PREFACE

English for Intelligence Officers is an instructional material for students at

intermediate level who study at Sekolah Tinggi Intelijen Negara (Indonesia State
Intelligence College). This material is used to improve the students’ skills in the
key areas of communication, namely introduction and communication at public
places (restaurant, shop, airport, hotel, and public transportation), functional
languages for intelligence communication, and presentation. This material is also
compiled to improve students’ skills in reading and writing argumentative essays.
The use of this material is expected to boost the students’ English skills and
knowledge, so they will be ready to show English meaningful communication at
the workplace as intelligence officers.
This material provides students with realistic controlled and open-ended
activities so that they can build up their fluency and confidence. The modular
approach allows for flexibility, so teachers can customize the instruction to the
needs and levels of their students and teach the units in the material in any order.
There are many opportunities for discussion and role-plays. The practice material
and the role-plays provide chances to connect what the students have studied with
their own daily experience, either as a student or as a professional intelligence
officer. Some authentic material from real-world experience in intelligence jobs is
also included. Thus, the skills learned from this instructional material are useful for
those preparing to start working as intelligence officers and for those already in
work.
More importantly, we extend our gratitude to Sekolah Tinggi Intelijen
Negara for assisting us in developing this instructional material. Any constructive
input will be welcomed for the betterment of this instructional material in the future.
Finally, enjoy the English course with this English for Intelligence Officers!

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 TABLE OF CONTENTS

PREFACE ................................................................................................................ i

TABLE OF CONTENTS ........................................................................................ ii

UNIT 1. INTRODUCTION.................................................................................... 1

UNIT 2. STRUCTURE PART I: PART OF SPEECH ........................................ 12

UNIT 3. ENGLISH AT PUBLIC PLACES I: RESTAURANT .......................... 21

UNIT 4. ENGLISH AT PUBLIC PLACES II: SHOP ......................................... 29

UNIT 5. ENGLISH AT PUBLIC PLACES III: AIRPORT, HOTEL, AND

PUBLIC TRANSPORTATION ............................................................................ 37

UNIT 6. STRUCTURE PART II: TYPES OF SENTENCES ............................. 52

UNIT 7. ENGLISH FOR INTELLIGENCE COMMUNICATION:

CLANDESTINE COMMUNICATION, MEETING AND FUNCTION ............ 67

UNIT 8. TACTFUL LANGUAGE....................................................................... 75

UNIT 9. READING COMPREHENSION ........................................................... 94

UNIT 10. ESSAY WRITING: ARGUMENTATIVE ESSAY .......................... 103

UNIT 11. ENGLISH FOR PRESENTATION ................................................... 114

REFERENCES.................................................................................................... 130

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 UNIT 1. INTRODUCTION

Objective: The students are able to use the expressions of introduction based on
the topics given orally and appropriately.

A. LET’S GET STARTED

When you meet someone you don’t know, do you prefer to talk or to listen?
Tick (√) the adjectives that describe you.
sociable friendly shy
talkative polite easy-going

Saying Hello
1. Complete the conversations using the words below.

how well things bad fine going

a) A: Hello. How’s it going?

B: Oh, not too __________, thanks.
b) A: Hi, there. How are ___________?
B: _________, thanks.
c) A: Good morning. ________ are you?
B: I’m very ________, thank you. And you?

2. Which conversation is formal? a, b, or c?

B. LET’S TALK ABOUT THIS

In the business world, introduction is based on a person's rank or position in an
organization or a company. Whoever is the highest-ranking person is introduced to
everyone else in order of their position. If we introduce two people of equal rank to
each other, introduce the one we know less well to the one we know best.
For intelligence officers, you will need to introduce yourself a lot both as your
original self when you meet with someone from the intelligence community and
your cover when you are on a mission. Therefore, understanding some useful
expressions for introduction will help you much.

Self-introduction
Self-introduction in a conversation Responses
● Hello. I’m Nabhan Fadli ● How do you do? I’m Julie Duarte.
● Hello. My name is George Kyrkostas. ● Pleased to meet you. I’m Sue
Washington.

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 ● I don’t think we’ve met. I’m Young ● Nice to meet you. I’m Eva Beck.
Kim. ● Hi. I’m Margaret, but everyone
● Hi. I’m Kevin. What’s your name? calls me Peggy.

In a very formal context, such as introducing oneself to a person with high status or
in a formal forum/talk/seminar, we can say “Please, allow me to introduce myself”,
or “Let me introduce myself”.

Introducing others
Introducer Response A Response B
● I’d like to introduce Henry ● How do you do? ● How do you do?
Cheng. He’s the new head of
production.
● The first person I’d like you ● It’s a pleasure to ● The pleasure is
to meet is Marie Brandon. meet you. mine.
She’s our marketing
manager.
● I’d like you to meet Akiko ● Nice to meet you. ● Nice to meet you
Sato, our product designer. too.
● Andra, this is Patricia ● Pleased to meet ● Pleased to meet you
Murphy. you. too.
● This is Ali Hassan. He’ll be ● Nice to meet you. ● I’ve heard so much
your contact person on the about you.
IT side of the project.

Note: Follow up with the initial response from the host might include:
Follow up Responses
Please have a seat. Please join us at the table.
Please take a seat. Would you like a drink?
Have a seat. Can I get you a drink?
Please sit. Sit over here.

Address forms
Address forms Function
Mr. Newman A man
Mrs. Snow A marries woman
Ms. Susan A single or married woman
Miss Patricia A single woman

(Edwin Wijaya)
Edwin Full first name
(some people want their full first name in all situations)
Wijaya Last name only
(used in some offices and used by superior to a subordinate/
among equals)

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 Short first name
Ed Nickname
Eddy (used only when you are sure the person wants you to use this
form)

Practice the following conversations on introduction.

Conversation 1
Pappas : Good morning, I’m Janet Pappas from Jiffy Transport Company.
Carl : How do you do? I’m pleased to finally meet you. Please have a seat.
As the conversation continues…
Carl : What do you do at Jiffy Transport, Ms. Pappas?
Pappas : I’m the Business Manager in charge of new accounts. What about you,
sir?
Carl : I’m the Circulation Manager, I make sure our newspapers get where they
need to go.

Conversation 2
David : Hello, I’m David Garza. I’m a new club member.
Kiki : Hi. My name is Rizki Amelia, but please call me Kiki. Nice to meet you.
David : Nice to meet you, too. Where are you from, Kiki?
Kiki : Indonesia. How about you?
David : I’m from Mexico.
Kiki : Oh, I love Mexico. My family and I went there for vacation last year. It’s
really beautiful.
David : Sure, it is. Well, I’ve never been to Indonesia, but many people say that
Indonesia is well-known for its nature-based tourism.
Kiki : Yeah, you should visit sometime.
David : I hope so.

Speaking Strategy: Checking Information (Asking for Clarification)

When speaking a foreign language, we sometimes need to ask people to repeat
things, including their names. To ask someone to repeat their names or something,
we can say:
(I’m) sorry, could you tell me your name again?
(I’m) sorry, I didn’t quite catch that.
Sorry. Could you say that for me again?

Exercise A: Match the expressions of asking for clarification below with their
appropriate responses.

1. I’m sorry. What’s your name again? a. R-I-Z-K-I

2. What do people call you? b. It’s Rizki Amelia.
3. How do you spell your name? c. Everyone calls me Kiki.

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Grammar Focus

Statements with be Possessive adjectives

I’m from Indonesia. my
You’re from Brazil. your
He’s from Japan. his
She’s a new intelligent officer. her
It’s an exciting city. its
We’re in the same operation. our
They’re my agents. their

Exercise B: Complete these sentences. Then tell a partner about yourself.

1) My name is Mariko Kimura. ______ from Japan. _____ family is in Osaka.
____ brother is a university student. ____ name is Kenji.
2) ____ name is Antonio. ____ from Buenos Aires. ____ a really nice city. ___
sister is a student here, too. ____ parents are in Argentina right now.
3) ____ Katherine, but everyone calls me Katie. ____ last name is Martin. ____ a
student at City College. ____ parents are on vacation this week. ____ in Los
Angeles.

Dialog: Where Do You Work?

Jason : Where do you work, Andrea?

Andrea : I work at Thomas Cook Travel.
Jason : Oh, really? What do you do there?
Andrea : I’m a guide. I take people on tours to countries in South
America, like Peru.
Jason : How interesting!
Andrea : Yeah, it’s a great job. I really love it. and what do you do?
Jason : Oh, I’m a student. I have a part time job, too.
Andrea : Where do you work?
Jason : In a fast-food restaurant.
Andrea : Which restaurant?
Jason : Hamburger Heaven.

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Grammar Focus

Simple present tense: Wh-questions and statements

What do you do? I’m a student. I have a

I/You
part-time job, too. He/
/We
Where do you work? I work at Hamburger She
/They
Heaven.
Where do you go to I go to the University of Work Works
school? Texas. Take Takes
Study Studies
Teaches
She’s a guide. She takes Teach
Do Does
What does Andrea do? people on tours.
Go Goes
She works at Thomas Has
Where does she work? Cook Travel. Have
She loves it.

Exercise C: Complete these conversations. Then practice with a partner.

1. A: What do you do?

B: I’m a full-time college student. I study TESOL, Teaching English as A
Second Language.
A: And ____ do you ____ to college?
B: I ____ to the Bristol University.
A: Wow! ____ do you like your classes?
B: I ____ them a lot.

2. A: What _____ Octa do?

B: She’s a lecturer. She ________a psychology class at a college in Denver.
A: And what about Ryan? Where _____ he work?
B: He ____ for a big computer company in San Fransisco.
A: _____ does he do, exactly?
B: He’s a website designer. He _____ fantastic websites.

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Grammar Focus

Simple Past Tense

Where were you born? When did you move to Los

I was born in Argentina. Angeles?
Were you born in Buenos I moved here ten years ago. I
Aires? didn’t speak English at the
Yes, I was. time.
No, I wasn’t. I was born in Did you take English classes
Canada. in Argentina?
Yes, I did. I took English
classes for a year.
No, I didn’t. My aunt taught
me at home.

Exercise D: Complete these conversations. Then practice with a partner.

1. A: Could you tell me a little about yourself?
Where ____ you born?
B: I ____ born in Indonesia.
A: _____ you grow up there?
B: No, I ______. I _______ up in Canada.

2. A: When ____ you begin to study English?

B: I _________ in middle school.
A: What _____ you think of English class at first?
B: I _____ it was a little difficult, but fun.

3. A: ____ you have a favorite teacher when you ____ in middle school?
B: Yes, I _____. I _____ an excellent teacher named Miss Donna.
A: What ___ she teach?
B: She _____ science.

Talking about Educational Background

When we are talking about ourselves with other people, education is usually one of
the important parts to be told. We might mention where we went to school,
university we attended, or our major in university. The following expressions are
the examples of talking about our educational background.

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 a. I graduated from Indonesia State e. I studied international business,
Intelligence College in 2020. with a focus on finance.
b. For my undergraduate, I went to the f. I majored in English Language
London School of Economics. Teaching.
c. I attended a small technical college g. I started out as a science major
in Colorado. but switched to education.
d. I’m an alumnus of State University h. I have a bachelor of science in
of Malang. mechanical engineering.

Talking about Family

Expressions you might hear in a conversation about family:
Do you live with your parents?
Is it just you and your wife/husband/parents/sister/etc. here in … (name of
city)?
Do you have any children?
What does your father/mother do?
Do you have any brothers or sisters?
How old is she/he?
Where does she/he live?
What does she/he do?

Expressions you might say:

a. I’ve got a big family back in e. My dad is an engineer and my
Indonesia. mom is a lecturer.
b. I come from a long line of military f. Our family has run a clothing
folks/salespeople. store for three generations.
c. Well, it’s just my mother and I here g. My brother is a college student,
in the United States. and my sister is an airport check-
d. My wife and I have two boys aged in officer in Soekarno-Hatta
16 and 18. International Airport, Indonesia.

Practice the following conversation on talking about family. Then, take turns with
your partner to ask each other questions about your and his/her families.

Rina : Tell me about your brother and sister, Carla.

Carla : Well, my sister works for the government.
Rina : Oh, what does she do?
Carla : I’m not sure. She’s working on a very secret project right now.
Rina : Wow! And what about your brother?
Carla : He’s wildlife photographer.
Rina : What an interesting family! Can I meet them?
Carla : Sure, but not now. My sister’s away. She’s not working in the
United States this month.
Rina : And your brother?
Carla : He’s travelling in the Amazon.

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Free-Time Activities
Talking about what you do in your free time (e.g. hobbies, sport) is a popular
topic for small talk with someone whom we’re just acquainted. Complete the free-
time activities below by writing in the missing vowels (a, e, i, o, u). Can you add
two more activities to each list?

Sport Relaxing at home Going out

sk_ _ ng l _ st _n _ ng t_ m _s_c _ _ t _ ng _ _ t
d_ _ng y _ g_ r _ _ d _ ng g _ _ ng t _ th_ c_n_m_
r _d_ng h_rs_ w _ tch _ ng t _ l _ v _ s _ _ n sh _ pp _ ng
pl_y_ng f_ _ tb _ ll c _ _ k _ ng g _ _ ng t _ c_nc_rts

Free-Time Activities
Asking about free-time activities Try to avoid these common mistakes:
So, what do you like doing in your free I like making fitness
time? I like going to the gym.
Do you have any hobbies?
Do you do any sports? I often go in the cinema.
What do you do to keep fit? I often go to the cinema.

Talking about free-time activities I like it to read books in English.

I love/ don’t like/ hate cooking / I like reading books in English.
watching TV.
I often go to the gym / do yoga after
work/ at the weekend.
I like going to the theatre but I hardly
ever have the time.
I try to play football/squash at least
once a week.

Exercise E: Complete the sentences with the correct form of do, go, or play.

1. Are there any nice places to ______ running around here?

2. My brother and I enjoy _______ chess.
3. _________ you ever ________ tai chi? I really enjoy it.
4. How often ______ you ________ to the gym?
5. I _________ the piano since I was a child.
6. Last summer we ___________ windsurfing almost every day.
7. I used to __________ aerobics when I was younger.
8. I wish I had time to ____ more sport.

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C. LET’S PRACTICE
Part A:
Fill in the blanks and act out the conversations.

Tom : Hello, I am Tom Fernandez.

Linda : (1)________, I am Linda.
Tom : I am pleased to meet you, Linda. I have joined the Marketing team from
today, as a junior Business Development Executive.
Linda : (2)_______________________. Welcome to the company. Tom,
(3)________________________ Mr. Arno, our senior Business
Development Executive. Mr, Arno, this is Thomas Fernandez, the new
junior Business Development Executive.
Tom : It’s nice to meet you, sir.
Mr. Arno: (4)______________________. Please have a seat.
Tom : (5)______________, sir.

Part B: Pair Work

Ask your partner questions like these about work and school/college.
What do you do? Do you go to school/college? How do you like…?
Where do you live? Where do you work? What’s your favorite….?

D. LET’S DO THIS
Group Work: In a group of two or three, make dialogs based on these situations:
You are at a business conference. Introduce your colleague to another
businessman/ businesswoman.

Pair Work: Check (√) six questions below. Then interview a classmate you don’t
know very well. Ask follow-up questions.
Where did you go to middle What other languages can you
school? speak?
Were you a good student in Do you have a big family?
middle school?
What were your best subjects? Did you enjoy your childhood?
What subjects didn’t you like? Did you have a pet?
When did you first study Who was your hero when you were a
English? child?

A: What were your best subjects in middle school?

B: My best subjects were science and math.
A: Really? Me, too! Did you get good grades in English?

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 Useful expressions of reacting to what you hear
Oh, yes. Oh, That’s interesting.
Oh, really? Really? Me, too!
How amazing! Wow! Tell me more.

Cover Story
Learn the following example of cover story from intelligent-based movie Body of
Lies (2008). Afterwards, discuss what aspects you should prepare to improve the
quality of a cover story.
Synopsis:
A CIA agent (Roger Ferris) on the ground in Jordan hunts down a powerful
terrorist leader while being caught between the unclear intentions of his American
supervisors and Jordan Intelligence.
First scene:
CIA Agent, Roger Ferris is trying to make acquaintance with a local nurse, Aisha,
pretending to be a political adviser in Jordan.
Aisha : What else are you supposed to do at this point? Leave here alone? You're
safer with me and you know it.
Ferris : What are you asking?
Aisha : I'm asking what you do here.
Ferris : Well, I'm a political adviser.
Aisha : Who snowboards in Amman.
Ferris : That's right. Yeah, yeah.

Second scene
CIA Agent, Roger Ferris is having dinner in Aisha’s apartment, with Aisha and
Aisha’s sister, Cala. Cala is asking him about his job in Jordan.
Cala : So, Mr. Ferris, how long are you in Amman?
Ferris : Oh, uh, ahem. Well, I think I'm gonna be for a while. I hope so, anyway.
Cala : Where were you stationed before?
Ferris : Riyadh.
Cala : Riyadh? What do you do exactly?
Aisha : I told you, Cala, he's a political adviser.
Cala : Political adviser. But what does that mean? Forgive my ignorance.
Ferris : It means, uh...- It means that I... Well, I offer my assistance to His
Majesty's (King of Jordan) advisers whenever they ask.
Cala : But you do this now, not before the war. Before you didn't consult with
us at all.

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Aisha : Cala, please, we are just having lunch.
Ferris : Its’ okay. It's quite all right. I understand. And we understand that the
situation in Iraq has created many hardships for the Jordanian
people.
Cala : The situation? You mean, the war.
Aisha : He means war.
Cala : No, no, no, he says the situation. What do you mean?
Ferris : I mean the roadside bombings, the assassination of Iraqi police, the
kidnappings, the crowded marketplaces, and innocent families that
have been wiped off the face of the Earth. That's what I mean by the
situation in Iraq. I can tell you what His Majesty’s thinking.
Cala : His Majesty believes the best hope for the war is that it ends.
Ferris : Well, I can tell you that is my hope as well.

Activity for Cover Story:

Imagine you are assigned to elicit information in an Islamic boarding school. Your
cover job is Islamic book marketer. As initial stage of your elicitation, you approach
a teacher / school staff of the boarding school and offer your products. Please
prepare the following features of your cover story. After you prepare the features,
make a conversation with your partner who acts as the teacher / the school staff by
including your cover story.
Name Hobbies Contact number
Address Types of books The reason of having a job
Job Relevance of the books as the book seller
Educational Address of the office Market to which the books
background are sold
The major content of the
books

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 UNIT 2. STRUCTURE PART I: PART OF SPEECH

Objective: The students are able to identify nine parts of speech (noun, adjective,
verb, adverb, pronoun, article, preposition, conjunction and interjection) and
complete sentences by using them correctly.
A. LET’S GET STARTED
Discuss the following questions with your friends.
1) What do you call the following words in English: kata benda, kata sifat,
kata kerja, kata keterangan?
2) Look at the following words. Are they noun or adjective?
target loyal asset confidential agent
accurate responsible headquarter discipline critical

3) What are adjectives do you think appropriate to describe a professional

intelligence officer?
4) Read the following Part of Speech Poem. Can you identify what mutual
category the words in different colors are?
Every name is called a noun,
As field and fountain, street and town.
In place of noun the pronoun stands,
As he and she can clap their hands.
The adjective describes a thing,
As magic wand or bridal ring.

Most verbs mean action, something done,

To read and write, to jump and run.
How things are done the adverbs tell,
As quickly, slowly, badly, well.

The preposition shows relation,

As in the street or at the station.
Conjunctions join, in many ways,
Sentences, words, or phrase and phrase.
The interjection cries out, “Wow!"
An exclamation point must follow now!”

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B. LET’S TALK ABOUT THIS
Part of speech is the common name for a word class, a category into which words
are placed according to the work they do in a sentence. Technically, it is a class of
words which share syntactical features.
Here we are going to learn about nine parts of speech, namely : noun, adjective,
verb, adverb, pronoun, article, preposition, conjunction, and interjection.
PART I. Noun
A noun is a word that denotes a person, place, or thing. In a sentence, nouns answer
the questions who and what.
Example: The dog ran after the ball.
noun noun

There are four kinds of noun as follows.

1) Common nouns
These are names of everyday things that we can see, hear, smell or touch.
Examples: table, banana, volcano, fragrance, song

2) Proper nouns
Proper nouns are the special names that we give to people, places and particular
things like the days of the week, months of the year, or even the titles of books
or TV shows.
Examples: Jason, Sentul, Mrs. Rose, Indonesia, French, State Intelligence
Agency, State Intelligence College

3) Abstract nouns
Abstract nouns form what can be the most difficult group to understand, as they
represent ideas, and have no physical substance that you can see or touch. The
idea may be of quality.
Example: beauty, greed, intelligence, joy, misery, duty, responsibility
4) Collective nouns
These are names for groups of things, animals or people, which go together, or
have something in common.

Examples: choir (a number of people in a singing group), army (a group of

soldiers), bouquet (for flowers), flock (for animals, like sheep)

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PART II. Adjective
An adjective is a word that modifies, or describes, a noun or pronoun. Adjectives
may precede nouns, or they may appear after a form of the helping verb to be (am,
are, is, was, etc.).
Example 1: We live in the red brick house.
Example 2: She is tall for her age.
In example 1, two consecutive adjectives, red and brick, both describe the noun
house. In example 2, the adjective tall describes the subject, she.

PART III. Verb

A verb is a word that denotes action, or a state of being, in a sentence.
Example 1: Beth rides the bus every day.
Example 2: Paul was an avid reader.
In example 1, rides is the verb; it describes what the subject, Beth, does. In example
2, was describes Paul’s state of being and is therefore the verb.
There may be multiple verbs in a sentence, or there may be a verb phrase consisting
of a verb plus a helping verb.
Example 1: She turned the key and opened the door.
Example 2: Jackson was studying when I saw him last.
In example 1, the subject she performs two actions in the sentence, turned and
opened. In example 2, the verb phrase is was studying.

PART IV. Adverb

Just as adjectives modify nouns, adverbs further describe an action (a verb), saying
how, where or where something happens. Adverbs also function to modify
adjectives and other adverbs.
Types of adverbs in English are as follows:
a) Adverb of time (e.g. early, recently, tomorrow, nowadays, yesterday, now,
tonight)
b) Adverb of manner (e.g. fast, hard, slowly, softly, quickly)
c) Adverb of degree (e.g. enough, quite, so, too, very, extremely)
d) Adverb of modality (e.g. likely, maybe, perhaps, possibly, unlikely)
e) Adverb of frequency (always, barely, daily, often, sometimes, usually,
never)
f) Adverb of place (e.g. away, here, there, anywhere, nearby, somewhere)

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Example 1: He waved wildly to get her attention.
Example 2: The shirt he wore to the party was extremely bright.
In the first example, the adverb wildly modifies the verb waved. In the second
example, the adverb extremely modifies the adjective bright, which describes the
noun shirt.

Exercise 1. Parts of speech I-IV: Noun, Adjective, Verb, Adverb

What part of speech are the underlined words?

A. B.
1. She thought of a wise plan. 1. English is my second language.
2. I want to go now. 2. My father lives in Scarborough,
3. What do you learn? Ontario.
4. That was a amazing evening. 3. After I got home yesterday, I took
5. My father works in a factory. my dog for a walk.
6. She must be a stupid. 4. The other day I saw a bear.
7. Selena is my best friend. 5. Although I am quite brave, that
8. The dress was expensive; still I movie scared me.
bought it. 6. I like hockey, but my brother likes
9. It is my doll. basketball.
10. The sun gives us heat and light. 7. Toronto is the largest city in
11. Do it quickly. Ontario.
12. She went to the market to buy 8. This is the ugliest fish in the lake!
some vegetables. 9. My sister is a silly yet beautiful
13. I helped him because I liked him. woman.
14. Jasmines are white in color. 10. I love my pet.
15. The cat is under the bed.

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PART V. Pronoun
Pronoun is the word that replaces a noun.
Example: She decided to go to a mov4ie.

In the sentence above, she is the pronoun. Like nouns, pronouns may be used
either as subjects or as objects in a sentence.

Example: She planned to ask him for an interview.

In the example above, both she and him are pronouns; she is the subject of the
sentence while him is the object.

Types of Pronouns:

Subject and Object Pronouns

Subject Object Possessive Possessive Reflexive
Pronouns Pronouns Adjective Pronoun Pronoun
I Me My Mine Myself
We Us Our Ours Ourselves
You You Your Yours Yourself
She Her Her Hers Herself
He Him His His Himself
It It Its - Itself
They Them Their Theirs Themselves

Other types of Pronouns:

a) Demonstrative pronoun: This, that, these, those.

b) Interrogative pronoun: Who, what, which, whom, whose, why.
c) Relative pronoun: Who, which, whom, whose, that.
d) Indefinite pronoun: Another, anything, everything, none, someone.

Exercise 2. Students are given cloze sentences with a choice of pronouns for filling
the gaps.
1. Who drove the car? David drove …. (them, it, his, we)
2. Who gave Lucy the chewing gum? …. Did. (him, those, he, this)
3. We saw …. at the show. (I, they, him, us)
4. David brought …. Ice-creams. (he, they, us, this)
5. Jenny was at the show. Did …. see ….? (them, her, we, you)

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PART VI. Article

Articles include a, an, and the. They precede a noun or a noun phrase in a sentence.

Example 1: They wanted a house with a big porch.

Example 2: He bought the blue sweater on sale.

In example 1, the article a precedes the noun house, and a also precedes the noun
phrase big porch, which consists of an adjective (big) and the noun it describes
(porch). In example 2, the article the precedes the noun phrase blue sweater, in
which sweater is the noun and blue the adjective.

Remember, use a if the noun is started with consonant sounds (a car, a table, a
university), while use an if the noun is started with vowel sounds (an apple, an
umbrella, an hour).
Exercise 3. Rewrite the words below with article a or an correctly
• mistake • honor
• uniform • hill
• hour • interesting dream
• abbreviation • urgent message
• union • handsome man
• hole in the ground • empty box
• dream • universal problem
• untrue story • honest man
• box • unhappy child

PART VII. Preposition

Prepositions show spatial, temporal, and role relations between a noun or pronoun
and the other words in a sentence.
Example 1 : She always sits beside me.
Example 2: My boarding house is near the campus.
The prepositions in the examples above are beside and near.
Types of Prepositions:
a) Preposition of time (e.g. after, before, during, since, until)
b) Preposition of place (e.g. above, at, in, on, under)
c) Preposition of movement (e.g. inside, into, off, toward(s), up)
d) Preposition of manner (e.g. by, like, with(out))
e) Preposition of purpose (for)
f) Preposition of quantity/measure (for, by)

17
Exercise 4. Complete the sentences with one of the prepositions from the box.
at from for on to

1. My mother begged me to listen ______________ her.

2. The stranger stared ______________ me in surprise.
3. They saved me ______________ certain death.
4. In the last election I voted ______________ the Green Party.
5. After I heard what had happened, I apologized ______________ him.
6. I borrowed the car keys ______________ my best friend.
7. We agreed ______________ attending the meeting separately.
8. She applied ______________ a job at the local newspaper office.
9. We added a few shots of rum ______________ the drink to make it tastier.
10. The hunter aimed ______________ the deer and killed it with one shot.

PART VIII. Conjunction

A conjunction joins two or more parts of speech of a similar kind or joins two or
more parts of a sentence.
Some types of conjunctions:
a) Coordinating conjunction
A coordinating conjunction is a word that joins two elements of equal
grammatical rank and syntactic importance. They can join two verbs, two
nouns, two adjectives, two phrases, or two independent clauses. The seven
coordinating conjunctions are for, and, nor, but, or, yet, and so.
b) Correlative conjunction
Correlative conjunctions are pairs of words that work together to connect
two parts of a sentence that hold an equal value, or correlate with one
another. Examples: not only.. but also...; either … or…; neither …nor …
c) Subordinating conjunction (forming adverbial clause), for example after,
because, before, although, when.
d) Conjunctive adverb, for example at last, besides, however, hence, then.

18
PART IX. Interjection
An interjection is an exclamation of one or two words that stands alone and is
usually a response to surprise (Wow!, Geez!, Alas!, Damn!), shock or disgust, such
as ‘Goodness!’ or ‘Yuck!’

C. LET’S PRACTICE
Practice 1. Let’s classify these words.
Word Class
Words Noun Verb Adjective Adverb

intelligence

intelligent

confidential

espionage

spy

secretly

Practice 2. Change the given word according to their part of speech.

Noun Adjective Verb Adverb
theory theoretical theorize theoretically
… … base (on) …
… cognitive - …
information … … …
… … involve -
knowledge … … …

19
Practice 3. Complete the sentences with the correct form of the word in the
brackets.
1. The __________theory is that people choose how they behave. (base)
2. This latest piece of research __________ a significant achievement.
(representation)
3. There seems to be no __________ that the research can be successfully
completed. (possible)
4. In a presentation it’s important to speak _________ about your subject.
(knowledge)
5. In order to learn new information, try representing it as a picture, and then
_______ it. (memory)
6. It’s difficult to complete a group assignment without the ____________ of
the whole team. (involve)

D. LET’S DO THIS
For each of the following questions, write the name of the part of speech (noun,
verb, pronoun, adjective, adverb, preposition, conjunction, article,
interjection) of the green bold word:
Example: That is the biggest house I've ever seen (noun).
1) We went to the mall last night. (__________)
2) He asked me to go to the party with him. (__________)
3) The school will be closed on Monday. (__________)
4) My brother will be here next week. (__________)
5) She will be here tomorrow. (__________)
6) I have finished the book. (__________)
7) I'll see you in three hours. (__________)
8) He is the fastest runner in the school. (__________)
9) What is love? (__________)
10) He went to see the doctor because he wasn't feeling well. (__________)
11) She laughed because the movie is so funny. (__________)
12) He finished the course easily. (__________)
13) The cyclists stopped to take a break. (__________)
14) Wow! They saved many animals. (__________)
15) We took a walk in the park. (__________)
16) He had to go home to feed his cat. (__________)
17) My phone isn't working. (__________)
18) They wanted to hire him, but he didn't want to work with them. (__________)
19) Who asked you to give this lovely necklace to me? (__________)
20) That's a catchy song. (__________)

20
 UNIT 3. ENGLISH AT PUBLIC PLACES I:
RESTAURANT

Objective: The students are able to use the expressions of ordering a meal in a
restaurant, asking about dishes on the menu, and making complaint based on the
topics given orally and appropriately.
A. LET’S GET STARTED
Put these words into three groups (How food is cooked; Taste and texture;
Things on a table)

Knife and fork – boiled – salty – grilled – salt and pepper – roast –
delicious – sweet – oil and vinegar – fried – spicy – chewy – baked –
rich – tasty – steamed – smoked – chopsticks – serviette – stewed
– oily – tender – plate – spoon – tough – menu - glass

How Food is Cooked C. Things on a Table

Taste and Texture

B. LET’S TALK ABOUT THIS

As an intelligence officer, going to a restaurant is something you must experience
when you are sent abroad. To make sure you get what you want, using correct
language and understanding some specific terms are often required, especially
during business lunch/dinner.
The following are examples of dialogues on ordering a meal. From Dialog 1 and 2,
can you identify the expressions of ordering a meal?
Dialog 1
Waiter : May I take your order?
Customer : Yes. I’d like the spicy fish and rice.
Waiter : All right. And would you like a salad?

21
 Customer : Yes, I’ll have a mixed green salad.
Waiter : OK. What kind of dressing would you like? We have blue
cheese and vinaigrette.
Customer : Blue cheese, please.
Waiter : And would you like anything to drink?
Customer : Yes, I’d like a large iced tea, please.

Dialog 2
Waiter : Are you ready to order now?
Kevin : Yes, I think so. Could you tell us what ‘dolmadakia’ is, please?
Waiter : It’s vine leaves stuffed with meat and onions and served with
lemon sauce.
Kayla : It sounds delicious. I’ll try that, please.
Waiter : And for the main course?
Kayla : I’ll have the chicken and rice with tomatoes.
Waiter : And for you, sir?
Kevin : I’ll have the fish and vegetable soup and the roast lamb with a
salad, please.
Waiter : What dressing would you like on the salad?
Kevin : French dressing, please.
Waiter : And would you like anything to drink?.
Kayla : I’d like some white wine. Is there a Greek wine you can
recommend?
Waiter : Well, the Santa Helena is very nice.
Kevin : Yes, a bottle of the Santa Helena then, please.
Waiter : Sure, thank you.
----------------
--
Waiter : Is everything all right, sir?
Kevin : Yes, thank you. That was very nice.
Waiter : Would you like a dessert?
Kayla : Not for me, thank you.
Kevin : No, thank you. Just two cups of coffee. And could we have the
bill, please?
Waiter : Yes, sir.

Expressions you can say in ordering Expressions you might hear

a meal in a restaurant

Do you have a set menu? Can I help you?

Can I have the menu, please? Have you made a reservation?
What specials do you have today? Would you like to see the menu?
What do you recommend? Are you ready to order?
What would you like for starter?
And for your main course?

22
 Ordering a meal How would you like your steak?
I’ll have the soup to start with, please. Can I get you anything to drink?
I’ll have the grilled fish, please. Who ordered the fish?
I’d like an orange juice, please. Is everything all right with your meal?
Would you like a dessert?
Asking about dishes on the menu Here is your main course.
Excuse me. What’s a Caesar Salad? OK, so that’s one double cheese
What’s in the Mexican Mixed Grill? burger.
Could you tell me what the House Do you want a regular or large
Special is, please? shake?
Do you want fries with that?
Asking someone about their food Eat in (Dine in) or take away?
How’s your chicken?
What’s the soup like?
Is the steak nice?

Giving opinion about food

It’s delicious.
It’s a bit too salty.
It’s very tasty.

Payment
Is service included?
Can I have the bill, please?

Booking a Table
Waiter : Victoria Restaurant
Caller : Oh, hello. Can I book a table for tomorrow evening, please?
Waiter : Certainly. What time tomorrow?
Caller : Eight thirty, please.
Waiter : And how many people is it for?
Caller : Four people.
Waiter : What name is it, please?
Caller : Bramanta, B-R-A-M-A-N-T-A
Waiter : Very good. We’ll reserve a table for you.
Caller : Thank you very much. Goodbye.
Waiter : Goodbye.

Speaking Strategy: Offering to Pay

1) A: Let me get this, will you?
B: No, it’s on me.
2) A: Shall we split the bill?
B: No. I’ll get it. This is my treat.

23
Activity 1
What do you think B is saying in this conversation? Perform the dialog.
A: Oh, look. Here’s the bill. I’ll get it.
B: ……………………………………
A: Well, shall we at least split it?
B: ……………………………………
A: Are you sure?
B: ……………………………………
A: Thank you very much.
B: ……………………………………

How do you like your steak to be cooked?

(Source: www.thespruceeats.com)

24
 (Source: id.pinterest.com)

Speaking Strategy: Complaining in A Restaurant

Activity 2
Match each complaint (a-f) with a response (1-6).
Complaint: a. We’ve been waiting for our drinks for half an hour. 5
b. Excuse me. These carrots are almost raw. ___
c. I’m afraid I asked for the steak rare, but this is virtually
well-done. ___
d. I didn’t know this dish had nuts in it. I’m allergic to them.
___
e. Don’t you have any high chairs for children to sit in? ___
f. Sorry, but I asked for the bill ten minutes ago. ___

Response: 1. Sorry, sir. I forgot to mention it. Would you like to order
a different main course?
2. I’ll find out what’s happened to it.
3. Oh, dear. I’ll get some more for you.
4. Sorry, sir. I’ll bring you another one as quickly as
possible.
5. Sorry, I’ll bring them for you now.
6. I’m afraid not. Would a cushion do?

25
Activity 3
Look at the complaints (a-f) and find:
a. An expression you can use to get the waiter’s attention.
____________________________________________
b. Two expressions you can use to help you complain politely.
____________________________________________

C. LET’S PRACTICE
Practice A: In a restaurant context, match each question below (a-g) with its
appropriate reply (1-7).

a. Can I take your coat? 1. Yes, I’ve booked a table for eight
b. Is everything OK with your meal? o’clock.
c. Are you ready to order? 2. No, thank you. I’ll keep it with me.
d. Would you like anything to drink 3. Oh, yes, please. It’s very nice.
first? 4. Yes, it’s wonderful, thank you.
e. Have you made a reservation? 5. Not yet. Can we have a little more time?
f. Would you like some more wine? 6. Not for me, thank you. I’m full.
g. Can I get you any dessert? 7. Yes, please. I’ll have an orange juice.

Practice B: Look at these three short conversations. Complete the blank space by
using the provided options.
ready to order book a table starter
dessert anything to drink main course
the bill your meal anything to eat
the menu OK with your meal an orange juice

1) Customer : Hello. I booked a table for seven o’clock. The name is Rose.
Waiter : Ah, yes. Follow me, please.

2) Waiter : Are you_______________?

Customer : Yes, for ______I’d like the soup, please.
Waiter : And for your___________?
Customer : I’ll have the salmon, thank you.
Waiter : Very good. And would you like___________?
Customer : Just some mineral water, please.

3) Waiter : Would you like _______?

Customer : No, thanks. I’m full. Can I have_________, please?

26
Practice C
Imagine you are a customer in a restaurant. Look at these problems. Think of what
you can say to the waiter, and then say your answers.
Example: a
You might say: Excuse me. My soup is cold and the bread is rather hard as well.
a. Your soup is cold and your bread is rather hard.
b. You’ve been waiting for your main course for twenty minutes.
c. You don’t like the wine. You think it’s ‘corked’.
d. The vegetables are under-cooked.
e. You think the bill is wrong. You have been charged too much.
f. You asked for sparkling mineral water, but you have still mineral water.
g. You asked for green salad, but it has tomato in it. You are allergic to tomato.
h. You asked for medium well steak, but the steak served is medium rare.

D. LET’S DO THIS
Group Work
Work in groups of three or four. Choose one person to be the waiter. Use Tugu
Kunstkring Paleis Menu.
Waiter: Take each person’s order. Explain the dishes on the menu where necessary.
Then serve your customers.
Customers: Decide what to order. Ask the waiter to explain any dishes you don’t
know. During the meal describe each dish.

(Source: www.zomato..com)

27
(Source: www.zomato..com)

28
 UNIT 4. ENGLISH AT PUBLIC PLACES II:
SHOP

Objective: The students are able to use expressions of buying something orally and
appropriately.
A. LET’S GET STARTED
Match each word (a-h) with its definition (1-8).
a. a credit voucher: ___ e. an extended warranty: ___
b. a refund: ___ f. faulty: ___
c. to exchange: ___ g. to haggle: ___
d. a receipt: ___ h. a bargain: ___

1 2
(n) a piece of paper you receive (n) a piece of paper from a shop
that proves what you brought, that allows you to buy goods up to
when, and how much you paid.
the value shown.
3 4
(n) something on sale at a much (v) to change something you
lower price than normal bought for something else of
similar value
5 6
(v) to negotiate the price of (n) money you receive when you
something before buying it return something

7 8
(n) a guarantee that lasts longer (adj.) describing an item which is
than the normal period not working correctly

B. LET’S TALK ABOUT THIS

Shopping is one activity you must experience too as an intelligence officer.
Sometime you do it for yourself such as buying souvenirs. another time, you do it
as part of your operation, for instance when you do surveillance and your target is
shopping, or when you do stakeout, or when you officially become an escort in
which the VIP guest wants to go shopping.

29
The following is the example of dialog where the speaker is doing shopping.
Doni and Raisa are looking around the shops in Athens before they catch the
afternoon flight back to Indonesia. Raisa is looking for a pair of shoes.

Raisa : Excuse me. Do you speak English?

Shop assistant : Yes, Madam. Can I help you?
Raisa : I’m looking for a pair of blue shoes to wear with a dress.
Shop assistant : Blue?
Raisa : Yes, you have some in the window. Could I try them on,
please?
Shop assistant : What size do you want?
Raisa : 38, please.
Shop assistant : Just a moment, please. Yes, here we are.
Raisa : Are they leather?
Shop assistant : Oh, yes.
Raisa : I like the style.
Doni : Yes, they’re very nice.
Shop assistant : Do they fit all right?
Raisa : They feel a bit tight actually. Do you have a larger size?
Shop assistant : We do not have these shoes in a 39, I’m afraid.
Raisa : Do you have anything similar in blue that would fit me?
Shop assistant : No, we don’t. I’m sorry.
Raisa : I’ll leave it then. Thank you very much.

Expressions you can say while Expressions you might hear

shopping

Excuse me. Can you help me, please? Do you need any help?
I’m just looking. It’s in the sale.
I’m looking for …. They’re half price.
Can I try it / them on? What size do you want?
What color do you want?
Asking about size Would you like to try it on?
What size is it / are they? The changing rooms are over there.
I take a size 8. The cash desk is over there.
Do you have this shirt in medium? How you would like to pay?
Do you have a bigger one?
Do you have the next size up / down?

Asking about color

Do you have it / them in blue?

30
 Asking about price and payment
How much is this...? (singular noun)
How much are these/those…? (plural
noun)
How much does it cost?
How much do they cost?
Where can I pay?

Giving opinion
They fit great.
They fit / it fits. (the right size)
They suit / it suits you. (the right 'look'
for you)
It / they are really you. (the right 'look'
for you)
What's wrong with it / them? (Why
don't you like it / them?)

I'll take it / them please. (I want to buy

it / them)
I'll leave it / them, thanks. (I don't
want to buy it / them)

Asking what things are made of:

a. You want to know if the shoes are made of leather.
Are these shoes leather?
b. You want to know if the glass is made of crystal.
Is this glass crystal?

You want to know if … What would you say?

1. the carpet is made of wool. ….

2. the trousers are made of cotton. ….

3. the handbag is made of leather. ….

4. the chairs are made of wood. ….

5. the shirt is made of cotton. ….

6. the coffee-pot is made of silver. ….

31
Grammar Focus A
Singular and Plural
Exercise A: Complete the sentences using is or are.
1. How much …………. this jacket, please?
2. How much …………. these jeans?
3. …………… this camera in the sale?
4. Excuse me. Where …………. the changing rooms?
5. I like these trousers. …………. they in the sale?
6. How much…………. the blue shoes over there?
7. What size …………. this suit?
8. Where …………. the cash desk, please?

Grammar Focus B

Saying prices

Demonstratives; one, $18 = eighteen dollars

ones $24.95 = twenty-four
ninety-five dollars
How much is this scarf? that scarf? (Indonesian)
this one? that one? Rp75.000 = seventy-five
How much are these jeans? those jeans? thousand rupiahs
these ones? those ones?

Which one? Which ones?

The yellow one. The gray ones.
It’s $24.95. They’re $18.

Exercise B: Complete these conversations. Then practice with a partner.

1) A: Excuse me. How much are 2) A: How much is _______bag?
__(those)___ jeans?
B: Which ____?
B: Which ____? Do you mean
A: The blue ______.
_______?
B: It’s Rp200.000,00, but the
A: No, the light blue _____.
green ____ is only Rp175.000,00.
B: Oh, ________ are
A: That’s not bad. Can I see it,
RP150.000,00.
please?
A: Wow! That’s expensive!

32
Haggling
Haggling is what we do when we're trying to buy something for a cheaper price –
like at a market, or on holiday. Practice the following conversation with your
partner on haggling a car.
Rob : Excuse me. How much for the Vauxhall over there?
Neil : Oh the Vauxhall, oh yeah, that's a bargain. £700.
Rob : 700?
Neil : Yeah. It'll cost you at least 800 anywhere else.
Rob : Could you do it for 500?
Neil : 500? No, sorry, no. I can sell this car for 700, I'm sure of it.
Rob : I've got the cash. You couldn't do it for 550?
Neil : No,.
Rob : You couldn't do a bit cheaper, could you?
Neil : Well, I tell you what, I could probably do it for about 650.
Rob : Well, is that really your best price?
Neil : It's my best price. 650. Come on.
Rob : It's too much. I haven’t got that kind of money. Alright, thanks
anyway, bye.
Neil : Hang on, hang on. I'll tell you what. 600.
Rob : OK, it’s a deal.
Neil : Go on then.

Here are the 'haggling expressions' in the conversation.

1. 'Do' = sell
When we are haggling, instead of using the verb sell, we often use do. We use
it with can/can't and could/couldn't:
● I can probably do it for about £650.
● Can't you do it a bit cheaper?
● Could you do it for 500?
● You couldn't do it for £550?

2. To 'knock off'
This phrasal verb means 'lower the price'.
● Can you knock off another £30?
● I could knock off £10 for you.

3. When you've got a deal: 'Go on then'

To show that the price is agreed, it sounds very natural in spoken English for
the buyer and/or the seller to say: Go on then.
● Buyer: £600?
Seller: Go on then.
● Buyer: I'll give you £40 for it.
Seller: Go on then.

33
4. I haven't got that kind of money: I haven't got enough money for that
5. go on then: I agree to buy/sell at the price you just said

Learning about haggling would be no fun without the chance to practice! So, now
it's time to put our haggling language to good use.

Role-play: Imagine you're at a pop-up market and you've seen a camera you really
like. It's a vintage one - very stylish! All your friends will be jealous. But first, you
have to buy it - and the seller wants too much. He wants £100, but you only want
to spend £50.
You : I’d like to buy this, but it’s quite a bit more than I'd expected to pay.
I can't pay £100. Can ______ a bit cheaper?
Seller : Sorry, it's a ______ at £100. Most of them sell for £200.
You : I'm sorry, I don't have ______ money. I've only got £50.
Seller : Ok, I'll knock off £20.
You : If you can ______ for £50, it's a deal.
Seller : £50? Go on then.
You : ________________.

C. LET’S PRACTICE
Practice A: Match the sentences (a-e) with the replies (1-5).
a. Yes, we’ve got this T-shirt in your 1. OK. I’ll go and try this on.
size. 2. Oh, right. What size are they?
b. The changing rooms are over 3. Oh, right. I’ll pay by credit
there. card.
c. I’m sorry. We haven’t got this in 4. Oh, OK. I’ll leave it.
small. 5. OK. I’ll take it.
d. These jeans are in the sale.
e. I’m afraid we don’t accept cash.

Practice B: Number each line of the conversation in order (1-6). Then, practice
the conversation.
…. Oh, OK. Can I try them on?
...1… Excuse me. Can you help me, please?
…. Er, let me have a look. Here it is. They are $35.
…. Yes, of course. How can I help you?
…. How much are these jeans? I can’t find the price.
…. Yes, of course. The changing rooms are over there.

34
Practice C: Make a conversation on haggling with your partner by using the
following clues.
You : ….
Seller : It´ll only cost you 40 dollars, sir.
You :
Seller : Hmm... Let´s see.... How about... 37 dollars?
You : ….
Seller : 35 dollars is my final price, take it or leave it.
You :
Seller : OK. Here you are.

You : ….
Seller : It´s $230, sir.
You : ….
Seller : How much can you afford?
You : ….
Seller : The price has been marked down already. I can´t take less than
$225. And it´s a real bargain at that price.
You : ….
Seller : In cash? Hm... Okay. It´s a deal.

D. LET’S DO THIS
Activity 1
Add prices to the following items. Imagine you are a customer and make a dialog
with your partner as the shop assistant.

35
Activity 2
Half the class are instructed to be the shop assistants, while the other half are
customers.
Customers: Imagine you are a customer in a clothes shop. Make a shopping list of
two items (options: t-shirt, shirt, jacket, trousers, blouse, skirt). Then go shopping.
Tell to different shop assistants and tell them what you want to buy. Ask the size
you want, the color, the material, and the price. Try to buy all the items on your list.
Shop assistants: Make a list of six items of clothing in your shop on a piece of paper
(t-shirt, shirt, jacket, trousers, blouse, skirt) and add the price, size, and color
information. Are any items in the sale? Then serve any customer who comes.
Example:
Customer : Excuse me. I’m looking for a blouse.
Shop assistant : Well, we have blue and pink blouses. Which one do you like?
Customer : I like the pink one. Do you have it in medium size?
Shop assistant : Yes, here is the medium size.
Customer : Great. How much is it?
Shop assistant : …..

36
 UNIT 5. ENGLISH AT PUBLIC PLACES III:
AIRPORT, HOTEL, AND PUBLIC TRANSPORTATION

Objective: The students are able to use the expressions of meaningful

communication at airport, hotel and public transportation based on the topics given
orally and appropriately.

A. LET’S GET STARTED

Activity 1: Name the picture by using the words in the box. Where can you find
them?

Pic. Source: http://www.321learnenglish.com

… … … … …

baggage/luggage -- boarding pass -- check-in desk/counter – customs – security

check

Activity 2: Match the jobs in a hotel below with their correct definitions.
1. Receptionist a) Person who is the manager of all the
2. Porter chambermaids in a hotel
3. Concierge b) Person who greets you at the hotel entrance.
4. Chambermaid He or she can also help you hail a taxi,
5. housekeeper recommend restaurants, theatres etc. in the
area.
c) Person who deals with your reservation,
booking and payment in a hotel.
d) Person (usually a woman) who cleans hotel
rooms
e) Person who carries your suitcases to your
room when you first check into a hotel

37
B. LET’S TALK ABOUT THIS
PART A: AT AIRPORT
Study the following conversation about airport check-in and practice it with your
friend.
Passenger check-in : Morning, madam. May I see your passport, please?
officer
Passenger : Yes, of course. Here you are.
Passenger check-in : Mrs. Rose Quint, travelling alone.
officer
Passenger : That’s right.
Passenger check-in : Fine. Do you have your e-booking confirmation?
officer
Passenger : Yes, er, here it is.
Passenger check-in : Mm hm, that’s all fine. One moment, please
officer (typing). Do you have any luggage, other than hand
luggage?
Passenger : Yes, there’s this case.
Passenger check-in : On the scales, please.
officer
Passenger : There you are.
Passenger check-in : OK, that’s just inside the permitted weight
officer allowance. Did you pack your bag yourself?
Passenger : Yes.
Passenger check-in : And have you left it unattended at any time before
officer or since arriving at the airport?
Passenger : No, I don’t think so.
Passenger check-in : Have you seen the list of prohibited items for hand
officer luggage?
Passenger : Yes, I’ve just got one small bottle of perfume. It’s
under 100 milliliters I’m sure.
Passenger check-in : I see. You might have to show that at the security
officer check.
Passenger : Oh.
Passenger check-in : Now, would you prefer an aisle seat or a window
officer seat?
Passenger : Aisle, please, and as near the front as possible.
Passenger check-in : Mm hm (typing). I can give you K3, on the aisle.
officer
Passenger : Oh, that’s fine, thank you.
Passenger check-in : (printing) There’s your boarding pass. Watch the
officer screens for the boarding gate once you’re in the
departure lounge.
Passenger : Right. Oh, er, is there any delay on the flight?
Passenger check-in : No, it should be on time today.
officer
Passenger : Thank you.

38
 Passenger check-in : Have a good flight. Next, please!
officer

Going through Security

Things move quickly at an airport once you reach the security checkpoint. Use this
dialogue practice to help you speed through the process.

Security officer : Next!

Passenger : Here's my ticket.
Security officer : Please step through the scanner.
Passenger : (beep, beep, beep) What's wrong?
Security officer : Please step to the side.
Passenger : Certainly.
Security officer : Do you have any coins in your pocket?
Passenger : No, but I have some keys.
Security officer : Ah, that's the problem. Put your keys in this bin and walk
through the scanner again.
Passenger : OK.
Security officer : Excellent. No problem. Remember to unload your pockets
before you go through security next time.
Passenger : I'll do that. Thank you.
Security officer : Have a nice day.

Passport Control and Customs

Passing through passport control and customs is a must when we take international
flight. Here are some of the most common questions we can expect:

 Can I see your passport?

 Are you a tourist or here on business? - Asked at customs to determine
the purpose of your visit.
 Do you have anything to declare? - Sometimes people need to declare
things they have bought in other countries.
 Have you brought any food into the country? - Some countries do not
allow certain foods to be brought into the country.

You may have different experiences at the passport-control and customs sections
depending on the laws of the country you are visiting as well as the type of items
you are bringing in.

Conversation 1
Immigration officer : Where are you travelling from today?
Passenger : From London.
Immigration officer : What’s the purpose of your visit?
Passenger : Business. I have a meeting tomorrow.
Immigration officer : Do you have anything to declare?
Passenger : No, nothing to declare.

39
Immigration officer : Where are you going to stay?
Passenger : At the Orlando Hotel.
Immigration officer : How long are you going to stay in the country?
Passenger : Just three days. I’ll go to Beijing on Monday.
Immigration officer : OK, that’s all. Thank you very much. Enjoy your stay
in LA.
Passenger : Thanks a lot.

Conversation 2
Customs officer : Good morning. Do you have anything to declare?
Passenger : I'm not sure. I have two bottles of whiskey. Do I need to
declare that?
Customs officer : No, you can have up to 2 quarts.
Passenger : Great.
Customs officer : Have you brought any food into the country?
Passenger : Just some cheese I bought in France.
Customs officer : I'm afraid I'll have to take that.
Passenger : Why? It's just some cheese.
Customs officer : Unfortunately, you are not allowed to bring cheese into
the country. I'm sorry.
Passenger : OK. Here you are.
Customs officer : Thank you. Anything else?
Passenger : I bought a T-shirt for my daughter.
Customs officer : That's fine. Have a nice day.
Passenger : You, too.

PART B: AT HOTEL

Making Reservation

Receptionist : Good morning. Welcome to The Grand Victory Hotel.

Guest : Good morning. I'd like to make a reservation for October
24th. Do you have any vacancies?
Receptionist : Yes, sir, we have several rooms available for the date. How
long will you be staying?
Guest : I'll be staying for two nights.
Receptionist : How many people is the reservation for?
Guest : There will be two of us.
Receptionist : And would you like a room with twin beds or a double bed?
Guest : A double bed, please.
Receptionist : Great. And would you prefer to have a room with a view of
the ocean?
Guest : If that type of room is available, I would love to have an
ocean view. What's the rate for the room?
Receptionist : Your room is five hundred and ninety dollars per night. Now
what name will the reservation be listed under?

40
 Guest : Kevin Hidayat
Receptionist : Could you please spell your last name?
Guest : Sure, H-I-D-A-Y-A-T
Receptionist : And is there a phone number where you can be contacted?
Guest : Yes, my cell phone number is 0812-4802-2821.
Receptionist : Great. Now I'll need your credit card information to reserve
the room for you. What type of card is it?
Guest : Visa. The number is 987654321.
Receptionist : And what is the name of the cardholder?
Guest : Kevin Hidayat
Receptionist : Alright, Mr. Hidayat, your reservation has been made for the
twenty-fourth of October for a room with a double bed and
view of the ocean. Check-in is at 2 o'clock. If you have any
other questions, please do not hesitate to call us.
Guest : Great, thank you so much.
Receptionist : My pleasure. We'll see you in September, Mr. Hidayat. Have
a nice day.

Checking-In

Dialog 1

Receptionist : Good afternoon. Welcome to the Grand Victory Hotel. How

may I help you?
Guest : I have a reservation for today. It's under the name of
Hidayat.
Receptionist : Can you please spell that for me, sir?
Guest : Sure, H-I-D-A-Y-A-T
Receptionist : Yes, Mr. Hidayat, we've reserved a double room for you with
a view of the ocean for two nights. Is that correct?
Guest : Yes, it is.
Receptionist : Excellent. We already have your credit card information on
file. Would you kindly sign the receipt along the bottom,
please?
Guest : Sure. Well, the cost includes full Continental buffet every
morning and free airport shuttle service, doesn’t it?
Receptionist : Yes, that’s right.
Guest : OK, so what room am I in?
Receptionist : Room 487. Here is your key. To get to your room, take the
elevator on the right up to the fourth floor. Turn left once you
exit the elevator and your room will be on the left hand side. A
bellboy will bring your bags up shortly.
Guest : Great. Thanks.
Receptionist : Should you have any questions or requests, please dial 'O'
from your room. Also, there is internet available 24 hours a
day.
Guest : Alright. Thank you.

41
 Receptionist : My pleasure, sir. Have a wonderful stay at the Grand Victory
Hotel.

Dialog 2
Rosa : Good morning. My name’s Rosa. I reserved a double room with
bathroom for three nights.
Receptionist : Ms. Rosa. Yes, room 312. Would you like to register, please?
Just fill in this form.
Rosa : Thank you.
Receptionist : And could I see your passports, please?
…. Thank you.
Emma : How much do you charge for a double room?
Receptionist : It’s $80 a night, which include a service charge.
Emma : Can we get dinner this evening?
Receptionist : Yes, we’re serving dinner in the roof garden.
Rosa : And what time is breakfast?
Receptionist : Breakfast is from 7.30 to 9.00 in the ground-floor restaurant.
Rosa : And could we have a call in the morning, please?
Receptionist : Certainly. What time would you like it?
Rosa : Eight o’clock, please.
Receptionist : Very good, madam. And here’s your key, Room 312.
Rosa : Thank you. Oh, are there any letters or telephone messages for
us?
Receptionist : No, madam, nothing. I’ll just get a porter to take your luggage
up.
Rosa : Alright, thank you.

Context : Hotel
Expressions you can say Expressions you might hear
How much is a single room, please? A standard single is $60 a night.
I’d like to book a double room. When would you like to book it for?
Do you have any non-smoking rooms? I’m afraid we’re fully booked.
Are the rooms air-conditioned? All our rooms are en-suite.
Is breakfast included? Breakfast is $15 extra.
How far is it to the city center? Can I have your name, please?
Do you have a room with a view? I hope you enjoy your stay.
Here’s your room key.
We have a fitness center on the top
floor.
We have 24-hour room service.

42
Speaking Strategy: Confirming Details
Guest : The room’s got a view, hasn’t it?
Receptionist : Yes, that’s right.
Guest : Breakfast is included, isn’t it?
Receptionist : Yes, that’s correct.

Grammar Focus: Question Tag

Make each statement a question by adding hasn’t it? or isn’t it?
a. It’s a double room, isn’t it?
b. It’s got a bath, ________
c. My booking is for three nights, __________
d. My room’s on the ground floor, _________
e. The room’s got a mini bar, ____________
f. The check-out time is eleven o’clock, __________
g. The room’s got a TV, ___________

Activity 1: Imagine you are going to stay in a hotel. Use the ideas below to check
details about your booking.

Example: a
You say: It’s a non-smoking room, isn’t it?
a. non-smoking room?
b. breakfast included?
c. on the first floor?
d. dinner starts at eight?
e. a single room?
f. got a shower?

Asking about Hotel Facilities and Service

Activity 2: Match the questions asking about hotel facilities and service (1-6) to
the appropriate replies from the receptionist (a-f).
1) Do you have internet access here? a) Normally it’s at 11, but you can
2) Can I have a wake-up call? have a late check-out until 2 pm
3) Is room service available? if you like.
4) When’s the check-out time? b) Yes, we’ll deliver it to your
5) Do you have a laundry service? room. What paper would you
6) Can I have a newspaper in the like?
morning, please? c) No problem. Just tell us the time
you want us to call you.

43
 d) Yes, it’s a next day service. Put it
in the bag and the maid will
collect it.
e) Yes, we have 24-hour room
service.
f) Yes, of course. The username is
the hotel’s name and the
password to the internet access is
‘marvelous’.

Speaking Strategy: Making A Complaint in a Hotel

You can use the expressions in bold to complain about your room.
a. Sorry to bother you, but there’s no towel in my room.
b. I’m afraid that the light in my room doesn’t work.
c. Sorry, but my room is too cold.

PART C: AT PUBLIC TRANSPORTATION

Expressions you can say Expressions you might hear
Buying a ticket The next train / bus is at 3.15.
I’d like (+ noun / + infinitive) The next train / bus leaves at four
I’d like a return ticket… thirty.
I’d like to buy a return ticket… There’s a bus at 9.45.
Can I have a …. (single / return to The train to Cambridge will depart
Bath) please? from Platform 9.
The 7.50 intercity service to … is
How much is … (the ticket / one day delayed.
travel card/ …)? Go along here and turn left.
How much does a one day travel card The train / bus station is on the right /
cost? on the corner.

On the bus, when you need to be

quick, the question can be short:
A single to London Bridge, please.

It isn’t always easy to understand

native speakers at train stations or on
the bus. This is because people are
often in a hurry. Use simple grammar
to help you make the question:
Does this bus stop at …… (name of
place)
Does this bus stop at London Bridge?

44
 Do you stop anywhere near ... (name
of place)
Do you stop anywhere near London
Bridge?
Can you tell me where to get off for…
(name of place)
Can you tell me where to get off for
the shopping center?

Speaking Strategy: Buying a Ticket for Public Transportation

Woman : Er, excuse me?
Man : Yeah? Can I help you?
Woman : I wanted to ask about buses to Manchester.
Man : Right. When are you going?
Woman : Saturday, I think in the morning. How often do the buses leave?
Man : The first bus is at 8.30. After that, there’s one bus every two hours
until 6.30.
Woman : And how long does the journey take?
Man : It depends on the traffic, but normally about four hours.
Woman : Okay, I think I should leave earlier then. Can I buy a ticket in
advance?
Man : Yes, of course. Would you like to buy one now?
Woman : Yeah, okay. How much is it?
Man : Single or return?
Woman : Single.
Man : That’s £23.503.
Woman : Right… Just a minute… Okay, here you go.
Man : Thank you. Here’s your change, and your ticket.
Woman : Thanks for your help.
Man : Don’t forget your purse!
Woman : Oh! Silly me! Thanks!

Grammar Focus: Understanding the Time

A. Look at three different ways you can say the time in English.

12:10 a. Ten past twelve

b. Ten minutes past twelve
c. Twelve ten

45
B. Match the times (1-8) to the clocks (a-h).

(1) A quarter past ten _____

(2) Twenty-five to nine _____
(3) Seven twenty _____
(4) A quarter to two _____
(5) Ten past four _____
(6) Twelve thirty _____
(7) Nine fifty-five _____
(8) Twelve twenty-five _____

Pic. Source: Real Listening and Speaking 1

Speaking Strategy: Asking for and Giving Direction

If you're in a new town or city overseas and you want to know where a place or
building is, you need to be able to ask for directions in English. Learn the following
example.

A: Excuse me. How can I get to the

post office near here?
B: Go along this street and take the
first turning on the right. Then go
straight on until you come to the
traffic lights. Turn left there. The
post office is across from the
cinema.
A: Oh, I see. Thank you so much.
B: You are welcome.

46
Say “Excuse me” before you ask a person. To make it sound like a question, make
your voice go up on “me”. Study the following expressions of asking for and giving
directions.

Asking for directions:

• Where is the… from here ? • How do/can I go/get to… ?
• Excuse me, Sir. I am looking for… • Please tell/give me the way to …
How do/can I get there ? • Can/could you help me? I want to go
• Do you know the directions to… ? to…
• Pardon me. What are the • Can you give me directions to… ?
directions to… ? • Could you please tell me the way to… ?
• What is the way to… ? • Can/could you tell me how to get to… ?

Giving directions on a street:

• Go up/down… for… blocks. • Turn right/left at/on… .
• Go straight on .... • At the intersection/traffic lights, turn
•Go straight on at the traffic lights/ right/left.
when you come to the crossroads. • At the corner of… and…, you turn
• You go along… to… . right/left.
• Walk/drive (that way) until you see • It’s on your left/right.
Benson Ave. • It’s the second building on the/your
• Continue in the same direction until right/left.
(you get to) the stop sign. •Go across the roundabout.
• Don’t turn there. •Take the first turning/road/street on
•Don't take the first road. your left/right.
•Go on for about (2 minutes/ 100 •You'll see/You'll come to a (bank).
metres). Then …"

Other useful expressions of location:

• The bank is around the corner from • It is between … and ....
....
• The shopping center is on ... Street.
• It is next to / beside the ....
• It is across from …._____

Activity 1: Underline the expressions you can use to ask for directions.
a) Excuse me. Where’s the bus station, please?
b) Excuse me. I’m lost. How do I get to the Art Museum?
c) Can you tell me where the Beach Hotel is, please?

Activity 2: Rearrange the words to make questions asking for directions.

a) you / me / tell / where / library / Can / the / is / please
Can you tell me where the library is, please?

47
 b) get / to / city / How / I / center / do / the
____________________________________?
c) Tourist / Where’s / please / Office / the / Information
____________________________________?
d) the / hospital / me / tell / where / Can / please / you / is
____________________________________?

C. LET’S PRACTICE
PART A: At Airport
Practice 1: Write the LETTER of the response from the list below to each of the
following questions/comments. Choose the best, most logical response.
1. Can I bring my cat on the flight if a. No, you have to transfer in
she's in a carrier? ___d___ Birmingham.
2. Can I get one ticket for the 9:00 b. Yes, you can, but all refunds are
PM flight to New York City? ___ subject to a 10% administrative
3. How much is the ticket for my fee.
four-year-old son? ___ c. No, I'm sorry, that flight is fully
4. Is there a student discount? ___ booked.
5. Can I return this ticket? ___ d. Yes, but there's a $100 charge for
6. Is the train to Glasgow on time? transporting pets.
___ e. No, you have to go to one of the
7. My bag didn't arrive with my counters around the corner.
flight. ___ f. You'll have to go to the "lost
8. Can I bring this bag on the bus luggage" section upstairs.
with me? ___ g. Children under 5 years old travel
9. Is this a direct train to Coventry? free of charge.
___ h. No, I'm sorry, that bag is too big to
10. Is this the line for Singapore bring aboard.
Airlines? ___ i. Yes, there's a 10% discount if you
have an International Student Card.
j. No, it's 15 minutes late.

Practice 2: Imagine you are a passenger and talking to your partner as an

immigration officer. Make and perform a dialog by using the ideas below.
a. From Cairo/ b. business/ c. Hilton Hotel / d. two
Indonesia / vacation/ Grand Alpinia weeks/ one
Dubai international Hotel / Atlantis week/ 5
conference Hotel days

48
PART B: Hotel
Practice 1: Number each line of this conversation focusing on confirming details
in order.
……. Thank you. It’s a non-smoking room, isn’t it?
……. Good. And breakfast starts at 6.30, doesn’t it?
……. Yes, 6.30, that’s right. Enjoy your stay.
……. Yes, that’s correct. All our rooms are non-smoking.
…1… Here’s your room key. Your room is 254.

Practice 2
Make a dialog with your partner about making a complaint in a hotel (Options of
complaint: TV, air-conditioner, water heater, or other facilities/services).

PART C: At Public Transportation

Practice 1
Stephen is buying a ticket at Singapore airport. Complete the conversation using
the questions.
Can I have a single ticket to the city center, please?
How long does it take?
What time’s the next train?
Which platform does it leave from?
Clerk : Next, please.
Stephen : (a) Can I have a single ticket to the city center, please?
Clerk : A single? Of course, here you are.
Stephen : (b) __________________________________________
Clerk : Usually about thirty minutes.
Stephen : (c) __________________________________________
Clerk : The next train’s at 3.15.
Stephen : (d) __________________________________________
Clerk : Platform 3. Over there.
Stephen : Thank you.
Clerk : You’re welcome.

Practice 2
Imagine you are at London King’s Cross station. Find a partner as a ticket clerk and
use the ideas below to have a conversation of buying train ticket.

49
Example:
a. return ticket / Cambridge
b. how much?
c. how long / take?
d. next train?
e. which platform

D. LET’S DO THIS
Activity 1
With your partner, role play different conversations at an airport.
Role for Student A :
You are an officer/clerk at an airport check-in desk. Ask the passenger questions
and check their passport.
Role for Student B :
You are an airline passenger. Answer the questions and show your passport.
Activity 2

Pic. Source: https://learnenglishteens.britishcouncil.org

With your partner, make a conversation of asking for and giving direction to the
places on the given map.

50
Activity 3

Pic. Source: https://www.101computing.net/london-bus-timetable/

Based on the bus timetable above, make a conversation of buying bus ticket with
your partner and perform it in front of the class.

51
 UNIT 6. STRUCTURE PART II: TYPES OF SENTENCES

Objective: The students are able to differentiate three types of sentences and make
simple sentence, compound sentence and complex sentence correctly.

A. LET’S GET STARTED

Identify the subject, verb, and object in sentences 1-5.
1. The intelligence officers conduct covert operation.
S: …….. V: ……… O: ……
2. The cadets carry on the traditions of ingenuity, bravery, and quiet sacrifice.
S: …….. V: ……… O: ……
3. The drummer hurled his sticks at the crowd.
S: …….. V: ……… O: ……
4. The man blew up the officer’s cover.
S: …….. V: ……… O: ……
5. The researchers have discovered the effective way of brain washing.
S: …….. V: ……… O: ……

B. LET’S TALK ABOUT THIS

A sentence is a group of words that (a) contains at least one subject and one verb,
and (b) expresses a complete thought. In this unit, we’ll learn about simple
sentences, compound sentences, and complex sentences.
Part 1: Simple Sentence
A simple sentence has one subject-verb pair. The subject tells who or what did
something. The verb tells the action (work, elicit, infiltrate, assign) or condition (is,
was, seem, appear). The examples are as follows.
 Indonesia urges more vaccine cooperation at UN General Assembly.
 Coronavirus disease (COVID-19) is an infectious disease.
A simple sentence can have one of several possible “formulas”. Here are four
possibilities. The subject(s) in each sentence are underlined with one line. The
verb(s) are underlined with two lines.
No. Sentence Sentence “formula”
1. The House of Representatives officially approved SV
Comr. Gen. Budi Gunawan as the new chief of
State Intelligence Agency (BIN) in 2016.

2. Joko Widodo and Ma'ruf Amin have taken their SSV

oaths officially to serve the country as the

52
 President and the Vice President for the 2019-
2024 term.

3. The patient of Covid-19 panicked and shouted SVV

angrily.
4. The doctor and the nurse introduced themselves SSVV
and explained the importance of vaccination.

Notice that the subject in a simple sentence may have two or more items (sentences
2 and 4). The verb may have two or more items (sentences 3 and 4). These are all
simple sentences because there is only one subject-verb pair.
Part 2: Subject-Verb Agreement
Subjects and verbs must agree in numbers.
My sister is an intelligent officer. (singular)
My sisters are intelligent officers. (plural)
My brother and I are intelligent officers. (plural)
Subject-verb agreement is sometimes confusing in the following situations.
1. When a sentence begins with the word there + the verb be, the subject follows
the be verb. Look ahead to see whether to use a singular or plural verb.
 There is a student in the hall. (the verb is is singular to agree with a
student).
 There are three students in the hall. (the verb are is plural to agree with
three students).
 There was no reason for his action.
 There were many reasons for his success.

2. A prepositional phrase (a group of words beginning with a preposition such as

of, with, in, at, or on and ending with a noun or pronoun) can come between a
subject and its verb. Prepositional phrases may come after a subject, but they
do not affect the subject-verb agreement.
One (of my brothers) is an agent.
The color (of her eyes) changes in anxious situation.
Six kinds (of rice) are available in the grocery store.

3. Some words are always singular.

One (of my sisters) is an intelligent officer.
Neither (of my cover names) is blown-up.
Much (of my time) is spent in the library.
Each (of my brothers) wants to be a civil servant.
Either (of my sisters) is able to speak Arabic language.
Nothing ever changes his mind about the operation.

53
 Is anyone home?

4. A few words are always plural.

Both (of my parents) are lecturers.
Some (of the lecturers) speak English.
Many (of my friends) work for the government.

5. A few words can be either singular or plural. In this cases, you must refer to
the noun in the prepositional phrase.
Some (of the money) was missing. (singular)
Some (of the students) were missing. (plural)

All (of my time) is spent in the library. (singular)

All (of my brothers) are civil servants. (plural)

Most (of the ice) was melted. (singular)

Most (of the ice cubes) were melted. (plural)

None (of the fruit) is fresh. (singular)

None (of the apples) are fresh. (plural)

Exercise A: Underline the subjects with one line and the verbs with two lines. Put
parentheses ( ) around prepositional phrase.
1. My name is Reyhan Jansen.
2. I was born (on July 2, 1992,) (in the city) (of Bogor, West Java,
Indonesia.)
3. I am a student at State Intelligence College in Sentul, West Java,
Indonesia.
4. Some of my classes are difficult.
5. Some of the homework is challenging.
6. A lot of my classes are in Building C.
7. A lot of my time is spent in the classes and the student lounge.
8. My morning routine starts at 4 o’clock.
9. None of the students are lazy.
10. None of the information here is accessible by outsiders.
11. My youngest brother and sister are still in high school.
12. My father really supports me to be a professional intelligent officer.
13. In my hometown, most of the people are farmers.
14. Neither of my parents has been abroad.

Part 3: Fragments
In some languages, you can sometimes leave out the subject in a sentence; in others,
you can sometimes leave out the verb. In formal written English, you must always

54
have at least one subject and one verb in every sentence, except in commands. If
you leave out either the subject or the verb, your sentence is incomplete. We call an
incomplete sentence a fragment. Fragments are sentence errors.
1. Is not easy to get an A in Professor Wilson’s class. (There is no subject.)
2. People in New York always in a hurry. (There is no verb.)
To correct Sentence 1, add a subject: It is not easy to get an A in Professor Wilson’s
class.
To correct Sentence 2, add a verb: People in New York are always in a hurry.
Exercise B: Read each sentence and decide if it is a complete sentence or a
fragment. Mark the fragments with an X to show that it is incorrect. Then, decide
what is wrong with each fragment. Is the verb missing? Is the subject missing?
Correct each fragment by adding a subject or a verb.
… 1. Is very hot today even with the windows open.
… 2. Jack and Jill the smartest students in the class.
… 3. They study all the time.
… 4. The student finally sleepy during the lecture.
… 5. The agent handler is having a meeting now.
… 6. Our English lecturer never late.
… 7. Is important for students to be active during the learning activities.

Part 4: Compound Sentences Part A

A compound sentence has two or more subject-verb combination. It is composed
of at least two simple sentences joined by a comma and a coordinating conjunction.
The formula of a compound sentence is as follow.

S V S V

The agent’s cover was blown, so He went to the safe house immediately.

Coord. Conj.

There are seven coordinating conjunctions in English: and, but, so, or, for, nor and
yet. In part A, we learn the coordinating conjunctions and, but, so, and or.
Coordinating Conjunction Example
And joins sentences that are alike. It is I went shopping, and I bought
also used to add information and souvenirs of my trip.
indicate sequence of events..
Use but when the second idea is I bought a lot of souvenirs, but I did
different or contrastive. not spend a lot of money.

55
 Use so to show a result. The covid-19 cases in Indonesia has
risen significantly since April 2020, so
the education minister instructed online
learning to be applied.
Or joins sentences that give choices or He could choose a big box, or he could
alternatives. choose a small one.

Use a comma before a coordinating conjunction in compound sentences. Do not use

a comma to join two subjects or two verbs in a simple sentence.
Compound The government is fast-tracking its vaccine procurement
Sentences deals, and it is scaling up the national vaccination program.
(using comma)
Indonesia started deliberating a draft personal data
protection bill since 2015, but it keeps getting pushed back
due to lack of prioritization.

Simple Sentences The government is fast-tracking its vaccine procurement

(no comma) deals and scaling up the national vaccination program.

Exercise C: Decide which of the following sentences are compound sentences and
which are simple sentences. Write CS or SS on the line at the left. Then add commas
to the compound sentences.
Monsieur Seguin’s Goat
A Folktale from France
…. 1. A long time ago, high in the Alps, an old man lived with his goat,
Blanchette.
…. 2. She was a wonderful white goat and was very kind to her master,
Monsieur Seguin.
…. 3. They had lived together for many years.
…. 4. Blanchette was always fastened to a tree.
…. 5. She was often sad and sometimes she didn’t eat her food.
…. 6. Every day, she looked at the big mountains and dreamed of being free
to explore them.
…. 7. One day, she asked her master for more freedom.
…. 8. “You can tie me with a longer rope or you can build a special
enclosure for me,” said Blanchette.
…. 9. At first, he tied her with a longer rope but Blanchette was still sad.
…. 10. A few days later, he built a special enclosure.
…. 11. For a while, Blanchette was very happy about this decision but soon
the enclosure seemed very small in front of the big mountains.
…. 12. One summer morning, Blanchette decided to leave for the mountains
so she jumped out of the enclosure and ran away.
…. 13. “I am free,” she said.
14. She ate many varieties of plants and enjoyed meeting new friends.

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 15. All day, she ran in the Alps.
16. Finally, the sun set behind the hills.

Exercise D: For each set of sentences, make a compound sentence by combining

the sentences using the coordinating conjunction and, but, or or so. Punctuate
carefully. There may be more than one way to combine some of the sentences.
1. It became very dark. Blanchette was suddenly afraid.
It became very dark, and Blanchette was suddenly
afraid.
2. She heard a noise. She decided to go back to her enclosure.
______________________________________________________________
3. She walked for a long time. She couldn’t find the road.
______________________________________________________________
4. Finally, she became very tired. She tried to rest. Her fear prevented her from
sleeping. (Combine all three sentences)
______________________________________________________________
5. Suddenly, a wolf appeared. The wolf looked at her hungrily.
______________________________________________________________
6. She shouted for help. No one heard her.
______________________________________________________________
7. The wolf ate Blanchette. The poor old man never saw his little goat again.
______________________________________________________________
8. Blanchette wanted to be free. Without being careful, freedom can be dangerous.
______________________________________________________________

Part 5: Compound Sentences Part B

Coordinating Conjunction Example
Yet has approximately the same  I was scared, yet I was curious
meaning as but; that is, it shows about the old lady.
contrast or joins opposites. Use yet
when the second part of the sentence  The weather is beautiful, yet it is
says something unexpected or supposed to rain today.
surprising.

For has the same meaning as because;  It is not easy to get there, for you
use for to introduce a reason or cause. have to hike down a long, hot trail.

 Restaurants and pubs have been

dealing with large numbers of
cancellations in the run-up to
Christmas, for fears have risen over
the spread of Omicron.

57
 Nor means “not this and not that”; use The news articles, Tweets, and blog
nor to join two negative sentences posts do not represent IMDb’s
opinions, nor can we guarantee that the
Note: Use question word order after reporting therein is completely factual.
nor. Place helping verbs / to be (is,
does, did, can, will, etc.) before the  The man did not wear mask, nor did
subject. he wear face-shield. (The man
didn’t wear mask. The man didn’t
wear face-shield.)

 The book isn’t very long, nor is it

difficult to read.(The book isn’t
long. It isn’t difficult to read.)

Exercise E: Identify five compound sentences in the model paragraph below, and
write the coordinating conjunctions.
Supai Village
The trail to Supai Village is hot and dusty. You can hike the trail, or you can
hire a guide to take you on horseback. Along the trail, you see only rock, sand, and
an occasional lizard. It is very dry, for this dessert country. There is no water on the
trail, nor is there any shade. As you enter the village, you pass by several small
homes. It is quiet place. Dogs sleep in the streets, and villagers stand in their
doorways and silently watch you, stranger, pass by. They aren’t smiling, yet they
don’t seem unfriendly. In the center of the village, there is a small hotel, a
restaurant, a general store, and a post office. At the opposite end of the village, the
trail leads to a cliff overlooking the canyon below.
Exercise F: Make compound sentences by adding another simple sentence that
fits the meaning of each item.
1. I have studied English in school for six years, yet ______________________.
2. Many toddlers who play games on their gadget too often don’t learn how to
speak well, for _________________________________________________.
3. In some countries, women cannot vote, nor __________________________.
4. The United States is one of the richest countries in the world, yet _________.
5. Everyone should master English nowadays, for _______________________.

Part 6: Complex Sentence

A clause is a group of words that contains at least one subject and one verb.
 Vaccination for the elderly remained a big challenge
 … because only 36 percent of the targeted elders had been inoculated as of
October 21, 2021.

58
There are two kinds of clauses in English: independent and dependent. An
independent clause can be a sentence by itself. Independent clause is another name
for simple sentence.
Independent clause:
 Vaccination for the elderly remained a big challenge.
 The doctor is explaining the importance of vaccination.

A dependent clause, in contrast, cannot be a sentence by itself because its meaning

is not complete. A dependent clause “depends” on something else to complete its
meaning.
Dependent clause:
 …because only 36 percent of the targeted elders had been inoculated as of
October 21, 2021.
 …while the villagers are queueing to get vaccinated.

A complex sentence is a combination of one independent clause and one (or more)
dependent clause(s).

Independent clause

Vaccination for the elderly remained a big challenge

because only 36 percent of the targeted elders had been Dependent
inoculated as of October 21, 2021. clause

Independent clause

The doctor is explaining the importance of vaccination

while the villagers are queueing to get vaccinated. Dependent
clause

Complex Sentence with Adverbial Clause

Complex sentence with adverbial clause is formed by using subordinators/
subordinate conjunction. Adverbial clauses can be at the beginning or the end of a
complex sentence. When at the beginning, adverbial clauses are followed by a
comma and then the independent clause.

59
 Time Subordinators
after Indonesia plans to give vaccine booster shots to the general
public after 50 percent of its population has been fully
vaccinated.
until The government has insisted it will stick to its multi-tiered public
activity restrictions (PPKM) regime until the pandemic is over.
before The government has required residents to register at a health
facility before they receive the Covid-19 vaccine for free.
when When the fever last for three days, doctors advise patients to take
a polymerase chain reaction (PCR) test.
as Several crowded buses passed as we were waiting.
as soon as She felt better as soon as she took the medicine.
Since It has been two years since Indonesia applied online learning
during Covid-19 pandemic.
whenever Whenever I don’t sleep well, I feel sick the next day.
while Several overcrowded buses passed while we were waiting.
Reason Subordinators
because Jack excels at sports because he trains hard.
since Public activity restriction is applied since the covid-19 cases in
Indonesia has increased rapidly.
as As they want to compete in a marathon, they run every day.
Place Subordinator
wherever A baby animal follows its mother wherever she goes.
Conditional Subordinator
if If you test positive for COVID-19 (coronavirus) with low-level
severity, you need to self-isolate.

Exercise G: Identify the parts of the following complex sentence.

Step 1: Give a mark IC for independent clauses and DC for dependent clauses.
Step 2: Circle the subordinators.
Step 3 Add a comma if necessary.

1. Whenever astronauts leave Earth’s atmosphere, they experience

weightlessness.
2. Astronauts often feel seasick when they first experience weightlessness.
3. Astronauts must exercise on special machines while they are orbiting Earth in
their spacecraft.
4. The students were silent as the teacher handed out the test.
5. The students worked on the test problems until the teacher told them to stop.
6. It has been less than a month since Omicron, the latest covid-19 variant of
concern, was first spotted by scientists in South Africa.
7. If you have an emergency warning sign (including trouble breathing), you need
to call 911.

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8. The government has extended the existing multi-tiered public activity
restrictions (PPKM) after policymakers had seen “nationwide improvements”
from the current restrictions.
9. Many teachers in remote regions are reluctant to return to online learning
simply because their schools and students do not have the facilities to do so.
10. Even the best online education matters little if students can barely afford to log
on.

Exercise H: Combine an independent clause from Column A with a dependent

clause from Column B to make a complex sentence. Then write the sentences on a
separate piece of paper in order as a paragraph. Punctuate each sentence correctly.
A B
1. during World War II, a British a. while he hung helplessly in the
soldier got caught in a tree trees
2. the monkey continued to bring him b. after he had parachuted into the
fruit jungles of Sumatra, Indonesia
3. the soldier finally succeeded in c. after twelve days had passed
freeing himself d. because it seemed to understand
4. however, he still had a problem the problem and to want to help
5. a wild monkey brought him e. as he had no way to contact his
bananas and other fruit every day comrades

Complex Sentence with Adjective Clauses

Adjective clauses are dependent clauses. They are called adjective clauses because
like adjectives, they modify nouns and pronouns. They begin with the words who,
whom, which, and that, among others. These words are called relative pronouns,
and adjective clauses are also called relative clauses. An adjective clause joined to
an independent clause makes a complex sentence.
Example:
Propaganda is a form of communication that tries to influence people’s thinking
and actions.
To refer to people
who refers to subject in necessary The student who gave
people its own information the best speech won a
clause OR prize.
extra information
Doni Diandra, who
gave the best speech,
won a prize.
whom refers to object in necessary She loaned her car to
people its own information someone whom she did
clause OR not know.

61
 extra information She loaned her car to
Tom, whom she has
known for a long time.
To refer to animals and things
which refers to subject or extra information She teaches biology,
animals object in only which is my favorite
and things its own subject.
clause
Her husband teaches
algebra, which I enjoy
the least.
that refers to subject or necessary The class that meets in
animals object in information only the next room is very
and things; its own noisy.
informally, clause; if
refers to that is an The subject that I enjoy
people object, it the least is algebra.
may be
omitted. The subject I enjoy the
least is algebra.

The salesman that sold

me my car was fired.
(informal)
To refer to time
when refers to necessary I work full time on days
time information when I do not have
OR classes.
extra information I did not work at all last
week, when I had my
final exams.

Exercise I: Adjective Clauses with Object Pronouns

Make an adjective clause from the sentence in parentheses in each of the following
pairs. Write it on the Line to make a complex sentence. Add commas if they are
needed.
1. People in Thailand have a festival ____________________________________
(They call the festival Loy Krathong, "Festival of the Floating Leaf Cups.")
2. The Thais float little boats __________________________________________
down a river in the evening. (They have made the little boats out of banana
leaves, lotus, or paper.)
3. The boats ________________________________ float down the river in the
moonlight. (They have decorated the boats with lighted candles, incense, coins,
and flowers.)

62
Exercise J: Clauses with When
Combine the sentences in each of the following pairs by making one of them a
clause beginning with when and joining it to the other sentence. Be careful to put
the clause immediately after the noun it modifies. Add commas if they are needed.
1. Were you alive on July 20, 1 969? The first human walked on the moon on that
day.
______________________________________________________________
2. Every mother remembers the wonderful day. Her first child was born on that
day.
______________________________________________________________
3. Tet is a special time. Vietnamese people celebrate the lunar new year then.
_____________________________________________________________

Complex Sentence with Noun Clause

A noun clause is a dependent clause that acts as a noun. It can be used as the subject,
direct object, indirect object, object of a preposition, subject complement, or
appositive.
a. Subject: What I had forgotten was that I had a test today.
b. Direct object: You must choose which flavor of ice cream you want.
c. Indirect object: I will tell whoever will listen my frightening story.
d. Object of a preposition: Josie is not interested in whatever Kyle says.
e. Subject complement: Michael's excuse was that he had forgotten to set
his alarm.
f. Appositive: It seems to bother the teacher that all the students are being
too quiet.
(That the students are being too quiet seems to bother the teacher. Note
that the appositive renames It, but does not follow immediately like other
appositives.)

Look at the following sentence.

I know where Daisy lives. (the dependent clause in the sentence is ‘where Daisy
lives’. It is called as noun clause.

I know what he said. In this sentence, the noun clause is ‘what he said’. It
S V O is the object of the verb know.
What he said is true. In this sentence, the noun clause is ‘what he said’. It
S V is the subject of the verb is.

Noun Clauses Beginning with a Question Word

Question Noun Clause
Where does she live? (a) 1 don’t know where she lives.
What did he say? (b) 1 couldn’t hear what he said.
When do they arrive? (c) Do you know when they arrive?

63
 Who lives there? (d) 1 don't know who lives there.
Who is at the door? (e) 1 wonder who is a t the door.
Who are those men? (f) 1 don’t know who those men are.
Whose house is that? (g) 1 wonder whose house that is.
What did she say? (h) What she said surprised me.
What should they do? (i) What they should do is obvious.

Exercise K: To make complex sentences, change each question in parentheses to

noun clause.
1. (How old is he?) I don’t know how old he is.
2. (What was he talking about?) _________________________ was interesting.
3. (Where do you live?) Please tell me ________________________________.
4. (Where did she go?) __________________________ is none of your business.
5. (When are they corning?) Do you know ____________________________?
6. (Which one does he want?) Let’s ask him ___________________________.

C. LET’S PRACTICE
Practice 1 (Editing): Find six fragments in the following paragraph. Then correct
each one.
Joining MI5 was a huge career change for me. I previously as an A&E
nurse for many years. It was, however, time to explore a different path with new
challenges. Becoming an agent handler seemed like a natural fit. Working as an
agent handler is all about building trusting relationships with people. Of course,
the work not always easy. Have to persuade individuals to work for MI5 and
become agents. Being able to gain credible intelligence can be tough at times.
Now I have a better work-life balance than I have ever had before. Joining MI5
the best career and lifestyle move for me. Love my work. I couldn’t ask for a
more rewarding and interesting role. Is a privilege to be able to work in keeping
my country safe.

Practice 2: Combine the following sets of sentences to make compound sentence

by using coordinating conjunctions and, but, so, or, nor, yet, and for.
1. Peter drove to visit his friend. They went out for dinner.
2. Mary thinks she should go to school. She wants to get qualifications for a new
profession.
3. Alan invested a lot of money in the business. The business went bankrupt.
4. The government guaranteed that all vaccines allocated for public use were safe
and effective. The public should not doubt the vaccines’ efficacy.
5. Doug didn't understand the homework assignment. He asked the teacher for
help.

64
6. The students didn't prepare for the test. They didn't realize how important the
test was.
7. Susan thinks she should stay home and relax. She also thinks she should go on
vacation.
8. The World Health Organization has urged people to cancel some of their
holiday plans to protect public health. The Omicron variant spreads globally.
9. We went out on the town. We came home late.
10. Jack flew to London to visit his Uncle. He also wanted to visit the National
Museum.
11. It is sunny. It is very cold.
12. Henry studied very hard for the test. He passed with high marks.
13. I would like to play tennis today. If I don't play tennis, I would like to play
golf.
14. We needed some food for the week. We went to the supermarket.
15. Tom asked his teacher for help. He also asked his parents for help.
16. Janet doesn't like sushi. She doesn't like any kind of fish.

D. LET’S DO THIS
Activity 1
Write compound sentences using the coordinating conjunctions you have learned.
Follow the directions given.
1. Write a compound sentence that tells one thing you like to do and one thing you
don’t like to do. (Use but.)
Example: I like to watch movies at home, but I don’t like to watch movies in
the cinema.

2. Write a compound sentence that tells two things you do every morning after
you get up. (Use and.)

3. Write a compound sentence that tells two things you might do during your next
vacation. (Use or.)

4. Write a compound sentence that tells the results of the following phrases. Begin
each sentence with I am / I was …. (Use so in all three sentences.)
a. being born in your country
Example: I was born in Russia, so I speak Russian.
b. being the oldest/youngest/middle/only child in your family
c. being a lazy/hard-working student

5. Write a sentence that tells two different careers you might have in the future.
(Use or.)

65
Activity 2
In order to make complex sentences, combine the sentences in each of the following
pairs by making one of them an adjective clause and joining it to the other sentence.
Be careful to put the clause immediately after the noun it modifies. Add commas if
they are needed.
Pongal is a three-day festival that celebrates the rice harvest in southern India.
1. On the first day of Pongal, families gather in the kitchen and boil a pot of new
rice. They cook the new rice in milk.
______________________________________________________________
2. Then they offer some of the sweet rice to the sun god. They thank the sun god
for ripening the rice crop. (Use whom.)
______________________________________________________________
3. The second day of Pongal is for the rain. They thank the rain for helping the
rice to grow. (Use which.)
______________________________________________________________
4. A traditional Pongal gift is a clay horse. They paint the horse in bright colors.
______________________________________________________________
5. On the third day of Pongal, the farmers honor their cattle. They decorate the
cattle with flowers and coins.
______________________________________________________________

Activity 3: Write complex sentences with adjective clauses on your own. Define
each of the following words with a sentence that contains an adjective clause.
1. State Intelligence College (college)
2. State Intelligence Agency (agency)
3. Intelligence officer (person)
4. Agent handler (person)
5. Sleeping agent (person)
6. Counterpart (person)
7. Tradecraft (method)
8. Intelligent cycle (process)
9. Cover (role)
10. Double agent (person)

66
UNIT 7. ENGLISH FOR INTELLIGENCE COMMUNICATION:
CLANDESTINE COMMUNICATION, MEETING AND
FUNCTION

Objective: The students understand clandestine communication terminology and

are able to use the expressions of meaningful communication in a meeting and
function especially with foreign assets and counterparts.

A. LET’S GET STARTED

Activity 1: Name Clandestine Communication Techniques shown by the pictures
below

Pic. Source: FBI.gov

Pic. Source: Pic. Source: istockphoto.com
offgridweb.com

… … …

Brush pass / dead drop / personal meeting

Activity 2: Match the words below with their correct definitions.

1. Agent a) Preparation of a person or group for a specific task by
giving him/them a explanation/description of the
2. Asset
objectives, needs/demands, the expected situation to be
3. Briefing faced, and the methods used.

4. Brush Pass b) Someone who is involved in clandestine activities for the

benefit of the user and is more or less under control of
5. Case Officer the clandestine organization. They know that they work
6. Counterpart for the intelligence service.

7. Cover

67
 8. Dead Drop c) A house or apartment rented by a person with no clear
connection to an intelligence agency and used for
9. Elicitation
clandestine meetings with agents and other contacts.
10. Informant
d) An activity of obtaining information from individuals or
11. Safe House groups in a way that hides the true meaning of the
conversation.
e) Source of information but not knowing that they provide
info to an intelligence organization.
f) A person who consciously or subconsciously provides
valuable intelligence information to the agency or
institution where he works.
g) The role played by intelligence officers to hide the true
purpose and to facilitate the completion of intelligence
tasks.
h) One of method in Clandestine Communication in which
there is a prearranged hiding places for the storage and
retrieval of information obtained through espionage.
i) A person in charge of an agency that gathers intelligence
information and does other clandestine tasks.
j) Formal representative of foreign intelligence service
based in home country or neighboring country (but
observe our own country). They serve as the liaison
officers for their respective agencies.
k) A technique in which one clandestine operative passes a
physical item to another operative

B. LET’S TALK ABOUT THIS

While communicating with foreigners, counterparts or agents or common people,
it's not only important to learn how to use the English language, it is also important
to learn the differences between formal and informal English to sound appropriate.
Informal English is used when we're talking to friends, family or when we're at a
party. While formal English is formal language which can be used in a formal
setting.

68
 Formal VS Informal English
Formal English Informal English
● A serious tone is used and we're ● A very relaxed tone used
extremely polite
● Contractions, idioms, slang and
● Used when we're at work or giving phrasal verbs are used regularly
a presentation
● Used when we’re at a party or on
● More commonly used when when we're using social media
writing essays, cover letters for
● More commonly used when we're
jobs or emails at work
speaking

In Clandestine Communication, the use of language is usually more direct and

people often keep it brief and concise. However, in meetings or functions, you will
be likely involved in a discussion. The subjects can be serious or only some small
talks. Therefore, you will need to know how to build arguments and express
agreement or disagreement.

Structuring an argument

Read the two discussions and study how the underlined words and expressions are
used to structure the arguments:

69
The underlined words and expressions serve different functions. Study the table
on the next page.

Add the following expressions to the table above:

As far as .... is/are concerned, Despite this,

In short, Additionally,
Overall, As a result,
Firstly, In general,
Actually,

70
Agreeing and disagreeing

Complete the table with the following expressions:

Absolutely! That might be true, but ...

I absolutely disagree. Yes, you’re right.
I’d go along with that. You must be joking!
I’m afraid, I don’t really agree. You’re right to a certain extent, but ...
I’m not sure about that.
I totally agree with you.

Other structures may also be used to express agreement or disagreement:

A: It’s hot in here, isn’t it?

B: Yes, it’s boiling.

A: I think we need to move to a new office.

B: Don’t you think that will be a bit difficult right now?

A: He’s very bad at tennis.

B: I know, he’s awful.

A: Our project manager needs a break.

B: Do you really think so?

A: If we don’t sign this deal, we will lose millions in profit.

B: Isn’t that a slight exaggeration?

Which of the underlined responses contains...?

a. a negative question b. a rhetorical question c. a synonym

71
C. LET’S PRACTICE
Structuring an argument
Look back to the previous table then complete the discussion below with suitable
words and expressions.

Agreeing and disagreeing

Practice 1: In pairs, agree or disagree to the following opinions using expressions
from this exercise:
1. Outsourcing is a good thing for companies and economies.
2. Smoking should be banned everywhere.
3. The best way to learn a language is to live in the country where it is spoken.
4. If you want to get a good job, experience and qualifications are very important.
5. You can never trust salesmen.
6. It is easier to speak English on the phone than face-to-face.
7. People who drink and drive should receive lighter punishments.
8. Spam is irritating.
9. If you want to be a successful businessman, you need to be born with certain
character traits.
10. You should never mix business with pleasure.

72
Practice 2: Complete the dialogue.

A: Here’s my design for the new advertising campaign. What do you think?
B: I’m not (1)………………… that this is what the client wants.
A: But they asked for bright colours.
B: I think (2)………………They said they wanted the design to be fresh and fun.
A: But this design is fresh and fun.
B: I’m (3)………………… .
A: Really?
B: Don’t (4)………………… , I like your design but it doesn’t fit the brief.
A: I see (5)………………… . I guess it’s a bit too flashy.
B: What about changing the red and the stars?
A: Maybe you’ve (6)…………… there. I think you’re (7)……….... Is that better?
B: Yes, (8)………………………… .

Practice 3: Work in small groups. Choose a topic from the list below. Have a
discussion and respond to opinions using expressions from this lesson.
1. The efficiency of the public transport system in your town.
2. The most effective way to attract new customers.
3. The best ways for people and governments to deal with the financial crisis.
4. The advantages/disadvantages of using mobile phones on planes.
5. The advantages/disadvantages of budget airlines.
6. The importance of doing business in English.

73
D. LET’S DO THIS
Role play
Work in small groups. Have a discussion and respond to opinions using expressions
from this lesson.
Scenario:
You are attending The 4th of July Gala Dinner hosted by the US Embassy. You sit
with your counterparts from SID Singapore, RD Malaysia, NIA Thailand, NIS
Korea and BND Germany. You are discussing the best ways for people and
governments to deal with the ongoing Covid-19 pandemic.

74
 UNIT 8. TACTFUL LANGUAGE

Objective: The students are able to use the expressions of meaningful and tactful
communication both in writing and speaking.

A. LET’S GET STARTED

PART A: English Conversation
What is wrong with the conversation below?

Compare with this one.

Shop assistant: Can I help you, sir?
Mark: Yes, I bought a digital camera from your website.
Shop assistant: OK. Is there a problem?
Mark: Well, yes. It looks like you sent me the wrong camera. As you can see from the
order confirmation, I didn't order this model.
Shop assistant: Oh, I'm very sorry sir. We'll replace it immediately.

PART B: Writing Emails

Activity 1: Study the following rules for writing effective emails. In pairs, discuss
and tick which ones you think are most important:

1. Be concise and to the point. Avoid long emails that are discouraging to read.
2. Try to reply to your customers’ emails within 24 hours.
3. Do not write in CAPITALS - it seems like you are shouting and you might get
a flame mail in response.
4. Leave the message thread in your email to save the recipient time and frustration
looking for earlier messages.

75
5. Add disclaimers to your emails to protect you and your company from liability.
6. Proof-read your email before you send it.
7. Only copy in other people if they know why they are receiving a copy of the
message.
8. Do not overuse abbreviations and emoticons - the recipient might not know
what they mean.
9. Do not request read receipts - this will annoy your recipient.
10. Do not reply to spam - this will generate even more spam.
Activity 2: Complete the table for the beginning and end of emails.

B. LET’S TALK ABOUT THIS

Isaac Newton once said, "Tact is the art of making a point without making an
enemy." Being tactful is one important skill for an intelligence officer. Tact is the
ability to tell the truth in a way that considers other people's feelings and reactions.
It allows you to give difficult feedback, communicate sensitive information, and
say the right thing to preserve a relationship.

In many situations, our job requires us to deliver some “ugly truth” and “bad news”
both to the leaders and to counterparts. Thus, understanding tactful language is
essential. Being tactful is having the ability to clearly communicate your message
while being sensitive to those around you and not unintentionally offending anyone.
Being tactful does not mean hiding what you really feel; it just means presenting
your ideas in a way that would make them the most appealing and inoffensive.
Therefore, being able to use tactful language will help you much in accomplishing
your long-term mission abroad when you have to use English both as daily language
and in business conversation. In this unit we are learning how to communicate
politely both in conversation and writing emails/texts.

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Discuss the meaning of the below words:

• Subtle • Personal • Polite

• Rude • Civil • Passive
• Impolite • Vulgar aggressive
• Diplomatic • Blunt • Direct
• Politically correct • Respectful • Indirect
• Offensive • Tactful

See how they are used in a sentence.

1. Mentioning her divorce wasn’t very tactful. You know how sensitive she is
about it.
2. Calling her ‘fat’ was very offensive.
3. Don’t be so rude! Say ‘thank you’ when you are given a present.
4. You have to be more diplomatic if you want to ask your boss for a pay rise.
5. The teacher’s criticism was very subtle. Not everybody noticed it.
6. Why did you have to make such a personal comment about her character? You
hurt her feelings.
7. You were very disrespectful to the guests at the last party. Try to be nice and
civil this time!
8. I’ll be blunt – you need to lose weight!
9. Mark always uses very unpleasant words and gestures when he speaks. He is
very vulgar.
10. Masa always opens doors for other people. He is very respectful.
11. Sam is very polite. He always says "please", "thank you", "you're welcome."
12. It is very impolite to point at people!
13. Saying that ‘a woman’s place is in the home’ is not very politically correct!

PART A: English Conversation

Look back at the first conversation, what do you think about the language being
used in making a complaint?
Some common strategies for being tactful are as follows:

1. Adding a modal to the BE verb to make it weaker (“He is wrong.” 🡪 “He

might/may/could be wrong.”);
2. Adding adverbs (slightly/completely/100%) and quantifiers (a little/a bit) (“He
might be slightly wrong. / He could be a little wrong.”);
3. Changing negative language to positive (“He might not be completely correct.”)
4. Adding phrases like “In my opinion” or “I’m not sure”;

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5. Contrasting the negative statement with a positive one. (“Jim has some great
ideas, but, in this case, he may not be completely correct.”);
6. Changing the statement into a question (“Do you think this is correct?”);
7. Using the passive voice (“A mistake may have been made.”).

Softening Phrases
As mentioned above, there are various ways to convey meanings. In English, we
can also use the language in many ways. Often, we must soften the phrase to make
it polite and indirect. Look at an example below:

1. Can I have Friday off?

2. Could I have Friday off?

Only by using “could” instead of “can” does make a request politer. Study some
examples below on how to soften the phrase to make requests.

I was hoping you/I could…

I was hoping you could work this Saturday.
I was hoping I could take Friday off.

I was wondering if you/I could…

I was wondering if you could cover my shift next Tuesday.
I was wondering if I could take an extended lunch break to run some errands.

Do you think you/I might be able to...?

Do you think you might be able to help me out with these reports?

Do you think I might be able to leave a few minutes early so I can pick up my child
from school?

Study some other examples below that demonstrate how to use tactful language in
various situation.

Making a complaint
Shop assistant: Can I help you, sir?
Mark: Yes, I bought a digital camera from your website.
Shop assistant: OK. Is there a problem?

Mark: Well, yes. It looks like you sent me the wrong camera. As you can see from
the order confirmation, I didn't order this model.

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Shop assistant: Oh, I'm very sorry sir. We'll replace it immediately.

Speaking your mind 1

Alice: Excuse me, could you make a little less noise, please? I'm trying to sleep.
Hotel guest: OK, sorry. We'll turn the music down.
Alice: Thank you.

Interrupting a meeting
Emma's boss: Come in!

Emma: Hi Mr. Johnson, I don't mean to disturb you, but could I have a quick
word?
Emma's boss: Couldn't this wait till later? I've got a meeting on at the moment.

Emma:Well, unfortunately that isn't really possible. I'm leaving for Paris this
afternoon. I'll only be a minute I promise.
Emma's boss: Oh, Ok then.

Speaking your mind 2

Emma: Mark, I've decided. I'm going to take my driving test next week.
Mark: Next week? Don't you think you need a bit more time?
Emma: What do you mean?

Mark: Well, I don't mean to be rude, but I've seen your driving. You're just not
ready yet.

Making an urgent request 1

Sam: You were looking for me, Mark?

Mark: Yes, that's right. I seem to have misplaced my textbook, and I have a lecture
in 30 minutes. I was wondering if I could borrow your copy.
Sam: Ok, I can lend you mine for the day, but I'll need it back by 5 o'clock.

Making an urgent request 2

Landlady: Hello.

Mark: Hello, this is Mark from Flat 14. I'm calling about the shower in my
bathroom. It seems to be leaking.
Landlady: Oh really? I'll send the plumber round tomorrow afternoon.

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Mark: I'm afraid I'm going away tomorrow afternoon for a few days. Would it be
possible to send someone round to fix it later today?
Landlady: OK, I'll call the plumber and get back to you in an hour.
Mark: Thank you. I'll be waiting.

Below are some useful expressions from the examples above that can be used to
say things more carefully so that you do not upset someone.

Saying NO Politely
Another skill an intelligence officer, especially those working in international
cooperation unit, must acquire is how to decline offers, invitations, and requests
without offending other parties or weakening the ties. One way to accidentally
offend someone is by being too direct when saying no. In English, we decline
requests, offers, and invitations in a certain way. Simply saying “no” or “no thanks”
isn’t always acceptable. In practice, the officer will use this skill both in oral
conversation and text (email, WhatsApp, and other messaging services).
We often do three things to politely say no in English:

1. Make a statement of regret.

(I’m sorry…, I’d really like to, but…I appreciate the offer, but…, etc.)
2. Explain why the answer is no.
(I’m really busy right now, We aren’t available that weekend, etc.)
3. Offer an alternative, if possible.

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 (I might be able to do it next week, John might be able to help you with that,
etc.)
Some other useful expressions are:

Polite ways to say no to a request

I’d love to help you, but right now I’m really busy with…
I wish I could, but right now I need to focus on…
Normally I’d be able to, but right now I have to….

Polite ways to say no to an offer

I appreciate the offer, but…
That would be great, but I’m already working on…
Thank you for the offer, but my schedule is full at the moment.

Polite ways to say no to invitations to social events

That sounds great, but….
I’m sorry I can’t that night. I have to….
I really appreciate the invite, but…

PART B: Writing Emails

Email is one of the primary methods of communicating at work today, including in
intelligence field. Effective email communication helps you get work done faster. On the
other hand, an in-effective email, one that is vague or lacks context, can create more work
for you and others.

Email Vocabulary
Match the terms on the left with the correct definitions on the right:
1. spam a. a combination of symbols, e.g. ^¨ used in an email
to express a particular emotion
2. an attachment b. a file, e.g. a document, photo or computer
programme, which is joined to an email

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 3. a read receipt c. a formal statement saying that you are not legally
responsible for something
4. an emoticon d. an angry email
5. a disclaimer e. confirmation that you have read something
6. a message thread f. the history of correspondence
7. flame mail g. unwanted emails, usually advertisements

Salutations and Closes

Email language - Formal vs. Informal

Email language can be formal or informal depending on who you are writing to.
Complete the following tables with phrases from the emails below the tables.

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Email 1

SUBJECT: New office

Hi John,

How are things? Hope you’re settling in your new office.

Just to let you know that the laptop we ordered for you is on its way. I’m going to be away

for a few days, so get in touch with Mike if you need anything else.

Btw, I had a look at your ideas for the new project and they seem pretty interesting. We’ll

talk about them when I get back.

See you on Monday.

Rgds,

Phillip 83
Email 2

SUBJECT: Loan application

Dear Mr Johnson,

Following our phone conversation on Monday, I am delighted to inform you that your

application for a business loan has been approved. Please find attached the credit
agreement.

Would you please visit our bank tomorrow so that we can sign the paperwork? I would like

to remind you to bring with you all relevant company documents.

Kind Regards,

Duncan Smith

Accounts manager

Reale Bank

What do you notice about the differences in the informal and formal language?
Please consider the below:

• Grammar/Tenses – the structures are in full without any missing words, with
formal writing

• adjectives – the adjectives are much stronger in formal writing

• Length of sentences – informal writing tends to have shorter, more direct
language

• Subject nouns – subject nouns are often dropped from sentences in informal
writing

• Contractions – contractions are only used in informal writing

Phrasal verbs vs formal language

Phrasal verbs are often used in informal emails as well as spoken English. Look at
the informal sentences and match the underlined phrasal verbs to their formal
synonyms.

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 1. It looks like we really need to do up the office. a. cancel
2. Shelley is off at the end of the month. b. found the time
to
3. Don’t worry. I’ll back you up during the meeting.
c. go bankrupt
4. Good news. It looks like our application finally went
through. d. is taking leave
5. If sales keep dropping, we are very likely to go under. e. make contact

6. I haven’t got around to contacting the client yet. I’ll f. renovate

do it first thing tomorrow.
g. support
7. I tried to call him several times but I couldn’t get
h. was formally
through.
approved
8. I’m afraid I have to call off tomorrow’s meeting

Complete these phrasal verbs with the words below to match their meanings.

off (x2) down on on

up (x2) up with into
away with through after
out a
way in

1. Put __________ = to delay or postpone something

2. Carry __________ = to continue as before, despite a difficult experience in your
life.
3. Give __________ = to allow something to happen even though you do not agree
4. Give __________ = to stop trying to do something
5. Call __________ = to cancel something, to decide that something will not
happen
6. Look __________ = to take care of somebody or something
7. Pull __________ = to recover from a serious illness or injury
8. Put __________= to accept sb/sth that is annoying, unpleasant without
complaining
9. Blow __________ = to defeat somebody easily

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10. Look __________= to think you are better than somebody or something
11. Pass __________ = to faint, to lose consciousness
12. Turn __________ = to become something else
13. Get __________= to do something wrong and not be punished for it
14. Look __________ = to search for information from a resource

Understanding an email

Dear Mr. Davis,

It was a pleasure meeting you at the Business Executive Conference. I am delighted

to be able to assist you in finding suitable IT communications system for your
company. As requested, I have attached our latest catalogue with details and prices.

I would be grateful if we could meet soon. I will phone you on Thursday and hope we
can arrange a suitable date and time.

If you have any further questions, please do not hesitate to contact me.

I look forward to welcoming you as a new customer.

Best Regards,

Richard Bird

Please answer these questions by referring to above email.

1. How well does Richard know Mr. Davis?
2. Where did they meet?
3. What did Mr. Davis request?
4. What will happen next?

Grammar focus
Tenses to use in the email:

Reason for writing – present continuous

e.g. I am writing…, I am contacting…

Achievements – present perfect

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e.g. I have attached…, I have completed…

Moving Forward – future simple

e.g. I will send…, I will process…, I will contact…

Useful Phrase
Try to finish the sentence in the left column using the phrases in the right column.

1. I look forward to a) for choosing our company

2. We are delighted to b) seeing you next week
3. If you have c) you a visit personally
4. Thank you d) any further questions
5. It was a pleasure to e) speak to you
6. If you are satisfied f) have you as a new customer
7. I will pay g) with the results

Use the useful phrases above to complete the following email.

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Structure of an email

1. Salutation 6. Taking Action (Future)

2. Connecting with the reader 7. Additional Information
3. Reason for Writing 8. Concluding
4. Giving good news/Achievements 9. Closing
5. Requests

The principles of 5 Cs to write an effective email:

1. Clear – Keep the sentences as short as possible and have well-organized
paragraphs.
2. Complete – include all the necessary information.
3. Concise – Do not waste your reader’s time with too much information. Assume
the reader is also busy.
4. Courteous – Be as polite as you can be.
5. Correct – proofread for grammar, punctuation, and spelling.

C. LET’S PRACTICE
PART A: English Conversation

Activity 1: Read some scenarios below, then decide if if the situation calls for a
softening phrase or not. If it does, make an appropriate request and say it out loud.

1. You have a conference call in English tomorrow. You’d like your English
teacher to stay after class and help you prepare for the call. How would you ask
her to help you?
2. You are at a restaurant and would like the check. How would you ask the waiter
to bring the check to you?
3. Someone from outside the company visited your office and gave a presentation.
You thought it was a great presentation and you would like a copy of the
PowerPoint slides. How would you ask the presenter for the document?
4. Your daughter has a championship soccer game tonight. Unfortunately, the
game starts at 4:30 p.m. and you don’t get off work until 5:00 p.m. How would
you ask your supervisor to leave an hour early so that you can see the start of
the game?
5. Something unexpected happened this morning and you are late for work. You
realize that you do not have your supervisor’s phone number. You decide to call
a coworker and ask her to tell the boss that you will be late. How would you ask
your coworker to do this for you?
6. You work in sales. A customer has just called you and complained about always
receiving his shipments late. He’s very upset and wants you to expedite his

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 current order. The computer system shows that your customer’s order won’t
ship until tomorrow, so you decide to call the warehouse manager and ask if she
can make sure the order ships by the end of the day. How would you ask her for
this favor?
7. Some members of your team are having some technical issues with their
computers. You decide to ask Gary, the company’s network administrator, to
come by and see what the problem is. How would you ask Gary to do this?
8. You are looking for a new job and are sending applications to prospective
employers. You would like to supplement your applications with letters of
recommendation from previous employers. You decide to call Carol, your
former supervisor, and ask her to write you a letter of recommendation. What
would you say to Carol?
9. Your department has a company car. Typically, only senior members of your
team can use the car. However, you have an important meeting with a client,
and you want to use the company car to make a good impression. How would
you ask your supervisor to use the car for your upcoming meeting with your
client?

Activity 2: Rephrase the following sentences in a more careful and tactful way
using the words in the brackets.

1. I've lost your phone number. (seem)

2. Can I borrow your phone for this afternoon? (would)
3. You are too tired to go out tonight. (don’t / bit)
4. I need more time to finish my homework. (afraid / bit)
5. You've given me the wrong change. (seem)
6. You're too fast for me. Can you speak more slowly? (afraid / little / could / bit)
7. The price is expensive. Can you give me a discount? (bit / wondering)
8. I'm busy right now. Call me later. (little / mind)
Activity 3: Read the following situations. For each situation, write what you think
would be a good way to say no.

1. One of your coworkers has just asked you to go out for drinks on Friday night
after work. You don’t drink and don’t like going to bars.
2. You are about to leave for your lunch break when one of your coworkers stops
you. He wants to know if you can review some financial documents with him
before you leave to take your break.
3. You are a graphic designer working as a private contractor. One of your former
clients calls you on the phone. She wants to know if you would be interested in
doing another job for her. You are busy and don’t want the assignment.
4. You work in sales. Mike, one of your coworkers, has a conference call with an
important customer. Since you know more about the product than your

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 coworker, Mike asks you to join the conference call and help him make the sale.
You are busy and don’t have the time to help Mike.
5. Two of your coworkers approach you and ask if you want to be on the company
softball team. You don’t like softball very much and like to spend your free time
with your family.
6. An acquaintance of yours has just started his own business. He wants to hire
you to design his website. You don’t think it would be worth your time.

PART B: Writing Emails

Activity 1: Choose the appropriate salutations and closes for these people.
1. Informal – Hugo Jones
_____________________________________________
2. Informal – Walter Rogers and Mimi Rogers
_____________________________________________
3. Informal – Ella Smith and Peter Michaels
_____________________________________________
4. Formal – Carol Elan
_____________________________________________
5. Formal – Jeanne and Pascal Duschard
_____________________________________________
6. Formal – name unknown
_____________________________________________
Activity 2: write two formal and two informal emails from the topic lists below.
Try to include words and expressions from this lesson.

Formal
1. You spoke to your supplier on the phone about changing the terms of delivery.
Write an email to her confirming that you would like 20 days instead of 30 days.
2. Respond to a customer complaint about one of your products/services.
3. You are considering changing your supplier. Write an email to a potential
supplier enquiring about the price and discount policy.
4. You want to arrange a meeting with a colleague from another branch. You
attach a map showing where exactly your office is located.
5. You are interested in applying for a job advertised in an English language
magazine, and you want to know more details.

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Informal
1. You have to cancel your English lesson. Write an email to your English teacher.
2. You spoke to a colleague from another branch on the phone. He is going to visit
your office tomorrow. Write him an email to confirm when you will be available
to see him and when you are leaving the office.
3. Your friend wants to know about some local places to visit in your town. Write
him an email.
4. You are going to an interesting party/exhibition. Write your friend an email to
invite her.
5. You call a colleague to give her some information she wanted, but you are
unable to make contact. Write to her instead and mention this in your email.
Activity 3: Improve the following email as best as you can.

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Activity 4: Reply to the following email enquiry.

D. LET’S DO THIS
PART A: English Conversation

Activity 1: Work in pairs. Role play each of the situations below with your partner.
Try to be tactful.

1. You return a faulty television to the shop where you bought it.
2. You need to cancel a meeting with your counterparts for the second time.
3. You have a problem and need to ask your coworker for an important favour.
4. Your flatmate is very messy and you need to talk to him/her about it.
5. Your friend invites you to his birthday party, but you don’t want to go.

Activity 2: Work in pairs. Write five questions for your partner. The five questions
should be either offers, requests, or invitations to social events. When you have
finished writing questions, ask your partner the questions you wrote and the partner
has to politely say no. Then, switch roles.

PART B: Writing Emails

Role Play: you are the representative of the Korean National Intelligence Service
(NIS) receiving an invitation from Badan Intelijen Negara. Unfortunately, you will
have an urgent meeting with your ambassador discussing security arrangements for
the arrival of your President. Write an email to convey your regret.

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93
 UNIT 9. READING COMPREHENSION

Objective: The students are able to extract information from English articles or
literatures to support their intelligence gathering.

A. LET’S GET STARTED

1. Why do you think reading skills are important for an intelligence officer?
a. ………………………………………………………………………..
b. ………………………………………………………………………..
c. ………………………………………………………………………..
Compare your answers with your friends.
2. What kinds of text does an intelligence officer read? Discuss with your
friends.
a. ………………………………………………………………………..
b. ………………………………………………………………………..
c. ………………………………………………………………………..
B. LET’S TALK ABOUT THIS
Reading comprehension is an important skill for intelligence officers. The ultimate
aim of reading is not the process of reading the words, but understanding what we
read. Reading is one main activity in intelligence gathering. You read past intel to
identify some trends or new targets. You read newspaper to know what is happening
and often to find some information. You read articles to broaden your knowledge
so that you have better perspective when analyzing the intel. You read graphs,
reports, brochure etc. to support your activities. An intelligence officer must read
to accomplish the task. Therefore, this unit provides some basic reading skills to
help you perform better in your job, especially when your source of information is
in English.
Basic Reading Skills
1. Skimming
Skimming is used to quickly gather the most important information. Sometimes,
it is called gist reading. Run your eyes over the text, force them to move fast,
sweeping every line. Note important information by picking up only a few key
words in each line. It's not essential to understand each word when skimming.
Different people might skim different key words, but they will have similar
ideas on what the text is about. Examples of Skimming:
 The Newspaper (quickly to get the general news of the day)
 Magazines (quickly to discover which articles you would like to read in
more detail)

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  Business and Travel Brochures (quickly to get informed)

2. Scanning

Scanning is used to find a particular piece of information. Run your eyes over
the text looking for the specific piece of information you need. Use scanning on
schedules, meeting plans, etc. in order to find the specific details you require. If
you see words or phrases that you don't understand, don't worry when scanning.
Practice in scanning will help you learn to skip over unimportant words so that
you can read faster. The steps involved in scanning are the following:
a. Decide exactly what information you are looking for, and thin about the
form it may take. For example, if you want to know when something
happened, you would look for a date. If you want to find out who did
something, you would look for a name. You do not read every word, only
words that answer the questions.
b. Next, decide where you need to look to find the information you want. You
probably would not look for sports scores on the front page of the
newspaper, nor look under the letter S for the telephone number of Sandra
Bullock.
c. Move your eyes as quickly as possible down to the page until you find the
information, then read it carefully.
d. When you find what you need, stop reading.

Examples of Scanning:
 The "What's on TV" section of your newspaper.
 A train / airplane schedule
 A conference guides

3. Extensive Reading

Extensive reading is used to obtain a general understanding of a subject and

includes reading longer texts for pleasure. The extensive reading skills are often
used to improve general knowledge of specific topics. Do not worry if you do
not understand each word when you are reading. Examples of Extensive
Reading:
 The latest marketing strategy book
 A novel you read before going to bed
 Magazine articles that interest you

4. Intensive Reading

Intensive reading is used on shorter texts in order to extract specific information.

It includes very close accurate reading for detail. You use intensive reading

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 skills to grasp the details of a specific situation. In this case, it is important that
you understand each word, number or fact. Examples of Intensive Reading:
 A bookkeeping report
 An insurance claims
 A contract

Distinguishing Between Fact and Opinion

The ability to distinguish between fact and
opinion helps in developing critical and
analytical skills in both reading and listening.
Fact and opinion are often woven together in
texts and speeches. It is therefore imperative
that officers are able to unravel the threads of
what is true from what is mere belief if they
are to successfully navigate the deluge of
media they will encounter in their lifetimes.

Whether on the news, in advertising, or in a

history book, distinguishing between what is
fact and what is opinion is crucial to becoming
an autonomous person with the critical
abilities necessary to avoid being manipulated easily.

A fact generally refers to something that is true and can be verified as such. That is,
a fact is something that can be proven to be true. Statements of fact are objective --
they contain information but do not tell what the writer thinks or believes about the
topic, e.g.: My car payment is $250 per month.

Questions to Identify Facts:

1. Can the statement be proved or demonstrated to be true?
2. Can the statement be observed in practice or operation? Can you see it happen?
3. Can the statement be verified by witnesses, manuscripts, or documents?

An opinion refers to a personal belief. It relates to how someone feels about

something. Others may agree or disagree with an opinion, but they cannot prove or
disprove it. They are neither true nor false. They are one person’s view about a topic
or issue, e.g.: My car payments are too expensive.

Types of Opinions:
1. Positions on controversial issues
2. Predictions about things in the future
3. Evaluations of people, places, and things

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Words to Identify Opinions:
1. Biased Words (bad, worse, worst, good, better, best, worthwhile, worthless,
etc.)
2. Qualifiers (all, always, likely, never, might, seem, possibly, probably, should,
etc.)
Let’s now take a look at some examples of those signal words and phrases being
used in the sentence fragments that often precede a statement of fact or opinion:
FACT OPINION
 The annual report confirms…  He claimed that…
 Scientists have recently discovered…  It is the officer’s view that…
 According to the results of the tests…  The report argues that…
 The investigation demonstrated…  Many scientists suspect that…

As we can see from the above examples, the language used to introduce a statement
can be helpful in indicating whether it is being framed as a fact or an opinion. It is
important to understand that things are not always as they appear to be. At times,
writers, whether consciously or not, will frame opinion as fact and vice versa. This
is why it is important to develop a clear understanding of what constitutes fact and
opinion.
C. LET’S PRACTICE
Warm up: In pairs, complete the table and discuss the questions.
Which of the following have you bought online before? Explain what was it and
why.

Item Yes – what was it? No

an expensive gift for
family or friends
clothes
shoes
food
books
music
a holiday or a short
break

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1. What are the reasons you have bought some things online and not others?
2. Where and when do you do most of your online-shopping? Why?
Vocabulary
Activity 1: Work in pairs and find each of the following words (they are underlined)
in the given text (below Activity 4) then choose the correct definition.
1. overrun
a. when large numbers of something spread across a particular place
b. when a person is accidentally hit by a vehicle
2. curious
a. a dish made of meat or vegetables, usually served with rice
b. when you really want to know something
3. credited
a. officially saying that someone did or achieved something
b. to pay for something using cash
4. blurred
a. unable to see or be seen clearly
b. a red liquid inside the body
5. to phish
a. the act of catching fish for food or sport
b. pretend to be from a company or a bank in order to get people’s personal
information
6. spyware
a. a computer program that will send information about that computer and
the user to another computer
b. special clothes that are worn by spies
7. to hack
a. access a computer or computer system without legal permission
b. cut something up with a violent motion
8. to keep an eye on something
a. look at something with desire
b. watch something in order to stay informed

Activity 2: Now put the correct words (from Activity 1) into the gaps in the
sentences. You may need to change the form of the word.

1. I need to report a problem to Facebook. Someone _______________ into my

account last night and messaged all of my friends asking them to send me
money.
2. Excuse me? Could you just _______________ my dog while I go into the
newsagents? I can’t take him inside.

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3. I got an email last night telling me I had won $100,000. I was so excited, but
when I looked closely, I realized it was a scam and they were just
_______________ for my bank details.
4. I’d been working at a computer for three years, and one day I realized that the
words on the screen were _______________ and I needed glasses.
5. My sister came home really late last night and I haven’t seen her yet today. I’m
really _______________ about where she went.
6. Ugh! We got back from holiday last night and the kitchen was
_______________ with ants. Daniel had left the sugar out and uncovered. They
were everywhere!
7. Did you hear about that company that is in the news? They had
_______________ on all of their employees’ computers so they could see what
they were doing all the time!
8. The Burj Khalifa in Dubai is _______________ with being the tallest building
in the world, but that will probably change soon.

Reading for details

Activity 3: Quickly read through the text above and match the numbers to their
meanings.
1. 2004 a. The amount of money in online sales in 2005.
2. 2005
3. $0.5 billion
b. The amount of money in online sales in 2014.
4. 2014 c. The amount of money lost per minute in phishing attacks
5. $2 billion worldwide.
6. 6. $17,700
d. The first time the term ’Cyber Monday’ was used in public.
e. The year Cyber Monday officially became the biggest
online shopping day in the year.
f. The year the NRF did research into the increase in online
sales in late November.

Reading for comprehension

Activity 4: Read again and answer the following questions with True or False.

1. The days mentioned in the article happen in the following order: Thanksgiving,
Black Friday, Cyber Monday.
2. Black Friday is a very popular event in America.
3. In 2004, most people were online shopping at home.
4. The woman who invented the term ’Cyber Monday’ worked for the National
Retail Federation.
5. By 2010, Cyber Monday was the biggest online shopping day of the year.
6. It’s a good idea to use a debit card if you shop online.

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7. Emails offering prizes and money can actually be from criminals trying to get
your personal details.
8. Online shopping in a library or a restaurant is a good idea.

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Fact OR Opinion
Activity 5: Tell whether each sentence is a fact or opinion.

1. _______________________ Sunday is the best day of the week.

2. _______________________ George Washington was born in February.
3. _______________________ Memorial Day is the most important holiday of
the year.
4. _______________________ Thanksgiving is celebrated in autumn.
5. _______________________ Some families eat turkey on Thanksgiving.
6. _______________________ Watching fireworks on the 4th of July is lots of
fun.
7. _______________________ April is a month with 30 days.
8. _______________________ There are 12 months in the year.
9. _______________________ This has been a terrible week.
10. _______________________ Spring is the most beautiful season of all.
11. _______________________ Monday, Wednesday, and Friday are weekdays.
12. _______________________ The first day of the school year is scary.
13. _______________________ Everyone should make Valentine's Day cards.
14. _______________________ Your birthday comes only one day a year.
Activity 6: Identify each sentence in the text below whether it is a fact or opinion.

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D. LET’S DO THIS
Your Deputy Director asked you about Cyber Monday. As an intelligence officer,
you must provide a brief.
Create an intelligence brief on Cyber Monday and possible threats it has. You can
approach this task by first, identifying the 5W + 1H from the reading text “Cyber
Monday and Cyber Security”, remember to distinguish facts and opinions. Then,
write the brief.

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 UNIT 10. ESSAY WRITING:
ARGUMENTATIVE ESSAY

Objective: The students are able to write argumentative essay that include
introductory paragraph, body paragraph, and concluding paragraph based on the
given topics.

A. LET’S GET STARTED

As warm-up activity, discuss with your friends about basic components of an essay.
In your opinion, what points/aspects which make your essay excellent?
Now, look at the following ideas a test taker noted to answer the question in the
box. Cross out four ideas that are not relevant to the task and should not be included.
The Internet allow us to stay connected with each other no matter where we are.
On the other hand, it also isolates us and encourages people not to socialize.
To what extent do you agree or disagree with these statements?

… 1. Instant communication (e.g. emails/text message) means that it is

difficult to escape from work.
… 2. The internet makes it easier to do your homework.
… 3. In my company, computers have replaced many staff and have caused
more unemployment.
… 4. A friend of mine uses a social-networking site a great deal but we
… rarely see her.
5. Virtual friends made on the internet cannot be compared to our actual
… friends and family.
6. I learned to type using a computer program; these programs make it
… easy to understand computers and make learning fun.
… 7. My cousin travelled for a year but kept in touch with his family every
day.
… 8. With more and more technological advances, our society will continue
to develop faster and faster.
9. Through the internet, we can share memories with people who are far
away.

B. LET’S TALK ABOUT THIS

An argumentative essay is an essay in which you agree or disagree on an issue,
using reasons to support your opinion. Your goal is to convince your reader that
your opinion is right. Argumentation is a popular kind of essay because it forces
students to think on their own. They have to take a stand on an issue, support their
stand with solid reasons, and support their reasons with solid evidence.

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Analyzing the Model
The writing model is about the role of technology in the modern workplace.
Read the model, and then answer the questions.
Replaced by A Robot

Ever since the invention of computers, technology has done more and
more of the job of the average worker. From mathematical calculations to mailing
lists, computers have become more efficient, in more areas, than their human
colleagues. Although some argue that computers will never replace people,
others are concerned about the advanced robotic technology that computers make
possible. Indeed, it is likely that the use of more and better robots will someday
result in fewer jobs for humans. However, this should not be seen as a problem.
Rather, as technology improves, employers in all fields should look to maximize
their robotic workforce and minimize human error.

Until now, many have argued that robots can only replace humans in
certain less-skilled jobs. They might, for example, be able to perform routine
tasks on an assembly line. These opponents of a mechanized workforce may not
be aware that technology has progressed in the areas of decision-making and
creativity. Some robots’ work in these areas is almost equal to that of humans. In
fact, some interactive computers are so well-designed that it will soon be possible
to talk with them almost endlessly before realizing that they are not human
(Loftus). A computer even won the game show Jeopardy not long ago. These
computers are clearly capable of more than simple tasks.

Others argue that, even though computers may someday be able to

approximate human behavior, humans will always be able to do the job better.
While that may be true for a general-purpose robot, highly-specialized machines
can often do specific tasks better than a human being, no matter how well-trained.
For example, human lawyers may miss important evidence. This is particularly
true when sifting through millions of emails to prosecute crime in so-called
“white collar” jobs. Robots, on the other hand, can sort through this information
quickly and accurately. In fact, there is now a software program that can detect
not just obviously illegal proposals, but also changes in style that can point to
suspicious activity. The computer searches for a switch from a formal to an
informal tone, or particularly urgent wording. Within seconds, the program can
identify the most questionable language and alert investigators (Murray). In this
case, human legal experts cannot begin to compete with their electronic
colleagues.

Finally, some say that it is morally wrong to replace human beings with
robots. They argue that it is unethical to deprive real people of their jobs, merely
for the sake of efficiency. If efficiency were the only concern, they might be
correct. This argument, however, does not take into account the consequences of
human failings in the workplace. In surgery, for example, a doctor’s arm may
shake. A minimally invasive surgical robot, on the other hand, will always make

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 the right cut (Manjoo). It would be truly immoral for society to be concerned
about the doctor’s job at the expense of the patient’s health.

Increasingly, employers will need to decide when and how to replace

human workers with computers. This decision is not easy, and a robot will not
always be the right answer. However, it is clear that as computers approach
human ability to reason, as specialized programs develop, and as robots become
more reliable, there will be more circumstances in which replacing a person with
a robot is not just the most efficient choice, but the most ethical one.

Sources:
1. Loftus, Jack. “Computer Nearly Passes Turing Test for Artificial
Intelligence.”
2. Manjoo, Farhad. “Will Robot Steal Your Job?”
3. Murray, Peter. “Lawyers Object as Computer Program Does Job Better.”

Questions about the Model

1. In which paragraph does the writer give background information to help
readers understand this issue?
2. Does the thesis statement mention both sides of the issue, or does it give the
writer’s point of view only?
3. How many opposing arguments are given? Where are they given?
4. Where does the writer respond to the opposing arguments –in one paragraph
or in separate paragraphs?
5. What is the function of the last paragraph?
The Elements of an Argumentative Essay
Organizing your arguments effectively will help you convince readers to agree with
the ideas and opinions you present in your writing. In argumentative essay, you do
not just give reasons to support your point of view. You must also discuss the other
side’s reasons and then rebut them. Rebut means to point out problems with the
other side’s supporting reasons in order to prove that your opponent’s opinion is
not right.
An argumentative essay contains five key elements:
 An explanation of the issue
 A clear thesis statement
 A summary of the opposing arguments
 Rebuttals to the opposing arguments
 Your own arguments

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You can organize the elements of an argumentative essay in several ways. You can
use a block pattern or a point-by-point pattern. The outlines in the chart show how
these two patterns can be used to structure an argumentative essay.
BLOCK PATTERN POINT-BY-POINT PATTERN
I. Introduction I. Introduction
Explanation of the issue Explanation of the issue, including
Thesis statement a summary of the other side’s
arguments
II. Body Thesis statement
Block 1
A. Summary of the other II. Body
side’s arguments
B. Rebuttal to the first A. Statement of the other side’s
argument first argument and rebuttal with
C. Rebuttal to the second your own counterargument
argument B. Statement of the other side’s
D. Rebuttal to the third second argument and rebuttal
argument with your own
counterargument
Block 2 C. Statement of the other side’s
E. Your first argument third argument and rebuttal
F. Your second argument with your own
G. Your third argument counterargument

III. Conclusion III. Conclusion –may include a

summary of your point of view

Note: There are many varieties on these two patterns. Which pattern you use
will depend on your topic. The important thing is to present your side and rebut
the other side in a logical and organized way.

Activity 1: Organizing Key Elements

Complete the outline of the writing model entitled Replaced by A Robot.
I. Introduction (explanation of the issue)
Thesis statement: ____________________________________________
___________________________________________________________

II. Body
A. Issue 1: Robot and human skills
1. Opposing argument 1: Until now Until now, many have argued that
robots can only replace humans in certain less-skilled jobs.
2. Rebuttal to argument 1: Computer technology has now progressed in
the areas of decision-making and creativity to be almost on a par
with humans.
a. Conversational ability

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 b. ____________________________________________________

B. Issue 2: Robot and human behavior

1. Opposing argument 2: ____________________________________
2. Rebuttal to argument 2: ___________________________________
a. Specialized legal task –failings of human lawyers
b. Specialized legal task –strengths of computer research

C. Issue 3: Ethics of using robots

1. Opposing argument 3: ____________________________________
2. Rebuttal to argument 3: ___________________________________
a. ____________________________________________________
b. Patient’s life is more important than doctor’s job.

III. Conclusion

Introduction/ Introductory Paragraph

In the first paragraph of an argument essay, you should set the context by reviewing
the topic in a general way. Next, explain why the topic is important (exigence) or
why readers should care about the issue. Lastly, present the thesis statement. It is
essential that this thesis statement be appropriately narrowed to follow the
guidelines set forth in the assignment. If the student does not master this portion of
the essay, it will be quite difficult to compose an effective or persuasive essay.
Thesis statement
The thesis statement in an argumentative essay states clearly which side you are for.
Examples:
 Curfew laws are unfair and should be abolished.
 In my opinion, stem cell research should receive the full support of
our government.
A thesis statement often mentions the opposing point of view. Notice that the
writer’s opinion is expressed in the independent clause, and the opposing point of
view is normally put into a subordinate structure (dependent clause).
Dependent clause/ subordinate structure

Despite the claims that curfew laws are necessary to control juvenile gangs,
Independent clause

curfew laws are clearly unconstitutional.

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 Dependent clause/ subordinate structure

Although there are reasons to be cautious with stem cell research,

Independent clause

I believe that its potential benefits far outweigh its dangers.

The Opposing Point of View

Expressions such as these are often used to introduce opposing points of view:
 Some people feel that the United States should have a national health care
plan like Canada’s.
 Police departments say that curfew laws to control teenage gangs are
necessary.
Transitional Signals of Contrast
An opposing point of view can be connected to the writer’s own point of view with
transition signals of contrast, like the following examples.
 Some people feel that the United States should have a national health care
plan like Canada’s; however, others feel that government should stay out of
the health care business.
 Although many think that generally engineered crops are a grave danger to
the environment, such crops can alleviate world hunger and malnutrition.
 Supporters say that smokers should have a right to smoke despite the fact
that smoking will most likely kill those who do it.

Activity 2: Complete each thesis statement by adding the opposite opinion.

1. Although the law prohibits separate classes for boys and girls in public
schools, I think boys and girls learn better in separate classes, especially in
the middle grades.
2. Many people believe that women should not serve in the military, but______.
3. Society often ignores steroid use by well-known professional athletes because
of the athletes' popularity. However, ________________________________.
4. Many people believe that online learning during Covid-19 pandemic is not
effective, but ___________________________________________________.
Activity 3: Develop an introductory paragraph which contains your thesis statement
based on one of the following prompts.
1. Children brought up in families with less money are better prepared for life
than those from wealthy families.

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 To what extent do you agree or disagree?
Give reasons for your answer and include any relevant examples from your
own knowledge or experience.

2. Nowadays the way many people interact with each other has changed because
of technology. In what ways has technology affected the types of relationships
that people make? Has this been a positive or negative development?

3. Covid-19 pandemic had created virtual learning from March 2020 up to now in
2021 to prevent the spread of Covid-19 to students and school citizens. July
2021 is planned to implement face-to-face learning although the spread map of
Covid-19 increases. Pro and cons of the implementation of face-to-face learning
grow among the students’ parents and people. What are your views about this
issue?

4. It is now possible to order almost any item over the Internet and have it
delivered to one’s home. As a result, people are no longer patient or careful in
their shopping habits. To what extent do you agree or disagree with this
statement? Give reasons for your answer and include any relevant examples
from your own knowledge or experience.

Body Paragraph of Argumentative Essay

In general, body paragraph should flow naturally from a topic sentence which is
the central of our reason. The topic sentence leads to the explanation, and the
explanation leads to an example/examples. The reasons can also be supported by
other details such as quotations from experts/stakeholders and statistics.
Subsequently, those initial sentences flow together into a summary. In greater
detail, here is how all four parts work together:
a) Topic sentence (states a position)
b) Explain why (gives a reason in which the position in the topic sentence is
true)
c) Give an example (provides an example that illustrates the “explain why”
part)
d) Summarize the paragraph (in a single sentence, summarizes the main
message of the topic sentence, explanation, and example combined)
The general principles above apply similarly to the body paragraphs of
argumentative essay. Support your arguments including rebuttal to the opposing
arguments with solid explanation by using examples, quotations and/or statistics.
Activity 4: Work with a partner. On a separate sheet of paper, write three supporting
arguments for the writer’s point of view in each thesis statement.
1. Workaholics' lifestyles can affect their families, social lives, and health.

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 a. ______________________________________________________
b. ______________________________________________________
c. ______________________________________________________
2. Violence in video games, movies, and television programs should be
censored.
a. ______________________________________________________
b. ______________________________________________________
c. ______________________________________________________

Concluding Paragraph
The concluding paragraph is the last paragraph of an essay. It has three purposes:
1. It signals the end of the essay.
2. It reminds the reader of your main points.
3. It leaves the reader with your final thoughts on the topic.

Connectors to signal concluding paragraph:

All in all, … In conclusion, …
It is clear that . . . To conclude, …
For these reasons, … To summarize, …
In brief, … To sum up, …
In a nutshell, … These …. have shown that ….

Activity 5: Study the following abbreviated essay outline. Only the introductory
paragraph and topic sentences for body paragraphs are given. Then circle the
number of the most appropriate concluding paragraph.
Changes in the Workplace
Female airline pilots? Male nurses? When my parents were young, such
job descriptions were not possible. In the past thirty-five years, however, society
has become more accepting. Although it is still somewhat unusual, men now
work in traditionally female occupations. In particular, more and more men are
becoming nurses, secretaries, and elementary school teachers.

A. The nursing profession has seen the greatest increase in male participation.

B. Besides nursing, more men are becoming secretaries.

C. Elementary school teaching is a third occupation that men are taking up.

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Choose the appropriate conclusion from the following concluding paragraphs:
(1) These examples have shown that it is no longer unusual to see men
working as nurses, secretaries, and elementary school teachers. As society
continues to change, we will undoubtedly see this trend continue.

(2) These examples have shown that it is no longer unusual to see men
working as nurses, secretaries, and elementary school teachers. On the
other hand, it is no longer unusual to find women engineers, construction
supervisors, and corporate CEOs.1 In fact, there are already more women
than men studying to become lawyers.

(3) These examples have shown that it is no longer unusual to see men
working as nurses, secretaries, and elementary school teachers. Indeed,
there is less sexism in the working world as men have proven themselves
to be as capable as women in these areas, and women have proven
themselves to be as capable as men in others.

C. LET’S PRACTICE
Practice 1: Cohesion - Linking Devices/ Connectors
Cohesion means linking your ideas together clearly. Without cohesion, you will
have a list of sentences, rather than a connected paragraph or essay. To achieve
cohesion in your essay, you need to use linking device or connectors to connect the
sentences in your essay.
1. How do you think to make the sentences in our paragraph connected to one
another?
2. The following words and phrases are all used to connect sentences and ideas
together. Put them into the correct place in the list according to how they are
used.
that is because of however in spite of
furthermore in addition on the other hand such as
consequently while so despite
as a result whereas for instance in fact
not only… but also although also

Connecting Connecting Clarifying an Giving Giving a

similar ideas: different idea: in other examples: for reason or
similarly ideas: words example conclusion:
but therefore

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Practice 2: Choose the correct connectors.
1. Advertisements provide vital revenue for the entertainment industry.
Consequently / Despite, without adverts we could lose certain forms of
entertainment altogether.
2. Nowadays, the internet has become an indispensable business tool. Although /
In fact, we would find it very difficult to get through a working day without it.
3. The internet brings the world into our home. Also / However, we sometimes
want to shut out the outside world from time to time.
4. Schools can give our children academic knowledge. Whereas / Furthermore,
at school, children can learn social skills,
5. Many people today spend time on social networking sites. As a result / For
example, Facebook and Twitter are both used around the world to help people
stay connected.
Practice 3: Complete the essay below with the most appropriate words/phrases in
the box.

For example I suggest The first reason First of all Secondly

The second However Nevertheless For instance For these

reason reasons

Currently, the Olympics are held in different locations. A new country is

proposed to be the host country every year. This system has been used since the
modern Games began. (1) _____, I agree with the idea that it’s preferable to always
hold the Games in the same city.
There are certainly some advantages to having the Games in different sites
around the world. (2) ______, the Olympics are a chance for the host country to be
in the spotlight and to show off its culture and technology. (3) ______, people
everywhere were impressed by the opening and closing ceremonies of the 2008
Olympics in Beijing, China. (4) ______, hosting the Games has financial benefits.
Hotel owners, taxi drivers, waiters and all sorts of people benefit because so many
visitors come to see the Games.
(5) ______, I think it would be a good idea to have the Games in a permanent
location. There are several reasons why. (6) ______ is because it’s very expensive
to build stadiums and other facilities for athletes and fans. (7) ______, the London
Games of 2012 cost over $40 billion to stage. (8) ______ is because most of the
sports facilities built in cities that have hosted the Games in the past are not very
useful after the Games are over. A recent article in Time Magazine said that many
of these facilities are empty or have been torn down.
(9) ______, I think it is a good idea to move the Olympics to a permanent
location. If the Olympics were always held in one place, the same facilities could

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be used over and over. (10) _______ that the Games that are played in summer be
held in Athens, Greece, because the ancient Games were first played there, and the
first modern Games were also held there. Since Switzerland is a neutral country, I
recommend that the Games that are played in winter be held there. Having
permanent homes for the Olympics is the most economical and efficient way to
stage this important event.
Practice 4: Expressing a Personal View
In argumentative essay, we should give our own views on or attitude to the topic.
One way to show this is by using:
1) adverbs such as personally or probably
2) modals such as might or could
3) phrases such as in my view, as far as I’m concerned
4) verbs such as appear to be or seem to be
Try to avoid repeating ‘I think’ or ‘I know’ too often. Instead, you can use: I realize
that, feel, believe, imagine, can see.
Underline the words or phrases in sentences 1-9 that show opinion and attitude.
Then rewrite them using the words in brackets.
1. Perhaps this is because today’s teachers are not trained as well as they used to
be. (might)
This might be because today’s teachers are not trained as well as they
used to be.
2. Personally, I don’t think this is a good idea. (view)
3. I certainly wouldn’t like to have to do a job I didn’t enjoy. (personally)
4. I think this could be a bad idea. (probably)
5. In my view, life is much more complicated for young people nowadays. (can)
6. Personally, I think every situation is different.
7. In my opinion, schools are more crowded than in the past. (seem)
8. My city is less crowded now and people generally enjoy walking through the
streets. (appear)

D. LET’S DO THIS
Based on your introductory paragraph and thesis statement at Activity 3, develop
body paragraphs for your argumentative essay by including topic sentence,
explanation of your arguments, details (example/quotation/statistics), and one
summary sentence. Subsequently, write concluding paragraph.

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 UNIT 11. ENGLISH FOR PRESENTATION

Objective: The students are able to deliver a presentation by using appropriate

expressions for presentation orally and appropriately

A. LET’S GET STARTED

Answer the following quiz on presentation skills.
1. Which of the following is a requirement that a presenter should know to
prepare effectively for a presentation?
(a) Available attire
(b) Presentation duration
(c) Foods the presenter can eat during the presentation
(d) Number of bullet points allowed per slide
2. To contrast text on a presentation slide for better viewing, it is preferable to
use:
(a) Light text on a light background
(b) Dark text on light background
(c) Light text on a dark background
(d) Dark text on a dark background
3. Font size of the bullet points on presentation materials should be large enough:
(a) For your team members to be able to view the presentation clearly
(b) For the audience in the last row of the presentation room to view the
presentation clearly
(c) For you to be able to read from the screen during the presentation
(d) For the audience in the first few rows of the presentation to view the
presentation clearly
4. The outline of a presentation is a:
(a) List of technologies that will be used to deliver the presentation
(b) List of major headings or topics to be covered in the presentation
(c) List of external sources used in the presentation
(d) List of requirements and purpose of the presentation
5. It is generally NOT a good practice to deliver a presentation by:
(a) Elaborating each bullet point on the presentation materials
(b) Paraphrasing what is on the presentation materials
(c) Reading the entire presentation line by line
(d) Mentioning the highlights of what is on the screen

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 B. LET’S TALK ABOUT THIS
In opening our presentation, we can follow this sequence:

Explain why
Welcome the Introduce Say what your your topic is Structure our
audience yourself topic is relevant to presentation
your audience

Welcoming the audience Introducing yourself

 Good morning/afternoon, ladies and  Let me introduce myself. I’m Nabhan
gentlemen. Zulfadli from Indonesia State
 Hello/Hi, everyone. Intelligence Agency.
 First of all, let me thank you all for  For those of you who don’t know me,
coming here today. my name’s ....
 I’m happy that so many of you could  As you probably know, I’m …, the
come today. new HR manager.
 I’m the Head of English Department
at Lambung Mangkurat University.
 I’m here in my function as the Head
of Controlling.
Saying what your topic is Explaining why your topic is
relevant to your audience
 As you can see on the screen, our  My talk is particularly relevant to
topic today is .... those of you who....
 Today’s topic is ....  Today’s topic is of particular
 What I’d like to present to you interest to those of you/us who....
today is ....  The topic is very important for
 The subject of my presentation is you because....
....  By the end of this talk, you will be
 I’m going to talk about …. familiar with....
 This morning I’m going to be
reporting on ….

Structuring a presentation
 I’ve divided my presentation into three (main) parts: x, y, and z.
 In my presentation, I’ll focus on three major issues.
 First of all, I’ll be looking at ...., second ...., and third ....
 I’ll begin/start off by explaining ....
 Then/Next/After that, I’ll go on to ....
 Finally, I’ll offer some solutions.

Optional: Telling the information on timing, handouts and questions

Timing
 My presentation will take about 20 minutes.

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  It should take about 30 minutes to cover these issues.
Handouts
 Does everybody have a handout/brochure/report? Please take one, and pass
them on.
 Don’t worry about taking notes. I’ve put all the important statistics on a
handout for you.
 I’ll be handing out copies of the PowerPoint slides at the end of my talk.
 I’ll email the PowerPoint presentation to you.
Questions
 There will be time for questions after my presentation.
 If you have any questions, feel free to interrupt me at any time.
 Feel free to ask questions at any time during my talk.

Activity 1: Match these less formal phrases with the more formal phrases in the
table.

What I want to do I know you are all very Hi,

today is …. busy …. everyone.

OK, shall we get As you know, It’s good to see you all
started? I’m …. here.

Today I’m going to talk about In my talk I’ll tell you about ….
….

More formal Less formal

Good afternoon, ladies and gentlemen. 1.
Today I would like to …. 2.
Let me just start by introducing myself. 3.
My name is ….
It’s a pleasure to welcome you today. 4.
In my presentation I would like to report 5.
on ….
The topic of today’s presentation is …. 6.
I suggest that we begin now. 7.
I’m aware that you all have very tight 8.
schedules ….

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 Getting the Audience’s Attention
Asking a rhetorical or participatory question:
 Is character building important for education development?
 Do we really need quality assurance?
 Raise your hand if you’ve been to a Disney park. Which one did you go to?
Starting with an interesting fact:
 According to an article I read recently, authentic assessment is used more
frequently by English teachers and practitioners than the conventional
assessment.
 Did you know that fast food consumption has increased by 600% in Europe
since 2002?
Telling the audience a story or anecdote:
 I remember when I attended a meeting in Paris, ....
 At a conference in Madrid, I was once asked the following question:....
Giving them problem to think about:
 Suppose you wanted to set up an English private course. How would you go
about it?
 Imagine you had to reorganize the sales department. What would be your
first step?

Activity 2: Read the beginning of four presentations below, and decide which one
starts with a participatory question, interesting fact, a story and a problem to think
about.
1. Globally, water-related deaths are responsible for 2.2 million …
deaths annually. That’s equivalent to the population of Paris,
France.

2. OK, how many people here take some kind of exercise on a …

regular basis? Hands up. OK, and how many people don’t
take regular exercise, but would like to? Right, quite a few…
And who doesn’t take any exercise and is happy with that?
OK, not so many. That’s good.

3. Talking about English and the Internet, I remember when we …

were given storytelling assignment in our English class, my
friend said to me, “Just type the phrase famous fairy tale in
the Internet, and a few seconds later we’re ready to copy-
paste it for our assignment”.

4. Imagined you worked in a small to medium-sized company …

and were responsible for making people in your company
aware of health and safety issues. How would you go about

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 it? Would you have a meeting, or send everyone an email?
Take a few moments to think about it.

While giving the main part of the presentation, we might learn the useful phrases to
talk about difficult issues of our presentation, refer to other points, add ideas, and
other useful signposting languages. The following are the examples of phrases used
to do the functions.
Talking about (difficult) issues of our presentation
 I think we first need to identify the problem.
 Of course we’ll have to clarify a few points before we start.
 We will have to deal with the problem of increasing prices.
 How shall we cope with unfair business practices?
 The question is: why don’t we tackle the distribution problems?
 If we don’t solve this problem now, we’ll get into serious trouble soon.
 We will have to take care of this problem now.

Referring to other points

 I’d like to mention some critical points in connection with/concerning
payment.
 There are few problems regarding the quality.
 With respect/regard to prices, we need more details.
 According to the survey, our customers are unhappy with this product.

Adding ideas
 In addition to this, I’d like to say that our English program is going very
well.
 Moreover/Furthermore, there are other interesting facts we should take a
look at.
 As well as that, we can offer excellent conditions.
 Apart from being too expensive, this model is also too complicated.
 To increase sales, we need a new strategy plus more people.

Activity 3: Choose the correct verb to fit the sentence.

1. How are we going to solve/deal/tackle with delivery problems?
2. I don’t think we can cope/tackle/take care with fewer people.
3. We think it’s important to identify/deal/cope the problems now.
4. Who will take care/ deal/ tackle of our business clients?
5. We have been trying to cope/solve/take care the software problems.

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Activity 4: Complete the sentences with the words from the box.
according apart concerns moreover regarding with
to from regard

1. I’ll give you an overview of some figures _____________ to car exports.

2. ___________, I’d like to tell you something about the new software.
3. Let’s now turn to the next questions which __________ conflict resolution.
4. ____________ a few spelling mistakes, the new brochure is very good.
5. Let me give you some details __________ our target operation.
6. _________ the handbook, the scanner is user-friendly.

Signposting language:
Introducing a new point:
What I ‘d like to focus on first of all is ….
So, let’s start by taking a brief look at ….

Indicating a transition:
OK, moving on to ….
So now that we’ve …, I’d like to look at ….
So that was …. We can turn now to ….

Talking about visuals

The first rule of preparing effective visuals is that they should be clear and easy
for the audience to follow. However, sometimes it is necessary to explain a
more complicated visual and it is always necessary to point out the most
important information.
Explaining a visual Highlighting information
Let’s now look at the next slide which I’d like to start by drawing your
shows …. attention to ….
First let me quickly explain the graph. What I’d like to point out here is ….
You can see that different colors have I think you’ll be surprised to see ….
been used to indicate …. I’d like you to focus your attention on
….
Let’s look more closely at ….

Signposting language: Referring to Slides

Referring to a slide:
As we can see from this first slide, ….

Indicating you want to move on:

Is it OK to move on?

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 Moving between slides:
Moving on to the second slide ….
I’d now like to move on to the next slide.

Referring to specific points on a slide:

Turning to the next point ….
Let’s take a look at our second key category: personal determinants.

Activity 5: Which is the box:

1. in the center? ___
2. in the bottom left-hand corner? ___ C
3. across the top? ___
4. down the left side of the slide? ___
5. on the left? ___ B
6. in the upper right-hand corner? ___
7. across the bottom? ___ A
8. on the right? ___

E F G

Activity 6: Match the two parts to make sentences used to talk about visuals.
1) Let’s now have a look a) shows our revenues since 2004.
2) The black line gives us b) The next pie chart.
3) Each line on the graph indicates c) at how the new division will be
4) In the upper right-hand corner structured.
5) The graph on the following slide d) attention to the figures in the left-
6) Now I’d like you to take hand column.
7) The names of the new models are e) you can see the specifications for
listed the conflict resolution model.
8) You can see the test results in the f) the sales figures for the VW Fox.
9) The aspect of the problem is g) table on the right.
illustrated in h) a look at the next slide.

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 10) I’d like to draw your i) the production output of a different
product.
j) across the top.

Talking about Trends (Simple Past and Present Perfect)

We use simple past tense to talk about a movement or trend which happened in
the past and is now finished. Signal words for the simple past tense are last
month/year, in January/other month, from 1999-2001, during the oil crisis, etc.

 In April, 2019, the rate of unemployment rose to 5 million.

 Between May and July, 2019, our export business almost
doubled.
 In 2003 alone China’s car production increased by 80%.

We use the present perfect to talk about a movement or a trend which started in
the past but is not yet finished. Signal words are since (since August), for (for
five years), this month/year or expressions with over (over the past six months).

 The number of German investors has declined since 1998. (It is

still declining…)
 The US economy has grown rapidly over the past four months.
(It is still growing …)

Note the difference between rise and raise.

to rise (without an object) to raise (with an object)
The oil industry raised prices last
Petrol prices rose again in May 2010. year.
The number of tourists has risen to The European Central Bank has
2.6 million since July 2010. raised interest rates.

Activity 7: Use the notes to make sentences describing trends in the simple past
or present perfect.
1) Telephone costs/ rise/ since January
Telephone costs have risen since January.
2) Sales/ drop/ at the beginning of the year.
_______________________________________________________________
3) Energy consumption/ increase/ over the past 30 years.
_______________________________________________________________
4) Gas prices/ go up/ last month
_______________________________________________________________
5) Since December 13, 2021/ the number of confirmed COVID-19 positive
cases/ rise/ by 106
_______________________________________________________________

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6) Surprisingly/ Unilever stock rates/ fall/ yesterday
_______________________________________________________________
7) TBN’s share price/ hit a low/ after the crash in 1999
_______________________________________________________________
8) Online flight bookings/ double/ since the cancellation of national public
activity restriction.
_______________________________________________________________

Talking about Trends (Adjectives and Adverbs)

Adjectives + nouns Adverbs + verbs
There was a sudden increase in oil Sales increased slightly in summer.
price. Over the past two years, the number of
In August 2020, we noticed a unemployment has risen sharply.
moderate fall in confirmed positive Last month the Antam gold price
cases of Covid-19 in Indonesia. dropped significantly.
This was followed by a gradual
decline.

Activity 8: Match the following pictures with the correct phrases of describing
trends.
climbed slightly – increased steadily – dropped markedly
– declined slightly – rose dramatically

Pic. Source: Communicating in Business: A Short Course for Business English Students, 2004

Description of a graph/diagram includes:

a) A general opening statement including a reference to the visual (This
chart/this figure/this graph illustrates/shows/focuses/demonstrates/……)

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 b) A description or explanation of the content (TREND: increase, improve,
decrease, decline; the highest point/the lowest; comparison)
c) A concluding statement with evaluation

Activity 9: Complete the description of Figure 1 using the words/phrases below.

Figure 1: GP consultations in Great Britain

Pic. Source: Oxford EAP Upper-Intermediate/B2

from --- over --- decreased --- gives a breakdown of --- accounted for --- where
---which

Figure 1 (a)________ GP consultations in Great Britain (b) _____ 1971 to 2004/5.

The data demonstrate that during this period the number of home consultations,
(c) _______the doctor visits the patient’s home, (d) ________ significantly from
22% to 4%. It also shows that telephone consultations € _____ 9% of contacts in
2004/5, up from 5% in 1971. The diagram also reflects the rise in the percentage
of GP consultations (f) _______ took place in doctor’s surgeries, from 76% in
1971, to 87% in 204/5. If this growth continues, it seems likely that within five
years (g) ______ 90% of consultations will take place in surgeries.

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Activity 10: Complete the description of Figure 2 using the words/phrases below.

Figure 2: Birth Rate in USA, Kenya, Turkey, India

Pic. Source: Oxford EAP Upper-Intermediate/B2

trend --- countries --- has declined --- fell --- compared with ----different ---
slightly higher ---

As you can see, this graph focuses on ______which have _____birth rates. If we
could just start by looking at India, we can see that the number of children born per
woman _____steadily since 1960, from 5.8 in 1960 to 2.7 in 2010. But the _____
that’s most noticeable is Turkey, with a 1960 birth rate of 6.3. Turkey’s birth rate
in 2010, which is now only ________ than that of the UK, ____ quite dramatically
over the period to 2.1, _________1.9 in the United States.

Presenting Conclusion
Signal the Ending
Both beginning speakers and professionals use common phrases such as in
conclusion or finally to signal the ending of their presentation. Other useful
phrases are as follow.
 To sum up ...
 To summarise...
 Right, let's sum up, shall we?
 Let's summarise briefly what we've looked at...
 If I can just sum up the main points...
 Finally, let me remind you of some of the issues we've covered...
 To conclude...
 In short ...
 So, to remind you of what I’ve covered in this talk, …

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 Unfortunately, I seem to have run out of time, so I’ll conclude very briefly by
saying that …..
 I'd like now to recap...

Review Your Main Ideas

Briefly summarize or recap your main ideas, but the key word is brief.
The following example is an effective review:
 I have explained how lack of safe water is detrimental to the human body
as well as to communities, and how the nonprofit organization, Living
Water, is combatting this problem.
One common strategy is to combine your signal with your summary, as this
example shows:
 In conclusion, hovercraft are low-friction machines, but noise pollution,
steering problems, and their inability to climb hills keep them from being
street.

Provide Psychological Closure

Linking your conclusion to something from your introduction brings the speech
full circle and provides your audience with a sense of psychological closure. For
instance, if you began with an example, you might return to it in the conclusion.
Or you could refer to startling statistics or to quotations you presented in the
opening.

Ending Memorably
Using questions
 After all, isn’t that why we’re here?
 Let me just finish with a question: If we don’t do it, won’t somebody else?
Quoting a well-known person
 As .... once said, ....
 To quote a well-known businessman, ....
 To put it in words of ...., ....
Referring back to the beginning
 Remember what I said at the beginning of my talk today? Well, ....
 Let me just go back to the story I told you earlier. Remember, ....
Calling the audience to action
 So that’s the paln. Now let’s go and put it into practice!
 So now it’s your turn.
 Now let’s make real effort to achieve this goal!

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Activity 11: Unscramble these sentences to make typical sentences for signaling
conclusion.
1. Well, / the end of / today/ brings me / to / my speech / that
2. Before I / key issues / go over / the / finish my speech, / let me / again
3. As a / means / let me say/ for us / what this / final point,
4. Finally, / like to / issue / highlight / I’d / one / key
5. That / logistics / just about / to say/ about / I wanted / everything / covers

Activity 12: Match the two parts to make final statements from conclusions.
1) To put it in the words of Albert a) ‘Look for your choices, pick the
Einstein, best one, then go with it.’
2) I would like to finish my talk b) with an important question.
3) Let me go back to c) about the new branch in Tokyo?
4) So, now it’s d) get down to work!
5) Remember that story I told you e) what I said at the start of this talk.
6) As the famous basketball coach f) ‘The important thing is not to stop
Pat Riley said: questioning.’
7) OK, and now let’s g) up to you.

Dealing with Questions

Asking for clarification
If you do not understand the question, politely ask the person to repeat or
explain it.
 I’m sorry. Could you repeat your question, please?
 I’m afraid I didn’t quite catch that.
 I’m afraid I don’t quite understand your question.

Avoiding giving an answer

Sometimes you may not want to answer a question, perhaps because it’s the
wrong time for it or the question is irrelevant. When avoiding giving an answer,
make sure that your tone of voice is friendly and your reply is polite.
 If you don’t mind, I’d prefer not to discuss that today.
 Perhaps we could deal with this after the presentation/at some other
time.
 I’m afraid that’s not really what we’re here to discuss today.

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 Admitting that we do not know the answer
 Sorry, that’s not my field. But I’m sure Peter Bott from Sales could
answer your question.
 I’m afraid I don’t know the answer to your question, but I’ll try to find
out for you.
 I’m afraid I’m not in a position to answer that. Perhaps Maria could
help.

Reforming questions
It is sometimes necessary to reformulate a question or say it in another
way before answering it. This not only gives us time to think, but it also allows
us to make sure we have understood the question. With a large or noisy audience,
it allows the other participants to hear the question again and finally, it gives us
the chance to change the tone of the question.
We can use the following phrases and the techniques in the table below
to reformulate questions:
 I see. So, what you’re asking is: ....
 If I understand you correctly, you want to know ....
 OK, let me just repeat your question so everybody can hear it.
 If I could just rephrase your question, ....

C. LET’S PRACTICE
Practice 1
The project manager of a construction company is giving a presentation to his
colleagues. Put the sentences in the right order. Then check the answers with the
class.
a. This morning I’d like to update you on the current status of work at the
construction site. The information I give you today should help you
with planning your next steps.
b. For those of you who don’t know me, my name is Gordon Selfridge.
Let me just write that down for you. OK. I’m the project manager in
charge of the Bak Tower building project in Dubai.
c. I’ve divided my presentation into three parts.
1 d. Hello, everyone.
e. Then I’ll move on to the problems we’re facing with our local
suppliers.
f. First of all, let me thank you all for coming here today. I’m aware that
you’re all busy preparing for the annual meeting this week, so I really
appreciate you taking the time to be here.
g. I’ll start off by showing you some photos of the building site and
discussing the progress we’ve made since January.

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 h. My talk should take about 30 minutes. Please feel free to interrupt me
at any time with questions.
i. I’ll end with some ideas for reducing labor costs that we’ve been
looking into.
j. Oh, and don’t worry about taking notes. I’ll be handing out copies of
the PowerPoint slides.

Practice 2: Describe the graph below by including:

 A general opening statement including a reference to the visual
 A description or explanation of the content
 A concluding statement with evaluation

Figure 3: Average life expectancy (years) in UK, 1841-2005

Pic. Source: Oxford EAP Upper-Intermediate/B2

D. LET’S DO THIS
Giving a Short Presentation
Select one topic from the following four options to give a short presentation
(maximum five minutes).
Options: Agent Recruitment, Intelligence Cycle, Propaganda in Intelligence Field,
Interception of Communication
Preparing your presentation:
a) Be clear about your opening (welcome audience, introduce yourself, say
what the topic is, explain why audience will be interested, structure your
presentation)
b) Make sure your talk uses signposting language and other useful
expressions that you have learned in this unit.

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c) End your presentation by following this sequence: signal the end of your
presentation, summarize the key points, make your final statement, invite
questions
d) Prepare slides that are clear and simple. Use appropriate signposting
language to refer to and describe the slides and any visuals you use.
e) Practice giving the presentation and time yourself.
f) Speak naturally and clearly.
g) Use eye-contact well

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