculum
checks or references from past employers. Research, however, proves
otherwise. Interviewers' decisions are often strongly influenced by their previous
assessment of the written application. Also, different recruiters interpret facts
differently. One may consider candidates who have frequently changed jobs as
people with broad and useful experience. Another will view such candidates as
unreliable and unlikely to stay for long in the new job.
Some employers place great importance on academic qualifications whereas
the link between this and success in management is not necessarily strong.
Some recruiters use handwriting as a criterion. The report states that there is
little evidence to support the validity of the latter for assessing working ability.
References, also, are sometime unreliable as they are rarely critical, whereas
checks on credit and security records and applicants' political leanings are often
the opposite.
The report is more favorable towards trainability tests and those which
test personality and personal and mental skills. The report concludes by
suggesting that interviewing could become more reliable if the questions were
more structured and focused on the needs of the employing organization.

73
6 The Globalization
Snapshot Observe the picture then answer the questions that
follow.
1.Preview
Do youquestions.
know what the pictures depict?
2. What is a global village? What does globalization mean?
3. What aspects of life can be affected by globalization?
4. Is globalization a good or bad thing?
5. What are the good things and bad things about globalization?
6. Do you think it’s possible to ignore globalization?
7. Do you think globalization will make us all the same in the future?
8. Has globalization improved people’s lives?
9. How has globalization affected your life?
10. What will globalization look like fifty years from now?
11. Do you think globalization will reduce or increase the poverty gap?
12. How would your life be different if globalization hadn’t happened?
Vocabulary Study the vocabulary below.
Affect argue benefit compete

devastating expose happen impact
increase proponents prosperity reduce
spread worldwide trade dominate
emerge influence mix protest

Vocabulary in context:
1.
ForGlobalization may strongly
more explanation, affect employment
see appendices page 112. and trade.
2. It can also be argued that globalization has not benefited developing
Examples:
countries very much.
3. There
1. Some workers
are manymight successfully
international compete
bodies which areglobally andthe
behind have seen an
increase in their
globalization movement.
2. salaries.
It can also be argued that globalization has not benefited developing
4. countries.
Globalization will have an increasingly larger impact on people's lives in the
3. Some
future. people think globalization is good, some people think it is bad.
5. The
4. Proponents of globalization
people who argue that
think globalization is aitgood
allows poor
thing countries
argue and their
that globalization
citizens
helps to develop
poorer peopleeconomically and raise their standards of living.
to become richer.
5. When trade
Language Focus decreases, jobs(can,
Modals and may,
businesses are etc)
might will, lost.and clause.
6. Why do you think so many people oppose globalization?
7. If your region/country were an apple-growing region, for instance, would
you be willing to pay more for locally-grown apples than for imported
ones?
Practice A Write your sentences using the following words:
1. devastating: ………………………………………………………………………………….....
2. expose: ………………………………………………………………………………………
3. happen: ………………………………………………………………………………………
4. increase: ……………………………………………………………………………………..
5. prosperity: ………………………………………………………………………………….....
6. reduce: ………………………………………………………………………………………
7. spread: ………………………………………………………………………………………
8. worldwide: ……………………………………………………………………………………..

75
Reading Read the texts below. Then, do the following activities:
(1) Identify which can be categorized as global effects, and

(2) Find out the clauses in each text.
Text 1:
Globalization is the process that makes economies and societies from all
around the world become more and more connected. This means that people,
ideas, technology, money, services, and many other things are moving between
countries and changing the way people think and act.
Good or Bad? Not everyone thinks the same way about globalization.
Some people think it is good, some people think it is bad. Some believe that
globalization helps rich people get richer and makes poor people poorer. These
people say that globalization helps big companies like Coca-Cola and
McDonald's destroy local businesses. The people who think globalization is a
good thing argue that globalization helps poorer people to become richer. They
also think that it doesn't damage local cultures. These people also believe
globalization helps prevent conflicts like wars. This is because countries that have
economic connections will try hard to maintain good relationships with each
other so their economies aren't damaged.
Effects
Despite whether you think globalization is good or bad, it affects the
world in two important areas: jobs and culture.
Globalization has had a very strong effect on employment and jobs
throughout the world. For some workers, such as engineers, lawyers, and
bankers, globalization has been a good development. These workers are able to
successfully compete globally and have seen an increase in their salaries. But
for those who work in factories or in the service industry (at hotels, shops and
restaurants), it has not been good. These types of jobs have been exposed to
increasing competition from workers from poorer countries. A worker from a
poorer country will do the same job for less money. This decreases the salaries
for that job, so people get paid less to do it.
Cultures have also been affected by globalization. Foods such as
Japanese noodles, Indian curry and French cheeses have spread around the
world. We can also see an increase in the use of Chinese characters in tattoos.
Some people get these tattoos without actually knowing what the characters
mean. Another area affected by globalization is the film industry. Most people
have seen American movies. But due to globalization, Korean, Indian and
Japanese movies have become more popular worldwide.
No one knows the future of globalization. Most experts agree that it will
continue to grow and have an increasingly larger impact on people's lives in the
future.
Source: http://www.eslreadinglessons.com/globalization.html

Text 2:
What exactly does "globalization" mean?
In its broadest terms the word simply means that "it relates to the whole
world". Simple!
So what does it mean in real terms?
Globalization, according to the pundits, means the facilitation of integration
between different nations and peoples, reduced transportation costs (e.g.
cheaper flights), easier and cheaper communication over great distances, more
efficient trade between different countries around the globe (thereby improving
the economies of developing countries), improved services and standardized
quality of products (so you can buy the same fast food, fizzy drink etc. anywhere
in the world), shared knowledge (in a variety of fields including medicine thereby
reducing disease and mortality in developing countries) and general progress to
the benefit of all. Sounds great, doesn't it!
Who makes globalization happen?
There are many international bodies who are behind the globalization
movement. To name but a few in the field of global economics there are:
- The IMF (the International Monetary Fund)
- The World Bank
- The WTO (the World Trade Organization)
Why are some people against globalization?
The opponents of globalization cite various reasons for their resistance to
the phenomenon:
Some believe that the globalization trend leads to a loss of local traditions in the
form of global uniform clothing (such as jeans), globally similar eating patterns
(such as the fast food phenomenon) and globally popular music trends (such as
western pop music). They argue that individual national identities are diluted by
these factors.
It can also be argued that globalization has not benefited developing
countries that much. Globally speaking, the poor are still poor (with limited or no
access to basics such as electricity, clean drinking water and essential medical
help) and the wealthy countries seem to be maintaining or increasing their wealth
quite efficiently.
Even the use of English as a global language has its detractors who argue
that the global use of English is affecting individual languages. Some countries
even endeavor to stop English words entering their everyday language.
Is globalization good for us?
In theory there are endless benefits to be gained from globalization if it is
handled sensitively and professionally. Whether we will all benefit equally is hard
to say. After all who can accurately predict the future?
Source: http://www.englishclub.com/esl-forums

77
Text 3:
Trade and Globalization
The tremendous growth of international trade over the past several
decades has been both a primary cause and effect of globalization. The
volume of world trade has increased twenty-seven fold from $296 billion in
1950 to more than $8 trillion in 2005. Although international trade experienced
a contraction of 12.2 percent in 2009 the steepest decline since World War II
trade is again on the upswing.
As a result of international trade, consumers around the world enjoy a
broader selection of products than they would if they only had access to
domestically made products. Also, in response to the ever-growing flow of
goods, services and capital, a whole host of U.S. government agencies and
international institutions has been established to help manage these rapidly-
developing trends.
Although increased international trade has spurred tremendous economic
growth across the globe raising incomes, creating jobs, reducing prices, and
increasing workers’ earning power trade can also bring about economic,
political, and social disruption.
Since the global economy is so interconnected, when large economies
suffer recessions, the effects are felt around the world. When trade decreases,
jobs and businesses are lost. In the same way that globalization can be a boon
for international trade; it can also have devastating effects.
The following Issue in Depth is designed to help you understand some of
the fundamental economic principles behind international trade, familiarize you
with some of the technical terms, and offer some insight into a few of the
3. Write some questions after reading the text below.
Text 4:
What Is Globalization?
Globalization is a process of interaction and integration among the
people, companies, and governments of different nations, a process driven by
international trade and investment and aided by information technology. This
process has effects on the environment, on culture, on political systems, on
economic development and prosperity, and on human physical well-being in
societies around the world.
Globalization is not new, though. For thousands of years, people and,
later, corporations have been buying from and selling to each other in lands at
great distances, such as through the famed Silk Road across Central Asia that
connected China and Europe during the Middle Ages. Likewise, for centuries,
people and corporations have invested in enterprises in other countries. In
fact, many of the features of the current wave of globalization are similar to
those prevailing before the outbreak of the First World War in 1914.

spurred increases in cross-border trade, investment, and migration so large that
many observers believe the world has entered a qualitatively new phase in its
economic development. Since 1950, for example, the volume of world trade has
increased by 20 times, and from just 1997 to 1999 flows of foreign investment
nearly doubled, from $468 billion to $827 billion. Distinguishing this current wave
of globalization from earlier ones, author Thomas Friedman has said that today
globalization is “farther, faster, cheaper, and deeper.”
This current wave of globalization has been driven by policies that have
opened economies domestically and internationally. In the years since the
Second World War, and especially during the past two decades, many
governments have adopted free-market economic systems, vastly increasing
their own productive potential and creating myriad new opportunities for
international trade and investment. Governments also have negotiated dramatic
reductions in barriers to commerce and have established international
agreements to promote trade in goods, services, and investment. Taking
advantage of new opportunities in foreign markets, corporations have built
foreign factories and established production and marketing arrangements with
foreign partners. A defining feature of globalization, therefore, is an international
industrial and financial business structure.
Technology has been the other principal driver of globalization. Advances
in information technology, in particular, have dramatically transformed economic
life. Information technologies have given all sorts of individual economic actors
consumers, investors, businesses valuable new tools for identifying and pursuing
economic opportunities, including faster and more informed analyses of
economic trends around the world, easy transfers of assets, and collaboration
with far-flung partners.
Globalization is deeply controversial, however. Proponents of
globalization argue that it allows poor countries and their citizens to develop
economically and raise their standards of living, while opponents of globalization
claim that the creation of an unfettered international free market has benefited
multinational corporations in the Western world at the expense of local
enterprises, local cultures, and common people. Resistance to globalization has
therefore taken shape both at a popular and at a governmental level as people
and governments try to manage the flow of capital, labor, goods, and ideas that
constitute the current wave of globalization.
To find the right balance between benefits and costs associated with
globalization, citizens of all nations need to understand how globalization works
and the policy choices facing them and their societies.
Questions :
1. .................................................................................................................
2. .................................................................................................................
3. .................................................................................................................
79
4. .................................................................................................................
5. .................................................................................................................
6. .................................................................................................................
7. .................................................................................................................
Write down your own sentences using clauses about the issues of globalization.
Writing
1. Some people think (Sentence/main clause) that globalization has many negative
effects. (Sentence/subordinate clause)
2. ................................................................................................................................
3. ................................................................................................................................
4. ................................................................................................................................
5. ................................................................................................................................
6. ................................................................................................................................
7. ................................................................................................................................
8. ................................................................................................................................
9. ................................................................................................................................
10. ................................................................................................................................
Listening Listen to the audio and fill in the blank to complete the text.

The European Union and the USA (1) talks on a free
trade agreement, paving the way for the biggest trade deal in history. The two
trading
(2) around half the world's economic output.
European Commission President Jose Manuel Barroso said
discussions (3)
of June. The talks will involve rounds of
negotiations on the (4) between the two economic powerhouses.
Europe is likely (5) to many key American industries such as
telecommunications and transport. The USA forbids foreign ownership of these.
The USA will want more involvement in European agriculture,
(6)
farmers.
EU-US trade is presently worth around €455 billion / $613 billion a year.
Estimates are that a trade (7) annual GDP by 0.5%. Mr Barroso
said: "A future deal between the world's two most important economic
powers (8)
, giving a strong boost to our economies on both
sides of the Atlantic." He added: "These negotiations (9)
the development of global trade rules." US

81
Put the correct words from the table below to complete the following text.
Practice B
1. (a) formality (b) formalize (c) formal (d) formed

2. (a) blocs (b) pacts (c) axis (d) cliques
3. (a) account (b) bank (c) savings (d) consider
4. (a) sticking (b) glued (c) adhesive (d) cementing
5. (a) bids (b) forbids (c) inhibits (d) remits
6. (a) involves (b) involved (c) involving (d) involvement
7. (a) boast (b) bust (c) boost (d) burst
8. (a) play (b) pastime (c) match (d) game
9. (a) set (b) let (c) met (d) bet
10. (a) equally (b) equation (c) equated (d) equality
11. (a) mail (b) address (c) sermon (d) label
12. (a) pitch (b) table (c) field (d) imbalance
The European Union and the USA will soon begin (1)
talks on a free trade agreement, paving the way
for the biggest trade deal in history. The two trading (2) currently (3) for
around half the world's economic output. European Commission President Jose
Manuel Barroso said discussions could start by the end of June. The talks will
involve rounds of negotiations on the many (4) points
between the two economic powerhouses. Europe is likely to want greater
access to many key American industries such as telecommunications and
transport. The USA (5) foreign
ownership of these. The USA will want more (6) in
European agriculture, which may not please EU farmers.
EU-US trade is presently worth around €455 billion / $613 billion a year.
Estimates are that a trade deal could (7) their annual GDP by
0.5%. Mr Barroso said: "A future deal between the world's two most important
economic powers will be a (8) changer, giving a strong boost to our
economies on both sides of the Atlantic." He added: "These negotiations will
(9)
a standard…for the development of global trade rules." US
President Barack Obama was (10) enthusiastic about a deal,
which he spoke about in his State of the Union (11) to the
US Congress on Tuesday. He said an agreement would, "boost American

With partner, discuss and answer the following questions and exchange your opinion with
Practice C
1. What are the pros and cons of globalization?

Note:
2. Why do you think so many people oppose it?

Note:
3. Do you think if it would be a good idea if all barriers to trade were removed
from the world and people could freely export and import without customs
duties or any other problems? What impact would such a change have?
Note:
4. Do you think it would be a good idea if people could live and work in any
country they liked without restriction? What impact would such a change
have?
Note:
5. How would you react if a multinational employing several hundred people in

your area announced they were moving to another country where production
costs were lower?
Note:
6. Would your reaction be any different if that private company had previously
received large amounts of public money to set up their plant in your area?
Why/why not?
Note:
7. How would you react if a multinational employing several hundred people

announced they were moving to your country because production costs were
lower?
Note:
8. How much cheaper do you think goods are to produce in a developing country
than in a developed country? Why do you think this is?
Note:
9. How should developed countries respond to the challenges presented by

developing countries which have lower wage costs?
Note:

83
Do you think goods that you normally buy are cheaper/more expensive if produced where you live rather
Note:
Do you think imported goods are better quality than locally-produced ones? Why/why not?
Note:
With partner, discuss and answer the following questions and exchange your opin
Speaking
a. Think about what can be "Positives/good things" and "Negatives/bad things

about globalization.
b. Have questions about the good and bad things associated with globalization.
c. Have a short debate on the good and bad things associated with globalization.
d. Share your ideas about globalization by studying the following examples:

(1) Yes I believe globalization is necessary as it helps raise the standard of
living, create jobs availability and ample income from multinationals
investment, and create cordial relations between nations.
(2) Globalization promotes competitiveness in domestic markets, helps in

improving standard and quality of products; moreover generate employment
opportunity for urban masses and suitable price of agricultural produce. It
improves the financial condition of the farmers. And it also leads to overall
growth of economy.
(3) Globalization has many benefits which can affect us living comfortably. We
can get another country's products even if we are in a different country.
Japanese people couldn't have gotten Apple products, BMW, Macdonald's
and so on, if globalization didn't exist.
(4) In Japan, there are many people who are interested in other countries
culture. It is good for us to understand and feel different culture, because
Japan is an island and we can't visit other countries easily. However people
sometimes tend to lose their nationalism because of globalization. We
should be proud of our nation by ourselves.

Writing Answer the questions below in an essay.
Choose a question and answer in an essay by giving two reasons.

1. Do you think that globliazation is good?
2. Do you think that globliazation is bad?
Paragraph 1 (write your introduction and put your thesis statement)
. I think globalization is good because reason 1 and reason 2. (thesis satement) Paragraph 2 (Describe your first reason
Paragraph 3 (Describe your second reason and give example/s for you second reason)
Paragraph 4 (Write your conclusion and restate your thesis satement. Give little description of your above paragraph)
Note:
See the explanation of paragraph writing in appendices page
Ask your instructure if you find any problem in writing your essay.

85
7 Islam and Sicence
Snapshot Observe the pictures then answer the questions that follow.
Preview questions.
1. Do you like studying science? Why or why not?

2. Do you know some Muslims scientists?
3. What's your favorite branch of science? (For example, biology, physics,
astronomy.)
4. In your opinion what has been the most important scientific discovery ever?
Why?
5. Do science and religion fit well together?
6. Do you think Islam and sciences fit well together?
7. Do you always trust science?
8. How important is science?
charity conscious circumference divine discrepancy

derived eclipse exert exist equality
eminenten lighten faith fetus/foetus generosity
harmful holy humbly monotheistic mundane
notably restrain revelation spherical scientific
submission treatise invinite limit define
Interprate evidence confirm contradict coincidence

Practice A Study the questions and answer below.
1. Q: What is Islam?
A: The name of the religion is Islam, which comes from an Arabic root word
meaning "peace" and "submission." Islam teaches that one can only find
peace in one's life by submitting to Almighty God (Allah) in heart, soul and
deed. The same Arabic root word gives us "Salaam alaykum," ("Peace be with
you"), the universal Muslim greeting.
2. Q: Who is a Muslim?
A: A person who believes in and consciously follows Islam is called a Muslim,
also from the same root word. So, the religion is called "Islam," and a person
who believes in and follows it is a "Muslim."
3. Q: How Many are Islam followers and Where are they from?
A: Islam is a major world religion, with over 1 billion followers worldwide (1/5
of the world population). It is considered one of the Abrahamic, monotheistic
faiths, along with Judaism and Christianity. Although usually associated with
the Arabs of the Middle East, less than 10% of Muslims are in fact Arab.
Muslims are found all over the world, of every nation, color and race.
4. Q: Who is Allah?
A: Allah is the proper name for Almighty God, and is often translated merely
as "God." Allah has other names that are used to describe His characteristics:
the Creator, the Sustainer, the Merciful, the Compassionate, etc.
5. Q: What do Muslims believe about God, prophets, the afterlife, etc.?
A: The basic beliefs of Muslims fall into six main categories, which are known
as the "Articles of Faith":
• Faith in the unity of God
• Faith in angels
• Faith in prophets
• Faith in books of revelation
• Faith in an afterlife
• Faith in destiny/divine decree
6. Q: What are The "five pillars" of Islam?
A: In Islam, faith and good works go hand-in-hand. A mere verbal declaration
of faith is not enough, for belief in Allah makes obedience to Him a duty.
There are also five formal acts of worship which help strengthen a Muslim's
faith and obedience. They are often called the "Five Pillars of Islam."
• Testimony of faith (Shahaadah or Kalima); Prayer (Salat); Almsgiving (Zakat)
• Fasting (Sawm); and Pilgrimage (Hajj)
With partner, practice the questions and anwers above as a coversation

without reading the text and give your own opinion.

87
Language Focus 1 Active and Passive Sentences Review
Note : See more explanation in appendices page 115.

Read each sentence below aloud and indentify which is Active (A) and Passive
(A) 1. The Quran contains many references to astronomy.
(...) 2. “And it is He who created the night and the day and the sun and the
moon; all [heavenly bodies] in an orbit are swimming.” [Noble Quran
21:33]
(...) 3. Muslim scholars paid great attention to geography.
(...) 4. The Quran encourages people to travel throughout the earth to see
God's signs and patterns everywhere. Islam also requires each
Muslim to have at least enough knowledge of geography to know the
direction of the Qiblah.
(...) 5. Among the most famous names in the field of geography, even in
the West, are Ibn Khaldun and Ibn Batuta, renowned for their
written accounts of their extensive explorations.
(...) 6. Seeking knowledge is obligatory in Islam for every Muslim, man

and woman.
(...) 7. The main sources of Islam, the Quran and the Sunnah
(Prophet Muhammad's traditions), encourage Muslims to seek
knowledge.
(...) 8. Muslims have always been eager to seek knowledge, both religious
and secular, and within a few years of Muhammad's mission, a great
civilization sprang up and flourished.
(...) 10. The outcome is shown in the spread of Islamic universities; Al-
Zaytunah in Tunis, and Al- Azhar in Cairo go back more than 1,000
years and are the oldest existing universities in the world.
(...) 11. These universities were the models for the first European
universities, such as Bologna, Heidelberg, and the Sorbonne.
Even the familiar academic cap and gown originated at Al- Azhar
University.
(...) 12. Muslims made great advances in many different fields, such as
geography, physics, chemistry, mathematics, medicine, pharmacology,

architecture, linguistics and astronomy.

89
(.. .) 13. Algebra and the Arabic numerals were introduced to the world by
Muslim scholars.
(.. .) 14. The astrolabe, the quadrant, and other navigational devices and maps
were developed by Muslim scholars and played an important role
in world progress, most notably in Europe's age of exploration.
(.. .) 15. Muslim scholars studied the ancient civilizations from Greece and Rome
to China and India.
(.. .) 16. The works of Aristotle, Ptolemy, Euclid and others were translated into
Arabic. Muslim scholars and scientists then added their own
creative ideas, discoveries and inventions, and finally transmitted
this new knowledge to Europe, leading directly to the
Renaissance.
(.. .) 17. Many scientific and medical treatises, having been translated into Latin,
were standard text and reference books as late as the 17th and
18th centuries.
(.. .) 18. Muslim mathematicians excelled in geometry, as can be seen in their

graphic arts, and it was the great Al-Biruni (who excelled also in the
fields of natural history, even geology and mineralogy) who
established trigonometry as a distinct branch of mathematics.
(.. .) 19. Other Muslim mathematicians made significant progress in number

theory.
(.. .) 20. It is interesting to note that Islam so strongly urges mankind to study
and explore the universe. For example, the Noble Quran states "We
(Allah) will show you (mankind) our signs/patterns in the horizons/
universe and in yourselves until you are convinced that the
revelation is the truth."[Noble Quran 41:53]
(.. .) 21. The Muslims invented the symbol for zero (The word "cipher" comes
from Arabic sifr), and they organized the numbers into the
decimal system - base 10.
(.. .) 22. The first great Muslim mathematician, Al-Khawarizmi, invented the
subject of algebra (al-Jabr), which was further developed by others,
most notably Umar Khayyam. Al-Khawarizmi's work, in Latin translation,
brought the Arabic numerals along with the mathematics to Europe,
through Spain. The word "algorithm" is derived from his name.

Language Focus 2 Correlative Conjunctions
Note : See more explanation in appendices page 116.

Like coordinating conjunctions, these words are used to join words, phrases, and
clauses. Correlative conjunctions or paired conjunctions appear in two parts:
either ...... or ; neither......nor ; both ........and ; not only......but also ; whether. .or
Write sentences about Islam and science using

Writing Correlative Conjunctions
1. Both Islam and science are fit together.

2. .................................................................................................................................
3. .................................................................................................................................
4. .................................................................................................................................
5. .................................................................................................................................
6. .................................................................................................................................
7. .................................................................................................................................
Reading Read the text and predict what topic each text discusses.
(1)
Islam is known for its teachings about the equality of all people, regardless of
race, ethnicity, or linguistic background. Muslims regard the diversity of life as a sign of the beauty of A
(2)
Muhammad always commanded his followers to treat everyone with kindness, and to give to others in c
In many traditions, Muhammad reminded his followers that the bounties we have in this world do not be
helping him onto it, or hoisting up his belongings onto it, is a charity. A good word is

91
you take towards prayer is a charity. And removing a harmful thing from the road
is a charity.”
Muslims are reminded in the Qur'an not to be boastful about their
charitable donations: “O you who believe! Do not cancel your charity, by giving
reminders of your generosity, or by injury, like those who spend their wealth to
be seen by men, but believe neither in God nor in the Last Day” (Qur'an 2:264).
(3)
Muslims are reminded that Allah is their Creator and they should humbly
submit to and worship Him Alone. In English, the word “humility” is based on a
Latin word for “ground.” Being humble means acting modestly and with respect,
avoiding arrogance and boasting. One is lowered to the ground, rather than put
up on a pedestal.
In prayer, Muslims humbly prostrate to the ground, in symbolic
recognition that without Allah's constant guidance and support, people would be
lost. The Qur'an advises, “Call on your Lord with humility and in private, for Allah
loves not those who transgress beyond bounds” (Qur'an 7:55).
(4)
It is often said that a “man is only as good as his word.” This held true in pre-
Islamic Arabic culture, when trust and loyalty were matters of life and death. In
Islam, honesty gained additional importance as a matter of faith. Believers are
described as being truthful and upright; they must keep their promises and fulfill
their trusts. “Oh you who believe! Fear Allah and be with those who are truthful”
(Qur'an 9:119). Those who reject faith are often described as liars and
hypocrites, and Muslims are warned against following in their footsteps. Islam
considers giving false testimony one of the worst sins committed by people
against each other.
(5)
Muslims are instructed not to talk about people behind their backs. “Oh
you who believe! Avoid suspicion as much as possible, for suspicion in some
cases is a sin. And do not spy on each other, nor speak ill of each other behind
their backs. Would any of you like to eat the flesh of his dead brother? No, you
would abhor it” (Qur'an 49:12).
Muhammad used to tell people that backbiting is “to say something about
your brother which he dislikes.” His companions asked what they should do if
negative remarks about a person were true. He responded, “If what you say is
true about him, you have backbitten against him, and if it is not true then you
have committed slander against him.” Either case is a serious sin. Muslims are
advised again and again to be careful of their tongue. “Whosoever believes in
Allah and the Last Day should say what is good, or keep silent,” Muhammad
advised.
When called upon to arbitrate in disputes, Muslims are required to be
equitable to both parties. This is especially difficult if one of the two parties is a
relative or friend, or if one has predisposed opinions about the matter. Muslims

must be fair and impartial no matter what. The Qur'an advises: “And when you
judge between people, that you judge with justice” (Qur'an 4:58)

93
Islam provides a framework for all aspects of life, ranging from the
spiritual to the mundane. It encompasses how one should pray, what foods can
be eaten, and how business relationships should be organized. Islam is often
called a way of life rather than a religion, as it lays out an entire system of laws,
with the rights and responsibilities of all people clearly defined. These laws are
derived from several sources, which all refer back to the Qur'an.
(6)
Muslims find that the Qur'an contains references to scientific processes
and
natural laws, many of which were unknown to the world at the time of its
revelation. Muslims do not therefore find a conflict between their holy text and
the findings of modern science. The Qur'an itself testifies to this harmony of faith
and knowledge: “Do they not consider the Qur'an? Had it been from any other
than God, they would surely have found therein much discrepancy” (Qur'an
4:82).
(7)
According to the Qur'an, Allah created the universe in an explosion that
caused Earth and the heavenly bodies to form in perfect harmony and order: “Do
the unbelievers not see that the heavens and earth were joined together [as one
unit of creation], before We ripped them asunder? And We made from water
every living thing. Will they not then believe?” (Qur'an 21:30).
In another verse, the universe is described as having been “smoke” that
came together before being “ripped asunder” in an explosion (Qur'an 41:11). In
verse 51:47, there is reference to Allah continuing to “expand” the sky. These
descriptions are found to be in accordance with modern theories regarding the
Big Bang, the continued expansion of the universe, and the origins of life in
water.
The Qur'an describes the creation of life as a sign of God's Greatness:
“And Allah has created every living thing from water. Of them are some that
creep on their bellies; some that walk on two legs; and some that walk on four.
Allah creates what He wills, for verily Allah has power over all things” (Qur'an
24:45).
(8)
In the Qur'an, Allah is described as the Creator who developed life in
“stages.” These stages are not specified but are described as being thousands
upon thousands of years of time as we know it. While Islam teaches that Adam
and Eve were the first humans, it leaves open the idea of the development of life
in general over time.
The Qur'an also gives specific descriptions of the development of human
beings in their mothers' wombs. “We reproduced him [humans] from a tiny drop,
that is placed into a place of rest, firmly fixed. Then We made the drop into a
hanging clot [embryo], then developed the hanging clot into a lump [fetus]. Then
We made the lump into bones, and covered the bones with flesh. We thus

developed out of it a new creature. So blessed be Allah, the best to create!”
(Qur'an 23:12–14). Another verse describes the fetus as being developed “in
stages, one after another, in three veils of darkness” (Qur'an 39:6). Some
scholars now interpret this as referring to the

95
Other verses of the Qur'an describe the formation of mountains or make
reference to the nature of air and water currents. Some might argue that these
verses are vague enough to be open to interpretation. Indeed, interpretation of
these verses has changed over time as new scientific discoveries have been
made. However, Muslims believe that it is highly improbable that the Qur'an
should use these terms and language based on the level of scientific knowledge
of the time. Most important, none of the verses has been found to be in direct
contradiction with current scientific knowledge.
These references to the “signs” of God have served as an inspiration and
a challenge for generations of Muslims to learn more about the natural world and
the laws that govern it. Muslims study not just for the sake of knowledge, but to
better understand Allah's order so that humans can maintain the intricate
balance that Allah has set in place.
Islam places a very high value on literacy. Even during the early years, when
Muslims were engaged in wars of defense, enemy prisoners of war could earn
their freedom by teaching ten young Muslims how to read and write. Both girls
and boys are encouraged to attend school, and in many Muslim countries,
women outnumber men in university programs.
(9)
In the early centuries of Islam, Muslims set out to establish a society
based on justice and the pursuit of knowledge. At the height of the Islamic
empire, the Muslim world was the center for learning. Scholars of many faiths
traveled from all over the world to participate in research and scholarly
exchanges in the large Muslim cities. Indeed, several centers of learning
gathered students, teachers, and researchers to live and study together. They
were the first organized schools in the Muslim world.
(10)
In the early years of Islam, those with religious knowledge informally
tutored a group of students. Over time, more formal institutions of education
were founded. The madrasahs, or schools for the training of religious and
societal leaders, still exist today.
Madrasahs brought together young students to study, live, and learn
from resident scholars. The Qur'an was the foundation of the curriculum. While
learning to read and write the classical Arabic language, students were also
instructed in Islamic beliefs, law, and behavior. This served as a foundation for
all future studies.
There were several fundamental principles of the madrasah. First was
the idea that all knowledge must be based on a strong spiritual foundation.
Second, education was to be open to all, including both boys and girls, on equal
terms. Students were not required to pay tuition; all costs (including room and
board) were subsidized by the Islamic government and local rulers. Finally, while
religious studies served as a foundation, the curriculum also included many other
disciplines, including literature and poetry, mathematics and astronomy, and

chemistry and the natural sciences.

97
Language Focus 3 Subject Verb Agreement.
Note : for more explanation, see appendices page 116.

In a sentence, subject and verb must agree in person and number. Singular
subjects need singular verbs; plural subjects need plural verbs.
Language Focus 4 Affixes (Prefixes and Suffixes)
Note : for more explanation, see appendices page 119.
Practice B
Read the text. Then, analyze sentences based on “Subject Verb Agreement and
find the affixes (prefixes and suffixes)
Text 1
Islam and science describes the relationship between Muslim
communities and science in general. From an Islamic standpoint, science, the
study of nature, is considered to be linked to the concept of Tawhid (the
Oneness of God), as are all other branches of knowledge. In Islam, nature is not
seen as a separate entity, but rather as an integral part of Islam’s holistic outlook
on God, humanity, and the world. This link implies a sacred aspect to the pursuit
of scientific knowledge by Muslims, as nature itself is viewed in the Qur'an as a
compilation of signs pointing to the Divine. It was with this understanding that the
pursuit of science was tolerated in Islamic civilizations, specifically during the
eighth to sixteenth centuries, prior to the colonization of the Muslim world.
According to theoretical physicist Jim Al-Khalili, the modern scientific
method was pioneered by Ibn Al-Haytham (known to the west as “Alhazen”)
whose contributions are likened to those of Isaac Newton. Alhazen helped shift
the emphasis on abstract theorizing onto systematic and repeatable
experimentation, followed by careful criticism of premises and inferences. Robert
Briffault, in The Making of Humanity, asserts that the very existence of science,
as it is understood in the modern sense, is rooted in the scientific thought and
knowledge that emerged in Islamic civilizations during this time.
Muslim scientists and scholars have subsequently developed a spectrum
of viewpoints on the place of scientific learning within the context of Islam, none
of which are universally accepted. However, most maintain the view that the
acquisition of knowledge and scientific pursuit in general is not in disaccord with
Islamic thought and religious belief. Physicist Taner Edis argues this is because
some Muslims are reading into the metaphorical language of the Holy books
what is not there, including recent scientific discoveries.
Text 2
From an Islamic standpoint, science, the study of nature, is considered to
be linked to the concept of Tawhid (the Oneness of God), as are all other
branches of

knowledge. In Islam, nature is not seen as a separate entity, but rather as an
integral part of Islam's holistic outlook on God, humanity, and the world. Unlike
the other Abrahamic monotheistic religions, Judaism and Christianity, the Islamic
view of science and nature is continuous with that of religion and God. This link
implies a sacred aspect to the pursuit of scientific knowledge by Muslims, as
nature itself is viewed in the Qur'an as a compilation of signs pointing to the
Divine. It was with this understanding that science was studied and understood in
Islamic civilizations, specifically during the eighth to sixteenth centuries, prior to
the colonization of the Muslim world.
According to most historians, the modern scientific method was first
developed by Islamic scientists, pioneered by Ibn Al-Haytham, known to the west
as "Alhazen". Robert Briffault, in The Making of Humanity, asserts that the very
existence of science, as it is understood in the modern sense, is rooted in the
scientific thought and knowledge that emerged in Islamic civilizations during this
time.
However, the colonizing powers of the western world and their
destruction of the Islamic scientific tradition forced the discourse of Islam and
Science in to a new period. Institutions that had existed for centuries in the
Muslim world were destroyed and replaced by new scientific institutions
implemented by the colonizing powers and suiting their economic, political, and
military agendas. This drastically changed the practice of science in the Muslim
world, as Islamic scientists had to interact with the western approach to scientific
learning, which was based on a philosophy of nature completely foreign to them.
[59] From the time of this initial upheaval of the Islamic scientific tradition to the
present day, Muslim scientists and scholars have developed a spectrum of
viewpoints on the place of scientific learning within the context of Islam, none of
which are universally accepted or practiced. However, most maintain the view
that the acquisition of knowledge and scientific pursuit in general is not in
disaccord with Islamic thought and religious belief.
Text 3
In Islam, there is no conflict between faith in God and modern scientific
knowledge. Indeed, for many centuries during the Middle Ages, Muslims led the
world in scientific inquiry and exploration. The Quran itself, revealed 14 centuries
ago, contains many scientific facts and imagery that are supported by modern
findings.
The Quran instructs Muslims to "contemplate the wonders of creation"
(Quran 3:191). The entire universe, which was created by Allah, follows and
obeys His laws. Muslims are encouraged to seek knowledge, explore the
universe, and find the "Signs of Allah" in His creation. Allah says: "Behold! In the
creation of the heavens and the earth; in the alternation of the night and the day;
in the sailing of ships through the ocean, for the profit of mankind; in the rain
which Allah sends down from the skies, and the life which He gives therewith to
an earth that is dead; in the beasts of all kinds that He scatters through the

99
earth; in the change of the winds, and the clouds which they trail like their slaves
between the sky and the earth
100 | Reach English Text Book Level 3 Revised

here indeed are Signs for a people that are wise" (Quran 2:164).
For a book revealed in the 7th century C.E., the Quran contains many
scientifically-accurate statements. Among them:
Creation
"Do not the unbelievers see that the heavens and the earth were joined
together, then We split them apart? And We made from water every living
thing…" (21:30).
"And Allah has created every animal from water. Of them there are
some that creep on their bellies, some that walk on two legs, and some that
walk on four..." (24:45)
"See they not how Allah originates creation, then repeats it? Truly that
is easy for Allah" (29:19).
Astronomy
"It is He Who created the night and the day, and the sun and the moon.
All (the celestial bodies) swim along, each in its rounded course" (21:33).
"It is not permitted for the sun to catch up to the moon, nor can the
night outstrip the day. Each just swims along in its own orbit" (36:40).
"He created the heavens and the earth in true proportions. He makes
the night overlap the day, and the day overlap the night. He has subjected the
sun and the moon to His law; each one follows a course for a time
appointed..." (39:5).

101
* Appendices
Speaking Common oral expressions.
Giving Opinions
I'm positive that...
I (really) feel
that... In my
opinion...
The way I see things...
If you ask me,... I tend to think that...
Commenting
That's interesting. .
I never thought about it that way before.
Good point!
I get your point.
I see what you mean.
Asking for Opinions/Clarification/Contributions
Are you positive that...
Do you (really) think that...
(name of participant) can we get your
input? How do you feel about...?
Do you mean that...?
Is it true that...?
What do you think about this proposal?
Would you like to add anything, (name of participant)?
Has anyone else got anything to contribute?; Are there any more comments?
Agreeing
I totally agree with you.
Exactly!
That's (exactly) the way I feel.
I have to agree with (name of participant).
Disagreeing
Unfortunately, I see it differently.
Up to a point I agree with you,
but... (I'm afraid) I can't agree
Advising and Suggesting
Let's...
We should...
Why don't you....
How/What about...
I suggest/recommend that...
Clarifying
Let me spell out...
Have I made that clear?
Do you see what I'm getting
at? Let me put this another
way...
I'd just like to repeat that...
Could you spell that, please?

Would you mind spelling that for me, please?

103
Asking for Repetition
I'm afraid I didn't understand that.
Could you repeat what you just
said?
I didn't catch that. Could you repeat that,
please? I missed that. Could you say it again,
please?
Could you run that by me one more time?
Requesting Information
Please, could you...
I'd like you to...
Would you mind...
I wonder if you could...
Asking for Clarification
I don't quite follow you. What exactly do you mean?
I'm afraid I don't quite understand what your are getting
at. Could you explain to me how that is going to work?
I don't see what you mean. Could we have some more details, please?
Language Focus Comparisons.
There are three forms of comparison: Positive, Comparative, and Superlative.
Comparison with -er/-est - clean - cleaner - (the) cleanest. We use -er/-est with the
following adjectives:
1) adjectives with one syllable
Clean Cleaner Cleanest
New Newer Newest
Cheap Cheaper Cheapest
2) adjectives with two syllables and the following endings:
2 - 1) adjectives with two syllables, ending in -y
Dirty Dirtier Dirtiest
Easy Easier Easiest
Happy Happier Happiest
Pretty Prettier Prettiest
2 - 2) adjectives with two syllables, ending in -er
Clever Cleverer Cleverest
2 - 3) adjectives with two syllables, ending in -le
Simple Simpler Simplest
2 - 4) adjectives with two syllables, ending in -ow
Narrow Narrower Narrowest
Spelling of the adjectives using the endings -er/-est
Large larger largest leave out the silent –e
Big bigger biggest
Double the consonant after short vowel
Sad sadder saddest
Dirty dirtier dirtiest Change -y to -i (consonant before -y)
Here -y is not changed to -i.
Shy shyer shyest
(although consonant before -y)

Comparison with more – most: difficult - more difficult - (the) most difficult
Irregular adjectives
Good better best
Bad worse worst
Much more most uncountable nouns
Many more most countable nouns
Little less least
Little smaller smallest
Special adjectives: Some adjectives have two possible forms of comparison.

Common commoner / more common commonest / most common
Likely likelier / more likely likeliest / most likely
Pleasant pleasanter / more pleasant pleasantest / most pleasant
Polite politer / more polite politest / most polite
Simple simpler / more simple simplest / most simple
Stupid stupider / more stupid stupidest / most stupid
Subtle subtler / more subtle subtlest / most subtle
Sure surer / more sure surest / most sure
Difference in meaning with adjectives:
farther farthest Distance
far
further furthest distance or time
later latest
late latter x
X last
older oldest people and things
old
elder eldest people (family)
nearer nearest Distance
near
X next Order
Comparisons of adverbs
There are three forms: positive, comparative,
superlative Comparison with -er/-est
hard - harder - (the) hardest
We use -er/-est with the following adverbs:
1) all adverbs with one syllable

Fast faster fastest
High higher highest
2) The adverb: early

Comparison with more - most
carefully - more carefully - (the) most
carefully adverbs ending on -ly (not: early)

105
Irregular adverbs
Well Better Best
Badly Worse Worst
Much More Most
Little Less Least
Late Later Last
farther farthest
Far
further furthest
Participles, Gerunds, and Infinitives

When a verb ends in -ing, it may be a gerund or a present participle. It is
important to understand
that they are not the same. Gerunds are sometimes called "verbal
nouns". When we use a verb in -ing form more like a noun, it is usually
a gerund:
• Fishing is fun.
When we use a verb in -ing form more like a verb or an adjective, it is usually a
present participle:
• Anthony is fishing.
• I have a boring teacher.
Gerunds as Subject, Object or Complement

Like nouns, gerunds can be the subject, object or complement of a sentence:
• Smoking costs a lot of money.
• I don't like writing.
• My favorite occupation is reading.
But, like a verb, a gerund can also have an object itself. In this case, the whole
expression [gerund + object] can be the subject, object or complement of the
sentence.
• Smoking cigarettes costs a lot of money.
• I don't like writing letters.
• My favorite occupation is reading detective stories.
Like nouns, we can use gerunds with adjectives (including articles and other determiners):
• pointless questioning
• a settling of debts
• the making of Titanic
• his drinking of alcohol
But when we use a gerund with an article, it does not usually take a direct object:
• a settling of debts (not a settling debts)
• Making "Titanic" was expensive.
• The making of "Titanic" was expensive.
Do you see the difference in these two sentences? In one, "reading" is a gerund
(noun). In the other "reading" is a present participle (verb).
• My favorite occupation is reading.
• My favorite niece is reading.
Gerunds after Prepositions
If we want to use a verb after a preposition, it must be a gerund. It is impossible to
use an infinitive after a preposition. So for example, we say:
• I will call you after arriving at the office.
• Please have a drink before leaving.
• I am looking forward to meeting you.
• Do you object to working late?
• Tara always dreams about going on holiday.
Gerunds
A gerund is a verbal that ends in -ing and functions as a noun. The term verbal indicates
that a gerund, like the other two kinds of verbals, is based on a verb and therefore
expresses action or a state of being. However, since a gerund functions as a noun, it
occupies some positions in a sentence that a noun ordinarily would, for example: subject,
direct object, subject complement, and object of preposition.
Gerund as subject:
• Traveling might satisfy your desire for new experiences.
• The study abroad program might satisfy your desire for new experiences.
Gerund as direct object:

• They do not appreciate my singing.
• They do not appreciate my assistance.
Gerund as subject complement:

• My cat's favorite activity is sleeping.
• My cat's favorite food is salmon.
Gerund as object of preposition:

• The police arrested him for speeding.
• The police arrested him for criminal activity.
A Gerund Phrase is a group of words consisting of a gerund and the modifier(s) and/or
(pro)noun(s) or noun phrase(s) that function as the direct object(s), indirect object(s), or
complement(s) of the action or state expressed in the gerund, such as:
Finding a needle in a The gerund phrase functions as the subject of the

haystack would be easier sentence.
than what we're trying to Finding (gerund)a needle (direct object of action
expressed do. in gerund) in a haystack (prepositional phrase as
adverb)
The gerund phrase functions as the direct object of the

I hope that you appreciate verb appreciate. my (possessive pronoun adjective form,
my offering you this modifying the gerund)offering (gerund)you (indirect object
opportunity. of action expressed in gerund)this opportunity (direct
object
of action expressed in gerund)
Newt's favorite tactic has The gerund phrase functions as the subject
complement. been lying to his lying to (gerund)his constituents (direct object of
action constituents. expressed in gerund)
The gerund phrase functions as the object of the

You might get in trouble
preposition for. faking (gerund) an illness (direct object
for faking an illness to
of
action expressed in gerund) to avoid work (infinitive
avoid work. phrase as adverb)
The gerund phrase functions as the subject of the
Being the boss made Jeff sentence.
feel uneasy. Being (gerund)the boss (subject complement for Jeff,
via state of being expressed in gerund)

107
Exercise on Gerunds:
Underline the gerunds or gerund phrases in the following sentences and label how
they function in the sentence (subject, direct object, subject complement, object of
preposition).
1. Swimming keeps me in shape.
2. Swimming in your pool is always fun.
3. Telling your father was a mistake.
4. The college recommends sending applications early.
5. He won the game by scoring during the overtime period.
6. Her most important achievement was winning the national championship.
7. Going to work today took all my energy.
Participles
A participle is a verbal that is used as an adjective and most often ends in -ing or -ed. The
term verbal indicates that a participle, like the other two kinds of verbals, is based on a verb
and therefore expresses action or a state of being. However, since they function as
adjectives, participles modify nouns or pronouns. There are two types of participles: present
participles and past participles.
Present participles end in -ing. Past participles end in -ed, -en, -d, -t, or -n, as in the words
asked, eaten, saved, dealt, and seen.
• The crying baby had a wet diaper.
• Shaken, he walked away from the wrecked car.
• The burning log fell off the fire.
• Smiling, she hugged the panting dog.
A participial phrase is a group of words consisting of a participle and the modifier(s) and/or
(pro)noun(s) or noun phrase(s) that function as the direct object(s), indirect object(s), or
complement(s) of the action or state expressed in the participle, such as:
The participial phrase functions as an adjective modifying

Removing his coat, Jack
Jack. Removing (participle) his coat (direct object of action
rushed to the river. expressed in participle)
The participial phrase functions as an adjective modifying

Delores noticed her cousin
cousin. walking (participle) along the shoreline
walking along the shoreline. (prepositional phrase as adverb)
Children introduced to music The participial phrase functions as an adjective
modifying early develop strong children. introduced (to) (participle) music (direct
object of intellectual skills. action expressed in participle) early (adverb)
The participial phrase functions as an adjective

modifying
Having been a gymnast, Lynn Lynn. Having been (participle) a
knew the importance of
gymnast (subject complement for Lynn, via state of being expressed
exercise.
in
participle)
Placement: In order to prevent confusion, a participial phrase must be placed as close

to the noun it modifies as possible, and the noun must be clearly stated.
 Carrying a heavy pile of books, his foot caught on a step. *
 Carrying a heavy pile of books, he caught his foot on a step.
In the first sentence there is no clear indication of who or what is performing the action
expressed in the participle carrying. Certainly foot can't be logically understood to
function in this way.

109
This situation is an example of a dangling modifier error since the modifier (the
participial phrase) is not modifying any specific noun in the sentence and is thus left
"dangling." Since a person must be doing the carrying for the sentence to make sense, a
noun or pronoun that refers to a person must be in the place immediately after the
participial phrase, as in the second sentence.
Punctuation:
When a participial phrase begins a sentence, a comma should be placed after the phrase.
 Arriving at the store, I found that it was closed.
 Washing and polishing the car, Frank developed sore muscles.
If the participle or participial phrase comes in the middle of a sentence, it should be set off
with commas only if the information is not essential to the meaning of the sentence.
 Sid, watching an old movie, drifted in and out of sleep.
 The church, destroyed by a fire, was never rebuilt.
Note that if the participial phrase is essential to the meaning of the sentence, no
commas should be used:
 The student earning the highest grade point average will receive a special award.
 The guy wearing the chicken costume is my cousin.
If a participial phrase comes at the end of a sentence, a comma usually precedes the
phrase if it modifies an earlier word in the sentence but not if the phrase directly follows the
word it modifies.
 The local residents often saw Ken wandering through the
streets. (The phrase modifies Ken, not residents.)
Tom nervously watched the woman, alarmed by her
silence. (The phrase modifies Tom, not woman.)
Exercise on Participles:
Underline the participial phrase(s) in each of the following sentences, and draw a line to the
noun or pronoun modified.
1. Getting up at five, we got an early start.
2. Facing college standards, the students realized that they hadn't worked hard enough in
high school.
3. Statistics reported by the National Education Association revealed that seventy percent
of American colleges offer remedial English classes emphasizing composition.
4. The overloaded car gathered speed slowly.
5. Gathering my courage, I asked for a temporary loan.
In each of the following sentences, underline the participial phrase(s), draw a line to the
word(s) modified, and punctuate the sentence correctly. Remember that some sentences
may not need punctuation.
6. Starting out as an army officer Karen's father was frequently transferred.
7. Mrs. Sears showing more bravery than wisdom invited thirty boys and girls to a party.
8. The student left in charge of the class was unable to keep order.
9. Applicants must investigate various colleges learning as much as possible about them
before applying for admission.
10. The crying boy angered by the bully began to fight.
Rewrite the following sentences (you may need to reword them slightly) with the correct
placement and punctuation of the participial phrases.
11. Espousing a conservative point of view the proposal for more spending on federal
social programs bothered him.
12. Absorbed in an interesting conversation my scheduled appointment time passed unnoticed.

Infinitives
An infinitive is a verbal consisting of the word to plus a verb (in its simplest "stem"
form) and functioning as a noun, adjective, or adverb. The term verbal indicates that an
infinitive, like the other two kinds of verbals, is based on a verb and therefore expresses
action or a state of being.
However, the infinitive may function as a subject, direct object, subject
complement, adjective, or adverb in a sentence. Although an infinitive is easy to locate
because of the to + verb form, deciding what function it has in a sentence can sometimes
be confusing.
• To wait seemed foolish when decisive action was required. (subject)
• Everyone wanted to go. (direct object)
• His ambition is to fly. (subject complement)
• He lacked the strength to resist. (adjective)
• We must study to learn. (adverb)
Be sure not to confuse an infinitive--a verbal consisting of to plus a verb--with a
prepositional phrase beginning with to, which consists of to plus a noun or pronoun and any
modifiers.
Infinitives: to fly, to draw, to become, to enter, to stand, to catch, to belong
Prepositional Phrases: to him, to the committee, to my house, to the mountains, to us, to
this address
An Infinitive Phrase is a group of words consisting of an infinitive and the modifier(s)
and/or (pro)noun(s) or noun phrase(s) that function as the actor(s), direct object(s), indirect
object(s),
or complement(s) of the action or state expressed in the infinitive, such as:
The infinitive phrase functions as the direct object of the verb

We intended to intended.
leave early.
to leave (infinitive) early (adverb)
I have a paper to
The infinitive phrase functions as an adjective modifying
write before
paper. to write (infinitive) before class (prepositional phrase as
adverb) class.

Phil agreed to
agreed. to give (infinitive) me (indirect object of action expressed in
give me a ride. infinitive) a ride (direct object of action expressed in infinitive)

They asked me to
asked. me (actor or "subject" of infinitive phrase) to bring (infinitive)
bring some food. some food (direct object of action expressed in infinitive)

Everyone wanted wanted.
Carol to be the
Carol (actor or "subject" of infinitive phrase) to be (infinitive)
captain of the
the captain (subject complement for Carol, via state of being
team.
expressed
in infinitive) of the team (prepositional phrase as adjective)
Actors: In these last two examples the actor of the infinitive phrase could be roughly
characterized
as the "subject" of the action or state expressed in the infinitive. It is somewhat misleading
to use the word subject, however, since an infinitive phrase is not a full clause with a
subject and a finite verb. Also notice that when it is a pronoun, the actor appears in the
objective case ( me, not I, in the fourth example). Certain verbs, when they take an infinitive
direct object, require an actor for the
infinitive phrase; others can't have an actor. Still other verbs can go either way, as the

111
charts below illustrate.

Verbs that take infinitive objects without actors:
agree, begin, continue, decide, fail, hesitate, hope, intend, learn, neglect, offer, plan, prefer,
pretend, promise, refuse, remember, start, try
Examples:
1. Most students plan to study.
2. We began to learn.
3. They offered to pay.
4. They neglected to pay.
5. She promised to return.
In all of these examples no actor can come between the italicized main (finite) verb and
the infinitive direct-object phrase.
Verbs that take infinitive objects with actors:
advice, allow, convince, remind, encourage, force, hire, teach, instruct, invite, permit,
tell, Implore, incite, appoint, order
Examples:
1. He reminded me to buy milk.
2. Their fathers advise them to study.
3. She forced the defendant to admit the truth.
4. You've convinced the director of the program to change her position.
5. I invite you to consider the evidence.
In all of these examples an actor is required after the italicized main (finite) verb and before
the infinitive direct-object phrase.
Verbs that use either pattern: ask, expect, (would) like, want
Examples:
1. I asked to see the records.
2. I asked him to show me the records.
3. Trent expected his group to win.
4. Trent expected to win.
5. Brenda likes to drive fast.
6. Brenda likes her friend to drive fast.
In all of these examples the italicized main verb can take an infinitive object with or without
an actor.
Punctuation:
If the infinitive is used as an adverb and is the beginning phrase in a sentence, it should
be set off with a comma; otherwise, no punctuation is needed for an infinitive phrase.
 To buy a basket of flowers, John had to spend his last dollar.
 To improve your writing, you must consider your purpose and audience.
Split infinitives:
Split infinitives occur when additional words are included between to and the verb in
an infinitive.
Many readers find a single adverb splitting the infinitive to be acceptable, but this
practice should be avoided in formal writing.
Examples:
1. I like to on a nice day walk in the woods. * (unacceptable)
2. On a nice day, I like to walk in the woods. (revised)
3. I needed to quickly gather my personal possessions. (acceptable in informal contexts)
4. I needed to gather my personal possessions quickly. (revised for formal contexts)

113
Exercise on Infinitives:
Underline the infinitive phrase and label the way it is used in the sentence, adding
any punctuation as needed.
1. I want to go.
2. I want you to go home.
3. We want to see the play.
4. To see a shooting star is good luck.
5. To fight against those odds would be ridiculous.
Now underline the infinitive phrase and label how it is used in the sentence.
6. To design a new building for them would be challenging.

7. I want him to be my bodyguard.
8. Jim is expected to program computers at his new job.
9. They will try to build a new stadium in ten years.
10. To distill a quart of moonshine takes two hours.
11. The president wants to use nuclear energy for peaceful purposes.
12. She has the money to buy it.
13. We demonstrated to attract attention to our agenda.
14. I do not like to give poor grades.
15. The dogs were taught to stand, to sit, and to bark on command.
16. To be great is to be true to yourself and to the highest principles of honor.
17. To see is to believe.
Verbs that take only infinitives as verbal direct objects
Agree Decide expect hesitate
Learn Need promise neglect
Hope Want plan attempt
Propose Intend pretend
Examples:
1. I hope to go on a vacation soon. (not: I hope going on a vacation soon.*)
2. He promised to go on a diet. (not: He promised going on a diet. *)
3. They agreed to sign the treaty. (not: They agreed signing the treaty.*)
4. Because she was nervous, she hesitated to speak. (not: Because she was nervous,
she hesitated speaking.*)
5. They will attempt to resuscitate the victim. (not: They will attempt resuscitating the victim.*)
Verbs that take only gerunds as verbal direct objects
deny risk delay consider
can't help keep give up be fond of
finish quit put off practice
postpone tolerate suggest stop (quit)
Regret enjoy keep (on) dislike
Admit avoid recall Mind
Miss detest appreciate recommend
get/be through get/be tired of get/be accustomed to get/be used to
Examples:
1. They always avoid drinking before driving. (not: They always avoid to drink before driving.*)
2. I recall asking her that question. (not: I recall to ask her that question.*)
3. She put off buying a new jacket.(not: She put off to buy a new jacket.*)
4. Mr. Allen enjoys cooking. (not: Mr. Allen enjoys to cook.*)
5. Charles keeps calling her. (not: Charles keeps to call her.*)

Verbs that take gerunds or infinitives as verbal direct objects:
Start, begin, continue, hate, prefer, like, love, try, remember
Examples:
1. She has continued to work at the store./She has continued working at the store.
2. They like to go to the movies./They like going to the movies.
3. Brent started to walk home./Brent started walking home.
Forget and remember
These two verbs change meaning depending on whether a gerund or infinitive is used
as the object.
Examples:
1. a. Jack forgets to take out the cat. (He regularly forgets.)
b. Jack forgets taking out the cat. (He did it, but he doesn't remember now.)
2. a. Jack forgot to take out the cat. (He never did it.)
b. Jack forgot taking out the cat. (He did it, but he didn't remember sometime later.)
3. a. Jack remembers to take out the cat. (He regularly remembers.)
b. Jack remembers taking out the cat. (He did it, and he remembers now.)
4. a. Jack remembered to take out the cat. (He did it.)
b. Jack remembered taking out the cat. (He did it, and he remembered sometime later.)
In the second of each pair of example sentences above, the past progressive gerund form
having taken can be used in place of taking to avoid any possible confusion.
Sense verbs that take an object plus a gerund or a simple verb

Certain sense verbs take an object followed by either a gerund or a simple verb (infinitive
form minus the word to). The verb of senses are such as: Feel, hear, notice, watch, see,
smell, observe.
Examples:
1. We watched him playing basketball. (continuous action)
2. We watched him play basketball. (continuous action)
3. I felt my heart pumping vigorously. (continuous action)
4. I felt my heart pump vigorously. (continuous action)
5. She saw them jumping on the bed. (continuous action)
6. She saw them jump on the bed. (one-time action)
7. Tom heard the victim shouting for help. (continuous action)
8. Tom heard the victim shout for help. (one-time action)
9. The detective noticed the suspect biting his nails. (continuous action)
10. The detective noticed the suspect bite his nails. (one-time action)
11. We could smell the pie baking in the kitchen. (continuous action)
12. We could smell the pie bake in the kitchen. (continuous action)
Sometimes the simple-verb version might seem unconventional, so it's safer in most
cases to use the gerund version.
Now try these exercises:

http://www.ego4u.com/en/cram-up/grammar/infinitive-gerund/exercises?21
http://web2.uvcs.uvic.ca/elc/studyzone/410/grammar/gerinf1.htm
This next one is for advanced level
http://www.englishpage.com/gerunds/gerunds_infinitives_30.htm

115
Language Focus Collocation
On this language focus, you can findSome

a few common
short lists of collocations to give you more of
an idea about them.
Have Many good learner's dictionaries
Do show collocations associated with
Make
specific words. There are also dictionaries of collocations, though these are more difficult
have a bath do business make a difference
have a drink do nothing make a mess
have a good time do someone a favor make a mistake
have a haircut do the cooking make a noise
have a holiday do the housework make an effort
have a problem do the shopping make furniture
have a relationship do the washing up make money
have a rest do your best make progress
have lunch do your hair make room
have sympathy do your homework make trouble
Take Break Catch

take a break break a habit catch a ball
take a chance break a leg catch a bus
take a look break a promise catch a chill
take a rest break a record catch a cold
take a seat break a window catch a thief
take a taxi break someone's heart catch fire
take an exam break the ice catch sight of
take notes break the law catch someone's
take someone's place break the news to attention
someone catch someone's eye
take someone's break the rules catch the flu
temperature
Pay Save Keep
pay a fine save electricity keep a diary

pay attention save energy keep a promise
pay by credit card save money keep a secret
pay cash save one's strength keep an appointment
pay interest save someone a keep calm
pay someone a compliment seat save keep control
someone's life
pay someone a visit save something to a disk keep in touch
pay the bill save space keep quiet
pay the price save time keep someone's place
pay your respects save yourself the trouble keep the change
pay someone a visit save something to a disk keep in touch
pay the bill save space keep quiet
pay the price save time keep someone's place
pay your respects save yourself the trouble keep the change

Come Go Get
come close go abroad get a job
come complete with go astray get a shock
come direct go bad get angry
come early go bald get divorced
come first go bankrupt get drunk
come into view go blind get frightened
come last go crazy get home
come late go dark get lost
come on time go deaf get married
come prepared go fishing get nowhere
come right back go mad get permission
come second go missing get pregnant
come to a go on foot get ready
compromise
come to a decision go online get started
come to an go out of business get the
agreement impression
come to an end go overseas get the message
come to a standstill go quiet get the sack
come to terms with go sailing get upset
come to a total of go to war get wet
come under attack go yellow get worried
Miscellaneous
Time Business English Classifiers
bang on time annual turnover
dead on time bear in mind
early 12th century break off negotiations
free time cease trading
from dawn till dusk chair a meeting
great deal of time close a deal
late 20th century close a meeting
a ball of string
make time for come to the point
a bar of
next few days dismiss an offer
past few weeks draw a conclusion chocolate a
right on time draw your attention to bottle of water a
bunch of carrots
run out of time launch a new product
a cube of sugar
save time lay off staff
a pack of cards
spare time go bankrupt
a pad of paper
spend some time go into partnership
take your time make a loss
tell someone the time make a profit
time goes by market forces
time passes sales figures
waste time take on staff

117
Language Focus: Verbs with prepositions
The verbs with prepositions are listed in the following. These verbs have a special meaning, Therefore, they are used
Phrase Example
A
agree to I wish she would agree to my proposal.
agree with I agree with him on that point.
ask after Mr. Smith asked after John.
B
back off* She was told to back off.
be in Are your parents in?
be off* I'm off now.
bear with Please bear with him for a moment while he tries to put this straight.
bend over Bend over and pick it up yourself!
black out And then she just blacked out.
blame on Don't blame it on her.
blow up The bomb might have blown up.
bowl over Her reaction simply bowled me over.
Break away
break free At last, the hostage could break away from his captors.
break loose
break down Finally her car broke down.
break up Sue and Tim broke up last year.
bring along This year has brought along some significant changes.
bring down The president was brought down by this scandal.
bring in My job brings in 400 dollars per week.
(1) She was brought up in Wisconsin.
bring up
(2) Why do you have to bring that up?
build up He needs to do some exercises to build himself up.
burst in with She burst in with the bad news.
butt in* How can we talk when you keep butting in all the time?
C
call in He called Kelly in.
call off I had to call off the barbecue because of the bad weather.
calm down Please calm down.
carry on Please carry on with your homework.
check out I will check it out.
check up (on) There is no need to check up on me.
close down The shop was closed down by the police.
close in (on) +
She closed in on them quietly.
person
close down The restaurant was closed down by the health department.
close down The restaurant was closed down by the health department.
come around* I knew he would come around in the end.
come back Will the good old days ever come back?

119
(1) My aunt came by yesterday.
come by
(2) I hope he came by this money honestly.*
come in Can't you just come in for a few minutes?
come over Why don't you come over next weekend?
cool down It began to cool down after the thunderstorm.
count (up) on Can we count on you?
cut back (on) I have to cut back on the water usage.
cut out* Cut it out!
D
I decided on the iced tea.
decide (up) on
The court has not yet decided on a ruling.
die off/out That species died out million years ago.
do again I probably wouldn't do it again.
do in He tried to do his father in.
do up Please do your buttons up.
do without I guess I will have to do without lunch today.
draw near As the time drew near,...
drink up* Drink up, and let's going.
drive on We drove on till night.
drive off I said good-bye and drove off.
drop by* I hope you guys can drop by our house some time.
drop in (on)* I can't believe who dropped in on us last night.
drop off You can drop me off at the next red light.
dry out The clothes finally dried out.
E
ease off The storm eased off a little.
eat up Eat up, and let's go.
edge away The students laughed and edged away from him.
end up How will this end up?
even out The surface of the road was evened out.
F
face up (to) You have to face up to challenges.
fall apart The whole thing falls apart.
fall back on/
I had to fall back on my savings.
rely on
fall behind
He's falling behind with his car payments.
get behind
fall through I hope the house signing doesn't fall through.
feel for I really feel for you.
fight back (at) It's hard for him to fight back.
fight down I fought down the anger.
figure out* I just can't figure her out.
(1) I'd better fill the cracks in with something.
fill in
(2) Would you fill in the form, please?

fill in (for) I will have to fill in for him till he gets back from his vacation.
fill out Would you fill out the form, please?
(1) The hole filled up with water and had to be pumped.
fill up
(2) We will fill up at the next gas station.
(1) Finish off your cup of coffee, please.
finish off
(2) I will finish my homework up in a few minutes.
fit in(to) It just doesn't fit in.
fix up Is my bike fixed up yet?
fly in(to) I'm flying into Stansted.
focus (on) She focused on this issue.
fool around* Stop fooling around.
G
gather up Let's gather up our things and leave.
get across How can I get it across to you
get along with He couldn't get along with his mother-in-law.
get at* What exactly is he getting at?
get back When will you get back?
get back at He will get back at him someday.
get back to I will get back to you in a minute.
get by (on) She can't get by on that much money.
get into He managed to get himself into the class he wanted.
get off on* He gets off on paying soccer.
get on How are you getting on?
(1) I need to get on with my homework.
get on with
(2) How do you get on with Sam?
get out of You've got to get out of there.
get over (1) It took him a long time to get over the heart attack.
get through I tried calling you, but I couldn't get through.
get up Today I got up at 10 am.
(1) He gave his car away to his brother.
give away (to)
(2) Don't give the answer away.
give in (to) Why does she always give in to her brother?
give up Are you sure you want to give up your career?
glance over My teacher just glanced over my homework today.
go after He went after the man who mugged him.
go around There's not enough milk to go around.
go away Please go away!
go back I'll never go back.
go in They went in after us.
(1) The bomb went off.
go off
(2) My party went off as planned.
go off with I guess she went off with her new boyfriend.
go out (with) Will she go out with Mike next Friday evening?

121
(1) The truck wouldn't go through the tunnel.
(2) He went through his pockets, looking for his wallet.
go through
(3) You won't believe what I've gone through.
(4) I guess we need to go through the whole song a few more times.
(1) I was afraid that our ship would go under.

go under
(2) The company went under.
go without I just cannot go without some candy from time to time.
H
hand down He will hand this down to his granddaughter.
hand out The teacher handed out the test to the surprised students.
hang around
I usually spend a lot of time hanging around with my friends.
(with)
(1) Hang on, please.
hang on
(2) They couldn't hang on much longer.
hang up Why did you hang up on me?
heal up My injury healed up in around no time.
hear out Hear me out, will you? I have more to tell.
heat up How soon will lunch be heated up?
help out Can you help me out?
hide out (from) Ben was hiding out from the police.
hit back He hit me, but I didn't hit him back.
hit on* Tom was hitting on Mike's fiancée.
hold back I held back the anger.
hold on Hold on a minute! I have to check this first.
hold out I don't know how long they can hold out.
hurry up Hurry up, will you? I got some errands to run today.
J
join in My I join in the discussion?
K
(1) It's a little chilly in here, so I better keep my coat on.
keep on
(2) Just keep on practicing your scales by simply playing them up and
down.
L
leave out (of) Leave me out of it, please.
let down I won't let you down again.
look after I will look after the children when yoou are away.
look up to She is glad they look up to her.
M
(1) Did she make up the clowns yet?
(2) I made up that story.
(3) I'm sorry, but you can't make up that test you missed.
make up
(4) Class participation will make up 25% of your final grade.
(5) They kissed and made up.
(6) Do you think I would make this up?

move in(to) I moved into a new apartment last month.
move out (of) I moved out of my old apartment last month.
P
pass away/on Her uncle passed away last summer.
(1) Don't drink until you pass out.
pass out
(2) Please can you pass these handouts out to everyone?
(1) Relax. I will pick her up from school.
(2) Help me pick up this guy from the sidewalk, will you?
pick up
(3) The storm picked up about midnight.
(4) I picked up a little French while I was in Quebec.
point out That's exactly what I pointed out earlier.
(1) Don't put your brother on.
put on
(2) Don't you have some clothes to put on?
put off (until) Can't you just put this off until tomorrow?
put up with I just don't know why I even put up with you.
R
rely (up)on Can we rely on you in this case?
rule out
run away The cat ran away from me.
run out of I'm afraid we ran out of milk and cookies.
S
save up I'm saving up money for a new car.
(1) I knew what he was up to, because I saw through him.
see through
(2) I'll see this project through.
(1) He refused to sell out to a large corporation.
sell out (to)
(2) He shouldn't have sold out to them.
send away for I had to send away for a new part.
send for He sent for his secretary.
send over (to) She sent me over to her office.
set up (for) I will set up a meeting for next week.
share together We shared a room together in college.
shoot up Jane shot up just after she turned thirteen.
show off Stop showing off.
sign in Did you remember to sign in?
sign up for Did you remember to sign up for the class?
sit around Don't just sit around. Do something!
sit down Please, sit down and relax.
sit in on You guys mind if I sit in on your discussion?
sit out I'm not playing. I better sit out this time.
(1) I sat up and read a book.
sit up
(2) I wouldn't get such terrible backaches if I sat up properly.
sleep in I slept in this morning.
slim down You have slimmed down a lot since last spring break.
slip up You must not slip up again.

123
slow down You're going to fast. Please slow down.
smash into The car smashed into the side of a bus.
sober up Some coffee definitely won't sober them up.
sort itself out Things will sort itself out by the end of the month.
speak up Please speak up. I nearly can't hear you.
speak up for You can speak up for those who cannot speak for themselves.
split up We had to split the class up into two classes.
spread out He told them to spread out and continue their search.
stand around Don't stand around. Get busy!
stand by Stand by while I search for another song.
stand in (for) Sam is sick. Can you stand in for him?
stand up She stood up and looked across the room.
start over Sorry, I guess I messed this up, so can I start over?
start up Start your car up and let's go.
stay over Can my friend stay over, please?
steal away She stole away while he was refilling her coffee.
step aside Step aside, please. You're in my way.
stick together We must stick together.
stop by Please stop by before you go on vacation.
stop over We stopped over in Chicago for two nights.
storm in(to) He stormed into the room, shouting and yelling.
storm out (of) He got angry and stormed out of the meeting.
(1) We have to straighten this mess out.
straighten out
(2) They straightened out the line of people.
strip down The doctor told me to strip down for the examination.
stumble (upon) I just stumbled upon her.
sum up Can you sum up the arguments of this essay?
swell up I bumped my ankle and it swelled up.
switch off I forgot to switch the TV off before I went to bed.
switch on Can someone switch the light on, please?
T
take away The police took her daughter away.
take apart Don't take my TV apart.
(1) When does your plane take off?
take off (2) Sorry, I have to take off now.
(3) Take your coat off, please.
take over If you take over, you will be in charge.
talk back (to) Don't ever talk back to her.
talk out Let's just talk this matter out.
team up (with) I don't want to team up with him.
tear off (of) She tore the label off the bottle.
tell off I should have told him off.
tell on I'm going to call your father and tell on you.
think back (to) Try and think back to the morning of June 5.

think over I needed a few minutes to think it over.
First, let me think this through and I'll call you tomorrow first in
think through
the morning.
think of I quickly had to think of something.
think up I'll think something up.
throw up I was so nauseous I almost threw up.
tidy away Please tiday your stuff away.
tidy up Your room looks like a pig sty. You better tidy it up now.
trick into He tried to trick her into doing it his way.
try out Let's try out this candy store.
turn around/about The car turned around and went the other way.
(1) He turned his collar down, when he entered her house.
turn down (2) Turn the music down a little, will you?
(3) Our proposal was turned down.
turn in I need some sleep. I'm going to turn in now.
turn in(to) Turn in for some gas.
turn off Could you please turn the radio off?
turn on Don't forget to turn on the lights when the sun goes down.
(1) Turn your cuffs up, please.
turn up (2) Something always turns up.
(3) Apparently, new evidence has turned up.
U
use up You can use it up. I have more of it.
W
wake up Wake up! We have hit the road.
walk off They didn't even say good-bye. They just walked off.
walk out (on) My sister walked out on Fred because she was fed up with him.
watch over Can you watch over the kids while we're gone.
watch out (for) Watch out for the snakes in the bushes.
wear out After weeks of learning for this stupid test, I'm worn out.
wipe off (of) Don't use your sleeve to wipe the ice cream off of your hand.
(1) Everything will work out in the end.
work out
(2) She needs to work out more often.
work over They really worked him over.
wrap up Wrap up the presents quickly.
write away for I wrote away for a book on poetry.
Y
yell out The pain caused me to yell out.
Z
zip up I had better zip my jacket up.

125
Language Focus Simple Past and Present Perfect Tense
Simple Past Tense

Explanation
1. The simple past tense is expressed with the past form of the verb and nothing else.
2. The simple past tense refers to (a) action which occurred at a specific time in the past,
My grandfather died last year. (Correct)
(b) completed action, and (c) past status
My grandfather was died last (Incorrect)
Examples
year. My grandfather has died (Incorrect)
Specific past action Completed action Past status
I ate lunch at noon today. He She
drove
finally
to work
mailed
yesterday.
the letter. Jan John
finished
washer
stillreport
singleonintime.
1995. Jane was a movie star.
Note the usage of the past tense in the following story. Follow the given example.
Yesterday Mrs. Hubbard had a very rough day. In the morning, she went to the kitchen and
looked in the cupboard for some food for her dog, but the cupboard was empty. Her poor dog
stared up at her with its hungry eyes, and she knew she had to do something quickly. She
hurried to the grocery store to buy some dog food, but unfortunately the store was out of her
dog's favorite brand, so she had to catch a bus downtown. After buying the food, she waited
for a half hour in the rain to get a taxi. When she finally got home, her dog was sound asleep
on the living room sofa. Common problems with the past tense.
1. Using the present tense when the past tense is

required. Last week, Tonya fix her neighbor's car.
(Incorrect)
Last week, Tonya fixed her neighbor's car.
(Correct)
2. Using "was" with verbs in the past

tense. It was happened one night in
(Incorrect)
September.
(Correct)
It happened one night in September.
Exercises: Change the verbs in the following sentence into past
tense.
1. Yesterday, I go to the restaurant with a client.
2. We drive around the parking lot for 20 minutes in order to find a parking space.
3. When we arrive at the restaurant, the place is full.
4. The waitress asks us if we have reservations.
5. I say, "No, my secretary forgets to make them."
6. The waitress tells us to come back in two hours.
7. My client and I slowly walk back to the car.
8. Then we see a small grocery store.
9. We stop in the grocery store and buy some sandwiches.
10. That is better than waiting for two hours.
Error correction: Correct the mistakes in the following sentences:
1. Last night, Samantha have pizza for supper.
2. My pet lizard was died last month.
3. Yesterday I spend two hours cleaning my living room.
4. This morning before coming to class, Jack eats two bowls of cereal.
5. What was happened to your leg?

PRESENT PERFECT
How is Present Perfect Tense form?
The structure of the present perfect tense is:
Subject+ auxiliary verb+ main verb
Have/has past participle
Study the examples of the present perfect tense:

subject auxiliary verb main verb
+ I have seen ET.
+ You have eaten mine.
- She has not been to Rome.
- We have not played football.
? Have you finished?
? Have they done it?
Contractions with the present perfect tense

When we use the present perfect tense in speaking, we usually contract the subject and auxiliary verb. We also som
I have I've
You have You've
He has He's
She has She's
It has It's
John has John's
The car has The car's
We have We've
They have They've
Here are some examples:

I've finished my work. (2) John's seen ET. (3) They've gone home. For & Since with Present Perfect Tense
We often use for and since with the present perfect tense.
We use for to talk about a period of time - 5 minutes, 2 weeks, 6 years.
We use since to talk about a point in past time - 9 o'clock, 1st January, Monday. Here are some examples:
I have been here for 20 minutes.
I have been here since 9 o'clock.
John hasn't called for 6 months.
John hasn't called since February.
He has worked in New York for a long time.
He has worked in New York since he left school.

127
Clauses and sentences
 Clauses
TYPES OF SUBORDINATE CLAUSE
A subordinate (dependent) clause may function as a noun, an adjective, or an adverb in a
sentence.
On the basis of their function in a sentence, subordinate clauses can be divided into the
following types:
1. Noun Clause
2. Adjective Clause.
3. Adverb Clause
Noun Clause
“A dependent clause that functions as a noun in a sentence is called
noun clause.” A noun clause performs same function like a noun in a
sentence.
Example
What he did made a problem for his family.
In above sentence, the clause “what he did” functions as a noun, hence it is a noun
clause. A noun clause works as a noun that acts as a subject, object, or predicate in a
sentence. A noun clause starts with words “that, what, whatever, who, whom, whoever,
whomever”.
Examples
Whatever you learn will help you in future. (noun clause as
a subject) What you said made me laugh. (noun clause as a
subject) He knows that he will pass the test. (noun clause as
an object) Now I realize what he would have thought. (noun
clause as an object)
Adjective Clause
“A dependent clause that functions as an adjective in a sentence is called
adjective clause.”
An adjective clause works like adjective in a sentence. The function of an adjective is to
modify (describe) a noun or a pronoun. Similarly a noun clause modifies a noun or a
pronoun.
Example
He wears a shirt which looks nice.
The clause “which looks nice” in above sentence is an adjective clause because it
modifies noun “shirt” in the sentence. An adjective clause always precedes the noun
it modifies.
Examples.
I met the boy who had helped
me. An apple that smells bad is
rotten.
The book which I like is helpful in preparation for
test. The house where I live consists of four rooms.
The person who was shouting needed help.

Adjective clause begins with relative pronoun (that, who, whom, whose, which, or
whose) and is also relative clause.
Adjective (relative) clauses can be restrictive clause or nonrestrictive clause

Restrictive and Nonrestrictive Clauses

129
Adjective (relative) clauses can be restrictive clause or nonrestrictive clause.
A restrictive clause limits the meaning of preceding noun or pronoun. A nonrestrictive
clause tells us something about preceding noun or pronoun but does not limit the
meaning of preceding noun or pronoun.
Example
• The student in the class who studied a lot passed the test. (restrictive clause)
• The student in the class, who had attended all the lectures, passed
the test. (nonrestrictive clause)
In the first sentence the clause “who studied a lot” restrict information to
preceding noun (student), it means that there is only one student in the class who
studied a lot, hence it is a restrictive clause.
In the second sentence the clause “who had attended all the lectures” gives us
information about preceding noun but does not limit this information to the preceding
noun. It means there can be several other students in the class who had attended all the
lectures.
A comma is always used before a restrictive clause in a sentence and also
after nonrestrictive clause if it is within a main clause. “That” is usually used to
introduce a restrictive clause while “which” is used to introduce a nonrestrictive
clause.
Examples:
1. The table that costs $ 100 is made of steel. (restrictive clause)
2. The table, which costs $ 100, is made of steel. (nonrestrictive clause)
Adverb Clause
“A dependent clause that functions as an adverb in a sentence is called adverb
clause”. An adverb clause like an adverb modifies a verb, adjective clause or other
adverb clause in a sentence. It modifies (describes) the situation in main clause in
terms of “time, frequency (how often), cause and effect, contrast, condition,
intensity (to what extent).”
The subordinating conjunctions used for adverb clauses are as follows.
Time: when, whenever, since, until, before, after, while, as, by the time, as soon as
Cause and effect: because, since, now that, as long as, so, so that,
Contrast: although, even, whereas, while, though
Condition: if, unless, only if, whether or not, even if, providing or provided that, in case.
Examples.
1. Don’t go before he comes.
2. He takes medicine because he is ill.
3. Although he tried a lot, he couldn’t climb up the tree.
4. Unless you study for the test, you can’t pass it.
5. I will go to the school unless it rains.
6. You are safe as long as you drive carefully.
7. You can achieve anything provided that you struggle for it.

Language Focus Sentences – Kinds of sentences.
1. SIMPLE SENTENCE
A simple sentence, also called an independent clause, contains a subject and a verb,
and it expresses a complete thought. In the following simple sentences, subjects are in
yellow, and verbs are in green.
Examples:
A. Some students like to study in the mornings.
B. Juan and Arturo play football every afternoon.
C. Alicia goes to the library and studies every day.
The three examples above are all simple sentences. Note that sentence B contains a
compound subject, and sentence C contains a compound verb. Simple sentences,
therefore, contain a subject and verb and express a complete thought, but they can also
contain a compound subjects or verbs.
2. COMPOUND SENTENCE
A compound sentence contains two independent clauses joined by a coordinator. The
coordinators are as follows: for, and, nor, but, or, yet, so. (Helpful hint: The first letter of
each of the coordinators spells FANBOYS.) Except for very short sentences, coordinators are
always preceded by a comma. In the following compound sentences, subjects are in
yellow, verbs are in green, and the coordinators and the commas that precede them are
in red.
Examples:
A. I tried to speak Spanish, and my friend tried to speak English.
B. Alejandro played , so Maria went shopping.
football , for Maria went shopping.
C. Alejandro played
football
The above three sentences are compound sentences. Each sentence contains two
independent clauses, and they are joined by a coordinator with a comma preceding it.
Note how the conscious use of coordinators can change the relationship between the
clauses. Sentences B and C, for example, are identical except for the coordinators. In
sentence B, which action occurred first?
Obviously, "Alejandro played football" first, and as a consequence, "Maria
went shopping.
In sentence C, "Maria went shopping" first. In sentence C, "Alejandro played
football" because, possibly, he didn't have anything else to do, for or because "Maria
went shopping." How can the use of other coordinators change the relationship between
the two clauses?
What implications would the use of "yet" or "but" have on the meaning of the sentence?
Conditional Sentences: TRUE in the present or Future.
In conditional sentences that express true, factual ideas in the present/ future, the
simple present
(not the simple future) is used in If-clause.
The result clause has various possible verb forms. A result clause verb can be:
1. the simpleIfpresent,
+ simpletopresent,
expresssimple
a habitual activity
present/ will or
+ simple verb
situations If I don't eat breakfast, Iform
always get hungry
during class.
2. either the simple present or simple future, to express an established, predictable
fact or general truth Water freezes or will freeze if the temperature reaches 32°F
/ 0°C.
3. the simple future, to express a particular activity or situation in the
future If I don't eat breakfast tomorrow morning, I will get hungry
during class.
4. modals and phrasal modals such as should, might, can, be
going to, If it rains, we should stay home.

131
If it rains, we might decide to stay
home. If it rains, we can't go.
If it rains, We're going to stay home.

Sometimes should is used in an if-clause. It indicates a little more uncertainlty than the use
of the simple present, but basically the meaning of examples:
 If anyone calls, please take a message.
 If anyone should call, please take a message
2. Conditional Sentences: UNTRUE

(Contrary to Fact) in the present or Future.
If I taught this class, I wouldn't

If + simple pastgive tests. =>
/ WERE(if in "BE"),
with truth: I would
don't teach thisverb
+ simple class.
If he were here right now, he would help us.form => in truth: He is not here right now.
If I were you, I would accept their invitation. => in truth: I am not you.
NOTE:
WERE is used for both singular or plural subjects. WAS (with I, he, she, it) is
sometimes used in informal speech: If I was you, I'd accept their invitation.
Let's compare two following examples, they have a little difference in meaning.
 If I had enough money, I would buy a car.
The speaker wants a car, but doesn't have enough money. Would expresses
desired or predictable results.
If I had enough money, I could buy a car.
The speaker is expressing one possible results. Could = would be able to. Could
expresses possible options.
1. COMPLEX SENTENCE
A complex sentence has an independent clause joined by one or more dependent
clauses. A complex sentence always has a subordinator such as because, since, after,
although, or when or a relative pronoun such as that, who, or which. In the following
complex sentences, subjects are in yellow, verbs are in green, and the subordinators and
their commas (when required) are in red.
Examples:
A. When he handed in his homework, he forgot to give the teacher the last page.
B. The teacher returned the homework after she noticed the error.
C.The students are studying because they have a test tomorrow.
D. After they finished studying, Juan and Maria went to the movies.
E.Juan and Maria went to the movies after they finished studying.
When a complex sentence begins with a subordinator such as sentences A and

D, a comma is required at the end of the dependent clause. When the independent clause
begins the sentence with subordinators in the middle as in sentences B, C, and E, no
comma is required. If a comma is placed before the subordinators in sentences B, C, and
E, it is wrong.
Note that sentences D and E are the same except sentence D begins with the
dependent clause which is followed by a comma, and sentence E begins with the
independent clause which contains no comma. The comma after the dependent clause in
sentence D is required, and experienced listeners of English will often hear a slight pause
there.
In sentence E, however, there will be no pause when the independent clause
begins the sentence.
Source: http://www.eslbee.com/sentences.html

133
Conditional Sentences
3. Conditional Sentences: UNTRUE (Contrary to Fact) in the past.

If you had told me about the problem, I would have helped you. ==> The true is that you
did not tell me about it. If + Past perfect , would have + past participle
If they had studied, they would have passed the exam. ==> The true: they didnot
study, therefore, they failed the exam.
If I hadn't slipped on the stairs, I wouldn't have broken my arm. ==> The true: I slipped
on the stairs, I broke my arm.
NOTE
The auxiliary verbs are almost always contracted in speech. "If you'd told me, I
would've helped you (OR I'd've helped you."
In casual, informal speech, some native speakers sometimes use would have in an if-
clause: If I would've told me about the problem, I would've helped you. This verb form
usage is generally considered not to be grammatically correct standard English, but it
occurs fairly commonly.
Let's COMPARE the following examples:
If I had had enough money, I would have bought a car. ==> could expresses a
desired or predictable result.
If I had had enough money, I could have bought a car. ==> would expresses a possible option;
could have bought = would have been able to buy.
IMPORTANT If / When
Both "if" and "when" are used in the Present Real Conditional. Using "if" suggests that
something happens less frequently. Using "when" suggests that something happens
regularly. Examples:
 When I have a day off from work, I usually go to the beach.
I regularly have days off from work.
 If I have a day off from work, I usually go to the beach.
I rarely have days off from work.
Present Unreal Conditional

FORM: [If ... Simple Past ..., ... would + verb ...]
[... would + verb ... if ... Simple Past ...]
USE: The Present Unreal Conditional is used to talk about what you would generally
do in imaginary situations.
Examples:
1. If I owned a car, I would drive to work. But I don't own a car.
2. She would travel around the world if she had more money. But she doesn't have
much money.
3. I would read more if I didn't watch so much TV.
4. Mary would move to Japan if she spoke Japanese.
5. If they worked harder, they would earn more money.
6. A: What would you do if you won the
lottery? B: I would buy a house.
7. A: Where would you live if you moved to the
U.S.? B: I would live in Seattle.

EXCEPTION
Examples: If I were ...
In the Present Unreal Conditional, the form "was" is not considered grammatically
 If I went to a friend's house for dinner, I usually took a bottle of wine or
correct. In written English or in testing situations, you should always use "were."
some flowers. I don't do that anymore.
However, in everyday conversation, "was" is often used.
 When I had a day off from work, I often went to the beach. Now, I never
Examples:
get time off.
 If he were French, he would live in Paris.
 If the weather was nice, she often walked to work. Now, she usually drives.
 If she were rich, she would buy a yacht.
 Jerry always helped me with my homework when he had time. But he
 I doesn't
would play basketball
do that anymore.if I were taller.
 I A:
would buy that computer
What did you usually do if itwhen
wereitcheaper.
 I rained?
would buy that computer if it was
B: I usually stayed at home. cheaper. Not Correct (But often
said in conversation.)
IMPORTANT
IMPORTANTOnly Useduse to "If"
Only the word "if" is used
The form "used to" expresses with the
thePresent
idea that Unreal Conditional
something was anbecause
old habityou
thatare
stopped
discussing
in the past.imaginary situations. "When" cannot be used.
Examples:
This form is commonly used in Past Real Conditional sentences to emphasize that
 I would
something was buy that The
a habit. computer
exampleswhenbelow
it were cheaper.
have Notmeaning
the same Correct as the
 I would
examples above. buy that computer if it were cheaper. Correct
EXCEPTION
Examples: Conditional with Modal Verbs
There areIfsomeI wentspecial conditional
to a friend's houseforms for modal
for dinner, verbs
I used in English:
to take a bottle of wine or
would + can some = could
flowers. I don't do that anymore.
would + shall
When = I had a day off from work, I used to go to the beach. Now, I never get
shouldtime off. + may
would
= might
 If the weather was nice, she used to walk to work. Now, she usually drives.
The words
 Jerry "can,"
used"shall" and "may"
to help me with cannot be used with
my homework when"would."
he hadInstead,
time. Butthey must be
he doesn't
used in thesedo thatspecial forms.
anymore.
Examples:
 A: What did you usually do when it
 Ifrained?
I went to B:Egypt,
I usedI to
would
stay can learn Arabic. Not Correct
at home.
 If I went to Egypt, I could learn Arabic. Correct
 If she had
IMPORTANT time, she would may go to the party. Not Correct
If / When
 If she had time, she might go to the party. Correct
Both "if" and "when" are used in the Past Real Conditional. Using "if" suggests that
something happened less frequently. Using "when" suggests that something happened
The words "could," should," "might" and "ought to" include conditional, so you
regularly.
cannot combine them with "would."
Examples:
Examples:
 If I had more time, I would could exercise after work. Not Correct
 When I had a day off from work, I usually went to the beach.
 IfI Iregularly
had morehad time, I could
days exercise
off from work. after work. Correct
 IfIfhe invited you, you really would
I had a day off from work, I usually should
wentgo. Notbeach.
to the Correct
 IfI he invited you, you really
rarely had days off from work. should go. Correct
Past Conditionals
Past Real Conditional
Past Unreal Conditional
FORM: [If / When ... Simple Past ..., ... Simple Past ...]
FORM: [If ... Past Perfect ..., ... would have + past
[... Simple Past... if / when ... Simple Past ...]
participle ... ] [... would have + past participle ... if
USE: The Past Real Conditional describes what you used to do in particular real-life
situations. It suggests that your habits have changed and you do not usually do these
things today.

135
Examples:
 If I had owned a car, I would have driven to work. But I didn't own one, so I
took the bus.
 She would have traveled around the world if she had had more money.
But she didn't have much money, so she never traveled.
 I would have read more as a child if I hadn't watched so much TV.
Unfortunately, I did watch a lot of TV, so I never read for entertainment.
 Mary would have gotten the job and moved to Japan if she had studied
Japanese in school instead of French.
 If Jack had worked harder, he would have earned more money.
Unfortunately, he was lazy and he didn't earn much.
 A: What would you have done if you had won the lottery last
week? B: I would have bought a house.
 A: What city would you have chosen if you had decided to move to the
United States?
B: I would have chosen Seattle.
IMPORTANT Only use "If"

Only the word "if" is used with the Past Unreal Conditional because you are
discussing imaginary situations. "When" cannot be used.
Examples:
 I would have bought that computer when it had been cheaper. Not Correct
 I would have bought that computer if it had been cheaper. Correct
EXCEPTION Conditional with Modal Verbs

There are some special conditional forms for modal verbs in English:
would have + can = could
have would have + shall =
should have would have + may
= might have
The words "can," "shall" and "may" cannot be used with "would have." Instead, they must
be used in these special forms.
Examples:
 If I had gone to Egypt, I could have learned Arabic.
 If she had had time, she might have gone to the party.
The words "could," should," "might" and "ought to" include Conditional, so you
cannot combine them with "would have."
Examples:
 If I had had more time, I could have exercised after work.
 If he had invited you, you might have gone.
(Source: http://englishpage.com/conditional)
Using "Mixed Time" in Conditional Sentences

Frequently the time in the If-clause and the time in the result clause are different: one
clause may be in the present and the other in the past. Notice that past and present
time are mixed in the following sentences.

TRUE I did not eat breakfast many hours ago, so I am hungry now.
CONDITIONAL If I had eaten breakfast many hours before, I would not be hungry now.
He is not a good student. He did not study for the test yesterday.
If he were a good student, he would have studied for test yesterday.
3. OMITTING IF
With were, had (past perfect), and should, sometimes if is omitted and the subject and verb are inverted.
 Were I you, I wouldn't do
that. (Were I you = if I were
you.)
 Had I known, I would have told
you. (Had I known = If I had
known)
 Should anyone call, please take a
message. (Should anyone call = if
anyone should call)
4. IMPLIED CONDITIONS
Often the if-clause is implied, not stated. Conditional verbs are still used in the result clause.
 I would have gone with you, but I had to study.
the implied condition = If I hadn't had to study.
 I never would have succeeded without your help.
the implied condition = if you hadn't helped me.
Conditional verbs are frequently used following otherwise.

 She ran; otherwise, she would have missed her
bus. the implied IF-clause = if she had not run.
5. USING AS IF / AS THOUGH
a. It looks like rain.===>like is followed by a noun object.
b. It looks as if it is going to rain.
c. It looks as though it is going to rain. ===> as if and as though are followed
by a clause.
d. It looks like it is going to rain. (informal) ===>in d. like is followed by a
clause. This use of like is common in informal English, but is not generally
considered appropriate in formal English; as if or as though is preferred.
All the above examples have the same meaning.
VERB FORM AFTER
"TRUE" STATEMENT (FACT)
AS IF / AS THOUGH
He is not a child. She talked to him as if he were a child.

She did not take a shower with When she came in from the rainstorm, she looked as if
her clothes on. she had taken a shower with her clothes on.
He acted as though he had never met
He has met her. her. She spoke as though she wouldn't
She will be here. be here.
Usually the idea following as if / as though is "untrue." In this case, verb usage is similar to
that in conditional sentences.
6. VERB FORMS FOLLOWING "WISH"

Wish is used when the speaker wants reality to be different, to be exactly opposite.

137
"TRUE" STATEMENT (FACT) VERB FORM AFTER AS IF / AS THOUGH

a. She will not tell me. I wish (that) she would tell me.
A wish about
b. He isn't going to be here. I wish he were going to be
the future
c. She can't come tomorrow. here.
I wish she could come tomorrow.
d. I don't know French. I wish I knew French.
A wish about
e. It is raining right now. I wish it weren't raining right now.
the present
f. I can't speak Japanese. I wish I could speak Japanese.
A wish about g. John didn't come. I wish John had come.

the past h. Mary couldn't come. I wish Mary could have come.
*Sometimes, in very informal speaking: I wish John would have come.
Wish is followed by a noun clause. Past verb forms, similar to those in conditional sentences, are used
in the noun clause.
In a.: would, the past form of will, is used to make a wish about
future. In d.: the simple past (knew) is used to make a wish about the
present. In g.: the past perfect (had come) is used to make a wish
about the past.
7. Using WOULD To Make "WISHES" About the Future
Would is usually used to indicate that the speaker wants something to happen or someone other
than the speaker to do something in the future. The wish may or may not come true (be realized).
 It is raining. I wish it would stop. ( I want it to stop raining. )
 I'm expecting a call. I wish the phone would ring. (I want the phone to
ring.) I wish you would. is often used to make a request.
 It's going to be a good party. I wish you would come.
 We're going to be late. I wish you would hurry.
Source: http://www.englishgoes.com/learning/grammar/conditional-wish.html
Modal verbs
Modals (also called modal verbs, modal auxiliary verbs, modal auxiliaries) are special verbs which
behave irregularly in English. They are different from normal verbs like "work, play, visit " They
give additional
information about the function of the main verb that follows it. They have a great variety of communicative
functions.
Here are some characteristics of modal verbs:
 They never change their form. You can't add "s", "ed", "ing"...
 They are always followed by an infinitive without "to" (e.i. the bare infinitive.)
 They are used to indicate modality allow speakers to express certainty, possibility,
willingness, obligation, necessity, ability
List of modal verbs
Here is a list of modal verbs:
can, could, may, might, will, would, shall, should, must
The verbs or expressions dare, ought to, had better, and need not behave like modal auxiliaries to a
large extent and my be added to the above list
Use of modal verbs:
Modal verbs are used to express functions such as:
Permission
Ability
Obligation
Prohibition
Lack of
necessity
Advice
possibility
probability
139
Examples of modal verbs
Here is a list of modals with examples:

Modal verbs are followed by an infinitive without "to", also called the bare infinitive.
Examples:
You must stop when the traffic lights turn
red. You should see to the doctor.
There are a lot of tomatoes in the fridge. You need not buy any.
Choose the right modal verb
1. There are plenty of tomatoes in the fridge. You buy any.

2. It's a hospital. You smoke.
3. He had been working for more than 11 hours. He be tired after such hard
work. He _prefer to get some rest.
4. I _speak Arabic fluently when I was a child and we lived in Morocco. But after we
moved back to Canada, I had very little exposure to the language and forgot almost everything I
knew as a child. Now, I just say a few things in the language.
5. The teacher said we _read this book for our own pleasure as it is optional.
But we _read it if we don't want to.
6. you stand on your head for more than a minute? No, I_ .
7. If you want to learn to speak English fluently, you to work hard.
8. Take an umbrella. It rain later.
9. You _leave small objects lying around . Such objects be swallowed
by children.
10. People walk on grass.
11. Drivers stop when the traffic lights are red.
12. I ask a question? Yes, of course.
13. You take your umbrella. It is not raining.
14. you speak Italian? No, I .
Modals in the Present and

Past Generally speaking modals in the past have the following
form:

141
modal + have + past participle

Example:
Present:
You should see a doctor.
Past:
You should have seen a doctor
Except for modals that express obligation,ability and lack of necessity:
Obligation:
Present = I must / have to work hard. -- Past = I had to work hard.
Ability:
Present = I can run fast. -- Past = I could run fast when I was
young. Lack of necessity:
Present = You don't have to / needn't take your umbrella. -- Past = You didn't have to / didn't need to
take your umbrella.
Language Focus:
 Active and Passive Sentences

 Correlative conjunctions
 Subject verb agreement
 Affixes (Prefixes and Suffixes)
 Present participle, past participle, perfect participle
1) present participle
The present participle is often used when we want to express an active
action. In English we add -ing to the infinitive of the verb.
Use of the present participle
Progressive/ He is reading a book.
Continuous tense He was reading a book.
Reading books is fun.
Gerund He likes reading books.
Look at the reading boy.
He came reading around the
Participle corner.
He sat reading in the corner.
I saw him reading.
2-1) past participle
The present participle is often used when we want to express a passive action.
In English we add -ed to the infinitive of regular verbs. We use the 3rd column of the table of the irregular
verbs.
Use of the past participle
He has forgotten the pencil.
Perfect tenses He had forgotten the pencil.
A house is built.
Passive voice A house was built.
Participle Look at the washed car.

The car washed yesterday is blue.
He had his car washed.
2-2) Compounds with the past participle
This combination is also known as perfect participle. It is used to form an active sentence with the
past participle. There is a time gap between the actions.
past participle and having
Having read the book the boy came out of the room. One action happened after the other.

143
present participle
Active or Passive Voice
The boy came reading out of the room. Both actions happened at the same time.
A. ACTIVE sentence is used to emphasize the DOER, while PASSIVE to stress the
RECEIVER Let's compare the following examples:
the DOER the RECEIVER
 The boy next door stole my watch.
 My expensive watch was stolen.
 The little girl can play with the
 (by the boy next door).
snake quite safely.
 This snake can be played with quite safely.(by...)
 Robert repaired my television
 My television set was repaired perfectly well.
set perfectly well.
B. Particularly in English, The PASSIVE VOICE is used:
1. When the DOER is unknown or unnecessary to
mention. Examples:
o Rome was not build in a day. ==> (DOER)
o Her only son was killed in action. ==> (IS UNKNOWN)
o Children should be seen but not heard. ==> (DOER is Unnecessary to mention)
o English is spoken all over the world. ==> (DOER is Unnecessary to mention)
2. Verbs of Perceptions are commonly used in PASSIVE.
o While clouds are seen flying in the sky
o Some fragrance is smelt in this garden.
o Human whispers are being heard from those bushes.
3. We only use the passive when we are interested in the object or when we do not know who
caused the action.
Example: Appointments are required in such cases.
We can only form a passive sentence from an active sentence when there is an object in the
active sentence.
Form: Subject + be + past participle
How to form a passive sentence when an active sentence is given:
- object of the "active" sentence becomes subject in the "passive" sentence
- subject of the "active" sentence becomes "object" in the "passive" sentence" (or is left out).
Active: Peter builds a house.
Passive: A house is built by Peter.

Examples
Active: Peter builds a house.
Simple Present
Passive: A house is built by Peter.
Active: Peter Built a house.
Simple Past
Passive: A house was built by Peter.
Active: Peter has built a house.
Passive: A house has been built by Peter. Present Perfect
Active: Peter will build a house.
Passive: A house will be built by Peter. will-future
Active: Peter can build a house.
Passive: A house can be built by Peter. Modals

Correlative conjunctions
Each of the pair of the words of correlative conjunctions should be followed by a word of the
same grammatical form:
- Either (noun) or (noun); - Not only (adj) but also (adj)
Either.......or is used to indicate alternatives.
Example:
Either......or
Rice can be used to make either cake or wine.
The subject closest to the verb will determine if the verb is singular or plural.
Neither......nor is used to indicate negative alternatives.

Neither.....nor Example:
 Soya is dangerous to neither humans nor animals.
The subject closest to the verb will determine if the verb is singular or plural.
Both.....and indicates addition.

Both....and Example:
 Both children and adults are allowed.
Subjects connected with both....and take a plural verb.
Not only....but also emphasizes addition.

Not only.....but
Example:
also
 They are not only rich but also very kind and generous.
The not only clause must come before the phrase it refers to. The subject
closest to the verb will determine if the verb is singular or plural.
Whether......or whether. or indicates a condition.
Example:
 Whether it rains or it snows, we must go to see how they are.
Subject Verb Agreement
Subject and verb in a sentence must agree in person and number. Singular subjects need singular
verbs; plural subjects need plural verbs.
Examples:
 The elevator works very well. ( singular)
 The elevators work very well. ( plural)
Subject separated from the verb:In English, subject and verb are separated from each other.
English learners have a bit difficulty to decide exactly how they are agreed in person and
number.
Example:
 The boys in the room are watching TV
Very often, if the subject and verb are separated, they will be separated by a prepositional
phrase. The prepositional phrase had no effect on the verb.
Subject + [prepositional phrase] + verb
More Examples:
 The study of languages is very interesting.
 Several theories on this subject have been proposed.
 The view of these disciplines varies from time to time.
 The danger of forest fires is not to be taken lightly.
The following expressions also have no effect on the verb:

together with, accompanied by, along with, as well as
Examples:
 The actress, along with her manager and some friends, is going to a party tonight.

145
 Mr. Robbins, accompanied by his wife and children, is arriving tonight.

Words that always take singular verbs and pronouns:
Some words are often confused by English learners as being plural. The following words
must be followed by singular verbs and pronouns in formal written English.
any + singular noun no + singular noun some + singular noun
Anybody Nobody Somebody

Anyone no one Someone
Anything Nothing Something
every + singular noun each + singular noun

everybody *either
everyone *neither
every thing
*Either and Neither are singular if they are not used with or and nor.
Examples:
 Everybody who has not purchased a ticket should be in this line.
 Something is under the table.
 If either of you takes a vacation now, we will not be able to finish the project.
 Anybody who has lost his ticket should report to the desk.
 No problem is harder to solve than this one.
 Nobody works harder than him.
NONE / NO :
1. None can take either singular or plural verb, depending on the noun which follows it.
none + of the + non-count noun + singular verb
Example: None of the counterfeit money has been
found.
none + of the + plural count noun + plural
verb Example: None of the students have finished the
exam yet.
2. No can take either a singular or plural verb depending on the noun which follows it.
no + singular / non count noun + singular
verb Example: No ticket is required.
no + plural noun + plural verb

Example: No tickets are required.
Either / Neither :
When either and neither are followed by or and nor, the verb may be singular or plural,
depending on whether the noun following or and nor is singular or plural. If or or nor appears
alone, the same rule applies. Let’s check out the following formulas.
neither / either + noun + nor / or + plural noun + plural verb
Examples:
 Neither Bob nor his friends are going to the beach today.
 Either Bob or his friends are going to the beach today.
neither / either + noun + nor / or + singular noun + singular verb

Examples:
 Neither John nor Bill is going to the beach today.
 Either John or Bill is going to the beach today.
Gerunds As Subjects:
If a sentence begins with {verb+ing}(gerund), the verb must be a singular.
147
Let’s study the following examples.
Examples:
 Working for him is the best choice I’ve made.
 Going out at night doesn’t seems interesting to me.
 Not studying has cause him many problems.
Collective Nouns:
Many words indicating a number of people or animals are singular. The following nouns are usually
singular. In some cases they are plural if sentence indicates that the individual members are acting
separately.
congress family group committee class
organization team army club crowd
government Jury majority* minority public
* majority can be singular or plural. If it is alone it is usually singular; if it is followed by plural noun,
it is usually plural.
 The majority believes that we are in no danger.
 The majority of the students believe him to be
innocent. Examples of collective nouns:
 The committee has met, and it has rejected the proposal.
 The family was elated by the news.
 The crowd was wild with excitement.
 Congress has initiated a new plan to combat inflation.
 The organization has lost many members this years.
 Our team is going to win the game.
The following nouns are used to indicate groups of certain animals. It is not necessary to learn the
nouns; however, they mean the same as group and thus are considered singular.
flock of birds, sheep school of
fish herd of cattle pride of lions
pack of dogs
Examples:
 The flock of birds is circling overhead.
 The herd of cattle is breaking away.
 A school of fish is being attacked by
sharks. A Number of / The Number of :
 A number of + plural noun + plural verb…..
 The number + plural noun + singular verb….
Examples:
 A number of students are going to the class picnic. ( a number of = many)
 The number of the days in a week is seven.
 A number of the applicants have already been interviewed.
 The number of residents who have been questioned on this matter is quite small.
Nouns are that Always Plural:
The following nouns are always considered plural. They cannot be singular. In order to speak of
them as singular, we must say ” a pair of ”.
Scissor Shorts pants Jeans tongs
Trousers Eyeglasses pliers Tweezers
Let’s study the following examples:
 The pants are in the drawer.
 A pair of pants is in the drawer.
 The pliers were on the table.
 The pair of pliers was on the table.
 These scissors are dull.
 This pair of scissors is dull.

Affixes (Prefixes and Suffixes)
Affixes and roots
Adding affixes to existing words (the base or root) to form new words is common in academic
English. Prefixes are added to the front of the base (like dislike), whereas suffixes are added to
the end of the base (active activate). Prefixes usually do not change the class of the base word,
but suffixes usually do change the class of the word.
The most common prefixes used to form new verbs in academic English are: re-, dis-,
over-, un-, mis-, out-. The most common suffixes are: -ise, -en, -ate, -(i)fy. By far the most common
affix in academic English is -ise.
Verbs
e.g. prefix + verb verb
Prefix Meaning Examples
re- again or back restructure, revisit, reappear, rebuild,

refinance
disappear, disallow, disarm, disconnect,
dis- reverses the meaning of the verb
discontinue
over- too much overbook, oversleep, overwork
un- reverses the meaning of the verb unbend, uncouple, unfasten

mis- badly or wrongly mislead, misinform, misidentify
out- more or better than others outperform, outbid
be- make or cause befriend, belittle

co- Together co-exist, co-operate, co-own
de- do the opposite of devalue, deselect
fore- earlier, before foreclose, foresee
inter- Between interact, intermix, interface
pre- Before pre-expose, prejudge, pretest

sub- under/below subcontract, subdivide
trans- across, over transform, transcribe, transplant
underfund, undersell, undervalue,
under- not enough
underdevelop
e.g. Suffix used to form verbs with the meaning "cause to be".
Suffix Example
-ize stabilize, characterize, symbolize, visualize, specialize
-ate differentiate, liquidate, pollinate, duplicate, fabricate
-fy classify, exemplify, simplify, justify

-en awaken, fasten, shorten, moisten

149
Nouns
The most common prefixes used to form new nouns in academic English are: co- and sub-. The most
common suffixes are: -tion, -ity, -er, -ness, -ism, -ment, -ant, -ship, -age, -ery. By far the most common
noun affix in academic English is -tion.
e.g. prefix + noun noun
Prefix Meaning Examples
anti- Against anticlimax, antidote, antithesis
auto- Self autobiography, automobile
bi- Two bilingualism, biculturalism, bi-metalism

co- Joint co-founder, co-owner, co-descendant
counter- Against counter-argument, counter-example, counter-proposal
dis- the converse of discomfort, dislike
ex- Former ex-chairman, ex-hunter
hyper- Extreme hyperinflation, hypersurface

in- the converse of inattention, incoherence, incompatibility
in- Inside inpatient,
inter- between interaction, inter-change, interference
kilo- thousand Kilobyte
mal- bad malfunction, maltreatment, malnutrition

mega- million Megabyte
mis- wrong misconduct, misdeed, mismanagement
mini- small mini-publication, mini-theory
mono- one monosyllable, monograph, monogamy

neo- new neo-colonialism, neo-impressionism
out- separate outbuilding,
poly- many polysyllable

pseudo- false pseudo-expert
re- again re-organisation, re-assessment, re-examination

semi- half semicircle, semi-darkness
sub- below subset, subdivision
super- more than, above superset, superimposition, superpowers

sur- over and above surtax
tele- distant telecommunications,

tri- three tripartism
ultra- beyond ultrasound

under- below, too little underpayment, under-development, undergraduate
vice- deputy vice-president
e.g. Suffix added to a verb (V), noun (N) or adjective (A) noun
Suffix Meaning Examples
-tion alteration, demonstration

action/instance of V-ing
-sion expansion, inclusion, admission
person who V-s advertiser, driver
-er
something used for V-ing computer, silencer
-ment action/instance of V-ing development, punishment, unemployment
-ant assistant, consultant

person who V-s
-ent student
-age action/result of V breakage, wastage, package
-al action/result of V denial, proposal, refusal, dismissal

-ence preference, dependence, interference
action/result of V
-ance attendance, acceptance, endurance
-ery/- action/instance of V-ing bribery, robbery, misery
ry place of V-ing refinery, bakery
-er person concerned with N astronomer, geographer
-ism doctrine of N Marxism, Maoism, Thatcherism
-ship state of being N friendship, citizenship, leadership

-age collection of N baggage, plumage
-ity state or quality of being A ability, similarity, responsibility, curiosity
-ness state or quality of being A darkness, preparedness, consciousness
-cy state or quality of being A urgency, efficiency, frequency
Adjectives
Many adjectives are formed from a base of a different class with a suffix (e.g. -less, -ous). Adjectives
can also be formed from other adjectives, especially by the negative prefixes ( un-, in- and non-). The
most common suffixes are -al, -ent, -ive, -ous, -ful, -less.
e.g. Suffix added to verbs or nouns adjective

Suffix Example

151
-al central, political, national, optional,
professional
-ent different, dependent, excellent
-ive attractive, effective, imaginative, repetitive
-ous continuous, dangerous, famous
-ful beautiful, peaceful, careful
-less endless, homeless, careless, thoughtless
-able drinkable, countable, avoidable,
e.g. negative + adjective adjective

Prefix Examples
un- unfortunate, uncomfortable, unjust
im-/in-/ir-
immature, impatient, improbable, inconvenient, irreplaceable,
/il-
illegal
non- non-fiction, non-political, non-neutral
dis- disloyal, dissimilar, dishonest
Mixed
e.g. base with both prefix and suffix
Adjectives: uncomfortable, unavoidable, unimaginative, inactive, semi-circular
Nouns: disappointment, misinformation, reformulation

REFERENCES
http://www.bbc.co.uk/worldservice/learningenglish/business/talkingbusiness
http://www.power-english.net/voa-lessons/voa-learning-english-lesson
http://www.5minuteenglish.com
http://www.eslbee.com
http://www.englishclub.com
http://www.englishpage.com
http://www.iteslj.org
http://www.oxfordislamicstudies.com/article
http://www.islamicity.com
Other ELT Sources:

Dave’s ESL Café gigantic site of resources for ESL students and teachers including idioms, slang, quotes,
a job center, and discussion forums
Activities for ESL Students study materials for students of English as a second language
Randall's Cyber Listening Lab audio lessons help students of the English language improve their
pronunciation and knowledge of important words and phrases
ESL Movie Guide ESL movie guides with each synopsis featuring a list of the major
characters, a plot summary and an extensive glossary of vocabulary and cultural references
Breaking News English - Ready-to-use EFL / ESL lesson plans based on current affairs. Graded news
articles, listenings and communicative activities uploaded dail
It's Online for teachers and students of English
English for Internet - a free English school on the Internet, this site offers classes in grammar,
reading, writing, listening and speaking - combination of lessons, expression quizzes and chat
English Global Village a range of interactive ESL materials for students and teachers, organized according to
theme
Interesting Things for ESL Students word games, puzzles, quizzes, slang, proverbs Karin's ESL PartyLand
ESL students and teachers can find quizzes and on-line exercises, lesson plans, e-mail exchanges, 25
discussion forums, a job center, ESL links, a bookstore, and more
Easy English free diagnostic tests, lessons and links for English
learners ESL Lounge activities and resources for English learners
Ohio ESL English student resources
1-language.com Free, comprehensive ESL Site including forums, real time chat, grammar,
writing, interactive quizzes and games, flashcards, audio materials, helplines, multi-lingual
content - and much more!
Nonstopenglish.com - practice your English with interactive exercises on-line - receive unique
interactive email exercises - have your own personal page with activity history
Literacy net great reading practice
ESL Gold features hundreds of pages of free materials for both students and teachers with all
materials categorized by skill and level for quick and easy access
Using English for English students
English Daily an English site for those who are determined to learn English well
Learning Vocabulary Can Be Fun a variety of computer based games including word search,
hangman and concentration for vocabulary building
5 Minute English over 150 short lessons for intermediate-level English learners, a free weekly
lesson by email, a message board, and more
RepeatAfterUs copyright-free classics with audio clips, including poems, fables, essays, soliloquies, historical
speeches, memorable quotes, nursery rhymes, and children's stories from around the world
Saber Inglés free English Course. Lessons based on songs, TV shows and movies. Games,
reading comprehension, interactive exercises and themed vocabulary lists
English The Easy Way Everyone can learn English; this site explains English, so that everyone can
understand SAT Preparation More than 3,000 multiple choice questions divided into 21 groups and a
database browser to review and print the questions and the correct answers
Zozanga ESL - Learn English free and independent web site for EFL/ESL learners and teachers

153
English, baby! uses American movies and music to teach REAL English
Short Story Radio listen to professional recordings of original English language short stories free of
charge -- two new stories every week
Purdue Writing Lab online writing lab, resources for writers and teachers, internet search tools
Advanced Composition provides students with information required to write essays for the US
academic audience; designed principally for those students who have had no classes in formal
English composition and whose TOEFL scores are 500 or more
Pizzaz Fun Writing Activities dedicated to providing simple creative writing and oral storytelling
activities with copyable handouts for use with students of all ages
Nellie's English Projects designed to provide students and teachers with clear instructions on how to
write and present research papers
Essay Info: Essay Writing Center information and tips for writing with guides for writing better quality
essays and research papers
Project Gutenberg incredible collection of thousands of public domain texts
ESL Reader - The Many Roads to Japan the story of a Vietnam War conscientious objector's
adventures and search for identity with links, pictures, comprehension and discussion/essay questions
for low intermediates and higher
ESL Podcasts from China232 ESL podcasting website suitable for intermediate to advanced students
Open English World free ESL activities including idioms and conversation with recorded audio
Languagecaster.com learn English through soccer
Spelling City free site students can practice their spelling words using online word games
University English a site for students of English for Academic Purposes regularly updated by a
university lecturer
E-English free online English grammar for all who want to practise English tenses (OK)
Blair English free website for non-native English speakers wishing to improve their business and
general vocabulary
EmbedPlus: How to pronounce words and use them multimedia pronunciation dictionary with videos of
real people speaking and using the word in context.

Bahasa Inggris LV III

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Bahasa Inggris LV III

Uploaded by

Copyright:

Available Formats

Foreword

This book was written to meet the concept of Communicative Language

The sequence of this book writing of each topic comprises pre-view of

Pekanbaru, May 2016

Drs. H. Kalayo Hasibuan, M. Ed-TESOL

Reach English Text Book Level 3 Revised Edition 2016 |

Department/Faculty : Language Centre

Evaluation : Class Lecturer’s assessment (30%), Final Test – oral (40%)

2 | Reach English Text Book Level 3 Revised Edition

Topics Page Appendices Page

Common oral expressions 82

Unit 6: Globalization 63 Modals 112

Active and passive 115

Reach English Text Book Level 3 Revised Edition 2016 |

4 Education SS are able to 1. Listening for specific details about education

7 Islam and SS are able to 1. Reading for questions about Islam

4 | Reach English Text Book Level 3 Revised Edition

Vocabulary Study the vocabulary below

Headline Feature Sources Broadcast

PRACTICE : (www. learnenglishmyenglishlab/lesson-7-topic/reading)

Reach English Text Book Level 3 Revised Edition 2016 |

NEWSPAPERS AND MAGAZINES

Here are some of the magazines you might read.

1. Do you and your family 7. What are Russian newspapers

Listen to the audio about media effects

Language Focus “Comparison” Study the comparisons below.

Note : Comparing two things

8 | Reach English Text Book Level 3 Revised Edition

average popular agency almost now adult reasons surf

People in Britain (1) spend more time watching TV,

Reach English Text Book Level 3 Revised Edition 2016 |

10 | Reach English Text Book Level 3 Revised Edition

1. How many forms are media?

Time Before Social Media Time After Social Media

Study the Essay writing below. Then write your own

Note : Study the bold sentencces in the essay below.

Why People Shouldn't Watch Too Much Television

Reach English Text Book Level 3 Revised Edition 2016 |

12 | Reach English Text Book Level 3 Revised Edition

Snapshot Observe the pictures then answer the questions that

1. Do you know what we can talk about the pictures?

Vocabulary Study the vocabulary below

Salary Tax Bank account Business Cash

Reach English Text Book Level 3 Revised Edition 2016 |

HOW TO BE A SUCCESSFUL BUSINESS PERSON

He sold his first restaurant at a profit.

14 | Reach English TextHe bought three more restaurants.

Statements True False

Language Focus Participles, Gerunds & Infinitives

Note : Participles, Gerunds and Infinitives are called

GERUND is formed by adding – ing to a verb. It

INFINITIVE is formed by using the word ‘to’ before the

to buy to come to fly to find

16 | Reach English Text Book Level 3 Revised Edition

Fighting continues (1) (rage) in Xeronia despite the attempts of the

Interviewer : When did you first go into business?

Reach English Text Book Level 3 Revised Edition 2016 |

Practice E Complete the sentences with the words in the box

18 | Reach English Text Book Level 3 Revised Edition

1. to................a company on the stock 6. to...........into partnership

The customer’s always right!

Reach English Text Book Level 3 Revised Edition 2016 |

Why did Tracy get up early?