Modul Bahasa Inggris

UNIT 1
PERSONAL INFORMATION
1. Asking for personal information.

Questions:
1. What's your name?
2. How old are you?
3. Where do you live?
4. Where are you from?
5. Where were you born?
6. When were you born?
7. What do you do?
8. What's your nationality?
9. What is your hobby?
10. May I know your phone number?
What is your phone number?
Modul Bahasa Inggris (UNJ124) Page 1

2. Answering for personal information
1. My name is Salsabilah Rahman / I am Salsabilah Rahman
2. I am 18 years old
3. I live in Jakarta
4. I am from Java
5. I was born in Central Java
6. I was born on August 18th, 1998
7. I am a student
8. I am an Indonesian
9. I like reading and traveling
10. 085723356678
Cultural note:
In western culture there some questions that you should not ask when
first you meet people. They are questions relating to age, status, religion,
and salary.
Vocabulary: Personal Information

1. Surname
2. First name
3. Middle name
4. Last name
5. Full name
6. Nickname
7. Address
8. Live

9. Residence
10. Street
11. Occupation
12. Hobby
13. Gender
14. Marriage
15. Single
16. Bachelor
17. Nationality
18. Hometown
19. Village
20. Countryside
Question words that you can use when asking questions:

Who (asks for a name or person)
Whose (asks about the owner)
Why (asks for a reason)
Where (asks for a place)
What (asks about a thing or a concept)
Which (asks about a thing)
When (asks for a time)
How (asks about the way something happens)
(Also "how much" / "how many" to ask about quantity; "how
long" to ask about duration; "how often" to ask about frequency.)

Exercise 1
Direction: In pair, practice the following dialogue and fill in the
blanks the identity cards that follow this conversation.
Simone : Hi, my name is Simone. Whats your name?

Takeyuki : Hi, I am Takeyuki. What do you do?
Simone : I am a student in Sorbonne University, and how
about you?
Takeyuki : I am a student, too. Where do you come from,
Simone?
Simone : I am from France. You are from Japan, arent you?
Takeyuki : Yes, you are right. By the way, what subject are
taking now?
Simone : History, and you?
Takeyuki : engineering.

Exercise 2
Direction: Fill in the blanks the following conversation with
appropriate question(s)/response(s)!
Student A : Hello, I would like to introduce myself. My name

is Richyan. (1) ..?
Student B : Hi, I am Mardiah. (2) ..?
Student A : I am a student. I study at Malang University. And
you?
Student B : (3) .. I study at Padjajaran University.
Student A : By the way, where do you live?
Student B : I live nearby campus. I do not live with my parents.
What about you?
Student A : (4) .. They do not allow me to be far
away from them.
Student B : Oh, I see.
Student A : Well, (5) .?
Student B : I like jogging, travelling, and camping
Student A : wow, we have the same hobby. I also like travelling.
May be someday we can go travelling together.
Student B : yeah, it sounds nice! By the way, I have to go now. I
hope we can have a chat next time. (6) ?
Student A : yes, of course. My phone number is 085664233304.
Student B : Okay, Thanks! I will call you later.

Exercise 3
Direction: Read the following dialogue and then practice it with
your partner by changing the information given with
your own situation!
Anna : Could you tell me a little about yourself? Where were

you born?
Martin : I was born in Mexico City.
Anna : Did you grow up there?
Martin : No, I didn't. I grew up in Canada.
Anna : Where did you go to high school?
Martin : I went to high school in Mexico City.
Anna : And when did you graduate?
Martin : I graduated last year, and now I work as a salesperson.
Anna : Did you have a favorite teacher when you were a child?
Martin : Yes, I did. I had an excellent teacher. His name was Mr.
Woods.
Anna : What did he teach?
Martin : He taught English.
Exercise 4
Direction: Get in pairs, develop a conversation about asking for
and giving personal information. Practice your
conversation in front of the class!
Exercise 5
Direction: Get in pairs, ask your friend about someones personal
information in your classroom. Suppose you do not
know him/her before (Take turn)!

UN1T 2
SIMPLE PRESENT TENSE
The uses of simple present tense

(1) Present Uses
1. We use the present simple when something is generally or
always true
Examples:
- People need food
- Teachers teach
- Two and two make four
2. Similarly, we need to use the present simple for a situation
that we think is more or less permanent. (See the present
continuous for temporary situations.)
Examples:
- Where do you live?

- Whats your hobby?
- I dont like mushrooms
3. We use the present simple for habits or things that we do
regularly. We often use adverbs of frequency (such as
'often', 'always' and 'sometimes') in this case, as well as
expressions like 'every Sunday' or 'twice a month', etc.
Examples:
- Do you smoke?
- I play tennis every Tuesday.
- Anna doesnt travel very often
4. We can also use the present simple for short actions that
are happening now. The actions are so short that they are
finished almost as soon as you've said the sentence. This
is often used with sports commentary, or in
demonstrations.
Examples:
- He takes the ball, he runs down the wing, and he scores!
- First, I put some butter I the pan and turn on the cooker.
(2) Future uses
5. We use the present simple to talk about the future when
we are discussing a timetable or a fixed plan. Usually, the
timetable is fixed by an organization, not by us.
Examples:
- School begins at nine tomorrow.
- What time does the film start?
- The plane doesn't arrive at seven. It arrives at seven thirty
6. We also use the present simple to talk about the future
after words like ' 'when', 'until', 'after', 'before' and 'as soon
as'. These are sometimes called subordinate clauses of
time.
Examples:
- I will call you when I have time. (Not 'will have'.)
- I won't go out until it stops raining.
- Im going to make dinner after I watch the news.
(3) Conditional uses
7. We use the present simple in the first and the zero
conditionals.
Examples:
- If it rains, we won't come.
- If you heat water to 100 degrees, it boils.
- I will go if you go.
The formula
a. Verbal Sentences (use a verb as the predicate)
Affirmative S + V1-s/-es + O
Negative S + Do/Does +not + V1 + O
interrogative Do/Does + S + Verb 1 + O?
S I, You, We, They

Verb1
Do
S She, He, It
=> Verb 1 - s/es
=> Does
Examples :
- I always see him every Sunday.
- She works at that office.
- Doni and Dita work at the same office.
b. Nominal Sentences (use to be as the predicate)
Affirmative S+ am, is, are + Non verb

Negative S + am, is, are +Not + Non verb
Interrogative Am, is, are + S + Non verb?
S I => am
S You, They, We => are
S She, He, It => is
Non Verbs Nouns (e.g. student, pencil, homework),

Adjectives (e.g. beautiful, happy, heavy),
Adverbs (e.g. in here, yesterday, there)
Examples:
- I am a student
- She is beautiful
- They are not in here
Exercise 1
Direction: Change the verb into the correct form !
1. I usually (go) to school.

2. They (visit) us every Sunday.
3. You (play) basketball once a week.
4. Tom (work) every day.
5. We (be) smart students.
6. She never (help) me with that!
7. Martha and Kevin (swim) twice a week.
8. In this club people usually (dance) a lot.
9. Dewi always (take care) of her sister.
10. John rarely (leave) the country.
11. My father (be) a teacher
12. Lorie (travel) to Paris every Sunday.
13. I (bake) cookies twice a month.
14. You always (teach) me new things.
15. She (help) the kids of the neighborhood.
Exercise 2
Direction: Write the negative and interrogative forms of the
above sentences!
Exercise 3
Direction: Write 20 sentences using your own words (verbal and
nominal sentences)!
Exercise 4
Direction: In pair, practice asking and answering about your
friends daily habit!

Visit schools anywhere in the world, and you will probably
notice a number of similarities. There are students, teachers,
books, blackboards, and exams everywhere. However, a school
system in one country is not identical to the system in any other
country. It cannot be exactly the same because each culture is
different. The educational system is a mirror that reflects the
culture. Look at the school system, and you will see the social
structure and the values of its culture.
Mexico
In Mexico, the educational system reflects some of the
countrys many contrasts. On the one hand, it is believed that the
nation can achieve equality of rights for everyone through
education. The basis of the Mexican educational system is the
countrys constitution, which was written in 1917. It requires
education to be free, compulsory, and universal. It also states that
education should support national unity and lead to social,
economic, and cultural improvement of the people. At lower
levels, this means that there is emphasis on the countrys rich
cultural history. Children write historical essays, participate in
activities for national holidays, and read about national heroes
especially native people (Indians). However, it is often difficult to
provide education in rural areas, where many of the indigenous
people live. People in these areas are poor and isolated
geographically. There arent enough schools, and rural teachers
must be able to teach all six grades of primary school. Also,
traditions among some indigenous people do not typically include
school attendance.
Japan
The Japanese value education highly. One statistic reflects
this: the Japanese place such importance on education that 88
percent of all students complete not only primary school but also
high school. Public schools are all both free and egalitarian; all

students are considered equal and learn the same material. For
social reasons, its important for a student to receive a university
degree and a degree from the right university. To reach this
goal, students have to go through examination hell. There are
difficult exams for entrance to all universities, to many of the
better primary and secondary schools, and even to some
kindergartens! Japanese students need great discipline; in order to
make time for their studies, they need the self-control to give up
hobbies, sports, and social life. Results of these exams affect the
entire family because there is high status, or social position, for
the whole family when the children have high test scores.
Britain
In the United Kingdom (Britain), the educational system
reflects the class system. All state schools primary, secondary,
and university are free, and the first nine years are egalitarian; all
students learn the same material. At age eleven, students take an
important national exam. After this, they attend one of three
possible secondary schools: college preparatory, vocational (for
job training), or comprehensive (with both groups of students).
However, 6 percent of British students attend expensive private
schools. These are students from upper-class families. Half of the
students at Oxford and Cambridge universities come from such
expensive secondary schools. It might seem that anyone can
afford to go to a university because all universities are free, but
only 1 percent of the lower class goes to university. Because
graduates from good universities get the best jobs, it is clear that
success is largely a result of ones social class.
The United States

Education in the United States is available to everyone, but
not all schools are equal. Public primary and secondary schools
are free for everyone; there is no tuition. Almost 80 percent of all
Americans are high school graduates. Students themselves decide
if they want college-preparatory or vocational classes in high
school; no national exam determines this. Higher education is not
free, but it is available to almost anyone, and about 60 percent of
all high school graduates attend college or university. Older
people have the opportunity to attend college, too, because
Americans believe that youre never too old to learn. On the
other hand, there are also problems in U.S. schools. In many
secondary schools, there are problems with lack of discipline and
with drugs and crime. In addition, public schools receive their
money from local taxes, so schools in poor areas receive less
money. As a result, they dont have enough good teachers or
laboratory equipment, and the buildings are often not in good
condition. Clearly, U.S. education reflects both the best and the
worst of the society.
Conclusion
It is clear that each educational system is a reflection of the
largest culture both positive and negative aspects of its
economy, values, and social structure. Look at a countrys
schools, and you will learn about the society in which they exist.
(Source: Hartmann & Kirn. 2007. Interactions 2. Reading.)
VOCABULARY FROM THE PASSAGE

NOUNS ADJECTIVES
Aspects compulsory
Constitution egalitarian
Contrasts entire
Discipline identical
Indigenous people isolated
Native people rural
Primary school universal
Secondary school vocational
Statistic
Status
Tuition
Values
VERBS IDIOMS
achieve on the one hand
afford on the other hand
determine
reflect
value
SKIMMING FOR TOPIC AND MAIN IDEAS IN THE

PASSAGE
Topics:
The title of a piece of writing may tell or suggest its topic. But
sometimes there is no title. Readers then need to figure out the

topic on their own. Topic is usually mentioned many times in the
passage or in the paragraph. One way to quickly recognize a topic
is to skim. Skimming is the fast reading for a purpose.
Main idea:
The main idea is frequently but not always the first sentence of
the paragraph. Sometimes it is the second sentence, appearing
after an introduction or transition. At other times it is the last
sentence, with other sentences leading up to it. Only rarely does it
appear in the middle of the paragraph. All the sentences in the
paragraph should relate to the main idea.
Exercise 1
Direction: Match the paragraphs from the reading Education: a
Reflection of Society with their topics below by writing
the topics on the blanks.
- Conclusion: Education as a reflection of society

- A country that places a lot of importance on education
and makes students take difficult exams
- A country that offers education to everyone but also has
problems in its schools
- A country where equality and national unity are
important
- A country where social class is very important
- Introduction: Education as a mirror of a culture

1. 1st Paragraph .
2. 2nd Paragraph .
3. 3rd Paragraph .
4. 4th Paragraph .
5. 5th Paragraph .
6. 6th Paragraph .
GETTING MEANING FROM CONTEXT

Three types of clues for guessing the meaning of new words:
1. Punctuation
A sentence provides a definition of a new vocabulary or
information about it which is presented in parentheses ( ),
after a dash ( ), or after a comma ( , ).
Example:
There is a drawback, a disadvantage, to that idea.
(drawback means disadvantage)
2. Another Sentence
Sometimes a clue to the meaning of a new vocabulary item is
in another sentence or sentence part.
Example:
A school system in one country is not identical to the system in any
other country. It cannot be exactly the same because each culture is
different.
(identical means exactly the same)
3. Logic
Simple logic helps the reader to guess a new word.
Example:
The educational system is a mirror that reflects the culture.
(Logically a mirror shows something, so the reader can guess that
reflects means shows)
Exercise 2
Direction: Read the sentences below and figure out the meanings
of the underlined words from the context by writing them
on the blanks.
1. In a number of countries, education is both compulsory

required and universal, available to everyone, at least in
primary school (elementary school).
Compulsory means ..
Universal means ..
Primary school means .
2. There are many more schools in cities than in rural areas.
Rural means .
3. Public schools are all both free and egalitarian; all students
are considered equal and learn the same material.
Egalitarian means .
4. Results on these exams affect the entire family because
there is high status, or social position, for a whole family in
which children have high test scores.

Entire means .
Status means .
5. After taking national exam, students in the Britain attend
one of three possible secondary schools: college
preparatory, vocational (for job training), or comprehensive
(with both groups of students).
Vocational means .
Comprehensive means
6. Students themselves decide if they want college-preparatory
or vocational classes in high school; no national exam
determines this for them.
Determines means .
Comprehensive Questions
Exercise 3
Direction: Read the passage Education: A Reflection of
Society carefully. Then, answer the following
questions clearly and write the answer on the blanks
provided!
1. What educational system does Mexicos constitution

require?
.
.
2. What makes the Japanese students need great discipline for

their studies?
.
.

3. Why does the educational system in the United Kingdom
reflect class system?
.
.
4. What does youre never too old to learn mean?

.
.
5. What problems do the American students face in U.S.

schools?
.
.

UNIT 4 DESCRIBING PEOPLE AND OBJECTS
1. Describing People
When we want someone to describe a person we can use
questions as follows:
What is she like?
What does he look like?
Which one is Dodi?
And we can answer those questions by describing his/her face

shape, skin and complexion, eyes, mouth and lips, hair, body,
and clothes.

a. Face Shape
- Square - Heart-shaped
- Oval - Thin
- Round - Wide
- Triangular - Chiseled
b. Skin and complexion
Complexion is the natural appearance and color of the skin,

especially of the face. For example, Mary has a soft,
creamy complexion.
Wrinkled: covered with lines or loose folds of skin; often

associated with age
Freckled: sprinkled or covered with light brown spots
Ruddy: skin that has a reddish tint; may have the appearance
of sunburn
Sallow: skin that has a yellowish tint; may be associated with
illness
Tanned: skin with a warm, golden-brown tint

Rosy or fresh-faced: pink-cheeked, fair complexion that glows
with a hint of pink
Other skin-related adjectives: pale, fair, spotless, silky,
smooth, creamy, dewy, baby-soft, peaches-and-cream,
glowing, paper-thin or translucent (as with a very old person),
sunburned, peeling, rough, callused, weathered, weather-
beaten, craggy, leathery, mottled, dry, brown, dark
c. Eyes
Shape, size, and appearance:

large, small, almond-shaped, round, squinty, crinkly, bulging,
heavy-lidded, hooded, deep-set, close-set, hollow, tear-filled
Eye color:
black, brown, hazel, green, blue, violet, gray, amber
Eye expressions:
piercing, mesmerizing, sad, sorrowful, haunted, gentle,
sympathetic, warm, compassionate, expressive, bright,
twinkling, lively, dancing, laughing, shifty, sly, distrusting,
sleepy

Other:
brown-eyed boy, bright-eyed sister, wide-eyed child, gold-
flecked eyes
d. Mouth and lips

Lip shape and size:
thin, full, pouting, rosebud (babys lips, often), pursed
(puckered up, as when concentrating)
Mouth expressions:
laugh, smile, beam, grin, frown, grimace, scowl, sneer, curl,
pout
Adjectives describing the mouth or mouth expressions:
toothy, toothless, gap-toothed, kind, sweet, dimpled, relaxed,
firm, serious, cruel, snarling
e. Hair
Hair color:
black, brunette, brown, chestnut-brown, blond, honey-blond,
golden-blond, ash-blond, fair, cornsilk, auburn, red, strawberry-
blond, gray, silver, white, salt-and-pepper

Texture or appearance:
wispy, fuzzy, wavy, curly, kinky, frizzy, wild, untamed,
unmanageable, straight, spiky, stiff, buzzed, shaved, parted,
neatly-combed, tamed, cascading, long, short, cropped, dull,
shiny
Hair styles:
braids, ponytail, pigtails, bun, messy bun, twist, bob, ringlets,
flip, cornrows, extensions, bangs, buzz, layered, feathered,
chopped, gelled, spiked, slicked down
Lots of hair:
thick, full, lustrous, bushy, coarse, wiry, stiff
Little hair:
thin, scraggly, fine, baby-fine, downy, wispy, limp, flat, balding,
bald, bald spot, receding (gradual loss of hair at the front of the
head)
Treated hair
permed, dyed, bleached, highlighted, weaved, streaked,
colored
f. Facial hair
Hair:
beard, goatee, mustache, soul patch, sideburns
Beard growth:
stubble, fuzz, peach fuzz, bristles, five oclock shadow
(describes new beard growth thats shadowy in appearance.
Its usually more noticeable late in the day on the jaw, chin, or

cheek area, but some men purposely grow five oclock
shadows.)
Adjectives:
bearded, bushy, stubbly, bristly, scratchy, unshaven, shaggy,
whiskered, beardless, clean-shaven, smooth, trimmed, neatly-
trimmed, pencil-thin
g. Body
Build:
small, slim, slight, thin, lean, willowy, skinny, angular, bony,
fine-boned, chunky, chubby, large, portly, plump, round, stout,
pudgy, full-figured, ample, broad-shouldered, burly, solid,
muscular
Posture:
stand, sit, slouch, flop, lean, recline, rest, stretch, sprawl, curl
up, roost, squirm, arch, slump, stoop, bend, hunch, scoot, walk,
run, race, jog
h. Clothes

Fabric:
denim, twill, wool, cashmere, cotton, linen, seersucker,
gingham, lace, chiffon, tulle, velvet, velveteen, fleece,
flannel, tweed, polyester, jersey, corduroy, spandex,
leather
Bottoms:
jeans, skinny jeans, cargo pants, flat-front pants, pleated
pants, slacks, trousers, overalls, sweatpants, crop pants,
capris, skirt, shorts, board shorts
Tops:
sport shirt, dress shirt, polo shirt, button-down shirt,
tank top, blouse, tunic, long-sleeve, short-sleeve,
sleeveless, collared, T-shirt, V-neck, scoop-neck,
turtleneck, sweatshirt, hoodie, pullover, sweater,
cardigan, sweater set
Other clothing:
dress, gown, frock, uniform, coveralls, costume,
pajamas, bathrobe, robe, vest, jacket, blazer, coat, apron
Footwear:
socks, stockings, shoes, slippers, sandals, flip-flops,
loafers, heels, pumps, boots, ankle boots, riding boots,
slouch boots, athletic shoes, sneakers, tennis shoes, gym
shoes, runners
Accessories:
mittens, gloves, hat, cap, head wrap, bandana, scarf,
muffler, necklace, choker, bracelet, ring, earrings, cuffs,
cufflinks, purse, clutch, bag, tote, sunglasses, eyeglasses,
glasses
Adjectives (appearance):
stylish, natty, smart, chic, classy, elegant, polished,
draped, flowing, sheer, casual, relaxed, carefree,
starched, crisp, sharp, dressy, lacy, shiny, shimmering,
sparkling, glittery, sloppy, torn, ripped, tattered,
disheveled, slovenly, tacky, unkempt, faded, scratchy,
worn, frayed, nubby, rough, smooth, pliable, warm, soft,
quilted, knit
Adjectives (patterns):
striped, solid, plaid, checked, floral print, geometric
print
Exercise 1
Direction: Play a guessing game. The teacher describes some
students in the class and the students guess who they
are. Then, ask students to do the same (come to the
front of the class, describe famous people, and the
other students guess)!
Exercise 2
Direction: In pair, practice asking and answering questions about
someones appearance. Produce information as much
as possible about someone being described

2. Describing Objects
Expression Response
What does it look like? Its big, with eight hairy arms
How big is it? Its 3 feet, by 4 feet, by 5 feet.
How much does it weigh? It weighs 75 pounds.
What color is it? Its bright yellow, brighter than a
banana.
Whats it made out of Its made of plastic and aluminum.
What is it? Its a garlic press.
What does it do? It puts a sharp point on wooden
pencils.
What is the purpose of a The purpose of a refrigerator is to
refrigerator keep food cold so it does not spoil.
What do you use (a cheese A cheese grater is used to make small
grater) for? strips of cheese from a larger block.
How does (a water heater) Water is collected in a large tank and
work? heated by either gas or electricity.

Vocabulary: Objects
1. Shape 11. Light
2. Rectangle 12. Sharp
3. Square 13. Empty
4. Triangle 14. Content
5. Circle 15. Grey
6. Oval 16. Purple
7. Cone 17. Beside
8. Cube 18. Under
9. Cylinder 19. Opposite
10. Heavy 20. Nearby
We can describe an object by its size, color, material, shape,

and function.
Examples:
- It is an apple. It is red
- The apple is red and round. It is a round and red apple.
- The food is delicious and tasty.
- It is a white, sticky, and liquid glue.
- My glasses are round and cool. They are round and cool
glasses

Exercise 1
Direction: Practice the following conversation!
Randall : Do you know what a grandfather clock is?

Horace : Yes, of course.
Randall : I assume it is a kind of clock, but what does it look
like?
Horace : Well, theyre usually big, about an average persons
height, and maybe 20 to 24 inches wide.
Randall : And?
Horace : The clock face is at the top, usually a round face, and
many have Roman Numerals.
Randall : Go on.
Horace : Below the face is a pendulum which hangs from a
chain, or something similar, which swings back and
forth as the clock ticks.
Randall : Im sorry, whats a pendulum?
Horace : A weight hanging from a chain, cable, or string.
Randall : I see.
Horace : In all the grandfather clocks I have ever seen, the
cabinets were made out of wood, usually stained
brown.
Randall : Why are they called grandfather clocks?
Horace : I dont know. It may be because they are an old style
of clock that was common in our grandfathers days.

Randall : The clock in your fathers office is a grandfather
clock, isnt it?
Horace : Yes, but he calls it his grandmothers clock.
Randall : Why?
Horace : Because his grandmother gave it to him.
Exercise 2
Direction: Play a guessing game. The teacher describes some
objects in the class and the students guess what they
are. Then, ask students to do the same (come to the
front of the class, describe some well-known objects,
and the other students guess)!
Exercise 3
Direction: In pair, practice asking and answering questions
about some objects. Produce information as much as
possible about objects being described (including how
they work)!

Similarities in Student Life
At colleges and universities around the world, students
from other places live in student housing on campus, in
apartments, or in the private homes of other people. They walk
to school or get there by bicycle or by car. Sometimes they take
public transportation like the bus or subway. They attend classes
and take quizzes or tests or exams. They complete necessary
course requirements. After years of study, they get certificate or
college degrees. These are proof of completion of courses of
study. Outside school, they have other interest and family or

social lives. In some ways, life on the campuses of institution of
higher education is the same everywhere in the world.
System of Higher Education

Maybe student life is similar, but the system of higher
education differs in countries around the worlds. For example, the
United State, postsecondary students can live at home and go to
community colleges for two years or more. Or they can choose
four-years or private colleges or universities. They can get
financial aid, like scholarships, grants, or loans. This money helps
students to pay college tuition and other charges. (Loans have to
be paid back.) With undergraduate degrees, they can attend
graduate school. The system is different in some countries of Asia
or the Middle East, like Iran. There, students take an exit exam in
their last year of high school. The people with highest score
attend the best universities in the country. Other students can go
to other kinds of colleges or get job.
Differences in Teaching and Learning Style

But not only can the system of higher education vary.
Teaching and learning methods and styles differs in various
cultures, at different colleges and universities, and individual
courses. For example, the atmosphere in many classrooms is very
formal. Students use titles such as Professor Gonzalez or Mr.
Wong for their instructors. Some teachers wear business clothes
and give academic lectures. Students respect the knowledge and
views of their master teachers. Other classrooms have an
informal atmosphere. Instructors dress casually, and students use
instructors first name. In this relaxed atmosphere, class members
work together in groups. They tell their individual experiences,
give their opinions, and talked about their ideas. Some teachers
always follow a course plan or the textbook. They give a lot of
assignments. They give points, scores, or grades for homework. In
their courses, students take many quizzes, tests, and exams. All
over the world, there are teaching and learning differences.
Campus Facilities and Services

What about the facilities and services available to students
at college and university campuses around the world? At many
institution of higher education, resources for learning and
recreation are available to students. At libraries, they can read and
study books and other materials and learning resource center, they
can often work on computers. May be they can use educational
software programs or the internet. Sometimes audio or video
equipment is available. And people can buy books, supplies, and
other things at campus store. Also, learners can get advice from
counselors and individual help with their courses from tutors.
Maybe they can relax and have fun on campus, too. Some schools
have swimming pools, tennis courts, and other sports facilities.
Most have snack bars, cafeterias, or other eating places. And at
some schools, not all students go to campus. They take internet

courses by computer, see and hear lectures on television, or use
other kinds of distance learning.
(Source: Kirn & Hartmann. 2007. Interactions 1. Reading.)

NOUNS
Academic lectures Scores
Assignments Services
Atmosphere Social lives
Certificates Software programs
Distance learning Styles
Equipment Tennis courts
Exit exam Views
Facilities VERBS
Financial aid complete
Instructors differ
Learning resource centers ADJECTIVES
Loans audio
Materials
available
Methods
Points formal
Public transportation individual
Quizzes relaxed
Requirements
similar
Resources
Scholarships ADVERBS
casually

RECOGNIZING THE TOPICS AND MAIN IDEAS OF
PARAGRAPHS
The word topic means the subject of speech or writing. A
paragraph usually tells about one topic. The heading of a
paragraph gives information about its topic
The main idea tells the main point, or idea, about the topic.
Sometimes one or two sentences of a paragraph tell the main
idea.
Strategy to identify main idea:
a. The main idea is often found in the first sentence of a
paragraph.
b. The main idea can also be in the middle or at the end of the
paragraph
The supporting details give examples or more information
about the main idea.
Exercise 1
Direction: Read the passage University Life around the World
carefully and answer the questions about the passage.
1. What is the topic of the passage?

2. What is the topic of each paragraph? (Hint: Look at the
paragraph heading)
1st Paragraph .
2nd Paragraph .
3rd Paragraph
4th paragraph .

3. What is the main idea of each paragraph?
1st Paragraph .
2nd Paragraph .
3rd Paragraph
4th paragraph .
GETTING MEANING FROM CONTEXT:

Definitions and Italics
Readers can find the meanings of words and phrases in the
context. The context is the other words in the sentence or
paragraph. Two ways of identifying the meaning are (1) look for a
definition, and (2) look for words in italics.
1. Look for a definition

Definitions give the meaning of a word or phrase. A definition
can be a short or long phrase. In a reading, a definition often
comes in a sentence after the verbs be or mean.
Example:
Another phrase for international students is foreign students.
The word foreign means of a different country or culture.
(international student means foreign student)
(Foreign means of a different country or culture)
2. Look for words in italics

Defined words are sometimes in italics. The definitions or
meaning explanations can be in quotation marks.
Example:
The definition of an international student is a post-secondary student
from another country. The meaning of postsecondary is after high
school.
(International student means a post-secondary student from
another country)
(Postsecondary means after high school)
Exercise 2
Direction: Match each vocabulary word on the left with the
correct definition on the right. The vocabulary words
are from the passage University Life around the
World. The numbers in parentheses ( ) indicate the
paragraphs.
Vocabulary words Definitions

1. complete (1) a. Proof of completion of courses
2. public of studies
transportation (1) b. Necessary courses
3. requirements (1) c. The points or grade a student
4. certificates gets on a test
and degrees (1) d. The bus or subway
5. similar (2) e. The cost for educational
6. score (2) instruction
7. financial aid (2) f. The buildings and equipment
8. tuition (2) of a school, college, or
9. an exit exam (2) university

10. academic g. Just about the same
lectures (3) h. Courses by video, video
11. facilities (4) conferencing, or computers to
12. learning resource students in different places
centers (4) i. Money for students from
13. distance scholarships, grants, or loans
learning (4) j. Having to do with things you
14. audio (4) can hear
k. A test for leaving high school
l. To finish or end something
m. Formal talks by professors
or instructors on subjects of
study
n. Places with computers and
audio and video equipment for
learning
Exercise 3
Direction: Read the passage University Life around the
World carefully. Then, answer the following
provided!
1. Where do students from other places live at college and

university?
.

.
2. What are differences in system of higher education in the

United States and Iran?
.
.
3. What are differences of teaching and learning between

formal and informal class atmosphere?
.
.
4. What facilities do campus around the world offer to

students?
.
.

Unit 6
SIMPLE PAST TENSE
The uses of Simple past tense:

1. The Simple past is used to talk about activities or situation that
started and finished at a specific time in the past.
We watched a movie last night.
I won a scholarship a year ago.
They did not study Physics yesterday.
2. The Simple past is used to list a series of completed actions in

the past.
I finished work, walked to the beach, and found a nice
place to swim.

He arrived from the airport at 8:00, checked into a hotel at
9:00, and met the others at 10:00.
Did you add flour, pour in the milk, and then add the
eggs?
3. The Simple past is used to describe a habit that stopped in the

past.
Sam studied English when he was a kid.
We drank milk for breakfast when we were young.
I often came late to school when I was at elementary
school.
4. The Simple past is used to describe past facts or

generalizations which are no longer true.
People paid much more to make cell phone in the past.
The earth was flat.
It took several months to travel from Indonesia to Mecca
by ship in the past.
Time expressions:
- Yesterday (morning, afternoon, evening)
- Last night
- Last (week, month, year, decade, century)
- Last (Spring, Summer, Autumn/Fall, Winter)

- Last (Monday, Tuesday, Wednesday, Thursday, Friday,
Saturday, Sunday)
- (Five minutes / two hours / three days / a month / a year)
ago
THE FORMULA
(1) Verbal sentences (use a verb as the predicate)
Affirmative S + V2 + O
Negative S + Did + Not + V1 + O
Interrogative Did + S + V1 + O?
Examples :
- I had ice cream last Sunday.
- She didnt sit at her desk two hours ago.
- Did you see our best friend last weekend?
(2) Nominal sentences (use to be as the predicate)
Affirmative S+ was / were + Non verb

Negative S + was / were + not + Non verb
Interrogative Was / were + S + Non verb?
Examples :
- I was a student of Al-Hidayah Boarding school.
- She wasnt mean.
- Were they at the party last night?

The patterns of Verb 2 (Past Verbs)
1. Regular verbs
Add ending ed / d to the verb 1 for changing it into Verb 2.
Examples:
- Talk talked
- Smile smiled
- Attend attended
2. Irregular verbs
No change
Base verb Past verb Past participle
cut cut cut
hit hit hit
put put put
read read read
Vowel change
swim swam swum
ring rang rung
drink drank drunk
sing sang sung

Similarly changed
bring brought brought
catch caught caught
think thought thought
sleep slept slept
Totally changed
fall fell fallen
go went gone
tear tore torn
withdraw withdrew withdrawn
Exercise 1
Direction: What are the past verbs and past participles of the
following verbs
Past verb Past participle

1. Multiply .
2. Slide .
3. Calculate .
4. Wear .
5. Collide .
6. Seek .
7. Shake .

8. Dream .
9. Buy .
10. Subtract .
11. Evolve .
12. Lay .
13. Say .
14. Design .
15. Drain .
Exercise 2
Direction: Complete these sentences with the correct form of
verbs in the brackets!
1. Ahmed .. (be) at the library last Monday.

2. I . (watch) a movie yesterday
afternoon.
3. Rick . (shave) his beard a week ago.
4. Two students .. (be) were absent
last Friday.
5. She . (go) to bed early last
night.
6. Sue (write) an e-mail to her
parents yesterday evening.
7. Carmen .. (be) out of town yesterday
morning.
8. We . (attend) a meeting two hours
ago.

9. Mr. Wong . (teach) Mandarin
language last semester.
10. Ms. Akihito (visit) Jakarta last
month.
Exercise 3
Direction: Write the negative and interrogative forms of the
above sentences!
Exercise 4
Direction: Write 10 sentences using your own words (verbal and
nominal sentences)!

UNIT 7
EXPRESSING COMMANDS AND REQUESTS
1. Expressing Commands
Use bare verbs, and dont + a bare verb for negative form
Examples:
- Go!
- Read your book!
- Clean the whiteboard!
- Sweep the floor!
- Dont come late!
- Dont smoke here!
Use be + an adjective/noun, and dont + be +an
adjective/noun.
Examples:
- Be a good student!

- Be polite!
- Dont be childish
- Dont be silly
2. Expressing Requests
Use bare verbs + please, and dont + bare verb (verb1)+
please for negative forms
Examples:
- Sit on this chair, please!
- Please do it well!
- Dont use my pen, please!
- Dont talk to your friend!
Use could, would, may, will + subject + verb1/be +
adjective/noun (+ please)
Examples:
- Could you help me?
- Would you be quite, please?
- Will you open it, please?
- May I sit on this chair?
Responses for Commands and Requests

1. Positive responses
- Yes, of course
- Certainly
- All right
- Okay
- Yes, why not!
2. Negative responses
- Im sorry, but I have to
- Sorry, I cant
- I would love to but sorry I could not
- No, Im sorry
Vocabulary: Command and request

1. Go 11. Concentrate
2. Come 12. Focus
3. Write 13. Open
4. Read 14. Close
5. Enter 15. Teach
6. Play 16. Study
7. Erase 17. Prepare
8. Clean 18. Organize
9. Stand 19. Arrange
10. Sit 20. Set
Exercises 1
Direction: Mention the expression of requests used in this
dialogue and practice the dialogue with your partner!
Ardi : Its hot here. Isnt it?

Banu : Yes, it is. I think it will help if we open a window.
Ardi : Thats right. Will you open it, please?
Banu : Yes, certainly.
{a minutes later}
Ardi : Well, its ok now.
Banu : What about using the fan?
Ardi : Thats a good idea. It will be more comfortable. Would
you switch it on?
Banu : All right. Ill try.
Ardi : Does it work?
Banu : Yes, it is cooler now.
Exercise 2
Direction: In pair, build a conversation containing expressions
about command and request! Then practice it in front
of the class!

Unit 8
Biometeorologists and their research

Weather has a powerful impact on the physical world. It also
affects peoples personalities. How do we know about the effects
of weather on people? We know from biometeorologists. These
scientists study weather. They study how atmospheric conditions
affect human health and emotions. The word atmosphere means
the air around the earth. Atmospheric conditions at a time or
place is a definition of the word weather. Some examples of
these conditions are sun, wind, rain, snow, humidity (the amount
of moisture in the air), and air pressure (the force of air). The
weather conditions of the atmosphere greatly influence (or affect)
peoples health, thinking, and feelings.

How wind can affect health
All over the world, winds come down from high mountain
areas. The winds fall faster and faster, and the air becomes
warmer and drier. What do scientists say about the health effects
of this kind of weather? According to biometeorologists in
Russia, powerful winds from the mountains increase the number
of strokes (blood vessel attacks in the brain). Also, sometimes
strong southern winds blow north over Italy. During these times,
researchers say, Italians have more heart attacks (sudden stopping
of the heart). People everywhere have bad headaches during times
of forceful winds. And Japanese weather scientists say there is an
increase in the number of asthma attacks. (Asthma is a lung
disorder. It causes breathing problems.)
Possible effects of other kinds of weather

Do other kinds of weather influence physical health?
Sudden temperature changes in winter are often associated with a
cold or the flu. (The flu, or influenza, is a viral disease.) However,
colds and flu probably increase because people are in close

contact (near one another) indoors in cold weather. Colds and flu
may even lead to pneumonia (another lung disease). Other
illnesses also increase during long periods (times) of cold
weather. In most places, diseases of the blood and heart attacks
are more common in winter. But in some very hot and humid
(wet) regions, there are more hearth attacks in summer. Many
people have high blood pressure (a health condition). In three out
of four people, blood pressure falls (goes down) in warm weather.
But some people have lower blood pressure in the cool or cold
times of the year.
Weather and mood

These forces of nature greatly affect peoples moods
(emotional conditions and feelings) too. For many people, winter
in the northern regions is very depressing. They eat and sleep a
lot, but they usually feel tired. They are nervous and cant work
well. They are irritable (not very nice to other people).
Biometeorologists even have a name for this condition. The name
is Seasonal Affective Disorder (SAD). Scientists think the cause
of this mood disorder is the long periods of darkness. Even during
the day, it is often cloudy or gray. What can people with SAD do
about their moods? Naturally, they need more light! On bright
days they feel better. But people dont work very well on sunny,
hot, and humid days. The best weather for good work and
thinking is cool and clear.

Conclusion and Summary
Are the people around you becoming sick more often? Are
they getting more colds or the flu or even pneumonia? Are they
having more health problems like headaches or asthma attacks or
heart disease? Or are you becoming moody? Are you getting more
tired or depressed (low in mood) or sad? Remember according to
biometeorologists and other weather scientists the cause may be
the atmosphere!

NOUNS
Asthma atmosphere
Biometeorologists blood pressure
Diseases disorder
Effect headache
Flu (influenza) heart attack
Humidity personalities
Moods pneumonia
Researchers strokes
Scientists temperature
weather
ADJECTIVES
depressed forceful
depressing humid

drier (dry) irritable
moody powerful
Nervous sudden
Physical
Warmer
VERBS
Affects increase
causes influence
RECOGNIZING THE TOPICS AND MAIN IDEAS OF

PARAGRAPHS
The word topic means the subject of speech or writing. A
paragraph usually tells about one topic. The heading of a
paragraph gives information about its topic
The main idea tells the main point, or idea, about the topic.
Sometimes one or two sentences of a paragraph tell the main
idea.
Strategy to identify main idea:
c. The main idea is often found in the first sentence of a
paragraph.
d. The main idea can also be in the middle or at the end of the
paragraph
The supporting details give examples or more information
about the main idea.

Exercise 1
Direction: Complete
4. What is the topic of the passage?
5. What is the topic of each paragraph? (Hint: Look at the
paragraph heading)
1st Paragraph
2nd Paragraph
3rd Paragraph
4th paragraph
5th paragraph
6. What is the main idea of each paragraph?
1st Paragraph .
2nd Paragraph .
3rd Paragraph .
4th paragraph .
5th paragraph .
GETTING MEANING FROM CONTEXTS:

Parentheses and Words with Similar Meanings
The reader can often find the meanings of new vocabulary words
from the context (the other words in the sentence or paragraph).
This context can be:
1. The meaning can be in parentheses ( )
The definition come after the parentheses or the words be or
means.

Example:
We know about the effects of weather from biometeorologist
(weather researchers). They study how atmospheric condition
affects human health and emotions. The word atmosphere
means the air around the earth.
(biometeorologist means weather researcher)

(atmosphere means the air around the earth)
2. Other words with the same or similar meanings

Readers can find that there might be other words with the
same or similar meanings as the item in the sentence or
paragraph.
Example:
Powerful winds from the mountains of Russia may increase
the number of strokes. In times of strong winds in Italy,
Italians have more heart attacks. People everywhere have bad
headaches during times of forceful winds.
(Powerful winds means strong/forceful winds)
Exercise 2
Direction: Complete the following sentences with words from the
passage The Powerful Influence of Weather. Some
definitions appear following be or mean; some are in
parentheses.
1. These weather researchers study health and emotions in

response to atmospheric conditions. They are


2. This word means atmospheric conditions at a time or place.
It is the ..
3. Some examples of kinds of atmospheric conditions are sun,
wind, . , . ,
. , and .
4. A word for the force of air is
5. A word for blood vessel attacks in the brain is
.
6. A heart attack is a ..
7. A short word for influenza, a viral disease is
..
8. Asthma and pneumonia are disorders or diseases of the

9. The name SAD means .
This condition is caused by ..
Exercise 3
Direction: Sometimes examples can explain the meaning of a
word or phrase. Look at the columns below. Match each
vocabulary word or phrase in the first column with the
examples in the second column.
VOCABULARY EXAMPLES
1. atmospheric a. The ocean, seas, islands,
conditions deserts, forests
2. kinds of extreme b. Coal, oil, carbon dioxide,
weather air, water

3. air temperatures c. Asia, Europe, the Middle
4. Earths natural East, Africa, the Americas
materials and d. Sun, air, snow, wind,
gases humidity
5. countries of the e. Happy, tired, sad,
world depressed, nervous, moody
6. the largest areas of f. Blizzards, tornadoes,
the globe hurricanes, floods,
7. diseases or health droughts
disorders g. Japan, China, Russia, Italy,
8. how people feel Mexico, the United States
(adjectives) h. Winter, spring, summer,
9. seasons of the year fall
10. natural areas or i. Hot, warm, cool, cold
regions of the earth j. Stroke, asthma, influenza,
pneumonia, headaches,
high blood pressure,
arthritis
Exercise 4
Direction: Read the passage The Powerful Influence of
Weather carefully. Then, answer the following
provided!

1. What do biometeorologists study about the weather?
.
.
2. How can forceful winds affect humans health?

.
.
3. What is Seasonal Affective Disorder (SAD)?

.
.
4. How can people deal with SAD?

.
.
5. According to biometeorologists and weather scientists, what

makes people often sick or moody?
.
.

Unit 9
FUTURE TENSE
The uses of Future tense:

1. The future tense with be going to is used to describe future
plans.
Examples:
- Im going to study tonight.
- Shes going to help me with my work.
- They are going to leave soon.
2. The future tense with be going to is used to express future

intentions.
Examples:
- Im going to get good grades this term.
- Im not going to go to so many parties.
- Shes going to work longer today.
3. The future tense with will is used to express intentions.

Examples:
- Ill work much harder from now on.
- They will take math next term.
- She will study my notes after every lecture.

4. The future tense with will is used to express offers.
Examples:
- Mary will find some books for you.
- Ill carry that heavy suitcase for you.
- Sam will fix your car after this.
5. The future tense with will is used to express predictions.

Examples:
- Ill get a better grade by studying more.
- Tom will pass the exam by studying seriously.
- We will win the competition by practicing more and more.
6. The future tense with will is used to express promises.

Examples:
- Ill do a better job next time!
- Ill keep your secret. Trust me!
- Ill turn assignments on time next time!
7. The future tense with will is used to express requests.

Examples:
- Will you help me with my work?
- Will Sam send this present to Sarah?
- Will you get a train ticket for me?

The formula
c. Verbal Sentences (use a verb as the predicate)
Affirmative S + will / (am, is, are) going to +

V1 + O
Negative S + wont / (am, is, are) not going
to + V1 + O
Interrogative Will / (are, is) + S + (going to) +
Verb 1 + O?
Examples :
- I am going to visit my parents tomorrow.
- We will leave this city tonight.
- They wont fall asleep in the class again.
d. Nominal Sentences (use to be as the predicate)
Affirmative S+ will be / (am, is, are) going to be + Non

verb
Negative S+ wont be / (am, is, are) not going to be
+ Non verb
Interrogative Will / (is, are) + S + (going to be) + Non
verb?
Examples :
- I will be a good teacher for them.
- She wont be late again.
- They are going to be here one hour later.
Exercise 1
Direction: Complete the following sentences with will or be
going to correctly!
1. Miguel . (attend) a concert this
weekend.
2. I . (take) this box of books to my
car. (you, help) me?
3. My grades were terrible last year. I promise that I
.. (work) harder this semester.
4. . (you, marry) me?
5. .. (you, marry) him?
6. You look cold. I .............. (get) you a coat.
7. The students in his class .. (hand in)
term papers on Monday.
8. This weekend, many of the students ..
(be) in the computer lab.
9. He . (feel) very happy if he passes this class.
10. (go) to a party Saturday night?
Exercise 2
Direction: Complete the following sentences with your own
expressions. Use be going to!
1. I need a book. I
2. Its midnight now. Im so sleepy. I

3. George has to mail a package. He
....
4. Sue is dirty. She .

5. Im writing a composition. I dont know how to spell a
word. I
6. Sue and I want to go swimming. We
..
7. Its late at night. I hear a burglar! I

8. Ivan and Natasha want to go out to eat. They

9. Its a nice day today. Mary and Eve
.
10. I have a headache. I
11. I have a toothache. My wisdom tooth hurts. I
..
12. Its raining outside. We cant go to the movie. We
..
13. My brother is packing. He .
14. The waiter hands us the menu. We
..
15. Tom and friends won the football game yesterday. Tonight,
they .
Exercise 3
Direction: Write 10 sentences using will or be going to!

Past Definitions of Family
Like the community, the family is a social institution. Long
ago, human beings lived in loosely-related groups. Each group
had a common ancestor (a family member from the distant past).
But for over a millennium (a thousand years), there have been two
main types of families in the world: the extended form and the
nuclear form. The extended family may include grandparents,
parents, and children (and sometimes aunts, uncles, and cousins)
in other words, relatives living in the same house or close together
on the same street or in the same area. In contrast, the nuclear
family consists of only parents and their biological (related by
blood) or adopted children. Because of the industrialization in the
nineteenth century, the nuclear family became the most common
family structure.

Kinds of Families Today
Today there are many different kinds of families around the
globe. Some people live in traditional familiesthat is to say, a
stay-at-home mother, a working father, and their own biological
children. Others live in two-paycheck familiesthat is, both
parents work outside the home. There are many single-parent
families; in other words, only a mother or a father lives with the
children. Still others have adoptive or foster families (i.e., adults
take care of children not biologically theirs) or blended families
in other words, divorced or widowed men and women marry
again and live with the children from their previous, or earlier,
marriages. Some kids have stepparentsthat is, mothers or fathers
related to them by marriage instead of biology. In other families,
some youngsters under the age of 18 have to take care of kids
either their own or their younger siblings (brothers and sisters). In
different countries around the world, there are also same-sex
partnerships with or without children childless marriages,
unmarried live-in relationships, communal living groups, and so
on.
The Early 20th Century

What caused the structure of the family to change? Here is
an example from the Western world. In the early 1900s in the
United States, the divorce rate (i.e., the percent of legal endings
compared to the number of marriages) began to rise, and the
birthrate (i.e., the number of births per 100 or 1,000 people) began
to decline; in other words, couples stayed married for fewer years,
and they had fewer children. Women often chose to get an
education and take jobs outside the home. Decades (ten-year
periods) later, the same things began to occur in other
industrialized countries and then developing countries of the
world as well.
The 1930s and 1940s

The decades of the 1930s and 1940s were difficult years in
both industrialized and developing countries. Many families faced
serious financial problems because the heads of households lost
their jobs. During World War II (1939-1945), millions of women
had to take care of their homes and their children alone. Because
so many men were at war, thousands of these war widowsthat
is to say, women whose husbands were away at warhad to go to
work outside the home. Most women worked long hours at hard
jobs. There werent many perfect families. They had problems.

After World War II
During the next decade the situation changed in many
places. There were fewer divorces, and people married at a
younger age and had more children than in the previous
generation. Men made enough money to support the family, so a
mother seldom worked outside the home when her children were
small. Children began living at home longerthat is, until an older
age, usually after high school or even college. The traditional
family was returning in the United States, it seemedas in many
other countries.
The End of the 20th Century

In the years between 1960 or so and the end of the 20th
century, however, there were many new changes in the structure
of the family around the globe. From the 1960s to the 1990s, the
divorce rate in the Western world greatly increased and the
birthrate fell by half. The number of single-parent families rose,
and the number of couples living together without marriage went
up even more. At the end of the 20th and beginning of the 21st
centuries, young adults of some economic classes started staying
with their parents longer, marrying later, and having kids at an
older age, if at all.
The Family of the Future

Many people today would like the traditional two-parent
family back that is to say, they want a man and a woman to
marry for life; they also think the man should support the family
and the woman should stay home with the children. However, few
families now fall into this category. In fact, if more women decide
to have children on their own, the single-parent household may
become more typical than the traditional family in many
countries. Also, unmarried couples may decide to have more
children or they might take in foster children or adopt. And
because people are staying single and living longer (often as
widows), there may be more one-person households in the future.
On the other hand, some people believe similar events happen
again and again in history. If this is true, people may go back to
the traditional extended or nuclear family of the past. Others think
the only certainty in history is change: in other words, the
structure of the future family could begin to change faster and
faster and in more and more ways.

Nouns
Ancestor heads of households
Biology history
Birthrate millennium
Blended families nuclear family
Community relatives
Cousins single-parent family

Decade social institutions
Divorce rate stay-at-home mother
Divorces stepparents
Extended family structure
future war widows
Verbs
adopt support
decline take in
occur go back
Adjectives
adopted divorced
biological loosely-related
communal previous
developing (country) traditional
industrialized widowed
(country) younger
economic (classes)
USING A TIMELINE TO TAKE NOTES ON TIME AND

TIME ORDER
In readings about history, there are often time details. These
details tell when things happened. Writers indicate time in these
ways:
Naming years, such as 1860 or the year 2000

Centuries, decades, or time periods like in the eighteenth
century, in the early 1930s, or in the years between 1990
and 2001.
A dash ( ) between points of time usually means to, as in
1925 1955.
Time details also appear with phrases like long ago, since
the beginning of the millennium, for a century, between the
1960s and the end of the 1900s, before the 1960s, and many
others.
Exercise 1
Direction: Read the list below of important events about families.
Then, write the number of each event in the correct box
in the timeline that follows!
1. Many families had money problems, and men were not at

home, so more women began to work outside the home.
2. There have been two main types of families: the extended
and the nuclear.
3. Industrialization made the nuclear family the most common
form.
4. There are and will continue to be many different family
structures: traditional two-parent families, families with
two working parents, single-parent families, adoptive or
foster families, blended families, and so on.

5. Many new family forms became common, such as single
parenthood and unmarried couples living together. Young
adults began taking longer to start their own families.
6. The divorce rate rose and the birthrate fell in the United
States. Women began to go to school and to work outside
the home.
7. People lived in loosely-related groups, not in small family
units.
8. Men supported the family, and women stayed home to take
care of the children. There were fewer divorces.
Timeline:
Over a millennium ago
Since the year 1000
In the 19th century
Early 1900s
1930s to 1940s
Decade after World War II in the U.S.
1960s to the beginning of 21st century
Today and the future

Punctuation and Phrase Clues
Clues for guessing meaning of a new word are:
1. A definition of a new vocabulary or information about it
which is presented in parentheses ( ), after a dash ( ), or
after a comma ( , ). A definition might also be in another
sentence part after a semicolon ( ; ) or a colon ( : ).
Example:
Nuclear family consists of only parents and their biological
(related by blood) or adopted children.
(biological means related by blood)
2. The phrases in other words and that is to say or the

abbreviation i.e. (that is) can also be clues to the meaning
of vocabulary
Example:
The family is a social institution; in other words, it is an
organization with a purpose inside a human community
that is, among the people living together in a certain area.
Exercise 2
Direction: On the blanks, finish the explanations of the words
from the reading selection A Short History of the
Changing Family.

1. An ancestor: a family member
2. The extended family: relatives such as
3. The nuclear family: a family unit with only
4. A stay-at-home mother: a mother that
5. Single-parent families: families with only
6. Blended families: family groups with
7. The divorce rate: the percent of
8. The birthrate: the number of
9. A decade: a time period of
10. War widows: women whose
Exercise 3
Direction: Read the passage A Short History of the Changing
Family carefully. Then, answer the following
provided!
1. What are extended and nuclear families?

.
.
2. What is traditional family today?

.
.

3. Why were 1930s and 1940s difficult years for countries
worldwide?
.
.
4. What did new changes occur in the structure of the family

between 1960 and the end of the 20th century?
.
.

UNIT 12
FRACTIONS AND TIME
1. Fraction
Conversation
Situation: Students are given the fractions 2/6 and 5/6 to compare
Student A : 5/6 is bigger.
Student B : Why do you think that?
Student A : Because 5 is bigger than 2.
Student B : But...
Student A : So, 2/6 is less than 5/6.
Student B : But that doesn't always work.
Student A : What?
Student B : Just... Just because the top, the numerator is
bigger, that doesn't always work.
Student A : okaaaay.
Student B : Like.. if you had 1/2 versus 3/8, just because the
3 is bigger than 1 doesn't mean that 3/8 is bigger
than 1/2.. because.. because.. half of 8 is 4 and so
4/8, and 3/8 is less than half, and 1/2 is half , so...
Student A : yeah but 5/6 is bigger than 2/6.

Student B : yeah, but we have to PROVE it.
Student A : We can... we can draw a picture?
Student B : okay... (draws 2 circles, splits both into sixths,
colors one 5/6 and the other one 2/6)
Student A : That piece is definitely bigger.
Slice a pizza, and we get fractions:
1 1 3
/2 /4 /8
(One-Half) (One-Quarter) (Three-Eighths)
The top number says how many slices we have. The bottom
number says how many equal slices it was cut into.
Numerator
Denominator

Equivalent Fractions
Some fractions may look different, but are really the same, for
example:
4 2 1
/8 = /4 = /2
(Four-
Two-Quarters) (One-Half)
Eighths)
= =
It is usually best to show an answer using the simplest fraction

( 1/2 in this case ). That is called Simplifying, or Reducing the
Fraction.
Vocabulary: Fraction and time

1. Fraction 11. Reducing
2. Numerator 12. Subtract
3. Denominator 13. Multiplying fraction
4. Amount 14. Dividing fraction
5. One-half = 15. Subtracting
6. One-quarter = 16. Common factor
7. Three-eighths = 3/8 17. Multiply
8. Two-quarters = 2/4 18. Past
9. Simplifying 19. Sharp
10. Equivalent 20. Clock
Exercise 1
Direction: In pair, develop a conversation about fraction and
practice it in front of the class!
2. Time
Asking about time:
- What time is it?
- Whats the time, please?
- Could you tell me the time, please!
Telling the time:

- Its eight forty-five.
- Its twelve oh nine (the zero in 12:09 is pronounced as
oh.)
- Its fifteen minutes to seven
- Its fifteen minutes past seven
- Its 10 a.m.
- Its 10 p.m.
- Its five oclock.
- Its eleven sharp!
- It's quarter past/to seven.
- It's half past six.

Exercise 2:
Direction: Use this role play to practice telling the time!
Susan : Excuse me. Could you tell me the time, Please?

Dian : Yes, of course. Its seven oclock
Susan : Thank you
Dian : What time will you go to campus?
Susan : at seven thirty. What about you?
Dian : I will go at half past seven.
Susan : Okay, lets go together then.
Exercise 3
Direction: In pairs, ask your partner the time he/she does his/her
daily activities! (from morning to night). Take turn!

Meanings of the Word Diet
Most words in the English language have more than one
simple, or basic, meaning. One example is the word diet. The
most general definition of the noun is a persons or a groups
usual food choices and habits. In a more specific definition, diet
means an eating plan with only certain kinds or amounts of
food. For instance, a diet is often a plan to lose weight. And as a
verb, diet means to lose weight. People can go on a diet,
meaning they are starting a program to lose weight.

International Fast Food
All over the world, the global diet includes fast food
prepared items from inexpensive restaurants, snack bars, or food
stands. Some examples of typical American fast food are
hamburgers, hot dogs, sandwiches, and fried chicken. Some
common international fast foods might be German sausage and
schnitzel, Italian pizza and pasta, Mexican tacos and burritos,
Middle Eastern shish kebab and falafel, Japanese sushi and
tempura, and Chinese egg rolls and noodles. Why is this kind of
food becoming even more universal, or worldwide? First, fast-
food restaurants usually prepare and serve the items quickly.
Second, many fast-food restaurants are part of fast-food chains
(eating places with the same name and company owner). For
instance, the biggest and most famous American fast-food chain
serves hamburgers in every continent on the planet except
Antarctica. Its menu items may not be exactly alike in all cultures,
but its 25,000 restaurants all have the same look and style. The
atmosphere seems comfortable and familiar. Third, the items at
fast-food places usually cost less than meals in formal restaurants
or special dishes made at home. And finally, people usually enjoy
the taste of the food, even if it is not very nutritious (healthy).
How People Make Individual Food Choices

How do most people make their diet decisions? Individual
choices are often based on former habits, cost and convenience,
beliefs about health and nutrition, and ideas about physical
beauty. Some people learn to like certain foods in childhood, and
they dont change later in life. Many people have busy lives, so
they buy or prepare food and eat it as quickly as possible. Some
meal-planners think only fresh and natural food is nutritious, so
they buy vegetables, fruits, and foods without additives (chemical
substances) and prepare it in healthy ways. People with health
problems like high-blood pressure or diabetes (a blood-sugar
disorder) may be on special non-salt or non-sugar diets. The
nutritional requirements of very young or very old people may be
different from the needs of others. Some cultures prefer a slim
body to a well-rounded one, so people are always trying to lose
weight. They may follow popular diets, such as a low-carb diet
an eating system high in protein but low in refined carbohydrates.
Other Reasons for Diet Habits around the World

Unlike individual food plans, the diets of whole cultures and
regions come from location, history, and tradition. For example,
the typical Mexican diet is a combination of foods from pre-
Columbian, Spanish, and French cultures. It is rich in complex
carbohydrates (corn, beans, rice, breads) and protein (beans, eggs,
fish, meat). Fish and fish products from the seas around Japan are
one of the most important parts of the traditional Japanese diet.
Rich in vitamins and minerals, seafood is served grilled, baked,
raw, dried, pickled, hot, and cold. Soy products (miso, tofu, and
bean paste), fermented vegetables, and rice are also important in
the typical Japanese diet.
Conclusion and Summary: The Global Diet
Universally, more and more meals include basic necessary
food elements protein carbohydrates, and fats. Almost
everywhere, some kind of meat, fish, dairy product, or another
food with protein is part of a good breakfast, lunch, or dinner.
There are also grains, breads, vegetables, fruit, and the like. Many
dishes contain the necessary vitamins and minerals. A few
families grow their own food, but most people buy food from
eating places and markets in their communities. Food may be
fresh, prepared, canned, frozen, or packaged. Fast food is very
popular, and maybe it is becoming healthier. In some ways, diet
choices are becoming more and more similar around the world.
Even so, the variety of food choices is large now and is probably
going to increase. Are cooking customs, eating habits, and food
preferences all over the world becoming more or less healthy?
Are they better or worse for human beings? These questions are
interesting topics of research and discussion.

NOUNS VERBS
additives diet
atmosphere lose (weight)
breakfast prefer
carbohydrates (carbs) prohibit

complex carbohydrates
convenience ADJECTIVES
customs famous
dairy fried
diabetes frozen
diet healthy
dishes natural
elements nutritious
fast food packaged
fats permitted
habits religious
insects slim
low-carb diet universal
minerals well-rounded
preferences
protein ADVERB
soy products probably
vitamins
RECOGNIZING READING STRUCTURE:

Main-idea questions for paragraph topics
A well-structured paragraph has a clear topic. The material in
each paragraph answers a different main-idea question about that
topic. The answer to a main-idea question is usually found in the

first one or two sentences of the passage. Those sentences tell the
point, or message, of the paragraph.
Exercise 1
Direction: Read each question below. Which paragraph in the
passage Global Diet Choices answers each main-
idea question? Write your answer on the blanks
provided!
1. How are diet choices becoming more alike around the

world?
2. How do most individuals make decisions about food and
diet?
3. What are some diets based on location, history, tradition, or
religion?
4. In what ways are fast-food places international?

5. What are some definitions of the word diet?


Italics and punctuation clues
As it is discussed in previous chapters, often the context of
reading material contains clues to the meanings of vocabulary
items.
New or unusual words or phrases may be in italics. Italics
are a special kind of slanted type, like this.

Short definitions, similar words, explanations of the items,
or examples of their meanings might come between certain
kinds of punctuation marks, like quotation marks ( ) or
parentheses ( ). They can also appear after a comma, or a
dash ( ).
Exercise 2
Direction: For each of the following definitions or group of
examples, find the words or phrases in the passage
Global Diet Choices. Write the word or phrase on the
lines.
1. A persons or groups usual food choices or habits:

_____________
2. An eating plan with only certain kinds or amounts of food:
____________
3. Prepared items from inexpensive restaurants, snack bars, or
food stands: __________
4. Another word for worldwide: ____________
5. Types of Mexican fast food: ____________
6. A blood-sugar disorder: ______________
7. An eating system high in protein but low in refined
carbohydrates: _____________
8. Corn, beans, rice, breads: _____________
9. Miso, tofu, and bean paste: ____________
10. Milk products: _____________

Exercise 3
Direction: Match the vocabulary items on the left with their
category on the right.
Vocabulary items Categories

1. summer, fall (autumn), a. continents
winter, spring b. countries
2. breakfast, lunch, dinner, c. subjects of
supper, snacks college study
3. broccoli, corn, cabbage, d. seasons of the
beans, potatoes, onions, green year
peppers e. weather
4. business, engineering, conditions
technology, computer science f. eating places
5. Canada, Brazil, Great Britain, and food stores
Germany, Russia, Korea g. kinds of meals
6. sun, rain, snow, ice, wing, h. vegetables
humidity, drought, fog, clouds i. beverages
7. restaurants, fast-food chains, j. nutrients and
snack bars, food stands, food elements
markets
8. protein, carbohydrates, fats,
cholesterol, vitamins, minerals
9. North America, South
America, Europe, Asia, Africa

10. water, coffee, tea, wine,
beer, juice, soft drinks
Exercise 4
Direction: Read the passage Global Diet Choices carefully.
Then, answer the following questions clearly and write
the answer on the blanks provided!
1. What does go on a diet mean?

.
.
2. What are examples of fast food around the world?

.
.
3. Why is fast food becoming worldwide?

.
.
4. What factors do people choose to make diet decisions?

.
.
5. What does low-carb diet mean?

.
.

A hundred years ago in most of the world, people didnt
have much choice about the work that they would do, where they
would do it, or how they would do it. If their parents were
farmers, they became farmers. The society and tradition
determined their profession. Twenty years ago in many countries,
people could choose their livelihood. They also had the certainty
of a job for life, but they usually couldnt choose to change from
one employer to another or from one profession to another.
Today, this is not always the case. Career counselors tell us that
the world of work is already changing fast and will change
dramatically in the next 25 years.
Job Security
The situation varies from country to country, but in todays
economy, there is generally less job security worldwide. Even in

Japan, where people traditionally had a very secure job for life,
there is now no promise of a lifetime job with the same company.
One reason for the lack of job security is the worldwide decrease
in manufacturing jobs. Another reason is employers need to hold
down costs. This has resulted in two enormous changes for the
workforce. First, employers are creating more and more
temporary jobs because they dont need to pay health insurance or
other benefits to employees in these positions, as they would to
people in permanent posts. Second, more and more companies are
outsourcing. In other words, they are closing offices and factories
and sending work to other areas of the country or to other
countries where labor is cheaper. This happens with factory work
and computer programming. Also, the call center industry is on
the move mostly to India. Increasingly, when customers in
Canada, the United States, England, and Australia call a company
to order a product or ask for help with their computer, they
actually speak with someone in India, although they might not
know it. India is popular with companies because there is a well-
educated workforce, salaries are much lower than in other
countries, and educated people are already fluent in English. New
call center employees in India spend months in training. They
learn to use the accent of their customers Australian or
American, for example.

The Effect of Insecurity
On the surface, it may seem that lack of job security is
something undesirable. Indeed, pessimists point out that it is
certainly a cause of stress. Many people find an identity a sense
of self through their work. When they lose their job (or are afraid
of losing it), they also lose their self-confidence, or belief in their
own ability. This causes worry and depression. In Japan, for
example, the daily newspaper Asahi reports a sudden rise in the
number of businessmen who need psychological help for their
clinical depression. However, this decrease in job security may
not necessarily be something bad. It is true that these days,
workers claim that flexible people are essentially happier, more
creative, and more energetic that people who are rigid.
Job Hopping
Jumping from job to job (or job hopping) has always been
more common in some professions, such as building construction,

and not very common in other professions like medicine and
teaching. Today, job hopping is increasingly common in many
fields because of globalization, technology, and a movement from
manufacturing to services in developed countries. For example,
people with factory jobs in industrial nations lose their jobs when
factories move to countries where the pay is lower. The workers
then need to upgrade their skills to find a new job. This is
stressful, but the new job is usually better than the old one.
Because technology changes fast, workers need continuing
education if they want to keep up with the field. Clearly,
technology provides both challenges and opportunities.
Telecommuting
In many ways, technology is changing the way people work.
There are advantages and disadvantages to this. In some
professions, for instance, telecommuting is now possible. People
can work at home for some or all of the week and communicate
by computer, telephone, and fax. An advantage of this is that it
saves them from the stress of commuting to the workplace. It also
allows them to plan their own time. On the other hand, it is
difficult for some people to focus on work when they are at home.
The refrigerator, TV, and their children often distract them.
Telecommuters must have enormous discipline and organizational
skills. Technology is changing the way people work in another
way in the use of cell phones. There is an advantage: customers
and clients have access to businesspeople at anytime, anywhere.
However, there is also a drawback: many businesspeople dont
want to be available day and night. They prefer to have a break
from their work life.
Workaholism
In the 21st century, workaholism will continue to be a fact of
life for many workers. Workaholics are as addicted to their work
as other people are to drugs or alcohol. This sounds like a
problem, but it isnt always. Some people overwork but dont
enjoy their work. They dont have time for their family, friends,
or leisure activities such as hobbies, sports, and movies. These
people become tired, angry, and depressed. The tension and stress
often cause physical symptoms such as headaches. However,
other people love their work and receive great pleasure from it.
These people appear to be overworking but are actually very
happy. Psychologists tell us that the most successful people in the
changing world of work are flexible, creative, disciplined, and
passionate about their work. But they are also people who make
time for relaxing activities and for other people. They enjoy their
work and enjoy time away from it, too.
(Source: Hartmann & Kirn. 2007. Interactions 2. Reading.)

NOUNS VERBS
career counselors distract
cell phones keep up with
construction overwork
drawback upgrade
globalization vary
identity
job hopping
job security ADJECTIVES
livelihood flexible
manufacturing jobs leisure
outsourcing passionate
pleasure rigid
posts secure
self-confidence temporary
stress worldwide
telecommuting
workaholism EXPRESSION
workforce on the move
FINDING THE MAIN IDEA

Exercise 1
Direction: Read the sentences below and select the one main idea
of the whole passage Changing Career Trends
A. Workaholism can lead to serious problems, but it can also

create a happy life.
B. Job hopping is a new trend that causes stress but can also
lead people into good work experiences if they learn new
job skills
C. It is important for people to be flexible in this changing
world of work and to continue their education because they
may need to change jobs several times in their lifetime.
D. The world economy, globalization, and technology are
causing many changes in the way people work today.
E. In the workplace today, new technology is making it
possible for people to work in different locations, even
from home.
FINDING IMPORTANT DETAILS

Exercise 2:
Direction: Read these statements carefully. Which statements are
true about work today, according to the passage
Changing Career Trends? Check ( ) them.
1. People probably need to be prepared to change jobs several

times in their lifetimes. ____
2. Decreasing manufacturing jobs and increasing use of
outsourcing are leading to less job security today than in the
past. ____
3. Lack of job security is always a bad thing. ____
4. People who can change to fit a new situation are usually
happier than people who cant. ____
5. Many people find a sense of self through their work. ____
6. People in some professions move from job to job more often
than people in other professions. ____

7. Technology is making work life better for everyone. ____
8. Telecommuters dont need to drive to the office every day.
____
9. All workaholics have problems with stress. ____
10. The most successful people are workaholics. ____
GETTING MEANING FROM CONTEXT

Exercise 3
Direction: Use both specific clues in these sentences and your
own logic to determine the meanings of the underlined
words and expressions. Then write your guess about the
meaning on the blanks provided.
1. Twenty years ago, in many countries, people could choose

their livelihood, but they couldnt usually choose to change
from one profession to another.
.................
2. Many people with temporary jobs would prefer more
permanent posts.
.................
3. Even in Japan, where people traditionally had a very secure
job for life, there is now no promise of a lifetime job with the
same company.
..................
4. When they lose their job, they also lose their self-confidence,
or belief in their own ability.
...................

5. They usually need to upgrade their skills to find a new, better
job.
.............
6. Because technology changes fast, workers need continuing
education if their want to keep up with the field.
...............
7. In many professions, telecommuting is now possible. People
can work at home for some or all of the week and
communicate by computer, telephone, and fax.
................
8. Its difficult for some people to focus on work when they are
at home. The refrigerator, TV, and their children often distract
them.
.................
9. There is an advantage to technology: customers and clients
have access to businesspeople at anytime and anywhere.
However, there is also a drawback: many businesspeople dont
want to be available day and night.
.................
10. Many people in society suffer from alcoholism, an addiction to
alcohol. Workaholism is another common problem in the 21st
century.
...................

Exercise 4
Direction: Read the passage Changing Career Trends
carefully. Then, answer the following questions clearly
and write the answer on the blanks provided!
1. Why does the lack of job security occur worldwide?

.
.
2. What two vast changes of workforce worldwide?

.
.
3. What are advantages and drawbacks of telecommuting?

.
.
4. What are disadvantages of workaholism?

.
.

REFERENCES
Azar, Betty Schrampfer. (2003). Fundamentals of English

Grammar, 3rd edition. New York: Pearson Education
Craven, Miles. (2004). Listening Extra. UK. Cambridge

University Press
Kirn, Elaine & Hartmann, Pamela. (2007). Interactions 1.

Reading. Singapore: McGraw Hill
Hartmann, Pamela & Kirn, Elaine. (2007). Interactions 2.

Reading. Singapore: McGraw Hill
Vince, Michael. (2004). Advance Language Practice. UK.

Macmillan Publisher Limited
Werner, Patricia K., Nelson John P., Hyzer, Keesia, & Church,
Mary Mitchell. (2002). Interactions 2. Grammar, 4th
edition. New York: McGraw-Hill Contemporary.
https://www.mathsisfun.com/fractions.html
https://www.google.com/search?q=gambar+percakapan+perkenal
an&ie=utf-8&oe=utf-8&client=firefox-b-ab
http://caksin.blogspot.co.id/2011/06/expressing-commands-and-
requests.html
http://www.vocabulary.cl/Basic/Personal_Information.htm
http://writeshop.com/how-to-describe-a-person-descriptive-
words/
http://www.perfect-english-grammar.com/present-simple-
use.html

http://www.really-learn-english.com/simple-present-
exercises.html#01

Modul Bahasa Inggris

Hochgeladen von

Dokumentinformationen

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Modul Bahasa Inggris

Hochgeladen von

Copyright:

Verfügbare Formate

UNIT 1

1. Asking for personal information.

Modul Bahasa Inggris (UNJ124) Page 1

Vocabulary: Personal Information

Modul Bahasa Inggris (UNJ124) Page 2

Question words that you can use when asking questions:

Modul Bahasa Inggris (UNJ124) Page 3

Simone : Hi, my name is Simone. Whats your name?

Modul Bahasa Inggris (UNJ124) Page 4

Student A : Hello, I would like to introduce myself. My name

Modul Bahasa Inggris (UNJ124) Page 5

Anna : Could you tell me a little about yourself? Where were

Modul Bahasa Inggris (UNJ124) Page 6

The uses of simple present tense

Modul Bahasa Inggris (UNJ124) Page 7

S I, You, We, They

b. Nominal Sentences (use to be as the predicate)

Affirmative S+ am, is, are + Non verb

Non Verbs Nouns (e.g. student, pencil, homework),

1. I usually (go) to school.

Modul Bahasa Inggris (UNJ124) Page 11

Modul Bahasa Inggris (UNJ124) Page 13

The United States

VOCABULARY FROM THE PASSAGE

SKIMMING FOR TOPIC AND MAIN IDEAS IN THE

Modul Bahasa Inggris (UNJ124) Page 16

- Conclusion: Education as a reflection of society

Modul Bahasa Inggris (UNJ124) Page 17

GETTING MEANING FROM CONTEXT

1. In a number of countries, education is both compulsory

Modul Bahasa Inggris (UNJ124) Page 19

1. What educational system does Mexicos constitution

2. What makes the Japanese students need great discipline for

Modul Bahasa Inggris (UNJ124) Page 20

4. What does youre never too old to learn mean?

5. What problems do the American students face in U.S.

Modul Bahasa Inggris (UNJ124) Page 21

And we can answer those questions by describing his/her face

Modul Bahasa Inggris (UNJ124) Page 22

b. Skin and complexion

Complexion is the natural appearance and color of the skin,

Wrinkled: covered with lines or loose folds of skin; often

Modul Bahasa Inggris (UNJ124) Page 23

Shape, size, and appearance:

Modul Bahasa Inggris (UNJ124) Page 24

d. Mouth and lips

Modul Bahasa Inggris (UNJ124) Page 25

Modul Bahasa Inggris (UNJ124) Page 26

Modul Bahasa Inggris (UNJ124) Page 27

Modul Bahasa Inggris (UNJ124) Page 29

Modul Bahasa Inggris (UNJ124) Page 30

We can describe an object by its size, color, material, shape,

Modul Bahasa Inggris (UNJ124) Page 31

Randall : Do you know what a grandfather clock is?

Modul Bahasa Inggris (UNJ124) Page 32

Modul Bahasa Inggris (UNJ124) Page 33

Modul Bahasa Inggris (UNJ124) Page 34

System of Higher Education

Differences in Teaching and Learning Style

Campus Facilities and Services

Modul Bahasa Inggris (UNJ124) Page 36

VOCABULARY FROM THE PASSAGE

Modul Bahasa Inggris (UNJ124) Page 37

1. What is the topic of the passage?