Modul B.inggris

UNIT 1
HEALTH PROFESSIONALS
A. READING COMPREHENSION
Read the following text.
SANITARIAN JOB DESCRIPTION

By Erika Winston , eHow Contributor
As a sanitarian, you provide important services to promote public health. In this position, you use
your knowledge and skills to prevent, detect and solve problems that can potentially affect the
health of entire populations. With the proper education and training, you can have a rewarding
career as a sanitarian.
Necessary Skills
Scientific knowledge and skills are vital to a career as a sanitarian because the position requires
performing various experiments. Sanitarians also read and interpret policies and regulations, which
makes reading comprehension skills very important. Good judgment and decision making skills are
also required, as they conduct tests and determine the source of public health issues. According to
the employment website O*Net Online, sanitarians must also pay close attention to detail, as they
monitor collected samples and analyze test results. Sanitarians also need good communication skills
to share their findings with a variety of audiences, including government officials and members of
the public.
The Public Sector

The daily duties of a sanitarian vary, depending on the area of employment. In the public sector,
they may work for a government agency to promote public health. In United States, Louisiana hires
sanitarians for retail food protection, where they monitor the production of foods that are sold to
the public. Wisconsin hires sanitarians to monitor pollution levels in public waterways. They collect
water samples and perform tests to determine the level of any pollutants. As a result of the findings,
the government may prohibit recreational activities in a specific body of water. Government
sanitarian specialties also include waste management and housing safety.
The Private Sector

While many sanitarians are employed by the government, there are opportunities in the private
sector as well. Corporations hire sanitarians to implement and manage safety policies within
factories. They may also monitor environmental emissions, helping the company to stay within legal
limitations. A recreation facility may hire a sanitarian to ensure adequate water quality within its
pools. Private schools are another employment option, hiring sanitarians to maintain compliance
with a variety of regulations, from food safety to lead exposure. Opportunities within the private
sector positions are often listed under other job titles, such as health and safety manager.
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Becoming a Sanitarian
To become a sanitarian, you need to at least earn a bachelor's degree in some form of
environmental health. If you plan to eventually seek certification, ensure that your college's degree
program is accredited by the certifying agency. The National Environment Health Association is one
national certifying organization. Aside from the education requirements, its sanitarian certification
also requires on-the-job experience and training.
B. COMPREHENSION QUESTIONS
To check your understanding on the text, answer these questions with a partner!
1. As you read the text, what do you think is a sanitarian?
2. What skills does a sanitarian have necessarily?
3. Why are there two sectors of duty for a sanitarian?
4. Explain the duties of a sanitarian in each sector!
5. How does a person become a sanitarian?
C. VOCABULARY
Provide the possible meaning of the following words in Indonesian!

1. Provide (V) : ........................................................................................................................
2. Affect (V) : ........................................................................................................................
3. Entire (Adj) : ........................................................................................................................
4. Adequate (Adj) : ........................................................................................................................
5. Judgement (N) : ........................................................................................................................
6. Compliance (N) : ........................................................................................................................
Try to make that each word into a sentence!

1. ............................................................................................................................................................
2. ............................................................................................................................................................
3. ............................................................................................................................................................
4. ............................................................................................................................................................
5. ............................................................................................................................................................
6. ............................................................................................................................................................
D. GROUP WORK
With your friends in your group, practice expressing your ideas orally based on the text you have
read. (20 minutes)
1. What factors make you a good sanitarian?
2. In applying your knowledge from your study at college, what other things help you to promote
healthy environment in the society?
3. How does a sanitarian prepare for educating people about improving a healthy environment?
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E. GRAMMAR FOCUS
“As a sanitarian, you provide important services to promote public health.”
The sentence taken from the text is often called Simple Present Tense.
Every sentence must have a subject and a predicate. This is also true for
Simple Present Tense statements. The predicate of Simple Present Tense
statements may take either a form of verbal or non-verbal predicate. It
can be used to express an habitual activities or a general truth.
1. Sentences with Verbal Predicate

Subject Verbal Predicate
I study English every Monday and Thursday
You like to play badminton
We eat breakfast at 7.00 o’clock
They go to school after 6.30 in the morning
She does her homework twice a week
He has dinner at home every evening
It takes one and a half hour for Math class
2. Sentences with Non-Verbal Predicate

Subject Verbal Predicate
I am a student of a private university
You are from Surabaya
We are at school
They are here for working on a project
She is my Science teacher at class
He is the manager of this company
It is a time to listen to our principal
Note: This pattern is usually used to express habitual actions or general truth.
Exercise:
 Answer the questions in complete sentences.
1. What time do you eat breakfast? __________________________________
2. Where do you come from? __________________________________
3. Do you like pizza? __________________________________
4. Does your Dad drive a car? __________________________________
5. When does the bank close? __________________________________
6. What color is the sky? __________________________________
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 Error correction. Rewrite the sentences with the correct verb form.
1. Ms. Cohen have a red bicycle.
2. Dr. Cheska come to school by bus.
3. Yvonne and Phoebe talks a lot during study hour.
4. Does Mr. George rides a scooter?
5. Arizona and Hanan eats dinner in the cafeteria
6. The students doesn’t studies every night.
7. I waits for the bus on the corner.
8. Do you likes pizza?
9. Where do Mr. George live?
10. Tom doesn’t buys a new book every week.
F. WRITING
There is a list of Health Professionals below. Please choose one of them. And you will write a brief
article about anything related the job that you have choosen like you see in text in Exercise 1.
In this exercise, you are allowed to look into any sources, including those from internet to support
your article. Your writing will be at least 150-200 words.
Nurse
Midwives
Epidemiologist (expert in epidemiology)
Malariologist (expert in malaria)
Entomologist (expert in insects or bugs)
Nutritionist (expert in nutrition)
Laboratory analyst
Pharmacist
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UNIT 2
HEALTH PROBLEMS
G. READING COMPREHENSION
Diarrhoeal Disease
Diarrhoeal disease is the second leading cause of death in children under five years old, and is
responsible for killing around 760 000 children every year. Diarrhoea can last several days, and can
leave the body without the water and salts that are necessary for survival. Most people who die
from diarrhoea actually die from severe dehydration and fluid loss. Children who are malnourished
or have impaired immunity as well as people living with HIV are most at risk of life-threatening
diarrhoea.
Diarrhoea is defined as the passage of three or more loose or liquid stools per day (or more frequent
passage than is normal for the individual). Frequent passing of formed stools is not diarrhoea, nor is
the passing of loose, "pasty" stools by breastfed babies.
Diarrhoea is usually a symptom of an infection in the intestinal tract, which can be caused by a
variety of bacterial, viral and parasitic organisms. Infection is spread through contaminated food or
drinking-water, or from person-to-person as a result of poor hygiene.
Interventions to prevent diarrhoea, including safe drinking-water, use of improved sanitation and
hand washing with soap can reduce disease risk. Diarrhoea can be treated with a solution of clean
water, sugar and salt, and with zinc tablets.
There are three clinical types of diarrhoea:
acute watery diarrhoea – lasts several hours or days, and includes cholera;
acute bloody diarrhoea – also called dysentery; and
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persistent diarrhoea – lasts 14 days or longer.
Causes
Infection: Diarrhoea is a symptom of infections caused by a host of bacterial, viral and parasitic

organisms, most of which are spread by faeces-contaminated water. Infection is more common
when there is a shortage of adequate sanitation and hygiene and safe water for drinking, cooking
and cleaning. Rotavirus and Escherichia coli are the two most common etiological agents of
diarrhoea in developing countries.
Malnutrition: Children who die from diarrhoea often suffer from underlying malnutrition, which
makes them more vulnerable to diarrhoea. Each diarrhoeal episode, in turn, makes their
malnutrition even worse. Diarrhoea is a leading cause of malnutrition in children under five years
old.
Source: Water contaminated with human faeces, for example, from sewage, septic tanks and
latrines, is of particular concern. Animal faeces also contain microorganisms that can cause
diarrhoea.
Other causes: Diarrhoeal disease can also spread from person-to-person, aggravated by poor
personal hygiene. Food is another major cause of diarrhoea when it is prepared or stored in
unhygienic conditions. Water can contaminate food during irrigation. Fish and seafood from polluted
water may also contribute to the disease.
H. COMPREHENSION QUESTIONS
1. What makes Diarrhoea a such dangerous and lethal disease?

2. What two things defines Diarrhoea?
3. What can be done to prevent Diarrhoea?
4. What can people do to treat Diarrhoea?
Discussion.
Make a list of how to treat a Diarrhoea espesially happens in children.
I. VOCABULARY
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This is a list of vocabulary items related to health and health care
How to say you are ill
 I'm ill.
 I feel really rough.
 I'm shattered (meaning tired out or exhausted)
 I'm on my last legs (to be very tired, especially after a lot of physical
activity or work. It also means to be going to die soon - 'the old man is on
his last leg').
 I feel / look poorly / peaky / rough / bloody awful.
 I feel / look like death warmed up (very ill or appearing very sickly
- Poor thing! She looks like death warmed up)
How to say you are feeling OK
 I am alive and kicking (to continue to be well, healthy or successful

- Don't worry about your grandfather; he is alive and kicking)
 I feel good (used to talk about emotional state)
 I feel great / well
 He is a picture of (good) health (to be in a very healthy condition - The
doctor told him that he is a picture of good health)
 She is hale and hearty (to be in a good health - In spite of her old age,
she looks hale and hearty)
Health problems
 I have a headache / toothache / backache / stomachache / earache...

 I have a pain in my back / tooth / head...
 I have a broken / sprained / twist an ankle / wrist.
 I have a flu / cold / runny nose / fever / high temperature / sore throat
 I feel sick. I'm feeling nauseous.
 I have a bruise / cut / graze / wound.
Health advice:
 Exercise regularly.  Have regular medical check

 Eat healthy food. up.
 Brush your teeth regularly.  Relax.
 Sleep early (= don't stay up  Go on a diet.
late!)
Medicines
 eye drops  syrup

 cream  bandage
 syringe  dose (of medicine)
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 drugs  pill
 shot / injection (give some an  plaster
injection)  tablet
 medicine (take medicine)  tranquilizer
 pain-killer
Treatment
 check-up  operation / surgery

 diagnosis  prescription
People
 ophthalmologist  nurse
 dentist  patient
 doctor / physician  specialist
 general practitioner (GP)  surgeon
 midwife
Places
 doctor's
 pharmacy / drugstore /chemist's
 hospital
 operating theater
 surgery (medical operation)
 waiting room
 ward (a
geriatric/maternity/psychiatric
ward)
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J. GRAMMAR FOCUS
Look at these sentences!
1. You look tired. You should go to bed.
2. I have a toothache now. Should I go to the dentist?
3. You have a stomachache. You shouldn’t eat too much spicy food!
4. A : What should you do for a cold?
B : Oh...It’s sometimes helpful to eat garlic soup. It works!
C : And....It’s important to get a lot of rest. You’ll get a lot better
D : But sometimes it’s a good idea to take some vitamin C. My dad told me!
Those sentences are some suggestions for health problems.
Those sentences are about suggestions for some health problems. There are
two ways to give suggestion, using Modal Verbs “Should” and “Infinitive
Complement”
Modal Verb “SHOULD”
“Should” means it is a good thing to do or a right thing to do. It is also used to give advice or to give
an opinion.
Subject Modal Verb Infinitive

I eat too much candy
You take some medicines
We should put some ointment on the burn
They have something spicy
She should not/shouldn’t work too hard
He drink s lot of liquids
It purify the drinking water
Infinitive Complement
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A complement functions to give a definitive meaning on the subject “It”. Infinitive is the original
form of a verb (or we say Verb 1) following the word “to”.
“It” clause To Infinitive

educate people about sanitation
It’s important clean the bathroom regularly
It’s sometimes helpful ask a doctor to give a prescription
to put a heating pad on a burn
It’s a good idea prevent the disease
have some vegetables
bring some medicine with you every where
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K. SPEAKING
Activity 1
Choose 3 health problems you know.
HEALTH PROBLEM DO DON’T
Activity 2
To complete the “DO” and “DON’T” column, ask 3 different classmates to ask some suggestions for
each health problems. “DO” column is for something you should do and “DON’T” column is for
something you shouldn’t do. Follow this model:
A : Excuse me.
B : Sure, what can I do for you?
A : Some insects have already bitten me. It hurts my finger a lot. What should you do for insects
bites?
B : Oh... It’s a good idea to put an oinment on it. And You shouldn’t scratch your finger. It will get
worse.
A : Thank you for your advice.
B : Nevermind
L. WRITING
Write a short article about tips to prevent Diarrhoea in a community where you live in. You can refer
to the text in Exercise A to develop your idea. Your article will be at least 150-200 words.
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UNIT 3
MEASUREMENTS
M. READING COMPREHENSION
NON-METRIC MEASUREMENT SYSTEM
A number of nonmetric measurements in common use may at first glance seem to lack the
logic and clarity of the metric system, with its measurements all neatly based on tens and multiples
of tens. However, these nonmetric measurements developed over time from habitual use of
commonplace items to make simple measurements. They might not seem like simple measurements
today, but such is their history.
The measurements foot and yard developed based on average lengths of body parts. As can
be inferred from the name, the Romans used the term foot to describe the length of a man's foot,
from the base of the heel to the tip of the big toe. Though not exactly an accurate measurement,
due to the varying lengths of men's feet, a foot was a measurement that was easy to conceptualize
and visualize by most people. The term yard was used extensively by the English as the
measurement from the tip of a man's nose to the tip of his outstretched thumb. English King Edward
I redefined a yard as equivalent to three feet in 1305, and it still has this meaning today.
To describe longer distances, the Romans also invented the use of the term mile. The word
mile comes from the Latin word mille, which means one thousand. A mile was meant to conform to
a distance of one thousand paces, each pace consisting of two steps or approximately five thousand
feet.
On the ocean, speed is measured in knots, with one knot roughly equivalent to one nautical
mile per hour. This measurement of speed comes from the days when sailors used a knotted rope to
determine their speed while at sea. A rope was knotted at regular intervals and tossed overboard.
The rope was let out as sand flowed through an hourglass. When the sand had passed through the
hourglass, the speed of the boat was determined by counting the number of knots that had been let
out.
N. COMPREHENSION QUESTIONS
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5. What can you say about the nonmetric measurement with the metric one?
6. How was the nonmetric system built in the past?
7. How do you describe yard sistem?
8. What do you know abou mille?
9. How do you understand about knot?
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O. VOCABULARY
1. Difficult Words
Match these words with their possible synonyms
a. Visualize
b. Extensively
c. Knot
d. Exactly
e. Equivalent
1. Precisely
2. Picture mentally
3. A measurement of speed
4. Equal
5. Widely
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Provide the following words with the possible meaning in Indonesian
1. At first glance : ..................................................................................

2. Clarity : ..................................................................................
3. Conceptualize : ..................................................................................
4. Redefined : ..................................................................................
5. Approximately : ..................................................................................
2. Terms of Measurement
Work with a partner to find out the measurements for each item.
Example : Speed : Km/h (kilometer per hour) .....etc
a. Speed : ...............................................................................................
b. Length/Depth : ...............................................................................................
c. Width : ...............................................................................................
d. Weight : ...............................................................................................
e. Volumes : ...............................................................................................
f. Frequency : ...............................................................................................
g. Concentration : ...............................................................................................
P. GRAMMAR FOCUS
Look at these sentences!
1. Lamborgini Aventador could go 350 km/h and it’s much faster than Porsche 911 that could
run no more than 295 km/h.
2. A mile is longer than a kilometer, because 1 mile is about 1,6 kilometer.
3. Let’s go by car. It’s cheaper.
4. 1 kilogram of gold is much more expensive than 1 kilogram of silver.
5. Living in an apartment is less comfortable than living in a house.
6. Mount Bromo is not as high as Mount Semeru.
Those sentences are using comparatives between two nouns. In those sentences, adjectives are
compared on the two things.
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Look at these sentences
1. Bugatti Veyron can run 431 km/h. It’s the fastest car in the world.
2. Jupiter is the biggest planet in our Solar System. It is the largest by mass, volume, and surface
area among other statistics.
3. The Tatanic parhaps is the longest movie ever made, but for some people, it’s the most boring
movie ever.
4. Kuta beach, for international tourist, is the most relaxing beach. Otherwise, Waikiki beach in
Hawaii, is the most challenging beach for surfing.
5. She is a really nice person – one of the nicest person I know.
Those sentences are called the superlatives. They show a quality of something that is the most
among the others.
Exercise:
Complete the sentences using comparative form (-er/more -) and the superlative form (-est/the
most)
Example: It’s too noisy here. Can we go somewhere quieter ?
1. This coffee is very weak. I like it a bit ___________________________________________

2. The hotel was surprisingly big. I expected it to be _________________________________
3. The weather is too cold here . I’d like to live somewhere ____________________________
4. The journey takes four hours by car and five hours by train. It takes ___________________
_____________________
5. This bag costs me $50.55 but that one costs me just $30.35. That bag is ___________________
_______________________
6. I’ve just been to the cinema. The film was extremely boring. It is ____________________ I’ve
seen.
7. Maybe his brother’s cellphone is more expensive than his friends’. So his cellphone
is___________________
8. I prefer this chair to the others. It’s _________________________________ (comfortable)
9. I don’t really like adventure novels. But I think Harry Potter novels are _____________________
______________(interesting)
10. What is _____________________________(quick) way of getting from here to the station?
Q. SPEAKING
Activity 1
Write a place, a thing or someone in each adjective that remids you of
Activity 2
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Ask your 3 classmates about those adjectives and write their answer on the provided columns.
R. WRITING
Write the comparative sentences and the superlatives based on what you have done on the practice
sheet.
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UNIT 4
TERMS OF STATISTICS
S. READING COMPREHENSION
FAST FACTS – CONSUMPTION STATISTICS

First published March 2009, last updated May 2012
Sometimes it can be difficult to relay to people just how much we consume;

particularly to those of us in developed countries. While purchasing green this and eco-
friendly that is all well and good; one of the root causes of our environmental problems is
hyperconsumption. At a personal level, it’s disturbing – but collectively, it’s simply mind-
boggling.We simply buy too much of what we don’t need and often even what we don’t
really want.
The following are some statistics on consumption relating to various goods, services
and resources we use.
 12 percent of the world’s population lives in North America and Western Europe and
accounts for 60 percent of private consumption spending, but a third of humanity who live
in South Asia and sub-Saharan Africa account for only 3.2 percent. (WorldWatch Institute)
 In 1950, the global population was 2.6 billion people. We had 53 million cars – which works
out to be one car for every 50 persons. When Earth’s population hit 6 billion people, there
were 500 million cars – more than one car for every dozen inhabitants. (Sierra Club)
 If the Chinese consume resources in 2031 at a level that Americans do now, grain
consumption per person there would climb from around 600 pounds today to around 2000
pounds needed to sustain a typical western diet. This would equate to 1,352 million tons of
grain, equal to two thirds of all the grain harvested in the world in 2004. (OneWorld)
 The uptake of air-conditioners continues to grow, with 144,300,000 units expected to be
sold between 2011 and 2017 (ACR News). Air conditioners place one of the heaviest loads on
electricity infrastructure; creating a need for peak power plants that may only operate for a
few days each year.
 The world’s annual consumption of plastic materials has increased from around 5 million
tonnes in the 1950s to nearly 100 million tonnes today.(WasteOnline)
 Freshwater withdrawals have tripled over the last half-century and demand for freshwater is
increasing by 64 billion cubic meters annually. (Worldometers).
 Between 2000 and 2005 around 10 million acres of forests were lost per year in South
America, which incorporates the mighty Amazon forest. The land is cleared primarily for
cattle ranches and soybean plantations. Only 20 – 25% of Brazilian soybeans are used
domestically; most is exported overseas for use in food, textiles and increasingly – cattle
feed. (Choices Magazine and Monga Bay)
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It’s frightening stuff. Readings statistics like these has certainly helped me stop and think
“do I really need this” when shopping and using utilities. It’s not just a guilt trip; this also
helps save money to go towards things that really matter!
Remember that hyperconsumption can also extend to buying “green “. Our thinking is

that if something is labelled environmentally friendly, then we can use more of it, but we
really need to bear in mind that however earth friendly a product may be, it still requires
energy to produce, resources to create and transport to get it to us. Even in the world of
green shopping it’s still a case of everything in moderation. (Michael Bloch-Green Living
Tips.com)
T. DISCUSSION
Let’s discuss some interesting facts from the text!
10. Which ones makes you surprised?

11. Which do you think is the worst fact?
12. Do you think those facts affect us directly? Why?
13. What would you do if you knew those facts?
U. VOCABULARY
Glossary of Terms of Statistics
 Statistics - a set of concepts, rules, and procedures that help us to:

o organize numerical information in the form of tables, graphs, and charts;
o understand statistical techniques underlying decisions that affect our lives and well-being; and
o make informed decisions.
 Data - facts, observations, and information that come from investigations.
o Measurement data sometimes called quantitative data -- the result of using some instrument
to measure something (e.g., test score, weight);
o Categorical data also referred to as frequency or qualitative data. Things are grouped according
to some common property(ies) and the number of members of the group are recorded (e.g.,
males/females, vehicle type).
 Variable - property of an object or event that can take on different values. For example, college
major is a variable that takes on values like mathematics, computer science, English, psychology,
etc.
o Discrete Variable - a variable with a limited number of values (e.g., gender (male/female),
college class (freshman/sophomore/junior/senior).
o Continuous Variable - a variable that can take on many different values, in theory, any value
between the lowest and highest points on the measurement scale.
o Independent Variable - a variable that is manipulated, measured, or selected by the researcher
as an antecedent condition to an observed behavior. In a hypothesized cause-and-effect
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relationship, the independent variable is the cause and the dependent variable is the outcome
or effect.
o Dependent Variable - a variable that is not under the experimenter's control -- the data. It is
the variable that is observed and measured in response to the independent variable.
o Qualitative Variable - a variable based on categorical data.
o Quantitative Variable - a variable based on quantitative data.
 Graphs - visual display of data used to present frequency distributions so that the shape of the
distribution can easily be seen.
o Bar graph - a form of graph that uses bars separated by an arbitrary amount of space to
represent how often elements within a category occur. The higher the bar, the higher the
frequency of occurrence. The underlying measurement scale is discrete (nominal or ordinal-
scale data), not continuous.
o Histogram - a form of a bar graph used with interval or ratio-scaled data. Unlike the bar graph,
bars in a histogram touch with the width of the bars defined by the upper and lower limits of
the interval. The measurement scale is continuous, so the lower limit of any one interval is also
the upper limit of the previous interval.
o Boxplot - a graphical representation of dispersions and extreme scores.
o Scatterplot - a form of graph that presents information from a bivariate distribution. In a
scatterplot, each subject in an experimental study is represented by a single point in two-
dimensional space
 Measures of Center - Plotting data in a frequency distribution shows the general shape of the
distribution and gives a general sense of how the numbers are bunched. Several statistics can be
used to represent the "center" of the distribution. These statistics are commonly referred to as
measures of central tendency.
o Mode - The mode of a distribution is simply defined as the most frequent or common score in
the distribution.
o Median - The median is the score that divides the distribution into halves; half of the scores are
above the median and half are below it when the data are arranged in numerical order.
o Mean - The mean is the most common measure of central tendency and the one that can be
mathematically manipulated.
 Measures of Spread - Although the average value in a distribution is informative about how scores
are centered in the distribution, the mean, median, and mode lack context for interpreting those
statistics. Measures of variability provide information about the degree to which individual scores
are clustered about or deviate from the average value in a distribution.
o Range - The simplest measure of variability to compute and understand is the range. The range
is the difference between the highest and lowest score in a distribution. Although it is easy to
compute, it is not often used as the sole measure of variability due to its instability. Because it
is based solely on the most extreme scores in the distribution and does not fully reflect the
pattern of variation within a distribution, the range is a very limited measure of variability.
o Interquartile Range (IQR) - Provides a measure of the spread of the middle 50% of the scores.
The IQR is defined as the 75th percentile - the 25th percentile. The interquartile range plays an
important role in the graphical method known as the boxplot.
o Variance - The variance is a measure based on the deviations of individual scores from the
mean. As noted in the definition of the mean, however, simply summing the deviations will
result in a value of 0. To get around this problem the variance is based on squared deviations of
scores about the mean.
o Standard deviation - The standard deviation is defined as the positive square root of the
variance. The variance is a measure in squared units and has little meaning with respect to the
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data. Thus, the standard deviation is a measure of variability expressed in the same units as the
data. The standard deviation is very much like a mean or an "average" of these deviations.
V. GRAMMAR FOCUS
Look at this sentence!
“In India, 30% of children in vilagges go to school.”
The percentage shown in the sentence is based on the exact number or statistical data. But for
average people mentioning the exact percentage to describe things is sometimes impossible. In
other way, we can use some quantifiers to describe something generally. The sentence above can be
written as follows:
“In India, a few children in vilagges go to school.”
So, what is a quantifier?
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Quantifiers are a type of determiner which denote imprecise quantity. They
modify nouns or pronouns. They differ from numbers or numerals which
indicate precise quantity.
Below is the quantifiers that are used to describe imprecise quantity.
Practice A
Rewrite these sentences using quantifiers. Then compare with a partner.
1. In China, 50% of women get married by the age of 22.

_______________________________________________________
2. In Australia, 87% of married couples have children.
_______________________________________________________
3. In the United States, 0% of the people vote before the age of 18.
_______________________________________________________
4. Thirty-five percent of the people in Germany live alone.
_______________________________________________________
5. Seventy-eight percent of American high school students have jobs.
_______________________________________________________
Practice B
Tri to rewrite the sentences in Practice A so that they are true about your country.
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1. _______________________________________________________
2. _______________________________________________________
3. _______________________________________________________
4. _______________________________________________________
5. _______________________________________________________
6.
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W. SPEAKING
Activity 1
You will conduct a class survey. Choose one of the topics below to ask you classmates.
1. Favorites (foods, movies, TV programs, musics, books, free times activities, hobbies etc)
2. Family (numbers of brother and sisters, parents’ jobs, living far from home, etc)
3. Gadgets (having a computer connected to internet, lenght of hours getting online, games etc)
4. Sports (basketball, football, badmonton, etc)
5. Jobs (having full time jobs, having a part time jobs)
6. Transportations (by train, by motorcycle, by car, on foot, etc)
7. Taking a course (a foreign language course, cooking class, singing class, dance class, etc)
8. Or you can choose your own topic.
Activity 2
Ask all your classmates based on the the topic you have chosen and take any notes from your
classmates’ answers.
Example:
Using WH-Questions
A : What is your favorite food? /What kind of food do you like?
B : I like meatballs
Using Yes/No-Questions
A : Do have a computer connected to internet at home?
B : Yes, I do. I have 2 units.
Sorry, I don’t.
X. WRITING
Write the report from your survey on a paper. You have to use both the exact number or
persentages and the quantifiers like you see in D. Grammar Focus.
Look at this example.
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My classmates have some interesting facts about their family. Most of
my classmates are from big families. About 70 % of them have at least 2
brothers and 2 sisters. Not many of my classmates - about 20%- have
only 1 sisters or 1 brother. Few of them are the only child. Maybe the
government’s family plan programs did not work so well. Bacause there
are still many families have many members.
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UNIT 5
MANUAL AND GUIDELINES
Y. READING COMPREHENSION
HOW TO INSERT SIM CARD CELLPHONE
Cellphone is a modern communication device which connects one to the others by voice, written
message and data. However this device can not work until the SIM card is inserted.
When inserting the SIM Card to cellphone, make sure that the cellphone has been switched off and
follow the direction bellow :
First of all, press the locking catch and slide the cover then lift it off the phone.
After that, push two catches in the opposite directions and remove the battery.
Next, slide the SIM card carefully into the slot and make sure that the golden connection are facing
to the connector of the phone.
Then, put the battery and align it until snaps into its place.
Finally, insert the two catches of the back cover corresponding slot in the phone and slide the cover
forward button of the phone until locks into place
Don't forget to switch on the cellphone. Wait until it is ready to use
Z. COMPREHENSION QUESTIONS
Let’s discuss some interesting facts from the text!
14. What is the main topic of the text?

15. What makes the cellphone as a communication device?
16. What do you have to do before inserting SIM card?
17. Can you use the cellphone immediately after inserting the SIM card?
AA. VOCABULARY
Find the meaning in Indonesian and compare your words with those of your classmate’s.
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Device : ......................................................
Lift off : ......................................................
Slide : ......................................................
Opposite : ......................................................
Align : ......................................................
Write those words in the sentences below
1. ..........................................................................................................
2. ..........................................................................................................
3. ..........................................................................................................
4. ..........................................................................................................
5. ..........................................................................................................
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BB. GRAMMAR FOCUS
Look at this sentences!
1. When inserting the SIM Card to cellphone, make sure that the cellphone has been switched
off and follow the direction bellow :
2. First of all, press the locking catch and slide the cover then lift it off the phone.
“Press” and “Slide” are the commands expressed by Imperatives.
“Make sure” is an Imperative to give suggestions
While “First of all” is a sequence adverb.
An imperative sentence gives a direct command. It can end in a full stop or an

So, what is a quantifier?
exclamation mark, depending on the forcefulness of the command.
Below is the quantifiers that are used to describe imprecise quantity.
The subject “you” are rarely used
Sequence adverbs are connecting words that show the order of steps in a process
or events in a story.
Here are the examples of some imperatives
Subject Command
(You) click on the Browse button in the Create Shortcut dialog box
(You) select Bold Italic from the Font Style list
(You) bring your own diskettes
The formula is as follows:
st
verb 1
Note:
1. For negative commands, we put do not (don’t) before the verb. For example:
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- Don’t bring the bad diskettes.
2. For non verbal predicates, we use be. For example:
- Be quiet.
- Don’t be lazy.
3. Sometimes in guideline or procedure how to do things needs some suggestions to advice

someone to do the right things in perfoming the command both in positive and negative. For
examples
- Be sure to turn it on.
- Make sure to dial the number.
- Don’t forget to write the secret code.
- Try not to press the power button.
- Remember pay the bill every month.
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Exercise
Here’s a recipe for barbecued kebabs. Number the steps from no 1 to 5 in the box, then add a
sequence adverb to each step.
................... put the meat and vegetables on the skewers. Try not to hurt your
hand.
................... put charcoal in the barbecue and light it. Make sure that there’s no
flamable
thing near you
................... take the kebabs off the barbecue and enjoy!
................... put the kebabs on the barbecue and cook 10 to 15 minutes, turning
them over
from time to time.
................... cut up some meat and vegetables. Marinate them fro 20 minutes in
your
favorite barbecue sauce.
CC. SPEAKING
Activity 1
Choose one of the things below.
1. How to send an email.

2. How to cook fried rice.
3. How to take a picture with your cellphone’s camera.
4. How to make a nice barbecued sweet corn.
5. How to operate a calculator in your computer
6. How to use the DVD player to see a movie with English substitle.
7. How to withdraw money from ATM.
8. How to transfer money from ATM.
Activity 2
Ask a partner about how to do thing you have chosen above. Try to ask some more question to
make it clear. The partner will explain how to do thing you’ve asked and explain it clearly.
Example:
A : Can you tell me how to cook nice fried rice?

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B : Sure. First of all, .........................................
Please try not to.........................................
Activity 3
After finishing asking and answering, now take turn with your partner.
DD. WRITING
Write an article about how to prevent a disease relating to public health problems that usually
occurs in the society. Give clear instructions/procedures/guidlines by using imperatives and
suggestions with sequence adverbs.
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UNIT 6
PUBLIC SPEAKING
EE. READING COMPREHENSION
FAMOUS SPEECHES
Malala Yousafzai’s speech at the Youth Takeover of the United Nations
On July 13, 2013
Dear Friends, on the 9th of October 2012, the Taliban shot me on the left side of my
forehead. They shot my friends too. They thought that the bullets would silence us. But they
failed. And then, out of that silence came, thousands of voices. The terrorists thought that
they would change our aims and stop our ambitions but nothing changed in my life except
this: Weakness, fear and hopelessness died. Strength, power and courage was born. I am
the same Malala. My ambitions are the same. My hopes are the same. My dreams are the
same.
Dear sisters and brothers, I am not against anyone. Neither am I here to speak in
terms of personal revenge against the Taliban or any other terrorists group. I am here to
speak up for the right of education of every child. I want education for the sons and the
daughters of all the extremists especially the Taliban. I do not even hate the Talib who shot
me. Even if there is a gun in my hand and he stands in front of me. I would not shoot him.
This is the compassion that I have learnt from Muhammad-the prophet of mercy, Jesus
christ and Lord Buddha. This is the legacy of change that I have inherited from Martin Luther
King, Nelson Mandela and Muhammad Ali Jinnah. This is the philosophy of non-violence that
I have learnt from Gandhi Jee, Bacha Khan and Mother Teresa. And this is the forgiveness
that I have learnt from my mother and father. This is what my soul is telling me, be peaceful
and love everyone.
Dear sisters and brothers, we realise the importance of light when we see darkness.
We realise the importance of our voice when we are silenced. In the same way, when we
were in Swat, the north of Pakistan, we realised the importance of pens and books when we
saw the guns. The wise saying, “The pen is mightier than sword” was true. The extremists
are afraid of books and pens. The power of education frightens them. They are afraid of
women. The power of the voice of women frightens them. And that is why they killed 14
innocent medical students in the recent attack in Quetta. That is why they are blasting
schools every day. Because they were and they are afraid of change, afraid of the equality
that we will bring into our society.
I remember that there was a boy in our school who was asked by a journalist, “Why
are the Taliban against education?” He answered very simply. By pointing to his book he
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said, “A Talib doesn't know what is written inside this book.” They think that God is a tiny,
little conservative being who would send girls to the hell just because of going to school. The
terrorists are misusing the name of Islam and Pashtun society for their own personal
benefits. Pakistan is peace-loving democratic country. Pashtuns want education for their
daughters and sons. And Islam is a religion of peace, humanity and brotherhood. Islam says
that it is not only each child's right to get education, rather it is their duty and responsibility.
Honourable Secretary General, peace is necessary for education. In many parts of

the world especially Pakistan and Afghanistan; terrorism, wars and conflicts stop children to
go to their schools. We are really tired of these wars. Women and children are suffering in
many parts of the world in many ways. In India, innocent and poor children are victims of
child labour. Many schools have been destroyed in Nigeria. People in Afghanistan have been
affected by the hurdles of extremism for decades. Young girls have to do domestic child
labour and are forced to get married at early age. Poverty, ignorance, injustice, racism and
the deprivation of basic rights are the main problems faced by both men and women.
Dear brothers and sisters, we must not forget that millions of people are suffering
from poverty, injustice and ignorance. We must not forget that millions of children are out
of schools. We must not forget that our sisters and brothers are waiting for a bright peaceful
future.
So let us wage a global struggle against illiteracy, poverty and terrorism and let us pick up our books
and pens. They are our most powerful weapons.
"One child, one teacher, one pen and one book can change the world."
Education is the only solution. Education First.
FF. DISCUSSION
Discuss with a partner some interesting facts from the text!
18. What are the messages delivered in that speech?

19. What are the threats for children especially girls to get the education in Pakistan?
20. Give some expressions you think are the key words that make this speech powerful!
GG.VOCABULARY
Find the meaning in Indonesian and compare your words with those of your classmate’s.
Compassion : ......................................................
Suffer(ing) : ......................................................
Affect(ed) : ......................................................
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Deprivation : ......................................................
Illiteracy : ......................................................
6. ..........................................................................................................
7. ..........................................................................................................
8. ..........................................................................................................
9. ..........................................................................................................
10. ..........................................................................................................
HH. GRAMMAR FOCUS
“They thought that the bullets would silence us”
“The terrorists thought that they would change our aims and stop our ambitions but nothing
changed in my life except this: Weakness, fear and hopelessness died.”
“That is why they are blasting schools every day.”
Those sentences taken from the text are called “Noun Clause”
So, what is a Noun Clause?

A noun clause is a clause that plays the role of a noun. So we use a clause
in the same way that we use a noun. A clause can be a subject, an object, or
an object of a preposition.
Let’s compare the following sentences
I like cakes. (Subject + Predicate + Object)
I like what I see. (Subject + Predicate + Connector + Subject + Predicate)
Noun Clause as Subject
Connecto Clause Predicate Object/Complement

34
r
That he believes his own story is remarkable
How they robbed the bank remained mystery
Whatever the results come out doesn’t matter
Why he was late doesn’t make any sense
Noun Clause as Objects
Subject Predicate Connector Clause

She thinks that it is the time to go back to work
I know if his father works
John doesn’t tell when they start doing the assignment
We can’t find how the money lost
out
Noun Clause as Objects of Preposition
Object/
Subject Predicate Preposition Connector Clause
Complement
They told us about what they ate for dinner last night
He always talk with whoever he meets on the train
I am afraid of whatever is coming up in a horror movie.
We ‘re concerned about who will do the jobs
Practice
Combine the two sentences into a noun clause. Look at this example.
You forgot my name. It makes me sad.
That you forgot my name makes me sad.
6. He sings beautifully. It is amazing.

_______________________________________________________
7. The meeting was on time. That is unusual.
_______________________________________________________
8. How fast does he drive? It surprises me.
_______________________________________________________
9. Is today the test? I don’t know.
_______________________________________________________
10. Who will do the work? I’m concerned about it.
_______________________________________________________
7.
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II. WRITING
You are assigned to write a short speech anything about enviroment. You can choose any interesting
topic range from global warming to public health. If possible, use the structure of noun clause in the
speech.
The basic speech format is simple. It consists of three parts:
1. an opening or introduction
2. the body where any information is given
3. and an ending (or summary).
Before you make an outline of your speech, decide who you address your speech.
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UNIT 7
OFFICE OPERATIONS
JJ. READING COMPREHENSION
General Office Practices & Procedures

By Pheori Wiley
eHow Contributor
Do you ever wonder what kinds of things people do in an office? Do you need to
know how to run an office smoothly? Every office has a set of rules, guidelines and
procedures that have to be done every day. Organization and repetition is a major part of it.
You have to do certain tasks daily, weekly, monthly or even yearly in order to make sure that
everything is updated and good to go for fellow employees and customers alike.
Communication is the key in every successful office.
Bulletin Boards
It is always good to keep an office organized and tidy so that when you are looking
for specific things, you don't have to do much to find what you need. The idea for the
practice of using a bulletin board comes from a list of general office procedures used by
Yuma Conservation, which is a successful business that uses a number of office procedures
and practices to keep things running smoothly. According to this list, a bulletin board can not
only help employees but can also be beneficial to customers; you can place information and
share it through bulletin boards.
Calendars
At almost every single office, there is a calendar somewhere in the vicinity. It is

extremely helpful when you want to schedule meetings and even company picnics and
things like that. According to Yuma Conservation, this can also be helpful when it comes to
your employees and your customers. In most offices, every employee desk or work area has
a calendar for scheduling. While this may not be procedural, it is good practice to keep a
schedule and adhere to it in order for the office to run smoothly.
Security
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It is always good to make sure that every employee has a unique username and
password to log into their work desk computer or other office computers. This becomes
important because it gives you a method of keeping other employees and non-employees
out of your systems as well as allowing for computer usage tracking. Software for the
security of company computers should be able to provide adequate antivirus, encryption,
data loss prevention, intrusion prevention systems, firewall, and email security. Symantec
and McAfee are a couple of popular computer security software providers.
It is also good practice to make sure that your desk doesn't have sensitive
information on it that other employees or non-employees can see. When you are away from
your computer, you should make sure that you sign out of your computer and close any
open files. Security is the most important part of a company's successful operation.
Computer Maintenance
Computers play a major role in an office. Depending on the company using them,
they can be the most important equipment for employees. They may contain sensitive
material and information such as customer information, product information, employee
information, and company information. That is why it is important to have security on
them--such as antivirus, encryption, data loss prevention, intrusion prevention systems,
firewall, and email security software--to make sure that information that is potent is secured
where no unauthorized person will be able to access it. Internet and email usage should also
be restricted to work purposes only.
Because these machines are so important, keeping them maintained in terms of

cleanliness and overall computer health is vital as well. Procedures may be put in place for
daily clean-up and shut-down at the end of the work day. There may also be procedures set
in place for monthly check-ups from the IT department. The use of a disk defragmenting
program or disk cleanup software on a regular basis will aid in maintaining the health of the
system.
Files and Records Management
Keeping backup records of everything is only going to benefit you in the end.
Keeping backup files can be handy just in case something ends up happening to the original
files. Being able to put the files back up is a great way to maintain an organized company.
Procedures can include making hard-copy back-ups of digital files, making secondary copies
of hard copies or storing a back-up of digital information in an online location for retrieval
later.
Petty Cash
There are a number of expenses in an office environment and the use of petty cash
has become a widely used practice. There are regulations involved which pertain to its use
and items that are allowed to be deducted from the petty cash monies. An example of the
usage and policies regarding petty cash can be found on the Georgia Tech website. The
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business office procedures manual gives some general guidelines that are on par with the
procedures and policies of most offices that offer petty cash. According to Georgia Tech
guidelines, petty cash is for small needs which should not exceed $200. Purchases must be of
items on an approved list or made according to approved guidelines.
KK. COMPREHENSION QUESTIONS
Answer these questions and compare those with a partner!
21. Why do offices set some guidelines, rules and procedures?

22. Who takes the benefits of using the bulletin board?
23. Why does every employee have unique username and password?
24. How to keep the office computers safe and secured?
25. What benefits does an office get in keeping files and records?
LL. VOCABULARY
Find the synonymsfrom these words and compare your synonyms with those of your classmate’s.
Vicinity : ......................................................
Adhere : ......................................................
Intrusion : ......................................................
Aid : ......................................................
Retrieval : ......................................................
11. ..........................................................................................................
12. ..........................................................................................................
13. ..........................................................................................................
14. ..........................................................................................................
15. ..........................................................................................................
MM. GRAMMAR FOCUS

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“Every office has a set of rules, guidelines and procedures that have to be done every day.”
“There are regulations which pertain to its use and items that are allowed to be deducted from the
petty cash monies.”
Those sentences taken from the text are called “Adjective Clause”
An adjective clause is simply a group of words with a subject

and
So, a verb
what that
is a Noun provide a description. The clause starts with a
Clause?
pronoun such as who, whom, that, or which or an adverb such
Let’s compare the following sentences
I have a kind friend. (kind = adjective)
I have a friend who helps me alot. (who helps me alot = adjective clause)
Person Noun Pronoun Relative Main

Subject The woman who clause
teaches you English clause
lives here.
The woman that teaches you English lives here.
Object The man whom we met yesterday is his father.
The man who we met yesterday is his father.
The man that we met yesterday is his father.
Possessive The girl whose hair is long will see you.
Thing Noun Pronoun Relative Main

Subject The cat which bit clause
you clause
will be killed.
The cat that bit you will be killed.
Object The house which you have painted is very good.
The house that you have painted is very good.
Possessive The car of which color you like is very old.
Practice A
Combine the two sentences into a noun clause. Look at this example.
The man looked confused. He was wearing a black coat.
The man who was wearing a black coat looked confused.
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11. A girl was injured in the accident. She is now in hospital.
_______________________________________________________
12. A waitress served us. She was impolite and impatient.
_______________________________________________________
13. A building was destroyed in the fire. It has now been rebuilt.
_______________________________________________________
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14. Some people were arrested. They have now been released.
_______________________________________________________
15. A bus goes to the airport. It runs every half hour.
_______________________________________________________
Practice B
In this practice, you have to explain what some words mean. You may use those words in the box or
your own to help you. Write sentences with who/that/which. Use Dictionary if neccessary.
Example : (an architect) ............................................................................
An architect is someone who designs buildings.
Someone Somebody A person

Something A stuff A thing An equipment
A tool
1. ( a customer ) ..........................................................................................................................
2. ( an eraser ) ..........................................................................................................................
3. ( a burglar ) ..........................................................................................................................
4. ( a ruler ) ..........................................................................................................................
5. ( a whiteout ) ..........................................................................................................................
6. ( glue ) ..........................................................................................................................
7. ( a file ) ..........................................................................................................................
8. ( a programmer ) ..........................................................................................................................
9. ( a web designer ) ..........................................................................................................................
10. ( a receptionist ) ..........................................................................................................................
NN.WRITING
Please write down the characteristics of how to be a good sanitarian that work in the remote area
community.
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UNIT 8
SURVEYING
OO.READING COMPREHENSION
What Is Survey Research?

Devin Kowalczyk
Survey Definition & Types
If you've ever been sitting at a train station, a particular lecturer's classroom, or in a

public area and a person with a stack of papers in his hands comes up to you out of the blue
and asks if you have a few minutes to talk, then you have likely been asked to take part in a
survey.
There are a lot of ways to conduct research and collect information, but one way
that makes it really easy is by doing a survey. A survey is defined as a brief interview or
discussion with individuals about a specific topic. The term survey is unfortunately a little
vague, so we need to define it better. The term survey is often used to mean 'collect
information.' For instance, you may imagine a researcher or a television scientist saying, 'We
need to do a survey!' (I know, riveting television).
So, besides our definition above, survey also means to collect information. We have our
first definition of a brief interview, and we have a second definition of collecting data. There
is a third definition for survey. This third definition of survey is a specific type of survey
research. Here are the three specific techniques of survey research:
 Questionnaires - a series of written questions a participant answers. This method gathers

responses to questions that are essay or agree/neutral/disagree style.
 Interviews - questions posed to an individual to obtain information about him or her. This
type of survey is like a job interview, with one person asking another a load of questions.
 Surveys - brief interviews and discussions with individuals about a specific topic. Yes, survey
is also a specific type of survey, to make things even more confusing. A survey is a quick
interview, with the surveyor asking only a few questions.
Questionnaires
If you use questionnaires, you will sit down and write up some questions that you need answers to.
This can go in several ways:
 Open ended questions where the participant fills in the answer with their thoughts. For
example, 'What do you think of cigarette advertisements on sport events?' This is useful for
a descriptive study, but there is very little here that you can analyze statistically.
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 Multiple choice questions allow for statistical analysis, such as 'Do you think cigarette
advertisements on sport events is a good thing for people - agree, neutral, or disagree.'
However, you may miss some personal feelings or thoughts on the situation.
Types of Personal Interview Survey
Basically, there are two-types of personal interview survey according to how the
interviewer approaches the respondents: intercept and door-to-door interviews. In an
intercept approach, the interviewer usually conducts a short but concise survey by means of
getting the sample from public places such as malls, theaters, food courts, or tourist spots.
On the other hand, a door-to-door interview survey involves going directly to the house of
the respondent and conduct the interview either on-the-spot or at a scheduled date.
Using Surveys
So why are those people hanging around train stations and other public places? The
reason is due to the nature of surveys and the purpose of study. A study is designed to
collect information about a topic (For instance, 'How do you feel about cigarette
advertisements on sport events?'), and then analyze the collected information to draw a
conclusion. The people hanging out in public areas are trying to collect the data. Each survey
technique offers strengths and weaknesses. It is the job of the researcher to weigh those
strengths and weaknesses against the needs of their study (People are against cigarette
advertisements on sport events).
All of the surveys offer relatively quick ways of collecting information, and this lesson
will show how a researcher might employ surveys in their methodology. Let's say you, as a
researcher, are interested in cigarette advertisements on sport events and people's views on
it.
PP. COMPREHENSION QUESTIONS
Answer these questions!
26. In a short statement, define survey!

27. What are the 3 specific techniques for surveying?
28. How to design questions in a questionaire?
29. How many types of interviewing are mentioned in the text?
30. What do researchers try to get from using surveys?
QQ. VOCABULARY
Find the synonyms from these words and write examples of sentences using those words.
44
1. Particular : ______________________________________________
______________________________________________________________
2. A stack of : ______________________________________________
______________________________________________________________
3. Vague : ______________________________________________
______________________________________________________________
4. Obtain : ______________________________________________
______________________________________________________________
5. Concise : ______________________________________________
______________________________________________________________
RR. GRAMMAR FOCUS
A survey is defined as a brief interview or discussion with individuals about a specific topic.
A study is designed to collect information about a topic
Those sentences are called Passive Voice
So, What is a Passive Voice?
A sentence is written in passive voice when the subject of the sentence has an action

done to it by someone or something else.The passive of an active tense is formed by BE
and the past participle. The subject of the verb or “doer” becomes the agent and often
not mentioned. When it is mentioned it is preceded by by and placed at the end. The
passive changes the focus of a sentence.
Here are the examples:
Active Passive
1 I write a letter A letter is (not) written.
2 I wrote a letter A letter was (not) written.
3 I will write a letter A letter will (not) be written.
4 I have written a letter A letter has (not) been written.
5 I am writing a letter A letter is (not) being written.
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6 I was writing a letter A letter was (not) being written.
7 I will have written a letter A letter will (not) have been written.
No Active Tense Passive Tense
1 Write is/am/are written
2 Wrote was/were written
3 will write will be written
4 have/has written have/has been written
5 is/am/are writing is/am/are being written
6 was/were writing was/were being written
7 will have written will have been written
Verbs ( + ) be past participle
( - ) be not past participle
Note:
Passive voice can be combined with infinitive forms when the passive forms are followed the verbs
like, love, want and wish.
Example:
I want the computer to be repaired.
Another form of passive voice can used with the verbs have to and need to.
Example:
The painter needs to be installed to the computer.
Practice
Change these sentences from active to passive:
1. People speak Portuguese in Brazil.
_______________________________________________________________
2. The Government is planning a new road near my house.
_______________________________________________________________
3. My grandfather built this house in 1943.

46
_______________________________________________________________
4. Picasso was painting Guernica at that time.
_______________________________________________________________
5. The cleaner has cleaned the office.
_______________________________________________________________
6. He had written three books before 1867.
_______________________________________________________________
7. John will tell you later.
_______________________________________________________________
8. By this time tomorrow we will have signed the deal.
_______________________________________________________________
9. Somebody should do the work.
_______________________________________________________________
10. The traffic might have delayed Jimmy.
_______________________________________________________________
SS. WRITING
Write a list of survey questionaires. There are some steps to make a questionaire.
First, Define your research aims.
Then, Identify the population and sample.
Next, Design questionnaire .
At last, Write the questionaire on a piece of a paper.
Remember, your questionaire have to be applicable to conduct for a survey.
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UNIT 9
GRAPHS, TABLES AND CHARTS
TT. READING COMPREHENSION
Passengers at a London Underground Station
The graph shows the fluctuation in the number of people at a London underground station over the
course of a day.
The busiest time of the day is in the morning. There is a sharp increase between 06:00 and 08:00,
with 400 people using the station at 8 o'clock. After this the numbers drop quickly to less than 200 at
10 o'clock. Between 11 am and 3 pm the number rises, with a plateau of just under 300 people using
the station.
In the afternoon, numbers decline, with less than 100 using the station at 4 pm. There is then a rapid
rise to a peak of 380 at 6pm. After 7 pm, numbers fall significantly, with only a slight increase again
at 8pm, tailing off after 9 pm.
Overall, the graph shows that the station is most crowded in the early morning and early evening
periods.
UU.DISCUSSION
48
Discuss with 2 other classmates for 5 minutes
31. What do you think this graph is used for?

32. Try to make a speculation of the cause of the fluctuation of the graph!
VV. VOCABULARY
You need to know some special vocabulary for graphs.
Movement (Verbs): Up
 Rose  Grew  Rocketed

 Went up  Shot up
 Increased  Surged
Movement (Verbs): Down
 Fell  Decreased  Plunged

 Declined  Sank  Plummeted
 Dropped  Went down
Movement (Verbs): U and Down
 Fluctuated
 Went up and down
Prepositions
 Between 1995 and 2000  Sales fell to 150 in March

 From 1995 to 2000  Sales fell by 50%
 Sales rose from 200 to 250
Adverbs and Intensifiers
 Slightly  a little  steeply

 Wildly  a lot  gradually
 Dramatically  sharply  gently
 rapidly  suddenly  steadily
No Movement: (Verbs with Adjectives, Verbs)
 remained steady  did not change  remained stable

 were unchanged  remained constant  stabilized
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Tops and Bottoms
 reached a peak  fell to a low

 peaked  sank to a trough
 reached their highest level  reached a bottom
WW. GRAMMAR FOCUS
“The graph shows the fluctuation in the number of people at a London underground station over the
course of a day.”
Those words printed in bold are called Determiners
So, What is a determiner?
A determiner is used to modify a noun. It indicates reference to something specific or something

of a particular type. This function is usually performed by articles, demonstratives, possessive
determiners, or quantifiers.
DETERMINERS VS PRONOUNS
Determiners are followed by a noun.
 The man
 This book
 Some people
Subject pronouns ( I , you , he , etc.) and possessive pronouns (mine, yours, his, etc.) cannot be
determiners because they can never be followed by a noun.
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TYPES OF DETERMINERS
Articles
The definite and indefinite articles are all determiners.
 Definite article - the

 Indefinite article - a or an (a is used before a consonant sound; an is used before a vowel
sound.)
Examples:
Close the door, please.
I've got a friend in Canada.
Demonstratives
There are four demonstrative determiners in English and they are: this, that, these and those
Note that demonstrative determiners can also be used as demonstrative pronouns. When they are
used as determiners they are followed by the nouns they modify. Compare:
 This is my camera. (Demonstrative used as a pronoun, subject of the verb is)

 This camera is mine. (Demonstrative used as a determiner modifying the noun camera.)
Possessives
Possessive adjectives - my, your, his, her, its, our, your, their - modify the noun following it in order
to show possession.
Possessive determiners are different from possessive pronouns - mine, his, hers, yours, ours, their.
 Possessive pronouns can stand alone and are not followed by nouns.
 Possessive determiners, on the other hand, are followed by nouns.
Compare:
 This is my house. (my is a possessive determiner. It is followed by the noun house which it

modifies)
 Is that car yours? (yours is a possessive pronoun. It is not followed by a noun.)
Quantifiers
Quantifiers are followed by nouns which they modify. Examples of quantifiers include:
some, any, few, little, more, much, many, each, every, both, all, enough, half, little, whole, less etc.
Quantifiers are commonly used before either countable or uncountable nouns.
 He knows more people than his wife.

 Little knowledge is a dangerous thing .
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Practice
Write these determiners to the empty space given in each sentence.
those
the
an
many
any
each
some
these
much
some
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1. Could you bring me __________ books I left in the garden?
2. _______ sun rises from the east.
3. The doctor advised me to eat __________ apple every morning.
4. There aren't __________ students in the library.
5. I haven't got ___________ pictures in my bedroom.
6. She gave a cookie to ___________ child.
7. I've got to solve _________ math problems before I go to sleep.
8. (With a bowl of cherries on your lap) ___________ cherries are delicious!
9. My mother doesn't drink __________ coffee.
10. I always keep __________ money in my wallet for emergencies.
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XX. WRITING
DESCRIBING A LINE GRAPH
In this writing practice, you have to write only 150 words of a description of a line graph given
below. You can use the words from Vocabulary above. In the following, you are provided some
expression to interpret the graph. In addition, you are also going to give some facts (of course it’s
kind of speculation) to explain the fluctuation of the graph.
Useful introductory expressions:

The graph shows / indicates / depicts / illustrates
From the graph it is clear
It can be seen from the graph
As can be seen from the graph,
As is shown / illustrated by the graph,
Example: The graph shows the percentage of children using supplements in a place over a year.
Useful time expressions:

over the next... / for the following... (for the following two months... over the next six months...)
from ... to / between ... and (from June to August... between June and August...)
during (during the first three months...)
Note!
You can use a combination of adjective + noun, or verb + adverb, to avoid repeating the same
phrase.
Example: There was a sharp decrease in the numbers. The numbers decreased sharply.
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UNIT 10
PROMOTIONAL MEDIA
YY. READING COMPREHENSION
Mass Media
The mass media play an important part in our lives. Newspapers, radio and especially TV
inform us of what is going on in this world and give us wonderful possibilities for education and
entertainment. They also influence the way we see the world and shape our views.
Of course, not all newspapers and TV programmes report the events objectively, but serious
journalists and TV reporters try to be fair and provide us with reliable information.
It is true that the world today is full of dramatic events and most news seems to be bad
news. But people aren’t interested in ordinary events. That is why there are so many programmes
and articles about natural disasters, plane crashes, wars, murders and robberies. Good news doesn’t
usually make headlines. Bad news does.
Some people say that journalists are given too much freedom. They often intrude on
people’s private lives. They follow celebrities and print sensational stories about them which are
untrue or half-true. They take photos of them in their most intimate moments. The question is -
should this be allowed?
The main source of news for millions of people is television. People like TV news because
they can see everything with their own eyes. And that’s an important advantage. Seeing, as we
know, is believing. Besides, it’s much more difficult for politicians to lie in front of the cameras than
on the pages of newspapers.
Still, many people prefer the radio. It’s good to listen to in the car, or in the open air, or
when you do something about the house.
Newspapers don’t react to events as quickly as TV, but they usually provide us with extra
detail, comment and background information.
The Internet has recently become another important source of information. Its main
advantage is that news appears on the screen as soon as things happen in real life and you don’t
have to wait for news time on TV.
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ZZ. COMPREHENSION QUESTIONS
1) What does the term the mass media in English refer basically to?
2) Why does the person read newspapers and watches TV programs?
3) What do good and serious journalists and reporters provide people with?
4) Who is a commentator ?
5) What are people interested in?
6) How do paparazzi earn their living?
7) What is the main source of news for millions of people?
8) Why do people like watching TV news more than listening news on the radio?
9) What do ‘The news media’ tell us?
10) What is the main advantage of the Internet?
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AAA. VOCABULARY
Replace the words or the phrases underlined with other words or phrases provided below. And
choose the correct synonym provided below.
1) Most newspapers come out every day.

a. weekly b. daily c. monthly
2) The Prime Minister of Russia paid a short visit to France.
a. brief b. long c. two days’
3) This editor pays a great attention to national affairs.
a. states about b. demands that..... c. draws people’s attention
4) The latest edition was very cheap.
a. cost much money b. was too expensive c. cost a little money
5) Public life, rich in interesting and important events, receives full coverage on the pages of our
newspaper.
a. isn’t widely covered b. is widely covered c. receives mutual understanding
6) A foreign correspondent is ......
a. a person who gives interview to journalists c. a journalist based abroad
b. prepares newspapers for publication
7) People can preserve peace on our planet by........
a. unity of action b. the arms race c. misunderstanding each other
8) It’s better to.........not on battlefields but in sports and cultural life.
a. overcome b. preserve c. compete
9) The general opinion about television is that it is terrifically exciting, immensely powerful, and
potentially very dangerous.
a. however b. not so c. very, extremely
10) Our common goal is.........everybody’s attention to the problems of peace.

a. to help b. to attract c. to cover
What do you know about newspapers? Match the words with their meanings.
1) heading a) to notice, to watch attentively

2) interview a) meet and talk to someone
3) to issue b) way of thinking about something, person’s opinion
4) to observe c) publication, the number of copies of a newspaper
5) to cover the topic d) to prepare a detailed account of an event for a newspaper
6) article e) to come out, to publish
7) editorial board b) a piece of writing
8) to report f) the title at the top of text
9) edition g) to deal with the topic
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10) view h) a group of people who prepare something for publication
BBB. GRAMMAR FOCUS
People like TV news because they can see everything with their own eyes.
That sentence is called Adverbial Clause
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So, What is an adverbial clause?
An adverb is a word or a phrase that modifies the verb of the sentence. While an
adverbial
So, what is aclause (or an adverb clause) is a group of words which plays the role of
Noun Clause?
an adverb. (Like all clauses, an adverbial clause will contain a subject and a verb.)
Read these sentences
Using adverb
I saw the movie yesterday.
Using adverb phrase
I saw the movie on Friday
Using adverbial clause
I saw the movie before I left for Jakarta.
There are 7 kinds of adverbial clause based on their types. They are adverbial clause of time, place,
cause, purpose, concession, conditions and Manner.
TYPE QUESTIONS ANSWERED EXAMPLES

Time When? After the fruit is harvested, it is sold at the market.
Wherever there are computers, there is Microsoft
Place Where?
software.
Cause Why? (What caused this?) I didn't call her because I'm shy.
Why? (What was the reason She took a computer course so that she could get a
Purpose
for doing this?) better job.
Concession/ Although Jay has a Master's degree, he works as a
Why is this unexpected?
Contrast store clerk.
If you save your money, you will be able to go to
Conditions Under what conditions?
college.
Manner How? He finished the work as she requested
As you can see from the examples above, most adverb clauses can be recognized because they are
introduced by a particular word or phrase (such as "when" and "so that"). These words and phrases
are called SUBORDINATING CONJUNCTIONS. Here are other conjunctions:
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Type The Conjunctions
Time After - Before - As Soon As - Once - When -
As Long As - Since - Whenever - Until - While
- By The Time - As
Place Where - Wherever
Cause as - because - since - now that - inasmuch as
Purpose In order that - so that
Concession/
Although - even though – though – while - whereas
Contrast
If - in case - provided - providing – unless -
Conditions
Whether
Manner As - in that – like – as if
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Practice
Choose the conjunction which is the best for these uncomplete sentences.
1. __________________ he always did well on his English tests, his parents were not surprised that
he got an A.
a. When b. If c. Since
2. You should keep the milk in the refrigerator, __________________ it doesn't go bad.
a. Because b. Since c. so that
3. __________________ he thinks he's smart, he isn't.
a. Although b. After c. Since
4. You should say goodbye to your brother ________________ you leave for Europe.
a. before b. unless c. since
5. ________________ my father has high blood pressure, he has to watch what he eats.
a. Because b. Before c. Since
6. ________________ I came to this country, I didn't speak a word of English!
a. Before b. In order that c. Since
7. I'll let you know ________________ I come back.
a. so that b. because c. After
8. He doesn't understand ________________ he doesn't speak French very well.
a. so that b. Because c. unless
9. He spoke slowly ________________ she would understand.

a. when b. because c. so that
10. ________________ you stop crying, I'll buy you an ice cream.
a. If b. Since c. After
CCC. SPEAKING
You are going to make a short articlethat covers your classmate’s opinion on an environmental
health issue. First of all, make a list of questions on the topic you want to cover. Then, find a
classmate to interview. And at last, take notes what your classmate said.
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DDD. WRITING
Make a short article from the interview you have made with your classmate and write it on a paper.
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UNIT 11
LAW, STATUTES & REGULATIONS
EEE. READING COMPREHENSION
WHAT IS ENVIRONMENTAL LAW?
Environmental Law is a complex combination of state, federal, and international treaty law
pertaining to issues of concern to the environment and protecting natural resources. For
example, environmental laws often relate to issues such as pollution of soil, air, or water; global
warming; and depletion of oil, coal, and clean water.
Administration of Environmental Regulations
In the United States, the chief government agency for administering environmental regulations is
the Environmental Protection Agency. Additionally, many states have their own environmental
enforcement agencies. In both cases, these bodies administer the laws designed to protect both
human health and the natural environment. They usually have the capacity to pass regulations
on environmental issues and to enforce those regulations through the imposition of fines, legal
action, or even the institution of criminal proceedings.
Pollution Control and Remediation
Generally, environmental law is broken into two categories: pollution control and remediation on
the one hand, and conservation of natural resources on the other. The source of authority for
these laws derives from many sources, and is heavily influenced by international treaties. Many
of these treaties pertain to matters like reducing greenhouse gas emissions, prohibiting the
hunting or fishing of endangered species, or even banning the testing of environmentally
destructive weapons, such as atomic bombs.
Violations of Environmental Law
Usually, violations of environmental laws are handled in a civil manner, with the imposition of
fines and civil damages to injured parties. But an emerging trend is spreading through the field of
environmental law in favor of the enactment of state laws criminalizing environmentally
destructive behavior. This has led to prison time for those who violate property use laws in
protected environments (such as building a home on protected wetlands) and business
executives who allow their companies to pollute.
Other Areas That Affect Environmental Law
Environmental laws also have relevance to product design in the form of emissions control,
environmentally friendly materials, and energy-efficient electronic devices. They have relation to
tax laws in the form of incentives for activities intended to benefit the environment, like fuel
efficient vehicles and the installation of solar panels. They affect housing codes in the form of
requirements for insulation, heat transfer through windows, and non-polluting construction
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materials. In other words, environmental laws are all around us and affect nearly every aspect of
our daily lives in one way or another.
FFF. COMPREHENSION QUESTIONS
11) Why is the environment law so important?

12) What do environment laws deal with?
13) Who administers the laws?
14) What are two things that the laws consist of?
15) What are the sources of the law derived from?
16) How are the violators of the laws handled?
17) What do the law relate to?
GGG. VOCABULARY
Here are some terms used in the law, statutes or regulations.

Act - Law passed by parliament, known as a 'bill' before assent by governor or governor general.
Adjournment - When a case is put off to a later date.
Administrative law - The rules governing decision making by public officials.
Administrative Notices - Provide guidance on practice and procedure required or followed by the
Court in the District Registry to which the notice relates to supplement what might be
contained in statutes or the Court’s Rules.
Appeal - An application to a higher court to review a decision of a lower court or tribunal.
Constitution - A set of rules or principles according to which a state or other organisation is

governed. A body of laws governing those who make laws.
Disclosure - Revealing all relevant information.
Discretion - The ability to choose whether to, or whether not to, proceed with a decision.
Discretionary - When the decision is made on what seems fit for the circumstances.
Dissent - To differ in opinion.
Evidence - Evidence is material that tends to prove or disprove a particular fact or facts. Evidence
might be an object or thing, it might be a document or it might be oral testimony from a
witness. Whether evidence can be used in a hearing will depend on its admissibility. This may
depend on a number of matters and there are many rules of evidence which take account of
such matters as the relevance and reliability of evidence.
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Judicial discretion - The right of a judge to make a choice, eg. in punishment.
Jurisdiction - The extent of legal authority or power of the Court to apply the law.
Law - A rule established by authority, society, or custom.
Legislation - An act of parliament or piece of delegated legislation.
Mediation or (Alternative Dispute Resolution) - A process in which an impartial third party (the
mediator) assists the parties in an attempt to bring about an agreed settlement or
compromise, without requiring a decision of the Court.
Pleadings - Pleadings include formal written statements of an applicant's claim and a respondent's
defence. All of the material facts the parties intend to allege at the trial and the issues in
dispute are defined in the pleadings. The pleadings show what facts are in dispute and what
issues the Court will need to determine.
Representative proceedings - Representative proceedings are commonly referred to as class

actions. A class action allows one claimant to bring an action in court on behalf of a group of
people. There are no limitations on the types of claims that can be brought through the class
action system.
Rule of law - The concept that everyone obeys the law; no one is above it.
Statutes - Acts of parliament.
Summons - A document issued by a court directing a person to appear before it.
Trial - Judicial examination and determination of issues between parties with or without a jury.
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HHH. GRAMMAR FOCUS
Most of the laws, statutes, rules and regulations are about obligation, prohibition and permission.
Look at the sentences that show obligation, prohibition and permission.
Obligation (expresses a firm obligation or necessity):
You have to bring a passport when you travel to a foreign country.
You must be at least 17 years old to vote on a general election.
You need to have a work permit in almost countries in the world.
Prohibition
You must not bring weapons on an airplane.
You cannot use a cellphone in a gas station.
Permission
You don’t have to wear uniform on Fridays.
You can bring your laptop in the laboratory.
You don’t need to put the book back to the shelf.
The words printed in bold type are called Modals. So what is a modal?
All the auxiliary verbs except be, do and have are called modals. Unlike other auxiliary
verbs modals only exist in their helping form; they cannot act alone as the main verb in a
sentence. It is used to express: ability, possibility, permission, obligation or other functions.
Modal phrases (or semi-modals) are used to express the same things as modals, but are a
combination of auxiliary verbs and the preposition to like have to, need to, be allowed to.
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Here are some other examples
Modal
Subject Modal Not Infinitives

You can (not) bring your book while having a test.
She must (not) arrive at school before 7.
He must (not) have a driving license to drive a car.
They can (not) wear jeans to school.
Students can (not) take their laptop to the classroom.
Modal Phrase
Subject Auxiliary Modal Infinitives

You (don’t) have to use your cellphone.
She (doesn’t) has (have) to study math every Monday and Thursday.
He (doesn’t) needs (need) to put some medicines in the locker.
They (don’t) have to work on weekends.
Students (don’t) have to wake up early in the morning.
Practice
Choose the conjunction which is the best for these uncomplete sentences.
1. You ___________ cigarettes in British Columbia unless you are 19 years of age. That is the law.
a. don't have to buy c. musn't not buy
b. shouldn't buy d. cannot buy
2. I'm really out of shape. I _______going to the gym regularly.
a. has to start c. must to start
b. must be starting d. have to start
3. A good sense of humour is important, even in business. You __________ serious all the time.
a. mustn't be c. don't have to be
b. don't got to be d. don't not have to be
4. There's no hurry. You __________________ that report until Friday of next week.
a. don't have to be finishing c. shouldn't have to finish
b. don't have to finish d. have to not finish
5. Watch out for that car, Timmy! You ______________ both ways before you step into the street.
a. must have looked c. have to look
b. had to look d. should be looking
6. The sign says "No parking". That means you __________________
a. cannot leave your car here. c. cannot be leaving your car here.
b. shouldn't have to leave your car here. d. mustn't to leave your car here.
7. In British Columbia, everyone _______________ in a vehicle, even the passengers.
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a. has to wear seatbelts c. have to wear seatbelts
b. must be wear seatbelts d. must wearing
8. Your rent is overdo. You _____________ immediately, or else the landlord will evict you.
a. have to pay it c. have got to pay it
b. may have to pay it d. should pay it
9. Sue's grades are slipping. She _______________ or she won't pass the course.
a. has to study more harder c. has to study harder
b. must have to study harder d. should have studied harder
10. In Canada, people __________________ when they meet. However, many people do.
a. don't have to kiss or hug c. cannot kiss or hug
b. musn't kiss or hug d. don't got to kiss or hug
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III. SPEAKING
You are going to make a list of an ideal rules that make your collegea better place for study within a
group. Think of some obligation, prohibition and permission that have to be followed by all students
and college staffs in your college. You can start from what should be followed, and then should be
prohibited and should be permitted to make some rules in your campus. And you take any notes
from discussion.
You can follow this model:
A : What do you think should be some obligations?
B : I think it’s good idea to prohibit having snack on hall way.
C : I partly agree but we should put a probihition not having a snack in the classroom, too. etc
JJJ. DISCUSSION
You will discuss your rules with other groups to decide the best rules for your college.
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UNIT 12
DISCUSSION
KKK. READING COMPREHENSION
Fallacies in Arguments
Fallacies are mistakes of reasoning, as opposed to making mistakes that are of a factual
nature. If you counted twenty people in the room when there were in fact twenty-one, then you
made a factual mistake. On the other hand, if you believe that there are round squares, you are
believing something that is inconsistent. This is a mistake of reasoning, and a fallacy, since you
should not have believed something inconsistent if your reasoning is good.
Here are some examples of fallacies you may encounter when making an argument:
 Appeal to Ignorance - An appeal to ignorance occurs when one person uses another person’s
lack of knowledge on a particular subject as evidence that their own argument is correct.
For example: “You can’t prove that there aren’t Martians living in caves under the surface of
Mars, so it is reasonable for me to believe there are.”
 Appeal to Authority - This type of fallacy is also referred to as Argumentum ad Verecundia

(argument from modesty). In this case, rather than focusing on the merits of an argument, the
arguer will try to attach their argument to a person of authority in an attempt to give credence
to their argument.
For example: “Well, Isaac Newton believed in Alchemy, do you think you know more than Isaac
Newton?”
 Appeal to Popular Opinion - This type of appeal is when someone claims that an idea or
belief is true simply because it is what most people believe.
For example: “Lots of people bought this album, so it must be good.”
 Association Fallacy - Sometimes called "guilt by association," this occurs when someone links
a specific idea or practice with something or someone negative in order to infer guilt on another
person.
For example: “Hitler was a vegetarian, therefore, I don’t trust vegetarians.”
 Attacking the Person - Also known as Argumentum ad Hominem (argument against the
man), this is quite a common occurrence in debates and refers to a person who substitutes a
rebuttal with a personal insult.
For example: “Don’t listen to Eddie’s arguments on education, he’s an idiot.”
 Begging the Question - This type of fallacy is when the conclusion of an argument is assumed
in the phrasing of the question itself.
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For example: “If aliens didn’t steal my newspaper, who did?” (assume that the newspaper was
actually stolen).
 Circular Argument - Also referred to as Circulus in Probando, this fallacy is when an

argument takes its proof from a factor within the argument itself, rather than from an external
one.
For example: “I believe that Indomie instant noodles are great because it says so on the Indomie
instant noodles packaging.”
 Correlation Implies Causation Fallacy - Otherwise known as Cum Hoc Ergo Propter Hoc, this
is a fallacy in which the person making the argument connects two events which happen
sequentially and assumes that one caused the other.
For example: “I saw a chicken and ten minutes later, I crashed my car, therefore,chickens are
bad luck.”
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 False Dilemma/Dichotomy - Sometimes referred to as Bifurcation, this type of fallacy occurs
when someone presents their argument in such a way that there are only two possible options.
For example: “If you don’t vote for this candidate, you must be a Communist.”
 Non Sequitur - A fallacy wherein someone asserts a conclusion that does not follow from the
propositions.
For example: “All Dubliners are from Ireland. Ronan is not a Dubliner, therefore, he is not Irish.”
 Slippery Slope - Assuming that a very small action will inevitably lead to extreme and often
ludicrous outcomes.
For example: “If we allow gay people to get married, what’s next? Allowing people to marry
their dogs?”
As you can see, there are many different types of fallacies that you may encounter. Arguing
with someone who uses false logic like this can be a frustrating experience, but now that you know
these are examples of fallacies, you can identify what they are doing and spot the lapse in logic right
away.
LLL.COMPREHENSION QUESTIONS
18) What is the difference of fallacy and a factual mistake?

19) As long as you understand the text, how would you do if you met someone had the fallacy
thoughts?
MMM. VOCABULARY
Try to find the synonyms of these words or phrases. And put them into sentences.
1. Encounter : _________________________________________________
Example : _____________________________________________________________
2. Evidence : _________________________________________________
Example : _____________________________________________________________
3. Appeal : _________________________________________________
Example : _____________________________________________________________
4. Credence : _________________________________________________
Example : _____________________________________________________________
5. Guilt : _________________________________________________
Example : _____________________________________________________________
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6. Infer : _________________________________________________
Example : _____________________________________________________________
7. Sequentially : _________________________________________________
Example : _____________________________________________________________
8. Assert : _________________________________________________
Example : _____________________________________________________________
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NNN. GRAMMAR FOCUS
Generally, in a discussion most people express their ideas or opinions that are followed either by
agreeing or disagreeing statements. Here are the examples of both agreement or disagreement on
statements.
Positive Agreement
If you agree with someone about an opinion, you can simply say "I agree" or "You're right."
For example,
A: I think we need more time.
B: I agree. / You're right.
The words "so" and "too" are often used in expressions of positive agreement.
Note that "too" usually comes at the end of the sentence, and "so" at the beginning.
Remember to use "question order" with so.
POSITIVE AGREEMENTS
STATEMENTS
SO TOO
I am in the mood for having some coffee So am I I am, too
She can swim very well So can my brother My brother can, too
My father has some toasts for breakfast So do I I do, too
His teacher went to Jakarta last weekend. So did my teacher My teacher did, too
You have already finished your homework So has Linda Linda has, too
We will spend our holiday in Bali So will they They will, too
They were tired last night So was her sister Her sister was too
Negative Agreeement
For negative agreement, use neither in place of "so," and either in place of "too."
POSITIVE AGREEMENTS
STATEMENTS
NEITHER EITHER
I am not in the mood for having some coffee Neither am I I am not, either
She can’t swim very well Neither can my brother My brother can’t, either
My father doesn’t have some toasts for breakfast Neither do I I don’t, either
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His teacher didn’t go to Jakarta last weekend. Neither did my teacher My teacher did not, either
You haven’t finished your homework yet. Neither has Linda Linda has not, either
We will not spend our holiday in Bali Neither will they They won’t, either
They were not tired last night Neither was her sister Her sister was not, either
Disagreeing
To express disagreement, you may simply say "I disagree" or "I don't think so." For example,
A: I think John Doe would make a great President.
B: I disagree. / I don't think so.
You may also disagree by stating the opposite opinion, sometimes stressing a word for emphasis.
A: I don't like chocolate ice cream.
B: Well, I do. / But, my sister does.
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Practice
Write either positive or negative agreement to these following statements with the subject given
in the parantheses.
1. I don’t really like Lady Gaga’s album (she) ______________________________________

2. I think she has an excellent cooking skill (he) ______________________________________
3. My father really enjoyed his last holiday (they)______________________________________
4. The teacher was absent yesterday (I) ______________________________________
5. He hasn’t paid the bill yet (we) ______________________________________
6. We won’t plan to visit thezoo (my sister) _________________________________
7. I can’t tell you the truth. It’s a secret. (John) _____________________________________
8. I thought it was an invitation. ( I ) ______________________________________
9. She likes an instant noodle a lot (you) ______________________________________
10. I don’t think she could make it (we) ______________________________________
OOO. SPEAKING PRACTICE
Make simple statements about the following and have a partner agree or disagree with you. Then
switch roles.
1. Talk about today's weather.
2. Say what foods you like best.
3. Tell what you think about smoking.
4. Give an opinion about a current politician.
5. State your ideas about a controversial topic.
PPP. DISCUSSION
You will discuss some of these issues or motion. There will be affirmative group and
negative/opposition group. The purpose of this discussion is the practice making a good reasoning
on an issue. Here are some issues or motions:
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1. The sponsorship of cigarette product on all sport events must be banned by the government.
2. Death penalty must be given to the drug dealers.
3. The companies that are proven polluting on nature must be closed down.
4. Subsidized fuel has to be eliminated.
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UNIT 13
REPORT
QQQ. READING COMPREHENSION
WHAT IS A REPORT?
Some academic assignments ask for a ‘report’, rather than an essay, and students are often
confused about what that really means. Likewise, in business, confronted with a request for a
‘report’ to a senior manager, many people struggle to know what to write. Confusion often arises
about the writing style, what to include, the language to use, the length of the document and other
factors.
In academia there is some overlap between reports and essays, and the two words are
sometimes used interchangeably, but reports are more likely to be needed for business, scientific
and technical subjects, and in the workplace. Whereas an essay presents arguments and reasoning, a
report concentrates on facts.
Essentially, a report is a short, sharp, concise document which is written for a particular
purpose and audience. It generally sets outs and analyses a situation or problem, often making
recommendations for future action. It is a factual paper, and needs to be clear and well-structured.
Requirements for the precise form and content of a report will vary between organisation
and departments and in study between courses, from tutor to tutor, as well as between subjects, so
it’s worth finding out if there are any specific guidelines before you start.
Reports may contain some or all of the following elements:
1. A description of a sequence of events or a situation;

2. Some interpretation of the significance of these events or situation, whether solely your own
analysis or informed by the views of others, always carefully referenced of course;
3. An evaluation of the facts or the results of your research;
4. Discussion of the likely outcomes of future courses of action;
5. Your recommendations as to a course of action; and
6. Conclusions.
Not all of these elements will be essential in every report. If you’re writing a report in the
workplace, check whether there are any standard guidelines or structure that you need to use.
For example, in the UK many government departments have outline structures for reports to
ministers that must be followed exactly.
The Structure of a Report
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A report is designed to lead people through the information in a structured way, but also to
enable them to find the information that they want quickly and easily. Reports usually, therefore,
have numbered sections and subsections, and a clear and full contents page listing each heading. It
follows that page numbering is important.
Like the precise content, requirements for structure vary, so do check what’s set out in any
guidance. However, as a rough guide, you should plan to include at the very least introduction, the
main body of your report, and a section containing your conclusions and any recommendations.
Introduction
The introduction sets out what you plan to say and provides a brief summary of the problem
under discussion. It should also touch briefly on your conclusions.
Report Main Body
The main body of the report should be carefully structured in a way that leads the reader
through the issue. You should split it into sections using numbered sub-headings relating to themes
or areas for consideration. For each theme, you should aim to set out clearly and concisely the main
issue under discussion and any areas of difficulty or disagreement. It may also include experimental
results. All the information that you present should be related back to the brief and the precise
subject under discussion.
Conclusions and Recommendations
The conclusion sets out what inferences you draw from the information, including any
experimental results. It may include recommendations, or these may be included in a separate
section.
Recommendations suggest how you think the situation could be improved, and should be
specific, achievable and measurable. If your recommendations have financial implications, you
should set these out clearly, with estimated costs if possible.
RRR. COMPREHENSION QUESTIONS
20) What is the difference between report and essay?

21) How do you make a good report as suggested in the text?
22) What makes a report so important?
SSS. VOCABULARY
Match the meaning of some terms in report written in these quotations from media in bold types
with this list of definitions.
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a. Some situation or event that is thought about.
b. direct the course of; manage or control
c. something that interests you because it is important
d. a plan of action adopted by an individual or social group
e. a customary way of operation or behavior
1. He directed and acted in plays every season and became known for exploring
Elizabethan theatre practices. — BBC (Feb 16, 2012)
2. The scandal broke out in October after former chief executive Michael Woodford claimed
he was fired for raising concerns about the company's accounting practices. — BBC
(Feb 15, 2012)
3. As a result, the privacy issues surrounding mobile computing are becoming ever-more
complex. — Time (Feb 16, 2012)
4. Inflation has lagged behind the central bank’s 2 percent target, giving policy makers
extra scope to cut rates. — BusinessWeek (Feb 15, 2012)
5. Scientists have been conducting studies of individual genes for years. — BusinessWeek
(Feb 15, 2012)
TTT. GRAMMAR FOCUS
Generally, in a report people use some quotations to show what they exactly tell or think on
something.
Example: Paul said “I have to report this case to the police”.
It is not always written as what they say. Otherwise, you can change the quotations into a report
speech, as follows:
Paul said he had to report this case to the police.
When do we use reported speech? Sometimes someone says a sentence, for example "I'm going to
the cinema tonight". Later, maybe we want to tell someone else what the first person said.
We use a 'reporting verb' like 'say' or 'tell' If this verb is in the present tense, it's easy. We just put
'she says' and then the sentence:
 Direct speech : “I like ice cream.

 Reported speech : She says she likes ice cream.
But, if the reporting verb is in the past tense, then usually we change the tenses in the reported
speech:
 Direct speech : “I like ice cream.

 Reported speech : She said she liked ice cream.
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Tense Direct Speech Reported Speech
present simple I like ice cream” She said (that) she liked ice cream.
present I am living in London” She said she was living in London.
continuous
past simple I bought a car” She said she had bought a car OR She said she
bought a car.
past continuous I was walking along the street” She said she had been walking along the street.
present perfect I haven't seen Julie” She said she hadn't seen Julie.
past perfect* I had taken English lessons before” She said she had taken English lessons before.
will I'll see you later” She said she would see me later.
would* I would help, but..” She said she would help but...
can I can speak perfect English” She said she could speak perfect English.
could* I could swim when I was four” She said she could swim when she was four.
shall I shall come later” She said she would come later.
should* I should call my mother” She said she should call her mother
might* I might be late She said she might be late
must I must study at the weekend She said she must study at the weekend OR She
said she had to study at the weekend
* doesn't change.
Reported Questions
It's not so different from reported statements. The tense changes are the same, and we keep the
question word. The very important thing is that, once we tell the question to someone else, it isn't a
question any more. So we need to change the grammar to a normal positive sentence, as follows:
 Direct speech : "Where do you live?"

 Reported speech : She asked me where I lived.
another example:
 Direct speech : "Where is Julie?"

 Reported speech : She asked me where Julie was.
Here are some more examples:
Direct Question Reported Question

“Where is the Post Office, please?” She asked me where the Post Office was.
“What are you doing?” She asked me what I was doing.
“Who was that fantastic man?” She asked me who that fantastic man had been.
But now, what if you need to report a 'yes / no' question? We don't have any question words to help
us. Instead, we use 'if':
 Direct speech : "Do you like chocolate?"

 Reported speech : She asked me if I liked chocolate.
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Here are a few more examples:
Direct Question Reported Question

“Do you love me?” He asked me if I loved him.
“Have you ever been to Mexico?” She asked me if I had ever been to Mexico.
“Are you living here?” She asked me if I was living here.
Time Expressions with Reported Speech
Sometimes when we change direct speech into reported speech we have to change time expressions
too. We don't always have to do this, however. It depends on when we heard the direct speech and
when we say the reported speech.
For example: It's Monday. Julie says "I'm leaving today".
Here's a table of some possible conversions:
now then / at that time

today yesterday / that day / Tuesday / the 27th of June
yesterday the day before yesterday / the day before / Wednesday / the 5th of December
last night the night before, Thursday night
last week the week before / the previous week
tomorro today / the next day / the following day / Friday
w
Practice
Rewrite these direct speech into reported speech.
11. Steve said “I’m living in London”. __________________________________________

12. John told “My father isn’t rich”. __________________________________________
13. Stella said “I didn’t know he is absent” __________________________________________
14. Mr. Brown asked ”Where is your car?” __________________________________________
15. Brian said “I’ve already gotten an accident”. __________________________________________
16. Sarah asked ”Does their father works?”. __________________________________________
17. George asked “Where did I put my keys?”. __________________________________________
18. Sue said “I won’t go to the wedding”. __________________________________________
19. Frank asked “When are you going to finish it? _________________________________________
20. Dan asked “Was the party fun?” __________________________________________
UUU. WRITING PRACTICE
Write a report from what you see from a video presented on the screen as detailed as possible.
You’re supposed to report that event to anyone else how important it is to others.
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UNIT 1

SANITARIAN JOB DESCRIPTION

The Public Sector

The Private Sector

Provide the possible meaning of the following words in Indonesian!

Try to make that each word into a sentence!

“As a sanitarian, you provide important services to promote public health.”

1. Sentences with Verbal Predicate

2. Sentences with Non-Verbal Predicate

Read the following text.

There are three clinical types of diarrhoea:

acute bloody diarrhoea – also called dysentery; and

Infection: Diarrhoea is a symptom of infections caused by a host of bacterial, viral and parasitic

1. What makes Diarrhoea a such dangerous and lethal disease?

Make a list of how to treat a Diarrhoea espesially happens in children.

How to say you are ill

How to say you are feeling OK

 I am alive and kicking (to continue to be well, healthy or successful

 I have a headache / toothache / backache / stomachache / earache...

 Exercise regularly.  Have regular medical check

 eye drops  syrup

 check-up  operation / surgery

Look at these sentences!

1. You look tired. You should go to bed.

2. I have a toothache now. Should I go to the dentist?

4. A : What should you do for a cold?

B : Oh...It’s sometimes helpful to eat garlic soup. It works!

C : And....It’s important to get a lot of rest. You’ll get a lot better

Those sentences are some suggestions for health problems.

Modal Verb “SHOULD”

Subject Modal Verb Infinitive

“It” clause To Infinitive

Choose 3 health problems you know.

HEALTH PROBLEM DO DON’T

B : Sure, what can I do for you?

A : Thank you for your advice.

Read the following text.

NON-METRIC MEASUREMENT SYSTEM

1. At first glance : ..................................................................................

Example : Speed : Km/h (kilometer per hour) .....etc

Look at these sentences!

Example: It’s too noisy here. Can we go somewhere quieter ?

1. This coffee is very weak. I like it a bit ___________________________________________

Write a place, a thing or someone in each adjective that remids you of

Read the following text.

FAST FACTS – CONSUMPTION STATISTICS

Sometimes it can be difficult to relay to people just how much we consume;

Remember that hyperconsumption can also extend to buying “green “. Our thinking is

Let’s discuss some interesting facts from the text!

10. Which ones makes you surprised?

Glossary of Terms of Statistics

 Statistics - a set of concepts, rules, and procedures that help us to:

Look at this sentence!

“In India, 30% of children in vilagges go to school.”

“In India, a few children in vilagges go to school.”

So, what is a quantifier?

Below is the quantifiers that are used to describe imprecise quantity.

Rewrite these sentences using quantifiers. Then compare with a partner.

1. In China, 50% of women get married by the age of 22.

A : What is your favorite food? /What kind of food do you like?

A : Do have a computer connected to internet at home?

B : Yes, I do. I have 2 units.

Look at this example.