LALU ALI WARDANA, M.Ed.
AGUS SAPUTRA, M.Pd.
CONTENTS
UNIT 1 CUSTOMS
UNIT 2 EDUCATION
UNIT 3 ENTREPRENEURS
UNIT 4 POLLUTION
UNIT 5 MASS MEDIA
UNIT 6 LAW AND SOCIETY
UNIT 7 COMPUTER
UNIT 8 INTERNET
UNIT 9 ENERGY
UNIT 10 ECONOMY
UNIT 11 TOURISM (I)
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UNIT 1
CUSTOMS
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Are these statements TRUE or FALSE for people in your country?
a . Whe n we m e e t so m e o ne fo r the first time , we sha ke ha nd s.
b . Frie nd s kiss o n b o th c he e ks whe n the y m e e t o r whe n the y sa y g o o d b ye . c . We o fte n invite p e o p le to o ur ho m e fo r a m e a l.
d . If yo u a rra ng e d to d o so m e thing with frie nd s, it is O K to b e a little la te . e . Yo u sho uld no t ya wn in p ub lic .
f. We c a ll m o st p e o p le b y the ir first na me .
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Work with a partner. Follow the following rules:
• Lo o k a t Re a d ing te xt 1 o n the ne xt p a g e a s m a ny tim e s a s yo u like to find the a nswe rs.
• Do no t a nswe r in full se nte nc e s.
Answer these question based on the text.
a . Wha t na tio na lity d o yo u think the p e o p le in the te xt a re ?
b . List so m e o f the c lo the s yo u think wo m e n sho uld n’ t we a r in Asia n a nd Muslim c o untrie s!
c . Is yo ur m a in m e a l o f the d a y the sa m e a s in Ita ly o r Sp a in?
d . In whic h c o untry d o the y p re fe r no t to d isc uss b usine ss d uring m e a ls? e . Wha t a re so m e o f the rule s o f b usine ss c a rd s?
f. Why is it no t a g o o d id e a to sa y to yo ur Ja p a ne se b usine ss c o lle a g ue s “ I d o n’ t fe e l like sta ying o ut la te to nig ht.” ?
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A WORLD GU I DE T O
Good M a nne rs
How not to behave badly abroad
By Norman Ramshaw
Travelling to all corners of the world gets easier and easier. We live in a global village, but this doesn’t mean that we all behave in the same way
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CUSTOMS
Why d o m a ny p e o p le sha ke ha nd s whe n the y m e e t? Why d o Ja p a ne se b o w to e a c h o the r in g re e ting ? The y a re fo llo wing c usto m s. C usto ms a re wa ys o f a c ting a nd living – le a rne d a nd fo llo we d b y a g re a t m a ny p e o p le tha t ha ve c o m e d o wn fro m g e ne ra tio n to g e ne ra tio n. C usto ms o fte n c ha ng e a s time g o e s b y a nd the live s o f p e o p le c ha ng e .
Ho w d o e s a c usto m sta rt? Ma ny d e ve lo p b e c a use p e o p le find the m the e a sie st, m o st c o nve nie nt wa y to d o thing s. Fo r e xa m p le , it its a c usto m to c lo se sc ho o ls d uring the summ e r. This p ra c tic e wa s b e g un so tha t c hild re n c o uld he lp with the ha rve st. So me c usto m s b e g in b e c a use so m e p e o p le b e lie ve c e rta in wa ys o f b e ha ving a re p ro p e r a nd g o o d . O the r c usto m s c o m e fro m re lig io us b e lie fs.
So m e a re ta ke n m o re se rio usly tha n o the rs. So m e ha ve b e c o me la ws o f the la nd . The se a re so m e tim e s c a lle d “ m o re s” , the La tin wo rd fo r “ c usto ms” . Ma ny writte n la ws ha ve c o m e fro m m o re s, a nd p e rso ns who b re a k the se la ws a re p unishe d . Fo r e xa m p le , p e o p le in m o st c o untrie s d rive the ir c a rs o n the rig ht-ha nd sid e o f the ro a d . The y c a n b e a rre ste d o r ha ve a c c id e nts, if the y d rive o n the le ft sid e . In so me Afric a n trib e s, it is c o nsid e re d p ro p e r fo r a m a n to ha ve m o re tha n o ne wife a t a time , b ut this p ra c tic e o f p o lyg a m y is a g a inst the la w in the Unite d Sta te s.
So m e c usto m s a re sho rt’ -live d a nd c a n re a lly b e c a lle d fa shio ns. Suc h fa shio ns m a y inc lud e wa ys o f d re ssing , le ng th o f ha ir, a nd b e a rd s. The c usto m o f sha king ha nd s whe n yo u m e e t so m e o ne ma y ha ve b e g un in the d a ng e ro us d a ys o f knig ht ho o d . Whe n o ne knig ht m e t a no the r, the y wo uld sha ke ha nd s to p ro ve the y we re no t c a rrying hid d e n we a p o ns.
Pe o p le e ve n p ra c tic e a fe w c usto ms tha t we re o rig ina lly sup e rstitio ns. Sup e rstitio ns a re unsc ie ntific b e lie fs tha t c e rta in a c tio ns will c a use g o o d luc k, ha p p ine ss, b a d luc k, d e a th, p a in, o r o the r e ve nts. Fo r e xa m p le , yo u ha ve p ro b a b ly b e e n to ld it is rud e to p o int a t p e o p le . Pe o p le o f a nc ie nt time s b e lie ve d p o inting a t so m e o ne wa s a wa y o f killing tha t p e rso n b y m a g ic .
Young Students Learning Library vol. 7
Glossary
Be lie f : ke p e rc a ya a n
Bo w : m e nund uk
C o nve nie nt : se sua i, c o c o k
Fa shio n : p a ka ia n
Po inting : m e nunjuk
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Decide whether the statements below are true or false referring to the passage above.
__________ 1. Eve ry c o untry ha s d iffe re nt c usto m s.
__________ 2. In e ve ry c o untry we me e t so m e o ne we ha ve to sha ke ha nd s e a c h o the r.
__________ 3. Pe o p le will b e p unishe d if the y b re a k la ws a nd c usto ms.
__________ 4. It is fo rb id d e n fo r a m a n to ha ve m o re tha n o ne wife a t a time in se ve ra l Afric a n c o untrie s.
__________ 5. Sup e rstitio ns c a n b e p ro ve d sc ie ntific a lly. __________ 6. Re lig io us b e lie fs a re so urc e s o f c usto m s.
__________ 7. During the sum m e r c hild re n a vo id g o ing to sc ho o l fo r the ha rve st in c e rta in c o untrie s.
__________ 8. Po lyg a m y is a llo we d in the US la ws. __________ 9. C usto m s a re c a lle d “ mo re s” in La tin.
__________ 10.Se ve ra l c o untrie s d rive the ir c a rs o n the le ft-sid e o f the ro a d .
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Wo rk with a p a rtne r. Te ll yo ur p a rtne r a b o ut c usto m s in yo ur c o untry/ p ro vinc e / to wn/ villa g e . Do yo u ha ve sp e c ia l c usto ms in yo ur ne ig hb o rho o d ? C o m p a re yo ur a nswe rs with yo ur p a rtne r’ s, a nd m a ke no te s.
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UNIT 2
EDUCATION
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Wo rk with a p a rtne r. Im a g ine tha t b o th o f yo u a re g o ing to stud y a b ro a d . Ma ke a list o f imp o rta nt wo rd s tha t a re a sso c ia te d with stud ying , e sp e c ia lly a b ro a d . Yo u m ust a t le a st write 5 im p o rta nt wo rd s.
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Ha ve yo u e ve r tho ug ht o f stud ying Po rtug ue se in Rio d e Ja ne iro o r le a rning to p a int like Va n G o g h in Pro ve nc e ? No n-c re d it stud y a b ro a d c o urse s a re a va ila b le to p e o p le o f a ll a g e s a nd le ve ls.
La st sp ring , I e nro lle d in a two -m o nths, no n-c re d it, Ita lia n la ng ua g e c o urse in Ro m e . Afte r I re turne d fro m Ita ly, I g e t p ro fic ie nc y in the la ng ua g e a nd inte rna tio na l e xp e rie nc e s.
“ Le a rning a b o ut a to p ic in its ‘ na tura l e nviro nm e nt’ a lwa ys p ro vid e s a ne w p e rsp e c tive ,” sa ys Liz She a re r, p ro g ra m s a ssista nt in the Stud y Ab ro a d o ffic e a t To wso n Unive rsity in Ba ltim o re . “ The c o mb ine d c ultura l a nd a c a d e m ic c o m p o ne nts o f a stud y a b ro a d p ro g ra m p ro vid e a n inva lua b le le a rning e xp e rie nc e .”
No n-c re d it c o urse s c a n ra ng e in le ng th fro m o ne we e k to se ve ra l m o nths. “ Sho rt-te rm p ro g ra ms (two to thre e we e ks) c a n g re a tly e nha nc e the le a rning e xp e rie nc e o f a to p ic if re la te d to the lo c a tio n o f the p ro g ra m ,” sa ys She a re r. Stud e nts ha ve the o p p o rtunity to le a rn in a fe w sho rt we e ks wha t m ig ht ta ke se ve ra l m o nths in the ir ho m e c o untry.
Sc ho o ls va ry in the le ve l o f p e rso na l se rvic e s the y p ro vid e to the ir stud e nts. The le ve l o f se rvic e g e ne ra lly c o rre la te s to the p ric e o f the c o urse . In Ita ly, I fo und tha t a lm o st a ll o f the sc ho o ls he lp stud e nts find ho using , a t le a st with a ho st fa m ily.
So m e sc ho o ls invo lve the m se lve s m o re in the p riva te live s o f the stud e nts, ho we ve r. The y a c tua lly se c ure ho using fo r the stud e nt. The y ha ve se ve ra l a c tivitie s p e r we e k suc h a s m o vie nig hts, d inne rs a t lo c a l re sta ura nts a nd b us trip s o n the we e ke nd s.
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Read the sentences below, then determine whether they are True (T) or False (F).
1. No n-c re d it stud y a b ro a d c o urse s a re a va ila b le fo r p e o p le o f a ll a g e s. 2. Le a rning a b ro a d p ro vid e s yo u with a n inte rna tio na l e xp e rie nc e .
3. Usua lly, no n-c re d it c o urse s c a n ra ng e in le ng th fro m o ne we e k to se ve ra l m o nths.
4. The c o urse s, whic h a re e xp e nsive , ha ve no a d va nta g e s a t a ll.
5. So m e la ng ua g e sc ho o ls a rra ng e trip s to the m use ums, m o vie s a nd e ve n d inne rs a t lo c a l re sta ura nts.
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Describing Diagrams and TablesDia g ra m s a nd ta b le s a lwa ys sho w fig ure s o r num b e rs. The se numb e rs the n c a n b e c o m p a re d in o rd e r to find o ut a b o ut a c e rta in issue .
Exa m p le : Fro m a ta b le sho wing the numb e r o f m a le a nd fe ma le stud e nts in a unive rsity, we c a n kno w whe the r the re a re m o re m a le o r fe ma le stud e nts. The n, yo u c a n c o m p a re the ta b le with the o ne fro m the p re vio us ye a r to kno w whe the r the re is a n inc re a se o r d e c re a se numb e r o f stud e nts.
The ve rb s yo u will o fte n se e in d e sc rib ing ta b le s o r d ia g ra m s: to re ma in c o nsta nt / unc ha ng e d , inc re a se / rise , d e c re a se / fa ll.
Yo u c a n a lso sa y:
• The re a re more / fewer ( fe m a le stud e nts) tha n ( m a le stud e nts) • X% o f ( the stud e nts a re fro m Ind o ne sia )
• The biggest percentage is tha t o f ( fe m a le stud e nts)
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Describe the tables below. You must make at least five descriptions and must not describe the same thing twice.
Ta b le 1: The num b e rs o f a p p lic a tio ns, a p p lic a nts a nd a c c e p te d a p p lic a nts
1999 2000 2001 2002 2003
Applications 1,974,747 1,943,181 1,959,879 1,978,659 2,046,131
Applicants 442,931 442,028 453,833 461,365 476,467
Accepted Applicants
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10 Afte r c o m p le ting the fo rm , write yo ur re a so ns fo r c ho o sing a c e rta in la ng ua g e . Try to a nswe r the se p o ints in yo ur c o m p o sitio n, whic h m ust no t e xc e e d 100 wo rd s. He re a re se ve ra l q ue stio ns to c o nsid e r:
• Wha t la ng ua g e (s) d o yo u p re fe r? • Why d o yo u c ho o se the la ng ua g e (s)?
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UNIT 3
ENTREPRENEURS
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Jot down all the things associated with two of these following words:
• Bill G a te s • Bo b Sa d ino
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ENTREPRENEURS
An e ntre p re ne ur is a p e rso n who ta ke s the risk o f sta rting a nd o p e ra ting a b usine ss fo r the p urp o se o f m a king p ro fit. Altho ug h ind ivid ua l fro m b usine sse s e a rn p ro fit b y p ro vid ing c o nsum e rs with a d e sire d p ro d uc t o r se rvic e , m o nth ye a rs o f ha rd wo rk a re o fte n ne e d e d b e fo re a p ro fit is e a rne d .
So m e p e o p le wo uld ra the r wo rk fo r the o the rs, while o the r p e o p le p re fe r to wo rk fo r the m se lve s. Entre p re ne urs who p re fe r se lf-e mp lo ym e nt e njo y the fre e d o m a nd ind e p e nd e nc e tha t c o m e fro m b e ing the ir o wn b o sse s a nd fro m m a king the ir o wn d e c isio ns. Eve n whe n the ir b usine sse s a re no t im m e d ia te ly suc c e ssful, the y d o no t g ive up . In fa c t, so m e e ntre p re ne urs who a re e ve ntua lly suc c e ssful o fte n e xp e rie nc e d unsuc c e ssful sta rt-up s. Ho we ve r, the y le a rne d fro m the ir mista ke s a nd sta rte d o ve r.
Entre p re ne urs a re se lf-sta rte rs who ha ve p le nty o f e ne rg y a nd e njo y wo rking o n the ir o wn. The y like to ta ke c ha rg e o f situa tio n a nd usua lly wo rk ha rd a nd fo r lo ng p e rio d s in o rd e r to me e t the ir g o a ls. Entre p re ne urs a re a lso g o o d thinke rs, o fte n c o m ing up with ne w id e a s a nd ne w wa ys to so lve the p ro b le ms. Mo st suc c e ssful sm a ll b usine ss o wne rs like p e o p le a nd p e o p le like the m . As a re sult, the y a re o fte n c o m m unity le a d e rs.
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Find the synonyms of the italic words, phrases, or clauses in the text.
1. The o wne r m a na g e r has to find the answer to the problem.
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Brainstorming and ClusteringBra insto rm ing is writing a s m a ny wo rd s o r p hra se s a s yo u c a n think o f a b o ut a to p ic . Whe ne ve r yo u b ra insto rm , think whe the r yo u c a n b re a k a n id e a into sm a lle r id e a s. Fo r e xa mp le , whe n yo u a re b ra insto rm ing a b o ut a to p ic “ Ne w b usine ss” , im a g ine tha t yo u a re p utting “ liste ning to m usic ” o n yo ur list. Ho w d o yo u b re a k this id e a d o wn?
Liste ning to m usic : • Ja zz m usic • C la ssic a l m usic • Po p Music
“ Liste ning to m usic ” is the g e ne ra l id e a whic h c a n e xp la in m o re a b o ut the to p ic , while ja zz m usic , c la ssic a l m usic , a nd p o p music a re the sp e c ific id e a s to g ive m o re info rma tio n a b o ut the g e ne ra l id e a .
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No w lo o k a t the e xa mp le o f a stud e nt’ s b ra insto rm ing no te b e lo w
To p ic : The c usto m o f we lc o m ing a b a b y in my fa m ily
• m ust nurse the b a b y
• m ust g o to the ho sp ita l im m e d ia te ly • m ust c o nsult the fa m ily d o c to r re g ula rly
• m ust p re p a re a c e re mo ny to e xp re ss g ra titud e to G o d • m ust e a t he a lthy fo o d a nd vita mins
• m ust d e c id e the na m e o f the b a b y • m ust p e rfo rm sp e c ific e xe rc ise s • m ust te ll the e ld e rs a b o ut the b irth • m ust c irc umc ise the b a b y if it is a b o y
No tic e tha t a ll the id e a s a re sc a tte re d ; m o re o ve r, the re a re no g e ne ra l id e a s to ke e p the sp e c ific o ne s to g e the r. The stud e nt the n p uts re le va nt sp e c ific id e a s to g e the r, a nd p ro vid e s g e ne ra l id e a s fo r the m . Be lo w is the stud e nt’ s fina l b ra insto rm ing no te , with so m e a d d itio ns a nd re visio ns o n the id e a s.
The custom of welcoming a baby in my family
General idea: The c usto m s in the p re -na ta l p e rio d
15 • m ust c o nsult the fa m ily d o c to r re g ula rly
• m ust e a t he a lthy fo o d a nd vita mins • m ust p e rfo rm sp e c ific e xe rc ise s
General idea: The c usto m s in the d e live ring p e rio d
Specific ideas:
• m ust g o to the ho sp ita l im m e d ia te ly • m ust d e c id e the na m e o f the b a b y • m ust te ll the e ld e rs a b o ut the b irth
Generalidea: The c usto m s in p o st-na ta l p e rio d
Specific ideas:
• m ust nurse the b a b y
• m ust c irc umc ise the b a b y if it is a b o y
• m ust p re p a re a c e re mo ny to e xp re ss g ra titud e to G o d
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1. Ple a se c ho o se a to p ic o f yo ur o wn inte re st.
2. Afte r yo u c ho o se the to p ic , sta rt the b ra insto rm ing se ssio n. Write a s m a ny a s p o ssib le . Do no t b o the r to a rra ng e the id e a s; yo u c a n d o it la te r.
3. Sta rt to p ut the id e a s into g ro up s. Bre a k d o wn g e ne ra l id e a s into sm a lle r o ne s, a nd p ro vid e a g e ne ra l id e a fo r se ve ra l sp e c ific id e a s.
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UNIT 4
POLLUTION
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:Answer the questions below.
1. Ha ve yo u e ve r visite d a b ig c ity? Did yo u e ve r c o mp a re the b ig c ity with the sm a ll o ne ?
2. Did yo u fe e l so m e thing d iffe re nt a b o ut the a ir in a b ig a nd sm a ll c ity?
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THE CAUSE OF AIR POLLUTION
Po llute d a ir is fo und in m o st c itie s. Burning c o a l, o il, a nd na tura l g a s c a use s it. Po llute d a ir is no t o nly unp le a sa nt, b ut a lso ha rm ful. Po llute d a ir c a n c a use re sp ira to ry infe c tio ns, lung c a nc e r, a lle rg ie s, a nd o the r d ise a se . Po llute d a ir a lso ha rm s p la nts a nd c ro p fie ld s.
Mo to r ve hic le s a re a m a jo r so urc e o f a ir p o llutio n in the Unite d Sta te s. C a rb o n m o no xid e , hyd ro c a rb o ns, a nd nitro g e n o xid e s a re the m a in p o lluta nts in a uto e xha ust. The y a re the re sults o f b urning g a so line in a c a r’ s e ng ine .
C a rb o n m o no xid e is a c o lo rle ss, o d o rle ss g a s. It is p o iso no us. C a rb o n m o no xid e g a s in a uto e xha ust c a n c a use suffo c a tio n. Hyd ro c a rb o ns a nd nitro g e n o xid e s a re g a se s, whic h c a use p ho to c he m ic a l sm o g re sults fro m a c he m ic a l c ha ng e , whic h o c c urs in the se g a se s in the p re se nc e o f sunlig ht. O ne o f the p ro d uc ts o f the c ha ng e is o zo ne g a s. O zo ne irrita te s the lining s o f the no se a nd thro a t. It m a ke s o ne ’ s e ye s wa te r a nd sting . Ma ny c itie s ha ve p ho to c he mic a l sm o g . So m e time s no wind b lo ws a nd the a ir still e xists fo r a lo ng tim e . Whe n this o c c urs, p ho to c he m ic a l sm o g c a n b uild up q uic kly to d a ng e ro us a m o unts. The sm o g c a n c a use sic kne ss a nd d e a th.
The d e sig n o f the g a so line e ng ine ha s b e e n c ha ng e d so m e wha t to re d uc e a ir p o llutio n fro m e xha ust. So m e g o ve rnme nts re q uire tha t a uto m o b ile e ng ine s me e t c e rta in p o llutio n sta nd a rd s. To m e e t the se sta nd a rd s, a ntip o llutio n d e vic e s a re ne e d e d to the e ng ine s. The se he lp to re d uc e the ha rm ful g a se s re le a se d in a uto e xha ust.
So m e g a so line c o nta ins le a d . Whe n le a d is p re se nt in g a so line , it b e c o m e s a p o lluta nt in e xha ust. Le a d p o lluta nts in the a ir c a n b e p e rm a ne nt d a m a g e to the b ra in. Ne w c a rs a re d e sig ne d to use lo w-le a d o r le a d -fre e g a so line .
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UNIT 5
MASS MEDIA
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C ho o se a p a rtne r. Ha ve yo u he a rd a b o ut m a ss m e d ia ? Answe r the fo llo wing q ue stio ns.
• Do yo u re g ula rly re a d a ny m a g a zine s? Wha t kind s o f to p ic s d o the y c o ve r? • Do yo u o fte n re a d a ne wsp a p e r? Why/ why no t?
• In whic h kind s o f c irc um sta nc e s d o yo u usua lly liste n to the ra d io ? Wo uld yo u like to liste n m o re o fte n? Why/ why no t?
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EFFECTS OF MASS MEDIA
The m a ss me d ia ha ve a n im p o rta nt ro le in mo d e rn d e m o c ra tic so c ie ty a s the m a in c ha nne l o f c o mm unic a tio n. The p o p ula tio n re lie s o n the ne ws m e d ia a s the m a in so urc e o f info rma tio n a nd the b a sis o n whic h the y fo rm the ir o p inio ns a nd vo ting d e c isio ns. Ac c o rd ing to c ultura l se le c tio n the o ry, a ny se le c tio n o f m e ssa g e s in the m a ss m e d ia will thus ha ve a p ro fo und e ffe c t o n the e ntire so c ie ty.
C o m p e titio n ha s b e c o m e inc re a sing ly ke e n in the a re a o f the m a ss m e d ia a s the y ke e p fig hting fo r the a tte ntio n o f the re a d e rs, liste ne rs, a nd TV-vie we rs. The life a nd d e a th o f e a c h ne wsp a p e r a nd TV sta tio n is a t sta ke he re whe n the inc o me fro m a d ve rtising a nd sp o nso ring is p ro p o rtio na l to the numb e r o f re a d e rs o r vie we rs. The p rinte d me d ia ha ve p ro b le m s c o m p e ting with the e le c tro nic m e d ia a s so urc e s o f ne ws. In o rd e r to survive , the y a re inc re a sing ly turning to o the r stra te g ie s suc h a s e nte rta inme nt, sc a nd a ls, sp re a d ing fe a r, a nd sp e nd ing fe we r re so urc e s o n se rio us re se a rc hing o f ne ws. This is no t o nly a b o ut the surviva l o f the fitte st o f the ne ws m e d ia ; it is a lso a b o ut c ultura l se le c tio n a nd p o litic a l se le c tio n.
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Sta rt a d isc ussio n in g ro up o f thre e o r fo ur. Assig n o ne p e rso n a s the le a d e r o f the d isc ussio n. C ho o se o ne o f the fo llo wing d isc ussio n p o ints.
• Do la rg e m e d ia o rg a niza tio ns ha ve to o m uc h influe nc e ?
• Are the ne ws so urc e s a va ila b le g e tting b e tte r o r wo rse ? Wha t a b o ut the c o nte nt o f a n a ve ra g e ne wsp a p e r o r te le visio n c ha nne l?
• Ho w re lia b le a re ne wsp a p e rs, te le visio n ne ws a nd the inte rne t a s ne ws so urc e s, d o yo u think?
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UNIT 6
LAW AND SOCIETY
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Answe r the q ue stio ns b e lo w:
1. Why d o e s e ve ry c o untry ne e d la w?
2. Wha t will ha p p e n if the re is no la w in a c o untry?
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Law and Society
O ne o f the m a ny wa ys in whic h so c ie tie s c a n b e d isting uishe d fro m a nim a l g ro up is b y re fe re nc e to the so c ia l rule . We e a t a nd sle e p a t c e rta in inte rva ls; we wo rk o n c e rta in d a ys fo r c e rta in p e rio d s; o ur b e ha vio r to wa rd o the rs is c o ntro lle d , d ire c tly a nd ind ire c tly; thro ug h m o ra l sta nd a rd s, re lig io us d o c trine s, so c ia l tra d itio ns a nd le g a l rule s. To ta ke o ne sp e c ific e xa mp le : we m a y b e b o rn with a ‘ m a ting instinc t’ , b ut it is thro ug h so c ia l rule s tha t the a tte m p t is m a d e to c ha nne l this ‘ instinc t’ into the m o st so c ia lly a c c e p ta b le fo rm o f re la tio nship -he te ro se xua l m a rria g e .
Ma rria g e is a g o o d e xa m p le o f the wa y in whic h so c ia l rule s g o ve rn o ur live s. No t o nly is the m o no g a m o us (o ne m a n / o ne wo m a n) m a rria g e sup p o rte d b y the p re d o m ina nt re lig io n; it is a lso ma inta ine d thro ug h m o ra l rule s (he nc e the id e a o f unm a rrie d c o up le s living to g e the r b e ing ‘ wro ng ’ ) a nd b y the o p e ra tio n o f rule s o f la w whic h d e fine a nd c o ntro l the fo rma litie s o f the m a rria g e c e re m o ny, la y d o wn who c a n a nd who c a nno t le g a lly ma rry, sp e c ify the c irc um sta nc e whe re b y d ivo rc e m a y b e o b ta ine d , d e fine the rig hts to m a trim o nia l p ro p e rty up o n m a rita l b re a k d o wn a nd so o n.
24 • The m id d le : se ve ra l se nte nc e s tha t e xp la in a nd illustra te the to p ic se nte nc e , • The e nd : a c o nc lusio n tha t d ra ws to g e the r the p o int m a d e in the p a ra g ra p h.
An End: c a lle d the C o nc lusio n. This p a ra g ra p h c o m p le te s the e ssa y. A re vie w o f the the sis sta te me nt o r to p ic se nte nc e s is writte n o n this p a ra g ra p h. Ho we ve r d o no t simp ly re c o p y the p re vio us sta te m e nts. The c o nc lusio n m a y a lso c o nta in a s
prediction b a se d o n m a te ria l in the e ssa y, a solution to a p ro b le m sta te d in the e ssa y, o r a recommendation.
He re is m o re e xp la na tio n:
I. Introduction
G e t the re a d e r's a tte ntio n – a sk a le a d ing q ue stio n; re la y so me thing e ntic ing a b o ut the sub je c t in a m a nne r tha t c o m ma nd s a tte ntio n. Yo u c o uld sta rt with a re la te d q uo te , a lluring d e sc rip tio n, o r na rra tive .
Thesis Statement
Sta te the the sis – wha t yo u a re g o ing to d isc uss. Yo u c o uld sta te the c a use s a nd e ffe c ts to b e d isc usse d ; c o m p a riso n o f sub je c t X a nd sub je c t Y; yo ur p o sitio n o n the issue ; yo ur p ro p o sa l if a p p lic a b le ; a nd the m a in p o ints tha t will d e ve lo p yo ur a rg ume nt.
II. Body
1. First Po int, To p ic se nte nc e , Exp la na tio n
a . Sup p o rting e vid e nc e (e xa m p le s, fa c ts, the o rie s, sta tistic s, q uo te d a utho ritie s, d e ta ils, re a so ns, e tc .)
b . Sup p o rting e vid e nc e c . (C o nc lusio n a nd le a d -in)
2. Se c o nd Po int a . Sup p o rt b . Sup p o rt c . o p tio na l
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III. Conclusion
Sum m a rize yo ur the sis a nd ho w yo ur e vid e nc e sup p o rts yo ur p o ints. Re -e m p ha siz-e yo ur th-e sis in a fr-e sh wa y, sho wing ho w yo u ha v-e a c hi-e v-e d yo ur p urp o s-e . Yo u m a y wish to a p p e a l to the re a d e r to se e ho w yo u ha ve c o m e to a lo g ic a l c o nc lusio n, o r m a ke a m e m o ra b le fina l sta te m e nt.
ESSAY OUTLINE SAMPLE TEMPLATE
I. Introduction
__________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________
Thesis Statement
__________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________
II. Body
1. First Po int _____________________________________________________
a . ________________________________________________________
b . ________________________________________________________
c . (C o nc lusio n a nd le a d -in) ____________________________________
2. Se c o nd Po int ___________________________________________________
a . ________________________________________________________
b . ________________________________________________________
26 3. Third Po int _____________________________________________________
a . ________________________________________________________
b . ________________________________________________________
c . (C o nc lusio n) _____________________________________________
III. Conclusion
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UNIT 7
COMPUTER
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Answer the following questions.
1. Do yo u use c o m p ute rs ve ry m uc h? 2. Wha t d o yo u use c o m p ute rs fo r?
3. Wha t d o yo u d o whe n yo ur c o m p ute r ha s p ro b le m s?
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COMPUTER SECURITY
The re q uire me nt o f info rm a tio n se c urity within a n o rg a niza tio n ha s und e rg o ne two m a jo r c ha ng e s in the la st se ve ra l d e c a d e s. First, with the intro d uc tio n o f the c o m p ute r, the ne e d fo r a uto m a te d to o ls fo r p ro te c ting file s a nd o the r info rm a tio n sto re d o n the c o mp ute r b e c a m e e vid e nt. This is e sp e c ia lly the c a se fo r a sha re d syste m , suc h a s a tim e -sha ring syste m , a nd the ne e d is e ve n m o re a c ute fo r syste ms tha t c a n b e a c c e sse d o ve r p ub lic te le p ho ne ne two rk, d a ta ne two rk, o r the inte rne t. The g e ne ric na me fo r the c o lle c tio n o f to o ls d e sig ne d to p ro te c t a nd to thwa rt ha c ke rs is c o mp ute r se c urity.
The se c o nd m a jo r c ha ng e is the intro d uc tio n o f d istrib ute d syste m a nd the use d syste ms a lso the use o f ne two rks a nd c o m m unic a tio ns fa c ilitie s fo r c a rrying d a ta b e twe e n te rmina l use r to c o m p ute r a nd b e twe e n c o m p ute r to c o mp ute r. Ne two rk se c urity m e a sure s a re ne e d e d to p ro te c t d a ta d uring the tra nsm issio n. In fa c t, the te rm ne two rk se c urity is so m e wha t m isle a d ing , b e c a use virtua lly a ll b usine ss, g o ve rnme nt, a nd o rg a niza tio ns inte rc o nne c t the ir d a ta p ro c e ssing e q uip me nt with a c o lle c tio n o f inte rc o nne c te d ne two rks. Suc h a c o lle c tio n is o fte n re fe rre d to a s a n inte rne t, a nd the te rm inte rne t se c urity is use d .
The re a re no c le a r b o und a rie s b e twe e n the se two fo rms o f se c urity. Fo r e xa m p le , o ne the mo st p ub lic ize d typ e s o f a tta c k o n info rma tio n syste m s is the c o m p ute r virus. A virus m a y b e intro d uc e d into a syste m p hysic a lly whe n it a rrive s o n a fla sh d rive a nd is sub se q ue ntly o nto c o mp ute r. Viruse s ma y a lso a rrive o ve r a n inte rne t. In e ithe r c a se , o nc e the virus is re sid e nt o n a c o mp ute r se c urity to o ls a re ne e d e d to d e te c t a nd re c o ve r fro m the virus.
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Glossary:
Bo und a rie s : b a ta sa n
Evid e nt : je la s
G e ne ric : um um
Inte rc o nne c t : sa ling te rhub ung Misle a d ing : m e nye sa tka n
Ne two rk : ja ring a n
Re c o ve r : m e m ulihka n
Re sid e nt : p e ng huni
Sub se q ue ntly : b e rikutnya
Thwa rt : m e ng ha la ng i
Und e rg o ne : m e ng a la mi
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Read the following statements and write YES if the statement agrees with the text, NO if the statement contradicts with the text, NOT GIVEN if the statement is not available in the text.
1. _______ The info rma tio n se c urity syste m is sta tic in the la st se ve ra l d e c a d e s.
2. _______ Ne two rk se c urity syste m is ve ry c ruc ia l fo r p ro te c ting the d a ta .
3. _______ The re a re no sp e c ific b o rd e rs b e twe e n two fo rm s o f se c urity.
4. _______ O nly fla sh d rive c a n m ultip ly viruse s.
5. _______ We ne e d to use m a ny fla sh d rive s in o rd e r to p ro te c t o ur c o mp ute r.
6. _______ Virus c a n b e sp re a d o ut thro ug h fla sh d rive .
7. _______ Ma king a virus is a c rimina l c o nd uc t.
8. _______ Inte rne t c a nno t b e infe c te d b y a virus.
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Skimming and understanding Main IdeasWha t yo u ha ve just d o ne is a c tua lly simila r to a re a d ing te c hniq ue c a lle d skim ming . Skim ming is a fa st re a d ing te c hniq ue tha t c a n he lp yo u to :
• Re a d m o re q uic kly
29 Ho w d o yo u skim a re a d ing te xt?
• Re a d the title , sub title s, a nd sub he a d ing to find o ut wha t the te xt is a b o ut. • Lo o k a t the illustra tio ns (if a ny) to five yo u furthe r info rm a tio n a b o ut the to p ic . • Re a d the first a nd la st se nte nc e o f e ve ry p a ra g ra p h.
• Do no t re a d e ve ry wo rd o r e ve ry se nte nc e . Le t yo ur e ye s skim o ve r the te xt, ta king in ‘ ke y wo rd s’ .
• C o ntinue to think a b o ut the m e a ning o f the te xt.
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Re -re a d the re a d ing te xt, a nd try to find the m a in id e a s o f the te xt. Write the m a in p o ints b e lo w:
1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
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Wo rk with a p a rtne r. In turns, te ll yo ur p a rtne r the ste p s o f ho w to use a c o m p ute r. Do yo u ha ve a c e rta in p ro g ra m in yo ur c o m p ute r? If yo u d o , te ll yo ur p a rtne r ho w to use the p ro g ra m .
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UNIT 8
INTERNET
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1. Ha ve yo u e ve r se nt a n e -m a il to yo ur frie nd ?
2. Is the re e tiq ue tte fo r yo u to fo llo w in writing the e -ma il?
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NETIQUETTE – INTERNET DOS AND DON’TS
Ima g ine yo u re c e ive a n e -ma il tha t lo o ks so m e thing like this: ARE YO U G O ING TO C LASS TO DAY? Ho w d o e s re a d ing this m e ssa g e ma ke yo u fe e l? Why d id the se nd e r use a ll c a p ita l le tte rs? Wa s he o r she a ng ry, o r d id tha t p e rso n just fo rg e t to turn o ff the ‘ C a p s Lo c k’ o n the c o mp ute r? The fa c t is, this e -m a il ‘ so und s’ like the write r is ye lling b e c a use using a ll c a p ita l le tte rs in a n e -m a il is usua lly the wa y tha t p e o p le sho ut o nline . Kno wing whe n a nd whe n no t to use c a p ita l le tte rs is just e xa m p le o f o nline e tiq ue tte – o fte n c a lle d ‘ ne tiq ue tte ’ . Virg inia She a ’ s b o o k, Ne tiq ue tte , list a b a sic se t o f d o s a nd d o n’ ts fo r c o m m unic a ting a p p ro p ria te ly with o the rs in c yb e rsp a c e . The fo llo wing a re so me o f he r sug g e stio ns.
First, a lwa ys re m e m b e r tha t yo u a re se nd ing m e ssa g e to a re a l p e rso n, no t just to a c o mp ute r. Do n’ t typ e a nything tha t yo u wo uld n’ t sa y to so m e o ne ’ s fa c e . Also re m e m b e r tha t the p e rso n who re c e ive s yo ur m e ssa g e c a nno t he a r the to ne o f yo ur vo ic e , o r se e the e xp re ssio n o n yo ur fa c e , so m a ke sure yo ur m e a ning is c le a r.
Do n’ t d o a nything o nline tha t yo u wo uld n’ t d o in re a l life . Do n’ t ta ke a nything witho ut p a ying fo r it, unle ss it’ s fre e . Do n’ t use info rm a tio n tha t so m e o ne e lse ha s writte n, a nd sa y it’ s yo urs. Do n’ t use info rm a tio n tha t so m e o ne e lse ha s writte n, a nd sa y it’ s yo urs. Do n’ t re a d o the r p e o p le ’ s e -ma il – yo u wo uld n’ t o p e n yo ur ne xt-d o o r ne ig hb o r’ s m a ilb o x a nd o p e n the ir m a il, rig ht? Do sha re yo ur kno wle d g e o f the Inte rne t with o the rs. It’ s a b ig p la c e with lo ts o f info rm a tio n, a nd the re a re ma ny ne w thing s to d isc o ve r.
Re m e mb e r tha t p e o p le jud g e yo u b y yo ur wo rd s a s we ll a s yo ur a c tio ns, so d o try to write we ll. G o o d writing skills, a s we ll a s c o rre c t g ra m m a r a nd sp e lling , d o m a tte r. Se nd p o lite , we ll-writte n e -m a il m e ssa g e s to o the rs. If yo u’ re unc e rta in a b o ut ho w to sp e ll a wo rd o r whic h p hra se to use , lo o k it up . The re a re lo ts o f he lp ful b o o ks a nd we b site s.
31 c a n b e inte re sting to re a d , b ut re m e mb e r tha t fig hting o nline o r o ffline is just no t a p p ro p ria te .
Whe n yo u’ re o nline , just a s in ‘ re a l’ life , try to re sp e c t o the r p e o p le ’ s sp a c e , p riva c y, a nd fe e ling s. Re m e mb e r, yo u’ re no t the o nly o ne tra ve lling in this hig hwa y!
Glossary:
C ha t ro o m : rua ng ng o b ro l C yb e rsp a c e : d unia m a ya Etiq ue tte : ta ta c a ra
Hig hwa y : inte rne t
Jud g e : m e nila i
O ffline : tid a k te rhub ung inte rne t O nline : te rhub ung inte rne t
Se nd e r : p e ng irim
Sho ut : b e rte ria k
To ne : na d a
Turn o ff : m e m a tika n
Unle ss : ke c ua li
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Answer the following questions based on the text.
1. Wha t d o e s ne tiq ue tte m e a n?
2. Why d o we ha ve to fo llo w the ne tiq ue tte ? 3. Wha t is the Virg inia She a ’ s b o o k a b o ut?
4. Ho w d o e s the e -ma il so und whe n the write r use c a p ita l le tte rs? 5. Why sho uld no t we re a d o the r p e o p le ’ s e -m a il?
6. Wha t d o e s “ Fla me Wa rs” me a n?
7. Wha t is ‘ Fla me Wa rs” o nline d isc ussio n ina p p ro p ria te ? 8. Wha t d o e s the “ hig hwa y” in the la st line m e a n? 9. Why sho uld o ur m e ssa g e b e c le a r?
10.Wha t is the e sse nc e o f ne tiq ue tte ?
Match the synonyms of the underlined words with the words in the box.
a d vic e s und e rsta nd ing info rma tio n unjust d e live r
d e te rmine m a nne rly turn o f a c tivity m o ve m e nt
d o ub tful unm ista ka b le suita b le c a re ful a c c e p ts
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33 Fo r e xa m p le , fro m the se nte nc e “ She b le w o ft the c a nd le s a nd se rve d the c a ke ” , we c a n infe r tha t g irl is ha ving he r b irthd a y p a rty with o the r p e o p le , e ve n tho ug h the se nte nc e d o e s no t m e ntio n the se thing s.
He re a re fo ur tip s fo r wo rking with infe re nc e s:
• Infe re nc e s usua lly d e p e nd o n und e rsta nd ing the c o nte xt o f the te xt/ c o nve rsa tio n.
• Ma ke sure yo ur infe re nc e s re ly m a inly o n the a utho r’ s wo rd s ra the r tha n yo ur o wn fe e ling s o r e xp e rie nc e . Yo ur g o a l is to re a d the a utho r’ s mind , no t inve nt yo ur o wn m e ssa g e .
• C he c k to se e if yo ur infe re nc e is c o ntra d ic te d b y a ny sta te m e nts in the p a ra g ra p h. If it is, it is no t a n a p p ro p ria te o r use ful infe re nc e .
Infe re nc e s a re so me tim e s ne c e ssa ry a nd e xp e c te d whe n so me o ne d o e s no t wa nt to sa y o r write a b o ut so m e thing unp le a sa nt, fo r e xa mp le , He died in a car crash last night after leaving a bar at 3:00 in morning sug g e st tha t a m a n ha d a n a c c id e nt b e c a use he ha d to o m uc h to d rink a t a b a r, p o ssib ly b e c a use he wa s the re so la te .
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The fo llo wing sta te me nts a re ta ke n fro m the re a d ing p a ssa g e a b o ve . Wha t c a n yo u infe r fro m the se se nte nc e s?
• If yo u’ re unc e rta in a b o ut ho w to sp e ll a wo rd o r whic h p hra se to use , lo o k it up . The re a re lo ts o f he lp ful b o o ks a nd we b site s.
• ‘ Fla me wa re ’ in o nline d isc ussio ns c a n b e inte re sting to re a d , b ut re m e m b e r tha t fig hting o nline o r o ffline is just no t a p p ro p ria te .
• Whe n yo u’ re o nline , just a s in ‘ re a l’ life , try to re sp e c t o the r p e o p le ’ s sp a c e , p riva c y, a nd fe e ling s. Re m e mb e r, yo u’ re no t the o nly o ne tra ve lling in this hig hwa y!
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UNIT 9
ENERGY
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Answe r the q ue stio ns b e lo w.
1. Do yo u kno w so m e e ne rg y so urc e s whic h a re frie nd ly to o ur e nviro nm e nt? Me ntio n the m !
2. Why a re the e ne rg y yo u m e ntio ne d a b o ve c o nsid e re d sa ve a nd frie nd ly fo r o ur e nviro nme nt?
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.GREEN ENERGY
G re e n Ene rg y is a te rm use d to d e sc rib e so urc e s o f e ne rg y tha t a re c o nsid e re d to b e e nviro nme nta lly frie nd ly a nd no n-p o lluting , suc h a s g e o the rma l, wind a nd so la r p o we r. The se so urc e s o f e ne rg y m a y p ro vid e a re m e d y to the
alleged e ffe c ts o f g lo b a l wa rming a nd c e rta in fo rm s o f p o llutio n. Ho we ve r, the y a re g e ne ra lly m o re e xp e nsive tha n tra d itio na l e ne rg y so urc e s, a nd usua lly ne e d g o ve rnme nt sub sid ie s.
G re e n e ne rg y inc lud e s na tura l e ne rg e tic p ro c e sse s tha t c a n b e harnessed
with little p o llutio n. Ana e ro b ic d ig e stio n, g e o the rm a l p o we r, wind p o we r, sm a ll-sc a le hyd ro p o we r, so la r p o we r, b io m a ss p o we r, tid a l p o we r, wa ve p o we r fa ll und e r suc h a c a te g o ry. So me d e finitio n m a y a lso inc lud e p o we r d e rive d fro m the incineration o f wa ste .
So m e o rg a niza tio ns ha ve sp e c ific a lly c la ssifie d nuc le a r p o we r a s g re e n e ne rg y, b ut e nviro nme nta l o rg a niza tio ns ind ic a te the p ro b le m s with nuc le a r wa ste a nd c la im tha t this e ne rg y is ne ithe r e ffic ie nt no r e ffe c tive in c utting C O 2 e m issio ns, e xc lud ing it fro m c le a n e ne rg y.
G re e n e ne rg y is c o mm o nly tho ug ht o f in the c o nte xt o f e le c tric ity, he a ting , a nd c o g e ne ra tio n. C o nsum e rs, b usine sse s, a nd o rg a niza tio ns m a y p urc ha se g re e n e ne rg y in o rd e r to sup p o rt furthe r d e ve lo p me nt, he lp to re d uc e the e nviro nm e nta l im p a c ts o f c o nve ntio na l e le c tric ity g e ne ra tio n, a nd inc re a se the ir na tio n’ s e ne rg y ind e p e nd e nc e .
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Glossary:
Alle g e d : d id ug a ke ra s se b a g a i
C o g e ne ra tio n : e ne rg i p a na s
Ha rne sse d : d ig una ka n, d im a nfa a tka n
Inc ine ra tio n : p e m b a ka ra n
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Re a d the te xt a nd c o m p le te the d a ta b e lo w.
Ab o ut g re e n e ne rg y 1. G re e n e ne rg y d e finitio n:
_______________________________________________________________________________ _______________________________________________________________________________ 2. G re e n e ne rg y c ha ra c te ristic s: frie nd ly to e nviro nm e nt,
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_______________________________________________________________________________ 3. Exa m p le s o f g re e n e ne rg y
so urc e s:_______________________________________________________________________ _______________________________________________________________________________ __
4. The c o nsum e r o f g re e n e ne rg y:
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_______________________________________________________________________________ 5. G re e n e ne rg y
func tio n:______________________________________________________________________ _______________________________________________________________________________ __
Write T (true) if the statement reflects the information in the text, F (False) if it contradicts to the information in the text, and NG (Not Given) if it is not found in the text. Please correct the statements if it is False.
1. G re e n e ne rg y is ve ry sa fe fo r o ur life .
2. G e o the rma l, wind , a nd so la r p o we r a re the e xa m p le s o f g re e n e ne rg y. 3. G re e n e ne rg y c a use s a b ig p ro b le m .
4. G re e n e ne rg y will he lp the na tio na l e ne rg y to b e ind e p e nd e nt.
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SummarizingSum m a rizing is ho w we ta ke la rg e r se le c tio ns o f te xt a nd re d uc e the m to the ir b a re e sse ntia ls: the g ist, the ke y id e a s, the m a in p o ints tha t a re wo rth no ting a nd
re m e mb e ring . The re a re thre e thing s to c o nsid e r in writing a sum ma ry:
• Re vie wing
o Skim the te xt. Think o f the fo c us while yo u a re re a d ing . G e t d o wn the m o st b a sic o f q ue stio ns: Who ? Wha t? Whe n? Whe re ? Ho w?
o Re a d the te xt tho ro ug hly. Ta ke no te s a nd hig hlig ht a s re a d .
o O utline the te xt. Write d o wn the sup p o rt p o ints using yo ur o wn wo rd s.
• Writing
o Sta rt with a c le a r id e ntific a tio n o f the wo rk.
o Sum m a rize the te xt a s a who le . O m it no thing im p o rta nt a nd b e c o nc ise . It sho ld b e sho rte r tha n the o rig ina l te xt.
o C o nc lud e with a fina l sta te m e nt. It re fle c ts the sig nific a nc e o f the p ie c e o f writing . Be c a re ful no t to e va lua te in the c o nc lusio n o r inse rt a ny o f yo ur o wn a ssump tio ns o r o p inio ns.
• Re vising
o C he c k fo r a c c ura c y. A sum m a ry m ust m a inta in a vo ic e tha t is c urre nt with the a utho r’ s.
o Re vise yo ur wo rk. Ma ke sm a ll c ha ng e s if ne c e ssa ry. Do n’ tfo rg e t to lo o k fo r sp e lling , g ra m ma r, a nd p unc tua tio n e rro rs.
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Summarize the reading passage in your own sentences. Use no more than 5 sentences.
UNIT 10
Sum m a ry:
G re e n e ne rg y is a ve ry im p o rta nt to d e ve lo p , b e c a use it is g o o d fo r o ur e nviro nm e nt.
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UNIT 10
ECONOMY
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:1. Wha t a re the e c o no mic d e ve lo p m e nt p ro g ra m s e sta b lishe d b y Ind o ne sia n g o ve rnme nt?
2. Do yo u think tha t tho se p ro g ra m s will wo rk?
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ECONOMIC DEVELOPMENT PROGRAM
An im p o rta nt p o lic y g o a l o f m a ny g o ve rnm e nts, p a rtic ula rly tho se o f d e ve lo p ing c o untrie s, is e c o no mic d e ve lo p me nt. Inte rna tio na l c o mm e rc e c a n p la y a m a jo r ro le in e c o no m ic d e ve lo p me nt p ro g ra ms. C o untrie s d e p e nd e nt o n a sing le e xp o rt o fte n c ho o se to d ive rsify the ir e c o no m ie s in o rd e r to re d uc e the im p a c t o f, sa y, a b a d ha rve st o r fa lling p ric e s fo r the d o m ina nt e xp o rt. Fo r e xa m p le , the We st Afric a n c o untry o f G ha na , whic h o ne d e p e nd e d he a vily o n c o c o a , b e g a n a n ind ustria liza tio n p ro g ra m to p ro te c t itse lf fro m fluc tua tio n in c o c o a p ric e s. Also , Kuwa it c ho se to d ive rsify fro m its he a vy d e p e nd e nc y o n o il sa le s, e le c ting to d o so thro ug h inve stme nt ra the r tha n tra d e . It use d c a sh fro m its o il re ve nue s to b uild up its inve stm e nt p o rtfo lio .
So m e c o untrie s, suc h a s Ja p a n, Ko re a , a nd Ta iwa n, b a se d the ir p o st-Wo rld Wa r II e c o no m ic d e ve lo p m e nt o n he a vy re lia nc e o n e xp o rts. Ac c o rd ing to this e xp o rt-p ro m o tio n stra te g y, a c o untry e nc o ura g e s firms to c o m p e te in fo re ig n m a rke ts b y ha rne ssing so m e a d va nta g e the c o untry p o sse sse s, suc h a s lo w la b o r c o st.
O the r c o untrie s, suc h a s Austra lia , Arg e ntina , Ind ia , a nd Bra zil, a d o p te d a n im p o rt-sub stitutio n stra te g y a fte r Wo rld Wa r II; suc h a stra te g y e nc o ura g e s the g ro wth o f d o me stic ma nufa c turing ind ustrie s b y e re c ting hig h b a rrie rs to im p o rte d g o o d s. Ma ny MNC s re sp o nd e d b y lo c a ting p ro d uc tio n fa c ilitie s within the se c o untrie s in o rd e r to a vo id the c o sts re sulting fro m the hig h b a rrie rs. In g e ne ra l, the e xp o rt-p ro m o tio n stra te g y ha s b e e n m o re suc c e ssful tha n the im p o rt-sub stitutio n stra te g y.
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Glossary:
Ad o p t : m e m a ka i
Ba rrie r : c uka i
C o m m e rc e : p e rd a g a ng a n
Dive rsify : m e m b ua t va ria si
Ere c t : m e m b e rla kuka n
Enc o ura g e : m e nd o ro ng
Fluc tua tio n : fluktua si, na ik turun
Ha rne ss : m e m a nfa a tka n
Ha rve st : ha sil
Re ve nue : p e nd a p a ta n
Re lia nc e : ke te rg a ntung a n
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Answer the economic development program applied in countries provided below.
COUNTRY ECONOMIC DEVELOPMENT PROGRAM
1. G ha na Be g a n a n ind ustria liza tio n to p ro te c t itse lf fro m fluc tua tio n in c o c o a
p ric e s.
2. Kuwa it
3. Ko re a
4. Austra lia
5. Ind ia
41 Try to re p hra se the c o m p le x id e a s b y a p p lying the p ro c e d ure s a b o ve . Sho w tha t yo u ha ve und e rsto o d the e xc e rp ts fro m the a rtic le b y writing the m in sim p le r wo rd s:
• ________________________________________________________________________
• ________________________________________________________________________
• ________________________________________________________________________
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Due to the d e ve lo p me nt a nd ra p d e xp a nsio n o f sup e rm a rke ts in so m e c o untrie s, m a ny sm a ll, lo c a l b usine sse s a re una b le to c o m p e te . So m e p e o p le think tha t the c lo sure o f lo c a l b usine ss will b ring a b o ut the d e a th o f lo c a l c o mm unitie s. To wha t e xte nt d o yo u a g re e o r d isa g re e ?
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UNIT 11
TOURISM (I)
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:Answe r the fo llo wing q ue stio ns:
1. Ha ve yo u e ve r g o ne tra ve ling ? Whe re ?
2. Wha t a d va nta g e s d o yo u g e t d uring yo ur tra ve ling ?
3. Wha t kind o f e xc iting e xp e rie nc e d o yo u ha ve fro m yo ur tra ve ling ?
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THE FORBIDDEN CITY
The Fo rb id d e n C ity is the fo rme r imp e ria l p a la c e in the c e nte r o f Be ijing , c hine . C o nstruc tio n b e g a n in 1406, a nd the e m p e ro r’ s c o urt o ffic ia lly m o ve d in b y 1420. The Fo rb id d e n C ity g o t its na m e b e c a use m o st p e o p le we re b a rre d fro m e nte ring the 72-he c ta re site , surro und e d b y wa lls. Eve n g o ve rnme nt o ffic ia ls a nd the im p e ria l fa m ily we re p e rmitte d o nly limite d a c c e ss. O nly the e m p e ro r c o uld e nte r a ny se c tio n a t will.
The a rc hite c ture o f the Fo rb id d e n C ity c o nfo rm s rig id ly to tra d itio na l C hine se p rinc ip le s. All b uild ing s within the wa lls fo llo w a no rth-so uth line a nd the m o st im p o rta nt o ne s fa c e so uth to ho no r the sun. The d e sig ne rs a rra ng e d the o the r b uild ing s, a nd the c e re m o nia l sp a c e s b e twe e n the m , to im p re ss a ll visito rs with the g re a t p o we r o f the Emp e ro r, while re info rc ing the insig nific a nc e o f the ind ivid ua l. This a rc hite c tura l c o nc e p t wa s c a rrie d o ut to the sm a lle st d e ta il. Fo r e xa mp le , the im p o rta nc e o f a b uild ing wa s d e te rm ine d no t o nly b y its he ig ht o r wid th b ut a lso b y the style o f its ro o f a nd q ua ntity o f sta tue tte s p la c e d o n the ro o f’ s rid g e s.
In re c o g nitio n o f the im p o rta nc e o f its unp a ra lle le d a rc hite c ture , UNESC O a d d e d the p a la c e to its Wo rld He rita g e List in 1987. To d a y, visito rs fro m a ll o ve r the wo rld d o no t wa it fo r a n im p e ria l invita tio n to wa lk a b o ut this p a la c e , no w a m use um o f imp e ria l a rt.
