Beruflich Dokumente
Kultur Dokumente
' Doing well on boththe written and math sections. Understanding and
engaging with
current events presented in written fonn, such as news reports
Properly understanding and responding to any and all other workplace
correspondence,
such as essays, reports, memos, and analyses
3. Examples of Skimming:
President
(Anna Chan)
,{ssistant Secretary
(Arucia Balan)
Committee Members
A often C rarely
B never D sometimes
Cheah Chee Moon, a +g-year-old Thai is on a mission to rnaKe people auJare oFglobal
uarming by cycling all the uJay From Bangr<oK to gingaRore. He cycles about looKm a
day and stays at ternples or churches at night before continuing the next morning.
He started his journey frorn ChiangRoi, about Boo Km from BanKoK.
t
D A feeling of gratitude is essential for a good home.
In Small_ Ways
Wanted People who will make a difference
We are looking for people who can help to reolise our vision. We intend to find out the wishes of
disadvantoged children below ten and make their dreams come true: Their happiness will be our
reward. Come, join us!
5 The advertisement above is for those who
PUTRA INSTITUTE
Calling all school leavers!
INTER-OFFICE MEMO
Secretary
Managing Director
A Rescheduling appointments
B Cancelling appointments
C Attending a meeting
Faxing documents
("i
I Which of the following statements is true?
i The practice of just downloading information from the Irrtd""t ir ffion[ th" i6t rdil"s i"
i e" deterioration of research qualrty among university students. Higher Education
Department director general Datuk Dr. Radin Umar said today.
He said there was a tendency among qniversity students to limit their research by simply
L_,; 'cutting and pasting'articles from the Internet.
Dr. Radin said.that such a culture should be stopped as it did not reflect the core values of
academie life and was tantamount to plagiarism. He reminded university students to
produce originalwork.
Adaptedfrom
Success does not consist in never making blunders, ]rut in nevel making the same oue a secoud
tirne.
Josh Billing .(
_*G=:= :{re-+Hr:r$4ea'm-to=make=mista{€s:--
t:
aa a ! a a a a a a a a a a a a a a I a a a a a a t a a
aa
a a
a a
a a
a a
a a
a a
a a
o o
a
a
a
a
Eab bo Your a
a
a a
a a
i
aO
l-lc-art's
oa !ataotaeoa.itaaoaoaoa
Contcnt :
aoao a
{*:
Price List
Food Drinks
Nasi lemak RM1.50 drink
canned RM1.30
Bun RMO.50
More than 300 people, including students from schools in the surrounding area,
gathered at the Forest Research lnstitute of Malaysia (FRIM) in Kepong to celebrate World
Forestry Day. The event kicked off with the 8km Forest is Fun run which was flagged off by
FRIM direclor general, Datuk Dr. Abdul Latif Mahmod. G
Othqr fun activities lined up for the day included the Scavenger Hunt, Tree Climbing
Demonstration, Green Cyclethon and Kiddie Fun Art.
Adapted from
B Scavenger Hunt
C Green Cyclethon
ta
::
li
:ti
:.j
1,
t1
-:4
.i,ttt
;
1 why does the writer say that the success of Java,the computer rangaage, ,,was not attair
, overnight"?
tttnparagraph 3 mean?
6 Give two examples from the field of science in which fear of failure can obstruct re
(a)
, (bJ
l.
7,,Y!at,i9.thi..writCr]iadvicetbpq.pie,whoi,,'i"'u*itdiitirtz
:'
cdmpatible .s 7 indispensable .o
keeps I mundane
.,-'_ :,
@
limit ' ' €q .,
I unanticippted .s
detrimental "e 10 paralysing "e
.rjd\
$.ff 'Ihe pest con&imel@Ers:
I was speaking, etc.
A I Whatis
.
/thepast
I continuous?
we
use the
continuous
t'
,i:'j
a",-
Notice that the 'sudden' actions saw, startedare NoT in the past continuous..ln a
story like this, the general rule is:
" for past descriptioas, use the past continuous.
o for past actions, use the simple past
ht it talks about 4 Notice also that we can put words like not, just, oftec between the two words
of a past continuous verb:
,5;
hich is not
we We saw in Unit 6.7 that some verbs usually do not take the present continuous. It
qse the is the same with the past continuous. see unit 6.zc for a list of these verbs.
:e as a past
ruing'
Past continuous orsinple past?
It was 11.30, and it was business as usual in the bank. I (t walt) in a long
queue to get some money from my savings account. Behind the counter, clerks (2 fili)
in forms and staring at computer screens. sometimes one of them (s get)
up and (4 go) into the back office to discuss something with the
manager.l(5know)they(6work)-hard,butitall(7seem)
There was a suddep crash. The door (B fly) _ open and tour men (9 rush)
in. The security guard (10 try)___Jo pick up his gun, but it was too
late. -
61
C. Put the verbs into the correctfonn Future Gontinuous Tense (progressive).
e.g: Anisgj!!-hgggiry to London tomonow morning.
1. At midnight we (sleeP)
r'.
I
9. (drive / she)-- to London?
10. (fight / they) again?
EXERGISE 2
Complete the following sentences by using the conect form of do (do, don't does,
doesn't).
T My mot'lrer tikes
-chocola-G,
but she - -,-- - --lKeblsc[itS- -
8. Doyou a brother?
( 9. never
My boss tlme.
10. Doris ,
-' been waiting for Pam for 20 minutes now.
fr
--i
.-I
.1
.i
w.T Ahe present ccntinuou
:
I arn speakipg, He is speaking,
etc.
A I When do we I Talking about an activity
NOW:
I usepresent
I continuous
I verbs?
'Talking
aboutplaus forthe future:
B I lhepresent
I continuous and
I the simple means now, at this moment.
She is in her chr now.
I present
is not lmportant.
Simplepresentorpresentcontinuous
,'?' W
?l:::;;::#{;i:;W::frffi on we tatkins about an action
nov{? dr a ptan
I Nextyearwefintrooi
2 .f-gokl
Those men (trylare
r"'e/--
trvinta)
torobthebankl
"
s u s u y tt;;; iffii,:i,'.";Jil';: n) .",",, *
f i
, --
_ in
a'r p ro d u
r
''
n cts
rpoh, but "this week he (wr
, g.::lli*"t"hr?,;;;,;i;:
Hl,j,,lg_l . , ,._;"-,,.nH:ic"
,, - ,' ."_n ,<r.
ciyunus (paints/is
Daint.
^. _.
6 why (do vou stanoiar,lng)
e you
his house
srandins) every year before Hari Raya.
on taotei e"i jii,rn
lnl at once!
C Sometimes we
I
I cann61 use the
I ntt"rt
I continuous
t-
i.
58
Follow the rules in B and C to choose the correcttense.
.EXE'eel$€ 2
1 Low Fing (doesn't likeiisn't Iiking) fast food.
2 I (think/am thinking) Rafidah (takes/is taking) her son
to Paris next month.
3 .Please tell me where we (go/are going) I I (don't understand/ am
f' not understanding) this map
:;_
g:-:-::
'
Fonning the e Remember that present continuous verbs have TWo words: am/is/are * -ing.
preseEt c Be careful in spelling the -ing paft.
continuous
' 2,tE:Hl*,#T., need a doubre retter, rike wheh *, uo:+d. (see unit 6.2c)
If the verb ends in e, drop the e: for example, hopebecomes hoping-
S If the verb ends in y, don't change it to i. Keep the y and add -ing.
-
n Negatives and questions: look at the examples in Exercises I and 2. see also
Unit 6.13.
:riiaps she G Don't mix up this tense with the simple present! Many people
make the
mistake of using mixed-up 'half and half'verbs:
ou/? or a Plan
r products.
{- .ek
he
4.
,u
Foming Elresent continuous verbs
Hari Raya.
down at Write the correct present continuous form of the verbs in brackets.
new hole and (7 cause)- a new traffic jam! Look, nowthey (g block)
the road with a huge digger. -
sivam stopcomplaining.Thedigger(9 start) toputbacktheearth.
Anwar l(10 believe) they(11 tay) tetephonecabbsnextwgek.
59
&.trS '{'erkimg about t}ae
&lfure
A I lhe ftrture with
I wilt and sholt ,::?5::tr,ffi:'flfTl tunr"r, but it doesnot
have a speciar ,ruture
;lifi #iF"::H.ff#::",,,1il::Ltf;*t#:*#**:,H:tr
;T""ffi::t;ffi?:1,":3;f: rerer to the rurure is
to use wirr. (wilr
li:: :":1,":.1"*inls
After
see unit z.s)
wilr we must ;r"E;;*;"
:
iJro ,o.*,
.......;:::t:t,.-1.::.:,:4:t:ai;.:r::.r;,
.7::,,ii;,yt,.r/!,!?,ryl:,.:.,
tn tngtish, we use the rt
llormat
ort form ,ff i, Ucf, shall and wiII:
WeU reet near the food stil,lls at
il
For the negative and question
forms, ,". Urit* 6.13 and,6.14.
i
*,",n, n"F, cholse a uerb from
lo:
olr.l thebox and u;
lJse informal Engtish -se itwith wilt/shall, (you must use
each
oon't woiil%iE-
Sivam mv coat' I f:"1"9 cold in tniJ mounLin air.
*"
Kumar westartward;'
Sivam
Meena
Cindy
ffif"ffi;nen
il#.'";"* -:Iflffiy,1";,H[?ideo
'The 'future
aa, *,i1 I,", i.continuous'
'"(will be +
roo
(. B I Usiugother
If you look again
at E
.i4g)
I modals to talk
I about the
ea* to t,rk
are some more
;;i:[Jj ilr,::,:*'ffJhat
"il;iexamples: and sivam use miEht
n use aII the modals
Msela
I tuturc in this way. Here,
The simple
present
80
C I The futune n"ith Instead of wiII, we can use am (are,
is, etc.) goiag to + basie verb
I geing ta which are not very far in the future. for actions
rl 'future tense'. In
ofthese are based
ve freely betweeri:
(-'
:
l.
i.t_
I.i rhepresent ro talk about ptraas
continuous workilg, is driviug, for the future, we often,use the present
r:..
B. Put the velbs into the conect form Past Continuous Tense (progreesive).
e.g: I was plavinq footballyesterday when the lightning struck the cows
at the field.
1, When I phoned my friends, they (play) monopoly.
2. Yesterdayat six I (prepare)
3. The kids (play) in the garden when it suddenly began to rain.
f
4. l(practice) the guitarwhen he came home.
5. We (not / cycle) all day.
pool.
7. I tried to tell them the truth but they (not/ listen)
8. What (you / do) _ yesterday?
9. Most of the time we (sit) in the paft.
10. I (listen) to the radio while my sister (watch) TV.
--
11.Whgn I arrived, they (play)
{ _ cards.
12.We (study) ' , English yesterday at 4:00 pm.
ESSAY (OPTNTON)
An opinion essay is a formal piece of writing. It requires your opinion on a topic, which must
be stated clearly, giving various viewpoints on the topic supported by reasons and/or
examples. You should also include the opposing viewpoint in another paragraph.
The basic five-paragraph essay structure, which you have probably used many times by this
point, works extremely well for an opinion essay.
,=-:-An:ryinion==essa:rexistsjo+rov.e+our=rlaai.r++ci$+*FwJhe$is-S,his€-l+suld$e=@-
in your opening paragraph. Don't leave the reader to guess what your position is on the
issue - make a clear stand!
Next, develop your argument in the body of your essay. Each paragraph should contain a
single, clear idea that supports your point of view. You can use examples and ilhistration,
cause-and-effect reasoning, comparison/contrast or other methods of development to support
your argument.
. Research: Any statements you make that would cause a reader to say, "'Wait, how do you
know that's true?" need to be backed up with documentation from outside sources ("I saw
something on TV about itone timb" would not be considered adequate documentation).
Paragraph One - The introduction. Here you state the main idea of your entire essay
the point you are trying to make or prove. This paragraph should include your thesis
statement plus three reasons why you believe this statement to be true.
Paragraphs Two, Three and Four. These are the body of your essay. Remember back
in Paragraph One, you gave three reasons for your opinion? Three reasons, three body
( paragraphs. Each of the body paragraphs should take one of your reasons and explain it in
more detail, citing sources wheie necessary.
1. People attend college or university for many difi[erent reasons (for example, new
. experiences, career preparation, and increased knowledge). Why do you think people
attend college or university? Use specific reasons and examples to support your
' EUlsWer.
2. Do you agree or disagree with the following statement? Parents are the best teachers.
Use specific reasons and examples to support your answer.
--:*-"-*
people live? Use specific reasons and examples to support your answer.
{
4" How do movies or television influence people's behaviour? lfse reasons and specific
(,
l*ro**oroN TRANSFER sET f
A. Read the following book review and complete the tabre that follows.
The book, 'The Life of Mahatma Gandhi' is written by Louis Fischer and has been hailed as the
best biography of Gandhi. lt narrates the life of Gandhi who led the fight for lndia's independence
from British rule and the many issues that led to his assassination by a Hindu fanatic a few
months after freedom was won.
The biography shows Gandhi as a great human being a leader who was genle,
-
conscientious and honest. He stood for righteousness. Gandhi gave up all his desire! and
sacrificed his life for the sake of the country. He went through many fasts, demonstrated against
colonial powers in a peaceful manner and went to jail so that his country could be free,
Reading the book, reminds me of what Enstein said of Gandhi. 'Generations to come will
scarce believe that such a person ever walked in flash and blood upon this earth.'
t lt is a real pleasure to read about Gandhi. This book is very relevant in today's world of
, corruotjglr qn{_g_leg4, [t iq_a must-read for thosq interested in reading biqglAphjes, .__ t
i .Bpyigryq_O.by Karen-Gr:ant ,,
Questions 1-{0
(_,
Using the information from the book review, write short answers in the spaces provideid.
Title: 1
Author: 2
Type of book: 3
Einstein said that people will not believe that someone like Gandhi ever lived on 9
Introduction
Many famous writers worked in different fields before venturing into writing, and had numerous
unsuccessful attempts before the made it in the world.
Robert Ludlum
Robert Ludlum started his life as an actor. As a teenager, he left home to take part in a play by
the age of sixteen, landed his first Broadway role. Over the next two decades, Ludlum appeared
in some 200 television roles and in the late sixties, he turned his creative energies to writing
books. His first novel 'The Scarlatti lnheritance' was an immediate hit. He followed it up with a
new blockbuster every year thereafter. Ludlum wrote over two dozen books, mainly dealing with
strong tightly-plotted action-packed thrillers that were received well internationally, He and his
actress wife, Mary had successfultheatrical careers too.
Henning Mankell
Henning Mankell was taught to read and write by his father who was a judge and his
grandmother. At sixteen, he left school to join the merchant navy and returned to work as a
stagehand and wrote plays. He has been an actor, theatre director and manager. His first novel
f: 'The Stone Blaster' was published in 1972 when he was twenty-four. He writes crime novels and
children's books. Mankell is married to Eva Bergman, and they both live off and on in various
destinations throughout the world.
Read more about the colourful lives of famous writer. You will be truly inspired.
Questions {-6 .:
Based on the information given, complete the table below.
1 2
At age 16
Name of wife 5 o
Questions 7-10
Handy Helpers
To prepare for any eventuality in the home, here are some muslhaves to keep near.
tll
Seven-Day Pill Organiser
Using the information given, write the name of the most appropriate handy helper in the boxes
below.
Questions 6-10
Complete the sentences below using the information given.
8 Using the pill organiser helps to keep track of our medication for
t_
IN FOR MATION TRAI.,JS FE R
A. Read the information given below and then answer the questions that follow.
Malaysia's largest rock-filled hydro-electric dam A popular tourist attraction, particularly during the
has a water catchment arca of 260 000 Hindu festival of Thaipusam which falls in late
hectares. The area around the dam is ideal for January each year. The Hindu shrine is located in the
jungle trekking and nature walks. The lake is a Main Cave, 272 steps up. At the foothills is a smaller
popular fishino spot" cave with interesrino artwnrk nf l-.linrlrr larranr.lo nn itc
wails.
Questions 1-5
For each of the descriptions below, name the place of interest that the following people should visit.
Questions 6-10
Based on the information given, give short answers to the following questions.
B Read the brochure below and then complete the tasks given.
w_ffiffiffiffiffiffiYffiffi
WATERFALLS HILLY REGIONS
There are many spectacular waterfalls here. Among The hilly regions of Tasik Kenyir are a world of
years old. Outdoor activities like jungle trekking are
Saok - 1S-minute boat'ride from Pengkalan Gawi. highly recommended. One of the most popular trals
Cascading waters over its rocky terraces and is Mount Gagau. Trekkers are advised to engage a
boulders and a flat sandy area at ground level, jungle guide.
(, making it perfect picnic spot for a whole family.
Among the other peaks in Kenyir ,r" tn" Bongsu,
Tembat - Unlike Saok and Lasir, Tembat Waterfall Tembat and Gajah Terom. At present there are no
is actually cornposed of five rapids with first flowing facilities on the other peaks except for Mount
cascades. With a large camping area, it is a popular Gagau where base camps and hiking trails have
destination for campers. been set up.
Based only on information given in the text, write down the thing each of them needs in the boxes provided.
LJ
I.ET'S CHAT FIRST
Discuss the following questions with a partner or in a small
group.
{'-' o
a
o
o
1. Do you enjoy reading? Why? br
6
a
2. What may happen to us.if we don,t read enough? s
o
o
N
@
LHT'S READ
Read the following passage.
Coqiontion
It can be observed that the standard of Engrish
among coilege
a::-.;: .
and university students has deter-iaraied greail"y.- wiire
,:...:::..:
l;:,., : ..
., .
many students. are able to communicate flue"no;' i;";;;;
Li.:l: i . .
r
i
i.:.,
Another implication of students' lack of reading English materials is that they may ,i
i;tii-*"i:Ai',&r*et*s when they aie applying,.ror..jobs or ervqlwneh"thev are
wsr.tino.ln.ine.corporate'world as English:js'uS'ed':d*!bh$vel14'in 'c-6mp-titerg, the
E,
F*l
li ini"rnJt, Oocuments and so'on. They may find their work demanding inO impossible 45 i
.'' to complete due to their weak proficiency. They cannot cope with their work and fl
compete with other colleagues whose English proficiency is head and shoulders ?,
1 ,rri thrirr. Consequently, thbir supeiiors fiaywdfh:''or'adnraitiEh'thCm.,foi'''their Fi
:l
t! iorAte-wbrld='wili,'ih6 harsh reality wake,them F,;.
il'
ti, up,.makjng,.the5-r-r,rerii".'thrt th"ir English is rygalt,and'th€re is a stiong urg'ency 50 fti
to,i*prb*d their -English,'By then, it may be''tbb.1 tdr:tnem an! many will'start F1,
recatiing:the days *h"n they turned a deaf ear,to their English teachers or parents' i"
advice to read more English books andrregret that they- Oii ,"i prrsue'reading I
n""rr"; tf,"y ur" not exposed to reading Lt , VoJng 3Oe, tf ey arg welf in English and
{o'thE'lack of Englis! reading, the-ir proficiencv
i,'
Affi ;ttrE€tr:erzru;==;r=;-.s=.or:.-n**#38"n=.=-.==
:,, :. .a:'. :
: | :::a:a,:,.
*ffi*.*K Y* il ft UI**ER$TAru*EruG
KEEP IT COruCTSE
Write a summary with not more than B0 words on the effect€
of students' weak ranguage proficiency.
DiScus'S, thrd
.following questions. :share
yoUirahsw€rs:with tne-class- - - Thbn
"'Yr: er:!4:e
;;fOniO'fnnS
fu
Fossecsive For thre possessive fomras in nouns, we added 's or'. (See lJnit 3.4.) F"or pcssesstr r.mi0trIrr
5-
of srox
ad3ectives ad;ectives we use:
d
t,iL Diffenences Note the differences in the forms of possessive adiectives arid pronouns:
between
possessive
a$ectives and
pronouns
@
rf\
B
,m
'l
_smile 2 smile 3 _ smile
l\
-
6_(mylmine) car!,
'Stopl'she shouted. 'That's '
itisn't,'theylaughed.'lt's7_(our/ours).'
'No, i
_ (their/theirs), she wondered. lt had 9 _
How could it be 8 (her/hers) liceno:
plates.ltwas10-(her/hers)car.Themenhadstolenit.
42
FOUNDATTON ENGLTSH IENL 100)
which can be discouraging at first. The most important thing to remember is to start - and
start early. If you give yourself enough time to plan, do your research, write and revise your
assignment you won't have to rush to meet your deadline. Once you've started, you'll also
have something down on paper or on screen that you can improve on.
Using the steps below will help your assignments to become do-able, interesting and even
_- enjoyablc-
Step L: PIan
t Planning your assignment will help you get focused and keep you on track.
. Check how much your assignment is worth and what percentage of the final mark it is.
This will help you decide how much time to spend on it.
. Check the marking schedule to see what your tutor will be looking for when they mark
your work and how the marks will be assigned. This will help you know what to focus on.
If there is no marking schedule check the assignment question to see if the information is
there.
. Think about what you need to do to complete your assignment (for example, what
research, lvriting drafts, reference checking, reviewing and editing, etc.). Break these up
into a list of tasks to do.
. Give each task a deadline, working backwards from your assignment due date.
{l
Step 2: Analyse the question
Before you can answer a question, you need to know what it mearrs. Read it slowly and
carefrrlly, and try to understand what's expected of you. Ask yourself:
. What's the question about? What's the topic?
. What does the question mean?
. What do I have to do?
. Look for words that tell you what to do (instructional words). For example, analyse,
compare, contrast, etc.
. Check the meaning of the words used.
. Look for topic words, which tell you what you have to write about.
. Look for restricting words; which limit the topic and make it more specific.
,OU*'OTION ENGLISH ENL 100)
Tip: When you find something about the assignment on a course page or in a forum save a
you will
copy of it. If you save all the information you gather about the assignment in one file
have all the information in one place when you start writing.
:=-+potrb=the=mosLg]arht===-
you have
From there you can create your outline, using headings and gaps for the information
to fillin.
{
Step 4: Find information
Before you start writing, you need to research your topic and find relevant and reliable
information. you will frnd some in your course materials and recommended readings, but
you can also try:
o ]our local public library.
. talking to experts.
. online sources.
Once you have found information, the next step will be to evaluate it to ensure it is right for
your assignment.
Step 5: Write
{ Onie you've found the information you need it's time to bring it altogether and write your
assignment.
. Don't spend too much time trying to make this draft perfect as it will change!
,or*roTloN ENGLTSH IENL 100)
Fine tune
. Revise your first draft, and check that it makes sense and includes everything it needs
to.
. Fine tune the wording, and make sure your writing flows well.
. Make sure you keep different copies of your drafts as you may want to go back to
them.
. Leave the writing for a day, read it, and fine tune again.
. Compile your bibliogaphy or reference list.
i-' work so that you can check your assignment with a fresh eye.
Look at the big picture
. Have you answered the question you were set? Check your assignment against the
marking schedule as well as the question.
. Is the structure correct?
. Have you included all relevant parts? For example, the title page, introduction,
conclusion, reference list?
. Is the content logically arranged?
. Does your assignment read well, with each section flowing smoothly on to the next? A
good way to check this is to read it aloud.
. Have you used your own words and acknowledged all your sources?'
(-- . Is your assignment well presented?
Tip: If possible, ask a friend or family member to proofread your assignment, as it can be
dfficult to see mistakes in your own work.
FOUNDATION ENGLISH IENL 100)
TYPES OF'ASSIGNMENTS
1. Essays
An essay is a piece of writing on a specific subject, topic or issue. Essays are made up of the
following:
. tntroduction - Essays always begin with an introduction, which says what you will be talking about,
how you will talk about it, and what you will show in the essay (your thesis).
. Body - Where you discuss your main points. This means introducing your point, explaining it, and
giving supporting evidence about your point and how it relates to your thesis.
. Gonclusion - This is where you restate your introduction - the subject, the main points, and the
thesis.
2. Reports
Reports generally involve presenting your investigation and analysis of information or an
{'- i issue, recommending actions and making proposals. There are many different types,
including:
. Business reports, which provide information that someone needs to help them make
decisions.
. Scientific and research reports, rvhich provide information on something that was done,
such.as some research. Their purpose is to describe, analyse and evaluates what was
leamed.
When writing a report, always keep the reader in mind. You want them to agtee with your
report and/or act upon it. They need to:
Structuring a report
All reports have a similar structure, but some details may diffler. How they differ usually
depends on:
. The type of report (for example, whether it's a research report, laboratory report, business
report or investigative report).
. How formal the report has to be.
. The length of the report.
FOUNDATION ENGLISH NL 1OO
C:
FOUNDATION ENGLISH IENL 100
Abstract
i
Abstract
Tnfrndrrclion 1
4.1 Resolution 3
4.2 Bit-depth 4
6.0 Conclusion 5
Appendices 6
Appendix 1 Image Sensor Scanner I
Appendix 2 Frequently Used References I
The purpose ofthis report is to survey the current state ofscaruler technology and to briefly discuss predicted
advancements in the field.
[* joumal articles, magazine articles and internet sites on the topic of
By examining a range of recently published
riaroem this report describes the main tlpes of scanners in common use today and examines their perfonnance
in relation to four criteria: resolution, bit-depth, dynamic range and software. The report then considers the
effect of further technological advances in these f,our areas, as well as the deployment of new sensor technology
on the future development of scanners.
ffithatusesatightSourcetoelectronicallyconvertanimageintobinarydata(0sand1s).
Tt t, blr*y data ihen be used to store the scanned image on a computer. A scalraer recreates an image by
"*
using smail electronic components referred to as the scanner's 'eyes' (Scanner tips 2OO0). Th1 tfne of 'eyes' used
in today's scanners are charge-coupled devices (CCD) and photom-ultiplier tubes (PMTI These electronic eyes
*"uru.L the amount of lighirefleCted from individual points on the page and tanslate it to digital signals that
correspond to the brightness ofeach point (Englander 2000)'
3. Types ofscanners
There are five main types of s6anners in common use today: drum scanners, flatbed scanners, sheet-fed
scallners, slide scanners, and hand held scanners.
FOUNDATION ENGLISH IENL 100)
Drum scanners were widely used in the past, however they are much less commonly used today due to advances
in scanner technolory. As a result of their expense, these machines are primarily used by professionals in
industry, where they are considered important due to the high-end qualrty image they produce and because they
use PMT technology which is more sophisticated than charge-coupled devices (CCDs) and contact image
sensor's (CISs). Drum scanners are difficult to operate and technicians operate these scanners by placing the
item to be scanned on a glass cylinder rotating at high speeds around the sensor (Sullivan 1996).
The most popular scanners for general use are flatbed scanners. This type ofscanner is highly versatile because
it is able to scan flat objects as well as small three dimensional objects. Flat-bed scilIners operate by placing the
item to be scanned on a glass window while scanning heads move underneath it. A transparency adapter is used
to scan transparent originals sleb ss,,s!!4es_gl x1ays, and an automatic document feeder is available for scanning
--*l arge-rumdrs=o r+oeulnentsffi ffi ;
4. Scanner specifications
-
The perfornance of a scanner can be examined in relation to four main criteria: resolution, bit-depth, dlnamic
range and software.
4.l Resolution
Bit depth refers to the amount of informationthata scaffler records for each pixel when converling an image to
digital form. Scanners differ in the amount of data they record for each pixel within an image. The simplest
kinds ofscanners only record datarelated to black and white details and have a bit depth of I (Anderson 1999).
The minimum bit depttr required for scanning photographs and documents is 24-bits, while slides, negatives or
transparencies need a scanner with at least 30-bits.
F.-' ffiffir
This report has identified five types of scanners currently available. Some are primarily used for professional
purposes such as the drum scanner; others are used more broadly in the workplace and home such as flatbed
scanners and to a lesser extent sheet fed scanner. Scanners for specialized purposes have also been identified
digital cameras, printers, and photocopiers. This can be expected to continue with other fonns of technology in
conjunction with further improvements to image quality, speed, price, size and weight.
ffiffiffiffi
Anderson, D. The PC Guide. [htp www.pctechguide. com/
: 1 8 scanneis.htm].
Blafirer, D., Fleishman, G. Roth, G. (1998) Real world scanning and halftones 2nd edition, Peachpit Press, USA.
ADDITIONAL
1. The FONT for type wdtten is usually Times New Roman and 12 fonts. (will change
according to the lecturer). PARAGRAPH is usually 1.5 @ 2 SPACING. Alignment for
each paragraph is ruSTIFY.
111012018
iStudy for Successl
iStudy for Success!
Online learning tutorials for essential
college skills.
Oral Presentations
Purpose
The purpose of this ruroriar is to
introdur",::r:i::::riv-".r yiif
;il il; activitidb-as';'il# j!: basics of preparins and deriverins
an orar
51ffi[3H[];Yl? li,l,'ffiXi'*"n when you are raced with the task
or prdparins
Goals and
Objectives"
Upon completion of
this tutorial, you will be
able to:
I
. Differentiate
between'
different types of
oral
presentiations
. Use logicalsteos
to prepare your
preseniation
. Deterrnilie the
best method of
delivery
. Utilize behaviors
that hel,o you '
enhahce your
credibility as a
presentbr
. Makd dbcisions
about
incorporating
t
humor in your
presentation
. Employ,
techniques to
improve the
environment in
which you will be
presenting
. Develop a
technique to
help eontr"ol
nervousness
.'
use your vorce and gestures
prepare and to m.aintain' ...ry.
use ,islriur:o-r'"#"ctively
interest
vv, in !
,,, the presentation
,
t.
:
Activities
tt, about making oralpresentations,
X""r1or[:Sffiffi: and comprete the activities as you prepare
and practice
ti
\.
+p://tutorials.istudy.
psu.eduioraiprese:nta.tions/oralpresentationsjrint.html
1t20
/ 111012018 iStudy for Successl
Both types of presentations can be used to start a discussion by providing information on a given topic followed
.iyf ime-Iorg[ertiens-,-answe,Ls,-and-dr'scussion
A distinct advantage of speaking from memory is your ability to speak to the audience without relying on notes or
a script. This allows you the flexibility to move away from the podium and to maintain eye contact with the
audience. However, speaking from memory has disadvantages, too. Presentations from memory often sound
rehearsed and the possibility exists that you'll forget an important point, present information that's inaccurate, or
completely lose your train of thought. lf you decide to deliver your presentation from memory have notes handy
to jog your memory just in case!
Many people like to speak from notes. Typically these notes are either on cards or paper in outline form and
contain key ideas and information. lf you are using an electronic presentation tool, you may be able to include
your notes in the presentation itself. The benefit of delivering a presentation from notes is that you sound natural
rather than rehearsed and you can still maintain relatively good eye contact with the audience. The down side is
that you might not express your key ideas and thoughts as well as you may have liked had you planned your
exact words in advance.
hftp://tutorials.istudy.psu.edu/oralpresentations/oralpresentationsjrint.html
/ illot2o1e iStudy for Successl
audience may dismiss what you have to say as either unimportant or untrue. The guidelines that follow are
provided to help you learn how to become a more believable speaker.
lf youwant people to believe you, you have to earn their trust. That means getting the facts straight. Research
the information you're going to present to make sure it's accurate and make sure you report it coirectly. Practice
pronouncing names conectly, and state dates, facts, and quotes accurately. Copy information that you think you
might state incorrectly and read it from your notes if necessary.
r":t
\J
Dress in a professional manner.
{.* "i
lf you want to be taken seriously, then dress accordingly. Being the worst dressed person in the room just won,t
do' You don't need to.have the most expensive clothes or the most current wardrobe, but do look well groomed.
Like it or not, research has determined that people are influenced by the appearance of the speaker.
Visual aids can enhance your presentation if they are well designed and look professional. Be cedain to use the
visual aids when you practice your presentation.
http://tutorials.istudy.psu.edu/oralpresentations/oralpresentationsjrint.html
7120
111012018 iStudy for Success!
. Make eye contact with members of the audience before you begin your presentation. lf you've already
established a rapport with them by greeting them, this will reestablish in your mind that the audience
wants you to succeed.
Voice
using your voice effectively can have a great impact on your delivery. The best
speaking voice is conversational, natural, and enthusiastic. Use the following
guidelines to develop an effective speaking voice:
' Alter the pitch (high and low) of your voice to prevent yourself from sounding
monotone. Don t alter the pitch too much, however, because this may make you
sound unnatural.
' Stress certain words as anotheiway to add emphasis. Typically when you stress a word, the pitch and the
volume increase.
http://tutorials.istudy.psu.edu/oralpresentations/oralpresentationsJDrint.html
111012018 istudy for Success!
. Locate the temperature controls and regulate the temperature if necessary. lf it is too warm or too cold,
audience members will focus on their discomfort rather than on your presentation.
. Conduct a test of any audiovisual equipment to ensure it's in working order. Have a backup plan in place
just in case whatever can go wrong, will go wrong at the worst possible time.
-
. Clean off any white boards or chalk boards that might distract the audience.
.
. Make adjustments to the setup of the room to ensure everyone in the audience will be able to see you.
Make sure that everyone can see the visuals you plan to use.
lf possible, practice your talk in the setting where you are scheduled to speak. This will not only help you
determine what other factors you might have to overcome, but also make you feel more comfortable.'lf
{- practicing in the room isn't possible, try to visit it prior to your presentation so you know what to expect.
lVhen possible, greet members of the audience as they come into the room. Not only will this make them
feelwelcome and at ease, but it may also help reduce your nervousness.
Try to eliminate barriers between you and the audience. These kinds of barriers include lecterns, tables, or
audiovisual equipment. Physical barriers communicate that you're trying to maintain your distance from
the audience.
References
Content
For additional information on oral presentations, please consult the following references:
' paugh, L.S. (1997). How to write term papers and reports. (2nd ed). Lincolnwood, lL: NTC/Contemporary
Publishing Company.
{.
' ElI", L. (19S4). Hgw tg prepare and use effective visualaids (lnfoLine Archive No. 25g4,t0). Washington,
DC: American Society for Training and Development, lnfoline.
' Fowler, H.R., &,Aaron, J.E. (1998). The tittle brown handbook(7th ed). New york: Addison-Wesley
Educational Publishers lnc.
' !'!a1nilt91, C- (1997). .Qgy.muyicating for results: A guide for busrness and professionats. (Sth ed.). New
York: Wadsworth Publishing Company.
' Heinich, R', MoJenda, M., Russell, J.D.,.Smaldino, S.E. (1996). lnstructionat media and technologies for
learning (sth ed.). Upper Saddle Rivet NJ: prentice-Hali, lnc.'
' 9!?IPg, C. (Eds). (1997)l How to create a good learning environmenf (Rev. ed.) (lnfoline Archive No.
258506). Washington, DC: American Society for Training and Development, lnfoline.
' Wircenski, J. L..and Sullivan, R. L. (1986). Make every presentation a winner (lnfoline Archive No.
258606). Washington, DC: American Society for Trairiirig and Development, lrifoline.
lmage Credits
http://tutorials.istudy.psu.edu/oralpresentations/oralpresentationsjrint.html
11120
Expressing PurDose
Use fa, so as to, and irt orderla to express pulpose in the affirmative (positive) form.
Examples:
He is looking for aparttime job to save some pocket money.
She wakes up early in order to be on time to work.
They visited him so as to offer their condolences for the death of his wife.
Use so as not to and fua order not to express purpose in the negative form.
Examoles:
t-l They woke up early in order not tobe late.
She exercises regularly so as not to getfat.
He helped the new policewomarLso as not to fail in her first mission.
Examples:
I stopped thercfor a chat.
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VERB
What is verb?
Verbs are action verbs. They describe specific physical actions. lf you can create a
motion with your body or use a tool to complete an action, the word you use to
describe it.
Verb Examples
The physical verb examples in the following sentences are in bold for easy
identification.
tAisrL
,"t
.
I p
home. Home is my place to rest. I like the smell of my house. I feet totally relaxed.
Home refreshes me. At home, I p!
ready for a new day.
l3!!!adoctor.
r*.i .' He !g sleepy.
. We are here.
. Amladoctor?
. ls he sleepy?
. Are we there?
"Are not" (is not) can be shortened to "aren't" (isn't).
. He isn't sleepy
. We aren't there.
Present Negative
lam ilam not -_*_-.,..-i
are not (aren't) lAre you?
L
You are
'You I
Negative lnterrogative
lwas lwas not
You were You were not (weren't) Were you?
He was He was not (wasn't) was he?
;She was
,
She was not (wasn't) was she?
,lt was It was not (wasn't) Wasn't it?
We were not (weren't) were we?
lYou were You were not (weren't) re you?
iThey were They were not (weren't)
t! EXERCISES
1. lt cold today.
5. My name Nikita.
6. We from Ukraine.
7. That
t_-.--
13. is My I'm and student. Anton name a
l
t__ I
,
L- I
t____
18. is name Johansson. My husband's
fz \I
f!:,
Li
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it
\
\.
1
'1 oltic i
}{OUNS
NOlutrt = (l-taming, vuerdl
com m6l
) t':ou$JS'
PtoPtr
2. Plural
3. Countable
4. Uncountable
SINGULAR
- Only 1 thing
" - E.g : 1. The boy had a basebaNl in his hand.
2.My honse prefers to wear an English saddle.
3. That cat never seems to tire of jumping in and out of the box.
PLURAL
-E s
- a noun indicates more than 1
I 5?,? H:1""9ffiffiHx,,ffi:ml"'ffi:[;#J;ffffJfff:iffi::
3. Those cats never seem to tire of chasing one another in and out of
ihose boxes.
COUNTABLE
II - Anythlng that can be counted, whether singular - a dog, a house, a friend, etc. or
plural- a
few books, lots of oranges, etc. is a countable noun.
- E.g: 1. There are at least twenty ltalian restaurants in Little ltaly.
2. Megan took a lot of photographs when she went to the Grand
Canyon.
3. Your book is on the kitchen table.
UNCOUNTABLE
- Anything that cannot be counted is an uncountable noun. Even though uncountable
nouns are not individual objects, they are always singular and one must always use
singular verbs in conjunction with uncountable nouns.
- E.g: 1. There is no more water in the pond.
2. Please help yourself to some cheese.
3, l need tg find information about Puliizer Prize winners.
4. You seem to have a high level of intelligence.
trxtrRql,str-S
E.g,cups-cup
1. [osGS ---+ j
2. boys ---, i
t-
3. families ---+ i
4. potatoes
-j_--.
i
5. wlVcS --+ i
6. photos --+ i
7. children --+ i
8. sandwiches --+ I
r
9. fish--+l:
10. feet+Ll
These (perso[[-
I-
are protesting against the president.
The.(wom?n) fl-_ . -:; over there want to meet the manager.
The,(woman) manaacr
,
My (child) l- --- .i hate eating pasta.
t....-
-
I arn ill. My (foot) 1".- j hurt.
i-
Muslims kilt (sheep) l- - -- - I in a religious celebration.
Iclean my (tooth) L.-- rthree times a day,
i-
The (stude!!) l-.- -iare doing the exercise right now.
;-i
The (fish) l-. - - i I borrohf is in tha frirlrra
12,
13. (rralre, L-_"_-' are expensve
14. Some (policeman) l--*-_j Came to arrest him.
15. where is my (tuggage)
ln the car!
fr z
F
1.
2.
?
4.
5.
6.
7. phone - [
L nurse r
10. etf - i---
11. phenomenon - [T
12. criterion -f
13. tl
viltase
14. tov-[T
(:J^ 1
i'icr*e:
Actiotrr Vei'[*s
--:-="(63-and)zis-t+tethe+wEdinaer-----
'+-fs.
Fill'ineabh blarik with 'a','an'or 'the' where necessary. lf no ar,tie-le is required, put a dash (-).
6. Mother bought cheese cake from famous bakery. _ cake was very delicious.
9. My nephew walks to school every day. For his coming birthday, I am going to get him
bigVcle so that he can cycle to school.
j -
10. They gave us useful information on which courses we should take.
11. -
Mount Kinabalu is _ highest mountain in _ South East Asia.
Howe,yer,
... , 'a.:,
/
Adverbs
--4---€-urrcacheffi
5. My neighbour is a loud speaker. He speaks
\- .r 6. He is a bad writer. He writes
7. Jane is a nice guitar player. He plays the guitar
-shows the, relationship of a noun or pronoun to another word. They can indicate
time, place, or relationship.
. Examples: at, on, in, from, with, near, between, about, under
Example sentences: I left my keys on the table for you.
/ . Preposition
\ \..,
1. If you want to go bus, you have to go _ the bus stop.
2. You look the time table.
3. Then you wait _- your bus.
4. When the bus arrives, you get the bus.
5. You buy a ticket the driver or show your ticket the
driver.
CONJUNCTION - (Joining word)
- joins trvo words, ideas, phrases or clauses together in a sentence and shows how they are
connected.
Examples: and, or, but, because, so, yet, unless, since, if.
Example sentences: I was hot and exhausted but I still linished the marathon.
Coniunction
1. Canyon
I visit the Grand I go to Aizona. (once, whenever, wherever)
2. This is the place we stayed last time we visited. (where, when, how)
3.-youwinfirstp1ace,youwi1lreceiveaprtze.(wherever,if,un1ess)
4--Jollvon't$'assthe-test-------Joustrdy-{rv-henif,-untess)
5. I could not get a seat, I came early. (as, though, when)
7.PayattentiontoyourwoIk-youwillnotmakemistakes.(sothat,.unless,
or)
8. The musicians delivered a rousing performance _ they had rehearsed often.
(though, as, once)
-is used before a noun. These are divided into definite (the) and indefinite (a, an). Articles
help define nouns.
..,.. Examples: 4an,the
'-.! Example sentences: I need a dictionary. The dictionary needs to be in English.
Article
1. I love living in this glty.
2. Generally speaking, boys are physically stronger than girls.
3. Bill enjoys reading mystery novels.
4. Do you remember - girl that we saw last night?
5.DidyougototheThairestaurarfi?P2:No,Iwentto-p1acewhereyouand
I normally go.
:
t'
,i'--i
!.
TOPIG 2
How do you do? (formal)
Say Goodbye
Good bye.
Good night.
Health
Very well.
!'m tired
I'm exhausted
Greetins People
Hello. / Hi.
Good evening
lntroducing People
wFefilffirnffi.?-
Who are you?
My name is...
lam...
My friends call me ...
( ; lnts ts ...
Meet...
Yes, I have.
No, I haven't.
Hello,... (name)
ffii
EJ
Tm6qn nr g ffi eserva€r&rns Ecy TeEep,Ea@$?e
E )
ft 5. He asked her for the date 6. ...and wrote down the detailS 7. He found out the time of
Fred asked the caller for
her name. She spelt it out
of the reservation..., as she spoke. the reservation. for him.
5.'
I
:
Yes, all righl
So thatb a window lable for
lour, at eight-thirty, on the
loutteenth ol February.
# ' .:i,
Addrgsging -
.AirC'5ts,": .,,..
,:..-..::...-
Whmaner posqibleusl:
-
STN l MADAM
nrn i nins /Ms lUfin,
: .: . ,:_. +namel
i
-t
I
I
':
for her agreement.
14. Ms Reid accepted
the offer.
the details he had written on
the reservation notepad.
E 1L
HJ
Thenk you for ca!ling...
...We'll see you on the faurteenth,
Goodbye, Ms Reid.
Ei
5
IB
HI
t
for a contact
16. He asked Ms Reid
number and wrote it down on 17. Before ending the conversatiory
tr the notepad. Fred thanked the caller... 18. ...and said goodbye.
I
I
il
speaking
+#.''R\ -atse-ErtTtFIE Sb Speakilrg
r
I
' r#d aPorrE
Jan Lll
fftrEs
r
I Spoken:
At eight lanuarg first
Thefirst
ffi
of lanuary
At a quarter past eight
Written: 3L Dec 31./12 12.31,2001
\Lcil At eighlfifteen
Spok9l December thirty-ftrst
The thirtyfirst of Dece1nber
@-
7nir-\
At half past eight
Wrilterr: -'14 Feb 14/2 2,14;2AV.
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Spokeru February fourteenth 19. Finally Fred copied all the
At a quarter to eight
information on the notepad
At seamforty-fioe into the restaurant reservation
record.
15
E3 UruET t Exercnses
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I Fred asked the caller for the details of the reservation. What inforrnation did Fred ask
for?
I data of raaervation
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i seven fifteen
or
B a quarter past seven
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u- 5. Match the terms on the left nvith the statements on the right.
1. Identifying yourself
I lcl a. "a round table near the door,,
tr 2. Greeting
3. Aspecial request
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I]
b. "I'm
c.
afraid we're fully booked tonight.,,
'Jerury speaking."
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4. Apologizing
5. Spelling out something
I]
tI
d.
e.
"Good afternoory sir."
:
6. Making a reservation I] f. "I'll check the floor chart for you.,,
7. Assisting a caller I] g. "That's H-U-D-S-O-N."
I
I
8. Offering to do something
for someone
t1 h. "I'd like to book a table for d.inner, please.,,
7. What is the head waiter saying to the callers below? Fill in the speech bubbles
I
1. J. 4.
h Could I have a
wlndow tahle ptease?
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t
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r- 8. Discuss the following questions with your hainer or partner.
I 1. I4/hy do some woulen prefer to use the title MS insiead of MISS or MRS?
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i 2. Iifhy did Fred ask the caller for a contact number?
3. Iafhy does Fred write down details on a notepad while he talks to the
caller?
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Yes.The name's
E Nicols.
B:
2. He checked the Reservation 3. Fred showed Mr Nicols and
1. Fred greeted the people at the reception desk Record and confirmed the details
and asked if they had a reservation. his party to table 14, which
with the guest. was reserved for them.
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l* 4. He asked if they'were
satisfied with the table.
5. Fred pulled out the chair
of the lady guest dosest
tohim...
5. ...and slowly pushed the chair
back into position as the guest
Standing to the right of
the guest, Fred picked up
was seating herself. the napkin...
)
(
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11. He then retumed to the 12. The nexf guests to arrive did not 13. He checked ihe floor chart and
reservation desk. have a reservation- found a table for them.
_19
EJ UruflT 2 - E:Eererses
ffi n. What is the'waiter doing in the out
pictures below? \
pulling pickingup showing
Choose an action rvord from thb
seating folding welcoming
box to fill in the blanks.
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tr
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T 4. He is _-- the plate, 5' He is the napkin. 6. He is .- the guests.
t solve the word puzzle wittr.tlre help of the--clues below. Choose from the
Be carefuI! You only need eight of the fifteen words.
words on the right.
'1.
I 1.
2.
You sit on this.
r
4. napkin
table
5. The inside surface of your hand.
chair
6. Agroup ofpeople. 6.
?ace
palm
T 7. A piece of cloth or pqper used while eating. 7.
tiangle
date
8. A mother often holds hbr baby on this while sitting. 8.
leg
details
:
3' Choose words from the Key vocabulary list that can replace the
underlined words
in the sentences.
: 1. He missed the bus because there were too many peopl e infront of him. 1. Eg.ahead 1
t 2. The customers were very plensedwith the good service in that restaurant.
Yes.This is fine,
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a. "Could you follow me, please."
c. "Allow me."
d. "Is this all right for you?"
5. Complete the dialogue below between the waiter and the guests.
lTwo ladies mter the restaurant. They come to the teception desk.]
I4/aiter: [Tell them that a table is aaailable. Ask them politely to zuait a fau mirurtes.] ...................
Waiter: l'L0 minutes later: TelI them the table is rendy and you will take them to it.l ............
;
I 5. Role-play the above dialogue with your padner. Don't forget to exchange roles.
',1
-,8
,r, 7. Discuss the questions belo$, with your trainet or partner.
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