Mahir English

1. FIK 3042 ENGLISH FOR COMMUNICATION 2
EDITORS
AINON OMAR
AHMAD ZAINURI LOAP AHMAD
AZIZAH ATAN
LEELA CHAKRABARTY

2. Writers:
Ainon Omar
Ahmad Zainuri Loap Ahmad
Farah Natchiar Mohd Khaja
Goh Hock Seng
Leela Chakrabarty
Mariyatunnitha Shari
Mohammad Sidik Ariffin
Napisah Kepol
Nor Azmi Mostafa
Nor Hashimah Isa
Azizah Atan
Seva Bala Sundaram
Abdul Ghani Abu
Che Ton Mahmud
Hasimah Ja‟afar
Maizatulliza Muhammad
Raja Nor Safinas Raja Harun
Intan Safinas Mohd Ariff Al-Bakri
Abdul Halim Ibrahim
Fairus Ahmad Daud

3. CONTENT
Unit Topics Page
1. Human Interest 1
Listening 1
Speaking 2
Reading 3
Language Focus 11
Writing 19
Self Assessment 26
2. Journey to the Future 37
Listening 38
Speaking 39
Reading 50
Language Focus 54
Writing 59
Self Assessment 62
3. Tech Savvy 67
Speaking 67
Listening 74
Reading 80
Language Focus 84
Paraphrasing 89
Self Assessment 95
4. A Way of Life 113
Speaking 113
Listening 117
Reading 121
Writing 127
Language Focus 128
5. Job Satisfaction 150
Listening 150
Speaking 153
Reading 155
Language Focus 160
Writing 163
Self Assessment 168

4. COURSE GUIDE i
INTRODUCTION
The course guide is to assist students to understand the course content and
assessment. Students are advised to read this section carefully and take note of
the course requirements so that they can complete the course successfully.
The course FIK3042 English for Communication 2 will cover 5 units in this
book which are thematic and authentic, catering for students from both science
and arts streams. Specific Language skills such as listening, speaking, reading
and writing are covered in each unit. While these language skills are presented
under separate sections, they are integrated throughout the module.
Furthermore, grammatical aspects are peppered throughout to reinforce the
students‘ general grasp of the language.
The listening components for the respective units are designed to cater to the
while and post-listening activities. The speaking section allows students to
interact in pairs and groups. In addition, these speaking tasks encourage
creativity and freedom amongst students to express their views. The reading
texts that appear in each unit are interesting and varied, covering various
pertinent current issues. The culmination of these skills prepares the students for
the writing section. It is a 2 credit hour course.
TARGET AUDIENCE
This course is offered to all students undergoing the Bachelor of Education
Program at UPSI. However, this module has been specially designed for
students pursuing the Distant Education Program.
STUDENT LEARNING TIME
According to UPSI‘s and MQA Standards, every credit requires that students
allocate 40 hours of learning time. Therefore, for this course students are
required to spend 80 hours of learning time. The estimated learning time for the
course FIK3042 is presented in Table 1.

5. COURSE GUIDE ii
Table 1 Estimated learning time for the course FIK3042
Learning Activity Learning Time
Face-to-Face Independent
Reading the Module, revision and completing
assignments
21
Tutorial at centres 10
On-lineTutorial (E-Learning, example, via
BigBlueButton, Skype, etc.)
26
Forum (E-Learning via MyGuru2) 12
T&L Video via MyGuru2 10
On-line Quiz via MyGuru2 1
36 44
Total Learning Time 80
COURSE LEARNING OUTCOME
At the end of the course, students will be able to:
1. Demonstrate effective listening, speaking, reading and writing skills
learned in the course for communicative purposes.
2. Use correct grammar and vocabulary when writing a variety of texts.
Define and discuss, individually and in groups, vocabulary, expressions,
and issues found in a variety of texts.
3. Apply critical reading skills when reading texts on current issues.
4. Organise and implement a collaborative writing project.

6. COURSE GUIDE iii
COURSE SYNOPSIS
This course helps students in developing strong foundations in reading and
writing skills for communicative purposes in a variety of contexts. The course
integrates the skills of listening, speaking, reading and writing, with more
emphasis being given to the skills of reading and writing.
COURSE CONTENT
To assist students in achieving the learning outcomes for this course, the course
content is divided into five units which cover the listening, speaking, reading and
writing skills.
UNIT TOPIC
1 HUMAN INTEREST
 Listening – Healthy Lifestyle
 Speaking – Nutrition and Food Pyramid
 Reading- Letter to the Editor
- Word Attack
- Comprehension
 Language Focus
- Present Tense
- Past Tense
 Writing
- Pre-writing Activities
- Writing Process
 Self-Assessment
2 JOURNEY TO THE FUTURE
 Listening to a radio interview

7. COURSE GUIDE iv
 Speaking – Oral Presentation Skills
 Reading- Voyagers 1 and 2
- Word Attack
- Comprehension
 Language Focus
- Future Tense
 Writing
- Descriptive Writing
 Self-Assessment
3 TECH SAVVY
 Listening to a talk
 Speaking – Role play
 Reading- The Net Generation
- Word Attack
- Comprehension
 Language Focus
- Present Continuous Tense
 Writing
- Paraphrasing
 Self-Assessment
4 A WAY OF LIFE
 Listening – Practising Turn Taking
 Speaking - Conversations
 Reading- Past Traditions brought to life

8. COURSE GUIDE v
- Word Attack
- Comprehension
 Language Focus
- Gerunds and Infinitives
 Writing
- Summary Writing
 Self-Assessment
5 JOB SATISFACTION
 Listening to a Radio Interview
 Speaking – My Dream Job and Conducting Interviews
 Reading - Workplace Satisfaction
- Word Attack
- Comprehension
 Language Focus
- Passive Voice
 Writing
- Letter of Application
 Self-Assessment

9. COURSE GUIDE vi
ASSESSMENT
Assignment %
Weightage
Approach and
Assignment
Outcome
On-line Quiz 1 10 On-line via MyGuru2
On-line Quiz 2 10 On-line via MyGuru2
Project Work
Final Examination
40
40
On-line via MyGuru2
Conducted at Centres
Total 100
ICON SPECIFICATIONS
Exercises to consolidate students‘ understanding of the
topics learnt.
Exercises with answer key. Aktiviti latihan yang disertakan jawapan
serta maklum balas.A

10. 1
UNIT 1
HUMAN INTEREST
LEARNING OBJECTIVES
At the end of the unit, you should be able to:
1. listen to texts and answer T/F questions;
2. discuss on given topics in groups;
3. read and answer comprehension questions and
4. write paragraphs on topics discussed.
CONTENT
LISTENING
Task 1 Listen to the Radio Talk Show entitled “Healthy Lifestyle” and
answer the following questions.
1. The radio talk show is about En. Hamid‘s health. T / F
2. Mr. Sam is the Deejay. T / F
3. Dr. Sani is the nutritionist from ANPAC. T / F
4. We need to stop being stressful and start living healthily. T / F
5. To be healthy we must avoid processed food. T / F
6. En. Hamid is a university lecturer. T / F
7. En. Hamid often has palpitation in his chest. T / F
8. Mr. Sam advises En. Hamid to reschedule his activities. T / F

11. 2
9. Dr. Sani suggests that En. Hamid goes for medical
check up as soon as possible. T / F
10. Almonds are good source of calcium and fibre. T / F
SPEAKING
Nutrition and the Food Pyramid
Task 2 Study the food pyramid below and in groups of four discuss the various
types of food one needs to consume in order to lead a healthy life. Then, the
group representatives will present the groups‘ findings.
Nutrition and the Food Pyramid
Source: Ignatowski .A. 2005. Food Pyramid Chart for Balanced Diet. Best
vitamin- supplements- guide.com.
Dialogue
Imagine that you and your three friends meet after a tutorial class at the
cafeteria, and your next tutorial is an hour later. While having a drink each of you
relate events that took place in your lives. While listening, the others are to ask
questions and give opinions wherever necessary. Come up with a dialogue to be
presented to the class.

12. 3
READING
PASSAGE ONE
Read the letter to the editor and carry out the tasks.
1
2
3
Dear Editor,
I am an ardent fan of ASTRO, so much so that the first thing I do upon
entering my humble abode is to switch on to HBO, Star Movies, E, ESPN,
Animal Planet, Discovery Travel and Living and of course to AFC or Asian
Food Channel when I am incredibly hungry. As I watch delicious foods on
AFC, I sincerely hope the pang of hunger will slowly disappear into oblivion.
More often than not, this does not work to my advantage especially when I am
famished. The effect is just the opposite as I gazed at the delicious foods
prepared by the chefs. And talk about the camera men! They are incredibly
good at focusing. The food is so crystal clear that you are practically thrown
into the chef‘s kitchen. Once, I became so hopelessly hungry watching the
program `License to Grill‟ that I could not stop myself from rummaging my
small refrigerator for bits of snacks. I was desperate for food in the middle of
the night.
I love to read the Astroview – your magazine with the slogan `Malaysia‟s
largest circulated entertainment magazine‟ which is out monthly, complete with
information and updates on the different channels, celebrity news, health tips
and other news useful to ASTRO subscribers. Congratulations! Your viewers
must be so thrilled to grab a copy every month. I am keen on watching Animal
Planet and I am very thrilled to read that this channel will be airing a new
program called Bindi: The Jungle Girl. I think Steve Irwin‘s daughter is such a
brave girl to be among snakes and other animals. She has her daddy‘s talents
and not to forget his smile. I just had to bring to your readers
on page 8 of December 2007 issue entitled ‗Watch out - Jungle Girl‟
―My daddy was a hero,‖ she said, and her short speech earned a standing
ovation and an indelible mark on the memory of many Australians. Now,
Bindi‘s charms comes to the small screen in Bindi: The Jungle Girl , a new
wildlife series that brings the Irwins and heir passion for animals together on-
screen. Here are some quick facts about Bindi:
 She has a rat named Candy
―Candy is my favorite friend and we do lots of fun things together! We go out
rollerblading and he rides on my shoulder. He likes to play with all my other
animal friends too except the snakes, of course!‖
 She‘s not afraid of the animals she handles
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15
20
25
30

13. 4
4
5
6
―My dad taught me to respect all animals, so I‘ve never had to overcome my
fear.‖
As I am a traveler I love to read the travel guide and tips given by famous
travelers such as Samantha Brown and Anthony Bourdain. I just love
Samantha because of her sweet smile and her pink attire. She makes me
want to travel to those countries and experience what she had experienced.
Who does not know Anthony Bourdain on Discovery Travel and Living? He is
the tall New Yorker Chef who travels around the world to discover culinary
heaven. We can catch him on No Reservation 3. Bourdain is the man for real
travel….no reservation indeed. He is like the Guru of real travel. He has no
boundaries and limits to trying local foods and drinks. In the December issue,
he gave a few very practical travel tips on page 9. He suggested that we:
 Never eat in the hotel and never ask the concierge where to
eat. Ask your taxi driver instead.
 Eat local.
 Don‘t travel in packs – no more than two or three people. It
gets difficult after that.
These travel tips are so practical and I will definitely remember them when I
visit Scotland next week. I will unquestionably follow Bourdain‘s tips when I am
there. It is so true that one should try and eat local foods and not insist on
looking for your own traditional foods. When we are in a foreign country we
must try to adapt and adopt. If we are rice eaters, we can opt for bread instead,
or croissant. We cannot be looking high and low for restaurants selling rice.
Well, I welcome other readers to share my views of ASTRO and Astroview.
Well done ASTRO!
Shima_Daniel
Shima_daniel@yahoo.com
35
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45
50
55
Task 3 Provide the meanings of these words pertaining to the letter to the
editor.
1. ardent (line 1) _______________________________________________
2. abode (line2)________________________________________________
3. famished (line 7)______________________________________________
4. rummaging (line 11) __________________________________________
5. keen (line 18)________________________________________________

14. 5
6. attire (line 38)________________________________________________
Task 4 Answer the questions.
1. Name the ASTRO channels found in the letter to the Editor.
__________________________________________________________
__________________________________________________________
2. What is the slogan for Astroview?
__________________________________________________________
3. Who is the New Yorker chef that Shima Daniel admires?
___________________________________________________________
4. What is the programme that the chef hosts?
___________________________________________________________
5. Who is Bindi‘s father?
___________________________________________________________
6. In your own words, explain what the writer means in the phrase ―It is so
true that one should try and eat local foods and not insist on looking for
your own traditional foods”
___________________________________________________________
___________________________________________________________
___________________________________________________________

15. 6
7. Imagine you are the Editor of Astroview. Reply to Shima Daniel‘s letter via
e-mail.
Dear Shima Daniel,
Thank you so much for your letter. ________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Editor.
Task 5 In groups of four, prepare a mind map of the advantages of tuning
in to ASTRO channels. You are to present your mind map. You have 15 minutes
to discuss and create the mind map. Choose your group‘s best channel and give
four reasons for your choice.
Our best Channel -

16. 7
Task 6 Still in your group, prepare an e-mail to Shima Daniel, in response
to her letter to the editor. You may agree or disagree with her pertaining to
ASTRO‘s channels and Astroview. Give reasons for your agreement or
disagreement.
Dear Shima Daniel,
I read your letter to the editor and ………
Yours faithfully,
…………………………….
*Please exchange your group‘s e-mail with other groups. Note the differences or
similarities between the e-mails. Underline them.
PASSAGE TW0
Read the passage and complete the given tasks
1
2
I had been a quiet, bookish child. My father had led a peripatetic career
as a teacher and he had taken his young family with him to successive postings
across the length and breadth of the Malayan Peninsula. And it was a growing
family; my two brothers were born, at three-year intervals, in Johor Bharu at the
peninsula‘s southern tip, and in Kuala Krai in the interior of Kelantan, where my
mobile family had come to a temporary rest. Eventually my father had received
what would be the last posting of his abbreviated life, as a senior lecturer at the
Language Institute in Kuala Lumpur.
It was in our house in Kuala Lumpur, on a dark and rainy night in 1967,
that my father first spoke to me about my future. I was twelve years old then, in
Standard Six of primary school; the next year, I would be moving on to
secondary school. My father had always been a fairly remote figure to his three
5
10

17. 8
3
4
5
6
7
sons; stern and affectionate in equal measure, but still remote. Much, much,
later I would console myself with the thought that he had been saving himself for
later in our lives, when we were out of our infancy and could understand more of
his strong and complex personality.
That night, my father said to me: ―The Malay College is not just any
school. It is the school.‖ That‘s about all I remember, although there must have
been more. I do remember not being sure what he was on about. I knew that I
would be sitting for the Malay College entrance examinations very soon, and I
was vaguely aware that this was a place, a big boarding school way up in Kuala
Kangsar, spoken of with much respect by my teachers. But merely sitting for the
exams was no big deal; practically every Standard n the country did so, and I
had by no means excelled in school so far. But here was my father talking
about the Malay College in a way that made me feel, for the first time in my
young life, that he actually had hopes for me. And he went on: ―You must take
the Sciences. There is no future in the Arts.‖ What was this? ―Sciences‖?
―Arts‖? I couldn‘t even draw! And I was certainly no whiz at arithmetic.
The day of the entrance exam came, and the four of us who were the
only four Malay boys in our primary school‘s top class went to take it. Ghani and
Azizi were deadly serious about it; Muslini and I larked about. Ghani and Azizi
were the great hopes of our school, which would apparently be honoured to
send off a ward or two to the Malay College; Muslini and I were there to make up
the numbers.
So of course, when the results came out a month later, Muslini and I
made the cut and the other two didn‘t. Nobody could believe it, least of all
Muslini and me. I went home a very happy kid that Friday. My father was at
home when I got there, reading the newspaper. ―Papa,‖ I said, struggling to keep
the excitement from my voice. ―I‘ve got the results. I passed. I have to report to
Malay College on January seventh.‖ He didn‘t even lower the paper. ―Good,‖ he
said. Years later, my mother would tell me that was one of the proudest
moments of his life. He certainly fooled me then.
Five days into 1968, my father bundled his wife and sons into the car and
set off on a 200-kilometre drive north to Kuala Kangsar, a small, sleepy town
dozing by a bend of the Perak River not far south of Taiping. Kuala Kangsar had
a distinguished air about it: it was the royal town of Perak, site of the Sultan‘s
Palace, and of the esteemed Malay College. It had been founded by the British
in 1905 as a place in which the sons of Malay Sultans could acquire the
rudiments of a sound British education before moving on to tertiary institutions
in Britain itself. It was indeed a grand old school, and its reputation was well
deserved. My first impression, however, was of bedlam: a horde of twelve-year-
olds and what seemed to be their families, seeking out their allotted bed-spaces
in the dormitories, being endlessly hugged by weeping mothers, grandmothers
and aunts. I was happy to find Muslini amidst the chaos, although he seemed
altogether too dazed to be coherent.
The day drew to an end; the families were waved a tearful goodbye. We
had our first mass meal in the dining hall, in which were hung framed group
photographs of the College‘s previous First-Form intakes, and were sent to our
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55

18. 9
beds at nine. Within the soft white drapes of their brand-new mosquito nets,
ninety-two young boys fell asleep on their first night away from their homes and
families. From that day on, home would be a place we would only visit on
holidays. It was all for the best that we were utterly exhausted.
Adapted from: A Malaysian Journey by Rehman Rashid.
56
Task 7 The following words given in Column A are found in the passage
above. Match the meanings in Column B with the words in Column A in context
of the passage.
A B
1. peripatetic ________________
2. stern _______________
3. excelled _______________
4. whiz _______________
5. larked _______________
6. apparently _______________
7. esteemed _______________
8. rudiments _______________
9. bedlam _______________
10.coherent _______________
a. confusion and noise
b. clever
c. definitely
d. strict
e. very good
f. speak clearly
g. basics
h. roamed
i. traveling from place to place
j. respected and admired
Task 8 Mark with a (√) for the statements which are true and a (x) for the
statements which are false
1. The writer‘s family had stayed in a number of places throughout
the peninsula ( )
2. The writer‘s father last career was a senior lecturer ( )

19. 10
3. The writer‘s father was very close to his sons ( )
4. The writer was not very interested to be in the Malay College ( )
5. The writer was good in arithmetic ( )
6. The Malay College is the only well-known place in Kuala Kangsar ( )
Task 9 Answer the following questions in your own words.
1. When did the writer‘s family finally settle down?
___________________________________________________________
___________________________________________________________
2. How was the father-son relationship in the writer‘s family?
___________________________________________________________
___________________________________________________________
3. Why was the writer not keen in enrolling in the Malay College?
___________________________________________________________
___________________________________________________________
4. What was the response of the writer‘s father when he was successful in the
Malay College entrance exam?
____________________________________________________________
____________________________________________________________

20. 11
5. What was the main aim of the establishment of the Malay College by the
British in 1905?
___________________________________________________________
___________________________________________________________
Task 10 You may have some ideas after reading the above passage.
1. Relate your experience on your first day in primary or secondary school.
2. Describe any memorable happenings in your school or college life.
LANGUAGE FOCUS
TALKING ABOUT THE PRESENT
Simple Present Tense shows habitual action, a fact or general truth, a planned
action that will take place in the future and to show the time of action.
Usage Examples
1. To show a fact or general truth e.g. Penang is the `pearl of the orient‘
UPSI is located in South Perak.
2. To show habitual action. e.g. Goh always plays tennis at UPSI
court.
Shima drives from Proton City to
UPSI every day.
3. To show a planned action that will
take place in the future.
e.g. The plane takes off at 12 midnight
from KLIA.
The Kayak participants leave for
UPM tomorrow.

21. 12
4. To show an event that is likely to
happen in the future (`If‘ is used).
e.g. If he arrives, just let him into the
house.
The students will respect you if you
demonstrate some concern and
kindness.
5. To show the time of action. Words
like `until‘, `as‘, `as soon as‘ and
`when‘ are used.
e.g. As soon as she locks the door, the
robber grabs her.
When he reaches his house, he
goes straight to bed.
Task 11 Change the forms of the verbs in brackets to the present tense.
1. She (sip) ___________ the hot tea slowly.
2. Her nephew (love) __________ to play squash and he (is) ________ the
state champion.
3. The vet (suggest) __________ that her dog be put to sleep.
4. He (inform) __________ his class of the concert tonight.
5. Ahmad (write) to his parents every week.
6. Mei Lee (sing) at the Charity Ball every year.
7. We (experience) longer days in the U.K. during summer.
8. Friends (support) one another in difficult and challenging times.
9. The university bus (depart) as early as 7 in the morning.
10. Vitamin C and Fish Oil (help) our bodies fight against influenza.
Task 12 Fill in the blanks with the correct form of the present tense.
Herman _________ 1 (love) to kayak. He ___________ 2 (dream) to be a
Malaysian cum an Olympic Kayak paddler one day. Realizing his passion, he

22. 13
_________ 3 (join) the UPSI Canoe Club, under the guidance of the Sports
Science Faculty.
The Club members train at the Proton City Lake about 8 kilometres from
UPSI. Herman and five other peddlers normally _________ 4 (practise) from
5.00 pm. to 7.30pm everyday. He _______ 5 (join) his team to row the kayak
back and forth several times under the watchful eyes of the coach. When he
__________ 6 (finish) his training, he returns home and continues working on
his assignments like any ordinary university student. Herman _______ 7
(receive) his early training at Belaga, Sarawak where he rows sampan and
maneuvers motorboats. His effort __________ 8 (pay) off as he is now the
university Kayak peddler.
Herman and his team ___________ 9 (compete) in the Asian Varsity
Rowing Tournament in October. The UPSI Kayak peddlers _________ 10
(leave) for Putrajaya on 14 October 2008. They have made us proud winning
the gold medal a few months ago and we pray for their success in the up
coming tournament.
SIMPLE PAST TENSE
USAGE EXAMPLES
To express an action completed in
the past usually with a time frame
Salim played rugby when he was in
school.
I saw this movie when I was 12 years
old.

23. 14
To show a past habit, usually
accompanied by adverbs like
„always‟, „often‟, or „ „never‟
She always visited the old folks home
when she was in town.
My teacher often made it compulsory
for us to write an essay every week.
To express a series of past actions He got into the car, started the engine
and drove off in a hurry.
To express an unlikely situation in the
‗if‘ clause of a conditional sentence
Father would be angry if I did not get
home by 11 pm
In indirect speech Direct: She said ― I want this book‖
Indirect: She said she wanted that
book
In its passive form to indicate a past
action was done to the subject and
not by the subject
I was asked to give a speech.
The students were reminded to submit
the report before the deadline.
In English, the simple tenses are the present, past and future. The tenses show
the time when the action takes place. Verbs (‗doing‘ word) in sentences will
indicate when the action has occurred.
Task 13 Tick the sentences in the simple past tense form only.
1. He eats rice for lunch and dinner. ( )
2. Dollah scored a goal for his team. ( )
3. She studied hard for the examinations. ( )
4. The police sent the prisoner to jail. ( )
5. Do you always go out at night? ( )
6. I watched a horror movie. ( )
7. The tiger killed and ate the deer. ( )

24. 15
8. The river flows into the lake. ( )
9. They visit their aged parents on weekend. ( )
10. Bears love honey. ( )
Task 14 For each of the following sentences change of the verb in bracket
into the past tense form.
1. I (buy) _____________ a new car yesterday.
2. His uncle (arrive) _____________ from Johor Bahru last night.
3. The cat (catch) _____________ a rat in the drain.
4. She (walk) _____________ to her office this morning because of the jam.
5. The doctor (tell) _____________ me to take less sugar.
6. We (find) _____________ a strange- looking insect on our field trip.
7. The guest speaker (give) _____________ an interesting talk.
8. He (run) _____________as fast as he could when the dog chased him.
9. She (get) _____________ into trouble after complaining to the authorities.
10. He (is) _____________ a well-known rugby player in his younger days.
Task 15 Complete the passage below with the correct past tense form of the
verbs in bracket.
Ismail (1)………….. (leave) in a hurry with Kandan. They (2)………… (be) on
their way to the house of the village headman, Haji Hamid, who
(3)……………(live) a quarter of a mile from the mosque. Ismail‘s neighbour,
Khalid (4) …………… (spot) the terrorists crossing the Langat river just before
sunset. There (5)…………. (be) seven of them, all in light green uniforms and (6)

25. 16
..………….. (arm) with rifles. They (7) …………. (come) from the isolated Sungai
Long track and (8)……………..(approach) the village from Bukit Enggang.
The intrusion to Omar (9) ………… (be) frightening. He (10) ……….. (hear) from
uncle Ali that there were brutal killings in the district. The Communist terrorists
(11) ………… (ambush) and (12) …………. (kill) a Scottish planter in a rubber
estate near Semenyih in broad daylight. Two days later, they (13) …………..
(burn) down a bungalow in another isolated rubber estate, in full view of the
workers. Before the terrorists (14) …………. (set) the bungalow on fire, they (15)
…………..(shoot) dead the English planter and his wife.
Adapted from: Long Road to Merdeka by Kamarul Zaman Ariff (2007)
PRESENT PERFECT TENSE
USAGE EXAMPLES
To show actions at an unspecified time
with words like ‗before‘, ‗ever‘ or ‗finally‘
Bakri has never seen a tapir before.
Have you ever seen a ghost before?
To show a past action that has
continued until NOW, with words like
‗for‘, ‗since‘, ‗so far;, ‗up to the present‘
My mother has cared for me since I
was born.
She hasn‟t settled the loan until
today.
To express an action that begins in the
past and finishes at the moment of
speaking
I have not seen her for years until
today.
He has not spoken a word of
English for years. (But he is speaking
it now)

26. 17
To show an action completed recently
with the verb ‗just‘
The train has just left the station.
Alin has just finished cooking lunch.
Used with the phrase‘ the first time‘ This is the first time I have arrived
here.
Is this the first time you have met my
parents
The present perfect tense shows an action that started in the past and was
completed at an unspecified time or still continues into the present. It involves
two periods of time that is a ‗half present and half past‘ action.
Task 16 For each of the following sentences, change the present tense into
the present perfect form
Present Perfect
Example: He eats durians has eaten
1. Jenny and I drive to town
_________________________________________________________
2. The life guard watches the children in the pool
_________________________________________________________
3. Our friends bought the final match tickets
_________________________________________________________
4. Omar dreams of winning an award
_________________________________________________________
5. Rodiah finishes her project
_________________________________________________________
6. The worker gives his manager an answer
_________________________________________________________
7. The baby catches cold
_________________________________________________________

27. 18
8. The mechanic repairs the car
_________________________________________________________
9. I submit my assignment
_________________________________________________________
10. We take our meal
_________________________________________________________
Task 17 For each of the sentences below, change the verbs in the brackets
into the present perfect form.
1. The workers …….. (have) just …………… (finish) the road repair work.
2. I ………….(have) already…………..(buy) the ticket for tonight‘s big match.
3. She ………..(have) ………….(live) here for thirty years.
4. The boys ………..(have) not ……………..(complete) their homework.
5. I ………(have) ……….( play) rugby since I was in secondary school.
6. The tutor …………(have) just ………….(give) us the assignment topic.
7. Nizar ………..(have) just …………..(report) for duty this morning.
8. We ………….(have) already …….. (see) that movie in 2001.
9. Kumar ………..(have)……….(leave) the office ten minutes ago.
10. Eliza is worried. Her boyfriend ……….(have) not ………(call) her or
........... (send) her any messages for the last few weeks.

28. 19
WRITING
Are you ready to begin the writing process? Often, writers begin by doing some
Pre-writing activities. A pre-writing activity will help you find ideas to write what
you need to write about. A pre-writing activity is also a useful way to help you
organize your ideas in a logical order. Here are some suggestions.
TALK
Talk about what you want to write. For
example, share your interests with a
group of students. Give reasons, listen
to your friend‘s reasons, exchange
views and ask questions. Don‘t forget
to take note of the interesting things
you have discussed in your group.
FREE WRITING
Free writing involves writing about a
particular topic for a timed period. For
example, writing about whatever that
comes to your mind for ten minutes
about a particular topic. At the end of
ten minutes, read what you have
written and further develop your ideas
from that point onwards.
BRAINSTORM
Brainstorming is a process where you
list down thoughts in words or phrases
that come to your mind about a
particular topic. You can do this on
your own or in a group.
CLUSTERING
Another word that means the same as
clustering is grouping. When you
cluster or group certain words, phrases
or ideas together, you are actually
organizing and expanding your
thoughts. You will then form a diagram
to show how each word, phrase or idea
links to one another.

29. 20
Task 18 Now, let‘s start with some pre-writing exercises.
1. Share your thoughts on the things that you enjoy doing with a group of
students. Use the box below to take notes of some interesting things
mentioned by others.
•
•
•
•
•
•
2. Write a paragraph on the topic below in not more than 10 minutes. Begin
now.
The most interesting thing that I have done in my life‘
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

30. 21
3. Individually or in groups, list down as many words, phrases or ideas that
comes to your mind on the topic given below. Compare your list with
others.
‗Things that I wish to do in my lifetime‘
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
4. Use the diagram below to expand your ideas on ‗Interesting things people
do‘.
Interesting things
people do
Shop for
antiques
Learn
how to
swim

31. 22
Task 19 Before you write, take a look at the boxes below. Match the terms
in Box A with their definition in Box B. Then, check your answers.
Box A Box B
Topic •
Main idea •
Thesis statement •
Topic sentence •
Paragraph •
• A group of sentences about one
main idea
• A sentence that summarizes
what an essay will be about
• A word or phrase that tells what
a paragraph is about
• A word or phrase that tells what
an essay is about
• A sentence that includes the
main idea of a paragraph
Let‘s find out if you have really understood the terms above by completing some
exercises. Use the terms above to fill in the boxes below. The first one has been
done for you.
0) Datuk Nicole David is my favourite squash player.
1) Topic sentence
1. Mountain climbing has captured the hearts of
many people. Lately, young children have also
been introduced to mountain climbing activities
at camps. These young children are taught the
basics of mountain climbing and are given
proper training by qualified instructors. ____________________
2. It is easy to take up swimming for three
reasons ____________________
3. Gardening can also help reduce stress. ____________________

32. 23
4. Alternative Music ____________________
5.
There are a few interesting activities that I do
during my free time.
____________________
Task 20 Now, the following exercises will help you narrow down your topic,
write a thesis statement, form topic sentences and finally, construct a paragraph.
STEP 1:
Narrow down your topic.
State three things that interest you in Column I. Then, add more information
related to the three things you enjoy in the Column II. Before you begin, check
out the example.
Column I
Things that interest me
Column II
Additional information
Example: Science Space, astronauts, exploration of
planets

33. 24
STEP 2:
Write a thesis statement.
Study information that you have stated in column I and II. Try and form a thesis
statement. Check out the example.
Example:
Exploration of planets interests me for three main reasons.
Write your thesis statement:
________________________________________________________________
STEP 3:
Forming topic sentences.
Based on your thesis statement, form three topic sentences. Check out the
example.
Example:
Topic sentence 1: Firstly, I have always wondered about life beyond our
planet.
Write your topic sentences:
Topic sentence 1:
…………………………………………………………………………………………
Topic sentence 2:
…………………………………………………………………………………………
Tip:
Use a sequence or logical connector to begin your topic sentence.

34. 25
Topic sentence 3:
…………………………………………………………………………………………
STEP 4:
Construct a paragraph.
Your paragraph should include a thesis statement and the topic sentences that
you have formed. Each paragraph consists of a topic sentences and a few
supporting details. Check out the example.
Example:
Exploration of planets interests me for three main
reasons.
Firstly, I have always wondered about life beyond our planet.
I am certain that aliens and other beings exist. Evidences
that were reported by astronauts and space explorers
convince me that we are not alone in this universe.
Thesis
statement
Topic sentence
Supporting
details

35. 26
SELF ASSESSMENT
TEST 1
Read the article on Almonds and respond to the tasks.
Awesome Almonds
You may have had almonds in your cakes, ice-creams and chocolate bars but do
you know that these nuts have some beauty tips to offer? Eating a few almonds
offer benefits which include good fats, minerals and vitamins including A, B and
E. Some experts believe it is best to eat raw almonds that have been soaked in
water overnight. Although almond oil is not commonly consumed as olive oil, it
can be eaten to get those benefits.
Almond is used mainly for its emollient and slight bleaching properties. This is
why these nuts are used in skincare. They have anti-inflammatory properties and
their light aroma and texture make them ideal for soothing women‘s skins.
Ground into a meal, almonds are used for exfoliation in beauty preparations, and
almond oil serves as a skin softener, with antiseptic properties and a complex
array of vitamins and minerals.
(Adapted from Her World , February 2008)

36. 27
Answer the following questions.
1. What are the benefits of eating almonds?
___________________________________________________________
___________________________________________________________
2. Why are almonds used in skincare?
___________________________________________________________
___________________________________________________________
3. What would you do to almonds if you want to exfoliate your skin?
___________________________________________________________
___________________________________________________________
4. Name the benefits of using almond oil as skincare?
___________________________________________________________
___________________________________________________________
5. Suggest your own traditional way of using almonds in your daily life.
___________________________________________________________
___________________________________________________________
___________________________________________________________

37. 28
TEST 2
Create a skincare product using any local vegetable or fruit. Present this in class
using a mind map. Allow questions and answers after your presentation.
SUMMARY
Main Skills Sub Skills
Tick here if
you have
understood
Notes
Listening Listening to a Text
Listening Comprehension
Speaking Speaking about Food Pyramid
Speaking about Healthy Life
Style
Presentation of Findings
Reading Reading
Vocabulary
Reading Comprehension
Writing Pre-Writing
Writing Paragraphs
Mind-Mapping
Grammar Present Tense
Past Tense
Present Perfect Tense

38. 29
ANSWER KEY
Task 1
1. F
2. F
3. F
4. T
5. T
6. T
7. F
8. T
9. T
10. T
Task 7
A B
1. peripatetic ______ i _________
2. stern _______d_______
3. excelled ________e_______
4. whiz ________b______
5. larked _______h________
6. apparently _______c________
7. esteemed ______ j _________
8. rudiments ________ g ______
9. bedlam ________a_______
10.coherent _______f________
a. confusion and noise
b. clever
c. definitely
d. strict
e. very good
f. speak clearly
g. basics
h. roamed
i. traveling from place to place
j. respected and admired

39. 30
Task 8
1. True
2. True
3. False
4. True
5. False
6. True
Task 9
1. The writer‘s family finally settled down when his father had his final
posting as a senior lecturer at the Language Institute in Kuala
Lumpur.
2. Not very close and stern but affectionate
3. Because he felt that he was not a bright student/ did not excel in
school.
4. His father did not show any enthusiasm/ did not show he was
happy/
5. It was meant for the sons of Malay Sultans to be educated
according to the British education system.
Task 11
Present tense
1. sips
2. loves, is
3. suggests
4. informs
5. writes
6. sings
7. experience
8. support
9. departs
10. help

40. 31
Task 12
1. loves
2. dreams
3. joins
4. practise
5. joins
6. finishes
7. receives
8. pays
9. compete
10. leave
Task 13
Past Tense
Tick the sentences in the past tense for only
2. /
3 /
4 /
6 /
7 /
Task 14
Past Tense
1. bought
2. arrived
3. caught
4. walked
5. told
6. found
7. gave
8. ran
9. got
10. was

41. 32
Task 15
Past Tense
1. left
2. were
3. lived
4. spotted
5. were
6. armed
7. came
8. approached
9. was
10. heard
11. ambushed
12. killed
13. burnt/burned
14. set
15. shot
Task 16
Present Perfect Tense
1. has driven
2. has watched
3. have bought
4. has dreamt/dreamed
5. has finished
6. has given
7. has caught
8. has repaired
9. have submitted
10. have taken

42. 33
Task 17
Present Perfect Tense
1. have , finished
2. have, bought
3. has, lived
4. have, completed
5. have, played
6. has, given
7. has, reported
8. have, seen
9. has, left
10. has, called, sent
TEST 1
1. Good fats, minerals and vitamins including A, B and E.
2. Because of its emollient and slight bleaching properties.
3. I would ground the almonds into a meal to exfoliate my skin.
4. Almond oil serves as softener to the skin.
5. Gives any relevant suggestion.

43. 34
TEST 2
Mix the ingredients and apply to face every morning.
BLEND THE CUCUMBER ADD TWO TABLESPOON
OLIVE OIL
CUCUMBER
ADD TWO TABLESPOON
HONEY
ADD HALF A CUP OF FRESH MILK

44. 35
REFERENCES
Gaudart, Hyacinth; Hughes, Richard & Michael, Jessie (2003) Towards Better
English Grammar . Shah Alam: Penerbit Fajar Bakti
Kamarul Zaman Ariff (2007) Long Road to Merdeka Kajang: Kamarulzaman
Mohd Ariff Dusun Gayah
Rehman Rashid (1993) A Malaysian Journey Petaling Jaya: Rehman Rashid
LISTENING TRANSCRIPT
Voice: Listen to the Radio Talk Show entitled “Healthy Lifestyle”.
(End of the Road by Boyz II Men is on air….)
Deejay Pink: Hmmm …that was Boyz II Men with End of Road. It is definitely
not end of the road here at FBK. FM as it is time for our favourite programme.
Hello everyone! I‘m Deejay Pink and I‘m so thrilled to have with me in the studio
this morning two very important guests who are going to talk about ―Healthy
Lifestyle‖. They are Mr. Sam, a nutritionist from ANPAC and Dr. Sani, a physician
from the General Hospital. How are you Mr. Sam and Dr. Sani?
Mr Sam : Well, I‘m good. Thank you. Glad I made it despite the heavy traffic
(laughs)
Dr. Sani: I‘m fine too. It is great to be here.
Deejay Pink: Thank you so much for being here at FBK.FM. I‘m sure our
listeners out there are equally excited to listen to our renowned guests. Feel free
to call in and talk to our experts. The number is 03-3344555. Well …. Mr. Sam,
what exactly is Healthy Lifestyle?
Mr Sam: Well….remember the saying ―Take your time to smell the flowers?
Deejay Pink: Yes… and ―You will get more wrinkles if you worry too much.‖
Mr. Sam: Exactly….those are some of the advice for Healthy Lifestyle. We need
to stop being stressful and start living healthily. Eat good food and exercise.
Deejay Pink: Yes! You are right Mr. Sam. Actually I would like to discuss this –
Healthy Lifestyle in this modern demanding age! Is it feasible? Can we be not
stressful with all the job deadlines?
Mr. Sam : Of course we can. That is if we put effort to it. We must be positive
and take our time to try and consume nutritional food. Avoid processed food and
the famous fast food that we have now.
Dr. Sani: I agree with you on that Mr Sam. It saddens me to see parents or
elders bringing children to the fast food joints. The food there is not healthy at all.
The drinks are so sweet and bad for health too. Malaysians are high on diabetes.
We should also get medical check ups regularly.
Deejay Pink: Gosh!! I feel guilty already (laughs). We have a caller on the
line….Hello En. Hamid…?.
En. Hamid: Hello….Hello… Yes. I have question for Mr. Sam and Dr Sani.
Deejay Pink: Yes. Go ahead En. Hamid.

45. 36
En. Hamid; I‘m a university lecturer. I work round the clock. My job is not
merely teaching. At times I work at night too, trying to meet my deadlines. What
should I do to distress? I am always stressed. At times I feel palpitation in my
chest.
Mr. Sam: Thank you En. Hamid. This is so true in this modern era. I find life to be
stressful too. Perhaps you can try and reschedule your activities. Do one task at
a time. Take a breather after you have finished one task. Go out and walk in the
park near your house.
Deejay Pink: Dr. Sani, do you have any advice for En Hamid?
Dr. Sani: Yes. Have you done your Medical check up, En Hamid? How old are
you now if I may ask?
En. Hamid: Well, I just turned 50, doctor. Hmm….My last medical check up
was 10 years ago (laughs)
Dr. Sani: You have to get it done soon. Ask your doctor to do a profile and with
the results he or she can follow through. You need to inform the doctor of your
family medical history. I‘m sure the palpitation is due to your stress level but you
can‘t be too sure. You must go for medical check up fast.
En. Hamid: Thank you Dr. Sani and Mr. Sam. Have a nice day!!
Mr. Sam: He is cheerful already… (laughs).
Deejay Pink: Yes. He is. Ermm….Mr. Sam, could you give us some easy tips on
eating healthy?
Mr. Sam: As a nutritionist I have some suggestions. Take more nuts like
almonds. They are good as source of calcium and fiber. We can crush them and
add to our vegetable salad. Or eat them just like that.
Deejay Pink: Hmmm….almonds? I never thought of eating them like that. I eat
them only if I find them in ice creams or chocolate bars.
Dr. Sani: I agree with you Mr. Sam. By the way, eating almonds may sound
easy but I think it could be challenging to get them. It is not easy to find in our
country unlike peanuts. They cannot be replaced with peanuts though. People
who are suffering from gout should abstain from peanuts.
Deejay Pink: Yes. Not many stores have almonds. We need to buy them from
big supermarkets.
Mr. Sam: I agree with both of you but we need to try and buy them. They provide
great benefits such as calcium. In fact people suffering from thyroid should eat
more almonds.
Deejay Pink: Do you have email that can be accessed by our listeners? I‘m sure
more people would like to reach both of you for tips and advice.
Mr. Sam: Sure! My email is Sam@ANPAC.com.my. (He spells the address).
Dr. Sani: Mine is Sani@yahoo.co.uk (He spells the address).
Deejay Pink: Well…It looks like we have come to the end of our session. I would
like to thank Dr. Sani and Mr. Sam for coming to FBK FM this morning. And
thank you so much to our caller En. Hamid and to our listeners out there….don‘t
touch that dial as Deejay Paul is here with more songs from the 80‘s.
(Endless Love by Lionel Ritchie and Diana Ross is aired)

46. 37
UNIT 2
JOURNEY TO THE FUTURE
LEARNING OBJECTIVES
At the end of the unit, you should be able to:
1. listen to and respond to opinions,
2. prepare speeches based on specific situations,
3. read and understand the text,
4. guess the meaning of words in the text, and
5. write sentences in the correct tenses.
CONTENT
Man has always been fascinated with what is beyond this earth that we live in.
What is out there? How did the world come into being? Is there intelligent life out
there? Such questions continually spurred scientists to explore space with
numerous spacecrafts. Do you know that there are many spacecrafts orbiting the
earth at the moment? How many spacecrafts do you know that have been sent to
space and for what purpose? You may want to visit the relevant websites of
countries like America, Russia, Japan, China and even Malaysia that have
ongoing space programmes for more information - one recommended website is
the National Aeronautical and Space Administration (NASA) [website at
http://www.nasa.gov.]

47. 38
LISTENING
Task 1 You will listen to a radio interview. As you listen, complete the
graphic organizer.A

48. 39
SPEAKING
Oral Presentation Skills
Learning Points
Most people feel nervous about speaking in public. For most students, oral
presentation is not an easy task as they fear speaking in front of an audience,
especially in English. As a result, they become nervous and will in turn affect
their performance during the oral presentation. Nervousness is normal. We need
to have a systematic plan to deliver our speech effectively. If oral presentation is
guided properly, students will be able to reduce their anxieties and improve their
performance during presentation. This would help them to develop a greater
awareness of how self-confidence can overcome fear of public speaking
especially in the target language. Their confidence level will improve and oral
presentation will not be a threat to them anymore.
First, let‘s have a look at some basic styles to do speeches such as:
i. Impromptu speaking means unprepared speech where students are
suddenly asked to perform without given time to do much preparation. The
delivery style is informal. We need to adopt some changes to suit our
purpose and audience.
ii. Extemporaneous speaking happens when students are quite prepared
beforehand. Normally they will refer to the text when it is necessary.
Therefore, they will deliver quite naturally and will do some changes of
delivering according to the audiences‘ responses.
iii. Text speaking refers to a situation where students have prepared
themselves in terms of the topic, the audience and the speaking situation
before presentation. This will make them confident to deliver well.
However students might lack spontaneity during presentation.

49. 40
Oral presentation involves a lot of skills for it to be delivered successfully.
Students have to collect, inquire, organize and construct information before they
can present their speech. These skills will provide students a valuable learning
experience and help them in acquiring lifelong skills for their future career and
professional development.
Task 2 Impromptu Speech
i. Think of a topic and prepare a speech for a 2 minute individual
presentation.
ii. Present your speech.
iii. In groups of 3 evaluate speeches of each other. Use the evaluation form
below to evaluate your friend.
a. Content Excellent Good Fair Weak
1. Gains the audience's attention and focuses it
on the topic
2. States main ideas clearly and distinctly
3. Uses transitions that are effective
4. Uses sufficient evidence to support assertions
5. Communicates ideas clearly and
understandably
b. Presentation Excellent Good Fair Weak
6. Pronounces words clearly and correctly
7. Maintains eye contact with the audience
8. Speaks at an appropriate rate
9. Uses effective, non-distracting gestures
10. Uses effective facial expressions to reinforce
message
11. Appears extemporaneous and not memorized
c. Conclusion Excellent Good Fair Weak
12. Uses effective strategy to end speech

50. 41
Effective Oral Presentation
There are three important steps of an oral presentation:
i. planning
ii. preparing
iii. delivering
Step 1Planning an oral presentation
Here are simple rules that students can follow as they plan for an oral
presentation. First, consider the following questions as a guide.
 What topic should I choose?
 Can I narrow down the topic into something manageable?
 What is my purpose?
 What are my goals?
 Who are my audience?
It seems difficult to start but there are ways to handle this situation effectively.
Here are some ways that can help you to select a topic:
 Relate to your own experience
 Choose an interesting and a current topic or issue
As a speaker, you must ensure that you have a clear purpose and set goals. This
would provide directions for you to move forward successfully. You should also
be aware of who your audience are such as their age group, general
background, interests and needs. This is important so that you can plan your
content appropriate to their level and able to gauge their attention from the
beginning to the end of the presentation. As an example, if we are giving a
speech in front of our course mates, we can assume that they share the same
interest and knowledge of the world with us. Therefore, we can choose to present
current topics and issues appropriate and relevant to us as students and
members of the society.
After you have decided on a topic, you can proceed to plan the content of your
speech. Brainstorming is a useful technique which you can use to structure the
content. Brainstorming helps students to generate as many ideas as possible.
Two ways of brainstorming for ideas are idea mapping and listing.

51. 42
i. Idea mapping
This method of brainstorming can be developed in many directions. You can
make other mappings and go into details before you choose the most effective
ideas for your presentation.
An example of idea mapping.
ii. Listing
This method of brainstorming requires us to list all the ideas in our mind. Do not
worry if you do not see the connection of your ideas. This technique encourages
us to have a free flow of unlimited ideas before we develop the ideas further.
Plastic surgery
Luxury operation
Wasting money
Painful experience
Benefits of Plastic
Surgery
Boost confidence
Correct deform
from birth
Help accident
victims

52. 43
An example of listing.
Step 1: List as many topics as you can.
1. MPP election
2. Health
3. Unemployment
4. Road bully
5. Instant millionaire
6. Time management
7. Animal cruelty
8. Technology
Step 2: Narrow it down to causes of road bully.
1. Stress at work/home
2. Unhappy
3. Insensitive to others
4. Egoistic
5. Impatience
6. Selfish
7. Disrespect other drivers
Step 3: Focus on impatience.
1. Negative attitude on the road
2. Endanger other drivers
3. Reckless driving
4. Ignore rules and regulations on the road
Task 3 Brainstorming
In 5 minutes, write down as many topics as you can for a presentation. Choose
ONE method of brainstorming and focus on it. Show the exploration of the topic
clearly.

53. 44
After you have completed generating ideas, the next important task is to organize
the ideas. Organization is essential so as to make your presentation attractive
and clear. This will keep your audience alert and your presentation will be
interesting as you deliver the content effectively. To do this, you need to prepare
an outline to organise your ideas. You should include not more than four points
for a short speech. There are two ways to organise your ideas and they are using
a tree diagram and outlining.
i. Tree diagram
This diagram displays an effective visual of the relationship between the points
and its purposes. A tree diagram consists of short notes and this will make it
easier for the speaker to remember the main ideas during presentation.
An example of a tree diagram
Holiday Abroad
ii. Outlining
This method will help us to develop the body of the speech for the presentation.
Therefore we need to choose and select the points carefully so that the ideas are
relevant to make our presentation successful.
An example of an outline
Specific Purpose: To inform people of the advantages of going holiday abroad.
Main Points: 1. Taste food from different countries.
2. Meet new friends and exchange views and experiences.
3. Learn the culture of various people in other countries
Tasting New Food
Meeting New Friends
Shopping

54. 45
Task 4 Identifying main points
Write the main points that are appropriate to support the specific purpose given.
1. Specific Purpose: To inform the audience about social etiquette.
Main Points: 1. ________________________________________
2. ________________________________________
3. ________________________________________
2. Specific Purpose: To inform the audience that great teachers are born,
not made.
Main Points: 1. ________________________________________
2. ________________________________________
3. ________________________________________
3. Specific Purpose: To inform the audience that open burning is
hazardous.
Main Points: 1. ________________________________________
2. ________________________________________
3. ________________________________________
Task 5 Idea mapping
State a specific purpose for a speech and give three main ideas.
Present your ideas in the form of a tree diagram or an outline.
A

55. 46
Step 2 Preparing an oral presentation
Writing the introduction
As a speaker, you need to have a good introduction or an opening statement so
that you can capture the attention of the audience immediately. Learn to
introduce your speech effectively as this is the ‗wow‘ factor in your speech that
will make your audience continue to listen. Here are some tips to help you in your
preparation.
 The opening statement should seek the immediate attention of the audience.
This can be in the form of a startling statement or statistic, a controversial
point, a question, an anecdote, a famous quote, an eye-catching visual or a
story.
 Listeners pay close attention when a person begins with, "Two weeks ago as
I was driving to work, a van pulled out in front of me…."
 You could begin with a current event: "You might have read in the papers this
morning about the brutal murder of …."
 A question is another way to make people listen. "How many of you feel our
society spends too much on beauty care?" might be a way to begin a
presentation about cutting costs.
Task 6 Provide three examples of effective opening statements.
i. ___________________________________________________________
___________________________________________________________
ii. ___________________________________________________________
___________________________________________________________
iii. ___________________________________________________________
___________________________________________________________

56. 47
Task 7 Introducing your speech
Write a brief introduction of your speech using the guidelines below. The main
objective of this activity is to capture the attention of the audience.
Topic:Unemployment
1. Relate to the audience‘s experience
2. Narrate a story
3. Pose relevant questions
4. Begin with current events or statistics
Developing the content
The content of your speech should be well developed and organised. You need
to communicate your ideas as clearly as possible. Introduce the central idea first.
Then, present the main points and develop each point with supporting details so
as to ensure that the audience understand well. Structure your speech. Ideally,
do not have more than three or four main points. Preview in the beginning what
your main points will be. With each point, have two or three supporting details
such as provide relevant examples, definitions, present testimony or current
statistics. Visual aids are important when you want your audience to understand
a process, concept, or understand a financial goal. Line graphs are best for
trends. Bar graphs are best for comparisons and pie graphs are best for showing
distribution of percentages. The following is an example of an outline with a
central idea, main points and supporting details.
Central Idea: The Ministry of Education‘s immediate solutions to its
problems are to deal with the shortage of English language
teachers and the difficulty of learning Maths and Science in
English language in rural schools.
Main Point 1 The shortage of English language teachers is seriously
affecting the examination results in rural schools.
Supporting Details
A. Parents do not send their children to tuition classes.

57. 48
1. live in a rural area.
2. cannot afford the expensive tuition fees.
B. Students are not keen to learn the target language.
1. can survive without knowing English.
2. English is a boring subject.
Main Point 2 Some difficulties faced by students from rural schools who
are learning Maths and Science in the English language.
Supporting Details
A. Difficult subjects in schools.
1. cannot score well in examinations.
2. lose interest to learn.
B. Students do not understand English language well.
1. have difficulty to understand the instructions.
2. teachers do not motivate students in classrooms.
It must be noted that as a speaker, you need to establish your credibility as a
knowledgeable as well as a sincere speaker. Therefore, you need to tell the
audience the source of your expertise and you should add depth to your
evidence.
Conclusion
A common conclusion will be to summarize your main points. Remember that
your conclusion should leave the audience with further food for thought. People
remember best what you say last. As an example, you might end a speech on
becoming a better speaker with, "As Robert Frost once said, „In three words I can
sum up everything I've learned about life. It goes on.‟ Do not end your speech
with “That‟s it” or ―That‟s all I have to say.” Remember to say ―Thank you very
much” at the end. This is to show your sincere appreciation for your audience
presence and attention and it signals the audience to applaud. Leave the
audience with positive memories of the speech.

58. 49
Step 3 Delivering an oral presentation
Practice! Practice! Practice! Adequate practice will boost your confidence. While
practising, you need to work on your body language as well as your voice
projection. It is advisable to practice in front of your peers so that they can
provide constructive feedback on the following details:
 body posture
 facial expressions
 body gestures
 eye contact
 pronunciation
 pace and intonation
 voice projection
 clarity of your voice
Do not memorise your notes but try to remember the key words. Use your
knowledge of the world to give your presentation a ‗BANG! Avoid reading your
notes as this will bore the audience. Deliver your ideas confidently and with style.
The following are some tips for you to consider so as to make your oral
presentation effective and attractive.
Before delivering your oral presentation:
 Dress appropriately
 Relax and take a few deep breaths to calm yourself
 Be confident and believe in yourself
 Focus on your message and communicate it clearly
Things to avoid during your oral presentation:
 Reading from prepared text
 Excessive hand movements and gestures
 Distracting body positions, movements and postures
 Long pauses
 Too many fillers e.g. Hmmm… aaaahh….

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 Speaking too fast
 Monotonous tone
Things to do during oral presentation:
 Maintain eye contact
 Speak with clarity and confidence
 Be natural and spontaneous
 Be lively and smile
 Include effective visual presentations when and where appropriate and
relevant
 Monitor your time to avoid panic attack!
Task 8 List as many spacecrafts as possible and be prepared to share with
your friends in the class.
READING
As you read the passage below:
(a) try to guess the meanings of words that are new to you.
(b) think about the answer to this question – What are the purpose(s) of
the two space probes?
1
Voyagers 1 and 2
The twin spacecraft Voyagers 1 and 2 have transformed our
understanding of the outer solar system. Originally designed to study
only Jupiter and Saturn, these two intrepid probes have visited all the
gas giants – Jupiter, Saturn, Uranus and Neptune. They have sent
back startling images of churning atmospheres, complex ring systems 5

60. 51
2
3
4
5
6
and exotic moons, some of which are large enough to be worlds in
their own right. Now, as the Voyagers head for the stars, they continue
to report from the edge of the solar system.
After 20 years and more than 7 billion miles (11 billion km), the
Voyager space probes are still in fairly good shape. Both spacecraft
continue to return data from their studies of the solar wind – the
stream of charged particles emitted by the Sun. Using this data,
scientists hope to investigate the heliopause, the distant region where
the solar wind finally dies away.
NASA plans to keep in contact with the Voyagers for the next 20 to 30
years, which is when their nuclear power packs are expected to run
down. After that, and assuming that nothing collides with them, the
probes will continue on their journey to the stars.
Voyager 1 is currently travelling into the outer solar system at a rate of
about 324 million miles (520 million km) per year. After both Voyagers
break through the heliopause, which is expected to happen in 2014,
they will travel for some 24,000 years before they reach the Oort
Cloud, the area on the edge of the solar system where comets are
thought to originate.
Beyond the Oort Cloud, the Voyagers will enter true interstellar space.
But even at speeds of more than 35,000 miles per hour, it will be tens
of thousands of years before either craft reaches another star.
About 40,000 years from now, Voyager 1 will pass less than a light-
year from AC+793888, a star in the constellation of the Little Bear.
According to present calculations, Voyager 2 should arrive in the
vicinity of the bright star Sirius in the year 296,036. It could be millions
of years before either spacecraft drifts into another planetary system
and is perhaps picked up by intelligent life
[Source: Space Missions: From Sputnik to SpaceShip One, The
history of space flight]
10
15
20
25
30
Task 9 Given below are some words taken from the passage above and do
the following:
a. Please refer to your dictionary and provide the ‗appropriate‘ definition of
each word in the context of the passage.

61. 52
b. Identify the part of speech (noun, adjective, verb and adverb) of the word.
c. Write a sentence using the given word
1 head a) Definition:
_____________________________________________________
b) Part of speech:
_____________________________________________________
c) Sentence:
_____________________________________________________
2 report a) Definition:
b) Part of speech:
c) Sentence:
wind a) Definition:
b) Part of speech:
c) Sentence:
4 break a) Definition:
b) Part of speech:
c) Sentence:

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5 pass a) Definition:
b) Part of speech:
c) Sentence:
_____________________________________________________
Task 10
Read the passage again and answer the following questions.
1. What were the initial aims of sending out Voyagers 1 and 2 into space?
___________________________________________________________
2. Are the two space probes travelling in the same direction?
___________________________________________________________
___________________________________________________________
3. Can scientists in NASA keep in contact with the Voyagers after 30 years?
Why?
___________________________________________________________
___________________________________________________________
4. Will the probes travel through space forever?
___________________________________________________________
___________________________________________________________
5. When are the probes expected to break through the region where the
solar wind finally dies away?
___________________________________________________________
___________________________________________________________

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6. Where is the area in which comets are thought to originate?
________________________________________________________
________________________________________________________
7. Do you think there is intelligent life ‗out there‘?
________________________________________________________
________________________________________________________
Task 11 In small groups, discuss the following questions. Be prepared to
share your opinions with the class.
1. Do you know of any satellites that are orbiting the earth presently? What
functions do they have?
2. Do you know of any spacecrafts (other than Voyagers 1 and 2) that have
been deployed in space to study the various planets and the solar
system?
3. How do you think studies in space affect our lives on earth?
4. How do you think a settlement in space for man will be like?
LANGUAGE FOCUS
Talking About the Future
There are several ways of expressing about the future in English. Given below
are four ways in which one can talk about future actions or what will happen in
the future.
1 Simple
Future
Tense
A) Structure
will/shall + the base form of the main verb
B) Examples
a. It will take a few years before the new space shuttle is ready.
b. I shall introduce a new source of energy tomorrow.
2 Present A) Structure

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Continuous
Tense
Auxiliary be + Verb+ing
B) Examples
a. They are launching the rocket on Monday.
b. I am receiving the fuel efficient car next week.
3 Simple
present
tense
A) Structure
(Please refer to Unit 1)
B) Examples
a. The countdown starts tonight.
b. I leave for NASA on Saturday.
4 ‗Be going to‘ A) Structure
Auxiliary be + going to + the base form of the main verb
B) Examples
a. I am going to wait for the hybrid car.
c. Oh.. No! The rocket is damaged. It is going to explode!
Task 12 Write 3 sentences using each of the 4 ways of expressing the
future as explained above.
1. Simple
Future
Tense
_________________________________________________
________________________________________________
________________________________________________
2. Present
Continuous
Tense
________________________________________________
________________________________________________
________________________________________________
3. Simple
present
tense
________________________________________________
________________________________________________
________________________________________________
4. ‗Be going to‘ ________________________________________________
________________________________________________
________________________________________________

65. 56
Task 13
Read the passage at the beginning of this unit again and do the following:
a. Identify the sentences that express the future.
b. Underline the relevant words or phrases that help to express the
future.
Task 14
For each blank below choose the right form of the verbs given in the brackets
1
2
3
4
The Road Ahead
(by Bob Lutz)
In other parts of the world, including markets where some people
buy cars for the first time, a different type of small car is developed, one
lacking many premium features such as multiple airbags, antilock
braking systems, traction control, entertainment and power everything.
And that (1) ______________ (explain) the very low costs of some of
these vehicles.
To be successful, a company has to be prepared to address both types
of market, and at GM we are. Our partners around the world such as
Wuling in China, and our own global brands like Chevrolet, (2)
_________________ (help) us to do just that. We (3)
_________________ (plan) to compete aggressively in the brave new
small-car world if we want to succeed.
But that doesn‘t mean there will be a small-car craze that will envelop a
market like the United States. Certainly, impending Corporate Average
Fuel Economy (CAFE) regulatory changes (4) _________________
(affect) the composition of the U.S. fleet. I‘m a believer, however,
research has suggested the U.S. fleet won‘t come to resemble what‘s
on European roads until fuel prices (5) __________________ (climb)
well above $10 per gallon. Until then, there will be a place for all types
of vehicles in the market, even as the volume change.
People still have a need for trucks in America and, to lesser extent,
elsewhere. People still (6) __________________ (buy) them for work.
5
10
15
20

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5
People still want them to haul boats and horse trailers. Not everyone (7)
____________________ (be - go) switch to very small cars, or tiny little
pickup trucks, unless they suddenly (8) _______________ (decide) to
haul tiny little horse trailers carrying tiny little horses.
And there will still be a desire for high-performance vehicles like the
Chevrolet Corvette ZR1. The global automotive market is a big place,
after all. There is and will be room for green and mean. Just because a
grocery store (9)__________________ (expand) its line of organically
grown vegetables, that doesn‘t mean it (10)_________________ (shut)
down the meat counter.
[Source: Newsweek 2008]
1 A
B
C
D
explain
explains
will explain
is explaining
2 A
B
C
D
helps
will help
are helping
has helped
3 A
B
C
D
plan
planned
are planning
have planned
4 A
B
C
D
affect
will affect
is affecting
is going to affect
5 A
B
C
D
climb
will climb
will be climbing
is going to climb
6 A
B
C
D
buy
bought
will buy
are going to buy
25
30

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7 A
B
C
D
is going to
are going to
was going to
were going to
8 A
B
C
D
decide
will decide
is deciding
are deciding
9 A
B
C
D
expand
expands
is expanding
are expanding
10 A
B
C
D
shut
shuts
will shut
are shutting

68. 59
DESCRIPTIVE WRITING
In descriptive writing the main aim is to describe someone, something, some
place or an event in such a way that helps the readers to imagine or picture
(rather than just tells) that which you are describing. In other words your writing
should vividly portray the person, thing, place, or event in such a way that the
reader can visualize it or enter into your experience or imagination. This is
usually done by using lots of descriptive language and details.
T
US Plans Moon Settlement Before Heading on to Mars
The US president, George Bush, will announce plans next week to build a human
settlement on the moon, with a view to sending humans to Mars. In an attempt to
reinvigorate the space programme, still reeling from last year's Columbia shuttle
tragedy, Mr Bush will unveil plans to create a permanent science base for people
on the moon. Once there, aides say, scientists could test the equipment and
techniques vital to making the significant technological advances demanded for
sending astronauts to Mars more than a decade from now.
Task 15
Above is an excerpt from a newspaper report back in the year 2005. In
celebrating its 50th Anniversary (2008), NASA is having a contest describing a
settlement on the moon. Discuss with your friends how you think a home will be
like in a settlement on the moon. You may want to start by considering the
following aspects:
Shape
Materials used
Amenities
Air and water supply

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Entertainment
Furniture
Task 16
You have decided to send an entry to the contest by NASA. Write an essay in
about 150 -200 words, describing how you think a settlement on the moon will be
or look like. You may even want to send some sketches of the settlement.
________________________________________________________________
_______________________________________________________________
________________________________________________________________
_______________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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Task 17
Prepare and present a speech to the whole class. You are free to choose your
own topic. Other members of the class will evaluate the speaker and provide
feedback.
Task 18
Surf the internet and find information regarding the following:
a) Alternative sources of power for cars (to replace petroleum).
b) Future application and role of computers.
c) How a house of the future may look like
SUMMARY
Main Skills Sub Skills
Tick here if
you have
understood
Notes
Listening Understand texts
Identify main ideas
Identify supporting ideas
Understand language forms
Speaking Oral Presentation Skills
a) Planning
b) Preparing
c) Delivering
Reading Know meaning of words and
phrases
Identify parts of speech
Writing Descriptive writing
Ways to describe objects
Ways to describe people
Grammar Future Tense
Different types of future tense

71. 62
SELF ASSESSMENT
Test 1
Prepare and give a speech. Get your partner to use the evaluation form to gauge
your performance.
Test 2
Write sample sentences in the future tense. You can combine them to form a
paragraph.
REFERENCES
Azar, B. S. (2000). Basic English grammar. New Jersey: Pearson Education.
Barker, A. (2007). Improve your communication skills. (2nd
ed.). London: Kogan
Page.
Beebe, A. S. & Beebe, J. S. (1997).Public speaking: An audience centred
approach. New York: Allyn and Bacon.
Mehmet, C. (2001). Teaching English intonation to ESL/EFL students. Ankara,
Turkey: Hacettepe University.
ANSWER KEY
Task 1
Listen to the tape and answer the following questions.Here‘s the script you were
listening to.
Tapescript
DJ Hello, Miss Lee. I hear that ‗Mega Science TV‘ is screening science
fiction movies every Sunday next month.
Mr Lee Yes, we are going to whet the appetites of so many fans of science
fiction. As you know, until man has conquered every corner of the
known universe, man will always be fascinated about what‘s there in
space. This fascination has been nurtured since young and for many
people, the craze for sci-fi movies remain until adulthood.
DJ Why are these movies classified as science fiction?

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Mr Lee Well, science fiction movie is a movie genre. It is speculative,
science-based depictions of phenomena. It is not mainstream
science.
DJ How does it differ from mainstream science?
Mr Lee There‘ll be extraterrestrial life forms and alien worlds, time travel, and
other futuristic elements. Of course, rather like mainstream science,
there are spacecraft, robots, and other technologies.
DJ What makes this four-Sunday movie screening event unique?
Mr Lee Well, each movie will be screened full length. As you know, ‗Mega
Science TV‘ normally screens multi-episodic science fiction movies
and also serials.
DJ Yes, I watch ‗Star Trek‘ movies and ‗Robocop‘.
Mr Lee Yes, these are multi-episodic movies, including ‗Highlander‘. But ‗Star
Trek‘ has also been made into serials. The same goes for ‗Back to
the Future‘.
DJ What are other science fiction movies turned into serials on TV?
Mr Lee We are still screening ‗Transformers‘ weekly, remember?
DJ I think you also screen ‗Robocop‘ and ‗The Jurassic Park‘?
Mr Lee Yes, we turned ‗Robocop‘ and ‗The Jurassic Park‘ into episodes as
they are too long. Our long running one is ‗Star Trek: Voyager‘, about
172 episodes. ‗The Jurassic Park‘ is also screened as episodes.
DJ So what movies are you going to screen this month?
Mr Lee We are definitely showing ‗AVATAR‘. As you know, humans are
forever seeking resources, and here man is the exploiter. This is
recent as it‘s from the 21st
century.
DJ Is there a 1990‘s movie?
Mr Lee We‘ll screen ‗Armageddon‘ and ‗Total Recall‘ from the 1990‘s. Then
there‘ll be a James Bond movie, the one with the plot of global
genocide using a space shuttle from the 1970‘s.
DJ That must be ‗Moonraker‘?
Mr Lee Yes, you‘re right. So, I hope sci-fi movie buffs will enjoy the four
Sundays next month.
DJ Thank you Miss Lee for a most enlightening view of what science
fiction movie fans will see on ‗Mega Science TV‘ next month.

73. 64
Task 8
Here, you may find many examples beside Voyagers 1 and 2, for example,
Sputnik.
Task 9
1 head a) Definition:
going to or heading to
b) Part of speech:
verb
c) Sentence:
To save time, we head for the river for the night.
2 report a) Definition:
give a verbal statement or account of a situation
b) Part of speech:
verb
c) Sentence:
You have to report to your supervisor immediately..
3 wind a) Definition:
one of nature‘s elements
b) Part of speech:
Noun
c) Sentence:
You have to be careful of the strong wind in this weather.
4 break a) Definition:
going through
b) Part of speech:
verb
c) Sentence:
She breaks into the room quickly.
5 pass a) Definition:
have completed or reached
b) Part of speech:
verb
c) Sentence:
They pass the checkpoint without any problem.

74. 65
Task 10
1. They were designed to study only Jupiter and Saturn
2. Yes, they are.
3. Yes, they can still keep in contact with them provided they are not
destroyed by collision with space objects.
4. Yes, they will.
5. After 24,000 years
6. Oort Cloud
7. It is a possibility.
Task 11
1. At present, Malaysian satellite‘s Measat is in the space for communication
purposes.
2. Initially, it started with the Apollo series.
3. It helps us to understand nature.
4. Any logical opinion is acceptable.
Task 12
Any sentence is acceptable as long as it is grammatical and serves a particular
function.
Task 13
a. Example: After that, and assuming that nothing collides with them, the
probes will continue on their journey to the stars.(Lines 17-18)
b. Phrases like will continue
Task 14
1. B
2. C
3. C
4. B
5. A
6. A
7. B

75. 66
8. A
9. B
10. C

76. 67
UNIT 3
TECH SAVVY
LEARNING OBJECTIVES
At the end of the unit, you should be able to:
1. listen for main and supporting ideas;
2. manage discussions using the correct forms and functions;
3. read and identify the main ideas and supporting details in the text;
4. identify the main ideas in a paragraph to paraphrase.
CONTENT
Speech Acts
Learning Points
Speech acts are things we do through language (Nunan, 1999). We use
language to convey our thoughts and ideas, views and opinions and to express
our feelings and attitudes. We also use language to make sense of and confirm
our understanding, to question and to test our assumptions, and to explore
meaning. As an example, when we say I am sorry, we are apologizing for
something. Likewise, Can you turn on the radio? is a request for someone to do
something. Speech acts can be a direct or an indirect use of functional language.
This means that meaning is literally presented or inferred (Thornbury, 2006). For

77. 68
example, the statement It‟s hot in here may be inferred as a request for someone
to switch on the fan, in replacement of the direct use of the statement- Can you
switch on the fan?
Participating effectively in conversations not only requires knowledge of
grammar, but also an understanding of key communication factors (Mc Carthy
and Walsh, 2003). What are the key communication factors which need to be
taken into consideration each time you use English in your daily conversations?
The following guidelines will provide helpful hints in making appropriate choices
and forms of English language in various situations. In communication, these
factors need to be considered to ensure meaningful and effective speech acts.
i. Goal which answers the question ―What is the main purpose of the
conversation?”
ii. Context which answers the question ―What is the nature and situation
of the conversation? “
iii. Relationship of speakers which answers the question ―Who am I
speaking with?”
Goal
Goal refers to the purpose of the conversation. Is the conversation about
making a serious decision? Is the conversation casual and jovial? Take the
following statement for example: You've got to be joking! In a serious
conversation this statement would mean that the person does not take you, or
what you have to say, seriously. This is obviously a bad sign and calls for you to
explain your position in detail. However, if this comment was given during a lunch
break while you were telling a funny story, the statement means that the person
finds what you have to say amusing. You may even want to continue telling more
of the story.
Generally, speech acts in formal situations which involve making
negotiations, business transactions, and providing information in oral
presentations for example, require more formal language forms. It is advisable
not to use colloquial or informal language during such transactions.
Context
Context involves understanding the situation and knowing your rights and
responsibilities in any discussion in which you may be participating. Is the
discussion of a personal nature? Are you being interviewed for a job? In each of

78. 69
these instances personal conversations allow for freedom of speech. On the
other hand, if you are being interviewed for a job, certain speech conventions
must be adhered to.
Relationship between Speakers
The type of language you use depends on the relationship between you
and the speaker. This includes factors such as relative status and familiarity
(Thornbury, 2005). Is the person you are speaking with a subordinate, or is
he/she your employer? Do you have a friendly relationship with this person? Is
joking allowed? Generally, informal situations require informal language use.
Friends and colleagues use more informal language with each other. If, on the
other hand, you are speaking with a person of authority, you will probably need to
use more formal language.
Forms of Speech Acts
Task 1 The table below provides samples of the language forms which you
can use in your daily conversation for specific speech acts. Try adding more
examples.
Speech Act Language Form
Informing
(to request for or to give
information)
 Could you tell me ___________________?
 Do you know _______________________?
 I‘d like to know _____________________
 __________________________________
Persuading
 Please _____________________________
 I would be much obliged if _____________
 ___________________________________
 ___________________________________
Suggesting
 Why don't you / we go to the movies?
 Let's go to the travel agent's this afternoon.
 What about asking your brother for help?
 ___________________________________
 ___________________________________

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Requesting
 Can you please mail the letter?
 Please take me to the clinic.
 I would like a cup of tea please.
 __________________________________
 __________________________________
Apologizing
 I‘m sorry. I shouldn‘t have done that.
 Please accept my apologies.
 I would like to apologise ______________
 __________________________________
 __________________________________
Complaining
 I would like to complain about ___________
 I am not satisfied with _________________
 I‘m afraid I‘m not happy with ____________
 ___________________________________
 ___________________________________
Complementing
 You look pretty in that new dress.
 He has been such a good friend.
 This is a fantastic book.
 ___________________________________
 ___________________________________
Asking permission
 Please can I ________________________?
 I have to leave for home. Would you mind?
 May I _____________________________?
 ___________________________________
 ___________________________________

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Offering help or advice
 Can I help?
 Don‘t worry. I‘ll help you out.
 I think you should ____________________
 It would be better if __________________
 __________________________________
 __________________________________
Agreeing and
disagreeing
 I think you are right.
 It is not as simple as it seems.
 That is not necessarily so.
 __________________________________
 __________________________________
Expressing
disappointment
 ___________________________________
 ___________________________________
 ___________________________________
Giving and responding to
opinions
 ___________________________________
 ___________________________________
 ___________________________________
Expressing disbelief
 ___________________________________
 ___________________________________
 ___________________________________
Task 2 : For each situation, identify the language function.
Situation 1
Aina : You look lovely in this one!
(Function: Complementing)
Siew Ai : Do you think so? I like the blue one better.
(Function: ______________________________________________)
Aina: No…..This is more becoming. It suits you.
(Function: ______________________________________________)
A

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Siew Ai: Alright, I‘ll trust you on this.
(Function: ______________________________________________)
Situation 2
Mel: Hi Chris, would you like to do something with me this weekend?
Chris: Sure. What shall we do?
(Function: _________________________________________________)
Mel: I don't know. Do you have any ideas?
(Function: __________________________________________________)
Chris: Why don't we see a film?
(Function: __________________________________________________)
Mel: That sounds good to me. Which film shall we see?
(Function: __________________________________________________)
Chris: Let's see "Action Man 4".
(Function: __________________________________________________)
Mel: I'd rather not. I don't like violent films. How about going to "Mad Doctor
Brown"?
I hear it's quite a funny film.
(Function: __________________________________________________)
Chris: OK. Let's go see that. When is it on?
(Function: __________________________________________________)
Mel: It's on at 8 o'clock at the Rex. Shall we have a bite before the film?
(Function: __________________________________________________)
Chris: Sure, that sounds great. What about going to that new Italian restaurant
‗Mama Macaroni '?

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(Function: __________________________________________________)
Mel: Great idea! Let's meet there at six.
(Function: __________________________________________________)
Chris: OK. I'll see you at six. Bye.
Mel: Bye.
Task 3 Which of the expressions in the box below are used for (i)
complaining about things, (ii) giving/responding to opinions, (iii) offering help or
advice, (iv) asking for permission, and (v) apologizing for something?
Complaining about things.
________________________________________________________________
________________________________________________________________
May I leave early? I am displeased with the courier services.
That’s very kind of you.
We were unhappy with the way we were treated. Can I join the trip?
I‘m sorry. I don’t think you have to go to that extent. Do you need anything?
Did you hear that?
It would be wise if you think it over first. I think so too. I believe you can do it.
Sorry for the delay. You should visit your parents often.
Gosh! How awful! This isn’t what I had expected! The idea sounds good.
What a pity! Oops! I didn’t mean to do that. I couldn’t agree with you more.
I fancy your shoes. He can’t really mean that. Do take caution.
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Giving/ responding to opinions.
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Offering help or advice.
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Asking for permission.
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Apologizing for something.
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LISTENING
Task 4: Listen to the talk on the advantages of Computer Assisted Language
Learning (CALL). Answer the following questions as you listen for the second
time.
Part 1 What are the advantages of CALL?
i) Generate……………………………….
ii) Students become………………………
iii) Changes in ……………………………
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iv) Promote……………………………….
Part 2 Appropriately implemented network-based technology contributes to:
i) ………………………………….
ii) ………………………………….
iii) ………………………………….
iv) ………………………………….
v) …………………………………
SPEAKING
Sample Conversation
Read the following conversation between three friends. One of them plans to get
a new netbook.
Situation: Azaize and Lyla are the University‘s LRT Station. They are met by
their friend Swee Pee.
Swee Pee : Hi Azaize, hi Lyla. (To greet)
Both of you are all dressed up.
Where are you girls heading to? (To ask for information)
Azaize and
Lyla
: Hi. (To greet)
Azaize : You look good, yourself. (To praise)
We‘re going to Low Yat Plaza. (To give information)
Swee Pee : Low Yat? Getting a new PC? (To ask for information)
Azaize : Yeah. I urgently need a new one.
I‘ve got loads of assignment and the due dates are just around
the corner.
Swee Pee : Are you getting one too, Layla? (To seek for clarification)

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Lyla : Nope. I‘m just accompanying Azaize.
Would you like to come along? (To invite)
Swee Pee : Yeah, why not. (To accept an invitation)
I‘ve always wanted to get an external hard drive. The 4G
thumb drive which I have is nearly used up.
By the way, Azaize. Are you getting a desk top or a laptop? (To
seek for clarification)
Lyla : She told me she wants to get a netbook and I told her there are
some new ones just launched at Low Yat. (To explain)
Swee Pee : That‘s right. A friend of mine posted some sleek and stylish
ones on her Facebook.
Some of them are really awesome. (To agree)
Azaize : Really? I don‘t know much about computers. That‘s why I
asked Lyla to come along with me to Low Yat.
Do you know much about computers? (To seek for
clarification)
Swee Pee : A little. (To clarify)
I saw the New Alpha Swift on my friend‘s Facebook and it‘s
quite popular in the market. The Swift is powered by the Intel
Mega N600 dual core processor.
Lyla : What about its speed. Is it fast? (To inquire)
Swee Pee : Of course. The N600 processor has been given a speed
increase.
The 1.5GHz x 2 processor also supports hyperthreading (To
explain)
Azize : Wow! That‘s marvelous!
Lyla : We can also have a look at the New Sonata NB606. It has
1024 x 600 pixel display and it‘s powered by 1.66 GHz Intel
mega and 554 processor.
Not only are its features recommendable, it also comes with a

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range of colourful lid options. There are blue, orange, green,
red, brown and turquoise. (To give details)
Azaize : That‘s interesting. But I need a netbook with a lasting battery.
Lyla : Not a problem. The Sonata comes with a 6 dry cell. You can
use it up till 6 hours.
Swee Pee : The New Alpha Swift is also fitted with a 6 dry cell as well.
Azaize : I‘m glad both of you can come along with me. (To express
gratitude)
Let‘s go and check out both machines. Besides the features, it
must also be within my budget too.
Task 5 Practice making suggestions in the following situations:
1. Help your partner decide which item to buy.
2. Warn your partner against doing something stupid.
3. Suggest that your partner change his/her plans on an overseas trip.
4. Help your partner make up his/her mind on taking up a job offer.
5. Suggest doing charity work together during the weekend.
Sample conversation:
Amira : Should I buy the blue or the purple hand phone?
Bella : I think you should buy the purple one.
Amira : Why is that?
Bella : Because purple is more trendy.

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Task 6 Here are some role plays for you to practice your speech acts.
Role Play 1: Requesting for Product Information
Student A
You need to purchase six new computers for your office. Call JA Computer World
and ask for the following information:
 Current special offers on computers
 Computer configuration (RAM, Hard Drive, CPU)
 Guarantee
 Possibility of discount for an order of six computers
Student B
You work at JA Computer World. Answer student A's questions using the
following information:
 Two special offers: Multimedia Monster - with latest Pentium CPU, 256
RAM, 40 GB Hard Drive, Monitor included – RM 4,000 and Office
Taskmaster - cheaper CPU, 64 RAM, 10 GB Hard Drive, Monitor not
included - RM4500.
 1 Year guarantee on all computers
 Discount of 5% for orders of more than five computers
Role Play 2: Selling your product
Student A
You are a salesperson for Ready Company. You are entertaining a customer
who you think might be interested in buying your new line of office supplies.
Discuss the following information with your customer:
 New line of office supplies including: stationery, mouse-pads and white
boards, printers, scanners, digital cameras.
 You know the customer has not ordered any new products during this
past year
 Special discount of 15% for orders placed before next Monday

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 Any order placed before Monday will not only receive the discount, but
also have its company‘s logo printed on the products at no extra
charge
Student B
You work in an office and you need some new office supplies. You are very
interested in what the salesperson has to offer. Talk about the following:
 Printers, scanners
 Do they have any special offers?
 You would like to place an order for 200 packages of copy paper
Task 7
Asking for permission is very similar to asking for favours. In most cases, when
you ask someone to do something for you, it is important to use an introductory
phrase to soften the request.
Examples:
Lend me your pen-drive! (too abrupt; sounds rude)
Excuse me, could you lend me your pen-drive? (more polite)
Help me fix my PC. (sounds too demanding)
Sorry to bother you. I'm having trouble with my PC. Would you mind helping me
for a minute? (better)
Role play the following situations with a friend. Include details and give a
variety of responses.
1. Ask your friend to repeat something.
2. Ask your friend to help you print something.
3. Ask your friend to give the web address.
4. Ask your friend to download a video clip from U- Tube.