E-Modul Bahasa Inggris MPK

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Contents
Chapter 1......................................................................................................................... 4
Chapter 2......................................................................................................................... 5
Topic 1. Understanding Main ideas and reading passage structure ................. 5
1. Learning Outcomes ..................................................................................... 5
2. Material .......................................................................................................... 5
3. Discussion..................................................................................................... 9
Chapter 3 ....................................................................................................................... 13
Topik 2. Expression of Introduction, Greeting and leave taking ....................... 13
1. Learning Outcomes ................................................................................... 13
2. Material.............................................................................................................. 13
3. Discussion................................................................................................... 14
Chapter 4 ....................................................................................................................... 17
Topik 3. Asking for personal question and writing Descriptive paragraph ...... 17
2. Material ........................................................................................................ 17
3. Discussion................................................................................................... 17
Chapter 5 ....................................................................................................................... 21
Topik 4. Coordinating conjunction: and, but, or and so ..................................... 21
2. Material ........................................................................................................ 21
3. Discussion................................................................................................... 22
Chapter 6 ....................................................................................................................... 25
Topik 5. Specific information of a reading passage............................................ 25
2. Material ........................................................................................................ 25
3. Discussion................................................................................................... 27
Chapter 7 ....................................................................................................................... 32
Topik 6. Expression of inviting and showing pleasure ....................................... 32
2. Material ........................................................................................................ 32
3. Discussion................................................................................................... 33
Chapter 8 ....................................................................................................................... 36
Topik 7. Expression of giving direction and Preposition .................................... 36
2. Material ........................................................................................................ 36
3. Discussion................................................................................................... 38
Chapter 9 ....................................................................................................................... 41
Topik 8. Reading and Getting meaning from context ......................................... 41
2. Material ........................................................................................................ 41
3. Discussion................................................................................................... 44
Chapter 10 .................................................................................................................... 49
Topik 9. Expression of asking for help and offering some help ........................ 49
2. Material ........................................................................................................ 49
3. Discussion................................................................................................... 51
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Chapter 11 .................................................................................................................... 53
Topik 10. Describing self in a personal letter ...................................................... 53
2. Material ........................................................................................................ 53
3. Discussion................................................................................................... 56
Chapter 12 .................................................................................................................... 59
Topik 11. Using Simple Present Tense ................................................................ 59
2. Material ........................................................................................................ 59
3. Discussion................................................................................................... 60
Chapter 13 .................................................................................................................... 62
Topik 12. Expression of complaining, expressing an apology and expressing
apologetic response ................................................................................................ 62
2. Material ........................................................................................................ 62
3. Discussion................................................................................................... 63
Chapter 14 .................................................................................................................... 65
Topik 13. Simple Past Tense ................................................................................. 65
2. Material ........................................................................................................ 65
3. Discussion................................................................................................... 67
Chapter 15 .................................................................................................................... 71
Topik 14. Recount text ............................................................................................ 71
2. Material ........................................................................................................ 71
3. Discussion................................................................................................... 72
Chapter 16 .................................................................................................................... 74
Closure ...................................................................................................................... 74
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Chapter 1.
INTRODUCTION
This module is designed for students of Universitas Pendidikan Ganesha who

learn English as a Foreign language. This module is intended to prepare
prospective teachers with the basics of English language. Students are involved
in increasing knowledge of English such as grammar vocabulary and language
functions as well as improving English skills including reading, speaking,
listening, and writing. This module contains 14 sections, each of which is
intended to be discussed in one meeting, They include:
Topic 1 Understanding Topic And Main Idea

Topic 2 Expression of Introduction, Greeting and leave taking
Topic 3 Asking someone’s identity and writing Descriptive
paragraph
Topic 4 Coordinating conjunction: and, but, or and so
Topic 5 Specific information of a reading passage
Topic 6 Expression of inviting and showing pleasure
Topic 7 Expression of giving direction and Preposition
Topic 8 Reading and Getting meaning from context
Topic 9 Expression of asking for help and offering some help
Topic 10 Describing Self in a personal letter
Topic 11 Using Simple Present Tense
Topic 12 Expression of complaining, expressing an apology,
and expressing apologetic response
Topic 13 Simple Past Tense
Topic 14 Writing about Past Experience
Reading passages and exercises develop and extend comprehension through a

variety of reading, writing, speaking and grammar practice.The materials
designed for this module are possible to create EFL learners learn seriously as
thoughtful adults. The module contains reading passages, vocabulary practice,
language function practice, conversation practice, and grammar point practices.
This design is expected to help learners to to continue their language learning
efforts.
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Chapter 2.
Topic 1. Understanding Main ideas and reading passage structure
1. Learning Outcomes
After learning the topic:

1. The students are able to identify the topic of paragraphs in a reading
passage
2. The students are able to identify the main ideas of paragraphs in a
reading passage
2. Material
Identifying Topic And Main Idea
a. Identifying topic
Reading is a complex process, especially when you are reading

something that is not in your native language. The first step to becoming a
successful reader is identifying the topic of the passage. The next step is
identifying the main idea. In this chapter you will learn how to identify both the
topic and the main idea of reading passage. Let’s start with the first step:
identifying the topic.
The subject of a movie or a conversation is called the topic. The
subject of most writing is also called a topic. The topic answers the question,
“What or who is it about?” the topic is usually just a word or a short phrase.
b. Identfying Main idea
After you identify the topic then you have to look for the main idea. The
main idea is the most important idea of a paragraph. A main idea is often stated
in the first sentence of a paragraph. The main idea is what the paragraph is all
about!
Take a look at the following short paragraph and see its main idea!
Austin likes to help his dad every week with the lawn. He helps
pick up any twigs that may be in the way so his dad doesn't run
over them with the mower. Austin also helps rake the grass into
small piles when his dad is done mowing. Sometimes his dad lets
him ride the mower all by himself. This is Austin's favorite part of
helping.
The main idea is “Austin likes to help his dad every week with the lawn.”
The other sentences support the main idea by telling you what Austin does to
help his dad every week.
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It is important to find main ideas when reading. Main ideas help readers
remember important information about the topic.The main idea of a paragraph
tells the idea of the paragraph. The idea tells what all or most of the sentences
are about. The other sentences in the paragraph are called details. Details
describe or explain the main idea. To find the main idea in a reading text you
can consider the following actions:
1. Summarize the Passage. After you've read the passage, summarize it in

one sentence that includes the gist of ever idea from the paragraph. A
good way to do this is to pretend you have just ten words to tell someone
what the passage was about. You'd have to think broadly, so you could
included every detail in just a short statement.
2. Look for Repetition of Ideas. If you read through a paragraph and you
have no idea how to summarize it because there is so much information,
start looking for repeated words, phrases, ideas or similar ideas. Read
this example paragraph:
A new hearing device uses a magnet to hold the detachable

sound-processing portion in place. Like other aids, it converts
sound into vibrations. But it is unique in that it can transmit the
vibrations directly to the magnet and then to the inner ear. This
produces a clearer sound. The new device will not help all hearing-
impaired people - only those with a hearing loss caused by
infection or some other problem in the middle ear. It will probably
help no more than 20 percent of all people with hearing problems.
Those people who have persistent ear infections, however, should
find relief and restored hearing with the new device.
What idea does this paragraph consistently repeat? A new hearing

device. What's the point about this idea? A new hearing device is now available
for some hearing-impaired people. And there is the main idea.
Now, choosing a main idea from a set of answer choices is different than
composing a main idea on your own. The writers get tricky and will give you
distractor questions that sound a lot like the real answer! So be sure to avoid
making these 3 common mistakes when you're selecting a main idea on a
multiple-choice test.
Main Idea Mistake #1: Choosing an Answer That's Too Narrow
Let's say you read a passage about Leonardo da Vinci's genius. Several
paragraphs talk about his sculpting, charcoal drawings, and paintings. Other
paragraphs mention his science skills and foresight into mechanical engineering.
If you select an answer that only details his sculpting, drawings and paintings,
then your choice is too narrow: it only uses part of the information from the
passage. How to Avoid the "Too Narrow" Mistake: Be sure to choose an answer
that encompasses every major idea in the passage, not just a few.
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Main Idea Mistake #2: Choosing an Answer That's Too Broad
Suppose the next passage you read on your test is a summary of a Blue
Angels' performance last May. The passage explains the maneuvers, tricks and
near-misses that happened that day. It showcases the daredevil approach of the
newest pilot on the team, and congratulates the veterans on their mastery of the
techniques that woo the crowd. If you select an answer that mentions how to
become a Blue Angel, then your choice is too broad: it goes beyond the scope
of the passage and gives information not discussed. How to Avoid the "Too
Broad" Mistake: Choose an answer that doesn't step outside the passage. If you
can't find the idea or infer the idea from the info in the passage itself, then it is
not the correct choice.
Main Idea Mistake #3: Choosing an Answer That's Complex, But Opposite
The third passage you read on your exam argues that the haiku is a better
poetic form than the tanka. The author explains each ancient Chinese poetic
form and describes how the tanka has changed throughout centuries to fit into a
modern-day approach, while the haiku has remained intact, which is more noble.
While explaining the length of lines, syllables, and format required, the author
gives poems from each to demonstrate how superior the haiku is over the tanka.
Be careful not to select an answer that sounds really good, because of the length
of lines and similarity to the passage, but actually states that the tanka is better
than the haiku! Writer's often slip the opposite meaning into an answer choice to
check your reading comprehension. How to Avoid the "Complex, But Opposite"
Mistake: Read the answer choices carefully. Do NOT choose an answer
because it merely "sounds" right. Put the answer choices in your own words so
you can dissect the meaning better. You must choose the choice that actually
reflects the main idea, not the opposite.
To understand fully you may want to watch the video below

Link : https://www.youtube.com/watch?v=U0yZ8z7lt3Q
Now, after watching the video let’s proceed to understand how to find
implied main idea
Stated and unstated main idea
Main idea can be stated or unstated in the passage.What Is a Stated Main

Idea?. Sometimes, a reader will get lucky and the main idea will be a stated main
idea, which is the easiest to find in a passage. It's written directly in the text.
Author's sometimes come right out and write the main idea in the passage for a
variety of reasons – they don't want you to miss the point, they're new writers,
they like clear, informational writing.
To Find the Stated Main Idea you have to read the passage of text, ask this
question to yourself: "What is this passage about?", In your own words, explain
the answer in one short sentence. Look for a sentence in the text that most closely
fits with your summary.
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Stated Main Idea Example:
Because the Internet exists in a world that is already regulated with policies
and laws, government officials, upholders of current laws and the voice of the
people, should be ultimately responsible for the regulation of the Internet. With
this responsibility comes the enormous task of managing the protection of First
Amendment rights along with honoring social and public interests across the
world. That being said, the ultimate responsibility still rests in the hands of Internet
users who vote – they, along with the officials elected to serve them, make up the
global community. Voters have the ability to elect responsible individuals to the
appropriate posts, and the elected officials have the responsibility to act on the
will of the people..
The main idea here is "…government officials…should be ultimately
responsible for the regulation of the Internet." That is a stated main idea because
it is directly written in the text, and it full encapsulates the passage's meaning as
a whole.
After you learn about stated main idea, it’s now the time to know about
unstated main idea or implied Main Idea. Sometimes, a reader will get lucky and
the main idea will be a stated main idea, where the main idea is easy to find
because it's written directly in the text. However, many of the passages you'll read
on a standardized test will have an implied main idea, which is a little trickier. If
the author doesn't directly state the main idea of the text, it's up to you to infer
what the main idea is.
Finding the implied main idea is easier if you think of the passage as a box.
Inside the box, is a random group of stuff (the details of the passage). Pull each
item from the box and try to figure out what they each have in common, kind of
like the game Tri-Bond. Once you've figured out what the common bond is among
each of the items, you'll be able to summarize the passage in a snap.
When you want to identify implied main idea, you have to read the passage
of text, ask this question to yourself: "What do each of the details of the passage
have in common?" In your own words, find the common bond among all the
details of the passage and the author's point about this bond. Compose a short
sentence stating the bond and what the author says about the bond.
Step 1: Read the Implied Main Idea Example:

When you're with your friends, it's okay to be loud and use slang. They'll
expect it and they aren't grading you on your grammar. When you're standing in
a boardroom or sitting for an interview, you should use your best English possible,
and keep your tone suitable to the working environment. Try to gauge the
personality of the interviewer and the setting of the workplace before cracking
jokes or speaking out of turn. If you're ever in a position to speak publicly, always
ask about your audience, and modify your language, tone, pitch and topic based
on what you think the audience's preferences would be. You'd never give a
lecture about atoms to third-graders!
Step 2: What's the Common Thread?

In this case, the author is writing about hanging out with friends, going on
an interview, and speaking publicly, which, at first glance, don't seem to relate to
each other that much. If you find a common bond among all them, though, you'll
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see that the author is giving you different situations and then telling us to speak
differently in each setting (use slang with friends, be respectful and quiet in an
interview, modify your tone publicly). The common bond is speaking, which will
have to be part of the implied main idea.
step 3. Summarize the Passage

A sentence like "Different situations requires different kinds of speech"
would fit perfectly as the implied main idea of that passage. We had to infer that
because the sentence doesn't appear anywhere in the paragraph. But it was easy
enough to find this implied main idea when you looked at the common bond
uniting each idea.
The best way of learning is learning from various resources, please check
the video below: https://www.youtube.com/watch?v=wydDRf3XEb8
3. Discussion
Instruction: Let’s apply what you have learned before. Please solve the
following cases.
I. Identify the topic of each of the following paragraphs. Remember

to ask yourself, “Who or what is the paragraph about?”
Example:
Do you know the famous redhead Lucille Ball? She is one of the most-loved
television and film actresses in American history. In fact, people all over the
world can recognize her. Most people remember Lucille Ball best for starring
role in television’s hit comedy called I Love Lucy. The show ran from 1951 to
1957. Today, millions of people still watch reruns of I Love Lucy. They still
laugh when they see ow funny she is. She is also remembered for her roles in
the films Stages Door (1937) and Mame (1974). Lucille Ball was very talented
and certainly one of the most popular actresses of her time
a. Lucille Ball
b. I Love Lucy
c. Television
the answer is c. I love Lucy
1. Throughout history, mustard has been a popular spice in cooking. Books

from 3000 B.C. mention the use of mustard to flavor food. The ancient
Egyptians, Chinese, Greeks, and Romans all used mustard. By A.D. 800,
the French were using mustard to spice up their meals. It was one of the
spices taken on Spanish explorations during the 1400s. today, mustard is
the most popular spice sold in the world.
a. Egyptians
b. spices
c. mustard
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2. Ibn Sina (known as Avicenna) was one of the most important people in the
history of medicine. He was born in Iran in A.D. 980. He began practicing
medicine when he was only sixteen years old. His most famous book, Al-
Qanun fi al-Tibb (The Canon of Medicine) is one of the most important
books ever written. It changed medical teaching throughout the world up
to the early eighteenth century. Today, Ibn Sina’s picture hangs in the main
hall of the Faculty of Medicine at the University of Paris.
a. The Canon of Medicine
b. Ibn Sina
c. medicine
3. In many cities, the roads are crowded with too many cars. Too many cars
can cause a serious problem called smog. Smog happens when the
exhaust gases from cars mix with sunlight. Sometimes you can actually
see smog. It looks like a yellow-brown cloud hanging in the air over a city.
Smog spoils views and makes it unpleasant to do outdoor activities. But
smog can also be dangerous to your health. It is especially dangerous for
young children and older people. People with heart disease or lung
problems suffer because of smog. Smog may cause headaches or
dizziness, and it makes it hard for some people to breathe. Unfortunately,
as more and more people drive and the roads get more crowded, smog
will only get worse.
a. smog
b. cities
c. cars
4. Powder Mountain Resort in Vermont is a great place to go for a winter

vacation. In addition to the fabulous skiing and snowboarding at Powder
Mountain, there are lots of other outdoor activities. You can enjoy the
beautiful scenery by taking a long high or riding a horse along the scenic
trails. Or you can rent a snowmobile and spend a memorable afternoon
riding in the mountains. In the evening you can go for a sleigh ride. Finally,
don’t forget to try ice-skating on the frozen lake.
a. Vermont
b. skiing and snowboarding
c. Powder Mountain Resort
II. Decide the Best Main Idea. Read each paragraph, then decide on the
best main idea
Automobiles: Problems and Solutions
1. The idea of small electric cars is not new. A number of different car
manufactures already sell such cars. But now a French company, Renault, has
designed a very special kind of electric cat. By pushing a button, you can make
it fold up! The back of the car fold into the car body. These cars were designed
mainly for use in cities. They have several advantages over regular cars. Their
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small size makes them much easier to drive around busy, narrow streets. They
are also much easier to park in city parking spaces. Like other electric cars,
these autos do not pollute the air. This is an important consideration these days
when many cities have serious pollution problems.
a. Electric cars do not pollute the air.

b. The new folding electric car has many advantages over regular cars.
c. Small cars are very convenient in narrow streets.
2. Many studies have shown that it is better to wear your seat belt when you
are travelling in a car. Seat belts greatly reduce the risk of death or injury in an
accident. This fact is widely recognized and many governments have passed
laws requiring seat belt use. However, many people still do not wear seat belts.
Researchers have found several reasons for this. Some people feel
uncomfortable with the seat belt. They are afraid of being trapped in the car in
an accident. Others do not think that seat belt can protect them. They believe
that people have no power over their fate. Fate will decide whether they will
have an accident and whether they will be injured or die. They think that
wearing a seat belt or not will make no difference.
a. In spite of the risk, some people do not wear seat belts.

b. All new cars must now be equipped with seat belts.
c. Some people feel uncomfortable wearing seat belts.
3. The country with the most crowded roads is Italy. In 1992, there was an
average of 101.1 vehicles (cars, trucks, and buses) per kilometer of road in
Italy. This can be compared with the vehicles-per-kilometer ratios of other
European countries. The ratio varies from 34.8 in France to 74.3 in Great
Britain. In United States, the ratio is 30.6. Part of the reason for Italy’s higher
ratio lies in its geography. Because much of the country is mountainous, there
are fewer roads. Thus the traffic is more concentrated on those few roads. This
fact has caused some serious problems. Many cities and highways are often
blocked by terrible traffic jams. The heavy traffic has also meant a high
accident rate for Italy. And finally, all those cars add to Italy’s air pollution.
a. Because of the mountains, there are fewer roads in Italy.
b. Crowded roads create traffic jams, accidents and air pollution.
c. Italy’s roads are the most crowded in the world.
III. Identifying Main Statement. The topic is given for each paragraph, write a
main statement. Remember that it should be a complete sentence. It should cover
the whole paragraph and not be too specific or too general.
Interesting Inventions
1. After several decades, jogging is still a very popular activity in the United
States. Many people like to go jogging early in the morning before work or after
work in the evening. However, in the winter months especially, it may be dark
during those hours. To help these joggers, a sports shoe manufacturer had
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invented a new kind of jogging shoe. These shoes have little red lights on the
back of the heels. The lights are very small and lightweight. They are run by
tiny batteries. With these new shoes, the jogger can feel much safer running
along the road in the dark. The lights make the jogger much more visible to the
drivers of motor vehicles. This may reduce the risk of accidents.
Topic: A new kind of jogging shoe

Main Idea:
2. If you too much noise in your life, an American company has a special
product for you! This product is a machine that can eliminate sound waves
from the air. Machines like this are already in use in some very noisy factories.
Soon there will be models for use in large trucks. Yet another model, the
“personal quieting machine,” is designed for use in homes or offices. It will be
able o eliminate all kinds of unpleasant background noises, including street
and airplane traffic. A quieter environment in the home could mean reduced
stress and improved mental and physical health. A quieter office could allow
greater productivity and job satisfaction.
Topic: Quieting Machines

Main Idea:
3. Have you ever noticed how much of the potato is wasted when you peel
it? When you are peeling just a few potatoes for your dinner, this does not
matter, of course. But just imagine what happens when potatoes are peeled in
factories. Industrial potato peelers, in fact, waste an average of 15% of the
potato. In the largest factories, billions of pounds of potatoes are processed
every year. This means a loss of millions of dollars annually. Now, new
technology may bring an end to that loss. A special kind of laser potato peelers
has been developed to eliminate almost all of the waste. However, this new
peelers is not for everyone. Only the largest manufactures will be able to afford
buy the new machine. Each one costs over a million dollars!
Topic: A new laser potato peeler

Main Idea:
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Chapter 3
Topik 2. Expression of Introduction, Greeting and leave taking

1. The students are able to listen to and understand a conversation
containing greeting, introducing self and others and leave taking
expressions
2. he students are able to use the expression of greeting, introducing

self and others and leave taking expressions
2. Material
Greetings expression
Hello How are you Good-bye

Good Morning How are you doing So long
Good afternoon (How’re you doing) See you later
Good Evening How’s life Good night
Introducing self and others
Read this part of the conversation between Peter, Jack and Ming. Notice the
word Jack uses to introduce Ming.
Jack : Peter, this is my friend, Ming Lee

Peter : Hi. Ming Lee
Ming : Nice to meet you
The followings are some expression you can consider when you want to
introduce other
Function Expression
Speaker A Speaker B Speaker C
Introducing Hi, I’m Judy. I’m your Nice to meet you
yourself neighbor in 206
My name is Denise
HI Denise. I’m
Ricardo
Introducing Sharon, this is my Hi. Kim Nice to meet you
Others friend, Kim
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Linda, I’d like you to Good to meet you You, too
meet my roommate, Evan
Evan
Mom, I’d like to Pleasure to meet Same here

introduce you to my you
teacher, Mr. Saunders
Please check the following video:

https://www.youtube.com/watch?v=SU4p3gqHJ20
Expression of Leave Taking
• (You know) I think I should

- be going now
- get going now
- be on my way now
- be getting on my way now
• (you know) I (really) must be going
• I’ve (really) got to go now
• I’ve (really) got to be going now
• I (really) have to go now
• I’d (really) better go now
• I (really) need to go now
• I (really) should go now
• I have to / I’ve got to run
• I have to / I’ve got to get going
• I should get going too
• I’d love to continue this conversation, but....
• I’m afraid it’s getting late
• Let’s get together soon
• Let’s keep in touch
• Let’s stay in touch
• Sorry I have to rush off like this
• I don’t want to take up any more of your time
• I’ll see you soon
• Bye-bye
For more parting expression check the following video:

https://www.youtube.com/watch?v=5IfODmxAvtY
3. Discussion
I. Please practice introducing classmate to each other
1. Sit in a circle if possible
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2. Write your first name or nick name on a card and put the card on your desk
for everyone to see
3. Ask a student next to you three or four question like these.
Where are you from?
What do you do
Do you work?
Do you have a hobby?
4. Now introduce your partner to several other students in the class
Example:
Jose, this is Noriko. Noriko, this is Jose. Jose is from Mexico. He is here
to study engineering.
5. Put away your name cards. Walk around the room and see how many
names you remember. If you can’t remember someone’s name, use
expression like these:
Excuse me, what’s your name again?
I’m sorry, can you tell me your name again?
I’m sorry, I don’t remember your name
You’re Noriko, Right?
II. Read the following dialogues! Which sentence is the expression

of leave taking
Sarah : Good morning, Tom. How are you?

Tommy: I’m pretty good. Where have you been? I’ve never seen you around
lately
Sarah : You’re right. I went to Chicago to visit my brother who is working there
Tommy: Really? I never know that you have a brother.
Sarah : My brother, Adam grew up in Chicago with my mother, and I grew up
here with my dad. Daddy and I always visit them every Christmas. Where
did you go last holiday?
Tommy : I went to a small village near the mountain. It was very interesting. And
you know what? I took some pictures there. Would you like to see them?
Sarah : Oh they must be lovely but I really have to get going. I have an
appointment with my dentist at 10 a.m
Tommy : Oh, that’s too bad. We haven’t really got chance to talk about our
holiday.
Sarah : I know. I’m sorry. Let’s continue the conversation soon
III. Practice the following dialogue by using different expression of

leave taking (underlined) and the reason given (bold)
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A: Well, It’s been really nice seeing you again
B: Yes, It has. I’m glad we bumped into each other in
this party
A: Me, too. You know, I think I should be going now.
I need to have this car back at the rental agency
by 2 p.m
B: Actually, I should get going too
A: Let’s get together soon
B: Okay, I’ll call you
A: Take care
B: so long
Get these Catch a 3 o’clock

plane
packages to the
post office before
it closes
Be at my piano
Pick up a few
lesson by 4 p.m
things at the
supermarket on
my way home
Get these Pick up my

packages to the daughter at
post office before school
it closereach
Denver by 7.p.m
tonight
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Chapter 4
Topik 3. Asking for personal question and writing Descriptive paragraph

1. The students are able to ask someone’s identity through an interview
2. The students are able to write a descriptive paragraph about
someone based on the result of an interview
2. Material
Asking for someone’s personal information could include more than just name,
it may also be about age, nationality, religion, phone number, etc. Here are
some examples:
• Asking for name: May I know, what your full name is?
How people call you?
• Asking for address: Where do you live now?
What is your address?
• Asking for Age: How old are you now?
Are you around 15 years old?
• Asking for nationality: Where are you from?
What is your nationality?
• Asking for someone’s job: Are you a teacher?
What do you do for a living?
Is your father a postman?
• Asking for class/grade: What class are you in now?
• Asking about marital status: Is she single woman?
Are you single?
• Asking for phone number: Can you give me your phone number?
May I have your phone number, please?
Please check the following video for more sources:

https://www.youtube.com/watch?v=GNc6N95eK0w
3. Discussion
I. Please study the following dialogues, and underline the

questions to ask for identity
Dialogue 1
Ana : Hi, are you a new student here?

Ida : Yes, I am. My name is Ida Azkiya. You can call me Ida. Nice to meet you.
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Ana : Nice to meet you too. I am Ana. Where do you live?
Ida : Kilimanjaro Street. What is your address?
Ana : Well, my address is at Karuna Street No. 4. You know what, I have a
brother who is a tenth grader. Do you have brothers or sisters?
Ida: I have two younger sisters.
Ana: Do you like to read books?
Ida: I do, how about you?
Ana: Me too. We should hang out sometime.
Ida: Yeah, sure.
Dialogue 2
Milla ; May I sit here?

Renny : Yes of course,
Milla : Hai, I am Milla, what is your name?
Renny : Hai, my name is Renny. Where do you live?
Milla : I live in Batu Asin, and how about you?
Renny: I live in Kota baru. Where will you go?
Milla : I have been missed by the school bus so I must wait the bus here. And
where is your school?
Renny : In Global Education School
II. Please study the following dialogue and underline the information that
can be used to describe Jim Wilson.
(phone rings)
Sue : hello. Good evening?
Marry : Good evening. Hi, Sue, it’s Marry, Marry Graham
Sue : Oh, hi Marry how are you?
Marry : I’m fine. How are you?
Sue : fine
Marry : Listen,…um.. I want to ask you some questions about Jim Wilson-
you know him, don’t you?
Sue : Sure
Marry : What’s he like?
Sue : Well, Why are you asking about Jim?
Marry : Well, I want to try and get part time job at his store….
Sue : Oh, well Jim’s a nice guy..
Marry : Mm-Hmm
Sue : I mean, he’ll give you decent hours, a decent wage, and plenty of
breaks
Marry : Well, that sounds good. Um, what does he look like? I’ve got to
meet him at the Sunset Restaurant for lunch and I can’t remember
Sue : Oh, well he’s about thirty-six….
Marry : Uh-huh
Sue : six-foot-two…
Marry : right
Sue : ..oh, has dark, wavy hair with a little gray at the temples
18
Marry : ..Oh sounds kind of nice
Sue : Mm..
Marry : Um, is he a formal kind of guy?, or does he dress casually?
Sue : ..Oh.. he rarely dress casually. He always wear three-pieces suits
and ties- dresses very much in style.
Marry : Oh, I better dress up then..
Sue : Hm-mm, I think so
Marry : Yup, I got it. Wish me luck, Sue!
Sue : Oh.. for sure you can call me and tell me what happens
Marry : I will. OK, Thanks Sue. Bye
Sue : Yeah. Bye-bye
III. Now please interview 5 friends, so you get information about their
name, age, job, address and hobby, etc
Name Age Job address Hobby

1.
2.
3.
4.
5.
IV. WRITING A RESULT OF AN INTERVIEW

Please study the following paragraph!
Maria Dewi is one of many new students at Ganesha University of

Education in Singaraja. Maria is 19 and is from Denpasar, a capital city
of Bali. She takes English Department because she wants to be an
English teacher. She lives in Singaraja with her aunt. She likes the
friendly students and the helpful lecturers. This semester, she is taking
Intensive English Course or IEC, speaking I course and writing I
course. She also thinks her classes are excellent but she doesn’t like
the food in the cafeteria. In her free time, Maria dances and draws.
After college she wants to open her own English course.
The paragraph above is the result of a reporter’s interview. She takes a note
about Maria’s information. She also uses the following question to get the
information
1. What is your name?

Maria Dewi
2. Where are you from?
Denpasar
3. How old are you?
19
4. With whom do you live in Singaraja?
19
With my aunt
5. Why do you take English Department?
To be an English teacher
6. What classes are you taking?
Intensive English Course, Speaking I, and writing I course
7. What do you like about Ganesha University of Education?
the friendly students, the helpful teacher, and the excellent classes
8. What do you dislike about this college?
Food in the cafeteria
9. What do you do in your free time?
Dancing and drawing
10. What is your dream for the future?
To open my own English course
Please interview one of your friends and use the information to make
a paragraph as the example given above. Your questions may cover
other than the points above.
20
Chapter 5
Topik 4. Coordinating conjunction: and, but, or and so

The students are able to use conjunction: and, but, or and so
2. Material
What are conjunctions?
A conjunction is a word that connects two clauses, or sentences together.
'But' and 'so' are two coordinating conjunctions. We use coordinating

conjunction to connect two parts of sentences which are similar in grammatical
status. We use and for adding information, or for giving alternatives and but for
unexpected or different information
To remember coordinating conjunctions, we like to use the mnemonic,

'FANBOYS'.
In this mnemonic, each letter stands for a coordinating conjunction.
For
And
Nor
But
Or
Yet
So
Please watch the following video

https://www.youtube.com/watch?v=qdavkTj77Bo
Using and to connect phrases and sentences
When you want to say two things about a subject, use the word and to
connect the information. Sometimes and connect phrases that have the same
verb.
Example:
Mary is studying English. Mary is studying art
Mary is studying English and art
Sometimes and connects sentences that have different verbs. Use a
comma before and when it connects two sentences
21
Example:
Mary is 19. Mary plans to be a fashion designer
Mary is 19, and plans to be a fashion designer
Using but and so to connect sentences
You can aso connect two sentences with but or so. Use a comma before these
words when they connect two complete sentences
• But introduces contrasting information
Example:
She thinks his class is excellent
She thinks the food in the cafeteria is terrible
So introduces a result
Example:
His company sells equipment to American hospital
He needs English for his work
His company sells equipment to American hospital so he needs English for
his work
To have more exercise you may try these exercises

https://agendaweb.org/exercises/grammar/conjunctions
3. Discussion
I. Write sentences by connecting the phrases with and
1. Ming Su is 26 years old. Ming Su comes from Taiwan
Ming Su is 26 years old, and comes from Taiwan
2. Amelia eats breakfast in the cafeteria. Amelia eats lunch in the cafeteria
________________________________________________
3. Reiko is 19 years old. Reiko likes music a lot
________________________________________________
4. Salma is married. Salma is a student
_______________________________________________
22
5. Enrique likes soccer. Enrique plays every Saturday
________________________________________________
6. Joe is a musician. Joe plays guitar in Bloxy restaurant every Sunday
________________________________________________
7. Lina likes seafood. Lina often eats at Chinese restaurant
________________________________________________
8. Fitri plays guitar. Fitri plays piano
________________________________________________
9. Trisna teaches mathematics. Trisna teaches physics
________________________________________________
10. Ayu is Hindu. She prays at her family temple
________________________________________________
II. Write sentences by connecting the phrases with so or but
1. She has to work all day. She doesn’t have time to do all her homework
________________________________________________
2. He likes his English class. He doesn’t think the American students are very
friendly
________________________________________________
3. Her company is opening an office in the United States. It needs English
speaking workers
________________________________________________
4. She likes school life. She is homesick for her family.
23
5. Pedro wants to work in Japan. He wants to learn Japanese
________________________________________________
6. She wins the scholarship to study in Japan. She has to leave her family
________________________________________________
7. Shinta is happy to go to America. She is sad to be away from her family
________________________________________________
8. Andi has to finish his assignments soon. He spends most of his time
doing the assignments.
________________________________________________
9. Many students bring their own lunch. Tina always eats in the cafeteria
________________________________________________
10. Rina comes late to her class. She asks for apology to her teacher.
________________________________________________
24
Chapter 6
Topik 5. Specific information of a reading passage

1. The students are able to identify specific information of a reading
Passage
2. The students are able to identify explicit and implicit information
2. Material
In reading besides identifying main idea, understanding specific details is very

important too. When you try to get the specific information or details that you
need, you can read by reading text carefully or scanning the text. Scanning
means very high speed reading. You do not read every word, only the words that
answer your questions.
Supporting Details
Every reading passage have maid idea and specific details. The main idea of
a paragraph tells the topic of the paragraph. The topic tells what all or most of the
sentences are about. The other sentences in the paragraph are called supporting
details. Supporting details describe or explain the main idea.
The way how supporting details are organized is called Method of

Organization in a paragraph. The common method of organizations are time
order, emphatic order and spatial order. Time order simply means that details are
listed as they occur in time. First this is done; next this; then this, after that this;
and so on. A writer may also use emphatic order in his composition. Emphatic
order is sometimes described as “save-the-best-till-the last” order. It means that
the most interesting or important details is placed in the last part of a paper. In
cases where all the details seems equal in importance, the writer should impose
a personal order that seems logical or appropriate to the details. The last position
in a paper is the most emphatic position because the reader is most likely to
remember the last thing to read. Finally, last of all, and most important are typical
25
words showing emphasis. The last commom methos of organization is spatial
order. Spatial order means that the details are organized as they are placed next
to each other. Spatial order is a good way to organize the detais of descriptive
paragraph. The paper will describe a thing as someone’s eye move around, from
right to left or from larger items to smaller ones. To the left, to the right, next to,
accros from, above, below, and on the opposite side are sort of transition words
that show spatial relationship.
A good reader need to know how to understand the relationship of the

supporting details in a paragraph. You can do this by noticing the transition words.
Langan (2001) defines transition words as signal words that help readers follow
the direction of writer’s though. They show the relationship between ideas,
connecting one thought to the next. These transitions can be clasiffied into
particular function, as follows:
1. Additional signal: first of all, for one thing, second, the third reason, alo,
next, another, and, in addition, moreover, furthermore, finally, last of all.
2. Time signals: first, then, next, after, as, before, while, meanwhile, now
during finally.
3. Space signals: next to, across, on the opposite side, to the left, to the right,
in front, in back, above, below, behind, nearby.
4. Change-of-direction signals: but, however, yet, in contrast, otherwise, still,
on the contrary, on the other hand.
5. Illustration signals: for example, for instance, specifically, as an illustration,
once, such as.
6. Conclusion signals: therefore, consequently, thus, then, as a result, in
summary, to conclude, last of all, finally.
In addition to transitions, there are three other kinds of connecting words that
help tie together the specific evidence in a paper: repeated words, pronouns, and
synonym. Paying attention on repeating key words can help reader understand
the topic mainly discussed in the text. Reader is always reminded about the main
ideas discussed in the paper. Pronouns are another way to connect ideas as you
develop a paper. Using pronouns to take the place of other words or ideas can
26
help avoid needless repetition. Using synonym –words that are alike in meaning-
can also help move the reader from one thought to the next. In addition, the use
of synonyms increases variety and interest by avoiding needless repetition of
same words
Explicit and implicit information
The information given in the text can be stated or implied. Explicit

information is the information that is stated directly. And implicit information is
information that is not stated directly in the text or information that is implied.
When a reader is unlucky and find implicit information he should make an
inference or try to guess what the text is implicitly saying by concerning context
clues. Making inference will be discussed in detailed in unit 3
3. Discussion
I. You are writing a report about Marie Curie for your history class.
You look in the encyclopedia some basic information. Scan the
encyclopedia entry below to find the answers to the questions
below. Work quickly!
1. When was Marie born?

2. What is her middle name?
3. Where was she born?
4. Where was she educated?
5. What was her husband name?
6. What was her specialty in scientific work?
7. How many years did the Curies work on their radium study?
8. When did they receive the Nobel Prize?
9. Which American president helped her with her work?
10. What is the name of her most famous book?
MARIE CURIE
27
CURIE[küˊ riˊ], the name of a distinguished French family whose most
prominent members have been scientists.
Marie Sklodowska Curie (1867-1934) was born in Warsaw, Poland, Nov.
7, 1867. She received her early education and scientific training from her father
and for several years taught in a Warsaw high school. In 1891 she moved to
Paris, where she studied physics at the Sorbonne, receiving her degree in 1893.
Two years later she married the French chemist Pierre Curie. After A.H
Becquerel’s investigation of the radioactive properties of uranium, she
commenced her researches in radioactivity, and in 1898 the discovery of
polonium and radium in pitchblende was announced, her husband having joined
in the research. It took them four more years of work to isolate radium in its pure
form; during this time they made numerous discoveries regarding the properties
of the new element. While they were conducting their researches, the Curies
suffered from financial hardship, and Marie Curie was obliged to teach physics in
a school for girls. In 1903 the Curies were awarded, with Henri Becquerel, the
Nobel Prize for physics. The process for obtaining radium they freely gave to the
world without any thought to their own gain.
Marie Curie became chief of the laboratory in her husband’s department
at the Sorbonne in 1903 and upon his death in 1907 succeeded him there as a
professor of physics. She was awarded a second Nobel Prize, for chemistry, in
1911 for her work on radium and its compounds, and in 1914 she was placed in
charge of the radioactivity laboratory of the new Institute of Radium in Paris. Here
she was later joined in her work by her daughter Irene, who married Mme. Curie’s
assistant Joliot. During World War I she organized radiological service for
hospitals. In 1921 she visited the United States, and in 1929 President Herbert
Hoover presented with a check, for $50,000 which had been raised by
subscription and which was intended for the purchase of a gram of radium for a
laboratory in Warsaw that she had helped to establish. In addition to the classic
Traitē de radioactivatē (1910), she published numerous papers on radium. Mme.
Curie died at Saint Celtemoz, Haute- Savoie, July 4, 1934.
28
Pierre Curie (1859-1906), French physicist, was born in Paris on May 15,
1859, and was educated at the Sorbonne. He became professor of general
physics at the Ēcole de Physique et Chimie in 1895 and professor of general
physics at the Sorbonne in 1904. Much of his early work was concerned with the
subject of magnetism in crystals. With his brother, Paul Jean Curie he
investigated piezoelectricity in crystals in 1880. His discovery of a relation for
electrical susceptibility is known as “Curie’s law” while “Curie’s point” is that
critical point of temperature at which ferromagnetism suddenly disappears. He
was run over and killed by a dray, in Paris, on Apr.19, 1906.
II. You have assignment to do an oral report on a recent

development in technology. Scan this passage from an
encyclopedia to answer the questions below. Work quickly!
1. Whose idea was the satellite in the first place?

2. What was the name of the first communication satellite?
3. Who was president of the United States when the first communications
satellite sent a Christmas message?
4. Which countries cooperated to develop Echo 2?
5. Which satellite was the first to send television broadcasts?
6. About how far above the earth were the experimental satellites?
7. How many kinds of commercial satellites are mentioned in the text?
8. When was the first commercial satellite placed in operation?
9. Which satellite first carried both telephone calls and color television
between North America and Europe?
10. What is the name of the newest satellite mentioned in the article?
SATELLITES
The higher powered satellite amplifiers of the 1980’s made possible TV

transmission into antennas small enough to be mounted on the roof of a private
home or on the side of a building. With such an antenna, ghosting of the picture
29
due to reflections from buildings or hills no longer occurs. Also, the bandwidth per
channel, wider than that used for conventional TV broadcasting, makes for
pictures of better quality and higher definition.
In addition to countries using their own satellites for domestic service

(Australia, Canada, Indonesia, Mexico, the United States, and the Soviet Union),
about two dozen countries lease satellite transponders from Intelsat for domestic
communication services.
III. Read the following text and answer the following question based
on the information you get from the reading text
What can we Learn From Art?
A study of art history might be a good way to learn more about culture than
is possible to learn in general history classes. Most typical history courses
concentrate on politics, economics, and war. But art history focuses on much
more than this because art reflects not only the political values of a people, but
also religious belief, emotions and psychology. In addition, information about the
daily activities of our ancestor –or of people very different from our own- can be
provided by art.
Art even provide us with limited access to the world of prehistoric people.
Over 100 countries, Stone Age people created amazing paintings in caves.
Spelunkers –people whose hobby is exploring caves, usually discover this cave
art. They most often depict animals that were prey (deer, woolly mammoth,
horses, and soon). The reason of this art is a mystery. However archeologists
believe that the art was part of religious ceremony –perhaps to assure success
in hunting.
In history book, objective information about the political life of a country is
presented; that is. The facts about politics are given, but opinions are not
presented. Art, on the other hand, is subjective: it reflects emotion and opinion.
Pablo Picasso in his painting “Guernica” use symbolic images to express the
horror of war. Meanwhile the powerful paintings of Diego Rivera, depicted the
deep anger and sadness about social problems.
In the same way, art can reflect culture’s religious beliefs. Christian art, for
example, depicted people and stories from Bible. It usually appear in the paintings
of the church an other religious building. By contrast, Islamic art in Middle East is
characterized by its absence of human and animal images. By Islamic law, artists
are not allowed to copy human or animal figures except on small items for daily
use (rugs, bowls). Thus , on palaces, mosques and other buildings, Islamic artist
have created exquisite arabesques –decoration of great beauty with images of
flowers and geometric forms (for example, circles, squares, and triangles)
Traditional art in Africa and Pacific Island also reflects the religious beliefs
of traditional cultures. Here, art is believed to serve essential practical function.
30
In the Solomon Island, for example, the artistic characteristics of common
everyday objects are considered to be essential to the successful use of the
items. A small statue on the front of the boat is supposed to help the boat to reach
its destination. The use of headdresses by Bambara people of Mali, in Africa, is
to help the corps grow. Likewise, among Bakongo people , small statue of
ancestors foretell the future, and images of a mother and child give protection to
a woman as she gives birth to a baby.
However, art also reflects the changes in society that take place when
different cultures influence one another. For example, when most Bambara
people turned to Islam, they gave up their ceremonies to make the crops grow
and make these headdresses only for tourist; the headdresses have no function.
In conclusion, art expresses essential qualities of a time and place, reflects
various cultures, and a study of it clearly offers us a deeper understanding that
can be found in most history books.
(Adapted from Kirn and Hartman, in Interaction 2 Reading. 2002)
Questions on Specific information
1. Please identify which one is thesis, argument, and conclusion

2. What can we learn from art history that we can’t usually learn in a general
history class?
3. What is not part of objective information?
4. What does art reflects?
5. Why in mosque and palace there is no image of people and animals?
6. What is art believed by traditional tribes in Africa?
31
Chapter 7
Topik 6. Expression of inviting and showing pleasure

The students are able to communicate with some language function,
such as inviting and showing pleasure
2. Material

https://www.youtube.com/watch?v=qV3Hp7Ecpok
Expression used for Inviting
(1) How would you like to____?

Would you like to ______?
Would you be interested in ___ing?
Let’s____
Would you by any chance be interested in ___ ing ?
Can you come…. (to my party, a family reunion, etc)?
We’d like to invite you over for (dinner, lunch, barbeque party, etc)
We’d like you and your wife to be our guess at our (dinner, lunch, barbeque
party, etc)
Expression used for Accepting invitation
(2) I’d love to

I’d like to
I’d like that
That sounds great/terrific/wonderful
I’d be happy to/glad to
I’d be delighted to/thrilled to
Thank you for the invitation
I appreciate the invitation
It’s very nice of you to invite us
(3) a nice idea
a good idea
a nice thing to do
a nice/good way to spend the day
Expression used for refusing invitation

(4) I’m so sorry. I like to go but i will be busy tonight
That’s a great idea but I can’t accompany you
I’m terribly sorry, but I have to do my report this week
32
Expression of uncertainty
I’m not sure. Let me check and get back to you
I’m not certain but I’ll check and let you know
Showing pleasure

https://www.youtube.com/watch?v=kkGPnlkmvYs
Expression of showing pleasure

• I’m so happy
• I’m so delighted
• It’s a great pleasure to meet you
• I wouldn’t want it any better
• It’s just what I had in mind
• It’s so wonderful to be here
• I feel so grateful to be here
• It’s perfect, I really like it
• It’s really nice to know you
• I’m so pleased to be with you
• It’s such a great opportunity to be invited here
• I love the party so much!
• It’s really fun to be together with you
3. Discussion
I. Please modify the model dialogue based on the clues given in the
following pictures!
Model dialogue:
A: How would you like to go to the zoo

this Sunday?
B: I’d love to. I haven’t gone to the zoo
in a long time
A: Me neither. That’s why I thought
going to the zoo might be a nice idea
33
II. Please study the following dialog and practice it with your partner!
Afterwards, please make up some dialog based on the given
situation
Kathy : Hello?
Ron : Kathy? Uh, this is Ron, you know, from
your history class?
Kathy : Oh, hi.
Ron : Listen, I was wondering… um, were you
planning to go to Ali’s party on Saturday?
Kathy : Hmm. I haven’t really thought about it
yet
Ron : Well, would you like to go?
Kathy : You mean, with you?
Ron : yeah
Kathy : Well, sure, Ron I’d love to go / Well
thanks, Ron, but I just remember that I’m busy
that night.
Note: To refuse the invitation, Kathy does not say “No, thank you” Instead she
gives a reason for refusing. This kind of reason (which may or may not be true)
is called an excuse, and refusing invitation this way is called making (or giving)
an excuse. Include in the chart some excuses that you have heard
Write about one of the following situations. Practice your conversation

several times. Afterward, perform it for the class – without reading!
1. Person A invites person B to a foreign –language film. The film is very

popular, but it is in a language that neither person understands
2. Person A invites person B to a holiday party at person A’s parents’ house.
Person B has never met the parents
34
3. Person A invites person B to dinner at an expensive restaurant to celebrate
person B’s birthday.
III. Please practice the following dialog with the clues given!
A : We’d like to invite you and your wife over for dinner this Saturday evening.
Would you be able to come?
B : This Saturday evening?
A : Yes, and we hope you’ll be able to join us
B : Thank you for the invitation. We’d b very happy to come
A: Good
B: What time should we plan to arrive?
A: How does 7:00 sound?
B : 7:00? Fine. We’ll be looking forward to it
Brunch this
Sunday A barbecue this
noon Saturday
afternoon 2:00
You and your husband you and your family
A party celebrating our Cocktails this Friday

15th wedding evening
anniversary. This 6:00
Saturday evening 7:30
You and your fiancé You and your wife
35
Chapter 8
Topik 7. Expression of giving direction and Preposition

1. The students are able to ask and give direction
2. The students are able to use the appropriate preposition, such as in
front of, beside, next to, between, on the corner, etc
3. The students are able to write a location from a map
2. Material
Please watch the following video about giving direction

https://www.youtube.com/watch?v=kLX6fXqu0-8
Asking for Directions
How can I get to …?

Where is the …?
How far is the … from the …?
Is there a … around here?
Could you tell me how to get to …?
How do I find …?
Pardon me, I’m lost. how do I get to …?
Which is the best way to …?
Could you direct me to …?
Which way do I go to get to …?
What’s the best way to …?
Excuse me, do you know where the … is?
Is this the right way for …?
Giving Directions
Go straight ahead.
Turn back./Go back.
Turn left/right.
Go along …
Cross …
Take the first/second road on the left/right.
It’s on the left/right.
Go past.
The easiest way is to …
The best way is to …
It’s on the corner
It’s in the middle of the block.
36
Examples of Asking and Giving Directions
1. A: Excuse me sir. Is there a bank around here?

B: Yes, there is one right across the street next to Library.
2. A: Can you give me directions to the petrol station?

B: Of course I will, just follow this road until you come to the main road. Turn
right and then continue for about 100 metres. You will see the petrol station
on the left.
3. A: Is there a bank near here?

B: Yes, there is one in Orange Street. Orange Street is the third road on your
right.
4. A: Excuse me, where is the School?

B: It is across from the police office.
5. A: Excuse me! Could you tell me where the nearest bank is, please?
B: Walk two blocks and turn left at the bookstore. The bank will be across the
street, next to the post office.
A: Is it far from here?
B: No, it’s just a ten-minute walk.
For more examples please study the following dialog
https://www.youtube.com/watch?v=WscyaYR-TOw
Prepositions for giving direction
1) Across the street from

(opposite)
2) At the intersection of/ on the
corner of
3) Up the street (from)
4) Beside, next to the bank
5) On both sides of (the street)
6) In the middle of the block
7) In the middle of the street
8) On the (southeast) corner
9) Around the corner (from)/
turn left/turn right
10) Down the street
(from)
11) Between
37
Please watch the following video for more prepositions
https://www.youtube.com/watch?v=HFKzRrB0lxw
3. Discussion
I. Study this map of a college campus. Read the names of the

buildings and streets. Then look at the statement below and
write T if a statement is true and F if it is false, based on the map
1. The math building is down the street from Memorial cafeteria _____
2. The Computer Science building is across the street from the theatre ____
3. The Business Hall is at the intersection of Campus Road and Jones Street
___
4. Memorial cafeteria is in the middle of the block on Bridge Road ___
5. There is a park beside the Math Building ____
6. The boathouse is between Lakeshore drive and College Lake ___
7. There are buildings on both sides of Bradford Avenue ____
8. Smith Library is opposite the Science Hall ____
9. Music hall is next to Theatre _____
38
10. Computer Science is on the corner of College Boulevard and Bradford
Avenue ____
II. Can You Tell Me How To Get To The Bus Station?
EMPIRE DEPT.
HOTEL STORE
PARKING HOSPITAL
LOT
BUS LIBRARY
STATION
BANK
POST
the bus the post OFFICE
station? office
on the left on the right
The model
dialogue
The man : Excuse me. Can you tell me how to get to the bus station
The woman : Yes. Walk that way. The bust station is one the left, next to the post
office
The man : I’m sorry. Could you please repeat that?
The woman : All right. Walk that way. The bust station is one the left, next to the
post office
The man : Thank you
Please create dialog based on the following clues! Use appropriate
prepositions
The The bus The empire The parking

library? station hotel? lot
39
The dept. The
The The hospital
store?
hospital? parking
lot
III. Please write about the map!
Example: Camera shop is across the street from Supermarket

1. ________________________________________
2. ________________________________________
3. ________________________________________
4. ________________________________________
5. ________________________________________
6. ________________________________________
7. ________________________________________
40
Chapter 9
Topik 8. Reading and Getting meaning from context

The students are able to get meaning from context in a reading
passage
2. Material
Reading comprehension is one of the most difficult things to master on a

standardized test. The test-makers evaluate whether you can find the main idea,
make inferences, find the author's purpose, make inferences, and understand
vocabulary words, some of which you may have never been introduced to you
before.
The good news? You can understand vocabulary words based on the context
of the passage - the words, clauses and phrases around the unknown vocabulary
word. You don’t have to memorize all the vocabulary words in the dictionary!
For example, you might not understand the word, acerbity, by itself, but this
sentence, “The acerbity of the lemon caused the little girl to spit out the bite she
had just taken.” helps you understand that the general meaning of acerbity must
be “bitter or sour”. The context clues "lemon" and "spitting out the bite", which
provide more information in the sentence, help you understand what the
vocabulary word means.
Please watch the following video before you continue:
https://www.youtube.com/watch?v=oO9CXNfo0-I
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Understanding Vocabulary through Context Clues
When you're working on the reading section of a standardized test, you're

going to have to employ some serious reading prowess to get you through.
Knowing the various types of context clues can help you understand difficult
vocabulary words in context, which is a must on a long reading section. You'll
also need to know how to determine the main idea and make inferences, and
context clues can help you out there, too.
Context Clue #1: Definition or Restatement
The meaning of the vocabulary word is in the sentence itself, usually following
the vocabulary word.
Example:
Jack's duplicity – crafty dishonesty – caused him to steal his coworker's

pensions by funneling their money into an offshore account.
Context Clue #2: Synonym
The sentence uses a similar word to help explain the meaning of the
vocabulary word.
Example:
The baseball coach punished the team's duplicity or deceitfulness after they
admitted to using steroids to boost their batting averages.
Context Clue #3: Antonym /Opposite/Contrast
The sentence uses a word with an opposite definition to give the meaning of
the vocabulary word.
Example:
42
It was your duplicity that caused me to break up with you! Had you been
honest, I wouldn't have felt the need.
Unlike my last employee who had integrity to spare, you have nothing more
than duplicity and will not receive a recommendation from me for another job.
Context Clue #4: Example or Explanation
This type of context clue uses examples to help the reader infer the meaning
of the vocabulary word.
Example:
His duplicity involved lowering his employee's salaries, increasing their stock
options, and then stealing the money he saved by doing so.
I was aghast at her duplicity when she stole my diamond earrings, sold them
on eBay and lied to me about it the whole time.
Vocabulary Words in Context on a Test
A question on a standardized test may look something like this:
After the first day on the job, the bank’s new manager realized he
would be busier than he had been led to believe. Not only was he
assisting the bank tellers with their work, but his new boss had decided
to inundate him with other tasks like creating security systems,
managing the bank’s deposits and refunds, securing loans, and
maintaining the daily operations. The new manager was exhausted as
he locked the bank up for the night.
The word “inundate” from the passage is closest in meaning to
overload
provide
assault
underwhelm
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Hint: A way to figure out if your choice is correct is by putting the answer
choice in the sentence in place of the vocabulary word. Which one fits the
intended meaning the best? It's "overload." The first choice is the best pick,
although "assault" is a close second. The only way that one would work is if the
tone of the passage had been more negative.
3. Discussion
I. Try to determine the meanings of the following italicized

vocabulary words, based on the context clues in the sentences.
1. Pablo always showed animosity toward his teachers by throwing
spitballs and mouthing off, but his sister Mary was kind and sweet.
2. The little girl was showing signs of ocular problems - she squinted
to read the blackboard and complained of headaches after working
on the computer for too long.
3. The crowd rewarded the singer with plaudits, or extreme praise, by
clapping and cheering during a standing ovation.
4. Elena’s repudiation of Jerry’s bad table manners was obvious to everyone
at dinner as she dropped her napkin and left the table.
5. From the far past to the present day, the moon has been thought to cause
lunacy. Some studies have shown that this momentary insanity does have
some association to the moon's phases.
6. The old man’s hair was sparse rather than thick and full like it was when
he was young.
7. Janie was as devout as the Pope himself.
8. My sister Kimmy shows a great abhorrence for crowds, whereas my little
brother Michael loves to be the center of attention.
9. When you admonish someone, you point out his or her errors; an example
would be scolding a child for misbehaving.
10. The sorcerer’s minions, or devoted followers, were willing to perform any
sorcery he could conjure.
11. Ninety-seven pairs is a superfluous number of shoes.
12. The spy was hung at the gallows of his homeland for his perfidious deeds.
13. “Busy as a bee” and “quiet as a mouse” are hackneyed phrases – they’re
used all the time.
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14. Amelia was as pretentious as a princess when she arrived to the party.
She tossed her coat to the hostess and grabbed a drink out of a nearby
guest’s hand.
15. We always listen to my great-aunt because she is venerable, but we ignore
my niece’s advice
II. Choose the word or phrase that best completes each of the following
sentences.
1. After the concert, everyone in the ___________ stood up and clapped.

a. flagpole b. audience c. marathon
2. Do you like to ________________ in class discussions?

a. Participate b. import c. climb
3. After dancing for hours in the ___________________, Alice was tired

and thirsty.
a. Bandwagon b. audience c. marathon
4. Linda always wears ________________ clothes.

a. Enthusiastic b. fashionable c. unsafe
5. The United States ______________ coffee from Brazil.

a. Participate in b. imports c. climbs
6. Most fads ___________________ after a few days.

a. Jump on the bandwagon b. take part c. die out
7. Mini skirts were ______________ when I was a teenager. All my

friends wore them.
a. “in” b. “out” c. unsafe
III. In each of the following items, there is a word you may not know. Guess
the meaning of the word from the context of the sentences. Then compare
your work with another student.
1. What does “ravenous” mean?
Could I have a piece of bread? I missed breakfast and simply ravenous.
The poor horse was ravenous and it ate the leaves and barked off the
trees.
45
2. What does “flippers” mean?
We were all surprised to see how fast Johnny was swimming. Then we
saw that he was wearing flippers.
With my flippers on my feet, I felt like a fish. I had never swum so fast and
so far.
3. What does “wink” mean?
George winked to me from across the room. It was a signal not to say
anything about what we had seen.
I’ve only known one cat that could wink and that was Tinker. She really
could close just one of her eyes and she did it often.
4. What does “sallow” mean?
The poor child had sallow skin and very thin, bony arms and legs.
You could tell from his sallow complexion that he had lived in an unhealthy
climate for many years.
5. What does “dike” mean?
After so much rain, the river flowed over the dike and into the fields.
People in this area began building dikes many centuries ago. It was the
only way to keep the sea out of their villages.
6. What does “gaudy” mean?
She was wearing such gaudy clothes that it was easy to find her in the
crowd.
My mother always said that old ladies shouldn’t wear bright colors. She
thought that they would look gaudy and foolish.
46
IV. In each of the following items there is a word you may not know. Guess
the meaning of the word from the context of the sentences. Then compare
your work with another student.
1. What does “pitch” mean?
The singer was so terribly off pitch that it hurt my ears to listen.
The ambulance siren was at such a high pitch that we all jumped.
2. What does “shred” mean?
He read the letter carefully and then tore it to shreds.
Sammy was a real mess when he came home, his clothes were in shreds
and he was covered with mud.
3. What does “mold” mean?
The liquid plastic was poured into a mold and left there until it was hard.
The dentist first makes a mold of his patient’s teeth. From that he makes
a model of the teeth to decide how to correct any problems.
4. What does “eaves” mean?
Some birds had built a nest high upon on the eaves of our house.
Houses in the mountains have wide eaves so the snow will not pile up
against the windows.
5. What does “pressing” mean?
Mr. Brewster had some very pressing business, so he had to leave before
the meeting was over.
The state of the environment is one of the most pressing problems of our
time.
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6. What does “porch” mean?
On nice days, old Mrs. Willows always sat out on her porch and watched
the people pass by.
From the second floor porch, there was a wonderful view of the ocean.
48
Chapter 10
Topik 9. Expression of asking for help and offering some help

The students are able to communicate with some language function,
such as asking for help and offering some help
2. Material

https://www.youtube.com/watch?v=MxEGvaQz6XY
ASKING FOR HELP
We all need help sometimes. In English, it is not polite to ask directly. So there
are many phrases that we can say before a request to 'soften' it. Here are such
phrases.
1. Can you give me a hand with this?

2. Could you help me for a second?
3. Can I ask a favour?
4. I wonder if you could help me with this?
5. I could do with some help, please.
6. I can't manage. Can you help?
7. Give me a hand with this, will you?
8. Lend me a hand with this, will you?
9. Could you spare a moment?
10. I need some help, please.
Phrase 1 is quite a direct question to use with friends and people who you know
quite well.
Phrase 2 is more polite. We include the words 'for a second' to show that we don't
need a lot of help and that it will not be difficult.
Phrase 3 is a general way of introducing a request for help.
Phrase 4 is polite and can be used with people you don't know very well, or with
your boss.
Phrase 5 is quite direct, and the focus is that you really need help. It's quite strong.
Phrase 6 shows you have a big problem. You are desperate for help. you often
hear this phrase when somebody has too much work to do.
49
Phrases 7 and 8 are similar and are direct requests for help. 'Lend a hand' is a
little more polite and old-fashioned than 'give me a hand.'
We use phrase 9 to show that we respect that the other person is really quite
busy and to say that they will only need to help you for a short time.
Phrase 10 is a direct question and the asker does not expect the listener to say
no. This is often used by people in authority
Formal ways to ask for help

Could you possibly help me?
Could I possibly ask you to help me?
Would you be willing to help me?
Could you do me a favor, please?
Could you help me for a second?
I wonder if you could help me with this?
I could do with some help, please.
Could you spare a moment?
I need some help, please.
Could you give me a hand?
Would you mind helping me out?
Could you help me please?
I need some assistance please.
Would you help me?
Informal ways to ask for help

Can you help me, please?
I can't manage. Can you help?
Give me a hand with this, will you?
Lend me a hand with this, will you?
Let me give you my hand.
Can you give me a hand with this?
Can I ask a favour?
Can you help me?
Help me please.
I really need you help
Do me a favor, please
OFFERING SOME HELP: Do You Need Any Help?
Offering help Accepting help Refusing an offer

Do you need any help? Yes, please Please, don’t bother your
What can I do for you, sir? If you don’t mind self
Let me help you How good you are! No. I’m okay
I would be happy to help It’s a kind of you! No, thanks. I can do it my
you I would be grateful self
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Can I possibly help you? Oh yes, thank you Thank you for your offer,
Let me do that but I can manage it my self
May I help you?
Formal ways to offer some help

Would you like some help?
May I help you?
May I offer my assistance?
Could I help you?
What can I do for you?
What shall I do for you?
I’ll be glad to help?
Informal ways to offer some help

Can I help you?
Need any help?
Do you need a hand?
Can I give you a hand?
Do you need any help?
Can I do anything to help?
Do you need any help?
After learning the above expressions, you may want to check the following
video
https://www.youtube.com/watch?v=MoMRiZr5Ybk
3. Discussion
I. Please study the following situation. What will you say?
1. You are shopkeeper. You see a man look confused in front of tie counter.
What will you say?
2. You are welcoming a customer to your shop what will you say?
51
3. You see your friend brings two heavy bags. What will you say?
4. You see your teacher looks pale. What will you say?
5. What is your response when someone offering some helps to bring your
heavy luggage?
II. Please do the dialogue as the model with the clues given in the
picture
A : Could I possibly ask you to help

me get this refrigerator up the
steps?
B : Gee, I’d like to, but I’m afraid I
can’t. I have to avoid lifting heavy
things
A : Oh, okay
B : I’m really sorry
A : Don’t worry about it. I
understand
52
Chapter 11
Topik 10. Describing self in a personal letter

The students are able to write a paragraph about self
2. Material
Can you describe yourself, your family and your friends? Learn how to give
personal details about yourself and reasons for why you do, or don't
Describe Yourself (Step 1): Give Basic Information about Yourself
What should you say when someone asks you to describe yourself? Below are
some of the things you can say about yourself.
My first name is Mary and my surname is Alfonso. I am a girl.

I am Spanish and I live in Madrid.
I am seventeen years old but I will turn eighteen next week.
My eyes are brown and my hair is black, medium-sized and curly.
I am 165 cm tall./My height is 165 cm.
I wear size 40 shoes and my clothes’ size is 40 too.
I am a student.
I like singing and baking.
I don’t like skateboarding.
b) Describe Yourself (Step 2): What Adjectives can you use to describe
your Physical Appearance?
When describing yourself, you can also talk about your physical appearance.
Are you tall or short? Are you lanky or overweight? Let’s see how you can use
these words in a sentence.
Here are a few non-exhaustive examples:
• People say I am obese but I am just overweight.

• My best friend thinks that I’m attractive, though I think that I’m too thin.
• I look very young for my age.
• I can describe myself as muscular. Do you agree with me?
• I’m a middle-aged woman who loves cooking.
• I don’t like the fact that I’m anorexic. I would rather be plump.
• I’m well-built thanks to very good genes.
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• I don’t look unattractive or repulsive and that’s the truth!
• I am not as old as you believe.
c) Describe Yourself (Step 3): How can you describe your personality in
general?
We all have different personalities. How would you describe your personality?
Are you outspoken or shy? Are you the nervous type? Maybe you are fearless.
Below are a few examples to help you make your own sentences later on.
• I like being cheerful all the time but some situations make me feel really
sad.
• I am optimistic by nature. I don’t picture myself being pessimistic.
• My children think I am easy-going because I am not complicated at all.
• I would like to be brave and courageous so that I can stand up to my
bullies.
• I used to be very naughty in my teens but I have recently become more
mature.
• I get anxious in public places, so I don’t go out as often.
• I see myself as a calm, funny and friendly person. My enemies think
otherwise.
• I’m confident when I’m doing a difficult task. This is why I love public
speaking.
d) Describe Yourself (Step 4): How can we describe your character?
We can define character as your mental and moral qualities. Can you define
them easily?
Below are a few examples.
• I am quite flexible when it comes to money and time.

• I want to be disciplined because lack of discipline brings a lot of problems
at school or at work.
• I think that I am honest. Actually, I don’t like dishonest people.
• My boss told me that I am a diligent and conscientious employee. I am
happy he said that!
• I can be tolerant towards impatient people but there comes a point when
I get fed up. I thus become intolerant to them.
e) Describe Yourself (Step 5): How can you talk about your emotions?
Our emotions can sometimes define us as well. How are you feeling now?
Happy? Sad? Are you usually short-tempered? Perhaps you are cool.
54
How can we talk about our emotional state? Here are a few examples for
inspiration.
• I’m often moody when I wake up in the morning.

• I am usually enthusiastic about many situations.
• I don’t feel depressed right now because I do a lot of sports.
• I’m an even-tempered mother and I try to protect my children from
emotional turmoil.
• I get frustrated very easily but I’m trying to solve this problem.
• I feel quite dejected because I got fired from work. However, I’m planning
to find another job as soon as possible.
• I am happy at the moment since I have excellent grades at school. Last
year I was unhappy most of the times because school was tough.
f) Describe Yourself (Step 6): What are your hobbies?
What do you like doing in your free time? Are you adventurous or not? Do you
like doing indoor or outdoor activities?
What sentences can you make to talk about your hobbies?
Let’s look at a few examples below.
• D.I.Y. projects are fun. I like making different types of projects.

• I used to be addicted to scrapbooking a few years ago. Now I am into
sewing.
• Dancing and cooking are some of my favourite hobbies. What about
you? What are your hobbies?
• I want to start hiking when summer comes. I think that this is a very
healthy outdoor activity.
• I don’t like running because each time I run, I run out out of breath.
• Baking is really my favourite hobby. I mean, who doesn’t like eating a
nice piece of cake?
• I’m very adventurous so I like roller skating and ice skating. I’m not very
good at these activities but, hey, I try must best:-)
g) Describe Yourself (Step 7): Let’s talk about jobs and occupations.
(Different Types of Jobs and Occupations_November 2020)
Jobs and occupations are also part of our identity. A nurse is different from an
engineer and a content creator has nothing to do with a firefighter. What is your
job or occupation and how do they define you?
Have a look at the above picture once again. Is your job featured? Can you talk
about your job or your occupation?
Below are a few examples:
55
• I have been working as a web developer since 2015. This job is
challenging and rewarding at the same time.
• My father wants me to be a doctor but I would rather be a nurse. I think
that nurses are closer to patients.
• I want to be a graphic designer for this is really an interesting and
creative job.
• When I was young, I wanted to be a lawyer to defend the weak. Now, I
would like to be a police officer so that I can catch criminals.
h) Describe yourself (Step 8): How can you describe your dreams and
ambitions?
What would you like to do or become in your lifetime? Can your dreams be
realised or are they far-fetched?
How can you talk about your dreams or ambitions easily?
Let’s look at a few examples below.
• I will be the happiest person on earth if I meet my favourite actress. Her

name is Anne Hathaway.
• I want to have a lot of followers on Instagram and be a famous social
media influencer.
• I dream to get a better job. I’m currently in a dead-end job.
• I would love to transform my community by working on meaningful
projects.
• I’m good at dancing so I would like to open a dancing school if I get
enough funding.
• I would like to get married to a rich and well-known singer in my wildest
dreams;-)
Please study the following video for ways to describe yourself

https://www.youtube.com/watch?v=wwCCcD96Idg
3. Discussion
Study the following composition
My name is Chandra. I’m from Gianyar, Bali. I’m 20 years old. I live with my
parents in Singaraja, Bali because they work in this city. I have two little sisters. They
are still studying in Elementary school and Junior high school. I’m studying English
in Undiksha, one of state university in Bali. I’m in the fourth semester now. I like
studying English especially speaking and listening. I always enjoy those classes. I
56
also like all people; the students and the lecturers here. They are very kind and
friendly.
I usually get up at 6 o’clock every morning. Then, I prepare my self before
going to college about half an hour. I have breakfast with my family. Usually my
mother gets up a bit earlier so she can prepare our breakfast. She likes cooking very
much even though she is a busy person. She works in a local bank near our house. My
father is a policeman. He usually gets up early in the morning and helps my mother
in the kitchen before going to his office.
Answer the following questions!

1. who is the writer’s name?
2. how old is he?
3. where does he live?
4. why he lives in Singaraja?
5. How many sister does he have?
6. What is he studying now?
7. Where does he go to college?
8. what does he do after getting up?
9. Who prepares breakfast for his family?
10. What does Chandra’s father do?
Now please make two paragraphs like the above example about yourself
and your family!
________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
____________
________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_________________________________________________________________
57
III. Please study the following letter and write a reply
California May 16th, 2006

Dear Tery,
Hi Tery! How are you? I hope you’re always fine in Indonesia. You have
asked me to tell you about my family. Now let me tell you a little bit about
them
I live in a small but comfortable house. There are 5 people in my family.
They are my dad, my mom, my little brother, my older sister and me. My
father works as a lecturer at University of California. My mother is a
secretary. She works at a textile company in my city. My little brother is 6
years old. He goes to the nearest kindergarten every day. My older sister
is studying English at University of California. She really likes English. She
hopes one day she can travel around the world.
I think that’s all my letter. I hope you can write more about your self and
your family in your reply
Sincerely yours
Joan
58
Chapter 12
Topik 11. Using Simple Present Tense

The students are able to Use Simple Present Tense accurately and
appropriately
2. Material
Simple Present Tense
Simple present tense is used to describe everyday activities and habits, to

make general statements of fact, and to express opinions. With some verbs, the
simple present shows an existing condition. The first three notes in the chart
below apply to each type of affirmative and negative statements
Examples Notes
Everyday activities Andreas and Ricardo An object sometimes follows
often study math together the verbs
Statement of fact Lu speaks three With third person singular
languages subjects, the verb ends in -s
Dave runs quickly
Opinions I don’t like the instructor In negative statement, do or
He doesn’t teach math does comes before not. The
very well contraction are don’t and
doesn’t. The main verb always
appears in the simple forms
Existing I hear music Other verbs that describe an
Conditions He doesn’t understand existing condition include like,
your question need, want, seem, know and
believe
Notes :
1. Most verbs add –s to the simple form to make the third person singular: She works at the
library
2. For verbs ending in –y after a consonant, change the y to i and add –es: carry/carries, try/tries
3. For verbs ending in –s, -z, -sh, -ch, -x, or –o (after a consonant), add –es: teach/teaches;
pass/passes; go/goes
4. Two verbs are irregular: be/is; have/has
59
3. Discussion
I. Please change the following sentences into correct form!
Example: Nina eat healthy food everyday

Nina eats healthy food everyday
1. John listen to music everyday

______________________________________________
2. Doni and Kian Plays football everyday
______________________________________________
3. Rian not call Emi everyday
______________________________________________
4. Sisca not like spaghetti
______________________________________________
5. Brian and Tira not like climbing mountain
______________________________________________
II. Please make sentences by using the following words!
Take a bath eat get dress drink cook

Go play pray swim type
Write read watch wash clean
Exercise. Please ask your friend next to you by using the following words
Example: drink milk/always
A: Do you always drink milk?
B: Yes I always drink milk/ No, I seldom drink milk
1. Play badminton/every week

2. Visit your village/ every holiday
3. Read novel/ often
4. Play guitar/usually
5. Write letter/ often
6. Watch movie/seldom
7. Cook breakfast/always
8. Help your mother/ every day
9. Do your homework/ often
10. Go shopping/often
III. Please ask all of your friends about themselves, and put their names
next to the suitable statements
Example: likes ice-cream
Do you like ice-cream?
Questions Names
1. Likes drawing ______________
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2. likes playing chess ______________
3. don’t like playing computer games ______________
4. likes writing letters ______________
5. likes reading poems ______________
6. don’t like saving money ______________
7. don’t like English ______________
8. like shopping ______________
9. don’t like traveling ______________
10. like taking photograph ______________
IV. Please rewrite the story by using the correct grammar
In the morning, Anton usually get up at 5 o’ clock. He wash the dishes,

clean her bedroom, and brush the bathroom floor. He like to help his Mom. Nita
are his sister. She are 6 years old, and Anton is 14 years old. They goes to school
together. Nita like to be accompanied with Anton. They never have quarrel. Their
father are a postman, and their mother are a housewife. Anton don’t like outside
activities. He prefer to read a book rather than play football with her friend.
61
Chapter 13
Topik 12. Expression of complaining, expressing an apology and

expressing apologetic response
The students are able to listen to and understand the conversation

containing some language functions, such as complaining, expressing
an apology, and expressing apologetic response
2. Material
Expressing An Apology
Example: I’m sorry to trouble you
I’ve come home here to apologize
I’m very sorry about that
I’m terribly sorry
Please forgive me for………. (V-ing)
I’ve to apologize for …….. (V-ing)
The answers: -Don’t worry - It doesn’t matter

-forget it -never mind
-no problem -that’s O.K/ That’s allright
Complaining
A direct complain in English often sounds very rude indeed. To be polite we
usually ‘break it gently’ and use expression like these before we actually come
to the point.
• I’m sorry to bring this up, but..
• Look, I’m sorry to trouble you, but..
• I’ve got a bit of problem here, you see…
• I’m sorry to have to say this, but…
• I wonder if you could help me.
• Look, I’m sorry to bother you but…
• There’s something you could help me with
• I hate to have to say this, but…
Apologetic response
It is often not enough to just say ‘sorry’. You may need to apologize more
profusely like these:
Oh dear, I’m most awfully sorry

I can’t tell you how sorry I am
62
I’m so sorry, I didn’t realize….
I just don’t know what to say
I’m ever so sorry
I’m extremely sorry
3. Discussion
I. Pay attention to this dialogue and answer the following questions

Marry : Jane, Can we have a word?
Jane : Sure. What is it?
Marry : Well, hm..... sorry to trouble you
Jane : That’s fine. What’s up Marry?
Marry : Look. I’ve come here to apologize for losing your book that I’ve
borrowed last week
Jane : Not at all. Beside you had given me a copy of it.
Marry : yeah, I know. But I still feel guilty about that
Jane : It’s all right. Just forget it
Questions
1. What does Marry apologize to Jane for?
2. What is Jane respon?
3. Is she angry with Marry, why? or why not?
4. When you are at your friend’s party, accidentally you spill your softdrink to
your friends skirt. What do you say to her?
II. Please do as the model given!
Model :
You didn’t have time to send your friend a post card
→ Sorry I didn’t send you a post card. Because I didn’t have time
1. You forgot to phone your friend, because you have a task to do

2. You overslept so you missed the bus. Apologize to your boss
3. Your watch was slow and you were late for work. Apologize to your boss
63
4. You were ill yesterday, so you didn’t come to classroom. Apologize to your
teacher
5. You didn’t know the time of the train, so you didn’t meet your brother at the
station
6. You can’t come to your birthday party, because you have to go to visit your
grand ma at the hospital
7. You forget to bring your friend’s English book that you borrowed yesterday.
III. Pretends to be people who live in the same neighborhood. Keep moving
round the class to complain to different neighbor and friends about
some of these problems:
1. Noisy children
2. Car parked blocking your garage
3. Television too loud
4. Scratching a record you lent him
5. Forgetting to meet you
6. Not paying you back that $5 he owes you
7. Not keeping his dog under control
8. Not inviting you to his party
9. Waking you up at four in the morning
64
Chapter 14
Topik 13. Simple Past Tense
1. The students are able to identify the function of Simple Past Tense
2. The students are able to use Simple Past Tense accurately and
appropriately
2. Material
Function
The simple past is a verb tense that is used to talk about things that happened
or existed before now. The simple past tense shows that you are talking about
something that has already happened. The simple past tense emphasizes that
the action is finished.
Example: I told my mother about the news
The simple past tense can be used to talk about a past state of being, such as
the way someone felt about something. This is often expressed with the simple
past tense of the verb to be and an adjective, noun, or prepositional phrase.
examples: I was so happy yesterday
please watch the following video to study about usage, structure, pronunciation,
spelling, questions, contractions, short answers, regular verbs, and irregular
verbs.
https://www.youtube.com/watch?v=dmJrYbDjxQY
How to Formulate the Simple Past
For regular verbs, add -ed to the root form of the verb (or just -d if the root form
already ends in an e):
Play→Played Type→Typed Listen→Listened Push→Pushed Love→Loved
65
For irregular verbs, things get more complicated. The simple past tense of some
irregular verbs looks exactly like the root form:
Put→Put Cut→Cut Set→Set Cost→Cost Hit→Hit
For other irregular verbs, including the verb to be, the simple past forms are
more erratic:
See→Saw Build→Built Go→Went Do→Did Rise→Rose Am/Is/Are→Was/Were
Examples: I saw the accident
They were shocked and sad for their lost
The good news is that verbs in the simple past tense (except for the verb to be)
don’t need to agree in number with their subjects.
How to Make the Simple Past Negative
Fortunately, there is a formula for making simple past verbs negative, and it’s the
same for both regular and irregular verbs (except for the verb to be). The formula
is did not + [root form of verb]. You can also use the contraction didn’t instead of
did not.
Wolfgang did not brag too much about his hula hoop skills. Wolfgang’s girlfriend
didn’t see the contest.
For the verb to be, you don’t need the auxiliary did. When the subject of the
sentence is singular, use was not or wasn’t. When the subject is plural, use were
not or weren’t.
The third-place winner was not as happy as Wolfgang. The fourth-place winner
wasn’t happy at all. The onlookers were not ready to leave after the contest
ended. The contestants weren’t ready to leave either.
Examples:
• I didn’t understand
• You didn’t know where to go
• She didn’t wear any shoes to school
How to Ask a Question
The formula for asking a question in the simple past tense is did + [subject] +
[root form of verb].
66
Did Wolfgang win the gold medal or the silver medal? Where did Wolfgang go to
celebrate? Did the judges decide fairly, in your opinion?
When asking a question with the verb to be, you don’t need the auxiliary did. The
formula is was/were + [subject].
Was Wolfgang in a good mood after the contest? Were people taking lots of
pictures?
Examples:
• Did you finish your homework?
• Did you feel happy?
• Did she come home early?
Common regular verb in the pas tense

infinitive Past tense Negative
To talk talked Did not talk
To use used Did not use
To help helped Did not help
To walk walked Did not walk
Common regular verb in the pas tense
infinitive Past tense Negative

To be Was Was not
Were Were not
To have Had Did not have
To do Did Did not do
To say Said Did not say
To get got Did not get
Please watch the following video to understand about how to talk about your day
or about your weekend and how to ask questions using Past Tense Verbs
https://www.youtube.com/watch?v=g-uW_KheiEc
3. Discussion
I. Please underline the sentences written using simple past tense. Do

you understand the function of Simple Past Tense
Hendra met his friend Yudi on his way to the university yesterday. Yudi had been
to Puncak the day before. He went there with his girlfriend for a day off.
Hendra : Hi, Yud. How are you. You look so fresh
Yudi : I’m fine, thanks
67
Hendra : I have never seen you this holiday. Where have you been?
Yudi :I’ve been to Puncak
Hendra : oh really? With whom did you go?
Yudi : I went with my girlfriend. It was a coincidence that she also had a
day off then we planned to spend the day in Puncak. Do you know
where Puncak is?
Hendra :I’m not really sure. I have never been there. But I guess it’s
somewhere near Bogor. Is it right? How’s the climatic condition
there?
Yudi : Yeah you’re right. It’s in Bogor. The air was cool and fresh,
because of the number of trees and because it is on a mountain
slope far from the sea. Everything was green and it was good to
breathe the fresh air, which we seldom have in big cities or towns
because of the pollution.
Hendra : I can imagine that. Were there a lot of people at Puncak
yesterday?
Yudi : Yes, there were. Because it was Sunday. Most of them sat under
the trees or walked around. Some of them climbed the mountain to
look at the beautiful scenery. Because there were a lot of people
with their cars going up on the same day, the road was very
crowded. The cool weather make us feel hungry. Everything
seemed delicious, and made us eat a lot.
Hedra : Wow... it must be so fun. How far is Puncak from Bandung?
Yudi : It is about 60 kilometres
Hendra : Hm...it’s quite far. How did you feel when you got home?
Yudi :. Oh, we were very tired because we were caught in a traffic jam
for four hours.
Hendra : Oh, that’s too bad
Yudi : yeah, I know, but we had a great time.
II. Please study the above dialogue again and State true or false for
the following statements!
68
1. Yudi had been to Puncak with his parents for a day off (…………)
2. The air in Puncak is cool and fresh. (…………)
3. Puncak lies near the sea, far from the mountain. (…………)
4. There weren’t many people there on Sunday. (…………)
5. All of them climbed up the mountain to look at
the beautiful scenery (…………)
6. Yudi and his girlfriend were extremely tired after
going to Puncak. (…………)
7. They were caught in traffic jam for an hour. (…………)
8. Puncak is in Bogor . (…………)
9. It is about 70 km the distance from Puncak to Bandung (…………)
10. The cool weather make us feel thirsty (…………)
II. Please change the verbs in brackets to the simple past. Be careful with
spellings.
1)They all (go) ___ hunting

2) I never (imagine) ____ I would talk to her.
3) We (book) ___ a dinner table in that restaurant
4) He (collect) ___ some stamps.
5) Were you (frighten) ___of dogs?
6) Who (eat) ___ my ice cream?
7) I (feel) _______so angry that I cannot say anything.
8) We (grow) ___ some vegetables in our garden.
9) She (lose) ___ her wallet .
10) He thought I (steal) _________his wallet
III. Fill in the negative form of the past simple.

1. They invited Linda to their party, but they _______Carol.
2. We met Sally, but we _________Frank.
3. They did their English homework, but they________ their maths homework.
4. The girls visited the Tower, but they ______Westminster Abbey.
5. He bought jeans, but he_________ any T-shirts.
6. We watched the news, but we _________the weather report.
7. We read chapter 1 to 4, but we _________the last chapter.
8. She talked to us, but she _________to Mr Brown.
9. They played tennis, but they _________football.
10. She made breakfast, but she _________ lunch.
11. They were in Boston, but they _________in New York.
12. She liked Chris, but she _________Robert.
13. He was happy, but she _________happy.
14. Paula sang well, but Christina_________ well.
15. She got up early, but he _________early.
IV. Form the questions.

Example: She opened the window. - Did she open the window?
1. He brought his friend. ____________________?
69
2. She was sick. ____________________?
3. He ate his toast. ____________________?
4. They lived in Boston. ____________________ ?
5. We were on the beach. ____________________ ?
6. Peter stayed out late. ____________________?
7. Susan bought a new car. ____________________?
8. The ring was expensive. ____________________ ?
9. We got up early. ____________________?
10. He ate spaghetti. ____________________?
11. I met Helen. ____________________ ?
12. He slept well last night. ____________________?
13. They drove to Denver. ____________________?
14. They spoke to Alice. ____________________?
15. She was at home. ____________________?
70
Chapter 15
Topik 14. Recount text

1. The students are able to identify the generic structure and
language structure used in a recount text
2. The students are able to write a paragraph about past experience

2. Material
Recount text is a text which retells events or experiences in the past. Its purpose
is either to inform or to entertain the readers. There is no complications among
the participants and that differentiates from narrative text. A recount text has an
orientation, a series of events in chronological order, personal remarks on the
events, and a reorientation that “rounds off” the sequence of events.
The generic stucture of recount text is:
Orientation : It gives the readers the background information needed to

understand the text, such as who was involved, where it happened, and when it
happened.
Events : A series of events, ordered in a chronological sequence.
Re-orientation :A personal comment about the event or what happened in the
end.
Language Features of the recount text:
• Introducing personal participant; I, my group, etc

• Using chronological connection; then, first, etc
• Using linking verb; was, were, saw, heard, etc
• Using action verb; look, go, change, etc
• Using simple past tense
When writing the recount text you should:
1. Focus on individual people i.e. use the words, I or we, my group, my

family etc.
2. Use words which indicate when (e.g. after lunch) and where the events
took place (e.g. in the shed)
3. Write in the past tense e.g. had, visited
4. Use action words e.g. went, helped
71
Please study the following video to help you understand about recount text
better
https://www.youtube.com/watch?v=WV5Gv1uiyrQ
3. Discussion
I. Please Identify the generic structure of the text
My Holiday in Bali
When I was 2nd grade of senior high school, my friends and I went to Bali. We
were there for three days. I had many impressive experiences during the
vacation.
First day, we visited Sanur Beach in the morning. We saw the beautiful sunrise
together. It was a great scenery. Then, we checked in to the hotel. After prepared
our selves, we went to Tanah Lot. We met so many other tourists there. They
were not only domestic but also foreign tourists.
Second day, we enjoyed the day on Tanjung Benoa beach. We played so many
water sports such as banana boat, jetsky, speedboat etc. We also went to Penyu
island to see many unique animals. They were turtles, snakes, and sea birds. We
were very happy. In the afternoon, we went to Kuta Beach to see the amazing
sunset and enjoyed the beautiful wave.
The last day, we spent our time in Sangeh. We could enjoy the green and shady
forest. There were so many monkies. They were so tame but sometimes they
could be naughty. We could make a close interaction with them. After that, we
went to Sukowati market for shopping. That was my lovely time. I bought some
Bali T-Shirt and souvenirs.
In the evening, we had to check out from the hotel. We went back home bringing
so many amazing memories of Bali.
II. Please study the following paragraph
I got a really nice experience when I learned how to ride a motorbike. It

was my brother who guided me during the practices. I remember that I was really
curious, afraid, anxious but also excited. I really wanted to try to ride my father’s
motor cycle since I was 10. I knew it was not easy, it needs a strong motivation
and patience. I practiced to ride my motor cycle, in the fields near the cemetery
in my village. The field was quite large but the surface was no so smooth so I had
72
to be really careful. I fell down several times and made my brother a little worried
that I wouldn’t be able to ride motor cycle. But that’s not what happened. I could
ride motorcycle only after two weeks of practicing. Even though I have
experienced three accidents up to now, I never feel afraid of riding my motor bike
again. The last accident caused me to have a broken arm, but I never regret to
learn because now I can take my sister to school, or go somewhere with my
friends.
Please write about your experience in one paragraph, you may write about
one of these topics. Please try to write in a good grammar!
1. When you went to your college for the first time (what did you feel, what did
you face in school; new friends, new lesson, is it difficult? easy?, how about
the teacher)
2. When you were falling in love at the first (who was the boy/the girl, what did
you feel, how did you react, what happened next)
3. About one of your embarrassing moment
…………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
…………………………………………………….
73
Chapter 16
Closure
Learning English is not easy but it is not impossible. You may want to see the
following tips
Grammar is not something to be afraid of.
Grammar is used to communicate.
Grammar can become an obsession for students at times. This is especially true
for students who attended strict grammar schools as children. Keep in mind that
you only study grammar to communicate. Practice with a few exercises before
writing an essay or having a conversation in which you try to use your new tools.
Determine your weak points.
Don't waste time on grammar exercises that you already know because they're
easier for you. Concentrate on the grammar that you find difficult. If you're not
sure where your problems are, write a few short essays or paragraphs and have
a teacher circle any errors that appear repeatedly. Then you can look up and
practice your problem.
Teach a friend about grammar points.
Find a friend who is a lower level student than you.

Teaching forces you to remember and fully comprehend the rules.
Try making a worksheet for a friend.
Improve your homework skills
• Maintain your organization.

• Separate notebooks should be kept for exercises, writing, and vocabulary.
• Make use of a pen that you adore.
• Study in short bursts at regular intervals.
• Allocate a limited amount of time for review.
• Study in a place where you are happy and at ease.
• Keep distractions to a minimum. Consider email, TV, and the phone (unless in
English) to be off-limits while studying.
• Keep a drink and a snack nearby so you don't have to get up.
• Make an English-only rule if you study in pairs or groups.
74
Have some fun with English.
• Once a week, have an English-only evening. Cooking in English (or

rewriting your recipe in English) or watching English movies
• Compose an English love letter. (It's even better if your loved one doesn't
understand English!)
• Compose English limericks. (These are excellent and simple for practicing
writing, pronunciation, and rhythm.)
• In English, rewrite fairytales, jokes, or instructions.
• Look up the lyrics to your favorite English songs online and sing along with
them (use a search engine).
• Create an English persona for yourself (with job, family, etc). Create a
biography for this person.
• Purchase an English board game (like Monopoly, Scrabble or Word Up).
• Playing cards in English
75
DAFTAR PUSTAKA
IGA. LP. 2010. Handbook of Basic English skills. Undiksha Press

Richard, J.C. 1990. Interchange 1. Cambridge University Press
Kirn,E and Hartman,P. 2002. Interaction 2 Reading. McGraw-Hill College
https://www.englishclub.com/learn-english/tips.htm
https://www.createwebquest.com/learning-about-recount-text
https://www.english-4u.de/grammar_exercises.htm
76
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1

This module is designed for students of Universitas Pendidikan Ganesha who

Topic 1 Understanding Topic And Main Idea

Reading passages and exercises develop and extend comprehension through a

Topic 1. Understanding Main ideas and reading passage structure

After learning the topic:

Identifying Topic And Main Idea

Reading is a complex process, especially when you are reading

b. Identfying Main idea

1. Summarize the Passage. After you've read the passage, summarize it in

A new hearing device uses a magnet to hold the detachable

What idea does this paragraph consistently repeat? A new hearing

Main Idea Mistake #1: Choosing an Answer That's Too Narrow

To understand fully you may want to watch the video below

Stated and unstated main idea

Main idea can be stated or unstated in the passage.What Is a Stated Main

Step 1: Read the Implied Main Idea Example:

Step 2: What's the Common Thread?

step 3. Summarize the Passage

I. Identify the topic of each of the following paragraphs. Remember

the answer is c. I love Lucy

1. Throughout history, mustard has been a popular spice in cooking. Books

4. Powder Mountain Resort in Vermont is a great place to go for a winter

Automobiles: Problems and Solutions

a. Electric cars do not pollute the air.

a. In spite of the risk, some people do not wear seat belts.

Topic: A new kind of jogging shoe

Topic: Quieting Machines

Topic: A new laser potato peeler

Topik 2. Expression of Introduction, Greeting and leave taking

After learning the topic:

2. he students are able to use the expression of greeting, introducing

Hello How are you Good-bye

Introducing self and others

Jack : Peter, this is my friend, Ming Lee

Mom, I’d like to Pleasure to meet Same here

Please check the following video:

Expression of Leave Taking

• (You know) I think I should

For more parting expression check the following video:

I. Please practice introducing classmate to each other

1. Sit in a circle if possible

II. Read the following dialogues! Which sentence is the expression

Sarah : Good morning, Tom. How are you?

III. Practice the following dialogue by using different expression of

Get these Catch a 3 o’clock

Get these Pick up my

Topik 3. Asking for personal question and writing Descriptive paragraph

After learning the topic:

Please check the following video for more sources:

I. Please study the following dialogues, and underline the

Ana : Hi, are you a new student here?

Milla ; May I sit here?

Name Age Job address Hobby

IV. WRITING A RESULT OF AN INTERVIEW

Maria Dewi is one of many new students at Ganesha University of

1. What is your name?

Topik 4. Coordinating conjunction: and, but, or and so

After learning the topic:

What are conjunctions?

A conjunction is a word that connects two clauses, or sentences together.

'But' and 'so' are two coordinating conjunctions. We use coordinating

To remember coordinating conjunctions, we like to use the mnemonic,