PRACTICE 1

INTRODUCING PERSONALITY

1. OBJECTIVES:
a) making introductions and greetings
b) making introductions to other people in accordance with communication etiquette

2. DISCUSSION:
When you are introduced to foreign friends, you should greet them with “ How do
you do?” and shake hands with them for a few seconds. The next thing is, perhaps, the
presenting of a business card, which is also called a name card. You should accept the
card with a smile and a quick browse, and at the same time, offer yours.
Steps for making introductions and greetings in English
Speaker A:
--- Hi ! (greeting)
My name is/ I am Mirna. ( presenting one’s name)
Nice to meet you. (showing willingness for the meeting)
Speaker B:
---Nice to meet you, too ! (responding with showing happiness)
My name is/ I am Linda. ( presenting one’s name )
Ways to greet each other
Good morning! (afternoon, evening)
How do you do? /How are you?
Good/Nice/Glad/Pleased to see/meet you!
What a pleasant surprise!
Haven’t seen you for some time.
Long time no see!

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A. Greetings B. Responses to greetings

Hi! How do you do? How do you do?

Hello, you must be Jack from America. Fine, just fine.
How are you? Fine, thank you.
Hello. How are things with you? Quite well. And you?
How are you doing? The usual. How about you?
How is everything? So-so. And what about you?
You are doing all right? Nothing particular.
How it goes? Not too bad.
How is life, John? Nice to meet you.
Excuse me. Are you Kitty? Very happy to see you.

C. Self-Introduction D. Taking leave

I’m Helen Waters. Please call me Helen. Bye. /Bye-bye.

Please allow me to introduce myself. I’m leaving, Mr. Smith. Please do take care.
Let me introduce myself. I’d better go now. Let’s stay in touch.
Hello, may I introduce myself? I’ve got to run.
I’d like to introduce myself first. I must be off now. So long.
I’m Douglas, but everyone calls me Doug. Let’s call it a day now. Good-bye.
I’m glad to know you, Mr. Smith. Thank you very much for the nice dinner.
Pleased to meet you here. Bye.
Nice to meet you. I’ve heard quite a lot See you. I’ll call you now.
about you. I’ve really got to go now.
Nice meeting you, too. Good night.
The pleasure is mine. Here is my card. Have a nice day/ trip.
Here is my e-mail address. Please keep in See you later!
touch. Don’t forget to give me a call.
Enjoy yourself.

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3. EXAMPLE
Bagus: Hello, are you Prof. Smith from the United States?
Mr. Smith: Yes, Robert Smith. Please call me Robert. Thank for coming to meet me
at the airport.
Bagus: My pleasure. Welcome to Surabaya. My name is BagusSetiadi. You can
call me Bagus. Here is my card. ……Exchange cards.
Mr. Smith: Thank you. Here is mine. And this is my ID card………………
Introducing.
Bagus: How do you do, Mrs. Smith. ………………Greeting.
Mrs. Smith: How do you do? It’s nice to meet you. Please call me
Mary. ……………………………Response to greeting.
Bagus: How was the journey, Robert?
Mr. Smith: Well, it was Ok, although a little tiring.
Bagus: Then let’s get your luggage and go to the hotel now.
Mr. Smith: Oh, thank you. It’s very kind of you.

4. TASK
Practice greeting and introducing people
Imagine you are a clerk at a private/ public medical laboratory in Surabaya. Green
Swan is an expert Medical laboratorist from Australia. You are meeting her at the
airport. Act out this dialogue with your partner.

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PRACTICE 2
PARTS OF SPEECH

1. OBJECTIVES
a) Identifying parts of speech to several sentences.
b) Making grouping and identifying parts of speech to various sentences.
c) Improving grasp of grammar

2. DISCUSSION:
Parts of speech are sentence elements that work together to make up a sentence. Just as a
car is not a functioning car without all of its synchronized parts working together, a sentence
is not a functioning sentence without the correct usage and combination of its essential parts
of speech. The difference is that not all basic sentence parts—or parts of speech—have to be
included all of the time to actually make up a complete and functioning sentence, but its parts
do have to work together accurately for a writer to convey his or her intended ideas.
a. Nouns
b. Verbs
c. Pronouns
d. Adjectives
e. Adverbs
f. Conjunctions
g. Articles
h. Prepositions
i. Interjections
a. NOUN
A noun is a word describing who or what in a sentence—it can be a person, place or
thing. Remember, a “thing” can be anything—an animal, a device, a point, an object, an
event, and so on. A noun is usually an essential part of any basic sentence. It’s typically who
or what the sentence is about, but other nouns are often also included in longer or more
complex sentences.
b. PRONOUN
Pronouns can be used in place of nouns (when appropriate), and a pronoun operates
just like a noun in a sentence. It’s important to remember, however, to use pronouns
carefully. Often times, writers make the mistake of referring to a noun with a pronoun

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without first providing and introducing the actual noun a pronoun is replacing. This creates
confusion for readers since it’s then not clear who or what a pronoun is referring to. Also,
once introduced, nouns should be mentioned again here and there throughout a paragraph to
remind readers of the name or title of a noun (or noun phrase) even if it’s only a common
noun, such as “philosophy student” or “kitten.”
Nouns should be renamed even more often when many different nouns are being
talked about in the same paragraph, especially when writers are describing interaction
between characters or objects…e.g., He swore to her he would never deceive her again even
though she was the one who had first lied to him about it after he told her what the other man
told him she said. How many people are being referred to in the previous sentence? When
starting a new paragraph, it’s also a good idea to re-introduce a noun in the first sentence
since readers typically look for a change in thought or direction in a new paragraph.
On the other hand, it is a good idea to use plenty of pronouns intermittently
throughout paragraphs to replace nouns (once they’ve been introduced) so that all sentences
don’t begin exactly the same or follow the exact same pattern each time. Sentences may start
to sound redundant or choppy (and sometimes boring) when they’re all the same and become
very predictable to readers. Without sacrificing meaning and direction in your paragraphs, it’s
good to mix it up a bit with sentences.
c. VERBS
A verb is a word used in a sentence to explain what a noun—a person, place, or
thing—is doing or to explain what’s being done to a noun. It’s usually an action word, but a
verb or set of verbs can also explain an emotional/physiological response or action, (like
“feel”) or a mental action or state,(like “think”) or a state of being, which may not typically
be noticed or seen by others.
For instance, the word “exist”x is a verb that can be used to explain what a person,
place, or thing is doing even though such a word might not automatically come to mind when
trying to think of a true action word. However, “exist” can be used to explain the state of
being of a noun or noun phrase—even though it’s not necessarily an obvious or observable
action.
What about the verb “mad?”—Is it always apparent when someone is mad? (And that
could apply to both meanings of the verb “mad.”xi) Yet, “mad” is a commonly used verb, but
it’s not truly an action word. It’s more of a state of being or state of mind or emotion type of
word. The verb “mad” is typically paired with some form of the verb “be.” For instance:
“Gary was always mad at Katrina.” or “I am mad at you.”

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Therefore, even though verbs may not always be apparent action words, a verb of
some sort (or set of verbs) is usually an essential element in any basic sentence. So, when in
doubt about whether or not a word is a verb, check its meaning; usually, dictionaries list a
word’s part of speech next to it. (Several online dictionaries are available, too, such as
webster.com and dictionary.com.)
d. ADJECTIVES
Adjectives are descriptive words used in sentences to modify or describe nouns or pronouns,
and they typically (but not always) precede them. Adjectives help add meaning to messages
delivered in sentences by helping readers to better visualize or understand specifics about the
nouns or pronouns they modify. They add richness to a sentence.
e. ADVERBS
Adverbs are modifiers of verbs, adjectives, other adverbs, or sentences. They are used to
enhance one of these types of words or a sentence. For instance, adverbs modifying verbs
often answer questions, such as: How? When? Where? Why? To what degree? Or to what
extent of quality/quantity?
f. PREPOSITIONS
Prepositions join parts of sentences. For instance the sentence, “I found my keys on the car,”
is linked by the preposition “on” and would not make sense without it. Prepositions act as a
bridge between two parts of a sentence and provide readers with information, such as location
and time.
g. ARTICLES
An article always precedes a singular noun unless a noun is universal or all-encompassing. In
some cases, plural forms of nouns are also preceded by an article. This occurs when plural
nouns are specific.
h. CONJUNCTIONS
A conjunction is a linking word such as and, or, but.Conjunctions are used to connect
words or sentences.A conjunction may link two or more than twowords or sentences.The
words before, after, as, when, while, until, since, are also conjunctions. They tell when
something happens, so they are called conjunctions of time.
i. INTERJECTION
An interjection is a word that expresses a sudden, strongfeeling such as surprise, pain, or
pleasure.

3. EXAMPLE

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Verb noun verb
Stop! Joko works

Pronoun verb preposition article noun adverb

She ran to the station quickly

1. TASK
Directions: Identify the underlined part of speech as a noun, pronoun, verb, adjective, article,
adverb, conjunction, preposition, or interjection.
1. English is my second language.
2. My father lives in Scarborough, Ontario.
3. After I got home yesterday, I took my dog for a walk.
4. The other day I saw a bear.
5. Although I am quite brave, that movie scared me.
6. I like hockey, but my brother likes basketball.
7. Toronto is the largest city in Ontario.
8. This is the ugliest fish in the lake!
9. My sister is a silly yet beautiful woman.
10. I love my pet lizard.
11. The stream bubbles merrily over tiny pebbles.
12. I work in Waterloo, yet live in Kitchener.
13. Driving in heavy traffic on King Street, I was horrified when my car stalled suddenly.
14. I laughed as I put the apples into a box.
15. "Oh! I didn't see you there!"
16. My brother owns two big turtles, and he keeps them in a glass aquarium.
17. My boyfriend has a tattoo; it is a red maple leaf.
18. I will be going to the Film Festival this weekend.
19. I wish I could be sitting on a beach right now!
20. The dictionary and the thesaurus are both valuable resources when writing an essay.

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2. TASK : On the lines provided, tell how each italicized word is used in the sentence.Use
the following abbreviations: N for noun, ADV for adverb, PRON for pronoun, PREP
forpreposition, ADJ for adjective, CONJ for conjunction, V for verb, and INT for
interjection.
EXAMPLE [1] Wow! INT I had a great spring break!
Spring break [1] generally __________ denotes scenes of sun, fun, frolic, and [2] free
__________ time. However, students [3] throughout __________ the United States are
hearing the [4] call __________ of volunteerism [5] and __________ are responding in an [6]
amazingly __________ unselfish way. [7] Many __________ are trading their spring break
suntans for the [8] satisfaction __________ of helping [9] those __________ in need. The
organization [10] behind__________ these [11] volunteer __________ vacations is Break
Away. The organization[12] connects __________ students with groups or agencies [13] who
__________ need assistance, such as the Cherokee Nation Head Start program [14] or
__________ Habitat for Humanity, which [15] builds __________ homes for low-income
families. [16] Participation __________ in the program is growing, [17] for _______students
are finding [18] great __________ satisfaction in [19] willingly _________donating their
time and effort for good causes. [20] “Oh, __________the experience was not only fun but
also rewarding!” is heard at the end of Break Away week.
3. TASK: On the line provided, complete each of the following sentences by filling in
anexample of the part of speech specified.
EXAMPLE 1. interjection, you certainly take good notes!
__________ 1. After the race, the runners verb on the sidelines.
__________ 2. The adjective performance of the dancers from Bali fascinated the audience.
__________ 3. Will your noun be available to baby-sit on Saturday night?
__________ 4. The cheetah, the world’s fastest land animal, can run seventy miles an hour,
conjunction the much slower domestic cat can run only thirty miles an hour.
__________ 5. The directions are unclear about whether we should go preposition the bridge.
__________ 6. Jerome adverb completed the assignment and then helped others.
__________ 7. Are pronoun eating a healthy diet and getting plenty of rest and exercise?
__________ 8. interjection ! The debate team just won first prize!
__________ 9. My cousin, pronoun is a one-handed typist, uses a typing technique called
chording on a special keyboard with only seven keys.
__________ 10. conjunction she was determined and talented, in 1973 Laura Blears Ching
became the first woman to compete against men in an international surfing contest.

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PRACTICE 3
SENTENCE STRUCTURE

1. OBJECTIVES
a. Understanding sentence patterns
b. Identifying types of sentence
c. Improving writing sentence structure
2. DISCUSSION:
Sentence Construction
Basic sentence construction is something learned in beginning English language courses;
however, as life happens and time goes by, many of these first learned English fundamentals
begin to elude us. After a quick review, though, it usually all comes back, and good sentence
construction becomes a bit easier to put into practice on a daily basis.
What is a Sentence?
A basic sentence is a complete thought or idea—subject + predicate. It’s also known as a
simple sentence.
Subject (Noun Phrase) – One of two main parts of a sentence containing the subject noun
or a pronoun—a person, place or thing—often accompanied by modifiers. Therefore, the
noun or pronoun is who or what the sentence is about.
Predicate – One of two main parts of a sentence containing the verb, objects, or phrases
governed by the verb.
Sentence Building Blocks
1. A phrase is a cluster of connected words that do not form a complete idea or sentence.
2. A clause consists of a subject (noun/noun phrase) and a predicate (verb/verb phrase).
It can either be an independent clause (simple sentence), or it can be a dependent
clause that relies on an independent clause to form a complete sentence. (For more
information on dependent/independent clauses, see Sentence Expansion.)
3. Sentence Fragments. A fragment is a phrase or a dependent clause that is punctuated
as if it is a complete sentence, beginning with a capital letter and ending with a period.
A complete sentence must have a subject and a verb and express a complete thought.
A fragment is missing one or both of these. Fragments are not necessarily short. So
just because a group of words is long, do not assume that it is a complete sentence.
Make sure it has both a subject and a verb and expresses a complete thought.

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4. A simple sentence contains a subject (noun/noun phrase) and a predicate (verb/verb
phrase). It communicates one complete idea as an independent clause. It’s a complete
sentence.
5. A compound sentence is the logical combination of two complete thoughts or
independent clauses to form one sentence. It is usually linked by a coordinating
conjunction or a semicolon, but subordinating conjunctions used in a complex
sentence can be used as coordinators as well to form a compound sentence as it were.
(For more information, see Sentence Coordination/Subordination under Sentence
Construction.).
6. A complex sentence includes a dependent clause linked to an independent clause by a
subordinating conjunction of some kind to form a complete sentence.
Sentence Types
Declarative sentences state a fact.
Example: Roni loves playing football.
Imperative sentences give an order.
Example: Tono, fetch the ball.
Interrogative sentences ask questions.
Example: Which countries did you visit while in Middle East?
Exclamatory sentences exclaim.
Example: Help me!
3. EXAMPLE
SIMPLE SENTENCES
1. The baby cried for food.
There is a subject and a verb that expresses a complete thought.
2. Professor Maple’s intelligent students completed and turned in their homework.
A simple sentence does not necessarily have to be short. It can have adjectives. In this
case, there are two verbs “completed” and “turned in.” However, the sentence expresses
one complete thought and therefore is a simple sentence.
3. Megan and Ron ate too much and felt sick.
Although there are two subjects and two verbs, it is still a simple sentence because both
verbs share the same subjects and express one complete thought.
COMPOUND SENTENCES
1. The shoplifter had stolen clothes, so he ran once he saw the police.

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Both sides of the conjunction “so” are complete sentences. “The shoplifter had stolen
clothes” can stand alone and so can “he ran once he saw the police.” Therefore, this is a
compound sentence.
2. They spoke to him in Spanish, but he responded in English.
This is also a compound sentence that uses a conjunction to separate two individual
clauses.
COMPLEX SENTENCES
1. After eating lunch at The Cheesecake Factory, Tim went to the gym to exercise.
The independent clause is ‘Tim went to the gym to exercise.” The subordinating clause
before it is dependent on the main, independent clause. If one were to say “after eating
lunch at The Cheesecake Factory,” it would be an incomplete thought.
2. Opinionated women are given disadvantages in societies that privilege Ale
accomplishments.
The subject is “opinionated women” and the verb is “are given.” The first part of the
sentence “opinionated women are given disadvantages in societies” is an independent
clause that expresses a complete thought. The following “that privilege male
accomplishments” is a relative clause that describes which types of societies.
3. The woman who taught Art History 210 was fired for stealing school supplies.
The dependent clause in this sentence is “who taught Art History 210” because if
removed, the rest of the sentence would stand as an independent clause. “Who taught Art
History 210” is an adjective clause that provides necessary details about the subject,
woman.
COMPOUND-COMPLEX SENTENCES
1. After the two soccer players lost their game, they joined their other teammates for lunch,
and they went to the movies.
If we remove the dependent clause “after the two soccer players lost their game,” we have
a compound sentence. The dependent clause makes this sentence compound-complex.
2. The man believed in the system, and he knew that justice would prevail after the murderer
was sent to jail.
TASK
Practice:
Identify whether the sentences are simple, complex, compound or compound-complex.
Please underline dependent clauses where it applies.
1. Vampires Dairies is my favorite television show, but I also love True Blood.

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2. The student wiped the white board that was filthy with last week’s notes.
3. The trendy fashion designer released her new line on Wednesday.
4. Trina and Hareem went to a bar in Hollywood to celebrate their anniversary.
5. Wicked Regina cast a spell on the entire city, so the citizens decided to rebel.
6. While waiting for the paint to dry, Angela went to Home Depot, and Martin organized the
kitchen appliances.
7. After listening to the Kanye West CD, I have new respect for his music.
8. After the teacher chose groups, John and Sara were selected as partners for a project, yet
Sarah did most of the work.

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PRACTICE 4
AGREEMENT

1. OBJECTIVES
a. identify subject-verb agreement in sentences
b. apply subject-verb agreement in writing and speaking
c. analyze subject-verb agreement in implementation
2. DISCUSSION:
Agreement is a very important step in constructing a coherent sentence. There are three basic
agreements in a sentence: subject-verb agreement, tense agreement, and antecedent pronoun
agreement.
Verb: a word or group of words describing the action or the state of being of a subject
SUBJECT-VERB AGREEMENT
1. If the subject is singular, the verb is singular; if the subject is plural, the verb is
plural➞Mrs.Hendrickson feeds the birds every day. Or: The Hendricksons feed the birds
every day.
2. Subjects joined by and are plural and receive a plural verb➞Jolie and Lara swim together
every Thursday.
3. Subjects joined by or or nor adopt the singularity or plurality of the last subject;
accordingly, the verb matches it➞Either that cat or those dogs have been eating my
snacks!
PRONOUN-ANTECEDENT AGREEMENT
1. Each, either, neither, anybody, anyone, everybody, everyone, no one, nobody, one,
somebody, and someone are singularpronouns and receive singular verbs.
2. Both, few, many, and several are plural pronouns and receive plural verbs.
3. All, any, most, none, and some can be singular or plural pronouns, depending on their
use. These pronounscan receive plural or singular verbs.
4. Do not be confused by words or phrases that follow a subject that are not the
subject➞One of the chairs sidamaged.His work, one of the many works exhibited
here today, is refreshingly naive.
TENSE AGREEMENT
Maintain one tense in a complete thought: pas tense or present tense.➞
Incorrect: In the game of hide and seek, Bobby chase Mary and tag her from behind.

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Correct: In the game of hide and seek, Bobby chase Mary and tagged her from behind.
Incorrect: Dusk had just settled when I see a Faw timidly step onto the beach.
Correct: Dusk had just settled when I saw a Faw timidly step onto the beach.
Do not use of in place of have.
You cannot avoid pronouns. Pronouns substitute for nouns. Instead of saying, “Because
Janie was late, Janie hopped on Janie’s moped, and Janie raced to the wedding,” you
would say, “Because Janie was late, she hopped on her moped, and she raced to the
wedding.”
In this section, you will not only clarify ambiguous pronouns and assure pronoun-
antecedent agreement, you will also grapple with contractions. All too often, certain
pronouns and contractions are confused. “The file cabinet drawer snagged on an
overstuffed folder; it’s now stuck just before its halfway point.” It’s is a contraction
meaning it is, while its is a possessive pronoun meaning the drawer’s halfway point. The
only visual difference between the two is an apostrophe neatly inserted between the t and
the s in the contraction.
TERMS
a. Antecedent: In the last example, Janie is the specific noun that she and her replace; so
Janie is the antecedent. The presence of the antecedent in a sentence is as important as
which pronouns substitute for it.
b. Contractions:When two words are made into One by omitting letters and using an
apostrophe to highlight the omission—that’s a contraction.
c. Subjective, Objective, and Possessive Cases: Persons or things (nouns) acting on other
things are subjects. Pronouns that refer to these subjects are in the subjective case (I, you,
he, she, we, they, who). Persons or things acted upon (in other words, they are not
performing the action) are objects. Pronouns that refer to these objects are in the objective
case (me, you, him, her, us, them, whom). Subjects or objects that claim ownership of
something are possessors. Pronouns that claim their possessions are in the possessive case
(my, your, his, her, our, your, whose).
d. Avoid Ambiguous Pronoun References. Theantecedent that a pronoun refers to must be
clearlystated and in close proximity to its pronoun.If more subjects than one are present,
indicatewhich subject is the antecedent.➞WhenKatherine and Melissa left for England,
she promisedto write me about all their adventures.Whosi she? Katherine or Melissa?
PRONOUNS SHOULD

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a. Agree in number with their antecedent: Singular antecedents use singular pronouns,
and plural antecedents use plural pronouns.
b. Compound antecedents joined by and use plural pronouns.➞A horse and a donkey
make a mule. Even though the horse and the donkey are singular subjects, together
they create one plural subject.
c. Compound antecedents joined by or or nor use pronounsthat agree with the nearest
antecedent.➞ Neither my one cat nor my four dogs are as difficult to maintain as my one
pet fish.
d. Collective nouns use singular pronouns unless it is obvious that every person or thing in
the group act individually.➞The company mandated a universal naptime for all its
employees. They felt workers could sustain productivity longer into the afternoon if
theyrested in the early afternoon. Unless it is a onepersonoperation, a company usually
employs manypeople. However, it is treated like a singular noun.In the first sentence, the
singular pronoun it substitutesfor company. In the second sentence, individualsin the
company feel separately, and so theplural pronoun they replaces the subject.
e. Persons receive the pronouns who, whom, or whose, not that or which.
f. After is, are, was, or were use the subjective case.
g. Pronouns preceding or following infinitive verbs(the plain form of a verb preceded by to)
take theobjectivecase.➞Billy Jean begged him to play catch,but he did not want to play
ball with her at thatmoment. In the first clause, him is the subject; in thesecond clause, her
is an object. Despite their difference,both take the objective case because of theinfinitive
to play.

3. TASK
For the following questions, choose the underlined part of the sentence that contains a
grammatical error. If there are no errors, choose answer (No error)
1. We knew Lawrence must of missed the appointment because train service was
disruptedforthree hours this morning. No error.
2. Every year, a few committed citizens exceeds our expectations and work tirelessly to
improve our community programs in significant ways. No error.
3. Each of the employees have had a half-hour evaluation meeting with his or her supervisor.
No error.
4. Here are one of the three keys you will need to unlock the office door tomorrow. No error.

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5. Soon after Donovan left to walk to work, he realized that he would forget his umbrella. No
error.
6. Someone from the garage phoned to saythat the car had been fixed and asking if we would
pick it uap by 5:00. No error.
7. In 1963, Betty Friedan’s exposé of domesticity, The Feminine Mystique, became an
immediate bestseller and creating a national sensation. No error.
8. The staff at the university library deserve recognition for helping to locate the many
sources needed for the successful completion of my doctoral dissertation. No error.
9. Homesteaders on the Great Plains had to build homes, find water in asemiarid land, and to
learn to understand the blessings of the environment. No error.
10. During the winter season, homeowners should change their disposable furnace filters at
least once a month; a dirty filter reduce furnace efficiency. No error.
Proofreading for subject-verb agreement errors – sentences
Circle the subjects and underline the verbs. Make an arrow from the verb to its subject. If the
sentence has a subject-verb agreement error, cross out the incorrect verb and write the correct
verb form above it.
1. Calcium, which is one of the world’s most common elements, are important for growing
strong bones and teeth.
2. Every animal requires calcium for its health.
3. Calcium are also used for many other purposes.
4. As far back as Ancient Egyptian times, historians tell us of the use of calcium as a building
material.
5. In nature, this important element is always found as a compound such as calcium carbonate
and calcium fluoride.
6. Lack of calcium can be a serious problem.
7. Calcium-deficient bones is brittle and breaks easily.
8. Older people, especially older women, frequently gets osteoporosis.
9. Osteoporosis are a condition which cause calcium deficiency in bones.
10. In Canada, one in four women over the age of fifty suffer from osteoporosis.
11. A person with osteoporosis can break a bone doing simple daily activities like walking,
hugging or coughing.
12. Each osteoporosis sufferer needs to eat foods high in calcium daily.
13. Milk, tofu and spinach is high in calcium.

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14. Regular exercise also help prevent osteoporosis.
15. The other group that need lots of calcium are children who are growing.

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PRACTICE 5
SENTENCE COMPLEMENT

1. OBJECTIVES
a. identify sentence complement in sentences
b. apply sentence complement in writing and speaking
c. analyze sentence complement in implementation
2. DISCUSSION:
A complement is a word or word group that completes the meaning of a verb. Every
sentence has a subject and a verb. Sometimes the subject and the verb can express a
complete thought all by themselves.
Recognize a subject complement when you see one. A subject complement is the adjective,
noun, or pronoun that follows a linking verb. The following verbs are true linking verbs: any
form of the verb be [am, is, are, was, were, has been, are being, might have been, etc.],
become, and seem. These true linking verbs are always linking verbs. Then you have a list of
verbs that can be linking or action: appear, feel, grow, look, prove, remain, smell, sound,
taste, and turn. If you can substitute any of the verbs on this second list with an equal sign [=]
and the sentence still makes sense, the verb is almost always linking.
Read these examples:
Brandon is a gifted athlete.
Brandon = subject; is = linking verb; athlete = noun as subject complement.
It was he who caught the winning touchdown Friday night.
It = subject; was = linking verb; he = pronoun as subject complement.
Brandon becomes embarrassed when people compliment his skill.
Brandon = subject; becomes = linking verb; embarrassed = adjective as subject complement.
Brandon's face will turn red.
Face = subject; will turn = linking verb; red = adjective as subject complement. [Will turn is
linking because if you substitute this verb with an equal sign, the sentence still makes sense.]

3. TASK
Exercise 1
Directions: In each of the following sentences, a verb is underlined. For each verb, decide
whether it is being
used in the sentence as a transitive verb, an intransitive verb, or a linking verb.
1. The author Erle Stanley Gardner wrote a number of books using the pen name A.A. Fair.

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2. Upon closer examination, several spokes of the bicycle’s rear wheel appeared broken.
3. Yvonne and Sasha danced together until two o’clock, when the band finally stopped
playing.
4. Even by modern engineering standards, the pyramids of Egypt remain an incredible
achievement.
5. Working with extreme care, the bomb squad removed the suspicious package.
Exercise 2
Directions: In some of the following sentences, a direct object appears. Read each
sentence and circle theverb. Then underline the direct object of the verb, if any.
1. The voters in Lincoln County have selected Anderson for the state legislature four times in
a row.
2. General Sullivan led a fascinating tour of the historic Civil War battlefield in Gettysburg,
Pennsylvania.
3. Paula exercised in the weight room at the local gymnasium three times a week this past
summer.
4. The theories of Isaac Newton revolutionized physics and astronomy.
5. Benjamin Franklin’s first job was working as an apprentice in a printing shop.
Exercise 3
Directions: In some of the following sentences, an indirect object appears. Read each
sentence and circlethe verb. Then underline the indirect object of the verb, if any.
1. Moesha wrote her grandmother a long letter thanking her for the birthday gift.
2. After two days of debate, the town council awarded the road maintenance contract to a
companyowned by several local citizens.
3. Every evening, Richard and Emily cooked us a wonderful meal, using fresh ingredients
from thelocal farm stands.
4. Each candidate prepared a written statement for the selection committee.
5. Two minutes before game time, the coach gave her players a final reminder about the
crucialimportance of teamwork.

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PRACTICE 6
MOODS AND FEELING

1. OBJECTIVES
a. identify moods and feeling in expression and dialogue
b. apply moods and feeling in writing and speaking
c. analyze moods and feeling usage in implementation
2. DISCUSSION:
COMMENTING ON SOMEONE’S APPARENT MOOD/ CONFIRMING COMMENTS
ABOUT YOUR
CONFIRMING
COMMENTING I (don’t) feel. . . (polite)
You’re (not) looking . . . ( informal) I ’m afraid I .. . (polite)
You (don’t) look . . . (polite) I ’m (not) feeling . . . (informal)

MOOD/CONTRADICTING COMMENTS ABOUT YOUR MOOD.

CONTRADICTING
No, not at all. . . (polite)
No, I feel. . . (polite)
On the contrary, ( I feel ) & (I’m)(rather formal)

ASKING ABOUT NEWS /REACTING TO BAD NEWS/ REACTING TO GOOD NEWS

ASKING ABOUT NEWS

I hope everything’s going well, (polite)
How are things going? (direct)

BAD NEWS GOOD NEWS

Oh dear, I am sorry to hear What (marvellous/excellent news)(slightly format)

that.(polite) Oh, I am pleased (to hear that)! ( polite)
Oh ! How awful (very strong) That’s marvellous! (strong: polite)

Oh, what a (shame/ pity) (weak: Great! <informal>

polite)

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CONGRATULATING SOMEONE

I hear . .. Congratulations, (polite) Oh, what a pity! I ’d ’ve DONE . . . ifI ’d known.
Congratulations(aboutx/Doing...) Oh no ! I wish I ’d known I ’d ’ve DONE. . .

(direct) (strong)

TALKING ABOUT BAD NEWS/ TALKING ABOUT GOOD NEWS/ EXPRESSING

RELIEF
RELIEF
BAD NEWS It’s fortunate that. . . ( slightly format)
Isn’t it sad* about X ? Thank (heavens/goodness).. (strong}
(Very/Terribly) sad about X,isn’t? Informal What a good thing . . . ( informal}
I t’s a good job . . . (very informal}

AGREEING
Yes, it’s (awful, terrible), isn’t it?
Yes, it really is
Yes, quite
Yes, isn’t/wasn’t it (informal)

3. TASK
A. Complete the following dialogues with language from the Charts.
E X AM P L E
X : ‘My pet goldfish has just died !’
Y: _________________________________________________________
X : My pet goldfish has just died!
Y : Oh no! How awful!
Now do the same with the following:
a) X : Hello George, you don’t look too well!
Y : Yes___________a bit under the weather, actually.
b) X : __________ at work.
Y : Well no, actually, I ’m not getting on very well with the boss.
X: ----------------------------------------------------------------------------------

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c) X: Hi Frank________________ ?
Y : Oh lousy! I ’ve just had a row with my father.
X: __________________________
d) X: Oh Jane ___________terrible!
Y : ___________, I ’m feeling fine.
e) X : __________ at school ?
Y : I ’ve just come first in the exam!
X: __________________________ !

B. Complete the following dialogues with language from the Charts.

E X AM P L E
X : ___________your exam!
Y : Oh, it wasn’t very difficult really.
X : Congratulations on passing your exam!
Y : Oh, it wasn’t very difficult really.
Now do the same with the following.
a) X : __________sad about Gloria’s dog!
Y: Yes________________________________________________
b) X : ___________you’ve just got a degree___________ !
Y : Thank you very much.
c) X : ___________John ’s accident? He hit the back of a lorry!
Y : Yes___________isn’t it, b u t___________ he was wearing a seat belt.
d) X : ___________the baby, William!
Y : Oh thanks. I ’m really happy, and so’s Sarah.
INTERACTION WRITING
OBJECTIVE
To select and use appropriate language in given situations without reference to the Charts.
In the following situations make short conversations, paying particular attention to the use of
appropriate language. (Where necessary, refer back to the cast in the introductory section.)
a) You meet Donald Cromer. He does not look very well.
b) You are discussing with Carol Anderson the break-up of a friend’s marriage.
c) You are asking a friend about his/her new job.
d) In a conversation with a colleague you find out that his/her brother has been badly injured
in a car crash.

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e) A friend is telling you about a fantastic film that was on at the local cinema last week.
f ) You are asking a friend about his/her health after a long illness.
SOCIAL RESPONSES
OBJECTIVE
To test you in the use of the language in this Intersection. What would you say in the
following situations?
a) You meet a friend you have not seen for a couple of weeks. You know he has just got a
really good job.
b) You have been told you look ill, but you feel perfectly well.
c) Someone tells you he has just failed his driving test.
d) A friend tells you about a pop concert that took place two days ago. You did not know
about it, but your favourite group was playing.
e) You meet someone who has just got a new job and ask him/her about it.
f ) You ask someone about a friend of his/hers. The friend has just been killed.
g) Someone you know has got into university after trying three times.
h) You meet a friend who has got a big smile on her face. You comment on the fact.
i) Talking to a colleague you comment on the unfortunate fact that another colleague, Sam
Jones, has had to retire because of illness.
j) Someone tells you that he/she is really happy in his/her new house.
FLASHBACK DIALOGUES
OBJECTIVE
To consolidate your knowledge of the language in this Intersection. Read the following
reports of conversations and then put them into direct speech, as if they were happening now.
EXAMPLE
John met his friend Peter and told him he looked very tired. Peter replied that he was really
tired because he had not gone to bed the night before.
John: Hi Peter!
Peter: Hello!
J o h n : You’re looking incredibly tired. . . are you O.K. ?
Peter: I’m feeling tired actually . . . I didn’t go to bed at all last night. . .Now do the same
with the following.
a) Mary met a colleague of hers who she had not seen for some time. She asked the colleague
(Anne) about Anne’s new son - just six months old. Anne told her that the boy had been

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terribly ill for a few weeks. Mary naturally sympathised, but Anne said that he was now
getting better.
Mary reacted to the news.
b) Arthur met his friend Kevin and congratulated him on the successful results of his exam.
Kevin told him how he had failed his driving test that morning. Arthur reacted to the news.
c) Mrs George and Mrs Clarke were discussing their neighbours, the Greens. A friend, Mrs
Lynch, joined them and tried to discuss the news that Mr Green had died. The other two did
not know and felt they could have helped if the news had not taken so long to reach them.
Mrs Lynch told them how Mrs Green’s daughter had luckily come down to look after her
mother, and they all agreed that it was a good thing.

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PRACTICE 7
PLANS AND CHOICE

1. OBJECTIVES
a. identify plans and choice in expression and dialogue
b. apply plans and choice in writing and speaking
c. analyze plans and choice usage in implementation
2. DISCUSSION:
A. PLANS

ASKING ABOUT SOCIAL PLANS

SAYING NO DEFINITE STATING CHANGEABLE STATING A DEFINITE

PLANS PLANS PLAN
1. Have you got anything fixed up for this evening Carol?
2. Nothing Special, on.
3. What about you, Susan?
4. Well actually, I was going to have a quiet evening at home
5. And you Graham?
6. I’m working in the Hope.
INVITATIONS

EXTENDING INVITATION

ACCEPTING INVITATIONS REFUSING INVITATIAON

1. Would you all like to come out for a drink?

2. Yes, that would be marvellous. Thanks
3. Thank you for the invitation Donald, but I’ve got to get home to the wife.
4. Could I let you know in a few minutes Donald? I’m not sure if I’ve finished
everything.
SUGGESTIONS
ASKING SUGGESTION

MAKING SUGGESTION SHOWING IN DECISION

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1. Well Mr. Cromer, when d’you suggest we meet to discuss the case further?
2. I’m not really sure when do you suggest?
3. Umm....shall we meet for lunch on.... say......Friday?
4. Fine. Is there anywhere in particular you would like to eat?
5. Well, we could go to a pub. There’s a good one not far from the office.
ALTERNATIVE SUGGESTIONS
MAKING SUGGESTION

AGREEING WITH SUGGESTION DISAGREEING WITH SUGGESTION

MAKING ALTERNATIVE SUGGESTION

1. Lets have an exhibition about old machines, you know industrial archaelogy.
2. We could do, Jim, but it would take a lot of work and there isn’t much Time.
3. How about showing how science has changed people’s live at home?
4. But wouldn’t it better if we made it more practical? Something like household gadgets
explained.
5. That sounds like good idea what do the rest of you think?
6. Yes it’s great idea.
7. yes fine
CHOICE AND PREFERENCE

OFFERING CHOICE

EXPRESSING POSITIVE EXPRESSING IN EPRESSING NEGATIVE

PREFERENCE DEFFERENCE PREFENCE

A. Read the dialogues silently and role-play with a partner:

I
Claire’s friend Martha wants Claire to have dinner with her on Thursday.
Martha : What are you doing on Thursday evening ?
Claire: Nothing in particular. Why?

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M a rth a : Well, how about having dinner with me ?
Claire: That would be lovely, Martha, thank you.
II
A : Would you like to come and watch a game of cricket with me tomorrow?
B : Thank you, I’d love to.What time does the game start?
A : It’s at nine in the morning.
B : Shall I come and pick you up around half past eight?
A : That’s fine.
III
A : We should be delighted if you could come and have dinner with us this evening.
B : Thank you. That’d give me great pleasure but what’s the occasion?
A : My daughter has passed her MCA Exam with distinction.
B : O great! My congratulations to her.
A : Thank you.
IV
A : We’re going to Ooty Flower show tomorrow. Do you fancy coming along?
B : I’d love to, but I’ve got an exam tomorrow afternoon.
A : Its OK. Join us next time.
The following table gives the various expressions depending on situations, for the functions
inviting, accepting an invitation and declining one.

B. CHOICES
In a stationery shop

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Student : Have you got pens?
Shopkeeper : Would you like a ball pen or a micro tipped one?
Student : I prefer a micro tipped pen.
Shopkeeper : What colour do you want?
Student : I want green.
Shopkeeper : Here are some green colour pens. You can choose from them.
Student : (Chooses a pen) How much does this pen cost?
Shopkeeper : Cello pen? This costs .11/-
Student : Here you are.
Shopkeeper : Thank you.
A telephone talk between a VIP and the Principal of a college. The VIP will be the chief
guest for a function in the college.
VIP : Hello, Good morning, I’m Chandrasekar speaking from Bangalore.
Principal : Hello, Good morning, Sir. I’m the Principal of CAT College at Chennai. This is
about your stay. The choice is yours, Sir. Our guest house or a suite in a hotel.
VIP : I generally find a suite in a hotel more satisfactory.
Principal : We’ll book a suite in the Hotel Alankar.
VIP : That’s very kind of you. I’ll be there on Wednesday morning by nine.
Principal : We’re looking forward to your visit, Sir.
VIP : Thank you, see you bye.
Principal : Good-bye, Sir.
The expressions asking for and showing preferences are detailed below:
Neutral Situations
Asking for preferences : Would you prefer ……. or ……..?
Which would you prefer …. or ….. ?
Do you like … better than ……?
Showing preferences : I think I like ……… better.
I would go for ……………
I’d rather have …………. anytime.
Informal Situations
Asking for preferences : We can …… or …; what do you say?
Do you prefer ……. or ……?
What’s your favourite …….?
Showing preferences : I think I like ……..

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I would go for ………..
I’d rather have ……. anytime.

Formal Situations
Asking for preferences : Do you find … or …. More enjoyable?
The choice is yours; ….. or ……. ?
Which appeals more ……. or …….?
Showing preferences : I have a strong preference for ………
I generally find ….. more satisfactory.
I’d generally choose …… in preference to ………

3. TASK
1. ORAL PRACTICE
In a Hotel
Receptionist : Do you find an AC room or a Non AC morecomfortable, Ma’am?
Tourist : I’d rather have an AC room because theweather here is a bit hot.
Receptionist : Would you like a room with a bath?
Tourist : I’d prefer a shower to a bath if possible.
Receptionist : I can give you one with a shower, Ma’am.It’s room No. 210 for you in the first
floor.
Tourist : Thank you.
Receptionist : Welcome
TASK 2: Fill in the blanks according to your preference.
1) Would you like to wear a T-shirt or a safari while on a tour?
Ans: I’d rather wear a ………………..
2) Which do you prefer - coffee or tea?
Ans: I prefer …………………
3) Do you prefer teaching or practising law?
Ans: I’d rather be a ……………
4) Would you like lassi or orange juice?
Ans: I’d prefer ……………
5) Would you like to watch a horror film or a social play?
Ans: I’d love to watch ………
ACTIVITY: Pair work

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3. One can ask the questions above and the other will answer according to his preference.
ORAL PRACTICE
1. A : We are going out for dinner on Sunday. How about joining us?
B : Thanks a lot. I’ll come along.
2. A : We’d be happy if you could attend my son’s marriage next Monday.
B : That’s very kind of you to invite me, I’d be delighted to attend.
3. A : You’ll enjoy being with us for high tea at the ‘Residency’
day after. Won’t you?
B : I wish I could, but I’m afraid I am away for a Conference that day; but thank you very
much.
TASK 4 : Rewrite the following jumbled turns in a dialogue in the correct order.
B : Good evening! Where are you going?
A : Hello, Good evening.
B : I’d like to very much. Thanks a lot. Where’s it held?
B : Island Grounds? Isn’t it too far away?
A : It’s in the Island Grounds.
A : To the book exhibition. Would you like to join me?
A : So what? We’ll go by a taxi.
ACTIVITY
Role-play the above dialogue after getting it rewritten in order.Make the following sentences
about invitations .
a) 1 Would/like/come to the cinema?
2 That/nice/you/afraid I ’m not feeling very well
b) 1 I/wondering/would/interested/coming round for a meal
2 That/nice/not sure/can/let you know?
c) 1 How/having a drink?
2 I can’t/see I ’ve got some work to do
d) 1 I/wondering/like/have a meal
2 Yes/would/marvellous
e) 1 Would/interested/coming to the Natural History Museum?
2 Thank/the invitation/not sure/can
f ) 1 Would/like/go to the theatre?
2 Yes/love/thanks

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Make the following conversations. You ask the people below for their suggestions , and they
answer you. Pay particular attention to attitude.
a) You are going to go out for the evening with a friend.
b) You are arranging another meeting with a business colleague.
c) You are going to go away for the weekend with a close friend.
d) You are arranging for your boss to come to dinner.
e) You are buying a record with your flat mate.
In the following situations make short conversations, paying particular attention to the use of
appropriate language. (Where necessary, refer back to the cast in the introductory section.)
a) You are going to the cinema with Graham Williams, but you have not yet decided which
film to see.
b) Donald Cromer and his boss are trying to decide how to re-decorate the boss’s office. The
boss asks for suggestions.
c) Susan Grey and a colleague are trying to decide where to go for lunch.
d) You want David Stuart to sing at your folk club. You are trying to decide the date with
him.

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PRACTICE 8
APOLOGISING AND COMPLAINING

1. OBJECTIVES
a. identify apologizing and complaining in expression and dialogue
b. apply apologizing and complaining in writing and speaking
c. analyze apologizing and complaining usage in implementation
2. DISCUSSION
APOLOGISING TO SOMEONE WHO KNOWS THE SITUATION

I’m (very/terribly) sorry (for DOING/ (that ) SENTENCE); I’m afraid.....(polite)

I apologise for DOING . . .;I ’m afraid . . . (rather formal)
I do apologise for DOING . . .;I ’m afraid . . . (very strong)
Sorry for DOING, sentence ; (but. . .) (informal)

a. I’m sorry that… [ex. I was so rude yesterday]

b. It’s my fault. (= I am taking responsibility for the problem)
c. Oops, sorry.
d. (for very small problems)
e. I should have… [ex. called you and told you I’d be late]
f. (formal) I apologize for… [ex. the delay]
APOLOGISING WHEN ADMITTING MISTAKES /REACTING TO APOLOGIES
UNHAPPILY /MAKING EXCUSES/ ACCEPTING APOLOGIES

ADMITTING MISTAKES
I ’m (terribly/ very) sorry about this but I ’m afraid . . . (polite)
I ’m afraid I seem to have DONE . . . (tentative)
I ’m afraid I ’ve DONE . . . , I’m really sorry (strong) / sorry (informal)

REACTING TO APOLOGIES UNHAPPILY

Oh dear! (That’s a pity.) (quite polite)

Oh no ! (informal: very strong)

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MAKING EXCUSES
I had no intention of DOING . . really/I didn’t mean to, really. (rather formal)
It really wasn’t my fault, you see . . . (strong)
I just couldn’t help it! (informal)

APOLOGISING FOR CHANGING FUTURE PLANS

I’m (terribly / awfully) sorry (about this) but I don’t think I’ll be able to DO . . .(after all), (polite)
I hope this doesn’t put you out too much, but I ’m afraid I won’t be able to DO . .. (after all),
(slightly formal)
I ’m afraid I can’t manage time, I’m sorry, (slightly informal)

CRITICISING SOMEONE WHO IS NOT PRESENT/AGREEING /DISAGREEING WITH

CRITICISM

CRITICISING SOMEONE WHO IS PRESENT

Do you think you could DO . . . (next time) ? <polite>
Oh X! You could {do.../have One} <strong>
Oh X! I can do this you {wouldn’t DO/ hadn’t DONE} <very Strong>

DISAGREEING

Really? I can’t say I’ve (particularly) noticed, (polite)

I can see what you mean, but you must remember + sentence.(tentative)
Oh come on ! X isn’t good /better/ the best one ! (informal: strong)

AGREEING
Yes, it {can be/ is} a problem, {can’t it? isn’t it?} (polite)
I think I can understand how you feel, (tentative)
Yes, I know what you mean.(fairly strong)

CRITICISING
I’m beginning to get rather tired of { the way sentence/ X (DOING)}
Don’t you think (that) X tends to DO . . . (too much). ( tentative)
BUKU
The AJAR with
trouble BAHASA
X isINGGRIS
that {he 1is always DOING / she never DOES } (direct) Page 33

I’m sick and tired of {the way sentence/ X DOING} (extremely strong)
MAKING /REJECTING /ACCEPTING /DELAYING COMPLAINTS

ACCEPTING APOLOGIES
That’s (quite) all right.
These things happen; it can’t be helped, (polite)
I quite understand. (Please don’t worry.) (slightly formal)
Not to worry, (informal)

MAKING A COMPLAINT
(Excuse me), I ’m afraid statement of problem * <polite>
(Excuse me), there {appears/ seems} to be something wrong with X. (tentative)
REJECTING A COMPLAINT
Well, I ’m afraid there {’s nothing/ isn’t much} we can do about it, actually, (polite)
ACCEPTING A COMPLAINT
Oh, I am sorry about that, I’ll DO (polite)
DELAYING A COMPLAINT
It suggests you leave it with us, and we’ll see what {can be done/ we can do} <polite>
I ’m afraid the manager isn’t in at the moment. Could you call back later? <Polite>

3. TASK
A. Make a short conversation for each of the following situations.
a) At a party, X spills wine over Y’s dress.
b) X arrives late for a meeting; the bus was late.
c) X has lost the record he borrowed from his friend.
d) At a party, X spills wine all over the Persian rug. X tells the host/hostess.
e) X is really unhappy about forgetting Y’s birthday.
f ) X rings up Y in the middle of the night because X is unhappy and wants sympathy.
g) X took Y’s coat by mistake: X rings Y.
h) X has upset Y’s mother: X tells Y.

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B. In the following situations make short conversations, paying particular attention to the use
of appropriate language. (Where necessary, refer back toThe Cast in the Introductory
Section.)
a) Susan Grey had arranged to have dinner with her friend, James, who also works on the
newspaper. She realises she had already arranged to go to a film with Carol.
b) Donald Cromer had arranged to have a meeting with his boss at eleven o’clock, but he
cannot because a client insists on seeing him.
c) David Stuart had arranged to pick Carol up after work. He can not because of a rehearsal.
C. What would you say in the following situations ?
a) You have to break a promise to go to a party because you have to complete an important
report.
b) You have broken a vase while at the home of a business acquaintance. It looked rather
expensive.
c) At a party a few weeks ago you lost your temper with one of the guests. You have just met
him again and are apologising for your behaviour, which you think was due to
overtiredness.
d) A friend of yours forgets to bring you the book you had asked to borrow. He apologises.
You accept the apology.
e) You have just backed your car into a police car.
f ) You arrive late for a dinner party because your car broke down.
g) Some time ago you accepted an invitation from a friend to go hiking this weekend. Now
you cannot go because your sister is arriving home after many years abroad. What do you
say to your friend?
h) A colleague who you lent a record to has scratched it and apologises. You accept the
apology.

D. Make short conversations for each of the following situations.

a) X ’s friend borrowed X ’s bicycle without asking.
b) X is complaining to colleague Y about colleague Z, who does not do his share of the work.
Y disagrees.
c) X is complaining to friend Y about Z always being aggressive. Y agrees.
d) X complains to colleague Y about Y’s strong-smelling cigarettes.
e) X is telling boss Y about secretary Z’s untidiness. Y disagrees.
f ) X is complaining to Y about Y shouting.

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g) X is complaining to friend Y about Y’s friend Z, who tells stories about other people. Y
disagrees.
h) X is complaining strongly to Y about Z, who always makes bad jokes. Y agrees.

E. Make short conversations for each of the following situations.

a) X bought a record in a shop, but it was not the right record inside.
b) X has bought some meat at the butchers. It is bad.
c) X bought an airline ticket; it was filled in incorrectly.
d) X has hired a c a r; it has broken down.
e) X bought a parrot three hours ago; it has died.

F. What would you say in the following situations ?

a) Your friend has just broken your teapot and you are unhappy about it.
b) You are fed up with John, who never remembers arrangements that he has made. You tell
another friend about it.
c) You bought a new car last week, but already the windscreen wipers have fallen off. You
complain to the garage.
d) Someone who you do not know very well is complaining about how Mary is always
gossiping. You do not agree.

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PRACTICE 9
OPINIONATING

1. OBJECTIVES
2. DISCUSSION
VERBS CONNECTED WITH BELIEFS AND OPINIONS.
You probably already know think and believe; here are more.
I'm convinced we've met before. [very strong feeling that you're right]
I've always held that compulsory education is a waste of time. [used for very firm beliefs;
maintain could be used here]
She maintains that we're related, but I'm not convinced. [insist on believing, often against the
evidence; hold could not be used here]
I feel she shouldn't be forced to do the job. [strong personal opinion]
I reckon they'll get married soon. [informal, usually an opinion about what is likely to happen
/ to be true]
I doubt we'll ever see total world peace. [don't believe]
I suspect a lot of people never even think about pollution when they're driving their own car.
[have a strong feeling about something negative]
PHRASES FOR EXPRESSING OPINION
In my view / in my opinion, we haven't made any progress.
She's made a big mistake, to my mind. [fairly informal]
If you ask me, he ought to change his job. [informal]
Note how point of view, is used in English:
From a teacher's point of view, the new examinations are a disaster. [how teachers see things,
or are affected]
PREPOSITIONS USED WITH BELIEF AND OPINION WORDS
Do you believe in God?
What are your views on divorce?
What do you think of the new boss? I'm in favour of long prison sentences.
Are you for or against long prison sentences? I have my doubts about this plan.

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ASKING FOR OPINIONS

EXPRESSING PERSONAL OPINION

EXPRESSING AGREEMENT EXPRESSING DISAGREEMENT

EXPRESSING PERSONAL OPINIONS

ASKING CLARIFICATION

GIVING CLARIFICATION

ATTACK RESPONSE

EXPRESSING OPINION AND SUGESTING

COURSES OF ACTION

AGREEING WITH OPINIONS DISAGREEING WITH

OPINIONS

REINFORCING SUGGESTING SUGGESTING COURSES OF

ABOUT COURSES OF ACTION ACTION

3. TASK
Make the following into questions and answers about opinions .
EXAMPLE
i) what/think/Fred’s new song ? What do you think of Fred’s new song ?
ii) it’s very good . . . in my opinion. In my opinion, it’s very good.
Now do the same with the following.
a) 1 how/feel/the proposed new art gallery?
2 it’s unnecessary . . . as far as I ’m concerned
b) 1 what/opinion/Carlos Begonyou’s new painting?

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2 it’s below his usual standard . . . it would seem to me that
c) 1 I/wondering/you stood/question/the council’s proposal for a new art gallery.
2 it’s a waste of money . . . from my point of view
d) 1 what/think/Carlos Begonyou’s earlier work?
2 it’s very exciting.. . personally, I think that
e) 1 I/wondering/opinion/Begonyou’s more recent work was.
2 it’s horrible . . . I reckon
f ) 1 what/think/the council’s plans for a new art gallery?
2 there are more important things to spend money on . . . as I see it
g) 1 what/opinion/this painting?
2 it’s really quite interesting . . . as far as I ’m able to judge
Opinion boxes
Below are four boxes, each concerned with a particular subject. In each box there are two
general opinions (O P ) and clarifications of those opinions (C L) . Make conversations in
which X gives an opinion, Y asks for clarification, and X gives clarification.
X is Y’s friend:
educationbox
(OP) Education is the responsibility of parents
(C L ) Parents should show them how to behave in society
X : As I see it, education is the responsibility o f parents.
Y : What do you mean by education ?
X : What I’m saying is that parents should show children how to behave in society.
Now do the same with the following.
a) X is Y’s friend:
M O N EY BOX
(O P ) Money isn’t everything
(C L ) There are some things money can’t buy
(O P ) Money creates more problems than it solves
(C L ) The more money people have, the more they worry
b)X is Y’s colleague:
A D V E R T IS IN G BOX
( o p )Advertising is immoral
(c l )It encourages people to buy what they can’t afford
(o p )Advertising is a waste of time

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( c l )People could use their imagination on more important things
X is Y’s boss:
A B O R T IO N BO X
(o p ) Abortion is unnatural
(c l ) I t’s taking life
(o p ) Abortion is extremely dangerous
( c l ) In some cases the mother dies too
X is Y’s colleague:
W O R K BOX
(O P ) Factory work/inhuman
( C L ) People/treated/like machines
(O P ) Factory work/made/more attractive
( C L ) Pay and conditions/improved

Change the following arguments about certain subjects into attack andresponse.
Example tourism
Attackresponse
Tourism benefits only the middle class Tourism provides jobs
x:isn’t it just possible that the tourist industry benefits only the middle classes?
y:i see your point, but surely you would admit that it provides jobsfor a lot o f people . . .
1. Boxing

A T TA C K RESPONSE
Boxing is inhuman. Boxing is exciting.
Boxers behave ridiculously. A good boxer uses a lot of skill.
Boxing is far too violent. There are strict rules to stop people getting
I t’s horrible to see people enjoying the badly hurt.
spectacle of boxers getting hurt. I t’s exciting to watch a good competition
of
strength and skill.

2. Space travel

AT T A C K RESPONSE
Space travel is a waste of money. Space travel teaches us a lot about the
The money could be used to help universe.
victims of starvation. Man needs to learn more about his
Space travel encourages international environment.
competition. We don’t learn anything It promotes international co-operation
important about our environment sometimes.
from space travel. We make a lot of technological discoveries.

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Make the following suggestions about education.
a) 1 surely/good idea/government gave more money for education
2 wouldn’t/more sensible/children were allowed to leave school at the Cage of fifteen ?
b) 1 wouldn’t/possible/more practical subjects to be taught?
2 and/fact/seems/me/children/also study modern languages instead of classical ones
c) 1 it/time/more children were encouraged to go to university
2 on/contrary/they/be given more practical training
d) 1 don’t/think teachers/encourage their students to study practical subjects?
2 and might/be rather wiser/the government gave more money to science departments ?
e) 1 I/only suggest/we/train more teachers
2 and furthermore we/train them better
‘concern int e r n a t i o n a l ’ is an international group of young people who
take an active interest in world problems. A local group is holding a discussion meeting to
talk about the subject:
‘HELP FOR THE DEVELOPING WORLD ’
There are a number of different solutions which different people believe in.

• Developing countries need money • Rich countries should pay higher prices for
and food. the products of developing countries.
• The cost of technology and technical • Governments of developing countries
equipment should be reduced. should work together more and rely less on
• Financial aid should only be used for rich countries.
paying doctors and skilled people to • Only projects which cost very little money
train local people. should be started. Projects which depend
on a large work-force should be
• Oil prices should be increased by 5
encouraged to reduce unemployment.
%and the extra money used for
• At least 75% of money should be spent on
agricultural projects developing agriculture.

i) Decide your personal suggestions and solutions.

ii) Try to convince the other participants that your solutions are best. Pay
particular attention to attitude.

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PRACTICE 10
LINKING SIGNALS IN SPEECH

1. OBJECTIVES
a. to identify linking signals expressions in coversation
b. to improve speaking skill
c. to practice linking signals expression in conversation
2. DISCUSSION
CHANGING THE SUBJECT/REINFORCEMENT/ INTERRUPTING/BALANCING
ARGUMENTS

CHANGING TH E SUBJECT
By the way, talking of. . .(slightly informal)
Incidentally, on the subject of. . .(slightly formal)

REINFORCEMENT
What’s more,.. . Furthermore,. . Moreover,. . In addition,. . (slightly formal)
That’s not all,. . On top of that,. (informal)

IN T E R R U P T IO N
Excuse me, b u t . . .
(Could I) . . . Could I just (ask a question/say something ) here?<tentatif>
It I might just (Make a poin/ come in ) here <formal>
hey {hold/ hang} on (a momont)! < Informal>

B A L A N C IN G
(Yes, but) -on the other hand (polite)
there again (informal)
one shouldn’t
one mustn’t
forget that . . . (formal)

MAKING A POINT MORE ACCURATE/ ILLUSTRATING A POINT/ MAKING SURE

THAT YOU HAVE UNDERSTOOD CORRECTLY

MAKING A POINT MORE ACCURATE

or rather, that is (to say)
or to be more accurate, (formal)
or at least, (informal)

ILLUSTRATING
For example, For instance

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MAKING SURE YOU HAVE UNDERSTOOD
So you’re saying (that) . .. are you?
If I understand you correctly, you’re saying.. . (rather formal)?
In other words .. . (direct)
You mean . . . (informal: direct)

3. TASK
Football, what do you think of Manchester United this season? . . . By theway -
By the way, talking of football, what do you think of Manchester United this season?
Now do the same with the following.
a) Charles, how is he? . . .By the way -
b) transport, what do you think of the new high-speed trains? . . .Incidentally -
c) novels, have you read the new one by Martha Colson? . . . Incidentally
d)children, how’s your nephew? . . . By the way
E X AM P L E
pets are a nuisance - pets are expensive moreover
Pets are a nuisance and moreover they’re expensive.
Now do the same with the following.
a) Cars should be bannedfrom cities→we should stop factoriespolluting the atmosphere fur
thermore
b ) Mr Smith’s very kind →Mr Smith’s got a realsense of humour on top of that
→ television encourages people to be Lay
c) There’s a lot of rubbishon television what ’s
more
d ) Smoking’s a waste of time→smoking also damagesyourhealththat ’s not alk

Complete the following dialogues using suitable language from the Charts.
a) Two colleagues are discussing some of their other colleagues.
X: .......anyway I saw Mr Brown this morning. He wasn’t very polite.
Y : (changing the subject)___________Mr Brown, how’s his secretary?
X : Mary, you mean ?
Y: Yes.
X : Well, she’s always getting to work late, and ___________she’s going out with Joe Green.
Mr Brown can’t stand him and . . .
Y : (interrupting)___________did you say she was going out with Joe Green? He’s a really
nasty piece of work.

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X : Yes, b u t____________he’s got a lot of money.
b) There is a business meeting taking place at which a new product is being discussed.
X : I think we should have a lot of success and big sales with this new product.
Y : (changing the subject)___________sales, how is the product going to be advertised ?
Z : Well that’s my responsibility, actually, and I ’ve got this fantastic new idea; you see . . .
W : (interrupting)___________, we are supposed to be discussing the product, not
advertising.
Y : Yes, b u t___________it is important to discuss how the product is to be advertised.
X : Gentlemen, it’s getting late, a n d ___________I ’m feeling very hungry. I suggest we
continue this discussion over dinner.

a) Two friends are talking about the holidays they have had.
X : You went to Mexico, did you?
Y: Yes, it was really fascinating,___________the parts that haven’t been spoilt by tourism
were.
X : What do you mean exactly?
Y : Well,___________, there are incredible archaeological sites, and some really wonderful
country.
X : ____________you don’t like the holiday resorts and the beaches?
Y : That’s right,___________I like some of them, but not the really famous ones.
X : Personally, I prefer doing things,___________I love ski-ing.
Y : ___________________________you don’t like just sitting around ?
X : T h a t’s right.
b) A government minister is at a press conference talking about the problem of
unemployment.
Minister: The problem is caused by economic difficulty,___________by inflation. We’re
doing everything we can to lower the level of unemployment,___________we’re providing
incentives for businessmen in the north so that they will employ more men.
Reporter: ___________that the government can solve the problem.
Minister: Well, perhaps we can !

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PRACTICE 11
HELP

1. OBJECTIVES
a. to identify help expressions in coversation
b. to improve speaking skill
c. to practice help expression in conversation
2. DISCUSSION
ADVICE
ASKING FOR ADVICE

ASKING FOR MORE EXACT INFORMATION

GIVING MORE EXACT INFORMATION

GIVING ADVICE

TAKING ADVICE

GIVING ADVICE

ACCEPTING ADVICE REJECTING ADVICE

OFFERS

STATING A PROBLEM

ASKING SOMEONE EXPRESSING OFFERING ACCEPTING

TO DO SOMETHING WILLINGNESS TO HELP OFFERS OF

REJECTING OFFERS OF
HELP/ WILLENGNESS TO
Informal
Kiki is exasperated as his scooter would not start. Ananda offers to help him.
Kiki : (Kicking his scooter) Oh, what a day! I’ve been kicking for five minutes. This scooter
wouldn’t start. Oh God, I’m tired.
Ananda : Hi Kaushik! Having trouble with the scooter? May I help you?
Kiki : How very kind of you, Anand! Please try your hand.

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Ananda : (Starts it easily) Look, how easy it is to start. You’re impatient Kiki. You haven’t
put the keys properly.
Kiki : Thanks Ananda.
Formal
Association
Secretary : I need someone to give a vote of thanks in the
function today. Everyone is backing out.
Member : Perhaps I could do it sir.
A S : Thank you for your offer. But I’m afraid you have a bad cough. That might come in the
way of your performance.
Member : Of course, Sir. But I’ll manage.
A S : Thank you for your spirit. But let’s not take a risk. You’ll need your voice for next
week’s culturals.
FOCUS ON COMMUNICATION
Expressions in offering help, accepting it, and declining it are given in the following table:

3. TASK
Make the following into sentences asking for and giving more exactinformation.
E X AM P L E
I think there’s a problem
I ’m sorry/explain/more detail
the situation is not straightforward . . . well, what I mean is
I’m sorry but could you possibly explain in a little more detail?

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Well, what I mean is that the situation is not straightforward.
Now do the same with the following.
a) 1 I ’m out of work
2 what/mean?
3 I ’ve got the sack . . . well, to be quite frank
b) 1 I ’m resting
2 Sorry/not quite clear/you mean/resting
3 I ’m not acting in any plays at the moment. . . well, the thing is this
c) 1 I find it difficult to make friends
2 I ’m sorry/explain/more detail?
3 I ’m a policeman . .. well, actually, the point is

Below are some situations in which you are asking other people for advice.
Make the conversations that take place, paying particular attention to attitude.
a) The neighbours are always making a lot of noise. You ask a friend.
b) You always seem to feel overtired. You ask a doctor.
c) You want to give up smoking but cannot. You ask a doctor who seems to be in a bad
mood.
d) You are having problems with one of the subjects you are studying. You ask your teacher.
e) A colleague is making your life very difficult. You ask your boss.
f ) You keep oversleeping and getting to work late. You ask a colleague.
g) Your pet tiger has escaped. You ask a vet.

In the following situations, accept or reject advice , paying particularattention to attitude.

a) Your boss advises you to live nearer the office. You do not want to.
b) Your friend advises you to talk to your flatmate about your problem with the flat. You
agree.
c) Your teacher advises you to go to the lecture tonight. You cannot.
d) Your friend advises you to buy a new bicycle. You cannot afford it.
e) Your colleague advises you to speak to your boss about your problem. You reject the
advice.
f ) The principal of the school where you are studying advises a few days off because you are
overtired. You accept the advice.

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g) After an argument your friend advises you to control your temper better. You accept the
advice.
h) A vet advises you to change your pet tiger for a dog. You are not quite sure whether to
accept the advice.
TASK: Fill in the blanks with the appropriate expressions inthe following dialogues.
1. A teacher finds his principal unable to button his left hand cuff as he has fractured his
Rights hand. He offers to help him.
Principal : Oh, heavens! My cuff is unbuttoned, I’m unable to reach it.
Teacher : ……………………………………
Principal : Please help me, it’s …………… Thanks.
2. At the railway station, Vivek finds an elderly man struggling with a reservation form,
unable to read/fill it.
Elderly man : How forgetful I am! I’ve left my reading glasses at home. What can I do now?
Vivek : Sir, if you don’t mind, ………….. fill up the form for you?
Elderly man : God bless you, my son; please do.
Vivek : (Fills up the form and hands it over) Here it is, sir; please take it.
Elderly man : ……….. my son, very ……………… of you.
Below are some situations in which people you know tell you about a problem
they have. Make conversations in which you express willingness or offer help . Pay particular
attention to attitude.
a) Your friend has run out of money.
b) One of your senior colleagues is having his car serviced at a garage and so he will have
difficulty in getting to work.
c) Your neighbour is ill and cannot get to the shops.
d) Your flatmate’s girl/boy friend has broken up with him/her.
e) At work your boss’s wife rings up. She wants to speak to her husband, but no-one seems to
know where he is.
f ) Someone who you have never met before stops you in the street and tells you that his/her
car has been stolen.
g) Your colleague tells you that his/her mother is very ill.
h) Your neighbour’s flat has been burgled.

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PRACTICE 12
DEVELOPING PHARAGRAPH

1. OBJECTIVES
a. to recognize parts of paragraph
b. to identify parts of paragraph
c. to prepare writing paragraph
d. to write paragraph
2. DISCUSSION
Paragraph is no easy task because there are four different kinds of paragraphs, each one
having a different purpose:
Introductory: Usually the fi rst paragraph in an essay, it gives the necessary background and
indicates the main idea, called the thesis.
Developmental: A unit of several sentences, it expands on an idea. This book features the
writing of developmental paragraphs.
Transitional: A very brief paragraph, it merely directs the reader from one point in the essay
to another.
Concluding: Usually the last paragraph in an essay, it makes the final comment on the topic.
The developmental paragraph contains three parts: the subject, the topic sentence, and the
support. The subject is what you will write about. It is likely to be broad and must be focused
or qualified for specifi c focus. The topic sentencecontains both the subject and the focus—
what you will do with the subject. It carries the central idea to which everything else in the
paragraph is subordinated. For example, the first sentence of this paragraph is a topic
sentence. Even when not stated, the topic sentence as an underlying idea unifies the
paragraph. The support is the evidence or reasoning by which a topic sentence is developed.
Itcomes in several basic patterns and serves any of the four forms of expression: narration,
description, exposition, and argumentation. These forms, which are usually combined in
writing, will be presented with both student and professional examples in the following
chapters. The developmental paragraph, therefore, is a group of sentences, each with the
function of supporting a controlling idea called the topic sentence.
The most important point about a developmental paragraph is that it should state an idea and
support it. The support, or development, can take several forms, all of which you already use.
It can do the following:
• Give an account (tell a story).
• Describe people, things, or events.

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• Explain by analyzing, giving examples, comparing, defining, showing how to do something,
or showing causes.
• Argue that something should be done or resisted, that something is true or untrue, or that
something is good or bad.

Pattern A Pattern B
TOPIC SENTENCE TOPIC SENTENCE
SUPPORT SUPPORT
SUPPORT SUPPORT
SUPPORT SUPPORT
CONCLUDING SENTENCE

Example of Pattern A:
PITY, ANGER, AND ACHIEVEMENT PERFORMANCE
It is generally thought that pity and sympathy are “good” emotions and that anger is a
“bad” emotion. However, attribution theorists have pointed out that the consequences of these
emotional expressions are complex. In one investigation,Graham (1984) gave subjects
(twelve-year-old children) false failure feedback during an achievement task. For some
children, this was accompanied by the remark: “I feel sorry for you” as well as body postures
and facial gestures that accompany sympathy (head down, hands folded, etc.). To other
students, the experimenter said: “I am angry with you.” Students receiving the pity feedback
tended to blame the failure on themselves (low ability) and their performance declined. On
the other hand, students receiving anger feedback attributed their failure to lack of effort and
their performance subsequently increased. This is not to advocate that sympathy is always
detrimental and anger always facilitative. Rather, the consequences of feedback depend on
how that feedback is construed and what it means to the recipient of the communication.
Other kinds of feedback, such as praise for success at an easy taskand excessive and
unsolicited helping, also tend to convey that the student is “unable” and therefore have some
negative consequences. (Seymour Feshbach and Bernard Weiner, from Personality)
Example of Pattern B:
PRIMITIVE METHODS OF LIE DETECTION
Throughout history there have been efforts to distinguish the guilty from the innocent
and to tell the liars from the truthful. For example, a method of lie detection practiced in Asia
involved giving those suspected of a crime a handful of raw rice to chew. After chewing for

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some time, the persons were instructed to spit out the rice. The innocent person was
anticipated to do this easily, whereas the guiltyparty was expected to have grains of rice
sticking to the roof of the mouth and tongue. This technique relied on the increased
sympathetic nervous system activity in the presumably fearful and guilty person. This activity
would result in the drying up of saliva that, in turn, would cause grains of rice to stick in the
mouth. A similar but more frightening technique involved placing a heated knife blade briefly
against the tongue, another method used for criminal detection. An innocent person would
not be burned while the guilty party would immediately feel pain, again because of the
relative dryness of the mouth. Many of these methods relied (unknowingly) on the basic
physiological principles that also guided the creation of the polygraph. (Seymour Feshbach
and Bernard Weiner, from Personality)
ASSIGNMENT
In the space below, write whatever you need to know about your assignment, including
information about the topic, audience, pattern of writing, length, whether to include a rough
draft or revised drafts, and whether your paper must be typed.
Write a paragraph of classifi cation in which you group people according to their behavior.
Keep your audience in mind as you select words and as you develop your ideas in an
appropriate way. Submit this completed Writing Process Worksheet, a rough draft marked for
revision, and a typed fi naldraf of about 250 words.
STAGE ONE
Explore Freewrite, brainstorm (list), cluster, or take notes as directed by your instructor.
Freewriting (partial)
I have worked in beauty shops for a long time, and I’ve naturally made a lot of
observations about my customers. I could write about what they look like and how they
behave and how they tip and lots of things. When I first started to work, I guess at first I
thought of them as pretty much the same but then I started to see them as types mainly as to
how they acted and I remember way back then I sometimes thought of how they reminded me
of dogs. I don’t mean that in any bad way but just that human beings have their personalities
and their appearances and all and so do dogs.
1. Types of customers
2. Both dogs and customerscan be grouped
Brainstorming (Big Six Questions)
Who? my customers
What? the way they act

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Where? in the beauty salon
When? for the years I have worked
Why? their basic nature
How? behavior sometimes like dogs—hounds, Dobermans, terriers, bulldogs, cockers,
poodles, mixed, retrievers, boxers
Brainstorming (Listing)
Kinds of dogs
hounds
Dobermans
terriers
bulldogs
cockers
poodles
mixed
retrievers
bark worse
pit bulls growl
than bite
howl proud
boxers

bulldogs prance
sleepy hounds
boxers
Customers bring gifts
high- poodles
strung as Dogs
retrievers
easygoing
fussy Dobermans cockers
lovable

faithful
need demanding
watching
easy to
please

Organize Write a topic sentence or thesis; label the subject and the focus parts. The customers
in the beauty shop where I work remind me of types of dogs (of which I am fond).Write an
outline or an outline alternative. For reading-based writing, include references and short
quotations with page numbers as support in the outline.
I. Poodles (major support)
A. High-strung (minor support)

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B. Need attention (minor support)
II. Doberman pinschers (major support)
A. Demanding (minor support)
B. Need watching (minor support)
III. Bulldogs (major support)
A. Act mean (minor support)
B. Will back down (minor support)
IV. Cocker spaniels (major support)
A. Lovable (minor support)
B. Faithful (minor support)
C. Easy to please (minor support)
Write On separate paper, write and then revise your paragraph or essay as many times as
necessary for coherence, language (usage, tone, and diction), unity, emphasis, support, and
sentences (CLUESS). Read your work aloud to hear and correct any grammatical errors or
awkward-sounding sentences. Edit any problems in fundamentals, such as capitalization,
omissions, punctuation, and spelling (COPS).
Rough Draft: Writing, Revising, Editing
CUSTOMERS ARE LIKE CANINES
Vera Harris
I have worked in a beauty salon for a long time. There, I have come across almost every kind
of salon customer, each with her own unique looks and personality. I am also a dog lover and
have observed numerous dogs with care it is easier to classify these people if I compare them
with canine types—but in a playful rather than a mean way. The first group is made uap of
poodles. Poodles are very prissy, with a constant need for attention. Their hair is usually
over-styled. They think puffballs in soft colors look great. The next group and largest
group—is made up of cocker spanials. The Cockers are very lovable^the most faithful. They
enjoy being pampered. Cockers like to see me every week and visit with others. Sometimes I
can almost see their tails wagging. Then come the Doberman pinchers,this type scares me the
most. Dobies are hard to please. If one hair goes the wrong way^ I will see their upper lip rise
up to show eyeteeth, as if they are snarling. I rarely turn my back while working on this
type—a Dobie might bite. The last group the bulldogs, are not as mean as Dobies. Bulldogs
act mean and tough, but if youdon’t show fear when they get bossy they will back down. This
type needs to feel in charge, even if it’s me leading them around on a leash. No matter what,
canines and customers are my best friends.

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CUSTOMERS ARE LIKE CANINES
Vera Harris
Over the years while working in a beauty salon, I have come across almost every kind of
salon customer, each with her own unique looks and personality. Because I am also a dog
lover and have observed numerous dogs with care, it is easier to classify these people if I
relate them to canine types—but in a playful rather than a mean way. The fi rst group is made
up of poodles.
Poodles are very prissy and high-strung, with a constant need for attention. Their hair is
usually over-styled. They think puffballs in soft colors look great. Then come the Doberman
pinschers. This type scares me the most. Dobies are hard to please. If one hair goes the wrong
way, I will see their upper lip riset up to expose eyeteeth. I rarely turn my back while working
on this type—a Dobie might bite. The third group members, the bulldogs, are not as mean as
Dobies. Bulldogs act mean and tough, but if one does not show fear when theyget bossy, they
will back down. This type needs to feel in charge, even if I am leading them around on a
leash. The last—and largest—group is made up of cocker spaniels. The cockers are very
lovable and the most faithful. They enjoy being groomed and stroked, but they are easy to
please. Cockers like to see me every week and to visit with others. Sometimes I can almost
see their tails wagging. No matter what, canines and customers are my best friends.
1. The developmental paragraph is a group of sentences, each with the function of stating or
supporting a controlling idea called the topic sentence.
2. The developmental paragraph contains three parts: the subject, the topic sentence, and the
support.
3. The two main patterns of the developmental paragraph are (A) topic sentence and support,
and (B) topic sentence, support, and concluding sentence.
4. The topic sentence includes what you are writing about—the subject—and what you intend
to do with that subject—the focus.
Being a good parent is more than providing financial supportsubject focus
5. The outline is a pattern for showing the relationship of ideas. It can be used to reveal the
structure and content of something you read or to plan the structure and content of
something you intend to write. The following topic outline shows how the parts are
arranged on the page as well as how the ideas in it relate to one another.
Main Idea (will usually be the topic sentence for the paragraph or the thesis for the essay)
I. Major support
A. Minor support

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1. Details (specifi c information of various kinds)
2. Details
B. Minor support
1. Details
2. Details
II. Major support
A. Minor support
B. Minor support
1. Details
2. Details
3. Details
3. TASK
Select one of the following topic sentences and, on separate paper, write a paragraph based
on it.
1. I made that argument at the time, but if I had a second chance, I wouldn’t repeat it.
2. It was the worst piece of news I ever had to deliver.
3. I confronted authority and learned from the experience.
4. It was an act of generosity I will never forget.
5. Sometimes there are good reasons for lying.
6. Alcohol addiction has physical, social, and vocational effects.
7. There are several ways to show affection.
8. The job didn’t pay well, but it provided me with a good education in balancing my budget,
managing my time, and dealing with the public.
9. Teenagers like music for obvious reasons.
10. Homeless people are in their situation for different reasons.

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REFERENCE

Alexander, L.G, (2003), Longman English Grammar, Pearson Education Limted.

Brandon, Lee., Brandon, Kelly., (2011), Paragraph and Essays With Integrated Readings 11th
Edition, Wadsworth Cengage Learning.
Capella University, (2010), Grammar Handbook.
Harmer, Jeremy., Arnold, John., (1979), Advanced Speaking Skills, Mantesh.
Learning Express, (2006), 501 grammar & writing questions, LLC, New York.
O’Hair, Dan., Rubenstein, Hannah.,Stewart, Rob., (2009)A Pocket Guide to Public
SpeakingThird Edition Bedford / St. Martin’s, Boston &New York.
Seaton, Anne., Mew, Y.H., (2007), Basic English Gammar 1&2 for English Language
Learner, Saddleback Education Publishing.
University of Miami, (2009), Interviewing Skills Guide, Prudential.
Weber, Karl.,HM, (2004), English Grammar, Video Aided Instruction, Inc,New York.

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