Professional Documents
Culture Documents
UNIT 1
1. READING
2. SPEAKING
Activity 1
As a student you have to schedule your routine activities. Fill in the form below. Now ask in
turn about routine activities. Follow this model:
A : Where are you at 6 oclock in the morning?
B : I am at home.
6
6
6.10
4
20
Place
Activities
at home.
at
contract house
read a book
Wake up,
pray, cook
Activity 2
Work in pairs with another partner telling him/her your partners routine activities you have
talked about. Begin like this:
A : Please tell me your friends routine activities?
B : Well, Ani/Anto is at home at 6 oclock. S(he) usually reads a book. Etc.
3. WRITING
Write down a paragraph about your own routine activities. See the example below.I am
usually at home at 6 oclock in the morning. At the time I often read a book,etc.
UNIT 2
1. READING
You have to read the following text at home
Boys
Will be fathers.
All of us
Some of us
Will + be
Will not + be
2. SPEAKING
Activity 1
Arrange your planning of the next semester semester. When finished, do the practice again
and now change roles. Fill in the form below. Start like this:
A : Where will you be in the first week of the next semester?
B : Well, I will be at campus.
A : What will you do there?
B : I will of course meet with my academic guidance. Etc.
Planning for the next semester
No
Time
Place
Activities
12
week 1
at campus
meet with my
academic guidance
..
10
Activity 2
Tell your friends planning you have talked about to another classmate. Begin like this:
A : Please tell me his/her planning for the next semester?
B
: Well, I would like to tell you Tonis planning for the next semester. At the
first
week, he will be at campus. He will meet with his academic guidance. Etc.
3. WRITING
Write down a paragraph of ten to fifteen sentences about your planning for next semester.
UNIT 3
1. READING
You have to read the following text at home
Verbal Predicate
My father
He
My mother
She
They
Noun or pronoun
Was/were
Was/were not
2. SPEAKING
Activity 1
Work in pairs talking in turn about your past activities. Fill in the form below. Follow the
model:
A : Where were you at 6 a.m. yesterday?
B : I was at home.
A : What did you do at home?
B : I did jogging. Etc
Schedule of Yesterdays activities
No Time
Place
Activities
6 a.m.
at home.
do jogging
..
10
Activity 2
Now ask another friend what your friend did yesterday. Begin like this:
A : Where was he at 6 a.m. yesterday?
B : He was at home?
A : What did he do at home at 6 a.m. yesterday?
B : He said that he did jogging. Etc.
3. WRITING
Write a paragraph about your own yesterdays activities.
UNIT 4
1. READING
You have to read the following text at home
Untitled
Most children have achieved remarkably sophisticated language capabilities by the age of
three. Their vocabularies have reached about 1000 words, and they can use as many as five of
those words in a single sentence. They make up new words, too. They can speak about the
past and future as well as the present. They understand that some words have more than one
meaning. They can duck when a ball is coming or see a duck on lake. They have began to use
negatives (Thats not mine) and helping verbs (I can do it myself).
Over the next two years, their vocabulary will more than double. They will begin to play with
words, to repeat silly sounds, to try out toilet words or even swear words, just to elicit an
adults reaction. Newly aware of the power of words, they will begin to argue, and they will
start to tell jokes.
This language play carries on a process of experimentation that began when child was an
infant, first encountering language. At one time, experts thought children learned language
simply by imitating adults. Nowadays, most linguists agree that children learn primarily by
experimenting-by listening and thinking about what they hear, by making their own sounds,
and then by observing the way others react.
2. SPEAKING
Language comes first as a great garble of sound. Slowly, children learn to hear individual
sound patterns, or words. They try out sounds. For example babies
A : Hi, how have you been for a week?
B : I have (Ive) been fine.
A : What have you done then?
B : I have finished my homework and visited my friends in Jakarta.
A : Sounds good. And how has you sister been?
..
..
mother
..
..
brother
..
..
sister
..
..
nieces
..
..
nephews
..
..
etc.
Activity 2
Now change roles. Practice the activity 1 again.
Activity 3
Now tell another friend about the condition and activities of your friends family for a
week you have talked about. See the example below.
A : Please tell me the condition and activities of his/her family for one week.
B : Well, he has been fine and he has finished .etc
3. WRITING
Write down condition and activities of your own family for a week.
UNIT 5
1. READING
You have to read the following text at home
2
3
No
Tenses
Examples
3
4
2. SPEAKING
Activity 1
Please interview your friend about his/her routine activities, future planning, past activities,
and activities for one week you have talked about. Use only yes-no questions. Follow this
model:
Reporter
Badu
: yes I am.
Reporter
Badu
Reporter
Badu
: yes
Reporter
Badu
Reporter
: yes I will.
: what about yesterday, were you at home yesterday?
: Yes they do
: Is it small?
: yes it is.
C
B
: it is a pen?
: yes.
3. WRITING
Write down ten to fifteen sentences about the characteristics of your friends or things you
have guessed. See the example below.
His name is He always wears glasses. He looks rather thin. He always brings a bag. His
hair is curly and his skin is rather black, etc.
UNIT 6
1. READING
You have to read the following text at home
Question word
Predicate
Person
Who
Thing
What
What class
Choice
Which (house)
is yours?
Possesive
Whose class
Number
Specific
thing
1
2
to assist =
populace =
4. COMPREHENSION QUESTIONS
To check your understanding, answer the questions below in a separated paper!
1
2
3
4
5
future?
2
Ask your friends the benefits of computers in the near future especially for students
who are physically handicapped, blind, and at risk.
3b. GRAMMAR FOCUS
What will we expect from computers in the near future?The sentence taken from the text is a
question or interrogative in Simple FutureTense.
Interrogatives in Simple Future Tense
To check your understanding, answer the questions below in a separated paper! 1.What is
1
2
3
4
3. ORAL REPRODUCTION
With your partner in your class, practice expressing your ideas orally based on the text you
have read Discuss with your partner
1.the type of computer that most students use
the advantages and disadvantages of using computers
the computer programs that university students should use
1
2
4. GRAMMAR FOCUS
Who named the Apple computer?The sentence taken from the text is a question or
interrogative in Simple PastTense.
Interrogatives in Simple Past Tense
A. For subjects
Purpose
Question word
Predicate
Person
Who
Thing
What
What class
Choice
Which (house)
Possesive
Whose car
Number
Specific thing
UNIT 9
1. READING
You have to read the following text at home
UNIT 10
1. READING
You have to read the following text at home
Food Personalities
People express their personalities in their clothes, their cars, and their homes. Astudy shows
that our diets are also an expression of our personalities. Perhaps wedont choose foods only
for taste and nutrition. We might choose them becausethey tell people something about us.
For example, some people mainly eatgourmet foods, such as caviar and lobster, and they eat
only in expensiverestaurants (never in cafeterias or snack bars). They might want to tell the
worldthat they know about the the better things in life.
Human beings can eat many different kinds of foods, but some people choose notto eat meat.
These vegetarians often have more in common than just their diet.Their personalities might
be similar, too. For example, vegetarians in the UnitedStates may be creative people, and
they might not enjoy competitive sports or jobs.They worry about their health of the world,
and they probably dont believe in war.
Some people eat mostly fast food. One study shows that many fast food-eatershave a lot in
common with each other, but they are very much different fromvegetarians. They are
competitive and good at business. They are also in hurry.Many fast food eaters might not
agree with this description of their personalities,but it is a common picture of them.Some
people also believe that people of the same astrological sign have similar foodpersonalities.
Arians (born under the sign of Aries, between March 21 and April 19)
1
Do you know gourmet eaters? Vegetarians? Fast-food eaters? In your opinion, what
kind of people are they?
2
Do you believe the information in this reading? Why or why not?
4. GRAMMAR FOCUS
People with the sign of Taurus (April 20 to may 20) prefer healthful fruits andvegetables to
other foodThe sentence above is expressed by using a preference.There are some types of
preference.
Subject
University
students
We
The students
Subject
Predicate
like noun better than noun
prefer noun to noun
would rather verb 1st than verb 1st
5. SPEAKING
Activity 1
Please list a number of the subjects provided in this semester. Put a tick (V) on the subjects
you like and a cross (x) on the subjects you dislike. Ask your friends likes and dislikes as
given in the example below.
A
: Do you like all the subjects you are studying in this semester?
: No, I dont.
Subjects
..
..
.
.
.
.
..
..
OK
dislike/hate/cant
stand
.. ..
.. ..
.. ..
.. ..
Activity 2
Tell another friend your friends likes and dislikes you have talked about.
6. WRITING
Write a paragraph about your friends like and dislikes.Start like this:S(he) likes some
subjects s(he) is studying this semester such as, . But s(he)
Commands are expressed by the imperative. In the second person imperative, the subject
you is rarely used.
Subject
(You)
Command
(You)
(You)
5. SPEAKING
Activity 1
Ask a friend of you the procedure for making or doing something for example, the procedure
for making the ice cream. Firs list the ingredients and tools as shown in Table below. Start
like this:
A : Excuse me, tell me how the ice cream is made?
B : Well, first two eggs are broken into the bowl. Then one cup of sugar is added
and everything is blended together, etc.Example of Ingredients and tools for making
ice cream
No
Ingredients
Tools
123
etc
bowel blender
Activity 2
Now change roles and practice activity 1 again.
6. WRITING
Now write up a description for making or doing something.
UNIT 12
1. READING
You have to read the following text at home
Type
Type 1
If clause
If you do not study hard, (it
is probable that you do not
study hard)
Main clause
you will not pass the exam. (it is
probable that you do not pass
the exam)
Type 2
Type 3
Type 1
Type 2
Type 3
Note:
Possible variations of the basic forms:Conditional sentences may take negative forms.In
type 1 instead of will, we may use can, may, might, must, or should.In type 2 instead of
would, we may use might or could.In type 3 instead of would have, we may use might
have, or could have.
5. SPEAKING
Activity 1
Please imagine that your friend is the one in the list below. Ask him/ her that s(he) would or
could do if s(he) were the one in the list. Change roles and practice the activity again. Start
like this:
A : If you were the President what would you do?
B : If I were the president, I would raise the fund for education.
Here are the lists:President, an artist, a bird, a rector,
Activity 2
Now imagine that your friend has something that s(he) doesnt really have, or can do some
thing that s(he) really cant do. Ask your friend, starting like this:
A
A
B
etc .
Activity 3
Tell another friend about your friends imagination you have already asked in activity 1
and 2.
6. WRITING
Write down your friends imagination. You have talked about.
UNIT 13
1. READING
You have to read the following text at home
Person
Noun
Pronoun
Relative clause
Main clause
Subject
The woman
The woman
The man
The man
The man
The girl
who
that
whom
who
that
whose
lives here.
lives here.
is his father.
is his father.
is his father.
will see you.
Thing
Noun
Pronoun
Relative clause
Main clause
Subject
The cat
The cat
The house
The house
The car
which
that
which
that
whose
bit you
bit you
you have painted
you have painted
color you like
will be killed.
will be killed.
is very good.
is very good.
is very old.
The car
of which
is very old.
Object
Possessiv
e
Object
Possessiv
e
: I think a good tv program is first, the program that deals with education,
second the program that doesnt show any violence, third, .
6. WRITING
Please write down the characteristics of person or someone you have talked about.
UNIT 14
1. READING
You have to read the following text at home
Thinking Skills
Many teachers today believe that they teach thinking skills. In most instances, however, what
they actually do involves putting students into situations where they are simply made to
think and expected to do is as best they can. Most methods teachers customarily use to
teach thinking are indirect, rather than direct. These methods are based on the
questionable assumption that by doing thinking, students automatically learn how to engage
in such thinking.
Educational researchers have pointed out time and again that learning to think is not an
automatic by-product of studying certain subjects, assimilating the products of someone
elses thinking, or simply being asked to think about a subject or topic. Nor do youngsters
learn how to engage in critical thinking effectively by themselves. There is little reason to
believe that competence in critical thinking can be an incidental outcome of instruction
directed, or that appears to be directed, at other ends. By concentrating on the detail of the
subject mater being studied, most common approaches to teaching critical thinking so
obscure the skills of how to engage in thinking that students fail to master them.
If we want to improve student proficiency in thinking, we must use more direct methods of
instruction than we now use. First, we must establish as explicit goals of instruction, the
attitude, skill, and knowledge components of critical thinking. Second, we must employ
direct, systematic instruction in these skills prior to,
5. SPEAKING
Activity 1
Ask a friend of you the procedure for making or doing something for example, the procedure
for making the ice cream. First list the ingredients and tools as shown in Table below. Start
like this:
A : Excuse me, tell me how the ice cream is made?
B : Well, first two eggs are broken into the bowl. Then one cup of sugar is
added and everything is blended together, etc.
Example of Ingredients and tools for making ice cream
No
Ingredients
Tools
two eggs
bowel
blender
etc
Activity 2
Now change roles and practice activity 1 again.
6. WRITING
Now write up a description for making or doing something.