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Foreword
English is the world’s global language and has become essential for people who wish to
travel and enjoy English language culture. English is all around us, but we know how difficult
it can be if you don’t understand or can’t join in. English may not be the most spoken language
in the world, but it is the official language in a large number of countries. It is estimated that
2 million people in the world use English to communicate on a regular basis.

Also, English is the dominant business language and it has become almost a necessity
for people to speak English if they are entering a global workforce. Many types of research
from all over the world show that cross-border business communication is most often
conducted in English.

As English is the language used in International communication, mastering it has

become compulsory for societies and individuals who want to participate in the global market.
With this consideration in mind, this book is written to meet the needs of learners in an EFL
(English as a Foreign Language) to use English in their daily lives, especially for speaking and
listening mastery.

English Active Communication is specifically designed to make learners proficient

conversationalist. Besides, this book is designed to uphold the three underlying principles to
complement GOLDEN ENGLISH’s teaching and learning methodology: fun learning,
learning more than just English, and learning how to learn. GOLDEN ENGLISH – Academic
Affairs.

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 CONTENTS

UNIT 1 - COUNTRIES AROUND THE WORLD ……………….……………………………..….. 1

UNIT 2 – ON THE MOVE ………………………………………………….………………………... 9

UNIT 3 – SMART ANSWERS TO TRICKY QUESTIONS …………………………………..…. 16

UNIT 4 – TRADITIONAL HANDICRAFT ……………………………………..………………… 25

UNIT 5 – GLOBAL CHALLENGES …………………………………….……………….………... 30

UNIT 6 – CULTURAL FLAVORS ………………………………………………….……………… 37

UNIT 7 – AS BEAUTIFUL AS THE MOON ………………………………………………………. 44

UNIT 8 – MINDSET OF HIGH ACHIEVERS ……………………………………………….……. 51

UNIT 9 – THE SENSATION OF LIVING ABROAD ……………………………………………... 58

UNIT 10 – HEALTH AND ILLNESSES …………………………………………………….……… 65

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UNIT 1

COUNTRIES AROUND THE WORLD

After finishing this lesson, you will be able to

▪ describe countries and talk about distances
▪ use adjective clause
▪ create an article about a place would like to visit

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 1 SNAPSHOT
Choose one of the squares below and try to explain what it is without saying the name. The
first sentence must include the nationality e.g. “She is American.”

2 WORD POWER Nationalities and Languages

Individual work Look at the picture below then practice with your classmate
EXERCISE 1 asking countries, nationalities, and languages.

Do you want to know more about nationalities? Here is a list of countries with their nationalities and
languages.
What language do Jordanian speak?
They speak Arabic.

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 https://id.pinterest.com/pin/554646510362175309/?nic_v1=1a1e5DzyX

STUDY THESE!
INTRODUTION
CLAUSE A clause is a group of words containing a subject and a verb.

INDEPENDENT An independent clause is a complete sentence. It contains the main subject

CLAUSE and verb of a sentence. (It is also called “a main clause.”)

A dependent clause is not a complete sentence. It must be connected to an

DEPENDENT CLAUSE independent clause.

An adjective clause is a dependent clause that modifies a noun. It describes,

ADJECTIVE CLAUSE identifies, or gives further information about a noun. (An adjective clause is
also called “a relative clause.”)

An adjective clause uses pronouns to connect the dependent clause to the

ADJECTIVE CLAUSE independent clause. The adjective clause pronouns are who, whom, which,
PRONOUNS that, and whose. (Adjective clause pronouns are also called “relative
pronouns.”)

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 Betty Azar_Understanding and Using English Grammar

ADJECTIVE CLAUSE PRONOUNS USED AS THE SUBJECT

The boy is adorable.
He has the phone. In (a): They boy is adorable = an independent
clause, who has the phone = an adjective clause.
a. The boy who has the phone is adorable. The adjective clause modifies the noun boy.
b. They boy that has the phone is adorable.
In (a): who is the subject of the adjective clause.
The book is yours. In (b): that is the subject of the adjective clause.
It is on the table. Note: (a) and (b) have the same meaning.
(c) and (d) have the same meaning.
c. The book which is on the table is yours.
d. The book that is on the table is yours. who = used for people
which = used for things
that = used for both people and things

e. INCORRECT: The book is yours that is on the Note: An adjective clause closely follows the
table. noun it modifies.

Betty Azar_Understanding and Using English Grammar

Individual work Combine the two sentences. Use the second sentences as
EXERCISE 2
an adjective clause.

Example:
I saw the man. He closed the door → I saw the man who closed the door.
1. The girl is happy. She won the race.
→
2. The student is from Malaysia. He sits next to me.
→
3. The students are from Indonesia. They sit in the front row.
→
4. We are studying sentences. They contain adjective clauses.
→
5. Algebra problems contain letters. They stand for unknown numbers.
→
6. The taxi driver was friendly. He took me to the airport.
→
7. A Germany woman gave me a book. It is thick and heavy.
→
8. English and Chinese are international languages. They are used in many business fields.
→

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 ADJECTIVE CLAUSE PRONOUNS USED AS THE OBJECT OF A VERB
The man was from France.
I saw him last night. Notice in the examples: The adjective clause
pronouns are placed at the beginning of the
a. The man whom I saw last night was from France. clause.
b. The man that I saw last night was from France.
c. The man Ø I saw last night was from France. In (a): who is usually used instead of whom,
especially in speaking. Whom is generally used
The movie wasn’t interesting. only in very formal English.
We watched it 2 days ago.
In (c) and (f): An objective pronoun is often
d. The movie which we watched last night wasn’t omitted from an adjective clause. (A subject
interesting. pronoun, however, may not be omitted.)
e. The movie that we watched last night wasn’t
interesting. who(m) = used for people
f. The movie Ø we watched last night wasn’t which = used for things
interesting. that = used for both people and things

Betty Azar_Understanding and Using English Grammar

Individual work Combine the two sentences. Use the second sentences as
EXERCISE 3
an adjective clause.

1. The book was good. I read it.

→
2. I liked the woman. I met her at the party last night.
→
3. I liked the composition. You wrote it.
→
4. The people were very nice. We visited them yesterday.
→
5. The man is standing over there. Ann brought him to the party.
→

ADJECTIVE CLAUSE PRONOUNS USED AS THE OBJECT OF PREPOSITION

She is the Canadian woman.
I told you about her. In very formal English, the preposition comes at
the beginning of the adjective clause, as in (a)
a. She is the Canadian woman about whom I told you. and (e). Usually, however, in everyday usage,
b. She is the Canadian woman who(m) I told you the preposition comes after the subject and verb
about. of the adjective clause, as in the other examples.
c. She is the Canadian woman that I told you about.
d. She is the woman Ø I told you about.

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 The music was good. Note: If the preposition comes at the beginning
We listened to it last night. of the adjective clause, only whom or which
may be used. A preposition is never
e. The music to which we listened last night was good. immediately followed by that or who.*
f. The music which we listened to last night was good.
g. The music that we listened to last night was good.
h. The music Ø we listened to last night was good.

Betty Azar_Understanding and Using English Grammar

Individual work Combine the two sentences. Use the second sentences as
EXERCISE 4
an adjective clause. Give all the possible patterns.

1. The meeting was interesting. I went to it.

→
2. The man was very kind. I talked to him yesterday.
→
3. I must thank the people. I got a present form them.
→
4. The picture was beautiful. She was looking at it.
→
5. The man is standing over there. I was telling you about him.
→
6. I ran into a woman. I had gone to elementary school with her.
→
7. The topic was interesting. Omar talked about it.
→
8. The people were friendly. I spoke to them.
→
9. Olga wrote on a topic. She knew nothing about it.
→
10. The candidate didn’t win the election. I voted for her.
→

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 USING WHOSE
I know the man.
His bicycle was stolen. Whose is used to show possession. It carries the
same meaning as other possessive pronouns
a. I know the man whose bicycle was stolen. used as adjectives: his, her, its, and their. Like
his, her, its, and their, whose is connected to a
noun:
The student writes well.
I read her composition.

b. The student whose composition I read writes well.

Mr. Catt has a painting.

Its value is inestimable.

c. Mr. Catt has a painting whose value is inestimable.

Betty Azar_Understanding and Using English Grammar

Individual work USING WHOSE in adjective clauses. Combine the two

EXERCISE 5
sentences. Use the second sentences as an adjective clause.

1. I know a man. His last name is Brim.

→ I know a man whose last name is Brim
2. I apologized to the woman. I spilled her morning coffee.
→
3. The man called the police. His wallet was stolen.
→
4. I met a Russian woman. Her husband is the president of the corporation.
→
5. The professor is excellent. I am taking her course.
→
6. Mr. North teaches a class for students. Their native language is not English.
→
7. The people were nice. We visited their house.
→
8. I live in a dormitory. Its residents come from many countries.
→
9. I have to call the man. I accidentally picked up his umbrella after the meeting.
→
10. The man poured a glass of water on his face. His beard caught on fire when he lit a cigarette.
→

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 3 SPEAKING Distances
EXERCISE 6 Individual work Make a dialogue based on the questions below. You could
add more questions.

1. What country would you like to live in? Why?

2. What country wouldn’t you like to live in? Why?
3. How far is it from your country?
4. How long does it take from your country to the place you want to live in?
5. What would be your two greatest concerns about living abroad?
6. What is the thing you would enjoy the most about living abroad?

4 WRITING A place to visit

EXERCISE 7 Individual work Write an article about a place in your country or in another
country that you think tourists would like to visit. Describe a place from the
list.

a. a beach d. mountain
b. a desert e. volcano
c. an island

5 CASE STUDY Attempt to break the world record

EXERCISE 8 Group work Make a group. Discuss the topic below.

1. Living in space would be crazy. vs. Living in space would be awesome.

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UNIT 2

ON THE MOVE

After finishing this lesson, you will be able to

▪ acknowledge transportation problems and its history
▪ use sequence words
▪ create argument about accidents in public transportation

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 1 SNAPSHOT
Watch this short film then and answer the questions that
follow.
o Which transportation do you prefer? -air, sea or road?
o What will the transportation of the future be like?
o What transportation problems are there in your country?

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INTERMEDIATE 2 11
 https://visual.ly/community/Infographics/transportation/history-transportation

STUDY THESE!
Beginning
• First of all,
• To start off with,
• Initially,
• To begin with, Sequencing refers to the order in which events
happened. Sequencing is often made easier by the
Continuing Interruption Ending
use of transition words.
• Then, Suddenly, Finally, Use a comma after the introductory phrase.
• After that, Unexpectedly, In the end,
• Next,
Eventually,
• As soon as
• …but then
• Immediately,

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 EXERCISE 1 Individual work Provide an appropriate sequencing word to fill in blanks.

My friend and I visited Rome last summer. (1) ________, we flew from New York to Rome in first class. It
was fantastic! (2) _________ we arrived in Rome, we (3) ______ went to the hotel and took a long nap. (4)
________, we went out to find a great restaurant for dinner. (5) ________, a scooter appeared out of nowhere
and almost hit me! The rest of the trip had no surprises. (6) __________, we began to explore Rome. (7)
________ the afternoons, we visited ruins and museums. At night, we hit the clubs and wandered the streets.
One night, (8) ________ I was getting some ice cream, I saw an old friend from high school. Imagine that!
(9) _________, we caught our flight back to New York. We were happy and ready to begin work again.

https://www.thoughtco.com/telling-stories-sequencing-your-ideas-1210770

3 SPEAKING Transportation and Problem

EXERCISE 2 Pair work Listen, practice then make your own dialogue.

A: Can you give me a little more information about your apartment?

B: Sure, what can I help you with?
A: What kind of public transportation is near your apartment?
B: I'm not sure, but I believe there is a bus stop about three blocks away.
A: Do you know what direction that bus travels?
B: I'm sorry. If you check online, you can get that kind of information.
A: Okay, I'll just go online.
B: Okay. Good luck with your search.

https://www.eslfast.com/robot/topics/apartment/1apartment03.htm

EXERCISE 3 Group work List benefits and drawbacks of urban transportation. Then
read the following pie chart.

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 Transportation Statistic 2018

19% Passenger car

4% Cargo vehicle
2%
Bus
1%
Special vehicle
74%
Motor bike

http://jurusanku.com/utstraffic/

4 WRITING

Argumentative essay is to present an argument surrounding two side of any particular issue. The essay
can be written as a way of presenting both sides of the argument as equal or it might be written with one side
taking preference over the other. This would be done when the writer has a specific opinion on the topic.

Opinion Organization

• Introduction
- The hook introduces a controversial issue.
- The middle sentences explain why the issue is important by giving background information. This
background information explains the issue with details about the history or the people involved, what
they want, or how it affects them.
- The thesis statement at the end presents the writer’s point of view.
• Body Paragraph
- The topic sentence has a controlling idea that supports the writer’s main argument in the thesis.
- The following sentences support the topic sentence with reasons, facts and explanations to help the
reader understand the writer’s point of view.
- The body paragraph often includes a statement that describes the opposing opinion. In this part, the
writer points out weaknesses in the counter-argument, and shows how his own argument is stronger.
• Conclusion
- This restates the writer’s opinion, but often using different, more persuasive languages.
- It may also offer a warning, a prediction, or other type of comment that reinforces the writer’s
viewpoint.
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 EXERCISE 4 Individual work Write your own argumentative essay based on the topic
below.

1. Transport accidents

5 CASE STUDY
EXERCISE 5 Group work Do a small research about the topic then present to the class.

1. Is air transport safer than road & water transport?

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UNIT 3

SMART ANSWERS TO TRICKY QUESTIONS

After finishing this lesson, you will be able to

▪ create an application letter
▪ use suffix
▪ answer job interview questions

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 1 SNAPSHOT
1. Do you find any difficulties in writing an application letter? If so,
what are the hardest parts of making an application letter?
2. Have you ever experienced being an interviewee or interviewer?
How is it going?
3. What are the tricky questions in your opinion? Please explain and
mention it!
4. What are your strategies in answering to tricky questions?

2 WORD POWER Application letter

Individual work Please fill out these blank spaces on an example of an
EXERCISE 1
application letter based on the words in the box!

advertisement requirements current resume interested

position superiors pupils application available
dynamic contribute experience interview consider
relate define pursue believe hearing

Dear Sir or Madam,

Your _______(1) in 'The Time news' for the _______(2) as a teacher sparked my
interest. Please find the details of my _______(3) for the position in the enclosed _______(4)
and let me briefly explain how I can _______(5) to your department. With over 15 years
of _______(6) in teaching English and French in Paris, Norwich and Inverness, I _______(7)
my qualifications would match your _______(8) .

In my _______(9) position I manage a team whose main purpose is to find the best
way to teach different languages to young _______(10) . My _______(11) and the students'
parents have recognized that I have found an easy method that develops my students' skills.

I would _______(12) myself as serious and _______(13), I am able to _______(14) well

to people and believe it is time for me to move to a university like yours in order to
_______(15) my teaching career and to bring my best to your students.

If you are _______(16) or if you have any questions, I am _______(17) for a

recruitment _______(18).

I thank you for taking the time to _______(19) my resume and I am looking forward
to _______(20) from you soon.

Yours faithfully,

Bridget Smith

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 Classmate work Please read the text here and discuss with your classmate
EXERCISE 2
about styles format for letters!

Full-Block Format of Application Letter

Your Name
Your Address
Your City, State Zip Code
Your Phone Number
Your Email

Date

Name (If you don't have contact information for the employer, start your letter directly after your contact
information)
Title
Organization
Address
City, State Zip Code

Dear Mr./Ms. Last Name (or other salutation):

First Paragraph: Why You Are Writing. Remember to include the name of a mutual contact, if you know
someone at the organization. Mention the job you are interested in and where you heard about the position.
State that you think you’re an ideal candidate for the job. Be clear and concise.

Middle Paragraphs: What You Have to Offer. Convince the reader that he or she should grant the interview
or appointment you requested in the first paragraph. Make connections between your abilities and their
organization’s needs. Use specific examples from past work experiences to prove your skills and
qualifications.

Final Paragraph: How You Will Follow Up. It is your responsibility to follow up if feasible. State that you
will do so and provide the professional courtesy of indicating when (one week's time is typical).

Sincerely,

Your Signature (hard copy letter)

Your Typed Name

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INTERMEDIATE 2 19
Semi-Block Format of Application Letter

Semi-block is similar to block but has a more informal appearance. All elements are left-aligned, except for
the beginning of each paragraph, which is indented five spaces. Paragraphs are separated by a double line
space.
See an example of a letter in semi-block format.

STUDY THESE!

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Suffixes are a letter or a group of letters added to the ending of the words to
change the meaning or function.
Noun Suffixes Examples
a) -er helper, teacher, preacher, dancer, writer
Meaning: someone who performs an action
b) -eer
Meaning: engaged in something, associated with auctioneer, volunteer, engineer, profiteer
something
c) -ion celebration, opinion, decision, revision
Meaning: the action or process of
d) -ity
probability, equality, abnormality, civility
Meaning: the state or condition of
e) -or distributor, investigator, translator,
Meaning: a person who is something conductor
f) -ness
fondness, awareness, kindness, darkness
Meaning: a state or quality
g) -th
strength, labyrinth, depth, warmth
Meaning: state or quality
h) -sion depression, confusion, tension,
Meaning: state or being compulsion
i) -ship
worship, ownership, courtship, internship
Meaning: position held
j) -ment movement, retirement, abandonment,
Meaning: the action or result of establishment

Adjective Suffixes Examples

a) -able, -ible preventable, adaptable, predictable,
Meaning: capable of being credible
b) -al
theatrical, natural, criminal, seasonal
Meaning: pertaining to
c) -ant
vigilant, defiant, brilliant, reliant
Meaning: inclined to or tending to
d) -y brainy, fruity, tasty, grouchy
Meaning: made up of or characterized by
e) -less • hopeless, faultless, fearless, restless
Meaning: without something
f) -ive
creative, expensive, expressive, pensive
Meaning: quality or nature of
g) -ious, -ous
gracious, cautious, humorous, fabulous
Meaning: having qualities of
h) -ic
iconic, organic, heroic, poetic
Meaning: relating to
i) -ant •
Meaning: inclined to or tending to • vigilant, defiant, brilliant, reliant
j) -ful
grateful, beautiful, wonderful, fanciful
Meaning: full of or notable of
k) -ary
budgetary, planetary, military, honorary
Meaning: of or relating to

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 Verb Suffixes Examples
a) -ed
laughed, climbed, called, missed
Meaning: past-tense version of a verb
b) -en
soften, fasten, lengthen, strengthen
Meaning: become
c) -er
Meaning: action or process, making an adjective faster, bigger, fuller, longer
comparative
d) -ing
Meaning: verb form/present participle of an • laughing, swimming, driving, writing
action
e) -ize, -ise memorialize, authorize, commercialize,
Meaning: to cause or to become advertise

Adverb Suffixes Examples

a) -ly
• bravely, simply, honestly, gladly
Meaning: in what manner something is being done
• -ward
backward, wayward, awkward, afterward
Meaning: in a certain direction
• -wise clockwise, edgewise, lengthwise,
Meaning: in relation to otherwise

Individual work Try to complete these sentences with an appropriate

EXERCISE 3
preposition and verb form then discuss with the class.
1. Sassy was UNEMPLOYED/EMPLOYED for two years before she found a new job (EMPLOY).
2. In Indonesia, there are a lot of __________________ in the streets.(BEG)
3. I have made a few __________________ to your article.(CORRECT)
4. Every child should get a good __________________ .(EDUCATE)
5. Listen carefully to the __________________ before you go out ! (INSTRUCT)
6. If you want to complain about the product, please go to the __________________ .(MANAGE)
7. I have a very good __________________ with both my parents.(RELATION)
8. Thank you for being so __________________ yesterday.(HELP)
9. My best friend has a great __________________. (PERSON)
10. There’s a lot of __________________ about that on the internet.(INFORM)

3 WRITING Application letter

Individual work Please compose an application letter based on this leaflet.
EXERCISE 4
You can choose these styles: semi-block or full-block format.

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4 SPEAKING Job interview
EXERCISE 5 Pair work Please do a role-play as an interviewee and interviewer with
your pairs and practice to do a job interview!

5 CASE STUDY Unemployment rate

EXERCISE 6 Group work Please read the following description and after that
discuss these following questions in a group!

INTERMEDIATE 2 23
 Indonesia's Population and Economy

The Republic of Indonesia is a sovereign state archipelago in Southeast Asia, composed of more
than 17,000 islands. In 2010, Indonesia's total population amounted to more than 237 million people.
It is estimated to reach more than 255 million people by 2015. Indonesia is among the thirty largest
countries in the world (in terms of geographical area) and also among the countries with the largest
population, behind China, India, and the USA. Better living conditions, better health care, and a growing
economy in Indonesia are fundamental for the growing population. Nowadays, Jakarta, the largest
city in Indonesia, has more than 9.5 million inhabitants. Indonesia's economy has seen major
improvements over the past years, and the country is one of the frontrunners here as well: Estimated
to be around 856 billion U.S. dollars, Indonesia had one of largest gross domestic products (GDP)
worldwide in 2014. As a result of the prospering economy, unemployment in the country is rapidly
decreasing. as can be seen above. Between 2005 and 2014, the unemployment rate in Indonesia
decreased by more than 5 percent.

1. What do you know about unemployment rate in Indonesia?

2. Do you know what are the factors that can cause higher unemployment rate?
3. Who are supposed to be responsible towards this case?
4. How to overcome it?
5. What are your contributions that you can do to prevent the rise of unemployment rate?
INTERMEDIATE 2 24
UNIT 4

TRADITIONAL HANDICRAFT

After finishing this lesson, you will be able to

▪ acknowledge Indonesia traditional handicraft
▪ use noun clause
▪ talk about Indonesia traditional handicraft

INTERMEDIATE 2 25
 1 SNAPSHOT
Brainstorming! Work in group and discuss!
1. What are these?
2. Do you know how they are made?
3. Where can you find these things?
4. Have you ever tried to make one of them?

2 WORD POWER Indonesia traditional handicraft

Individual work Find the meaning of the following words!
EXERCISE 1

Enthusiasts Recognized Stumble Ancient Abundance

Artisans Intertwined Weaved Diversity Evident
Trading Patrons Household Throughout Witness
Chemical Dyes Beads Ethnic Distinctive

Individual work Please read the text below then discuss the questions
EXERCISE 2
with your classmate!

Indonesia Arts and Crafts

Indonesia is one of the best destinations for arts and crafts lovers and culture enthusiasts. In a country
with more than 600 recognized ethnic groups and such a rich history, wherever you go, you will stumble upon
ancient traditions, thousand-year-old cultural practices, and an abundance of local artisans. Throughout the
years, various other foreign cultures have influenced Indonesian culture. Thanks to its central location along
ancient trading routes between the East, South Asia, and the Middle East that has helped to shape the culture
of Indonesia.
The diversity evident in Indonesia's 300 plus ethnic groups is reflected in the diversity of its art forms.
Each of the hundreds of Indonesia’s ethnic groups has its own unique art and handicrafts, which are

INTERMEDIATE 2 26
intertwined with their history and culture. From the weaved textiles and musical instruments to the
woodcarvings and ceremonial masks, there is a story behind every single cultural practice.
Nowadays, we still can see highly developed art forms made by Indonesian local artisans wherever
they are, and they still had patrons who admired their local handicraft. Handicrafts also developed from the
usage of everyday household items which were decorated and used for ceremonial purposes. Witness the wide
variety of uses of natural woods, muds, fibers, bamboo, rattan, and grasses. Natural and chemical dyes, beads,
and other natural ornamentation are used to decorate these items, many of which have developed over time
into distinctive art forms.

Questions!

1. What is the text about?

2. What is the usage of handicrafts?

3. How many kinds of variety that used for making handicrafts? What are they and what makes it different?

3. “…..they still had patrons”. The word “they” in the third paragraph line 2 refers to?

4. Do you find any fact or opinion? If yes, which one?

STUDY THESE!
Noun Clause: Beginning with Questions Words

INTERMEDIATE 2 27
 INTRODUTION
In (a): where she
Question Noun Clause studiesartsis the object of
Where does she study arts? a) I do not know where she the verb know, in a noun
clause, the subject precedes
What did he make? studies arts. the verb. Do not use
When do they create the b) I couldn’t see what he made. question word order in a
noun clause.
mug? c) I am surprised when they
Notice: does, did,
created the mug.
and do are used in
questions but not in noun
clauses.
In (d): the word order is the
Who takes my pottery? d) I do not know who takes my same in both the question
pottery. and the nounclause
because who is the subject
What happened to your e) Please tell me what In both
plate? happened to your plate.
Who is at the hut? f) I wonder who is at the hut.
In (g): those creators is
Who are those creators? g) I don’t know who those the subject of the questions,
creators are. so it is placed in front of the
verb be in the noun clause.
Whose is that? h) I wonder whose clay that is.
Which woods should I i) I am confused which woods
buy? I should buy.

In (j): How they sold those

How did they sell those j) How they sold those
puppets is the subject of
puppets? puppets, it surprised me. the sentence,
What should they do? k) What they should do is Notice: in (k): a noun
clause subject takes a
obvious.
singular verb.

Individual work Please create your own sentences using noun

EXERCISE 3
clause: beginning with questions words!
1. ____________________________________

2. ____________________________________

3. ____________________________________

4. ____________________________________

5. ____________________________________

INTERMEDIATE 2 28
6. ____________________________________

7. ____________________________________

Individual work Please continue these questions words into noun

EXERCISE 4
clause with question words!
1. Why is Tom absent?
I wonder why Tom is absent.
2. Who is that boy?
____________________________________
3. Whose glass is this?
____________________________________
4. Who is in the office?
____________________________________
5. Whose vase is on the desk?
____________________________________
6. What did he say?
____________________________________
7. When do they arrive?
____________________________________
8. What happened?
____________________________________
9. Who is at the door?
____________________________________
10. Who is she?
____________________________________
11. Who are those men?
____________________________________
12. Whose house is that?
____________________________________
13. What did she say?
____________________________________
14. What should they do?
____________________________________
15. Where do you live?
____________________________________

INTERMEDIATE 2 29
UNIT 5

GLOBAL CHALLENGES

After finishing this lesson, you will be able to

▪ talk about current issues
▪ use noun clause beginning with whether or if
▪ create a factual report text

INTERMEDIATE 2 30
 1 SNAPSHOT
Study the picture and answer the following questions.

o Mention the three most serious issues in the world / our country
are facing at the moment!
o Why do so many people commited crime? Is there a way to
prevent them from doing that?
o How does the growth in population affect the environment?
o Should we help people from other countries facing their own
social issues or natural? disasters? Why / why not? If yes, how
could we help them?

2 WORD POWER Prefix: in-, un-, dis-, im-, ir-, de-

INTERMEDIATE 2 31
 EXERCISE 1 Individual work Fill the blank spaces with the correct prefixes!

1. She was ___able to take the test because she was really sick.

2. I can't go out today. I just got back from vacation and I really need to ___pack.

3. Oh, my goodness! This horrible heat is going to ____hydrate the poor players.

4. Are you ___sane? If you do this jump you're going to die.

5. So you are simply going to ___regard everything I told you about him and just go on this date.

6. I find it highly ___probable that he will come to your party. He doesn't like crowds.

7. The accident caused ___reparable damage to his car.

8. The worst enemy in a relationship is ___trust.

9. I'm absolutely sure it wasn't Kate. She's ___capable of something like that

10. I don't think the police will be able to ___arm the drug dealers.

11. Oh, Mary, you're so ____grateful! He's always done so much to help you.

12. It's extremely ____likely I'll do well on this test. I didn't study a thing.

13. Her father ___approved of her dating John. He thinks John is a bad influence.

14. I believe this information is ___accurate. This cannot be true.

15. I don't understand anything he says; he's so ___articulate.

16. This table is ___steady. I believe one of the legs is crooked.

17. This was one of the most ___organized conferences I've ever participated in.

INTERMEDIATE 2 32
18. I love Jane! She's so fun and ___complicated.

19. Oh, come on. You must agree this is absolutely ___moral.

20. When you're done using the computer make sure to ___connect it.

https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-79885.php

STUDY THESE!
NOUN CLAUSE BEGINNING WITH WHETHER OR IF

When a yes/no question is

NOUN CLAUSE
changed to a noun clause,
a. I don't know whether she
whether or if is used to
come.
introduce the clause.
I don't know if she will
come.
(Note: Whether is more
YES/NO QUESTION
acceptable in formal English,
b. I wonder whether he needs
but “if” is quite commonly
- Will she come? help.
used, especially in speaking.)
- Does he need help? I wonder if he needs help.
c. I wonder whether or not
she will come.
In (c), (d), and (e): Notice the
d. I wonder whether she will
patterns when “or not” is
come or not.
used.
e. I wonder if she will come
or not.

In (f) : Notice that the noun

f. Whether she comes or not
clause is in the subject
is unimportant to me.
position

EXERCISE 2 Pair work Make those questions become noun clause.

Examples:
SPEAKER A (book open): Does ( . . . ) need any help?
SPEAKER B (book closed): I wonder whether / if ( . . .) needs any help.
SPEAKER A (book open): Where is (…)?
SPEAKER B (book closed): I wonder where (…) is

INTERMEDIATE 2 33
 1. Where is your friend? 14. What is he doing?
2. Should we wait for him? 15. Is he having trouble?
3. Should you call him? 16. Should you offer to help him?
4. Where is your dictionary? 17. How far is it to (Florida)?
5. Who took your dictionary? 18. Do we have enough time to go to
6. Did ( . . . ) borrow your dictionary? (Florida) over vacation?
7. Who is that woman? 19. Whose book is this?
8. Does she need any help? 20. Does it belong to ( . . . )?
9. Why is the sky blue? 21. Why did dinosaurs become extinct?
10. How long does a butterfly live? 22. Is there life on other planets?
11. What causes earthquakes? 23. How did life begin?
12. When was the first book written? 24. Will people live on the moon someday?
13. Who is that man?

https://aytacyavasblog.files.wordpress.com/2013/05/betty-azar-understanding-and-using-english-grammar.pdf

3 SPEAKING Exchanging information about hot news

Class work Discuss about the current issues with your friends
EXERCISE 3

1. Please give one example of hot issues that you now!

2. How did you know that?
3. Where did it happen?
4. Why could it happen?
5. Give your opinion and the reason about that!
6. Give the fact about that!

4 WRITING Giving facts and opinions

Instruction of facts and opinions builds on high-level thinking skills, such as explaining, proving, and
defending. Examples of facts and opinions are:
Fact: Fact:
Dogs have fur. Dog fur is pretty.
The Beatles was a band. The Beatles sang great songs.
The last day of school is May 22nd. May 22nd is the best day of the year.

EXERCISE 4 Individual work Decide whether each sentence is fact or opinion. then write
a factual report! You may choose your own topic and present it in front of
your friends and teacher!
INTERMEDIATE 2 34
1. Eating fast food isn’t bad if you only eat it once a week.
Fact or Opinion
Explain: _____________________________________________________________

2. The chicken sandwiches are more expensive than double cheeseburgers.

Fact or Opinion
Explain: _____________________________________________________________

3. Skateboarding on public property is against the law.

Fact or Opinion
Explain: _____________________________________________________________

4. Copying homework assignments is wrong.

Fact or Opinion
Explain: _____________________________________________________________

5. Students who are caught cheating in college can be kicked out of the university without a refund.
Fact or Opinion
Explain: _____________________________________________________________

6. Sometimes curly hair looks better than straight hair.

Fact or Opinion
Explain: _____________________________________________________________

7. Each year more people are taken to the hospital for injuries while playing football than basketball.
Fact or Opinion
Explain: _____________________________________________________________

8. Justin Bieber is a very talented entertainer.

Fact or Opinion
Explain: _____________________________________________________________

9. Cursing in school is inappropriate behavior.

Fact or Opinion
Explain: _____________________________________________________________

10. The Sony Play station 2 is the best-selling video game console of all time.
Fact or Opinion
Explain: ____________________________________________________________

INTERMEDIATE 2 35
5 CASE STUDY
EXERCISE 5 Group work Debate this topic with your friend, then make a conclusion of it.

You always need food in your daily life, but do you think that food can impact behavior
and chronic diseases. Do you agree that food and lifestyle impact behavior of human
and Chronic Disease?

INTERMEDIATE 2 36
UNIT 6

CULTURAL FLAVORS

After finishing this lesson, you will be able to

▪ talk about traditional cuisines from around the world
▪ use adverbial conjunction: before, after, because
▪ create a procedural text

INTERMEDIATE 2 37
 1 SNAPSHOT
o What is the name of the food?
o Where is it from?
o Do you know how to make it?
o Do you like eating food from other countries?
o What kind of traditional food do you like?
o Which one is better fast food or traditional food?
o Give your opinions about Chinese, Japanese, and India food?

STUDY THESE!
Adverbial conjunction or conjunctive adverb connects two clauses or sentences. Typically, adverbs
modify other words (verbs, adjectives, and other adverbs). Conjunctive adverbs, however, are used to modify
two clauses and join them together, behaving more like coordinating conjunctions.
- Time conjunctions tell us when something is happening. We can use such as before and after
- Conjunctions such as ‘because’ link something happening with the cause or reason

EXPRESSING TIME

a. Before the Japanese eat ,

They say “Itadakimasu” as
BEFORE a polite meaning “I receive “Before the Japanese people
Before—shows "earlier than the this food” eat “is the adverbial
time that": conjunction which expresses
b. The Japanese say time.
“Itadakimasu” as a polite After “Before” we have to
meaning “I receive this put complete sentence.
food” before they eat.

a. After everybody had gone

home, he arrived at the “After everybody had gone
restaurant. home” is the adverbial
AFTER conjunction which also
After—shows "subsequently to the b. He arrived at the restaurant expresses time.
time when” after everybody had gone If you put “After” in front of
home the sentence you need to put
comma before the second
sentence.

INTERMEDIATE 2 38
 EXPRESSING CAUSE
“Because these children
a. Because these children grew up eating tacos “is the
grew up eating tacos, this adverbial conjunction
was something that they expressing cause.
BECAUSE carried into adulthood.
Because—means "for the reason If you put “Because” in front
that" b. This was something that of the sentence you need to
they carried into adulthood put comma before the second
because these children grew sentence. But if you put
up eating tacos. “because” in the middle on
those sentences, you don’t
need to put comma”

Individual work Complete the following sentences using before, after or

EXERCISE 1
because.

1. They stopped building the house ____________it was raining hard.

2. We couldn't see the film ____________ the electricity went out.
3. I love kittens ____________they are so cute
4. He had eaten the best Japanese food ____________ he died.
5. Call me ____________ you arrive at the station.
6. He became rich ____________he was smart and worked hard.
7. ____________ he contacted me, I was going to call him.
8. I need to finish the report ____________ the manager arrives from Paris.
9. I always tell my daughter that she can have dessert ____________ she eats her dinner.

2 WORD POWER traditional cuisine around the world

EXERCISE 2 Pair work Match the sentence into the picture!

1. Curry is a spicy food. You eat it with bread or rice.

2. Fish and chips aren’t healthy, but they are delicious! Many
people like to eat them out of paper at the seaside.

INTERMEDIATE 2 39
 3. Sushi is rice with seafood and vegetables. It looks
beautiful and it is healthy too.

4. Tacos are meat and beans wrapped in a flour tortilla.

Sometimes you eat them with different sauces.

5. A lot of British people enjoy drinking tea.

6. Stir fry is a very healthy food. Many people in Asia eat

it. They eat it with noodles.

7. Injera and Wat is spicy meat stew with flatbread

3 SPEAKING Expressing like and dislike

Pair work Read the dialogue then practice with a classmate. Finally make
EXERCISE 3
your own dialogue with a classmate about similar topic.
Situation 1: Lucy and Jane invite Tui to join them for lunch at a Korean restaurant
Lucy : Hi, Tui.
Tui : Hi, Lucy.
Lucy : Jane and I are getting together for lunch. Do you want to come with us?
Tui : Yeah, that would be nice. Where are you taking me?
Jane : Some places you’ve never been before. One of them is Jinjuu, a Korean restaurant.
Tui : Fantastic! I adore Korean food. Have you tried Korean food?
Lucy : I am fond of Korean food, especially the spicy ones. I’ve eaten out at several Korean
restaurants before, but I think Jinjuu offers something new.

INTERMEDIATE 2 40
 Tui : Really? What is it?

Lucy : It serves traditional Korean street food such as kimchi fries, pajeon pancakes and Korean
fried chicken in mixed Korean and English styles.

Tui : Yum! You are making me hungry. What’s the specialty?

Lucy : The signature menu is Jinjuu Chicken or Korean Fried Chicken.

Albert : I am sorry guys, I detest chicken, can you offer me another menu?

Lucy : How about ramen? Do you like it?

Albert : That’s good idea! I fancy eating ramen.

Jane : Do you know celebrity chef Judy Joo? She’s the owner of the restaurant.

Tui : I see. What about the price?

Lucy : I don’t know. I didn’t find pricing information on their website.

Tui : I thought, you had eaten out at the restaurant before.

Lucy : No, I haven’t. Don’t worry. It’s my treat!

Tui : Well, have you made a reservation?

Lucy : Yes. I’ve booked a table for four.

Tui : Great! Let’s go now, shall we?

https://www.excellentesl4u.com/esl-eating-out-conversation.html

4 WRITING Procedural text

Procedural text
a. Texts that explain how something works or how to use instruction / operation manuals e.g. how to
use the video, the computer, the tape recorder, the photocopier, the fax.
b. Texts that instruct how to do a particular activity e.g. recipes, rules for games, science
experiments, road safety rules.
c. Texts that deal with human behavior, e.g. how to live happily, how to succeed
- To explain/tell (the reader) how to
make/operate/do something through a sequence
Purpose of Procedure Text of actions or steps.
- To explain steps/instruction to make/operate/do
something

INTERMEDIATE 2 41
 - Goal: (e.g.: How to make spaghetti)
- Materials or Ingredients: (e.g.: the ingredients to
cook omelet are egg, onion, vegetable oil, etc.)
Generic Structure of Procedure Text - Step: (e.g.: first, wash the tomatoes, onion, ….,
second slice the onions. . .)

-
Use adverbial of sequence / Using temporal
conjunction (e.g.: first, second, third, the last)
- Use command / imperative sentence (e.g.: put
the noodles on the . . ., cut the onion. . ., wash
Language Feature of Procedure Text: the tomatoes. . .)
- Using adverbials (Adverbs) to express detail the
time, place, manner accurate, for example, for
five minutes, 2 hours, etc.
- Using action verbs, e.g.: make, take, boil, cook
- Using Simple Present Tense
How to Make Tomato Soup

Materials:
8 cups of water
¼ Teaspoon of pepper
Small clove garlic
¼ Teaspoon of butter
4 large tomatoes
Spices
1 small onion
½ teaspoon of salt

Steps:
Cut tomatoes, onions, and garlic into small pieces.
Fry them in a pan with butter for five minutes.
Add water, spices, salt and pepper.
Heat until the water boils.
Turn down the heat and cover with lid. Cook gently for one hour.
http://britishcourse.com/procedure-text-definition-generic-structures-purposes-language-features.php

Individual task Make a procedural text about traditional cuisine around the world
EXERCISE 4
that you have ever tried.

INTERMEDIATE 2 42
 5 CASE STUDY
EXERCISE 5 Group work Present your procedural text and exchange thoughts with class.

Make a presentation telling about your procedural text which you have made in the previous task.

INTERMEDIATE 2 43
UNIT 7

AS BEAUTIFUL AS THE MOON

After finishing this lesson, you will be able to

▪ understand the figurative language
▪ use like, as, and as if
▪ identify hyperboles in English

INTERMEDIATE 2 44
 1 SNAPSHOT
Read and answer the questions that follow.

• Many people like to read poems and poetry. Why do you

think they like them?
• However, some do not like them. Why do you think they
don't?
• Do you know any of popular poets in the world? Why are
they so famous?

Let’s get to know these:

• Idioms
An idiom is an expression that conveys something different from its literal meaning, and
that cannot be guessed from the meanings of its individual words. “Between a rock and
a hard place” is an idiom that means “in a difficult or bad position with no good way of
getting out of it.” What makes an idiom different from a figure of speech is that its
nonliteral meaning is already familiar to speakers of the language.

• Figures of speech
A figure of speech is a phrase or an expression that expresses an idea by using words in
a nonliteral and imaginative way. Unlike an idiom, it is possible to understand a figure
of speech even if you have never heard it before. Metaphors and similes are figures of
speech.

• Metaphors
A metaphor is a word or phrase typically used to describe one thing but unexpectedly
used to describe something different. Metaphors make language interesting and help
create imagery. They also make us aware of connections that we may not have thought
of before. “He was drowning in paperwork” is a metaphor that makes a connection
between having to deal with a lot of paperwork and drowning in water.

• Similes (Tip: The final -e in simile is pronounced like –ee.)

A simile is an expression that uses the words like or as to describe something by
comparing it with something else. A simile is like a metaphor except that a simile uses
the words like or as to signal that a comparison is being made. “She’s as fierce as a tiger”
is a simile, but “She's a tiger when she's angry” is a metaphor.

• Hyperbole
Hyperbole is language that describes something as better or worse than it really is.
Hyperbole is really just a fancy word for exaggeration.

INTERMEDIATE 2 45
2 WORD POWER
EXERCISE 1 Pair work Guess the meaning of these underlined idioms!

Idioms Meaning
Rebecca’s mom picked her up from school on Tuesday. They were
headed to her girl scout meeting. Rebecca asked her mom “Did you
remember to bring my girl scout uniform?” Rebecca’s mom said
“Oh no! It totally slipped my mind!”
Ronald was playing baseball inside his mom’s house. His friend
threw him the ball and he hit it with his bat. The ball went flying
across the room and broke his mother’s favorite lamp. “You’re in
hot water now!” his friend said.
Gibson handed out the tests to the children. Lucy was very worried
that she wouldn’t know the answers. However, she was happy to
find that she knew every answer and finished the test
quickly. When she handed back her test, she said “that was a piece
of cake!”
June had been working on math problems for what seemed like
hours. Her eyes were hurting, her hand was cramping, and she
didn’t think her brain could calculate one more equation. Finally,
she looked at her mom and said “Can we just call it a day?”
Billy was disappointed with his grade on the math test. He got an
“F”. What bothered him the most though was that his teacher was
making him stay after school to work on it. Billy told his friend
Eric why he was upset and Eric said, “Don’t worry man, I’m in the
same boat. I have to stay after, too.”
A group of kids were talking about the star wars movie they had
watched last night. They were all talking about their favorite scenes
and their favorite characters. Then, Billy walked up and said “I like
hot dogs!”. One of the other kids said, “Well that was out of the
blue.”
ohnny had a problem and needed someone to talk to. He went up to
his teacher, Mr. Kool. Johnny said, “Mr. Kool, I have a problem
and I need some help.” Kool immediately put down what he was
doing, turned his body toward Johnny and said “I’m all ears.”
Batson was clearly having a rough day. The children in her class
were running around the classroom and screaming. There were toys
and art supplies everywhere. Three children were pulling on her
clothes and singing as loudly as they could. Mrs. Batson looked at
the children and said “You’re driving me up the wall!”

INTERMEDIATE 2 46
 James was a very helpful child. He loved helping his mother and
she really needed his help today. It was his brother’s birthday party
so all of their family would be coming to the house in 2
hours. James helped his mother by cleaning up the play room,
sweeping the kitchen, cleaning the bathrooms, and organizing the
bookshelves. James’ mother told him how much she appreciated
that he bent over backwards to help her get ready.
Jacob was in the school talent show. He practiced for weeks to
perfect his juggling act. When the big day came, he got up on stage
and juggled 3 flaming sticks and didn’t even miss a single
one. Everyone cheered when he finished. When he walked off
stage, his dad said “Wow, you really knocked my socks off!”
Jamie really wanted to go to the park but his sister really wanted to
go to the pool. Jamie’s mother told them that they would have to
agree on one place to go because she wasn’t going to drive them to
two different places. “But Mom,” Jamie said, “We just don’t see
eye to eye on where to go!”

STUDY THESE!
HOW TO CREATE A SIMILE:

We have talked about similes earlier before. Then how do we make it? Here are some grammar rules you may
have to know!

• Using like + noun:

Like is a preposition and it should be followed by nouns only. So, you cannot put a verb after the
noun.
Here are some examples:

o My heart is like an open highway. - "It's My Life," Bon Jovi

o It's been a hard days night, and I've been working like a dog. - "A Hard Day's Night," The
Beatles
o And it seems to me you lived your life, like a candle in the wind. - "Candle in the Wind,"
Elton John
• Using as adjective as + noun:
In this case the first as acts as an adverb modifying the adjective that goes after it. The second as can
act as a preposition or conjunction. If it is used as a preposition, it will be followed by a noun or

INTERMEDIATE 2 47
 pronoun. If it is used as a conjunction, it will be followed by a clause. BUT, in terms of creating a
simile, you should only put nouns (model) after the second as.

o Do not speak as loud as my heart. – “The Scientist,” Coldplay

o The blood is rare and sweet as cherry wine. – “Cherry Wine,” Hozier
Note that with the as ... as pattern, the first as is sometimes suppressed, for example:
o His skin was cold as ice.

• The above patterns of simile are the most common, but there are others made with adverbs or words
such as than and as if, for example:
o He ran as fast as the wind.
o He is larger than life.
o They ran as if for their lives.

EXERCISE 2 Individual work Fill the blank spaces using a degree or amount (too, too many,
too much, enough, not enough.

Subjects Verbs Adjectives Models Similes

Girl be sweet cherry pie That girl is as sweet as cherry pie!
Boy be tall giraffe That boy is tall as a giraffe!
We be different night and day
He run fast wind
She stand out - sore thumb
They be alike two peas in a pod
Child be innocent a lamb
We fight - cats and dogs
He sit - bump on a log.

INTERMEDIATE 2 48
 3 SPEAKING
Group work Watch the video and identify the hyperboles you will hear
EXERCISE 3
from the video. Then shout them aloud to your teacher!

The identified hyperboles:

• ____________________________________________
• ____________________________________________
• ____________________________________________
• ____________________________________________
• ____________________________________________
• ____________________________________________ https://youtu.be/Q-rqgfjiuh8

• ____________________________________________
• ____________________________________________
• ____________________________________________
• ____________________________________________
• ____________________________________________
• ____________________________________________
• ____________________________________________
• ____________________________________________
• ____________________________________________

Pair work Make a dialogue with your partner and tell them about your
EXERCISE 4
condition today using hyperboles!

INTERMEDIATE 2 49
 4 WRITING
Individual work Identify and explain the meaning of each hyperbole in the
EXERCISE 5
sentences below.

1) The puppy had ears a mile long.

___________________________________________________________________________

2) I want to sleep a hundred years.

___________________________________________________________________________

3) The monsoon seemed as if the floodgates of the heavens had opened.

___________________________________________________________________________

4) That knife couldn’t cut hot butter.

___________________________________________________________________________

Pair work Read the following passage from “The Legend of Sleepy Hollow”
EXERCISE 5 by Washington Irving. Find three examples of hyperbole and explain what
each means.

He was tall, but exceedingly lank, with narrow shoulders, long arms and legs, hands that dangled a mile out
of his sleeves, feet that might have served for shovels, and his whole frame most loosely hung together. His
head was small, and flat at top, with huge ears, large green glassy eyes, and a long snipe nose, so that it looked
like a weather-cock perched upon his spindle neck to tell which way the wind blew. To see him striding along
the profile of a hill on a windy day, with his clothes bagging and fluttering about him, one might have mistaken
him for the genius of famine descending upon the earth, or some scarecrow eloped from a cornfield.

1) ________________________________________________________________________

2) ________________________________________________________________________

3) ________________________________________________________________________

INTERMEDIATE 2 50
UNIT 8

MINDSET OF HIGH ACHIEVER

After finishing this lesson, you will be able to

▪ fix and grow your mindset
▪ identify the different use of simple past vs present perfect
▪ describe a successful person’s story

INTERMEDIATE 2 51
1 SNAPSHOT
1. How did your parents and/or teachers praise you as you were growing up? Did they tell you how
“smart” you were or did they focus on how hard you worked? How do you praise others?

2. Is there someone in your life (a parent, teacher, friend, boss) with a fixed mindset – someone who
won’t take risks, who can’t admit mistakes, who falls apart or gets defensive after setbacks? Do you
understand that person better now?

3. How do you act toward others in your classes, your dorms, etc.? Are you a fixed-mindset student,
focused on being smarter than others? Or, do you take advantage of the learning opportunities
available to you through your peers?

4. Was there a difficult transition in your life where you fell into a fixed mindset and lost confidence in
your abilities? Describe it.

2 WORD POWER Personal qualities

EXERCISE 1 Individual work Listen and repeat. Then choose five personal qualities (positives
and negatives) that which represent you well and tell to the class!
Words Definitions Examples
mindset (n) U an attitude determining A child's mindset directly affects how he or
how you will respond to she faces academic challenges.
situations
malleable (adj) capable of being shaped or He had an actor's typically malleable
bent features.
perseverance (n) U persistent determination Through hard work and perseverance, he
worked his way up to the top.
innate (adj) present at birth but not Cyril's most impressive quality was his innate
necessarily hereditary goodness.
accomplishment (n) C the action of achieving Getting the
something two leaders to sign a peace treaty was
his greatest accomplishment.
neuron (n) C a cell that is specialized to Neurons make new connections when you
conduct nerve impulses learn something new.
differentiation (n) C the act of differentiating a differentiation
between mental illness and mental disability
formative (adj) relating to the time when She spent her formative years in Africa.
someone or something
is starting to develop in cha
racter
critical (adj) characterized by careful Critical thinking is a process that must be
evaluation and judgment infused with content
attribute (v) explain or regard as According to the attribution theory, successful
resulting from a particular people will often attribute their success to
cause effort, an internal factor.

INTERMEDIATE 2 52
failure (n) C an act that does not The meeting was a complete/total failure.
succeed
resilience (n) U ability of a material to A central message to communicate with
return to its original shape parents is the importance of
encouraging resilience in their children.
potential (n) U the inherent capacity for Everyone has potential that needs to be
coming into being nurtured
grit (n) U mental toughness and Juan showed grit when he climbed the
courage mountain even though he is afraid of heights.
examine (v) to look at (something) When her rocket failed to launch,
closely and carefully in Zoe examined it to find the problem.
order to learn more about
it, to find problems, etc.
devote (v) to commit or give all of After failing to make the team, Ray decided
your time, energy, or to devote every afternoon to practicing so he
attention to something would be ready for tryouts next time.
frustrate (v) to cause feelings of It frustrates Fernanda that her parents think
discouragement girls can’t be scientists.

Please write some statements about: (1) the mindset needed to be happy and (2) the mindset causing
frustration!

STUDY THESE!
Present Perfect Past Simple
(S + have/has + V3) (S + V2)
Unfinished actions that started in the past and
Finished actions:
continue to the present:
• I knew Julie for ten years (but then
• I've known Julie for ten years (and I
she moved away and we lost touch).
still know her).
A finished action in someone's life (when the A finished action in someone's life (when the
person is still alive: life experience): person is dead):
• My brother has been to Mexico three • My great-grandmother went to
times. Mexico three times.

INTERMEDIATE 2 53
 A finished action with no result in the
A finished action with a result in the present: present:
• I've lost my keys! (The result is that I • I lost my keys yesterday. It was
can't get into my house now). terrible! (Now there is no result. I got
new keys yesterday).
With a finished time word (last week, last
With an unfinished time word (this week, this
month, yesterday):
month, today):
• I saw John last week
• I've seen John this week.

Individual work Try to complete these sentences with an appropriate preposition

EXERCISE 2
and verb form then discuss with the class.

1. Last night I ____ (lose) my keys - I had to call my flatmate to let me in.

2. I ____ (lose) my keys - can you help me look for them?

3. They ____ (visit) Paris three times.

4. Last year I ____ (visit) Paris.

5. I ____ (know) my great grandmother for a few years - she died when I was eight.

6. I ____ (know) Julie for three years - we still meet once a month.

7. He ____ (play) Hockey since he was a child – He’s pretty good!

8. She ____ (play) hockey at school but she didn't like it.

9. Sorry, I ____ (miss) the bus - I'm going to be late.

10. I ____ (miss) the bus and then I ____ (miss) the aeroplane as well!

11. Last month I ____ (go) to Scotland.

12. I'm sorry, John isn't here now. He ____ (go) to the shops.

13. We ____ (finish) this room last week.

14. I ____ (finish) my exams finally - I'm so happy!

15. Yesterday, I ____ (see) all of my friends. It was great.

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 3 WRITING Achievements

What is Achievement?
Achievement is what you have done of significance at work which has benefited your
company or organisation. Think about your work achievements. Or even your life
achievements - these are the successes that you have had so far. Perhaps you have
just passed your driving test, or maybe after many years of trying, you have learnt to
swim. This is an achievement as it is something you have worked hard for, and in the
end the results have been successful.

Collocation Exercise:

a sales target a test with flying colours towards a goal

a rule a promotion obstacle

1. go for :
2. pass :
3. reach :
4. work :
5. face :
6. apply :

Individual work
EXERCISE 3
➢ Write a story (150-200 words) about some achievements in your life!
➢ And add some of others that have inspired you!
Write a story about some achievements in your life!
➢ And add some of others that have inspired you!

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 4 SPEAKING
EXERCISE 4 Individual work Watch a video entitled: 8 Secrets of Success

https://www.ted.com/talks/richard_st_john_8_secrets_of_success?language=en#t-117038

Before you listen:

Part 1

1. What does “success” mean to you?

2. How many different types of success can you think of?
3. Who would you consider successful? Why?
4. Can you think of your biggest success to date?

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While you listen:

List 8 secrets of success according to Richard St. John. Were your guesses right?

1. ______________ 5. ______________

2. ______________ 6. ______________

3. ______________ 7. ______________

4. ______________ 8. ______________

After you listen:

Part 1

Talk to your partner. Choose 2 things from St. John’s speech which you think are the most important to
achieve success and justify your choice.

Part 2 (homework)

Choose one “ingredient of success” described in the Talk and write a mini essay about why it is crucial to
achieving success (120-140 words).

5 CASE STUDY The meaning of success

EXERCISE 5 Group work Discuss these following questions in a group!

1. Do you think people focus too much on appearing to be successful?

2. Why is money the most common way of judging success?

3. Can money buy happiness?

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UNIT 9

THE SENSATION OF LIVING ABROAD

After finishing this lesson, you will be able to

▪ communicate in daily purposes
▪ understand cross-cultural understanding
▪ describe and ask certain information
▪ use correlative conjunction

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 1 SNAPSHOT
Choose one of the cultural expectations. Then try to compare the customs with your customs. The first
sentence must include whether the custom is similar to yours or not. e.g. “In my culture, we do/we don’t….”
• Spitting on the bride at weddings in Greece
• Mandatory tipping in the U.S.
• Hanging out in cemeteries in Denmark
• Slurping in Japan
• Using the left hand for things
• No tipping in South Korea
• Passengers Pusher on the subway
• Offering Vodka to break the ice

You may find some customs different or similar to your customs. Try to identify customs that are different
than your custom. Please describe their differences. For example, how do you break the ice without offering
Vodka in your country?

2 WORD POWER Common Customs around the World

Individual work Read the sentences below then identify which customs
EXERCISE 1
that are different that your customs.

You are going to the USA next month. You will be working as an accountant there and the USA
Government has accepted your Green Card Application. Now, you have arrived. You rented an apartment
room. You are alone of course and need to make new friends. Then, you’ve decided to introduce yourself to
your neighbors. What should you ask? What should not be asked? What can we do and don’t?
Hello, my name is Nicole, I am new here. I brought Pempek from my country, I hope you like it.
*After few conversations, Anyway, can you please tell me what should and should not do in this country?
• Don’t point your middle finger in the public area
• Don’t show your religion believe in public
• Always wear your seatbelt
• Don’t drive under the influence
• No texting while driving
• Don’t disrespect American Flag and Army
• Don’t invade someone personal space
• Don’t stare at someone
• Don’t park in handicap space
• Never cut people inline
• Don’t discuss politics with new people
• If police stop you, never reach your pocket
• Don’t argue with a police officer
• Don’t honk unnecessarily

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 • Don’t forget to tip. The servers need tips to come close to a living wage.
• Don’t be afraid to share your culture with Americans. Americans are busy and most don’t get
the chance to travel outside America.
Now, try to work with your peers and play a small role-play about first time visiting America and making a
new friend.

STUDY THESE!

They come in pairs, and you have to use both of them in different places in a sentence to make them
work. They get their name from the fact that they work together (co-) and relate one sentence element
to another.

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 Individual work Use one of the following pairs above to complete each
EXERCISE 2
sentence.

1. “Could I come over at __________ three __________ four o’clock?” asked Jon.

2. The boy is really talented. He __________ knows how to play the piano __________ can also compose

music.

3. We have enough spices for only one type of curry. We can cook __________ chicken curry __________

mutton curry.

4 SPEAKING Small talks

EXAMPLE QUESTIONS:
• How do you do?
TIP 1 • I am new here. Can you help me out?
MAKING NEW FRIENDS • What do you do?
• How about I treat you for lunch?
• Do you like … (fishing/football/etc)?

EXAMPLE QUESTIONS:

TIP 2 • Hi, what do you do?

• How long have you been working here?
AT WORK • I am new here. Can you help me out?
• Any advice for fellow professional?

EXAMPLE QUESTIONS:

TIP 3 • Hi, excuse me, can you point me the direction to

the bank?
IN PUBLIC SPACE • How much does the laptop cost?
• Excuse me, can you help me to carry my luggage?
*Most Americans won’t help you unless you ask for help

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 EXERCISE 3 Pair work Read then practice.

Jaka : Hello, my name is Jack I am your neighbor, nice to meet you.

Carl : Hello Jack, my name is Carl, nice to meet you too. Please come in, make yourself at home.

Jaka : Thank you, I bring you Soto, food from my country. I cooked it myself.

Carl : That’s very kind of you. Let’s eat together. I will bring the wine

Jaka : Nice idea, but I am sorry, I don’t drink wine.

Carl : Oh, my mistake, how about some OJ?

Jaka : What is OJ?

Carl : Sorry, I forgot that you are new, OJ is orange juice.

Jaka : I see, that is nice. I would like some OJ

Carl : So Jaka, what do you do?

Jaka : I study for my master degree in English Education at

Arizona State University. What about you?

Carl : What a coincidence, I am an English Education professor and I also teach at Arizona State
University

Jaka : Wow, that means I am talking to my professor right now.

Carl : Please, don’t talk about work at my home. Just let me be your neighbor here.

Jaka : Very well, Professor hehe. I am afraid, I’ll have to go to prepare my portfolio. It is nice to meet
you, Professor.

Carl : Please, just call me Carl here. Likewise, have a nice day Jaka.

Jaka : You too, professor.

EXERCISE 4 Individual work Categorize the phrases and expressions from the dialogue
according to the following functions. Three have already been done for you.

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 EXERCISE 5 Individual work Surf the web

Direction: Go surf the web and find the definition of stereotypes and cultural expectations. Then find the
example of common stereotypes and cultural expectations. Now, try to build a small role-play with your peer
that includes stereotypes and cultural expectations. For example:
Asep : Excuse me, sir. Just passing through
Michael : Hello Asep, any way you don’t need to bow here though.
Asep : Really? I don’t know about that sorry.
Michael : Nah, don’t worry about that, have a nice day son.
Asep : Likewise, sir. Have a nice day.

EXERCISE 6 Individual work Watch the videos and answer these following questions

Opening a conversation Directing a conversation Showing interest Closing a conversation

- Excuse me … - So Jaka, what do you - I’m afraid, I’ll have
do? to go

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Visit the video here → https://bit.ly/31ePbky
1. Who is the girl?
2. What did the girl borrow to the man?
3. The girl has lived on the apartment for 10 years, true or not?
4. What information should be delivered and asked when we visit new neighbor?

5 READING Benefits and Drawbacks Living Abroad

While reading, try to identify which sentences belong to benefits or drawbacks.
1. Opportunity for professional development.
2. Dealing with cultural shock.
3. Gain insights into new cultures.
4. Earn higher salary
5. Need to adapt to a new bureaucracy.
6. May struggle financially and mentally.
7. Feeling homesick
8. Be more independent
9. Have no friends at the beginning.

6 WRITING First Day in America

EXERCISE 7 Group work write a paragraph related to benefits and drawbacks of living
abroad. Remember to discuss whether you agree or disagree about living
abroad.

Then discuss what should be written in the opening sentence, the body, and the closing. Finally, work together
on writing a paragraph. It is recommended to write together on a laptop through Google Docs. An example
has been provided for you.

I want to live abroad, especially in London. Not that, I don’t want to work in my country, but the salary is not
satisfying enough for me. If I work abroad, I can earn dozens of times better than working here….

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UNIT 10

HEALTH AND ILNESSES

After finishing this lesson, you will be able to

▪ make a doctor appointment
▪ consult with a doctor
▪ giving advice
▪ make requests

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 1 SNAPSHOT
Can you identify which disease you have gotten sick too? Please tell us about your experience when you got
sick. Also, identify which one is a disease and which one is a symptom. The first sentence must include “When
I got sick because of…”

Diabetes Asthma Avian Influenza Flu

Fever Diarrhea Common Cold Gastritis

Coughing Fatigue Muscle Aches Swollen

Itch Sore Throat Breathing Trouble Sprain

Gangrene Sore Toothache Headache

2 WORD POWER When should I see a doctor?

Individual Work The pictures below describe various symptoms that indicate a
EXERCISE 1
possibility of disease contractions. Discover why the symptoms may occur, what
should we do to cure and prevent it, and share it with the class!

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 EXERCISE 2 Individual Work The boxes below describe various job in medical field.
Pick one and discover their job description for each job and share it with the
class.

Medical Nursing Home-Health

Assistant Aide Physician
Assistant

Pharmacy
Therapist Nurse Dentist
Physician
Technician
Physician
Physician

Surgeon Pharmacist Veterinarian Psychiatrist

Physician Pharmacist Pharmacist
Physician Physician

STUDY THESE!
Expressions
Asking for Advice:
- I’ve got a bad toothache. What do you suggest?
- What do you advise me to do?
- What should I do?
- What ought I to do?
- What’s your advice?
If you were me what would you?

Giving Advice
- If I were you, I would go to the dentist.
- Why don’t you go to the dentist?
- You’d better brush your teeth regularly.
- You ought to/should avoid eating sweets.
- If you take my advice, you’ll go to the dentist.
- It might be a good idea to brush your teeth on a regular basis.
- I advise you to brush your teeth on a regular basis.
- Have you thought about seeing a dentist.

Declining to give advice

- I don’t know what to advise, I’m afraid.
- I wish I could suggest something, but I can’t
- I wish I could help.
- I’m afraid I can’t really help you

INTERMEDIATE 2 67
 Individual work Give response to the following statements
EXERCISE 2

1. My tooth is aching doc, what should I do?

_________________________________________________________________________________
_________________________________________________________________________________
2. What seems to be the problem, ma’am?
_________________________________________________________________________________
_________________________________________________________________________________
3. Did you eat deep-fried snacks recently?
_________________________________________________________________________________
4. Please describe your medical history as this is your first appointment to see a doctor
_________________________________________________________________________________
5. I have a breathing problem, my nose is stuffy, and I don’t want to eat at all doc.
_________________________________________________________________________________

How often do you see a doctor?

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 3 SPEAKING Small talks
PHRASES EXAMPLE:
• I would like to make an appointment please
TIP 1 • I just want to make a regular medical checkup
ARRANGING A DOCTOR • I am only available at Sunday afternoon
APPOINTMENT • Thank you, have a nice day

PHRASES EXAMPLE:
• What can I help, Mr/Mrs…
TIP 2
• I have been coughing since last week doc
CONSULTING TO A • I took medicine from nearby pharmacy for the last
DOCTOR 3 days
• Can you give me a syrup? I don’t want to take any
pill

EXERCISE 3 Pair work Read and practice.

Alfred : I need to make an appointment to see a doctor.

Brad : What seems to be the problem?
Alfred : I have a rash that I need a doctor to look at it.
Brad : Do you have a fever with that rash?
Alfred : No, it just itches a lot.
Brad : I have openings on Tuesday or Wednesday. Which would
be best for you?
Alfred : I need an appointment on Tuesday.
Brad : Fine, I am putting you down for 9:00 on that day. Would you like to see Dr. Smith or Dr. Jones?
Alfred : I would like to see Dr. Jones.
Brad : I can schedule you with him with no problem. We look forward to seeing you.

EXERCISE 4 Pair work Read and practice.

Patient : Good evening doctor.

Doctor : Good evening. You look pale and your voice is out of tune.

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Patient : Yes doctor. I’m running a temperature and have a sore throat.
Doctor : Lemme see.

Doctor : You have a moderate fever.

Patient : This thermometer is very different from the one you used the last time. (Unlike the earlier one
which was placed below the tongue, this one snapped around one of the fingers.)

Doctor : Yes, this is a new introduction by medical equipment companies. It’s much more convenient, as it
doesn’t require cleaning after every use.
Patient : That’s awesome.

Doctor : Yes -it is.

Doctor : Not too high – 99.8.

Doctor : Your blood pressure is fine.

Doctor : It looks a bit scruffy. Not good.

Patient : Yes, it has been quite bad.

Doctor : Do you get sweating and shivering?

Patient : Not sweating, but I feel somewhat cold when I sit under a fan.
Doctor : OK. You have a few symptoms of malaria. I would suggest you undergo a blood test. Nothing to
worry about. In most cases, the test comes out to be negative. It’s just precautionary, as there has
been a spurt in malaria cases in the last month or so.

Doctor : I’m prescribing three medicines and a syrup. The number of dots in front of each tells you how
many times in the day you’ve to take them. For example, the two dots here mean you’ve to take the
medicine twice in the day, once in the morning and once after dinner.
Doctor : Do you’ve any other questions?

Patient : No, doctor. Thank you

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 EXERCISE 5 Pair work Watch the video and follow the instructions on it, then answer
these following questions

Visit this link → https://bit.ly/34kIUFZ

1. Who is Mike?
2. Why did Mike decide to make a doctor's appointment?
3. Mike agrees to see the doctor at 10 AM, true or not?
4. What information should be delivered and asked when we make a doctor's appointment?

Individual work Role-playing with your peer

EXERCISE 6

This exercise requires you to work in pairs. You and your peer will play as either a doctor and a patient.
During this role-play, the patient must consult his medical condition while the doctor must address it and
prescribe a medicine for it. You can re-phrase the sentences from the previous dialogue and surf the web.
However, your script must be original. Good luck!

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 4 READING Making an appointment
Did you discover what has not yet been covered by the text regarding making a doctor’s
appointment? Please share it with the class

When you make your appointment, you must have your insurance card or other documentation available,
in case you’re asked to provide insurance information. Here are 5 things you should do when you call to make
an appointment:
• Let them know if you’re a new patient. You may have to wait a few weeks to get an appointment,
especially if you’re a new patient. If you call your provider’s office because you’re sick, you may be
able to see them the same day.
• Tell them the reason for your visit. You might be looking for a new primary care provider or you might
need to come in because you have a specific concern, like the flu, allergies, or depression.
• Give them the name of your health insurance plan. If you have Medicaid or CHIP coverage – let them
know.
• Find out if you need to bring anything to the visit, like medical records or current medications.
It’s important to know the name of the provider you’d like to see. You may have to wait longer for an
appointment if you request a specific provider, so they might recommend another provider in your network
who has availability if you’re feeling sick and need to come in sooner

5 WRITING First Day in America

EXERCISE 7 Group work Work together with your peer and write a paragraph about
“How to make a doctor’s appointment in Indonesia”. Work together by
sharing ideas and writing it down together. You can submit your work
through paper or Google docs. The example of text describing procedure of
making a doctor’s appointment can be read at reading section. Good luck!

INTERMEDIATE 2 72
 REFERENCES
https://www.statista.com/statistics/320129/unemployment-rate-in-indonesia/ ,,
https://www.thebalancecareers.com/block-format-cover-letter-example-2060125#semi-block-format ,,
https://www.pinterest.ph/pin/784752303793041602/?nic_v2=1a1e5DzyX ,,
https://examples.yourdictionary.com/list-of-suffixes-and-suffix-examples.html ,,
https://images.app.goo.gl/QuHhFKYbLCrTABFLA,
https://www.expat.or.id/info/artshandicrafts-indonesia.html,,
https://en.wikipedia.org/wiki/China%E2%80%93Indonesia_relations#:~:text=Indonesia%20was%20part%
20of%20the,trade%20links%20between%20both%20countries.&text=While%20the%20fine%20silk%20a
nd,sought%20by%20ancient%20Indonesian%20kingdoms.,,
http://catatanbahasainggris.blogspot.com/2012/03/noun-clauses-with-question-words.html,,
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https://www.google.com/imgres?imgurl=https%3A%2F%2Fi.pinimg.com%2Foriginals%2Fd9%2F9d%2F
52%2Fd99d526f
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https://www.speechandlanguagekids.com/figurative-language-and-idiom-activities-for-speech-therapy/
https://www.k12reader.com/worksheet/explain-the-hyperbole/view/
https://lingualeo.com/ru/jungle/davantages-and-disadvantages-of-living-abroad-324687
https://wanderwisdom.com/packing-prep/Advantages-Disadvantages-Living-Abroad
https://www.eurosender.com/blog/en/pros-cons-living-abroad/
https://40plusstyle.com/taking-the-challenge-living-
abroad/#:~:text=You%20and%20your%20children%20may,not%20want%20to%20go%20back.
https://www.hamilton-recruitment.com/portfolio-items/10-benefits-of-living-abroad/
https://www.thespruce.com/introduce-yourself-to-new-neighbor-2436575
https://www.moving.com/tips/simple-tips-on-how-to-meet-your-neighbors/
https://speakspeak.com/resources/english-grammar-
rules/conjunctions/correlative#:~:text=Correlative%20conjunctions%20are%20pairs%20such,in%20length
%20and%20grammatical%20structure.
https://whatwhenwhy.net/things-you-should-not-do-while-visiting-usa/
https://matadornetwork.com/read/10-interesting-customs-around-world/
https://theculturetrip.com/north-america/usa/articles/12-surprising-customs-from-around-the-world/

INTERMEDIATE 2 73
INTERMEDIATE 2 74