CHAPTER I GREETING 1.1. Introduction The topic discusses the greeting used in different situations i.e.

formal and informal ones. Formal and informal responses are also discussed. 1.2. Objectives: At the end of the program, students are expected to be able to greet and respond the greeting. 1.3. Materials: Greeting is very important in getting to know one another. Different culture has different ways of greeting. 1.3.1. Greeting A. More Formal Greeting: Good morning, afternoon, evening. How nice to see you. How are you? B. Less Formal Greeting: Hi, How've you been? How are you doing? Long time, no see Hello. 1.3.2. Responses: A. More Formal: Good morning, afternoon, evening. Fine, thank you Very well, thank you Not, very well Not too well; I'm afraid B. Less formal: Hi, Hello Pretty good Not much Yeah! Thanks 1.3.3. Pre closings: Well, I'm afraid I have to be going. I must go now I have to go 1.3.4. Closings:

Good night Good bye Have a nice (weekend, day. . .) See you later Take care Bye-bye Note: When leaving use 'good night ", not 'good evening' Good morning : until about lunch time-12 midday to 1 p.m. Good afternoon : till tea time - to 5 p.m. Good evening : till about 9 p.m. Do not use 'good day except in Australia. Example of the greeting can be seen in the following conversation 1.3.5. Conversation in Context: Andy Toni Jupri : Good morning, Mr. Toni. How are you? : Very well thank you, and you? : Oh hi, not too well, I'm afraid. I catch a cold.

Raymond : Hi, Jupri. How are you going?

1.4. Summary: In English, greeting has formal and informal forms. The choice of the greeting has to be suited with the time. Finally, Australia has a certain use greeting. 1.5. Exercise: Practice the greeting in different situation: 1. At a first meeting 2. When you meet someone at 8.30 p.m., 12 midday, and 2 a.m.

CHAPTER II INTRODUCTION 1.1. Introduction This chapter contains an information on the way how to introduce one's personal identity. 2.2. Objectives: At the end of the programs, students are expected to be able to introduce themselves. 2.3. Material: Someone may introduce himself/herself by explaining the name, spelling, address, age, family members, brothers and sisters, hobbies (personal interests), ideals, previous or current educations and reasons for taking current colleges or universities. 2.3.1. Questions to ask about someone's personal identity: 1.
2.

What's your name? Where are you from? What do you do? Where were you born? How old are you? Are you married? Where do you live? Whats your telephone number? 085731290042 What nationality are you? I was born in. I am 21 years old I am from I come from LA Where do you come from?

3. 4.
5. 6.

7. 8. 9.
10.

Have you got any brothers or sisters?

11.

2.3.2. Possible Answers:

1. 2. 3.

My name is............. I am from/ I come from.. I am a ..... student, civil servant, an army officer, I was born in ........... I am twenty five years old, I am a twenty-year-old-guy. I have two brothers/sisters. I am unmarried/married/ divorced I live on ......

entrepreneur, ..............
4. 5. 6. 7. 8.

9.

My telephone number is ...

Different nationalities can be seen on the following table: No Country Nationality 1 Australia Australian 2 Brazil Brazilian 3 Brunei Bruneian 4 Canada Canadian 5 China Chinese 6 Denmark Danish/Dane 7 England British/English 8 France French 9 Germany German 10 Greece Greek 11 India Indian 12 Indonesia Indonesian 13 Italy Italian 14 Japan Japanese 15 Egypt Egyptian 16 turkey Turkish 17 Vietnam Vietnamese 18 Thailand Thai 19 Malaysia Malaysian 20 Philippines Philippine/ Filipino 2.3.3. Example of Introduction I'm Toni Budi Setyono. You can call me Toni for short. I'm from Surabaya; in Malang I live in a boarding house near the campus. I am seventeen years old. I have two older brothers and one younger sister. I'm the first child in my family. My hobbies are listening to the radio and watching movies on television. I like to make friends too and send them letters on my spare time. I admire people who are honest to themselves. By the way, I graduated from Senior High School in Surabaya. I failed in the University Entrance test therefore I decided to enter to study in this Polytechnic. I take the electronics department because I want to be an electronics manager in a foreign company like Freeport or Newmont. It's all about me. If you have any questions, I will be happy to answer them. 2.4. Summary Introduction is very important to know one another. Someone may introduce him/ herself by mentioning names, address, hobbies, personal interest, age, and etc.

2.5. Exercise 2.5.1. Introduce yourself to the class and make some suitable changes to the above example. 2.5.2. Work in pairs and fill out the following forms by asking questions to the students who sits next to you and then report it to the class.

PERSONAL PARTICULARS (INFORMATION) Date: Please answer all questions fully in your own handwriting. Use the block letters. SURNAME GIVEN NAME FAMILY NAME SEX HEIGHT WEIGHT DATE AND PLACE OF BIRTH PREVIOUS ADDRESS PRESENT ADDRESS PHONE NATIONALITY MARITAL STATUS EDUCATIONAL BACKGROUND EXPERIENCE PERSONAL INTERESTS OTHER INFORMATION

CHAPTER III EXPRESSING LIKES AND DISLIKES 3.1. Introduction: The topic introduces one's preference i.e one's like and dislike about something. Conversation in context is also presented so that the students can have a great understanding to the use of the topic. 3.2. Objectives: At the end of the programs students are expected to be able to express likes Gild dislikes in a correct English. 3.3. Materials: Preference can be expressed by likes and dislikes. The expressions that are usually used can be seen at the following explanations. 3.3.1. Questions and answers on likes and dislikes Do you like? Yes, I love it. Yes, very much. No, I hate it. No, I don't. How do you find the food? I like it. It's delicious. It's not bad. It's terrible. What sort of food do you prefer? I like fried rice. I prefer .. to ................ I prefer tea to coffee 3.3.2. Conversation in Context A : I like your shoes. B : Do you? A : Yes, it looks very expensive. B : Really? It was not expensive, though. It was from Cibaduyut - Bandung. A : Was it? It does not look a homemade, it looks export ones A : Do you like studying in Polytechnic? B : Yes, very much.

A : What subjects do you like most? B : I like English subject. A : How about you? B : Well, actually I love electronic circuit subject, but the subject is too difficult for me. The lecturer speaks fast when he explained the subject so that I cannot catch any word. 3.4. Summary One's preference can be expressed by like and dislike such as yes, I love it; Yes, very much and no, I hate it and no, I dont. Prefer can also be used as I prefer tea to coffee. 3.5. Exercises: 1. Practice a dialogue commenting on the food in a Polytechnic's restaurant. 2. You visit Malang for the first time. Talk to your friend about the people, weather, food, shops, youth and the traffic. 3. Complete this form by asking questions to your friends. . Name: Preferences/ Favorite Subject 1 Car 2 Clothes Film: comedies, western, love stories. 3 I action, drama, horror, science fiction? 4 Food 5 6 7 8 9 Friend (boy, girl) Fruit House Lecturer Lesson Like Dislike

10 Music 11 Sport 12 Travel 13 TV Program 14 University/ College 15 Vegetable

When you finish, please share the preference and have some discussion about it.

CHAPTER IV DESCRIBING THINGS 4.1 Introduction The topic describes the how to describe things like books, paper, and others. Questions and possible answers are also presented 4.2. Objectives: At the end of the program students are expected to be able to describe things in correct English in terms of the physical performance, size, shape, color, pattern and materials. 4.3. Materials: 4.3.1. Questions and answers that can be used to ask things No. Questions Possible Answers a/an, one three some 1. How much/many a few several a lot beautiful nice ugly clean dirty cheap expensive little small medium large big long square round oval rectangular pointed triangular flat old new modern antique 1987s

2.

What is it like? (What does it look like)

How big?

What shape?

How old

Red yellow green Whats color? black white check striped What's the pattern? plain . flowered (floral pattern) spotted cotton wooden leather What's it made of? gold metal paper scarf box bag What is it? shoes watch

Example: Question: What does it look like? Answer : It's dark brown leather, and it has a shoulder strap. Red square silk scarf Red with black design 4.3.2. Conversation in Context Looking for a lost watch. Bob : Excuse me, I've lost my watch. Has any one handed one in? Anne: What does it look like? Bob : It's a Rado. The shape is oval and it's an antique black watch. It has a brown leather band. Anne : What's the condition of the watch. Bob : It is slightly scratched on its side. Anne : Is this the one? Bob : Oh yes, that's mine. Thanks very much. Anne : You are welcome 4.4. Summary

Physical performance, size, shape, color, pattern and materials can be used to identify and know things. 4.5. Exercises: 1. Imagine you lost something. Describe it to your partner without telling him what it is. Your partner has to guess it. 2. Describe someone's new electronics' goods you know very well. 3. Describe your friend's house and describe house you would like to live in. 4. Describe your ideal room. 5. Describe an object you own at home.
6. Pretend to select a personal item of a student in the class anti ask them guess by

describing it in detail.

CHAPTER V VERBALIZING MATHEMATICS 5.1 Introduction The following topic is about verbalizing (reading out) mathematics fractions and formulae. The main point in the description is about ordinal and cardinal numbers, fractions, decimals, symbols and meanings, power and root, and different American and British English expressions of explaining numbers. 5.2. Objectives: At the end of the programs, students are to be able to verbalize mathematics symbols, read out fractions and equations in English, and write value and formulae correctly. 5.3. Materials: 5.3.1. Numbers and Fractions Cardinal Numbers 1: One 2: Two 3: Three 4: Four 5: Five 11 : Eleven 13: Thirteen 32: Thirty-two 98: Ninety-eight Idiom: a couple =2; a dozen= 12; a score= 20; a gross= 144 Ordinal Numbers 1st: the First 2nd: the Second 3rd: the Third 4th: the Fourth 5th: the Fifth 17th: the Seventeenth 20th: the Twentieth 29th: the Twenty Ninth 73rd = seventy third 60th = sixtyth

31st=thirty first42nd = forty second 51st = fifty first Fractions 4 = four ninth is a fraction 9

In this fraction, 4 is the numerator and 5 is the denominator

1 6 is an improper fraction 9 3 = three quarters 4

1 = a half =one-half 2
3 = three-twenty fourths 24

1 =one-fourth= a quarter 4
1 = a third = one-third 3

1 = one twenty fourth 24

5.3.2. Decimal Fractions '0', in decimal fractions, has two names. It is called nought if it comes before the decimal point. On the other hand, it is read oh if it comes after the point. (Zero is not often used in reading decimal value). Numbers before the decimal point are said normally (one, eleven, twenty-three, etc.). After the point, however, we say each number by it self 35.22, for example, is thirty-fivepoint- two-two. 0.1 0.001 1.345 = nought point-one. = nought-point-oh-oh-one = one-point-three-four-five 0.01 1.1 = nought-point-oh-one = one-point-one.

1.0123 = one-point -oh-one-two-three

5.77777 = five - point - seven - recurring Note: Point (.) is used for decimal fractions, not a comma (,) Decimals can be used to large numbers of figures when we want to give the approximate figure. The process is called Rounding up or Rounding down. The former is done to make the figure smaller to the nearest convenient unit whereas the latter is used to make the figure larger to the nearest convenient unit. So, 5.5682989 is rounded up to 5.6 million and rounded down to 5.5 million. Note: Comma (,) is used to denote thousands, not point (.). 5.3.3. Percentages 3.5 % = three point five percent 5.3.4. Verbalizing Mathematics Formula Mathematical expressions are usually read on verbalized in a presentation. What follows is a list of mathematical expressions together with some common ways of rendering them into English phrases and sentences. Symbols and Meanings of Mathematical Expressions Meaning Example Verbalization plus minus plus minus equal to/ be equal to equivalent to not equal to approximately equal to x+l x-1 xl x=4 x~y x y x 4 x plus one x minus one x plus or minus one x equals 4 / x is equal to four x is equivalent to y x is not equal to y x is approximately equal to four 100% = a/ one hundred percent

No 1 2 3 4 5 6 7

Symbol + = ~

8 9 10 11 12 13 14 15 16 17 18

< > << >> /

tends to less than more/greater than much less than much greater than less than or equal to greater than or equal to proportional to infinity therefore per

x 0 x<4 x>4 x << 4 x >> 4 x 4 x 4 x 4 x 4 x=4 km/hour

x tends to nought x is less than four x is more than four x is greater than four x is much less than four x is much greater than four x is less than or equal to four. x is greater than or equal to four x is proportional to y x tends to infinity therefore x equals nought kilometre per hour

5.3.5. Verbalizing Mathematical Expressions No. Mathematical Expression Verbalization n plus a equals x, 1. n+a = x n is added by a equals x n minus a equals x, 2. n-a = x n is substracted by a equals x n times b equals x, 3. n x b = x n is multiplied by b equals x n over a equals x n is divided by a equals x 4. n/a= x n on a equals x Four times two equals eight four by two is eight 5. 4 x 2 = 8 four twos are eight . x plus n by x minus n . x minus n in parentheses (x + n) (x - n) = . Round brackets x minus n 6. x minus n in brackets . (x - n) . open bracket x minus n Close bracket [x- n] 7. x minus n in square brackets square brackets x minus n x minus n in braces 8. {x - n} curly brackets x minus n 9. <x - n> angle brackets x minus n 2 10. 2x = 3x + 1 two x equals three x squared plus one f x equals x to the fifth 11. F(x)= x5 f of x equals x to the fifth 2/3 w to the two thirds 12. W the two thirds power of w

No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13 14. 3.5 1

Figure $ 4,500

Verbalization four thousand and five hundred dollars three point five Alone/one/a poundsterling five hundred thousand pounds seven million pounds one pound or 100 pence ninety cent seventy pence = seventy pee ten-and-a-half pence six pounds fifty pence ten pounds ninety nine pence one US dollar a/one dollar twenty five cent four dollars thirty five cent

500,000 7,000,000 ( 7 m) 1 90 c 70 p 10 p 6.50 10.99 US $ 1 = 100 cent $ 1.25 $ 4.35

5.3.6.Verbalization of Root and Power 1. n : the square root of n 2. 3. 4. 5.

3

n n n n

: the cube root of n : the xth root of n : the fourth root of n : the fifth root of n : x squared : x cubed/ x cubic : x to the power of p (x to the p) : x to the power of p minus one (x to the p minus one) : x to the power of minus p (x to the minus p)
:

6. x2 7. x3 8. xp 9. xp-1 10. x-p 11. x4

x to the fourth

5.3.7. Verbalization of the British English (GB) and American English (AE) Styles. No 1 2 3 4 5 6 7 8 9 Billion 1/7/85 May 4, 1988 Telephone: 0 1,000,000,000 1012 1015 1018 109 Great Britain Million millions The first of July 1985 4, 5, 88 Oh (Ou) One thousand million(s) One billion One thousand billion(s) One trillion A thousand millions USA Thousand millions January 7, 1985 5, 4, 88 zero, sometimes nought a/one billion a/one trillion a/one quadrillion a/one quintrillion One billion

5.4. Summary Verbalizing mathematics formulae is very important for a technical presentation. Ordinal numbers are numbers like one, two, three. Whereas the ordinal numbers are the first, second, and the third. Fractions are expressed in numerators and denominator's. There are two names of the word 0. Nought is used before the decimal point while oh is called after the point. Finally, America has different ways of naming numbers. 5.5. Exercises 1. Say these numbers: (i) 17, 12, 87, 99, 101 (ii) 300, 500, 700, 900, 933 2. Read the following fractions:
6 9 17 18 5 9 1 1 2

3. Can you say these numbers? Bias current = ID = 2.416309 mA Voltage Gate Source =VGS= -1.801678 Volts 4. Write the correct answer of the following Cardinal and Ordinal numerals: 9 = 11 = .................... 11th = eleventh 12th 1,000 = one thousand 9th = ................

5. Read the following mathematical formulae 1. 2.

r dy 1+ = y dx
2

f (a + h) f (a ) (a + h) 2 + 2(a + h) (a 2 + 2a ) = h h

3. y = 4. 5.

ax x2 + a2

a +b c
2

nx

6. x + y = 7.
3

A b a

1 3 xy 2

6. Answer the following exercises as far as you can a. Add 985.56 to 26.562 b. Subtract 987 to 364 c. What is the mean of the following numbers: 10, 11, 54, and 97 d. What is the .4 of 100 cc of acetic acid. e. Express 8/40 as percentage. f. Write the following symbols alfa is greater than ten to the power six. 7. Write down the symbols for these expressions: a. Approximately equal b. Not equal c. proportional to d. equivalent to e. not equal to 8. Write the following power and root a. x to the power of minus p equals one over x to the power of p b. x to the power of p over q equals qth root of x to the power of p c. k equals a times b to the power of c

CHAPTER VI MATHEMATICAL AND CIRCUIT SYMBOLS USED IN ELECTRICAL ENGINEERING AND ELECTRONICS 6.1. Introduction The following chapter is almost similar to that of chapter V. This focus is, however on the use of the symbols and circuit in the electrical engineering and electronics 6.2. Objectives At the end of the programs students are expected to be able to read the symbols unit and the abbreviation used in electrical engineering and electronic. 6.3. Materials: 6.3.1. Mathematical Symbols Used in Electrical Engineering and Electronics No 1 2 3 4 5 6 7 8 9 10 11 Symbol + = x No sign : % . .2 .3 Example R1+R2 V-VI 3 dB V=I.R 4 x 4 = 16
I R

Meaning in Full R one plus R two R subscript one plus R subscript two V minus V one Plus or minus three decibels R equals/ is equal to R one plus R two f times/ multiplied by one hundred and thirty I over/divided by R Eleven to one One hundred per cent Forty degrees Celcius R squared R cubed

11 : 1 100% 40C R2 R3

CHAPTER VII DESCRIBING SHAPES 7.1. Introduction This chapter will be describing the different kind of shapes i.e. one, two, and three dimensional shapes. The shapes are of a 6Jfeat advantage for the basic understanding of a plan of a room, house, and other buildings. 7.2. 0bjectives At the end of the programs students are expected to describe the objects that have different dimensional shapes. Furthermore, students are also able to explain a plan of a particular layout of a town and other objects. 7.3. Materials 7:3.1. Dimensional Shapes Section one Dimensional Shape No. 1. 2. 3. 4. 5. 6. 7. ---8. Figure . Name point straight line a curved line an angle Parallel lines A vertical line A horizontal line A diagonal line

Example: The letter E has one vertical line and three horizontal lines. It also has four angles. 7.3.1.2. Two-Dimensional Shape No. FIGURE NAME 1 A circle 2 3 4 5 A semi circle

A square A rectangle A triangle

Example: 1. A wheel is an object in the shape of a circle 2. A wheel is an object of shape circular shape 3. A wheel is shaped like a circle 4. A wheel is circular in shape 5. A wheel is a circular object

7.3.2. Reading: Solid shapes

A plane shape has two dimensions. It has a length and a height. Solid shapes have three dimensions. They have a length, a height, and a width. A cube has six faces. All the faces are the same shape. The length, the height and the width are always the same for examples 4 cm long, 4 cm high, and 4 cm wide. Rectangular prisms also have six faces. All the faces are rectangular, but they are not always the same shape for instance 7 cm long, 1 cm high and 4 cm wide. Triangular prisms have five faces. They have two triangular faces and three rectangular faces. The triangular faces are always the same shape. The rectangular faces are not always the same shape. The triangular prism is regular and all the rectangular faces are the same for example 6 cm long, 3 cm wide and 2 cm high.

7.3.1.3. Three Dimensional Shape No. 1 2 FIGURE NAME A sphere

A hemisphere

3 4 5 6

A cylinder A cube A rectangular prism A cone

Example: the cross-section of a cylinder is circular. The longitudinal section is rectangular. The sides of a cylinder are parallel. The sides of a cone are tapering. 1.3.3. The Nouns and Adjectives use to describe shapes: No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10 11 12 13 14 15 Nouns Circle semi-circle square rectangle sphere cylinder tube rectangle cone triangle ellipse cube hemisphere prism pyramid Adjectives Circular semi circular square rectangular spherical cylindrical Tubular rectangular conical triangular elliptical/ ellipsoidal cubical hemispherical prismatic pyramidal

There are some objects that are used to describe shapes. They are an egg, wedge, star, disk,

bell, and kidney, for example the marble is shaped like an egg. It is an egg shape.

7.3.4. Geometrical Shapes There are two types of geometrical shapes namely rectilinear and a curvilinear shape.

7.3.4.1. Rectilinear Shape

1. A triangle 7.3.4.2. Curvilinear Shape 4. A circle

2. A square

3. A rectangle

7.3.5. Reading The first shape is triangle. Triangle have three sides. The second shape is a square. Squares have four sides. The sides are all equal. The opposite sides are parallel. The third shape is not a square. It is a rectangle. Rectangles also have four sides but the sides are not all equal. The opposite sides are equal. The opposite sides are equal and parallel. Triangles, squares and rectangles have straight sides. They are rectilinear shapes. Rectilinear shapes have straight sides. 7.3.6. Polygons Poligons are rectilinear shapes but they have more than four angles. Some shapes are regular and some are not. Regular shapes have equal angles and equal sides such as square. Whereas rectangles, parallelograms and rhombus are not regular. 7.3.6.1. Regular Polygons: . '

7.3.6.2. Irregular Shapes:

7.4. Summary There are three kinds of shapes namely one-dimensional, two dimensional, and three dimensional shapes, respectively for examples: a line, circle and sphere. Moreover, there are some objects that are used to describe shapes like an egg, wedge, star, disk, bell, and kidney. There are two geometrical shapes i.e. a rectilinear and curvilinear shape. Rectilinear shapes that have more than four angles are called polygon. Finally, some shapes are regular and some others arc not regular. 7.5. Exercise: I. Write sentences describing the following signs. a. the equal sign d. the minus sign b. the plus sign e. the multiplication sign c. the minus sign f. the division sign 2. Describe the shapes of the following objects by their shapes. Use nouns and adjectives. a. a corn d. a protractor b. a ruler e. funnel c. a set square f. test tube 3. Fill the blank with the correct answer. a. The brick is .........a rectangular prism. b. The cross section of a brick is.....in shape. c. The cross section of hotel is square............... d.........section of the top of minaret is triangular in shape. e. A...is square in shape. 4. Answer these questions a. What shape is the cross section of a sphere? b. What shape is the longitudinal section of a hemisphere? c. What shape is the cross section of a cube? d. Which solid is rectangular in cross section? e. In longitudinal section, are the sides of cylinder parallel or tapering? f. In longitudinal section, are the sides of a cone parallel or tapering? g. What shape is the cross section of a cone? 5. Some of These Statements are True and Some Others are not True. Are They True or False? a. A square has four equal sides. b. Circles are curvilinear shapes. c. Triangle, rectangles and squares have straight sides. d. Triangles, rectangles and squares are curvilinear shapes.

CHAPTER VIII DESCRIBING OBJECTS 8.1. Introduction This chapter is the continuation of the previous chapter and will explain how to describe things or objects in terms of the height, the width, and length. 8.2. Objectives At the end of the program students are expected to be able to describe the dimension of objects in terms of their height, the width, and length. 8.3. Materials: There are several ways of writing the dimension of objects, particularly the three dimensional objects. They can be described in terms of their height, the width, depth, length, diameter, thickness and the radius. Example: See the following description. A is a solid wooden block 5 cm high, 10 cm long and 2 cm wide.
5 cm 10 cm 2 cm

A is a solid wooden block. It has a height of 5 cm, a length of 5 cm and a width of 4 cm. Usually there are three ways of writing the description: 1. A is a solid wooden block which has a height of 5 cm, a length of 10 cm and a width of 4cm. 2. A is a solid wooden block having a height of 5 cm, a length of 10 cm and a width of 4 cm. 3. A is solid wooden block of height 5 cm, length 10 cm and width 4 cm. 8.3. I. Patterns to Ask and Answer Questions Use the following Patterns to ask and answer questions: Adjective high wide long

How For example: Question:

is....?

How high is the Polytechnic building? high .. is wide long Answer: It is 10 m high

Noun What is the height width length of....?

Question: What is the length of .........? height width length

The

of

..

is

..

Answer: The height of the Polytechnic building is 15 m. is.. in height width length

Answer: The Polytechnic building is 15 m in height. height width length

has a

of.

Answer: The polytechnics building has a height of 15 m. 8.3.2. The adjectives and nouns to describe the measurement of objects: No 1 2 3 4 5 6 Nouns breadth depth height length thickness width Adjectives broad deep high long thick wide

Some objects are solid and some of them are hollow.

Some other shapes which are usually used to describe things are curved, flat, rounded, pointed (sharp= when referring to cutting ability), straight, dotted, broken, zigzag and wavy. 8.4. Summary The height, the width, depth, length, diameter, thickness, the radius, curved, flat, rounded, pointed, sharp, straight, dotted, broken, zigzag and wavy can be used to describe the measurement and shape of objects. The question of: how high is the Polytechnic building? and what is the length of the polytechnic building, for examples, can be answered by the following answers: The polytechnic building is 15 m high The height of the polytechnic building is 15 m The polytechnic building is 15 m in height The polytechnic building has height of 15 m. 8.5. Exercises 1. Describe this block using the dimensions given. a. w = 0.95 m h= 1.02 m l = 2.85 m b. w = 34.24 m h= 18.85 m l = 82.31 m c. w = 0.23 m h= 0.09 m l = 0.85 m 2. Write the description of the following objects. Use nouns and adjectives.

ASKING FOR AND GIVING DIRECTIONS 9.1. Introduction This chapter will provide information how to ask and give directions. Some expressions related to the description of directions are also presented. 9.2. Objectives: At the end of the programs, students are expected to be able to ask and give directions. 9.3. Materials 9.3.1. Some expressions to describe directions: 1)....until you come to street 2) .block on the left 3) go down this street of the street 4) go east on. 5) go up the street 6) in the middle of the 7) in the middle of the block on the left 8) it's 5 km north of the city 9) keep straight on 10) near the taxi stand 11) next block on your right 12) next block on your right 13) next to ..... 14) on the other side 15) on the other side of the street 16) on this corner 17) one block north cross road 18) opposite the..... 19) right behind you 20) round about 21) straight ahead 22) straight up this street 23) take the first/ second turning on the left/ right 24) T-junction traffic lights 25) turn right on the west side of... ...

26) turn right/left 27) two blocks east 28) walk west on ........ 29) you'll see signs that say... /airport/ etc. 9.3.2. Questions to Ask Directions a. Can you direct me to ....... b. How far is............to ....... c. Which direction is ........? d. Do you know where..........is? e. How do I get there... ... ? 9.3.3. Conversation in Context Look at the following map:

Any is in Sukarno Hatta Street. She wants to go to the Accordion English Education Centre

(AEEC) which is located on the Jemursari Housing Complex Kavling number 20, on Accordion Street. She does not know the place, therefore she asks someone on the road to show her the AEEC. Any : Excuse me. Could you tell me how to get to the AEEC? very far from where you are now. Go straight up and turn left to Candi Panggung Street. Carry straight along the road, past Montana II H0tel and The RRI building on your right-hand side. Keep going to the intersection and you'll see Accordion Street. Any : Erm... is it on the right side of Simpang Accordion Street'! Someone : The Accordion English Education Centre? That's on Accordion Street. It is not

Someone : Yes, that's right. Take the turning on the right-which is the Accordion Street, go along the street until you see Jemursari Housing Complex on your right hand side. The AEEC is on the left corner of the Complex at Kavling number 20. Do you want to take a Course there? Any : Yes. My friend told me that the course is conducted In a conducive environment. Moreover, the price is cheap. Thank you very much for your information. Someone : My pleasure. 9.4. Summary Several expressions such as one block north cross road, opposite the ....., right behind you, round about, straight ahead, straight up this street, are used in asking and giving directions. 9.5. Exercises
1.

Explain to the class or group how to get to your home from the nearest public

transportation station.
2.

Draw the plan of one floor of a Polytechnic building. Describe where

different rooms are.

3.

You are going to go to SAKTI polytechnic from Bungurasih Bus Station. Ask

how to get there to your friend. 4.

5.

Explain the way to get to your campus from your boarding house. Use the map to show the scene. Take turns asking and giving directions.

CHAPTER X DESCRIBING PEOPLE 10.1. Introduction This chapter is about describing people. The physical description like age, complexion, weight, height, clothes, face, hair, personalities and distinguishing features are presented in this chapter. Type of questions and answers are explained as we)]. 10.2. Objectives: At the end of the programs, students are expected to be able to describe physical description of people. 10.3. Materials: 10.3. 1. Physical Description People can be described in terms of: height, build, age, hair color and style, face, clothes, and distinguishing features as described in the following table: Common Question: What does/did she/he looks like? No Description Questions Answers in his/her 30's in. his/her early 40's in his/her late teens in his/ her mid-20's late teens middle aged old young broad-shouldered (M) fat good figure medium-build overweight plump slim thin well-built (M) 1.70 m below average fairly tall medium height short shortish tall tallish a blonde (f) a brunette (f) a redhead (f)

1.

Age

How old is/was he/she?

2.

Build

How much does He/she weigh? What does he weigh? What's the figure in kilograms?

3.

Height

How tall is she/he?

4.

Hair color

What color is her/his hair?

5.

Hair Style

What kind of hair does he/she have?

black blond brown dyed fair gray gray-haired gray-headed gayish mousey dark pale red white a fringe auburn bald (m) balding (m) curly frizzy in a bun long mousy neat pony-tail receding (m) short shoulder-length straight swept back thinning (m) untidy wavy with plaits (f) a cleft chin appointed chin bent nose blue long eyelashes broken nose clean shaven double chin flat nose half-blooded heart-shaped high cheekbones high forehead long long nose oval round shaven head

6.

Face

What does his/her face look like?

square straight nose turned-up nose bandana denim jeans grey jackets trousers t-shirts well-dressed thin eyebrows thick eyelashes sweater long dress jeans black blue brown green grey hazel black brown fair-skinned olive-skinned oriental pale sun burned/tanned aggressive amusing calm cheerful educated forceful friendly good manner lively moody polite reliable reserved shy sociable sophisticated strong thoughtful unsociable wiseacre

7.

Clothes

What was he wearing?

8.

Eyes

What color are his/her eyes?

9.

Complexion

What is his/her complexion?

10.

Personality

What is his personality?

11.

Distinguishing Features/ Peculiarities

What is his/ her distinguishing features/ peculiarities?

(well) made-up (F) a beauty-spot (F) a mole a Scar bald beard CM) bent brooch bushy beard cap clean-shaven (M) dimples freckles girlish hare-lip limp moustache (M) necklace ordinary sandals perfume pointed chin shaggy sharp chin side-bumps (M) staggered tie unshaven (M) wearing booths wearing jewelry whiskers with freckles with glasses with lines with pimples with spots with wrinkles

10.3.2 Conversation in Context Glen : Hi Fiona, where are you going? Fiona : I am going to the airport to pick up a visitor from Australia. Glen : Thats great. You have got a foreign visitor. What does he look like? Fiona : He is a nice looking guy. Medium height with grayish-blue eyes. His name is Jeremy. He has a short curly hair and turn up nose. He is wearing glasses. His hair is blond. He will be wearing a dark grey shirt with light green tie and dark green cotton trousers. Glen : How do you know?

Fiona : Because he called me last night to make me easier to get him at the airport. Glen : Does he have distinguishing features? Glen : May I come with you? Fiona : Sure. Let's come along with me. Note: denim = strong cotton cloth = a heavy cotton material blue jeans are made of denim. Pretty = fairly - informal = rather 'Rather' is formal in American English Example: Explanations of describing people can be seen at the following examples. 1. He is dressed in a blue pullover, white shirt, green tie, and green trousers. 2. He is five feet nine inches tall. 3. He is medium build with short, curly, brown hair. 4. He's got dark grey hair. 10.4. Summary A person can be described by his/her physical performance such as nose, face, hair, age, complexion, etc. 10.5. Exercises
1. Work with a partner and write a description of his/ her physical performance. 2. Ask the students to describe the other students in the class trying not to 10'ok at

the person.
3. Interview your partner's brothers and sisters and ask their physical appearances. 4. Think of a famous person, for example the president of the republic of Indonesia.

Ask the class to guess by describing her/his appearance.

5. Interview your partner. Find out if she/he really likes the clothes he/ she, is wearing

today, what sort of clothes he/she finds most comfortable/uncomfortable. What's his/her favorite color for clothes. How he/ she feels about shopping for clothes. How far does he/ she follow fashion?
6. A role-play: you are witnessing a man robbing a bank. Tell the police about the

man

BIBLIOGRAPHY Bates, M and Evans, T.D. 1979. Basic English for Science. Oxford: Oxford University Press. Beardwood, L. et.al. 1979. First Course in Technical English. Oxford:. Heinemann David, R. 1985. Person to Person. Oxford: Oxford University Press. Ramsey, G. 1989. Plenty to Say. UK: Longman Group. Sims, Braley. 1989. Verbalizing Mathematic; Australia: The University of New England. Swan, M. and Walter,C. 1988. The Cambridge English Course. New York: Cambridge University Press.