ENGLISH FOR

SOCIAL SCIENCE

AMBHITA D, GIGIH A, M.IMAM S,

SHOFI M, TRI WAHYU
 UNIT 1

1. Starter – Sentence – Communication or Confusion

One way of mastering English language is through using it. It is necessary for you to try to use
English as much as possible in both speech and writing. For a start, it will be helpful to take a
look at the sentence.
The sentence
A sentence can be divided in two parts: the subject part and the verb part.
SUBJECT VERB
Rosita
walks to school
She
wore a blue dress for the party
The fat boy
ate two loaves of bread for breakfast
The child
cried for a long time
The old
refused to pay for the meal
man
For practice, look at the text below and decide the subject and verb part for each sentence.

2. Reading
Smokers in China
Chinese men are literally dying for a smoke. With 320 million smokers-more than 90
percent of them male-China consumes a whopping one third of the world’s cigarettes each
year. And Chinese smokers are starting to pay the price. One in every eight male deaths in
China is caused by smoking, and scientists predict the ratio will rise sharply.
Kicking the habit is not easy preposition in China, where cigarettes are a fixture of daily life.
Need to find a wedding gift, pay a bribe or welcome guests in your home? In China, cigarettes
will do the trick every time. A recent survey showed that 57 percent of Chinese doctors smoke.
No wonder the dangers of smoking are only dimly understood. A US trained surgeon, Chen
Haiquan, has performed more than 200 operations a year. He is the lone surgeon in the
hospital ward. “By the time I see patients,” He says, “They understand how bad smoking is for
their health, but it’s often too late.”

Notes:
Whopping : great, (very) big
Proposition : unproved statement
To bribe : to influence unfairly
 Decide whether the statements below are true or false. Write N (No) if the statements
are unknown.
a. Most of Chinese men are social smokers.
b. Cigarette is served in some important occasion in China.
c. It is not uneasy to stop smoking habit in China.
d. Chen Haiquan performed all the operations with his team.
e. Chinese smokers have already got the bad result of smoking habit.
f. Most of Chinese people like smoking very much.
g. Chinese did not know that smoking can cause lung cancer.
h. People in China start smoking under the age of ten.

3. Grammar Focus – Part of Speech

English has several kinds of words, which are called the ‘parts of speech’: nouns, pronouns,
verbs, adverbs, adjectives, articles, prepositions, conjunctions, and interjections. Individual
words can become different parts of speech depending on their function in a sentence. For
example, the word question can be either a noun or a verb.
• The question was easy
Noun

• The police questioned several people

Verb

Four prominent parts of speech explained in this handout are noun, verb, adjective and
adverb.
a. Noun
A noun names a person, place, thing, or idea. Examples of nouns are,

teachers, school, book, color, life, and truth.

A noun that names a particular person, place, or thing is a proper noun. Proper nouns
begin with capital letters. All other nouns are common nouns.
Common nouns Proper nouns
Man Sebastian Bach
Country German
statue Statue of Liberty
 A common noun can be countable or uncountable.
Countable Uncountable
• Countable nouns name people, places, and Uncountable nouns name things that you
things that you can count (one pencil, two cannot count. For example, you cannot count
pencils). sunshine or oxygen. Uncountable nouns are
• Countable nouns can be singular or plural, never plural, and you cannot use a or an with
and you can use an indefinite article (a, an) them.
with them.
Example: Book Example: Sunshine
Person Oxygen
Idea Information

b. Verb
A verb expresses an action or names a state of existence.
State of
Action
existence
jump be

laugh seem

love appear

Verbs are the most changeable words in English. We change their form to express
meanings such as these:
• Is the time of the action the past, the present, or the future?
• Does the action happen every day? Is it happening right now?
• Did it happen just one time or several times?
• Did one person or more than one person perform this action?
• Does the verb express an action performed by the subject (John hit the ball) or received by
the subject (The ball was hit)?
Main verbs
A sentence always has at least one main verb (MV). Main verbs carry the basic meaning,
and their form can change.

I am cold I work He is cold He works They were cold They worked

Helping verbs
With the main verbs (MV), we often use one or more helping verb (HV) to make the
different
tense, to make questions, and to express meaning such as possibility,
advisability,permission, and requirement.

Helping verb Main Verb

I was working
They Should have been working
We must work

The helping verbs are (1) the forms of be, have, and do and (2) the modals.
BE HAVE and DO MODALS
be, am, is, are, was, were, can, could, shall, should, must, ought to
been, being, have, has, had, do, does, did will, would, may, might, had better

Be, have, and do can change their form Modals never change their form
I am working I must work
He is working He must work
They are working They must work
Note: helping verbs are also called auxiliary verbs

Regular and irregular verbs

Verbs have five basic forms: the base form, the –s form, the past tense form, the past
participle and the present participle. These forms are called the ‘principal parts’ of
verbs.
The principal parts of verbs are either regular or irregular.
Base form -s Form Past Tense Past Present
Participle Participle
Regular verbs Love Loves Loved Loved Loving
Walk Walks Walked Walked Walking
Irregular Eat Eats Ate Eaten Eating
verbs Go Goes Went Gone Going
• The base form is the form that you find in a dictionary
• The –s form is the base form + -s or –es
• The present participle is the base form + -ing
• The other two forms can be regular or irregular. Regular verbs add –d or –ed to
make the past tense and past participle. Irregular verbs make these forms in many
different ways, so you have to memorize them.
c. Adjective
Adjectives modify (give more information about) nouns and pronouns. They answer the
questions Which one? How many? What kind?
• They live in the yellow house. (Which house?)
• There are twelve eggs in a dozen. (How many?)
• He drives a racing car. (What kind of car?)

Noun and pronouns can be adjectives

• a shoe store math teacher
• my book some money
Words ending in –ing and –ed can be adjectives. These adjectives are called
participles
or participial adjectives.
• a frightening experiences a sleeping baby
• a used car a broken heart
Proper adjectives are usually capitalized > a Shakespearean play my Spanish
class
Compound adjectives are adjectives made from two or more words connected by a
hyphen that function together as one word.
• a two-word verb a part-time job
• a well-known actor a three-story building

d. Adverb
Adverbs modify (give more information about) verbs, adjectives, and other adverbs.
They answer the questions How? When? Where? How often?
Question Answer
Children learn new language easily How do children learn? Easily
He speaks English very well How does he speak? Well
How well? Very
They saw the recently discovered When was the comet Recently
comet discovered?
They went upstairs Where did they go? Upstairs
She is always late How often is she late? often
* Adverbs in –ly
Add –ly to adjectives to form many adverbs. Notice that –y change to –i.
- Quick—quickly - Careful – carefully - Nice – nicely - Easy – easily
 Other adverbs
Many adverbs do not end in –ly.
Almost Inside Now Too Always Late
Outside Twice Downstairs Near Sometimes Today
Upstairs Far Never Then Very Well
Fast Often There yesterday Here Once

4. Vocabulary Practice
a. Classify the words below into the right part of speech
1 Go ……………….. 6 Beauty ……………….. 11 Satisfy ………………..
2 Party ……………….. 7 Patience ……………….. 12 City ………………..
3 Calm ……………….. 8 Soften ……………….. 13 Foggy ………………..
4 Fun ……………….. 9 Strong ……………….. 14 Lovely ………………..
5 Happy ……………….. 10 Finally ……………….. 15 student ………………..

b. Look at these common noun and adjective suffixes. They are used to form different
part of speech.
Nouns -ation -ion -ness -ity -ence -sion -ment
Adjectives -ous -y -tific -ly -less -ial

Complete the charts below. There are some spelling changes.

Noun Verb Noun Adjective
Communication communicate science …
… Discuss Friend …
… govern … happy
Invitation … … different
… Develop … danger
… Explain Use …
Education … Help
… Decide … special
… Enjoy … Care
… organize Noise …
Improvement … industry …
… Employ Ambition …
c. Complete the sentences with one of the words from exercise b.
1. My English a lot after I lived in London for a month.
2. I have two in life. I want to be rich, and I want to be famous.
3. ‘I am going to work hard from now on.’ ‘That’s a very good .’
4. There are many between my two children. They aren’t similar at all.
5. Thank you for your advice. It was very .
6. I like Italian people. They’re very kind and .
7. The United Nations is an international .
8. I asked the teacher for help, but unfortunately, I didn’t understand his .
9. Motor racing is very sport.
10. Fish soup is a of this area. You must try it.
11. I’m having a party on Saturday, and I’d like to you.
12. This is the part of my town. There are lots of factories and businesses.
 UNIT 2

1. Reading

Saving Energy
Saving energy means saving money. Homeowners and renters know this basic fact, but
they often don’t know what kinds of adjustments they can make in their homes and apartments
that will result in savings. For those willing to spend some time and money to reap long-term
energy savings, an energy audit is the way to go. An energy auditor will come into your home
and assess its energy efficiency. The auditor will pinpoint areas of your home that use the most
energy and offer solutions to lower your energy use and costs. Trained energy auditors know
what to look for and can locate a variety of flaws that may be resulting in energy inefficiency,
including inadequate insulation, construction flaws, and uneven heat distribution. There are
quicker and less costly measures that can be taken as well. One way to save money is to replace
incandescent lights with fluorescents. This can result in a savings of more than 50% on your
monthly lighting costs. When it’s time to replace old appliances, it’s wise to spend a bit more for
an energy-efficient model, and be sure that you are taking advantage of energy-saving settings
already on your current refrigerator, dishwasher, washing machine, or dryer. Windows provide
another opportunity to cut your energy costs. Caulk old windows that might be leaky to prevent
drafts, and choose double-paned windows if you’re building an addition or replacing old
windows. Most areas of your home or apartment offer opportunities to save energy and money.
The results are significant and are well worth the effort.

1. Which two main organizational schemes can be identified in this passage?

a. hierarchical order and order by topic
b. order by topic and cause and effect
c. hierarchical order and chronological order
d. chronological order and compare and contrast

2. Which of the following ideas is NOT included in this passage?

a. You can reduce your $130 monthly lighting costs to $65 by using fluorescent bulbs
instead of incandescent.
b. Double-paned windows can cut energy costs.
c. Your local energy company will send an energy auditor at your request.
d. Some appliances have energy-saving settings.

3. Which of the following best expresses the main idea of this passage?
a. There are many things a homeowner or renter can do to save energy and money. b. Hiring
an energy auditor will save energy and money.
 c. Homeowners and renters don’t know what they can do to save energy and money.
d. Replacing windows and light bulbs are well worth the effort and cost.

4. According to the passage, which of the following would an energy auditor NOT do?
a. Check for construction flaws.
b. Look for problems with heat distribution.
c. Offer solutions to lower your energy costs.
d. Locate a variety of flaws that may result in energy inefficiency and fix them.

5. According the passage, double-paned windows

a. are energy efficient.
b. should only be used as replacement windows.
c. should only be used in new additions to homes.
d. will lower your heating costs by 50%.

2. Grammar point - Simple Present Tense

The present Simple is used to express a present habit, or an action which happens again and
again.It is also used to express a fact which is always true, or true for a long time.

The simple present tense is used to express:

• A habitual activity
He goes to bed at 11.00 o’clock every night.
She swims at the Club three afternoons a week. They play tennis regularly.

• A statement of fact or a universal truth

He told the child that the world is round.
Fatimah told Siva that the sun is much bigger than the earth. David learnt from his teacher that
hydrogen is the lightest gas.

• Commentaries, especially in sports

Dollah Kassim kicks the ball to Kim Song.
Kim Song passes it to Gopal. In a flash, Gopal heads it into the goal.

• Literary criticism
The poem is well written. The repetition of the last line in each stanza serves to emphasize the
theme – utter desolation in a cruel world.
3. Practice (1)
Complete this newspaper story about Lord Stonebury. Put in the correct simple present form of
these verbs: go (4x), have (3x), live (2x), get, meet, own, play, read, spend, talk.

LORD STONEBURY TELLS ALL!

(from an interview by our reporter Tim Bennet, and only in The Daily Talk)

Lord Stonebury is twenty-eight years old. He in Belgravia in London’s West End. He’s very
rich, and he the company Office Blocks International. Every morning the young lord
breakfast in bed and newspapers. He up at ten o’clock and usually for a walk in
Hyde Park. He lunch at his club. He sometimes the directors of OBI, and they
about the company’s plans.
In the afternoon Lord Stonebury and his friends sometimes golf. Then they a few drinks.
Or sometimes he and a girl-friend for a drive in his sports car.
After dinner Lord Stonebury to a night club or a casino with one of his girl-friends. They
home at about two o’clock.
In the winter the young Lord in Monte Carlo. And he his summer holidays in the West
Indies.

4. Practice (2)

Kimiko- Japan
There are now more than two dozen Japanese companies in Tyne and Wear in the northeast of
England. Many Japanese families now live there.
Kimiko Kinoshita Wood came to Britain as a bride six years ago. ‘There is much more freedom
for women here’, she says. ‘It is sometimes difficult for Japanese women to adjust.’ For Kimiko,
The change was easy because she is a translator and speaks English fluently. Also, she has an
English husband. ‘Attitudes to women are very different,’ she says. ‘Japanese wives come to
Britain and after a while they can have a life of their own outside the home. They don’t have that
kind of freedom in Japan.’
In Japan it is unusual to see men shopping with their wives, helping in the house, or babysitting.
But Kimiko’s husband, John, a shipping engineer, happily lends a hand with the children. John
says that Japanese husbands soon adapt in Britain, and seem to relax more with their families.
Education is one thing that worries Kimiko. In Japan, children go to school six days a week and
work much harder than English children. Another complaint is that shops don’t have many
clothes for small women!
 Xavier – France
When Xavier Dupont came to Britain, his friends in Paris said he’d hate it. However, Xavier, a 26-
year-old chef, says they were wrong.
‘French people imagine that Britain is cold, miserable country where everyone dresses badly,
you can’t see anything for fog, and the food is the worst on the planet. I don’t agree.’
Xavier insists that the British look good because they don’t follow fashion so seriously. He enjoys
shopping in Britain because there are so many fresh things in the supermarkets. He particularly
likes the street markets.
However he has some complaints. He thinks that British men don’t show enough consideration
or appreciation of the women. Also he doesn’t like British bathrooms where you stand or sit in
the bath to have a shower! Last of all, he feels that shops and restaurants close far too often and
far too early.
 Margaretha—Norway
In Britain, Margaretha Simons can be a full-time housewife, at home with her four children.
This, she says, is unusual in her native Norway because almost all Norwegian women go out
to work, partly because there are more crèches. It is also unusual in Norway to have more
than two children.
Margaretha, who is 43, met her British husband, Noel, a university professor, while she was
learning English in Cambridge.
‘I find British people friendly,’ she says. ‘New neighbours invite you for coffee, introduce their
children, and take you to the shops. The men are more courteous and romantic than
Norwegian men.’
However she doesn’t like everything. She thinks British houses are not built well-even
modern houses have a lot of draughts. Also there is too much litter on the streets and by the
sides of the motorways. She likes British fresh food, but at first she did not like the tea
because it looked cloudy and grey. Now she is addicted to it, and has cups of tea all the time!

Comprehension Check
Look at the following statements about the three people. Which are true? Which are false?
a. Japanese men find it difficult to relax in Britain because their wives are so bussy all the time.
b. Xavier thinks the British dress well.
c. Kimiko and Margaretha both have English husbands.
d. Both Xavier and Margaretha have a good opinion of British men.
e. Kimiko met her husband in Japan but Margaretha met hers in England.
f. They all enjoy shopping in Britain. They have no complaints about British shops.
g. Both Xavier and Margaretha have complaints about the design of British houses.
h. Generally they all seem happy to live in Britain.

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 UNIT 3

1. Reading
Firefighter
Firefighters are often asked to speak to school a community groups about the
importance of fire safety, particularly fire prevention and detection. Because smoke
detectors reduce the risk of dying in a fire by half, firefighters often provide audiences with
information on how to install these protective devices in their homes. Specifically, they tell
them these things: A smoke detector should be placed on each floor of a home. While
sleeping, people are in particular danger of an emergent fire, and there must be a detector
outside each sleeping area. A good site for a detector would be a hallway that runs between
living spaces and bedrooms.
Because of the dead-air space that might be missed by turbulent hot air bouncing
around above a fire, smoke detectors should be installed either on the ceiling at least four
inches from the nearest wall, or high on a wall at least four, but no further than twelve,
inches from the ceiling. Detectors should not be mounted near windows, exterior doors, or
other places where drafts might direct the smoke away from the unit. Nor should they be
placed in kitchens and garages, where cooking and gas fumes are likely to cause false
alarms.

1. Which organizational scheme does this list of instructions follow?

a. hierarchical order
b. comparison-contrast
c. cause-and-effect
d. chronological order by topic
2. What is the main focus of this passage?
a. how firefighters carry out their responsibilities
b. the proper installation of home smoke detectors
c. the detection of dead-air space on walls and ceilings
d. how smoke detectors prevent fires in homes
3. The passage implies that dead-air space is most likely to be found
a. on a ceiling, between four and twelve inches from a wall.
b. close to where a wall meets a ceiling.
c. near an open window.
d. in kitchens and garages.
4. The passage states that, compared with people who do not have smoke detectors,
persons who live in homes with smoke detectors have a
a. 50% better chance of surviving a fire.
b. 50% better chance of preventing a fire.
c. 75% better chance of detecting a hidden fire.
d. 100% better chance of not being injured in a fire.

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 5. A smoke detector should NOT be installed near a window because
a. outside fumes may trigger a false alarm.
b. a draft may create dead-air space.
c. a draft may pull smoke away from the detector.
d. outside noises may muffle the sound of the detector.
6. The passage indicates that one responsibility of a firefighter is to
a. install smoke detectors in the homes of residents in the community.
b. check homes to see if smoke detectors have been properly installed.
c. develop fire safety programs for community leaders and school teachers.
d. speak to school children about the importance of preventing fires.
7. A smoke detector must always be placed
a. outside at least one of the bedrooms on any level of the home.
b. outside all bedrooms in a home.
c. in all hallways of a home.
d. in kitchens where fires are most likely to start.

2. Grammar Focus -- Giving Advice

should The three words have basically the same
(a) My clothes are dirty. I ought to wash them meaning. They mean: “This is a good idea.
had better This is good advice.”
(b) You need your sleep. You shouldn’t stay up Negative: should + not = shouldn’t
(c) I’d better You’d better Usually had is the past form of have.
He’d better She’d better However, in the expression had better, had is
We’d better They’d better used as part of an idiom and the meaning is not
past. The meaning is present or future.
• Ought to is usually not used in negative.
• The negative of had better is had better not, and it often carries a warning of bad
consequences.

In some speaking activities you have to make suggestions and/or respond to suggestions. Use
these expressions to help you.
Making suggestions Responding to suggestions
Why don’t we ... (+ verb without ‘to’) ? Yes, OK
Shall we ... (+ verb without ‘to’) ? That’s a good idea.
Would you like to ... (+ verb) ? That sounds great!
Let’s ... (+ verb without ‘to’) No, I don’t think so
What about ... (+ -ing) ? I’m not sure about that.
How about ... (+ -ing) ? I’d prefer to ... (+ verb).

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Expressing obligation using have to, have got, must
• Have to, have got to, and must have basically the
same meaning. They express the idea that
I have a very important test something is necessary.
tomorrow. I (have to/have got • Have to is used much more frequently than must in
to/must) study tonight everyday speech and writing.
• Have got to is generally used only in informal
speech and writing.
The past form of have to, have got to, and must (meaning
I had to study last night
necessity) is had to.
• Must means that something is very necessary; there is no other choice. Must is used
much less frequently than have to in everyday speech and writing. Must is a ‘strong’
word.

3. Practice
Fill in the blank with the appropriate expression of shouldn’t + phrase written below.
be cruel to animals give to much homework
be late for appointment miss any classes
drive a long distance smoke
exceed the speed limit throw trash out of your car window

1. If you are tired, you

2. A good driver
3. It is important to be punctual, you
4. Animals have feeling too, you
5. Littering is against the law. You

Fill in the blank with have to, has to, or had to

1. I can’t go to the movie tonight because
2. When I was in High School,
3. If you want to travel abroad,
4. I need a car because
5. I went downtown yesterday because
6. Josh can’t go with us this afternoon because
7. Erica can’t come to class tomorrow because
8. If you want to enter the university

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 UNIT 4

1. Reading
Restaurant review
Yesterday, I was exposed to what has been called “a dining experience like no other. “At
lunchtime, Dilly’s Deli is so crowded; I wondered when the fire marshal had last visited the
establishment. The line snaked out the door to the corner, and by the time I reached the
counter, I was freezing. I decided on the hamburger steak special; the other specials being
liver and onions or tuna casserole. Each special is offered with two side dishes, but there
was no potato salad left and the green beans were cooked nearly beyond recognition. I
chose the gelatin of the day and what turned out to be the blandest coleslaw I have ever
eaten. At Dilly’s, you sit at one of four long tables. The couple sitting across from me was
having an argument. The truck driver next to me told me more than I wanted to know
about highway taxes. After I had tasted all of the food on my plate, I rose to leave,
whereupon one of the people working behind the counter yelled at me to clean up after
myself. Throwing away that plate of food was the most enjoyable part of dining at Dilly’s.

Choose the best answer for these questions!

1. If you go to lunch at Dilly’s Deli, you could expect to see
a. a long line of customers.
b. the fire marshal.
c. the restaurant critic from the newspaper.
d. homemade pie.

2. Both passages suggest that if you eat lunch at Dilly’s Deli, you should expect to
a. sit next to a truck driver.
b. place your order with the waiter who comes to your table.
c. dress warmly.
d. carry your own food to your table.

3. Which of the following illustrates the restaurant critic’s opinion of the food at Dilly’s Deli?
a. “At Dilly’s, you sit at one of four long tables.”
b. “At lunchtime, Dilly’s Deli is so crowded, I wondered when the fire marshal had last
visited the establishment.”
c. “After I had tasted all of the food on my plate, I rose to leave, whereupon one of the
people working behind the counter yelled at me to clean up after myself.”
d. “Throwing away that plate of food was the most enjoyable part of dining at Dilly’s.”

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 4. The main purpose of the restaurant review is to
a. tell people they probably don’t want to eat at Dilly’s Deli.
b. make fun of couples who argue in public.
c. recommend the hamburger steak special.
d. warn people that Dilly’s Deli tends to be crowded.

5. The main purpose of the Chamber of Commerce brochure is to

a. profile the owner of Dilly’s Deli.
b. describe in detail the food served at Dilly’s Deli.
c. encourage people to eat at Dilly’s Deli.
d. explain the historical significance of the Dilly’s Deli Building.

2. Grammar Focus – Simple Past Tense

Simple Past Tense :
➢ Indicates that an activity began and finished at a particular time in the past
Marry walked down town yesterday
I ate breakfast this morning
Bob slept for eight hours last night
➢ If a sentence contains ‘when’ and has the simple past in both clauses, the action
contains ‘when’ clause happens first
I stood under a tree when it began to rain
The coffee spilled on my lap when I dropped my cup
When the bell rang, she answered it directly

3. Put the verbs in box in the correct form

forget go look for buy say isn’t

Is find turn on drove put look at

Something terrible happened to me last week. On Monday, I (1) a lottery ticket

at a shooping mall near my house. I (2) the ticket in the pocket of my jacket,
and (3) home. After I got home, I went ot bed and (4) about the
ticket. On Tuesday morning, I got into my car, and (5) to work. On the way to
work, I (6) the radion and a man on the radio said my lottery ticket number.
After he (7) my number, I put my hand into my jacket pocket. Oh no! The ticket

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 (8) in my pocket. Next! I drove back home, and (9) the ticket. I
(10) the ticket. It was on the table. Finally, I (11) the ticket very
carefully. Oh no! I couldn’t believe my eyes. It (12) the wrong number. Next
time I will be more carefull. Maybe next time I won’t by a lottery ticket.

Complete these sentences!

1. Bernard (smoke) 20 cigarrete yesteday evening.
2. I (clean) my teeth three times yesterday.
3. It was hot in the room, so I (open) the window.
4. Willian Shakespeare (die) in 1616.
5. The accident (happen) last Sunday afternoon.
6. I was late, so I (run) to work.
7. She (go) abroad last week.
8. John (come) home late ast night
9. The athelete (drink) much this morning.
10. They (give) him some money.

In this exercise, you have to write questions. A freind has just come back from holiday
and you are asking him about it.
Examples : where/go/? : where did you go?
Food/good/? : was the food good?
1. how long/stay there?
2. stay in a hotel?
3. go alone?
4. how/travel?
5. the wheather/fine?

18 | B a h a s a I n g g r i s - F I S I P . U n i v e r s i t a s J e n d e r a l S o e d i r m a n
 UNIT 5

1. Reading
FOMO
(posted 2 hours ago by Mr Braddock, Sixth Form teacher)
Everybody knows how important it is for students to get a good night’s sleep
every night. You aren’t able to do your best and keep up with all of your responsibilities
unless you sleep well. I’m sure you already know that you should go to bed at a
reasonable hour. Most experts agree that the optimum number of hours is eight, and
this has been accepted as common sense for as long as I can remember. However, I was
young once and I know that most of you get much less sleep than that – and in some
cases it will be affecting your schoolwork.
I read an interesting article in a teachers’ magazine recently. They did a study of
848 students in Wales. Worryingly, the results showed that teenagers are facing a new
problem. They may go to bed and get up at appropriate times but a growing number are
waking up in the middle of the night, not to use the bathroom or have a snack but
because of a new phenomenon: FOMO – fear of missing out!
According to the article, schoolchildren are suffering because of a growing trend
to wake up during the night to check social media. Afraid of missing a comment or
opportunity to take part in a chat, teenagers are waking at all times of the night, going
online and getting involved. All this when they should be sound asleep.
Experts are worried about this growing trend and the report reveals some
worrying statistics that I’d like to share with you:
1. 23% of 12 to 15-year-olds wake up nearly every night to use social media.
Another 15% wake up at night once a week for the same reason.
2. One in three students are constantly tired and unable to function to their full
capacity.
3. Students who use social media during the night are more likely to suffer from
depression and anxiety.
So, I’d like to ask you to be responsible when it comes to social media. Be brave! Switch
off your devices at night. The world won’t end and your social media will be waiting to
greet you in the morning! I give you my word that you won't have missed anything
important.

Write a correct information to fill in the gaps!

FOMO means fear of out. A recent study in teacher’s observed a large
group of students in Wales. The of the survey were worrying. Although
students go to bed adn get up at a reasonable time, they are not getting enough
. Many students woke up in the middle of the night to their social
media. They are afraid of missing a comment or taking part in a . These

19 | B a h a s a I n g g r i s - F I S I P . U n i v e r s i t a s J e n d e r a l S o e d i r m a n
students are more likely to suffer from depression or . It is a good idea to
off your mobile at night, of course, the world won’t end!

2. Grammar Focus – Present Continuous Tense

The Present Continuous Tense or Progressive Tense is used for :
➢ An activity that is still going on at the time of speaking
She is singing in her bath.
My neighbor’s baby is crying loudly.
My gardener is watering the plans.

➢ A temporary activity
She is taking five courses this semester.
John is writing another book this year
I am staying in Penang
.
Complete the sentences by using the words in parentheses!
1. Ssshh! The baby (sleep) now!
2. Right now I’m in class. I (sit) at my desk and Claire (stand) in
front of the class
3. Arabic is Ali’s native language, but now he (speak) English.
4. Look at the window! It _ (rain)? Should I take my umbrella?
5. Mr. and Mrs. Wilson (watch) a movie in a theater now.
6. Ann can’t come on the phone right now because she (take) a shower
7. I (read) my grammar book right now.
8. Jimmy and Susie are babies. They (cry). I can hear them right now. May
be they are hungry
9. Susan (not, cycle) right now. She (study)
10. The plumber (not, fix) the pipe. He (climb) the rooftop

20 | B a h a s a I n g g r i s - F I S I P . U n i v e r s i t a s J e n d e r a l S o e d i r m a n
Practice -- Present Continuous or simple tense?
Complete this postcard using the correct form of the verbs on the right.

do come do learn get

do have like have sit

Greeting from Wales! Ben and I(1) Something different this year. We’re at the
North Wales Activity Centre. People (2) here every summer to learn more about
their hobbies and interests. I (3) photography and tennis this week and Ben
(4) about computers. We (5) up at half past eight every morning and
(6) lessons from ten to half past twelve. We (7) lunch at one, and then
there are more lessons. So, it’s hard work. But I (8) _ it here. We (9) a super
time. It’s half past seven in the evening now, and we (10) out on the grass in
front of the Centre. The weather is good. See you soon.

Love,
Kate

21 | B a h a s a I n g g r i s - F I S I P . U n i v e r s i t a s J e n d e r a l S o e d i r m a n
 UNIT 6
1. Reading

22 | B a h a s a I n g g r i s - F I S I P . U n i v e r s i t a s J e n d e r a l S o e d i r m a n
2. Grammar Focus – Future Plan (be going to and will)
✓ Future Plans with ‘be going to’
We use be going to to talk about plans decided before the moment of speaking.
a. She has a bad toothache, so she is going to see a doctor
b. My house is very dirty. I am going to clean it
c. I am afraid I can’t go with you. I am going to attend a meeting tonight

Choose the correct word from the list to complete the following sentences

study fix exchange visit hang

1. Robert bought a new painting at the art show. He it over the sofa in his
living room
2. We have a math exam in three days. We very hard for the next few days
3. I had a flat tire on my car yesterday. My husband it later today.
4. Sam just got his driver’s license. He his father to let him borrow the car
next weekend.
5. Sue got a sweater from her mother-in-law for her birthday. It didn’t fit, so she
it for a larger size.

Read the following sentences and add another one using ‘be going to’ and your own
ideas
1. Grandma feels very tired

2. He does not understand the meaning of that word

3. Howard needs to mail a package

4. Someone stole our car last night

5. I didn’t study for the test

23 | B a h a s a I n g g r i s - F I S I P . U n i v e r s i t a s J e n d e r a l S o e d i r m a n
 ✓ Future Plans with ‘will’
We use will to talk about plans decided at the moment of speaking.
a. Look! Nina is crying. I will help her
b. It’s very hot in here
I will open up the window
c. Oh no! We run out of sugar
Ok! I will buy it in the store

For each of the situation below, predict something that will probably happend
1. Sue has a very bad cold.

2. Jane ate too much cake last night.

3. Charlie phoned you while you were away.

4. The plants looks withered.

5. It’s raining outside now and I don’t have umbrella

3. Complete the sentences using the correct form of ‘be going to’ or ‘will’
1. Frank (take) a two week holiday next year.
2. Clinton feels sick. He (stay) home from work tommorow
3. The weatherman says it (be) a beautiful day tommorow. I think I
(go) to the beach.
4. That box looks heavy. I (help) you carry it.
5. Ted bought some paints because he (paint) his appartment.

References
Azar, Betty Schrampfer. 1989. Understanding And Using ENGLISH GRAMMAR 2nd Ed. New
Jersey: Prentice Hall

-. 2013. English for Social Science (A Lecture Handout). Purwokerto: Universitas Jenderal
Soedirman

https://currikicdn.s3-us-west-.amazonaws.com/resourcedocs/55c321a055f9b.pdf

24 | B a h a s a I n g g r i s - F I S I P . U n i v e r s i t a s J e n d e r a l S o e d i r m a n
 UNIT 7

A. Brainstorming
Compare these two things.

B. Understanding Degrees of Comparison

Adverbs and Adjective are often used to make the meaning of a verb or noun
stronger or weaker. This is nknown as ‘degrees of comparison’.
There are three degrees of comparison:
• Positive degree: is the simple form of the adverb. For example: slowly (adv.), early
(adv.), beautiful (adj.), magnificent (adj.)
• Comparative degree: is used to compare two actions or things. For instance slower,
more slowly, etc.
• Superlative degree: is used to compare three or more actions or things, e.g . slowest,
earliest, etc.

C. Making Degrees of Comparison

Adverbs/adjectives of one syllable usually form the comparative by adding –er and form
the superlative by adding –est.
For example: hard (positive) – harder (comparative) – hardest (superlative)

Adverbs or adjectives of two syllables or more generally form the comparative by adding
‘more’ and the superlative by adding ‘most’.
There are exceptions:

25 | B a h a s a I n g g r i s - F I S I P . U n i v e r s i t a s J e n d e r a l S o e d i r m a n
 • bad/badly: worse (comparative) – worst (superlative)
• well : better (comparative) – best (superlative)
• far : farther (comparative) – farther (superlative)

D. Read part of conversation with Todd. He compares the places he visited last year. Can
you complete any of these sentences?

26 | B a h a s a I n g g r i s - F I S I P . U n i v e r s i t a s J e n d e r a l S o e d i r m a n
“Melbourne was interesting, but for me, Paris was interesting Melbourne, and in
some ways Dubai was the interesting of all because it was so different any other
place I know. It was also the , driest, and modern. It was hot in Melbourne but not
hot in Dubai. Dubai was hotter! Melbourne is older Dubai butnot
old Paris. Paris was oldest city I visited, but it has some great modern buildings, too. It
was the romantic place. I loved it.

E. Correct these sentences.

1. He’s more older than he looks.
2. Jessica’s as tall than her mother.
3. ‘What does New York like?’ ‘It’s really exciting!’
4. Trains in London are more crowded that in Paris.
5. Oxford is one of the oldest universities in Europe.
6. He isn’t as intelligent than his sister.
7. This is more hard than I expected.
8. Who is the most rich man in the world?
9. Everything is more cheap in my country.
10. Rome was hotter that I expected.

27 | B a h a s a I n g g r i s - F I S I P . U n i v e r s i t a s J e n d e r a l S o e d i r m a n
 UNIT 8

1. Reading
Lively Tom, 69, skates for Tesco

Tom Hopperton is one of 1,200 over-65s working for the supermarket, Tesco. He’s been
working there for fifteen months. Before that he was a plumber for thirty years.

Tom skate about five miles a day around the store fetching things for customers who realize
that they’ve forgotten something only when they’ve reached the checkout counter. He earns
£4.50 an hour.

“I just love the job. I help the customers so they’re usually very nice to me. I’ve always liked
meeting people. And it keeps me fit. I can’t sit at home doing nothing. I’d just die. I have to
keep busy. Time goes really quickly. Every day is different,”

Tesco’s made the decision to employ people of all ages. It sees the advantages of older
workers who are more calm and authoritative when they are dealing with customers.

“When I saw this job advertised, I didn’t believe they’d give it to me,” says Tom. ‘I went in to
see them because I thought they would be put off by my age if I just phoned. I wanted them
to see that I am very lively for my age.’
Answer the following questions based on the text above!
1. How long has Tom been working for Tesco?
2. How old is he?
3. How much money does he make an hour?
4. Why does he love his job?
5. Why does Tesco employ older people like Tom?
6. Describe how Tom looks like in your own words!

2. Grammar Focus: Present Perfect Tense

The present perfect is formed from the present tense of the verb have and the past
participle.
We use the present perfect tense:
• for something that started in the past and continues in the present:
They’ve been married for nearly fifty years.
She has lived in Liverpool all her life.

Note: We normally use the present perfect continuous for

this: She has been living in Liverpool all her life.
It’s been raining for hours.
We often use a clause with since to show when something started in the past:
They’ve been staying with us since last week.
I have worked here since I left school.
I’ve been watching that program every week since it started.

28 | B a h a s a I n g g r i s - F I S I P . U n i v e r s i t a s J e n d e r a l S o e d i r m a n
 WARNING:

We do not use the present perfect with an adverbial which refers to past time which is
finished:
I have seen that film yesterday.
We have just bought a new car last week.
When we were children we have been to California

But we can use it to refer to a time which is not yet finished:

Have you seen Helen today?
We have bought a new car this week.

PRACTICE
Fill in the blanks. Use the words in the bracket.
a. _____________ Ann’s husband. I met him at a party last night. (I, meet)
b. ___________________________ my work. I finished it two hours ago. (I, finish)
c. Mr. Blake travels to Washington D.C. frequently. ______________________ there many times. (He,
fly)
d. Bob and Jane are old friends. __________________________ each other for a long time. (They,know)
e. I don’t like this weather. ______________________________ cold and cloudy for the last three days. (it,
be)
f. Your English is getting better. ________________________ a lot of English since you came here. (you,
learn)
g. My wife and I came here two months ago. ____________________________ in this city for two months.
(we, be)
h. Rob can go to bed now. ____________________________ his homework. (he, do)

29 | B a h a s a I n g g r i s - F I S I P . U n i v e r s i t a s J e n d e r a l S o e d i r m a n
 UNIT 9

1. Reading
Are Zoos Good Thing?

Critics of zoos would argue that animals often suffer physically and mentally by being
enclosed. Even the best artificial environments can't come close to matching the space,
diversity, and freedom that animals have in their natural habitats. This deprivation causes
many zoo animals to become stressed or mentally ill. Capturing animals in the wild also
causes much suffering by splitting up families. Some zoos make animals behave
unnaturally: for example, marine parks often force dolphins and whales to perform tricks.
These mammals may die decades earlier than their wild relatives, and some even try to
commit suicide.
On the other hand, by bringing people and animals together, zoos have the potential
to educate the public about conservation issues and inspire people to protect animals and
their habitats. Some zoos provide a safe environment for animals which have been
mistreated in circuses, or pets which have been abandoned. Zoos also carry out important
research into subjects like animal behaviour and how to treat illnesses.
One of the most important modern functions of zoos is supporting international
breeding programmes, particularly for endangered species. In the wild, some of the rarest
species have difficulty in finding mates and breeding, and they might also be threatened
by poachers, loss of their habitat and predators. A good zoo will enable these species to
live and breed in a secure environment. In addition, as numbers of some wild species
drop, there is an increased danger of populations becoming too genetically similar.
Breeding programmes provide a safeguard: zoo-bred animals can be released into the
wild to increase genetic diversity.
However, opponents of zoos say that the vast majority of captive breeding
programmes do not release animals back into the wild. Surplus animals are sold not only
to other zoos but also to circuses or hunting ranches in the US or South Africa, where
some people are willing to pay a lot of money for the chance to kill an animal in a fenced
enclosure. Often, these animals are familiar with humans and have very little chance of
escaping.
So, are zoos good for animals or not? Perhaps it all depends on how well individual
zoos are managed, and the benefits of zoos can surely outweigh their harmful effects.
However, it is understandable that many people believe imprisoning animals for any
reason is simply wrong

Are these statement True or False?

1. Modern zoos can offer animals a living environment that is as good as their natural
habitats ( )
2. One of the reasons zoo animals become distressed is because they are separated
from their families ( )
3. Dolphins and whales usually live longer in zoos than in the wild ( )
4. People who have visited zoos are more likely to support animal conservation and
protection ( )
5. Zoos protect animals from being used for scientific research ( )

30 | B a h a s a I n g g r i s - F I S I P . U n i v e r s i t a s J e n d e r a l S o e d i r m a n
 6. Endangered animals kept in zoos are less likely to meet a mate and breed
( )
7. In their natural habitats, animals suffer problems related to human activity
( )
8. Endangered species often lack genetic diversity in their population
( )
9. Zoos promote genetic diversity by breeding animals and then releasing them back
into the wild ( )
10. If zoos have more animals than they can look after, they always give them to another
zoo or release them back into the wild ( )

31 | B a h a s a I n g g r i s - F I S I P . U n i v e r s i t a s J e n d e r a l S o e d i r m a n
2. Grammar Focus – Active and Passive Voice

32 | B a h a s a I n g g r i s - F I S I P . U n i v e r s i t a s J e n d e r a l S o e d i r m a n
 UNIT 10
IF CONDITIONAL

A. Reading
Live a Longer and Healthier Life

Do you wish you could live to be 100 or older? Do you

wish you could be in perfect health your entire life? Well, you
might just be able to get what you wish for! Recent scientific
research has shown that if people practiced just five simple
behaviors, they could not only prolong their lives but make them
healthier as well. If you are willing to commit to leading a longer,
healthier life, read on.
First, eat the right foods in the right amounts. Three-
fourths of your plate should be filled with fruits, vegetables, and
whole grains. If you cannot give up eating meat, choose lean
meats. Eat poultry, fish, beans, and foods that are low in saturated
fats, trans fats, cholesterol, salt, and sugar. People who wish they
could more easily control the amount they eat may find that using
a smaller plate will help.
Next, exercise at least 30 minutes a day at least three days a week. If you exercise five
or more days a week or at least 75 minutes each time, the results will be even better for you.
Choose the type of exercise you enjoy. If you don’t have 30 consecutive minutes, then you can
break it into three 10-minute periods and get some of the same benefits. Exercise helps increase
muscle, strengthen bones, and improve balance. If you haven’t exercised in a while, you should
see your doctor before you begin a program. Not only will exercise improve your physical
health, it also relieves stress and fosters good mental health.
Third, find time to volunteer in your community. If you volunteer even just a few hours
a month, you will still get the benefits that helping others give you. People who volunteer suffer
less from depression and are less likely to have heart disease than those who do not volunteer.
In addition, if you want to live longer and be healthier, be sure to get sufficient sleep. If you are
over the age of 18, you probably need seven to nine hours of sleep each night. If you cannot get
that much sleep, take a short nap of 20–30 minutes per day.
Finally, it’s important to drink water. The body is between 55 percent and 75 percent
water, and water helps it metabolize fat and maintain muscle tone. You can get water through
fruits and vegetables, but if you really want to be good to your body, you could simply drink lots
of water!
These five behaviors are the keys to living a longer and healthier life. Imagine, if you
had started these behaviors years ago, you would be way ahead of the game!

33 | B a h a s a I n g g r i s - F I S I P . U n i v e r s i t a s J e n d e r a l S o e d i r m a n
Exercise 1
Answer the questions based on the text.
1. What is the author’s purpose for writing this article?

2. Who is the intended audience for this article?

3. What are the positive effects associated with volunteering?

4. What advice does the author give about beginning a new exercise program if you have not
exercised in a while?

5. What are the five behaviors the author says will prolong a person’s life?
a.
b.
c.
d.
e.

B. Grammar Focus: Conditional Sentences

Conditional sentences are statements speculating about what could happen, what might have
happened, and what we wish would happen. Complete conditional sentences contain a
conditional clause which use the word “if” and the consequence.
There are three types of conditional sentences.

Type 1
First conditional sentences are used to express situations in which the outcome is likely (but
not guaranteed) to happen in the future.
FORM:
If clause Main clause Examples

If + S + V1 S + will + V1 - If you rest, you will feel better.

- If you set your mind to a goal, you
will eventually achieve it.
- If it’s fine tomorrow, I will go for a
swim.

34 | B a h a s a I n g g r i s - F I S I P . U n i v e r s i t a s J e n d e r a l S o e d i r m a n
 Exercise 2
Put the verb into the correct first conditional form:
1. If I (get) back late, my mother (be) angry.
2. If we (not / see) each other tomorrow, we (see) each
other next week.
3. If we (go) on holiday this summer, we (go) to Spain.
4. If the weather (not / improve), we (not / have) a picnic.
5. If I (not / go) to bed early, I (be) tired tomorrow.
6. If you (not / want) to go out, I (cook) dinner at home.
7. He (not / get) a better job if he (not / pass) that exam.
8. I (buy) a new dress if I (have) enough money.
9. She (cook) dinner if you (go) to the supermarket.
10. She (take) a taxi if it (rain).

Type 2
Second conditional sentences are useful for expressing outcomes that are completely
unrealistic or will not likely happen in the future.
If clause Main clause Examples

If + S + V2 S + would + V1 - If you went to bed earlier, you

would not be so tired.
- If it rained, you would get wet.
- She would travel all over the
world if she were rich.

Exercise 3
Put the verb into the correct second conditional form.
1. If I (be) you, I (get) a new job.
2. If he (be) younger, he (travel) more.
3. If we (not/be) friends, (be) angry with you
4. If I (have) enough money, I (buy) a big house.
5. If they (tell) their father, he (be) very angry.
6. She (spend) a year in the USA if it (be) easier to get a
green card.
7. We (help) you if we (know) how.
8. My brother (buy) a sports car if he (have) the money.

35 | B a h a s a I n g g r i s - F I S I P . U n i v e r s i t a s J e n d e r a l S o e d i r m a n
 9. If I (feel) better, I (go) to the cinema with you.
10. If you (sell) more products, you'd earn more money.

Type 3
Third conditional sentences are used to explain that present circumstances would be
different if something different had happened in the past.
If clause Main clause Examples

If + S + had + V3 S + would have + V3 - If I had cleaned the house, I

could have gone to the movies.
- If I had studied more, I would
have gotten a higher score on
the test.
- If my sister had come home,
we would have gone to our
aunt’s party.

Exercise 4
Put the verb into the correct third conditional form.
1. If you (study) for the test, you (pass) it.
2. If you (ask) me, I (help) you.
3. If we (go) to the cinema, we (see) my friend Jacob.
4. If you (speak) English, she (understand).
5. If they (listen) to me, we (be) home earlier.
6. I (write) you a postcard if I (have) your address.
7. If I (not / break) my leg, I (take part) in the contest.
8. If it (not/ start) to rain, we (walk) to the museum.
9. We (swim) in the sea if there (not / be) so many sharks
there.
10. If she (take) the bus, she (not / arrive) on time.

36 | B a h a s a I n g g r i s - F I S I P . U n i v e r s i t a s J e n d e r a l S o e d i r m a n
 UNIT 11
A. Model Paragraph
Canada is one of the best countries in the world to live in. First, Canada has an excellent
health care system. All Canadians have access to medical services at a reasonable price.
Second, Canada has a high standard of education. Students are taught by well‐trained
teachers and are encouraged to continue studying at university. Finally, Canada's cities are
clean and efficiently managed. Canadian cities have many parks and lots of space for people
to live. As a result, Canada is a desirable place to live.

B. What is a Paragraph?
A paragraph is a group of related sentences that develops one main idea. A paragraph
is made up of three kinds of sentences that develop the writer’s main idea, opinion, or feeling
about a subject. These sentences are (1) topic sentence, (2) supporting sentences, (3)
concluding sentences.

1. Topic Sentence
The topic sentence is the most general statement of the paragraph. It is the key
sentence because it names the subject and the controlling idea: the writer’s main idea,
opinion, or feeling about that topic.
The topic sentence can come at the beginning or at the end of a paragraph. As a
beginning writer, you should write your topic sentence as the first sentence of your
paragraph for two reasons. First, it will tell the reader what you are going to say. Second,
you can look back at the topic sentence often as you write the supporting sentences. It will
help you stick on the subject as you write. The topic sentence is a complete sentence. It
has three parts: a subject, a verb, and a controlling idea.
Determining the subject of a topic sentence is a process narrowing down an idea
from general to specific. The topic sentence of your paragraph must also have a
controlling idea. It is the main point, opinion, or feeling that you have about the subject,
and it control or limits what you will write about it in your paragraph.
Refer to the Model Paragraph “Canada”, the topic sentence is: Canada is one of the
best countries in the world to live in.

37 | B a h a s a I n g g r i s - F I S I P . U n i v e r s i t a s J e n d e r a l S o e d i r m a n
Exercise 1
Study the following pairs of sentences and check the one you think would be a good, clear
topic sentence for a paragraph. The first one is done for you.
1. Snow skiing on the highest slopes requires great skill. √
2. Snow skiing is fun.

3. Exercise is healthful.
4. Jogging is beneficial for several reasons.

5. Camping is a great outdoor activity.

6. Camping requires a variety of special equipment.

7. The legal age for drinking should be twenty one for several reasons.
8. Drinking is dangerous to your health.

9. Small cars are popular.

10. Driving a VW Rabbit is economical.

11. Hong Kong is an exciting city.

12. Hong Kong is a shopper’s paradise.

13. The violence on television can affect children’s emotional security.

14. Watching television is a waste of time.

15. Smoking is a bad habit.

16. It is difficult to quit smoking for three reasons.

2. Supporting Sentences
The next part of paragraph is the supporting sentences. They develop the topic sentence
by giving supporting sentences. Each of the supporting sentences may also have
supporting/specific details, facts, or example.
In the model paragraph you read about Canada, the topic sentence is: Canada is one of the
best countries in the world to live in. If you turn the statement into a question, it will say:
Why is Canada one of the best countries in the world to live in?

38 | B a h a s a I n g g r i s - F I S I P . U n i v e r s i t a s J e n d e r a l S o e d i r m a n
 The supporting sentences (and the supporting details) in the paragraph must answer this
question by explaining why Canada is one of the best countries in the world to live in. Look back
at the model paragraph and complete the list of the reasons.

1. First, Canada has an excellent health care system [supporting sentence]. All Canadians
have access to medical services at a reasonable price [supporting detail].
2.

3.

Exercise 2
Read each topic sentence. Then, ask a question about the topic sentence. Finally, add two
more supporting points to each list.
1. Topic sentence: Smoking in restaurant should be prohibited for several reasons.
Question:

Supporting points:
a. It pollutes the air.
b. It can affect dinner’s appetites.
c.
d.

2. Topic sentence: International students have difficulty taking notes in class for several
reasons.
Question:

Supporting points:
a. The teacher talks too fast.
b. The students have poor listening skills.
c.
d.

39 | B a h a s a I n g g r i s - F I S I P . U n i v e r s i t a s J e n d e r a l S o e d i r m a n
3. Topic sentence: Woman should consider several criteria before choosing a sport.
Question:

Supporting points:
a. They need to decide whether they enjoy exercising alone or with others.
b. They need to consider whether they want to enjoy a sport for recreations.
c.
d.

3. Concluding Sentence
After you have finished writing the last sentence supporting the main point of a
paragraph, you must end the paragraph with a concluding sentence. This sentence tells the
reader that the paragraph is finished and it completes the picture or story about the subject
of the paragraph.
When you write a concluding sentence, you can use one of the following methods:
- State the topic sentence in different words. Do not just copy the topic sentence.
- Summarize some (or all) of the main points in the paragraph.
Begin the concluding sentence with a signal phrase that tells the reader that the paragraph is
completed:

In conclusion….. In summary…. As a result….

Refer to the model paragraph about Canada, the concluding sentence is:

As a result, Canada is a desirable place to live.

40 | B a h a s a I n g g r i s - F I S I P . U n i v e r s i t a s J e n d e r a l S o e d i r m a n
C. A Simple Outline
The outline is a helpful guide for you to use as you write your paragraph. In an outline you list
the main points in the order in which you will write about them. This will help you to organize
thoughts. To help you to stay with the topic, look at your outline asyou write your paragraph.
Here is the simple outline form:

I. Topic Sentence
II. Supporting sentences
A. Supporting sentence 1
- Supporting detail
- Supporting detail
- Supporting detail
B. Supporting sentence 2
- Supporting detail
- Supporting detail
- Supporting detail
III. Concluding Sentence

While the topic sentence and the concluding sentence consist of one sentence for each, the
length of the supporting sentence and its details depends on your need to develop your
paragraph.

Exercise 3
Give the suitable tittle for the model paragraph.

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Canada is one of the best countries in the world to live in. First, Canada has an excellent health
care system. All Canadians have access to medical services at a reasonable price. Second, Canada
has a high standard of education. Students are taught by well‐trained teachers and are
encouraged to continue studying at university. Finally, Canada's cities are clean and efficiently
managed. Canadian cities have many parks and lots of space for people to live. As a result,
Canada is a desirable place to live.

41 | B a h a s a I n g g r i s - F I S I P . U n i v e r s i t a s J e n d e r a l S o e d i r m a n
Exercise 4
Decide a topic from Exercise 2 and use the simple outline. Then, write your own
paragraph. Try to give the suitable tittle for your paragraph.
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