Modul - English Class Chemistry-MIPA

Jember University
Department of Chemistry
English for Chemistry
Papa Amadou Diawara., M. Soc

Sociologist, French and English Lecturer
20122013
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ENGLISH FOR CHEMISTRY
UNIT 1
Greetings and Introductions
(Usual Expressions, Roles Play)
Faculty of Mathematics and Natural Sciences
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G reetings and Introductions

Almost all conversations start with a greeting. There are several expressions that are
commonly used as greeting, some formal and some informal. Which to use, of course
depends on the situation.
Introductions
When you meet and greet someone for the first time, introductions are needed.
There are a number of standard expressions that can be used for introductions. Take a
look at some of them.
1. Introducing Yourself
Expressions
Hello, Im ( ... Ms. Jaines).
My name is ( ... John
Grey).
Nice to meet you Mr.

Grey, Im Mrs. Sukjoy.
My name is Sopida,
Sopida Hakam. Its
a pleasure to
meet you Mr. Franks.
I'm delighted to meet you
Mr.Jeffers. My name is
Pornpan Orasa.
Im (... George Franks.

What's your name)?
Allow me to introduce
myself. My name
is ( ...Frank Jeffers).
Other
useful
introduction
Responses
Hello, Ms. Jaines, Im
Susan Appleton.
expressions
Expressions
How do you do?
I am pleased to meet you
I am glad to meet you
of
closing
an
Responses
Glad to meet you

Nice to meet you
Its nice to meet you
2. Introducing others
On occasion, you may find yourself in a situation where you have to introduce one
person to another. Look at these possible expressions that are used for this.
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Expressions
Sam: Peter, I would like
to introduce (... Miss
Helen Cranston).
Responses
Peter: Hello Miss
Cranston, nice to meet
you.
Helen: Nice to meet you

too Mr. Kellogg.
Bob: Min Ju, this is ( ...
my friend
Betty Watson).
Betty: Same here
Alice: Harry, let me
introduce(...my supervis
or, Mr.Lee).
Mr. Lee: Good to meet
you too. But please, call
me Sammy.
Min Ju: Hi Ms. Watson,

a pleasure to meet you
Harry: Mr. Lee, its good

to meet you.
Other useful expressions of opening an introduction

Expressions
May introduce (to) .?

Let introduce (to) .
3. Farewells
Just as there are several standard expressions for greetings, there are also expressions of
farewell. The farewell itself is generally very short- one or two words. However, many
times people add something to the expressions, depending on what they want to happen
in the future or the situation.
Expressions
Goodbye
Responses
Bye/Bye bye/ Bye now/
So long
Catch you later
I have to run/ I must be off
I have to be going now

Later dude /See you/Cheerio
Good day
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Extensions to Farewells
Expressions
See you again/ I hope to
see you again
See you (later/
/soon/tonight)
Call me
Responses
See you/Be seeing you/
Fine/ O.K/ All right/
Fine/ O.K/ All right/Sure
4. Greetings (Well being)

After the greeting finished, the conversation should be continued in some way. One of the
most common ways is to ask about the other people well being. Again, there are several
expressions that can be used for this. The responses to such inquiries will, of course,
depend on how one actually feels. Lets take a look at these.
Expressions
Responses
IF GOOD
How are you?
Great/Fine/Wellthanks
Hows it going?
Couldnt be better.
How are things?
Fantastic/wonderful..thanks
Pretty good thank you
IF SO-SO
How are things going?
Could be worse.
How have you been?
I cant complain.
How do you feel?
Not bad
IF BAD
How goes it?
Ive had better days.
How are you doing?
Not too good.
How's life treating you?

How are you getting on?
Not very well

Lousy.
Hows everything?
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5. Read this dialogue and practice it

Students should work together in pairs and read the following dialogue, one
student reading one part, the other student reading the other. Note the expressions
used in the dialogue and the progression of the conversation. The dialogue can be used
as a model to have similar conversations.
Sam: Hello, you look lost. Can I be of assistance?
Mary: Oh, thanks. Youre right, I am lost. Im looking for the Agricultural Engineering
Faculty?
Sam: Youre close; its just across the road. Its the building over there, behind the
coffee and cocoa company.
Mary: I see, well thanks a lot. Youve been a big help.
Sam: Excuse me for saying so, but youre not from around here, are you? Are you from
Jember or what?
Mary: Actually I am from Jogjakarta. Im a new transfer student. You are Javanese, I
assume?
Sam: Yes, by the way Im Sam, Sam Rizal.
Mary: Im Mary Kristina. Pleased to meet you.
Sam: So how long have you been in Jember University, Mary?
Mary: Ive been here about three weeks now. So, whats your major Sam?
Sam: Im a chemistry student. Whats yours?
Mary: Well, I will be studying Agricultural Engineering.
Sam: So, do you live in the dorm?
Mary: Actually no, I have a small apartment about five blocks from here. Well, I have to
run. Thanks for your help.
Maybe well bump into each other again sometime.
Sam: Could be, its a pretty small campus. Nice to meet you, Mary. See you later.
Mary: So long.
After reading, close your book and tell your partner a summary of the dialogue.
Then switch and have your partner tell his or her summary. Start like this: This dialogue
is about two people who meet...This may seem silly, since you both already know what
the dialogue is about, but the purpose is to practice using your English, not to give
information or test your reading skills.
Conversation Activities
1. Pair work- Role Play
The situation: Meeting new people
Working with a partner, role play the situation, using the information below
The roles: See items below
1. One partner is a new student at a university meeting his/her major professor
for the first time.
2. One partner has recently moved to a new neighborhood and is meeting their
next door neighbor for the first
3. One partner is a new employee at a company meeting a coworker for the
first time.
4. Both partners are strangers at a mutual friends party meeting for the first
time.
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2. Pair work
Interview someone in the class you do not know well. After the interview is over,
the interviewer could give a short introduction of the person to the whole class or to
small groups of 4 to 6 people. Questions you may want to ask during the
interview include:
- name
- where they are from
- number of people in their
family
- his or her goal in life
- what their family members
do
- favorite kinds of music (or
food, movies, etc)
- age
- job or major
- hobbies
- religion
- marital status
- why they want to learn English
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UNIT 2
Text 1: Reading Comprehension
(Conjugation Point: Simple Tenses: Present Past
Future
Topic writing/discussion: childhood/life at
campus/plan for the future)
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Like a lot of other ideas, chewing gum developed when an

inventive person was trying to develop something else. In 1870,
Thomas Adams was trying to create a substance similar to
rubber. He knew that in the past natives of Mexico had enjoyed
chewing chicle, which was a gum of the sapodilla tree: he
thought that this chicle might possibly be useful as a
replacement for rubber. While he was working with it, he decided
to try chewing it, just as had been done in Mexico. He enjoyed
the sensation and decided that he should try selling it.
Unfortunately, however, not many people bought it. He then
improved the product by adding flavoring and sugar to it, and he
gave out free samples until the product caught on. Though he
never succeeded in his original search for a replacement for
rubber, he became highly successful as a chewing gum producer.
I.
COMPREHENSION CHECK
Answer the following questions based on the text
1. The main idea of the passage is that
a. Chicle was commonly chewed in Mexico
b. Thomas Adams invented chewing gum by accident
c. Thomas Adams enjoyed chewing chicle
d. Thomas Adams was unsuccessful in finding a substitute for rubber
2. In
a.
b.
c.
d.
line 1, the expression an inventive person could be best replaced by

A creative person
An illogical person
A destructive person
A mistaken person
3. According to the passage, what did Thomas Adams originally want to create?
a.
Chewing gum
b. The sapodilla tree
c.
A rubber substitute
d. Flavoring
4. Which
a.
b.
c.
d.
of the following is NOT true about chicle?

It comes from a tree
Some people like chewing it
It is part of the rubber plant
Adams thought he might find a use of it
5. In line 3, natives are

a. Trees
b.
People
c.
Places
d.
Plastics
6. The word sensation in line 7 is closest in meaning to
a. Thought
b.
Feeling
c.
Taste
d.
Look
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7. According to the passage, what happened when Thomas Adams first tried
selling his chicle product?
a. It did not sell very well
b.
It was successful because of the taste
c.
People thought it was rubber
d.
Adams became immediately successful
8. Flavorings in line 9 are used to improve a products
a. Appearance
b.
Feel
c.
Taste
d.
Smell
9. It is implied in the passage that Adams gave out free samples of gum because
a. He had a lot that he did not want
b.
He did not care about making money
c.
He was not a very smart businessman
d.
He wanted to improve future sales
10. According to the passage, in his search for a rubber substitute, Adams
a. Was not successful
b.
Found the original rubber plant
c.
Succeeded late in his life
d.
Was higly successful
11. Where in the passage does the author explain what chicle is?
a. Line 1-2
b.
Line 3-4
c.
Line 5
d.
Line 8-9
II.
UNDERSTANDING GRAMMAR
Simple Tenses: Present - Past - Future

There are a number of tenses in English grammar. However among them, there are some
basic tenses which can be developed into other tenses. They are Simple Present Tense,
Simple Past Tense, and Simple Future Tense. Since they involve sentences, the structure
remains following the basic rule of a sentence construction.
A. Simple Present Tense
To demonstrate an event that used to happen or related to Habitual Actions
Functions:
1. Permanent states
is talking about things that are always, generally true.
- I live in Jember
2. General truth (facts)
- A week has seven days
- The sun rises in the east
- The sun shines by day, and the moon by night
3. Routines / habits
is talking about things you do regularly, all the time.
- I go to school everyday
- He usually eats an egg for breakfast
Time Signals (Adverb of Frequency)
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Always
Generally
Often
Regularly
Seldom
Now & then
Once a week
Normally
Usually
Sometimes
Frequently
Everyday

:
:
:
:
:
:
:
selalu
biasanya
sering
secara tetap
jarang
kadang-kadang
sekali seminggu
: biasanya
: biasanya
: kadang-kadang
: sering
: setiap hari
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ENGLISH FOR CHEMESTRY
Affirmative (Positive) Form (+)

Subject
I, You, We, They
He, She, It
Verb
Infinitive
Infinitive s/es
Examples
I love you
She learns her lessons
Verb
Do + not + infinitive
Does + not + infinitive
Examples
I dont believe you
It doesnt work
Negative Form (-)

Subject
I, You, We, They
He, She, It
Interrogative Form (?)

Do
Subject
I, You, We, They
Does
He, She, It
Verb
Infinitive
Examples
Do they need the
book?
Does she know who am
I?
The spelling rules for He, She, and It

Verb
Rule
Most verbs
Add s
Ends in a consonant + y
Change y to ies
Ends in ch, sh, s, x, z
Add es
Do and go
Add es
have
has
Examples
The office opens at 8 oclock
The class starts at 9 a.m
The baby cries very loudly
The bird flies in the sky
Mr. Diawara teaches English
Language Centre
She wishes to have a new car
My sister goes to school everyday
Rina does all her homework
She has dinner at 8 p.m
She has brother and sister
at
B. Simple Past Tense

To demonstrate a past event.
Functions:
1. A finished single action in the past
- I got scholarship last year
- The movie started at 7.30 p.m
2. A finished state in the past
- Dian lived in a small town
- Bima had a bad score
3. A repeated action in the past
- Novi always studied English on Monday
- She went to school everyday
When we use the past simple, we often say the time of the action: in 1960, at 7.30,
on Monday.
Yesterday
: kemarin
Last night
: semalam, tadi malam
Last week
: minggu yang lalu
A few minutes ago
: beberapa menit yang lalu
Two days ago
: dua hari yang lalu
A month ago
: sebulan yang lalu
In 1976
: pada tahun 1976
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Affirmative (Positive) Form (+)

Subject
I, You, We, They
He, She, It
Verb
Past Tense
Examples
I saw the car of my
brother
Negative Form (-)

Subject
I, You, We, They
He, She, It
Verb
Did + not + infinitive
Examples
We did not call him

Did
Subject
I, You, We, They
He, She, It
Verb
Infinitive
Examples
Did you see my cat?
Past Simple: Regular and Irregular Verb

1. Regular Verbs
Usually we add d / ed to the verb
The spelling rules for d / ed
Verb
Ends in e
e.g: live
Ends in a consonant +
vowel + consonant
e.g: stop
Ends in consonant + y
e.g : copy
Rule
Add d
Examples
- She lived in Jember
Double the final

consonant
- He stopped working at 5.30 p.m
Change y to ied
- I copied some articles
2. Irregular Verbs
have no regular pattern
Many common verbs have an irregular past form:
e.g:
go
went
have
had
meet
met
get
got
feel
felt
eat
ate
C. Simple Future Tense
To demonstrate future actions.
Functions:
1. A future actions
He will post the letter
I shall go to Malang tomorrow
2. A future appointment
- He will meet you by ten
- She will help you with your homework tomorrow
3. To show a signal
- Rani will give you a good dictionary if you go with him
Tomorrow
: besok
Tonight
: malam ini
1. The time signals in present continuous can also be used in future tense
e.g: next month
: bulan depan
2. Temporal conjunction (kata sambung yang bersifat sementara)
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If
: jika
When / while
: ketika
Before
: sebelum
After
: sesudah
As soon as
: segera sesudah
Till / untill
: hingga, sampai
after all of this temporal conjunctions the following sentence will be written
without shall / will
Affirmative (Positive Form) (+)

Subject
I, we
You, They, He, She, It
Verb
Will / shall + infinitive
Will + infinitive
Negative Form (-)

Subject
I, we
You, They, He, She, It
Verb
Will / shall +not +
infinitive
Will
+not(wont)+
infinitive

Will / shall
will
Subject
I, we
You, They, He, She,
It
Verb
Infinitive
Future intentions
besides the formula above future tenses can use to be + going + to +
infinitive
We use to be + going + to + infinitive when we are talking about our plans or
intentions
- We are going to study English next summer.
- Alice is not going to have a party this year.
(+)
(-)
(?)
Im
Im not
Am I
Going to
Infinitive
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EXERCISES
A. Make these following sentences into the past, present and future tenses
*Pay attention to the time signals that may change according to the tenses.
1. Architects (make) the plans of building. Present
(+) .
(-) .
(?) .
Architects (make) the plans of building. Past
(+) .
(-) .
(?) .
Architects (make) the plans of building. Future
(+) .
(-) .
(?) .
2. I always (meet) you on the corner of this street. Present
(+) .
(-) .
(?) .
I always (meet) you on the corner of this street. Past
(+) .
(-) .
(?) .
I always (meet) you on the corner of this street. Future
(+) .
(-) .
(?) .
3. They not (write) a book last year. Present
(+) .
(-) .
(?) .
They not (write) a book last year. Past
(+) .
(-) .
(?) .
They not (write) a book last year. Future
(+) .
(-) .
(?) .
4. He (buy) a new car. Present
(+) .
(-) .
(?) .
He (buy) a new car. Past
(+) .
(-) .
(?) .
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He (buy) a new car. Future

(+) .
(-) .
(?) .
5. She (goes) to town everyday. Present
(+) .
(-) .
(?) .
She (goes) to town everyday. Past
(+) .
(-) .
(?) .
She (goes) to town everyday. Future
(+) .
(-) .
(?) .
6. He (arrive) tomorrow morning. Present
(+) .
(-) .
(?) .
He (arrive) tomorrow morning. Past
(+) .
(-) .
(?) .
He (arrive) tomorrow morning. Future
(+) .
(-) .
(?) .
7. I (see) you the day after tomorrow. Present
(+) .
(-) .
(?) .
I (see) you the day after tomorrow. Past
(+) .
(-) .
(?) .
I (see) you the day after tomorrow. Future
(+) .
(-) .
(?) .
8. He often (lose) his pen. Present
(+) .
(-) .
(?) .
He often (lose) his pen. Past
(+) .
(-) .
(?) .
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He often (lose) his pen. Future

(+) .
(-) .
(?) .
9. He not (believe) me. Present
(+) .
(-) .
(?) .
He not (believe) me. Past
(+) .
(-) .
(?) .
He not (believe) me. Future
(+) .
(-) .
(?) .
10. Andi not (see) the movie last night. Present
(+) .
(-) .
(?) .
Andi not (see) the movie last night. Past
(+) .
(-) .
(?) .
Andi not (see) the movie last night. Future
(+) .
(-) .
(?) .
B. In the paragraph below. The verbs in italic tell us what happened. Write the
passage again. Change the verb in italics so that they tell us what will
happen (Future Tense).. Then tell us what is happening right now (Present
Tense).
What will happen?(Future tense)
I went to my office with my friend Reg. Reg and I had our first presentation about
Agricultural development. After the presentation, the director gave a short speech;
he spoke to the members of meeting about our presentation. The presentation was
very successful and I think a great many people enjoyed it very much.
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
..............................................................................................................
What is happening? (Present tense)
I went to my office with my friend Reg. Reg and I had our first presentation about
Agricultural Development. After the presentation, the director gave a short speech;
he spoke to the members of meeting about our presentation. The presentation was
very successful and I think a great many people enjoyed it very much.
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
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........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
..........
C. There is a line under each word or group of words in the statements below.
The words are not in the right order. Arrange them correctly. Then put the
sentences into the Present and Future Tenses
1. The film I enjoyed yesterday

2. My mother to market went

3. The children asked continuously questions in the class this morning
4.
We at home stay on Sundays

5. This morning a book I from the library borrowed

D. The verbs in brackets tell us what happen. Give the correct form of each
verb and each time signal:
What happened?
My friend, Roy, (die) last year. He (leave) me his record player and his collection of
records. Roy (spend) a lot of money on records. He (buy) one or two new records
every week. He never (go) to the cinema or to the theatre. He (stay) at home every
evening and (listen) to music. He often (lend) records to his friends. Sometimes they
(keep) them. He (lose) many records in this way.
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
................................
E. WRITING
Write a text about your childhood (Use the Past tense)
Write a text about your studies, or your life at campus or your family
(Use the Present tense)
Write a text about your plan for the future (Use the Future tense)
*(10 sentences minimum)
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UNIT 3
Text 2:
Reading Comprehension
(Grammar Point: The plural form

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Topic writing/discussion: How to struggle against

deforestation?)
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Quite different from storm, surges are the giant

sea waves called Tsunamis, which derive their
name from the Japanese expression for high
water in a harbor. These waves are also referred
to by the general public as tidal waves, although
they have relatively little to do with tides.
Scientists often refer to them as seismic sea
waves, far more appropriate in that they do
result from undersea seismic activities.
Tsunamis
are caused when the sea bottom
suddenly
moves.
During
an
underwater
earthquake or volcano for example, and the
water above the moving
earth is suddenly
displaced. This sudden shift off water sets of a
series of waves. These waves can travel great
distances at speeds close to 700 kilometers per
hour. In the open ocean, Tsunamis have little
noticable amplitude, often no more than one or
two meters. It is when they hit the shallow
waters near the coast that they increase in
height, possibly up to 40 meters.
Tsunamis often occur in the Pacific because the
Pacific is an area of heavy seismic activities. Two
areas of the Pacific well accustomed to the threat
of tsunamis are Japan and Hawaii. Because the
seismic activity that causes tsunamis in Japan
often occurs on the ocean bottom quite close to
the islands, the tsunamis that hit Japan often
come with little warning and can therefore prove
disastrous. Most of the tsunamis that hit the
Hawaiian Islands, however, originate thousands
of miles away near the coast of Alaska., so these
tsunamis have a much greater distance to travel
and the inhabitants of Hawaii generally have
time for warning of their imminent arival.
Tsunamis are certainly not limited to Japan and Hawaii. In 1755, Europe experienced a
calamitous tsunami to sweep onto the Portuguese coast and flood the heavily populated
area around Lisbon. The greatest tsunami on record occured on the other side of the
world in 1883 when the Krakatoa volcano underwent a massive explosion, sending waves
more than 30 meters high onto nearby Indonesian islands the tsunami from this volcano
actually traveled around the world and was witnessed as far as the English Channel.
I.
COMPREHENSION CHECK
1. The paragraph preceding this passage most probably discusses
a. Tidal waves
b. tides
c. storm surges
d. underwater earthquakes
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10
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2. According to the passage, all of the following are true about tidal waves
EXCEPT that
a. They are the same as tsunamis
b. They are caused by suden changes in hih and low tides
c. This terminology is not used by the scientific community
d. They refer to the same phenomenon as seismic sea waves
3. The word displaced in line 7 is closest in meaning to
a.
located
b.
not pleased
c.
filtered
d.
moved
4. it can
a.
b.
c.
d.
be inferred from the passage that tsunamis

cause severe damage in the middle of the ocean
generally reach heights greater than 40 meters
are far more dangerous on the coast than in the open ocean
are often identified by ships on the ocean
5. a main difference between tsunamis in Japan and in Hawaii is that tsunamis in

Japan are more likely to
a.
arrive without warning
b.
come from greater distances
c.
be less of a problem
d.
originate in Alaska
6. in
a.
b.
c.
d.
line 10, water that is shallow is not

clear
deep
tidal
coastal
7. the possessive their in line 18 refers to

a. the Hawaiian island
b. thousands miles
c. these tsunamis
d. the inhabitants of Hawaii
8. a calamitous tsunami in line 20 is one that is
a. expected
b. extremely calm
c. at fault
d. disastrous
9. from the expression on record in line 22, it can be inferred that the tsunami
that accompanied the Krakatoa volcano
a. occured before efficient records were kept
b. was not as strong as the tsunami in Lisbon
c. was filmed as it was happening
d. might not be the greatest tsunami ever
10. the passage suggest that the tsunami resulting from the Krakatoa volcano
a. caused volcanic explosions in the English Channel
b. was far more destructive close to the source than far away
c. was unobserved outside of the Indonesain islands
d. resulted in little damage
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The plural form

1. Generally, we form the plural in English by adding S to the singular form of the
noun,
Example : a car.> many cars ; a book.> many books
2. For the nouns ending by Y, we add IES, except if Y is preceded by a vowel,
Example : a baby.> many babies ; a lady.> many ladies ; a city.> many
cities
A fly.> many flies ; a copy.> many copies ; a country.> many
countries
A library.> many libraries ; a hobby.> many hobbies ; a duty.>
many duties
* Except: For the nouns ending by Y, but preceded by a vowel, we just
add S for their plural form,
Example : a boy.> many boys ; a key.> many keys ; a day.> many days
A toy.> many toys ; a monkey.> many monkeys ;
3. For some nouns ending by O, we form their plural form by adding ES,
Example : a hero.> many heroes ; a tomato.> many tomatoes
A potato.> many potatoes ; a volcano.> many volcanoes ; a
mango.> many mangoes, a buffalo.> many buffaloes
* Except :
For the nouns ending by OO, IO, OE, YO, we just add S for their plural
form,
Example : a bamboo.> some bamboos ; a radio.> many radios ; a piano.>
many pianos
4. For some nouns ending in singular form by F or FE, we form their plural form by
replacing F by V and adding ES (VES),
Example : a knife.> many knives ; a leaf.> many leaves ; a life.> many
lives ;
A wolf.> many wolves ; a loaf.> many loaves ; a half.> many
halves ;
5. For some nouns ending by X, S, Z, SH. CH, WE add ES for their plural
form,
Example : a bus.> some buses ; a beach.> some beaches ; a quiz.> many
quizzes
6. For some nouns, their plural form will be irregular,
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Example : a man.> many men; a woman.> many women; a foot.> many
feet
A tooth.> many teeth ; a mouse.> many mice
7. Some nouns will have the same writing in singular and plural form,
* Example1: a swine.> many swine; a deer.>many deer; a sheep.>
many sheep
a fish.>many fish ;
* Example2: a species.> many species; a series.> many series; a
Sudanese.> many Sudanese, a Balinese.> many Balinese; a Madurese.>
many Madurese;
8. Some nouns are always in plural form,

* Example1: glasses ; arms ; scissors ; clothes ; pantaloons ; shorts ; trousers ;
pants ; shoes etc.
* Example2: news ; civics ; mechanics ; mathematics ; economics ; gymnastics ;
physics ; politics ; linguistics etc.
9. These following nouns are grammatically used as plural, despite their singular
form,
Example : Government ; staff ; family ; team ; committee ; company ; firm ; police
etc.
10.These following nouns are in singular form,
* Example1: Everybody (and all nouns with the prefix every);
* Example2: Person (the plural of a person is people... not persons);
* Example3: Talking about weight (kg, pounds etc), about time (years, months
etc) and distance (km, miles etc);
11.These following nouns can be in singular or plural form,
* Example1: Series (a TV series; many TV series etc);
* Example2: Species (a species of bird, many species of birds);
* Example3: Means (a means of transportation; many means of transportation);
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EXERCISES
A. Give the plural form of these following words
1_A gift : => ..... ; 2_A party : => .. ; 3_A
dwarf : => .... ;
4_A person : => ... ; 5_A wife : => ... ; 6_A
hobby : => ... ; 7_A course : => ..... ;8_A child : =>
.... ; 9_A rush : => ........... ;
10_A supply : => .. ; 11_A leaf : => ... ; 12_A
mango : => ... ; 13_A church : => ...... ; 14_A quiz :
=> ...... ; 15_A life : => ... ;
16_A beach: => ...; 17_A buffalo : => ... ; 18_A
deer: => .. ; 19_A furniture : => ... ; 20_A city : =>
... ; 21_A chief : => ...... ;
22_A crush : => .. ; 23_A tooth : => .. ; 24_A cry :
=> .. ; 25_An elf : => .... ; 26_A roof : =>
.... ; 27_A proof : => .. ;
28_A tornado : => .... ; 29_An aircraft : => ... ; 30_A
kiss : => ...... ;
31_A mosquito : => .. ; 32_A Javanese : => ..... ; 33_A
house : => ...... ;
34_A dress : => ... ; 35_A witch : => .. ; 36_A buzz :
=> ....... ;
37_A cliff : => ... ; 38_A fruit : => ... ; 39_A bus :
=> ....... ;
B. Give the plural form of these following words/verbs
Choose the correct form (singular or plural)of the verb/nouns.
1_ everybody in the class tired. (Is/are)
2 _20 kilometers pretty far for me. (is/are)
3_I get used to long distance relationship, two years without meeting my husband
bearable for me. (is/are)
4_ Many like doing exercises. (Persons/ people)
5_ every (student/students) (has/have) to prepare the
examination.
6 _The news on TV! I want to watch (them/it)
7 _Reading newspapers (is/are) (a/some) good means of
information.
8 _65 kg a perfect weight for a model. (is/are)
9 _Islam KTP (is/are) a nice TV series.
10_ This year, the firm Coca Cola (has/have) made lot of benedicts
11_ Every (people/person) (have/has) to earn honestly.
12 _In many countries, 3 years (are/is) enough to get your Bachelor degree
C. Give the plural form of these following words
Choose the correct form (singular or plural) of the nouns.
1_There were two young (lady) working in the garden
2_I see two (dish) on the table
3_these two (child) are watching TV
4_Could you give me some (information) about your project
5_These (box) hurt me by falling down
6_My (trousers) are dirty
7_I can see many dead (leaf)
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8_Your (luggage) are too heavy

9_The (deer) are running in the forest
10_I lost all of my (key) this morning
11_I quickly need some (furniture)
12_I would like some (potato) in my plate please
13_There are many black (sheep) in Scotland
14_Does your father give you (advice) ?
15_There (is/are) hair in my soup!
D. Fill the blanks with the right verbs
Choose the correct form (singular or plural) of the verbs.
1_ Gymnastics my favorite sport. (is/are)
2 _The trousers you bought for me fit me. (doesn't/dont)
3_The police to interview two men about the robbery last week. (want/
wants)
4_ Physics my best subject at school. (was/ were)
5_ Can I borrow your scissors? Mine sharp enough. (isnt/ arent)
6 _Fortunately the news as bad as we expected. (wasn' t/weren't)
7 _Where your family live? (does/ do)
8 _Three days long enough for a good holiday. (isn't/aren't)
9 _I can't find my binoculars. Do you know where? (it is / they are)
10_ Do you think the people happy with the government? (is/are)
11_ the police know how the accident happened? (Does/Do)
12 _I don't like very hot weather. Thirty degrees too warm for me. ( is/are)
13 _Twenty thousands pounds stolen in the robbery. (was/were)
14 _The staff at the school happy with their new working conditions.
( arent/ isnt)
15 _Scotland playing France next week (in a football match). (are/is)
E. Fill the blanks with suitable words below
(NaturalNews) The United States Department of Agriculture (USDA) recently
before a House committee that antibiotic use in animal agriculture causes
humans who eat such meat to develop antimicrobial and antibiotic resistance.
Conventional cattle farmers often use antibiotics to the of
their animals, but such use is causing widespread antibiotic resistance, according to
experts.
According to Ads Moines Registerreport, John Clifford, chief veterinarian at the USDA,
explained before the committee that antibiotic use in animals "does lead to some cases
of antimicrobial resistance among humans and in animals themselves." So both the U.S.
Food and Drug Administration (FDA) and the USDA are working to reduce, and possibly
eliminate, the of many animal antibiotics.
One reason operations use antibiotics is to treat sick animals. Most
conventional livestock operations are highly unsanitary, and animals are raised within
confined animal feeding operations (CAFOs). These cramped conditions cause the
animals to become sick more frequently than they would if they were raised in more
spacious conditions, so they often need regular treatment for their constant
Another reason why conventional animal farmers use antibiotics is to fatten their animals
. This practice is employed purely to increase profits, and has nothing to do
with benefiting the animals or the humans who end up consuming products made from
them.
a. quickly ; b. speed ; c. livestock ; d. testified ; e. illnesses; f. growth; g. use
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F. Writing
How can we struggle against Deforestation? (Minimum 10 sentences)
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UNIT 4
Text 3:
Reading comprehension
(Grammar Point: Gender /Masculinefeminine/Common gender/Neuter Gender

Topic writing/discussion: English language,
famine, agriculture)
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Directions: Read the passage. Then answer the questions below.

What do you do with your orange peels and corn cobs after you are
done eating? Most people throw them in the trash can. But food leftovers
do not have to go into the trash. They are biodegradable, which means
that they can be broken down by bacteria into natural materials. People
who like to garden often put their fruit and vegetable scraps in a special
place known as a compost pile.
A compost pile is a spot outdoors where food waste can break down into
compost, which gardeners use. This process takes several months.
Once the compost is created, people spread this mixture in their gardens
to add nutrients to the soil. The compost in the soil helps new plants
grow in the garden.
How do you take care of a compost pile? It needs air, water, and heat.
Bacteria and other microorganisms break down the food waste into more
basic elements like water and carbon dioxide. This process requires
oxygen, so people use a shovel to turn compost regularly and help air
reach all parts of the pile.
The pile cannot dry out, so it should be covered to keep moisture in. Finally, heat speeds up the
process. This means a compost pile should be in the sun for at least part of the day.
Food leftovers are not the only things that turn into compost. You can also add yard waste like grass
clippings, dried leaves, and straw. In fact, you should add these things to create a healthy balance in
your compost. But do not add any weeds to your compost pile unless you want to grow weeds in your
garden! Sometimes seeds are left behind in the compost. This can be a welcome surprise if you find a
tomato plant sprouting where you had not planted one. The tomato seed was hiding in the compost,
waiting to begin a new life in the garden.
II.
COMPREHENSION CHECK
1. Gardeners use compost to
a. reduce the amount of trash on the planet
b. break down food waste
c. add nutrient to the soil
d. take care of bateria and other microorganisms
2. To take care of compost pile, you have to
I.
turn it regularly
II. cover it
III. make sure it is in the sun for at least part of the day
a.
I only
b.
I and II only
c.
II and III only
d.
I, II and III
3. People should start a compost pile if they

a. need compost right away
b.
do not like to garden
c.
want to put their food waste to good use
d.
eat oranges and corn
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4. You should not put weed in a compost pile because
a. they do not create a healthy balance
b.
food leftovers are the only things that turn into compost
c.
you do not want suprise plants growing in your garden
d.
the seeds can create new weeds in your garden
5. As used in the final paragraph, sprouting most nearly means
a. blooming
b.
growing
c.
appearing
d.
hiding
6. The author apparently believes that a tomato plant
a. is not a weed
b.
should not go in a compost pile
c.
is the best thing a gardener can grow
d.
requires compost to grow
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A. UNDERSTANDING GRAMMAR:
The Gender in English

In English, we have three kinds of Gender: Masculine-Feminine Gender,
Common Gender and Neuter Gender;
1. Masculine and Feminine Gender :
There are three ways to change a word from masculine to feminine form,
a) We can change the word in masculine form by another word in feminine form,
Example: boy.> girl; brother.> sister;
b) We can change a word from masculine to feminine form by adding something
(prefix or suffix) to its masculine form,
o A prefix (placed before the word) :
Example : he-cat.> she-cat ; man-servant.> maid-servant ;
o A suffix (placed after the word) :
Example : grand-father.> grand-mother ; washer-man.> washerwoman ;
c) We can also put a masculine word into the feminine form by adding ESS to its
masculine form,
o Adding ESS with no change to the masculine form of the word (the
Radical),
Example : author.> authoress ; host.> hostess ;
o
Adding ESS and deleting the final consonant of the word in masculine
form :
Example : actor.> actress ; hunter.> huntress ; tiger.>
tigress ;
Adding ESS in an irregular way :
Example : master.> mistress ; murderer.> murderess ; tiger.>
tigress ; sorcerer.> sorceress ;
o
* Particular cases1: widower.> widow; bride-groom.> bride etc;

* Particular cases2 (words from foreign languages): hero.> heroine;
signor.> signora; sultan.> sultana etc;
2. Common Gender :
Some words in English can be masculine or feminine, that why we said they have
Common Gender
Example : baby ; cat ; child ; cousin ; parent ; person ; sheep ; spouse ;
student etc ;
3. Neuter Gender :
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Thats all nouns meaning abstraction , things etc

Example : wine ; milk ; bread ; happiness ; politeness ; beauty ; silver ;
satisfaction ; committee etc ;
34
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EXERCISES
i.
Give the correct feminine form of these following words
1_A
bull
=>
....
..
2_A
cat
=>
....
3_An
uncle
=>
....
4_A coordinator => ....

...
5_A
camel
=>
....
.
6_An
actor
=>
....
7_A
wolf
=>
....
8_A
cock
=>
....
9_A
bear
=>
....
10_A
tiger
=>
....
11_A
lion
=>
....
..
12_A
goat
=>
....
.
13_bridegroom => ....
14_Sister-in-law => ....

..
15_Bachelor
=>
....
...
16_A murderer => ....
.
17_A
host
=>
....
..
18_A policeman => ....
19_A
bee
=>
....
...
20_A hero => ......
...
i.
21_A sultan => ....

.
22_A
duke
=>
....
23_A master => ....
24_A
sorcerer=>
....
.
25_God
=>
....
..
26_A
poet
=>
....
.
27_A prophet => ....
.
28_A shepherd => ....
..
29_A
peer
=>
....
.
30_A conductor => ....
31_A tempter => ....

.
32_A emperor => ....
33_Sir
=>
....
..
34_Gentleman => ....
35_A
king
=>
....
...
36_An husband => ....
..
37_A
Lord
=>
....
..
38_An clue => ......
..
39_A county => ....
.
40_A
Jew
=>
....
Give the masculine and feminine form of these words in common gender
1_A goat

2_A singer

3_A cat

4_A cousin

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5_A monarch

6_A baby

7_A spouse

8_A servant

9_A swine (pig)

10_An horse (stallion)

11_A sibling

12_A parent

G. Writing (minimum 10 sentences)

Choose one the topics below:
i.
ii.
iii.
The importance of English language in your daily life

Whats your opinion about some drama like famine?
The importance of strong policies to boost agriculture in
Indonesia
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UNIT 5
Text 4: Flexible Irrigation Systems
(Grammar point: Interrogative, relative
conjunctive pronouns Topic
writing/discussion: Explain what is your
opinion about flexible irrigation systems)
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lexible Irrigation Systems
John L. Merriam, P. E., F.ASCE; Stuart W. styles, P.E., M.ASCE; and Beau J.
Freeman
Introduction
10
15
20
2
5
In areas where irrigation is essential for crop production, the effective and
responsible management of water resources is critical. The on-farm problems created
by the use of a rigid `rotation schedule that permits a canal to operate continuously
at a constant flow rate (an engineers dream but a farmers nightmare) are beginning
to be acknowledged in planning. The rigid rotation supply forces wasteful water use
such as improper timing, and inhibits good farm management. It may be associated
with sub-surface drainage; high water table caused salinity, and reduced production
problems. Sub-surface drainage; high water table caused salinity, and reduced
production problems.
A flexible irrigation supply permits a farmer to manage his land, water,
weather, and labor resources as one integrated unit within his total farming program.
Flexibility is essential to optimizing farming operations and maintaining sustainable
irrigated agriculture. The value to widely utilized surface irrigation methods of large
variable flow rates and daytime only sets, and half or less as much labor conveniently
and more effectively used, must be considered in the economics of projects (Merriam
and Freeman 2002).
The engineer often considers adequate scheduling as delivering water on the
day the farmer needs it (or in a set rotation) with a volume as needed but with a fixed
rate and duration such as 24h. These restraints have no correlation with soil intake
rate or consideration of farmer labor or its convenience. The convenience of irrigating
when and with the flow rate desired has value to a farmer and he is willing to pay
higher water charge for the improved service. It is not just the volume of water
delivered, but the way it is delivered to make it usable, that is important. The
engineer must learn to think like an educated farmer.
Educated on-farm control of irrigation water deliveries permits appreciable
reduction in drainage and salinity problems caused by excess and nonuniform
application. A limited rate arranged-demand schedule is the desired practical
schedule. The farmer on an arranged day, and as desired (demand) can take a
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variable flow up to the systems design limit, use it as long as needed to infiltrate to
the desired depth, and then shut off the irrigation when it is finished.
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A. COMPREHENSION CHECK
1. What does the text mainly discuss?
..
2. According to the text, what are the advantages of flexible

irrigation?
..
..
..
3. According to the text, what is among the problems that flexible

irrigation helps to solve?
..
A. TECHNICAL UNDERSTANDING
1. Whats the meaning of correlation in line 17 on the text?

a.
b.
Alternation
Complement
c.
d.
Dissociation
Interconnection
2. Whats the meaning of intake in line 17 on the text?

a. Consumption
b. Expulsion
c. Retain
d. Modification
3. What does convenience in line 18 refer to?

a. Inutility
b. Advantage
c. Dysfunction
d. Disadvantage
4. What does infiltrate in line 26 refer to?

a.
b.
Diminished
Evaluate
c. Aspirate
d. Penetrate
5. What does variable in line 25 refer to?

a. Unvarying
b. Inconstant
c. Organized
d. Changeful
B. VOCABULARY IN CONTEXT
1. What does the pronoun it in line 5 refer to?

a.
b.
Flexible irrigation
Farm management
c. Improper time
d. Farmer

a. The farmer
c. The engineer
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b.
Water
schedule
d.
Adequate

a.
b.
The farmers labor

The irrigation
c. Soil intake rate

d. The restraints

a. Irrigation system
b.
The farmers demand water
c. the variable flow up

d. The arranged day
C. ENRICHING VOCABULARY
Identify the meaning of the underlined words below:
1. In areas where irrigation is essential for crop production, the effective and
responsible management of water resources is critical.
a.
Analytical
c. Condemning
b.
Crucial
d. Demanding
2. The on-farm problems created by the use of a rigid rotation schedule that permits
a canal to operate continuously at a constant flow rate are beginning to be
acknowledged
a. Important
c. Famous
b.
Recognized
d. Constituted
3. The rigid rotation supply forces wasteful water use such as improper timing,
a.
Imposed
c. Involved
b.
Wrong
d. right
4.
It may be associated with sub-surface drainage;

a.
Apparatus removing excess water
b.
Pipe accessing water flow into
analysis
5. High water table caused salinity

a.
highly condensed water
water
b.
Condensed water
c. Waste water
d.
Water
c. Soil rate of
d. Salt rate of water
6. Flexibility is essential to optimizing

sustainable irrigated agriculture
a.
Operating
b.
Regressing
farming
7. Flexibility is essential to optimizing

sustainable irrigated agriculture
a. Rational
b.
Imaginable
farming
operations
and
maintaining
c. Maximizing
d. A changing
operations
and
maintaining
c. Viable
d. guaranteed
8. The value to widely utilized surface irrigation methods of large variable flow rates
and daytime only sets
a.
Normally
c. Hopefully
b.
Generally
d. successfully
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9. The engineer often considers adequate scheduling
a.
Suitable
b.
Acceptable
c. Unfit
d. Natural
10. use it as long as needed to infiltrate to the desired depth

a.
Surface
c.
b.
Bottom
d.
Peak
deepness
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A. UNDERSTANDING GRAMMAR
Interrogative, relative (conjunctive pronouns)

Interrogative Pronouns (kata ganti penanya):
1. Who (person as a subject) : (siapa)
Example : Who is that girl ? Who gave you this book ?
2. Whom (person as an object) : (siapa)
Example : For whom does she make the dress ? With whom
do you go to school ?
Sometimes we can switch these expressions For whom/With

whom by For who/With who
Example :
For whom does she make the dress ? Who does she
make the dress for?
With whom do you go to school? Who do you go to
school with ?
3. Whose (expressing the possession) : (milik siapa)

Example : Whose bag is that ? Whose dpensils are these ?
4. What (expressing a name/thing/job/grate of someone) : (apa)
Example : What is your name ? What is he ?
5.
Which (expressing a choice) : (yang mana)

Example : Which do your prefere, the appel or the mango ?
Which of these girls will win the prize ?
6. Where (expressing a place) : (dimana)

Example : Where are you from ? Where do you live ?
7. Why (expressing a reason) : (kenapa)
Example : Why are you so sad ? Why do you study english ?
Other interrogative pronouns

Interrogative pronouns
. Much (berapa
harganya)
how
. Many (berapa)
. Often (berapa kali)
. Long (berapa lama)
. Far (berapa jauh)
. Old (berapa umur)
Examples
How much is that clothes?
How many siblings do you have?
How often do you go to your
hometown?
How long does it take to go to
Surabaya?
How far is the petrol station?
How old are you?
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*Pay attention
Most of the time, the interrogative pronouns will be linked to the preposition
following the verbs
who
what
with
to
at
about
Examples
Who do work with ?
Who are you talking about ?
Who are you looking at ?
Who are you talking about ?
. for
like
at
about
Examples
What did you buy it for ?
What is the film like ?
What are you looking at ?
What are you talking about ?
where
from
which
in
Examples
Where dare you from ?
Which country do you live in ?
Relative or conjunctive Pronouns :

They are: who; which; that; whom; whose (yang)
1. Who (person as a subject) : (yang)
Example : The girl who always plays in front of my house is
very beautiful
2. Whom (person as an object) : (yang)
Example : That is the woman whom I saw yesterday
Sometimes we can switch these expressions For whom/With

whom by For who/With who
Example :
This is the girl for whom I buy this flower
Ayu is my friend with whom I went shopping
3. Whose (expressing the possession) : (yg nya)

Example : The man whose wife died yesterday is my uncle
4. What (expressing a name/thing/job/grate of someone) : (apa
yg, apa)
Example : I cannot tell you know what happened
5.
Which (expressing a choice) : (yang mana)

Example : This is the fish which I fished last night
6. Where (expressing a place) : (dimana)

Example : Jogjakarta is the city where I grew up
7. Why (expressing a reason) : (kenapa)
Example : I dont know why this guy is staring at me like this
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*Pay attention1
In spoken English, relative or conjunctive pronouns often are deleted:
Example : He has something (that) I want ; This is the book (which)I
bought yesterday; He is the painter (whom) hI admire;
*Pay attention2
Which and What are not used after :
All; some; any; something; everything; anything;
nothing; much; and little
It is often used That
Example : He has something (that) I want ; All (that) I need is some
rest;
EXERCISES
B. Interrogative sentences:
i.
Fill the blanks with the correct interrogative pronouns
1_ ..... did you arrive? Yesterday

2_ .. have you travelled? By plane
3_... many passengers were there? One hundred, really?
4_... did you talk to? Mr. Turner
5_...... does he do? Is he still a fisherman?
6_...... dont you eat? Arent you hungry?
7_ ........ tickets are these? Mr. Turners?
8_..... is Mr. Papa? One meter eighty
9_......... does the leather bag cost? Two hundred
thousands rupiah
10_...... do they come and visit the hospital? Twice a year
11_...... one is your car? The brown one?
12_..... shall I have to wait for an answer? Two weeks?
13_....................................... buys some shirts? My mother does
14_....................................... is the teacher talking? The teacher is talking to
Hasan
15_....................................... hat is that? That is Alis hat
16_....................................... did she write? She wrote a letter
17_....................................... do you need? A book or a pencil? You need a
book, not a pencil
18_....................................... of these girls will win the prize?
ii.
Reorder these words into correct interrogative sentences
1_now you? Live Where do

.
2_do do? You What

.
3_your salary monthly? is What
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4_? you married Are

5_married you When get did?

6_your what? Do does wife

7_How? Children got you have many

8_How abroad you? Do often go

9_this buy for you dress? whom did

10_a me help write who letter? can to

C. Relative (conjunctive) pronouns: Fill the blanks with the correct

relative pronouns
i.
Fill the blanks with the correct relative pronouns
1_ The man was here yesterday has gone to France

2 _The flower he bought is a lotus
3_The man we were looking for has come
4_ He is a man I know you can trust
5_ This is the girl brother lives in London
6 _I cannot tell you happened
7 _He has something I want
8 _I know all .. he did
9 _Thats the tiger he caught
10_I saw everything he did
11_ Every (people/person) (have/has) to earn
honestly.
12 _In many countries, 3 years (are/is) enough to get your
Bachelor degree
13_ Peter is the boy .. rides the blue bike
14_This is the boy .. had an accident
15_Yesterday I saw a car was really old
16_Mandy is the girl .. I met on Friday
17_I havent seen Peter, . Brother is five, for a long time
18_The robber stole the car . the lady parked in front of the
supermarket
19_This is the man .. house is on fire
20_Can I talk to the girl . is sitting on the bench?
21_The book .. you gave me is great
ii.
Make some positive sentences using the relative pronouns

below
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1_who

2_whom

3_which

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4_what

5_Whose

6_Where

iii.
Make some interrogative sentences using the interrogative

pronouns below
1_who

2_whom

3_which

4_what

5_Whose

6_Where
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Give the definition of : 1_ Electron ; 2_proton; 3_atom; 4_neutron; 5_mass;

6_element; 7_temperature; 8__heat; 9_energy; 10_compound
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D. Writing
Explain what is the definition of the concept of radioactivity? Give
some concret examples (minimum 10 sentences)
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UNIT 6
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Text 5: Agricultural Engineering

(Grammar point: The use of many,
much, a lot of (lots of), few, a few,
little, a little (a bit)
Writing/discussion: Explain how it looks
like studying agriculture engineering at
UNEJ)
gricultural engineering
Agricultural engineering is the engineering
discipline
that
applies engineering
science and
technology
to agricultural production and processing.
Agricultural engineering combines the
disciplines of animal biology, plant biology,
and mechanical, civil, electrical and chemi
cal
engineering
principles
with
a
knowledge of agricultural principles.
Some of the specialties of agricultural engineers include:

the design of agricultural machinery, equipment, and agricultural structures
10
crop production, including seeding, tillage, irrigation and the conservation

of soil and water
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animal production,

including
the
care
and
processing
of poultry and fish and dairy management

the processing of food and other agricultural and biorenewable products,and food
engineering.
Bioresource engineering, which uses machines on the molecular level to help the
environment.
The first curriculum in Agricultural Engineering was established at Iowa State
University by J. B. Davidson in 1905. The American Society of Agricultural Engineers,
now known as the American Society of Agricultural and Biological Engineers, was
founded in 1907.
15
Agricultural Engineers may perform tasks as planning, supervising and managing the
building of dairy effluent schemes, irrigation, drainage, [flood] and water control
systems,
perform environmental
assessments, agricultural product processing and
interpret
impact
research
results
20
and
implement relevant practices. A large percentage of agricultural engineers work in

academia or for government agencies such as the United States Department of
Agriculture or state agricultural extension services. Some are consultants, employed
by private engineering firms, while others work in industry, for manufacturers of
25
agricultural machinery, equipment, processing technology, and structures for housing

livestock and storing crops. Agricultural engineers work in production, sales,
management, research and development, or applied science.
In the United Kingdom the term Agricultural Engineer is often also used
to describe a person that repairs or modifies agricultural equipment.
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A.
COMPREHENSION CHECK

a. Definition
of
engineering
b. Development of
agriculture study
agriculture
engineering
c. Agriculture engineering as a
subject of interest
d. The
origin
of
the
term
agriculture engineering
2. What can be interfered about agriculture engineering based on the passage?

a. It covers broader fields
b. It is an identifiable occupation
c. It is very competitive
d. It is an progressing activity
3. The following are the fields where an agriculture engineer may work , Except
a. Research/development
b. Sales
c. Public administration
d. Production
1. The word discipline in line 2 could be best replaced by
a. Subject
b. Control
c. Regulation
d. Punishment
2. The word principles in line 8 refers to

a. Historians
b. Creators
c. Doctrines
d. Bases
3. The word design in line 10 has a similar meaning as

a. Conception
b. Method
c. Perspective
d. Formation
4. The word tillage in line 11 could be replaced by

a. Animals vaccination
b. The lands preparation
planting crops
for
5. The word poultry in line 12 means .

a. Chickens business
b. Fertilizer business
c. Health test for the animals

d. Health test for the crops
c. Cows business
d. Crops business
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1. Animal production,
including
the
of poultry and fish and dairy management
a. Meat production
b. Milk innovation
care
and
processing
c. Meat innovation
d. Milk production
2. perform environmental impact assessments

a. Statements
b. Opinions
c. Thoughts
d. Decisions
3. Some are consultants, employed by private engineering firms,

a. Factories
b. Institutes
c. Organizations
d. Research centers
4. A large percentage of agricultural engineers work in academia

a. Industry
b. School
c. Farm
d. Business market
5. In the United Kingdom the term Agricultural Engineer is often also used to
describe a person that repairs or modifies agricultural equipment
a. Distinguish
b. Communicate
c. characterize
d. Focus
D. Fill in the blanks with suitable words in the box below
Probably the most important scientific . of the 20th

century was the 1953 . , by James Watson and Francis
Crick, of the structure of the DNA molecule which is the basis of heredity. Darwin had
shown how . might have changed over eons by slow,
random natural processes. Watson and Crick gave us the key to moving evolution
along much faster, to . our own purposes. (Whether the
biological world is governed by God's plan or Darwin's is a matter which continues to
divide people, but nothing in this report should . you to
change your own view!)
a. Require
b. Suit
e.
c. Event
Discovery
d. Species
56
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57
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E.

GRAMMAR UNDERSTANDING
The use of many, much, a lot of (lots of), few, a few,

little, a little
1. Many : (for countable nouns),
Example : many books ; many cars ; many chairs ; many pupils etc.
2. Much : (for uncountable nouns),
Example : much water ; much money ; much sugar ; much ink etc.
3. A lot of & lots of : (for countable or uncountable nouns),
Example : I have a lot of books ; I have lots of friends ; I have a lot of
spare time ; there is a lot of water here ;
o
For questions and negative sentences :
Its better to use: Many and Much: (for countable and uncountable nouns),
Example: we didnt spend much money; how much water is there in the
class? There arent many people in the street? Etc.
o
For positive sentences :
Its better to use: A lot of: (for countable and uncountable nouns),
Example: I need a lot of time to finish this work;
4. Other expressions of quantity or large number :
(For uncountable nouns)
A good (great) deal of business
A large quantity of wine
Plenty of time
(For countable nouns)
A good (great) many customers
A great number of cars
5. Few/a few (for countable nouns) :
Few (negative meaning), can be replaced within a sentence
by not many
Example: Few people will admit their faults; Has he few books? She has few
friends, except you
A few (positive meaning), can be replaced within a sentence
by several
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Example: I wish you would stay here a few days; I was glad to have a few
books; I have a few friends besides you
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6. Little/a little (a bit) (for uncountable nouns) :

Little (negative meaning), can be replaced within a
sentence by not much
Example: I have little time to do it; He was sorry to find that he had little
money
A little (positive meaning), can be replaced within a
sentence by a bit
Example: I am glad I have a little time left; He Will you have a little wine?
Please give me a little bread
EXCERCISES
a. Fill the blanks with few/a few, little/a little
1. We must be quick. We have . time
2. Listen carefully. I'm going to give you . advice
3. Do you mind if I ask you . questions?
4. This town is not a very interesting place to visit, so . tourists
come here.
5. I don't think Jill would be a good teacher. She's got . patience.
6. ' Would you like milk in your coffee?' Yes please. .
7. This is a very boring place to live. There's . to do.
8. 'Have you ever been to Paris?'' Yes, I've been there . times.
9. They live in a very small flat because they have . money.
10. I really need to see him. I've got . questions to ask him.
11. Could we have . champagne, please?
12. 'Were you surprised?' ' . '
13. They've already been to Spain . times.
14. These plants require . water and it's very handy.
15. At home, the kitchen was a pleasant place. There were
always . flowers in a vase.
16. 'How's your father?' . better, thanks.'
17. 'Sandra is fluent in Italian, French and Spanish.' 'It's quite
rare, . people can speak several foreign languages.'
18. This boy isn't very popular at school. He's got very . friends.
b. (same as the exercise a)

1. Come on Robert! I need . help.
2. How interesting! . people know that.
3. We made good time because there was . traffic so early in the
morning.
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4. We are going away for . days.

5. Will you have . more ice cream? We might as well finish it.
6. Stuart is a good student, he has . problems at school.
7. Can I help you? I speak . English.
8. I need to borrow . Euros, could you help me?
9. It's a very quiet area here, there is . noise in the streets.
10. Did you take . photographs during your holidays?
11. Hurry! We've got . time.
12. I met Michael . weeks ago.
13. She is always alone. She's got . friends.
14. Let's go and have a drink. We've got . time before school
starts.
15. She has . friends at the seaside, and we enjoy ourselves a lot.
16. . people can speak two languages perfectly.
17. She has got . patience. She always gets angry.
18. The school was almost empty. There were . students.
19. There is . sugar in the house. Can you go and buy some?
20. Would you like some tea? Yes, please, but only ..
c. Fill the blanks with many/much

1. There's . rain .
2. Have you got .. friends ?
3. Stop it ! It's too .. for me !
4. I hope to have .. presents for Christmas because I was nice this
year !
5. No ! I don't dive into this water, it's too .. cold !
6. Oh my bedroom is messy I have so .. things !
7. How .. does it cost ?
8. How .. money do you have ?
9. How .. oranges did you buy?
10. How .. orange juice did you buy ?
11. How .. books did he write ?
12. How .. people will be at your wedding ?
13. There's so .. love in your eyes !
14. There's too .. noise in this room ! Hush ! The baby sleeps !
15. They have visited .. countries !
d. Make two sentences using few/a few/little/a-little/many/much

1_few

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2_a few

3_little

4_a little

5_many

6_much

e. Make two sentences using a good (great) deal of/a large quantity
of/plenty of/a good (great) many/a great number of
1_a good (or great) deal of

2_a large quantity of

3_plenty of

4_a good (great) many

5_a great number of

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F. Writing
Explain how it looks like studying Chemistry at UNEJ (give details about the
disciplines you are studying, how your faculty is organized, your lessons
etc) (minimum 10 sentences)
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UNIT 7
Text 6: Would You; Could You, in the Rain?
(Grammar point: Relationship between
verbs-nouns-adjectives-and-adverbs)
Writing/discussion: Explain what do you
think about agriculture in Indonesia:
advantages and weaknesses)
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20122013
ould You, Could You, in the Rain?

S. Amanda Caudill, a doctoral student at the University of Rhode Island, writes from
Costa Rica, where she is assessing mammal diversity on coffee farms.
Thursday, Nov. 17, 2011
The
Turrialba
area
does
not
have
distinct rainy and dry seasons like other

places in Costa Rica. It is relatively rainy
all the time. Our three sites contain a
mix of coffee, native forests and other
agricultural land uses. Each is sampled

for a duration of two weeks before
moving onto the next site; this cycle will
be repeated four times, yielding a total
of
approximately
eight
weeks
of
sampling per site

I am told that November is one the rainiest months, and we have seen a fair amount
10
of rain rain that soaks every fiber of your clothing and skin. It is not the best
feeling to start your day by putting on wet, heavy boots. Thankfully, there have been
only a handful of days when it has rained nonstop. Some of the sites are quite steep
and difficult to traverse, especially when the ground and rocks are slick with mud.
There are points within our study grids where you literally have to tuck into a ball and
15
use your feet as skis, hoping that you can stay upright while sliding down, or just go
ahead and slide down on your bottom and hope that you can grab onto something
not thorny or venomous to slow yourself down. I am lucky to have a field team with a
great sense of adventure (and humor).
The consistent rain has an interesting effect on the coffee. Instead of the coffee
plants flowering and producing cherries once a year after the rains, the plants here
produce cherries almost year round. There are coffee cherries of all levels of ripeness
20
right next to one another on one plant. This means that coffee pickers are harvesting
the coffee for a majority of the time that we are in the field.
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There can be up to 100 workers in our study site picking coffee. Most of them are
migrant workers who make very little money. We try to explain the purpose of the
traps and what we are doing. Most people think we are crazy to study mice and rats,
especially when we tell them that we are not going to kill them. One of the farmers
25
told me when we were counting the number of ripe coffee berries on a branch
together, Your work is very curious. I think our explanation helps people
understand, but we still have a lot of traps stolen. Our car got broken into, and a bag
of 36 traps was taken so now our back stock of extra traps is running dangerously
low.
The ropes that we have been using to tie the track plates together have been
disappearing, but at least rope is inexpensive and easy to purchase in town. We have
30
not had much success with the camera traps yet, but we do know that they are
working. In the above picture sequence, one of the workers looks inside the track
plate, and then takes the rope holding it together. The coffee pickers tie plastic
laundry baskets around their waists to hold the coffee cherries, and the rope is
probably very useful for them.
When the track plates do stay intact, they can yield some nice results. The track
35
marks at right are those of a possum in the forest of our first study site. Although we
did not trap any possums in the forest, we now have some evidence that they are
there. Now if we could just keep our equipment functioning and secure.
A.
COMPREHENSION CHECK

a.
b.
c.
d.
The Turrialba area

Hot and Humid Seasons in Costa Rica
The farmers pick some coffee in Turrialba area
An expedition in the coffee plantation in Turrialba
2. According to the passage, what was the biggest problem the authoress and her
team faced?
a. The big forest of Turrialba
b. The difficulty to traverse the
sites
c. Many of their equipments were

stolen
d. The rainy weather
3. What can be inferred about the work of the authors team ..

a. It interests the coffee pickers
b. It impresses the coffee pickers
c. It amuses the coffee pickers

d. It surprises the coffee pickers
4. The following are what the authors team work encountered , Except
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20122013

a. The weathers harshness
b. The farmers collaboration
c. The harshness of the works

conditions
d. The farmers understanding
6. The word distinct in line 1 could be best replaced by
a. Different
b. Similar
c. Distinguishable
d. Long
7. The word approximately in line 8 refers to

a. Amount
b. About
c. Less
d. More
8. The word soaks in line 11 has a similar meaning as

a. To dirty
b. To tear
c. To enter
d. To dip
9. The word evidence in line 37 could be replaced by

a. Explanation
b. Proof
10. The word picking in line 22 means .
a. To take
b. To select
c. contradiction
d. Refutation
c. To arrange
d. To examine
11. Now if we could just keep our equipment functioning and secure
a. hand phone
b. clothes
c. Machine
d. Material
12. It is relatively rainy all the time.

a. Abundantly
b. Obviously
c. Rarely
d. Usually
13. rain that soaks every fiber of your clothing and skin.
a. Substance
b. Filament
c. Part
d. Component
14. Thankfully, there have been only a handful of days when it has rained nonstop
68
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a. Advantageously
b. Unfortunately
c. Luckily
d. Generously
15. There are points within our study grids where you literally have to tuck into a ball
a. Absolutely
b. Completely
c. Fully
d. Basically
16. The consistent rain has an interesting effect on the coffee

a. Abundent
b. Stable
c. Regular
d. Continuous
17. Some of the sites are quite steep and difficult to traverse
a. high
b. Rising and falling sharply
c. Flat and smooth

d. Slippery
18. and hope that you can grab onto something not thorny or venomous to slow
yourself down
a. Hurting
b. poisonous
c. Contagious
d. Dangerous
19. There are coffee cherries of all levels of ripeness right next to one another on one
plant
a. State of being mature
b. State of being dry
c. State of being ripe

d. State of being harvested
20. but at least rope is inexpensive and easy to purchase in town.

a. To get
b. Find
c. Order
d. Buy
D. Make two sentences with these following words
1. To purchase

2. Ripe

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3. Consistent

4. Thankfully

5. Evidence

6. Distinct

7. Purpose

8. Handful

9. Success

10. Explanation

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I.
ENGLISH FOR AGRICULTURAL ENGINEERING

The use of nouns, adjectives and adverbs

A word may have various forms and constructs new meanings and are used in
different ways. The word has different formations by changing it in a new form.
1. SUFFIXES
NOUN + FUL = ADJECTIVE (meaning: full of, having)
NOUN + LESS = ADJECTIVE (meaning: without)
Noun
Art
Fear
Use
Beauty
Skill
Child
Count
Defense
ful (Adjective)
Artful
Fearful
Useful
Beautiful
Skillful
-
less (Adjective)
Artless
Fearless
Useless
Childless
Countless
Defenseless
COUNT NOUN + HOOD = NONCOUNT ABSTRACT NOUN

Count Noun
hood (Abstract noun)
Adult
Adulthood
Child
Childhood
Parent
Parenthood
Sister
Sisterhood
Brother
Brotherhood
Widow
Widowhood
COUNT NOUN + SHIP = NONCOUNT ABSTRACT NOUN
Count Noun
ship (Abstract noun)
Friend
Friendship
Leader
Leadership
Member
Membership
Scholar
Scholarship
Relation
Relationship
ADJECTIVE + NESS = NONCOUNT ABSTRACT NOUN
Adjective
ness (Abstract noun)
Appropriate
Appropriateness
Aware
Awareness
Clever
Cleverness
Conscious
Consciousness
Dark
Darkness
ADJECTIVE + Ity = ABSTRACT NOUN

Adjective
ity (Abstract noun)
Able
Ability
20122013

Accessible
Accessibility
Probable
Probability
Productive
Productivity
Responsible
Responsibility
VERB + Tion (sion) = NOUN

Verb
tion/sion (noun)
Abort
Abortion
Accelerate
Acceleration
Accommodate
Accommodation
Form
Formation
Imitate
Imitation
VERB + Er = NOUN
Verb
Er (noun)
Analyze
Analyser
Announce
Announcer
Rob
Robber
Rule
Ruler
Train
Trainer
VERB + Or = NOUN
Verb
Or (noun)
Prosecute
Prosecutor
Generate
Generator
Motivate
Motivator
Contract
Contractor
Contribute
Contributor
VERB + Ment = NOUN

Verb
Announce
Develop
Manage
Excite
Attach
VERB + Able (ible) = ADJECTIVE
Verb
Ment (noun)
Announcement
Development
Management
Excitement
Attachement
tion/sion (noun)
Accept
Acceptable
Collect
Collectible
Communicate
Communicable
20122013

Rely
Reliable
Value
Valuable
Washer
Washable
VERB + Ive (active) = ADJECTIVE

Verb
Ive/active (adjective)
Act
Active
Administrate
Administrative
Explode
Explosive
Provoke
Provocative
Alternate
Alternative
Talk
Talkative
VERB + Ly = ADVERB
Adjective
Ly (adverb)
Abrupt
Abruptly
Hopeful
Hopefully
Important
Importantly
Interesting
Interestingly
Proud
Proudly
EXCERCISES
a. Complete this chart (adjectives-adverbs)
Adjective
Adverb
Adjective
Adverb
Angrily
.
quick
Brave
desperately
Drunken
..
Loud
Romantic
Soft
excitedly
Nervously
.
quietly
slowly
20122013
b. Complete this chart (verb-Adjective)

Verb
Adjective
Verb
Adjective
dream
.
Divide
Conserve
hate
frighten
explicable
rainy
harm
..
Injured
excitedly
Understand
slowly
c. Complete this chart (verb-noun)

Verb
Print
Conserve
Recess
fail
Noun
Promotion
..
schedule
Verb
.
Divide
Succeed
Understand
Noun
Leader
.
Lecturer
Parliament
d. Make some sentences with these following words

1. Fear
2.Fearless
3.Fearful
4.Use (verb)
20122013
5.Useful
6.Useless
7.Usefully
8.Usefulness
9.Child
10.Childhood
..
10.Adult
11.Adulthood
12.Friend
13.Friendship
..
14.Clever
..
15.Cleverness
16.Analyse
17.Analizer
18.Analisis
..
19.Communicate
..
20.Communication
20122013
21.Communicable
22.Interest (verb)
23.Interest (noun)
..
20122013
24.Interesting
25.Interestingly
..
E. Writing
Explain what do you think about agriculture in Indonesia: advantages and
weaknesses (Minimum 10 sentences)
20122013
20122013
UNIT 8
Text 7: Growing Technology
(Grammar point: The degrees of comparison)
Writing/discussion: Give your opinion about
the introduction of technology in agriculture)
Rowing Technology
20122013

Two innovations in particular have allowed farmers and agricultural engineers to
manage fields more precisely: 1) the availability of Global Positioning Systems
(GPS) to the general public, and 2) the introduction of instantaneous yield
monitors.
GPS uses a system of satellites to provide users with accurate information about
their position and velocity anywhere in the world. Developed by the U.S. military
during the 1970s and 1980s, GPS was not available to the general agricultural
community until 1992, but it had an immediate impact on precision farming.
GPS allowed us to accurately record and map the location of soil and crop
variances in a given field, says Russell Hahn, the former director of standards
10
and technical activities with the American Society of Agricultural Engineers.

Without it, precision farming as we know it would not have been possible.
Around the same time that GPS was applied to precision farming, agricultural
equipment companies such as John Deere; New Holland, N.V.; and Case Corp.
came out with yield monitors, which allow farmers to record variances in field
15
yield as they harvest their crops. These monitors gave farmers a new way to
measure and adapt for variances within a given field. We have always had soil
maps, says Parsons. But the development of yield monitors coupled with the
availability of GPS allowed us to start to look at variability within fields based on
yield levels, and to adjust the application of agricultural input accordingly.
Agricultural engineers and computer scientists are making advances with many
20
other systems that will allow for more accurate applications of precision farming.
Here are a few of the most significant:
25
30
35
Electrical conductivity. Several methods using electrical conductivity are being

employed to estimate topsoil depth, organic matter variations and other
parameters. Some of the more popular systems currently in use include the EM38, being tested by the University of Missouri, and the Veris system. This
technology provides farmers and engineers with more detailed soil type mapping.
Remote sensing refers to a process of obtaining information about land or water
without any physical contact between the sensor and the subject of analysis. It
involves measuring spectral variability in light reflectance from satellite-, airplaneor ground-based spectral scanners. Using this technique, scientists can analyze
large and small segments of soil, and measure changes in such variables as soil
type, soil moisture and organic matter content over a given period of time.
Sensor development. Scientists are developing an array of sensing equipment
that can be used to measure a variety of field factors. For example, the SPAD
meter estimates crop chlorophyll content and detects areas of a field lacking in
nitrogen in time to reduce field loss. Another type of sensor is the cardy meter,
which is a hand-held electronic tool that estimates nutrient status is a field. Other
sensors estimate variability in organic matter and adjust herbicide application
rates accordingly.
20122013

The benefits of precision farming are threefold. It helps farmers reduce costs by
allowing them to apply fertilizers, pesticides and other agricultural inputs only
40
where they are needed. It helps farmers increase yield by insuring that each area
of a field receives the input elements that will create the greatest yield. Finally, it
benefits the environment by lowering the total amount of pesticides and fertilizers
applied to a field.
Precision farming maximizes production in a way that minimizes the cost of
inputs as well as any detrimental effects on the environment, says Parsons. I
45
think it offers tremendous opportunities for engineers.

Glen Rains, an assistant professor with the University of Georgia Biological and
Agricultural Engineering Department, also believes that precision farming offers
good opportunities for engineers, but he doesnt think the job market is as strong
as it might be. This area isnt growing as fast as it could be because of the
50
current farm economy, Rains says. [Precision farming] involves a tremendous

amount of data collection to help you manage your farm. But it takes maybe
three, four or five years of data to really see the benefit. And when you are in the
crunch to make money so that you can farm just the next year, its tough to invest
in precision farming, because it is an investment in time and in money to get
involved.
Because of the downturn in the farm economy, Rains believes that the growth of
55
precision farming divisions for most of the larger agricultural equipment

companies has slowed. However, he notes that ample opportunities still exist with
some of the smaller companies. Because agriculture is having such a tough time
of it now, fewer resources are being invested in precision farming by some of the
larger companies, he says. But there are some smaller companies that are
60
growing by developing markets for yield monitors, variable rate applicators and
other types of technology. Right now, the best opportunities may be with these
types of companies.
Engineering and computer science students interested in careers in precision
agriculture should keep their eye on the market. The farm economy can improve
rapidly and career opportunities along with it.
I.
COMPREHENSION CHECK

1. What is the text about?
..
..
2. According to the text, what has considerably boosted agriculture nowadays?
20122013
..
.
20122013
A.
VOCABULARY IN CONTEXT
1. What does the word allowed in line 1 mean?

a. Help
b.
Let
c. Deny
d. Contribute
2. What does the word accurate in line 4 mean?

a. Vague
b.
Global
c. Detailed
d. Faithful
3. What does the adverb harvest on line 14 mean?

a. Gather
b.
Seed
c. Sow
d. Produce
4. What does the verb coupled on line 16 mean?

a. Separated
b.
Brought
c. Distinct
d. Combined
5. What does the word reflectance on line 29 mean?

a. Ray
b.
Effect
B.
b. Intensity
d. Zone
ENRICHING VOCABULARY
1) the availability of Global Positioning Systems (GPS) to the general public,
a.
Ability to be obtained
c. Unability to be
used
b.
Ability to be understood
d. Ability to be
learnt
2) the introduction of instantaneous yield monitors
a. Delayed
c. Spontaneous
b.
Eventual
d. Directly
3) GPS uses a system of satellites to provide users with accurate information
about their position and velocity anywhere in the world
a. Speed
c. Characteristic
b.
Realisation
d. Functions
4) which allow farmers to record variances in field yield as they harvest their
crops
a. Similitudes
c. Mutations
b.
Separations
d. Divergences
5) the availability of GPS allowed us to start to look at variability within fields
based on yield levels, and to adjust the application of agricultural input
accordingly
a. Manipulate
c. Create
b.
Adapt
d. Realise
6) Scientists are developing an array of sensing equipment that can be used to
measure a variety of field factors.
a. An area
c. Arrangement
20122013

b.
A formation
d. Management
20122013
7) It helps farmers reduce costs by allowing them to apply fertilizers,

a. A chemical to increase soil fertility c.
A substance to kill the cropss
bacteria
b.
A substance to purify the soil
d. A chemical to produce GM
crops
8) However, he notes that ample opportunities still exist with some of the smaller
companies
a. Meager
c. Plentiful
b.
Good
d.
Encouraging
9) Because of the downturn in the farm economy, Rains believes that the growth
of precision farming divisions for most of the larger agricultural equipment
companies has slowed
a. Development
c. Benefit
b.
Recession
d. Organization
10) its tough to invest in precision farming, because it is an investment in time
and in money to get involved
a. Hard
c. Smart
b.
Lucky
d. Costly
C.
Fill in the blanks with suitable words in the box below
If there has been one constant in agriculture over the years, it has been the need to
maximize yield for a given space of land. Farmers have long known that due to varying
drainage and soil , different parts of an individual field require
different levels of input. Enter the wonders of technology to bring about precision
farming, also called site-specific farming, to adapt elements such as seed, fertilizer and
pesticide to the needs of an individual field.
Farmers have variability in their fields for years, says Sam
Parsons, an associate professor in the Department of Agricultural and Biological
Engineering at Purdue University. And many of them, when the
farms were smaller in size, practiced a type of precision farming. But they had to do it on
a manual basis. It is only within the last few years that technology has caught up with the
concept. Farmers are now able to manage individual areas of their fields more
accurately.
a. accurately
e. properties
b.
specially
c.
varying
d.
recognized
20122013
I.
I.1
The degrees of comparison
In English, we have 3 degrees of comparison: The positive degree, the Comparative and
the Superlative degree
1.
For adjectives with 1 or 2 syllables, we add R or ER (for the

comparative) and EST (for the superlative)
Example : Rich > Richer > Richest; Thick > Thicker > Thickest; etc.
2.
For an adjective with 1 or 2 syllables ending by a consonant preceded by

a vowel, we double the consonant and we add ER (for the comparative)
and EST (for the superlative)
Example : Big > Bigger > Biggest; Wet > Wetter > Wettest; etc.
3. For an adjective ending by E, we only add R (for the comparative)
and ST (for the superlative)
Example : Nice > Nicer > Nicest; Fine > Finer > Finest; etc.
4.
For an adjective ending by Y (preceded by a consonant), Y will be

replaced by I, then we add ER (for the comparative) and EST (for
the superlative)
Example : Dry > Drier > Driest; Happy > Happier > Happiest; etc.
5.
For an adjective ending by Y (preceded by a vowel), we keep the final

vowel Y and we add ER (for the comparative) and EST (for the
superlative)
Example : Grey > Greyer > Greyest; Coy > Coyer > Coyest; etc.
6.
For an adjective with 1 or 2 syllables ending by SOME, OW, LE,

ER, we add R (for the comparative) and ST (for the superlative)
Example : Wholesome > Wholesomer > Wholesomest; Narrow >
Narrower > Narrowest; Noble > Nobler > Noblest; etc.
7.
For an adjective with 1 or 2 syllables (with a high pronunciation for the

first syllable), we add MORE (for the comparative) and MOST (for
the superlative)
Example : Famous > More Famous > Most Famous; Useful > More
Useful > Most Useful; etc.
8.
Some adjectives have irregular comparative and superlative forms

Example : Famous > More Famous > Most Famous; Useful > More
Useful > Most Useful; etc.
Irregular adjectives
Comparative forms
Superlative forms
20122013

Bad
Good
Much
Little
Near*
Old*
Late*
Worst
Worst
Better
Best
More
Most
Less
Least
Nearer
-------Older
Elder
-------Later
Latter
Nearest
-------Oldest
Eldest
-------Latest
Last
Remark1: Elder and Eldest are used for people and mostly for
people in a same family, while Older and Oldest are more common, general, and are
used to express age etc.
Example : Mary is my eldest; He is my elder brother; John is older than me;
That is the oldest hotel in this city etc.
Remark2:
-Later means the last (about time)
Example : She came to school later than I; I will take the later plan;
-Latter expresses the second (last) thing that we already mentionned
Example : Alexandria and Cairo are large cities, the latter has a population of
over a million;
-The opposite of Latter is Former
Example : Alexandria and Cairo are large cities, the former is a seaport in north
Egypt;
-Latest means the last until now while Last means the last one (end)
Example : Did you read Mr. Greens latest book? Did you read Mr. Greens last
book?
9.
Cases of several adverbs
Adverbs
Fore
Far
Comparative forms
Further (Ex: further
information)
Superlative forms
Furthest
Farthest
Farther (Ex: Bangkok is

farther than Manile)
In
Inner (Ex; Inner beauty)
Innermost/Inmost
Out
Outter/Utter (Ex; Outter

space)
Uttermost/Utmost
Up
Upper (Ex; the upper

floor)
Uppermost
20122013
10. These following adjectives have no comparative or superlative forms:

Perfect, Supreme, Right, Wrong, Unique, Natural
Example : My work is more perfect than his > False
I.2
How to make comparative and superlative forms
1. Positive degree
As + Positive + As >This girl is as clever as that
No less + positive + than > This girl is no less clever
than that
Not more + positive + than
> This girl is not more
clever than that
20122013
2. Comparative degree
Comparative + Than >This boy is more clever than that
>Lisa is taller than her sister
3. Superlative degree
The + Superlative + Of >She is the tallest of all the
girls
The + Superlative + Noun + in > Jakarta is the largest
city in
Indonesia
I.3
Latin comparatives
Those adjectives are coming from Latin language: superior to (greater/better than),
inferior to (less/lower than), anterior to (earlier than), prior to (earlier than),
posterior to (later than), senior to (older than), junior to (younger than) etc.
To form the Latin comparative, than will be replaced by to;
Example : My strength is superior to his;
Example : His strength is inferior to mine
Example : This event is anterior to that;
Example : This event is prior to that;
Example : This event is posterior to that;
Example : This woman is senior to that one;
Example : This boy is junior to that one;
Some other adjectives from Latin language can be used in a positive
degree without using to: interior, exterior, ulterior, major, minor etc.
Example : He is an interior decorator; He had an ulterior purpose in doing this;
there are a lot of major industries in Indonesia; That fact has a minor importance;
He underwent a minor surgery;
20122013
Exercises
a. Complete theses sentences with the right comparative/superlative form
1. Sandra is Sophia (+pretty)
2. This song is the previous one (+good)
3. My boat is yours (= expensive)
4. This book is that one (=bad)
5. Jurassic Park is than Star Wars (-frightening)
6. The Lost World is than Jurassic Park 1 (-good)
7. Peter is student in the school (+ intelligent)
8. This museum is place in the town (- interesting)
9. Peter drives than Tony (+ quickly)
10. You have got sweets than she has (+many)
11. Mount Everest is than mount Kilimanjaro (+high)
12. A hurricane is than a storm (+frightening)
13. Learning Chinese is than learning Japanese (+bad)
14. August is than December (+hot)
15. Riding a horse is than riding a bicycle (+difficult)
16. John is good at math but Eric is (+good)
17. This film is than the one we saw last week (+funny)
18. A tiger is than a lynx (+strong)
19. I'm upset about Freddy, he is than his sisters (+lazy)
20. The weather is in England than in Gronland (+pleasant)
b. Find the comparative form of these following adhectives (+)
1. Great
>..
2. Expensive
>
3. Fabulous
>..
4. Large
>..
5. Short
>..
6. Fast
>
7. Dangerous
>.
8. Talkative
>
9. Stupid
>..
10. Early
>.
c. Complete theses sentences with the right comparative/superlative form

1.
The car n1 is than the car n2. (cheap)
20122013
2. The car n2 is than the car n1. (expensive)

3. The car 1 is not as the car 2. (expensive)
4. The car 2 is than the car 1. (wide)
5. The car 1 is not as as the car 2. (wide)
6. The car 2 is the car in the world. (beautiful)
7. The car 1 is the car in the world (cheap)
d. Find the comparative form of these following adhectives (+)

1. Healthy >.
7. Modern >
2. Simple >..
8. Bored
>
3. Chilly >
4. Wise >..
5. Heavy >..
6. Funny
>
9. Jealous
>.
10. Quiet
>.
e. Make some sentences with these following words

1. Superior to
2. Inferior to
3. Minor
4. Major
5. Junior to
6. Senior to
7. Later
8. Latest
9. Last
20122013
10. Latter
..
F. Writing
Give your opinion about the introduction of technology in agriculture (Minimum
10 sentences)
20122013

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Jember University

English for Chemistry

Papa Amadou Diawara., M. Soc

ENGLISH FOR CHEMISTRY

Faculty of Mathematics and Natural Sciences

ENGLISH FOR CHEMISTRY

G reetings and Introductions

Nice to meet you Mr.

Im (... George Franks.

Glad to meet you

Its nice to meet you

Faculty of Mathematics and Natural Sciences

ENGLISH FOR CHEMISTRY

Helen: Nice to meet you

Min Ju: Hi Ms. Watson,

Harry: Mr. Lee, its good

Other useful expressions of opening an introduction

May introduce (to) .?

Catch you later

I have to run/ I must be off

I have to be going now

Faculty of Mathematics and Natural Sciences

ENGLISH FOR CHEMISTRY

Fine/ O.K/ All right/

Fine/ O.K/ All right/Sure

4. Greetings (Well being)

How are you?

How are things?

How are things going?

How have you been?

How do you feel?

How goes it?

Ive had better days.

How are you doing?

Not too good.

How's life treating you?

Not very well

Faculty of Mathematics and Natural Sciences

ENGLISH FOR CHEMISTRY

5. Read this dialogue and practice it

Faculty of Mathematics and Natural Sciences

ENGLISH FOR CHEMISTRY

Faculty of Mathematics and Natural Sciences

ENGLISH FOR CHEMISTRY

Faculty of Mathematics and Natural Sciences

ENGLISH FOR CHEMISTRY

Like a lot of other ideas, chewing gum developed when an

line 1, the expression an inventive person could be best replaced by

of the following is NOT true about chicle?

5. In line 3, natives are

Faculty of Mathematics and Natural Sciences

ENGLISH FOR CHEMISTRY

Simple Tenses: Present - Past - Future

Faculty of Mathematics and Natural Sciences

ENGLISH FOR CHEMISTRY

Faculty of Mathematics and Natural Sciences

ENGLISH FOR CHEMESTRY

Affirmative (Positive) Form (+)

Negative Form (-)

Interrogative Form (?)

The spelling rules for He, She, and It

Ends in ch, sh, s, x, z

B. Simple Past Tense