PMB2

1.

PBM.1



INTRODUCTION

- Self Introduction

- The Importance of English - Method of Learning - Evaluation Component - Drills

2.

PBM.2

Unit 1

Computer Technology

Computer affects every aspect of modern life . There are thousands of areas influenced by computers. Computers have numerous uses and applications. Business, for example, uses computers a great deal. Scientists, educators and artist also employ the computers to artist hen in their work. Computers enable them to use their time effectively. Computers technology begins to affect the home lives of their users.

Answers the questions based on the text !

1. Does computers affect many aspects of modern life? 2. Who makes use of computers now a days?

3. Why do people use computers?

4. how many areas there influenced by computers mentioned in the text?

KEY STRUCTURE

A. Study the following sentences taken from the text!

1. Computer affects every aspect of modern life.

2. There are thousands of areas influenced by computers.

3. Scientists also employ the computers to assists them in their work. 4. Why do people use ?

5. Does computer affect many aspects of modern life?

B. Answer the following questions!

1. What kind of tense do the sentences above use? 2. Why?

3. complete the pattern below! a) The sentence has a verb

Affirmative sentence Subject + …

Negative sentence Subject + …. + Not +…

Interrogative sentence … + Subject + …

b) The sentence doesn’t have a verb Affirmative sentence

Subject + …. + adjective/ noun/ adverb Negative sentence

Subject + …. + Not + adjective/ noun/ adverb Interrogative sentence

… + subject + adjective/ noun/ adverb 4. The function of the tense is…

C. Exercises

I. Complete the sentences with suitable to be!

1. There … several types of activities involving computers which may be considered crimes.

2. A computer … a machine with an intricate network of electronic circuits.

3. Computer technology … a fast growing discipline.

4. A binary digit … either 0 or 1.

5. Fiber optics … a new development in the field of communication.

6. There … calculating devices still in use today. Abacus and fingers.

7. This program … not for calculating tax.

8. … the job of a systems analyst to study existing program?

9. Many terms associated with computers … acronyms.

10.Programs … not part of computers.

II. Give the right form of the verbs in brackets!

1. Computer (need) to be directed and controlled to perform a task carefully.

2. Programs (tell) the computers what to do.

4. In a computer system, the mechanical devices (operate) more slowly than the electromagnetic devices.

5. The system analyst (study) and (solve) a particular problem.

6. You (know) anything about computer?

7. A scientific programmer usually (have) a great deal of knowledge about his or her area.

8. Many people (not know) what a computer virus is.

9. You (need) a strategy to start an internet?

10.The internet (offer) job boards an online help.

11.People (not understand) what a computer is or how it (work).

12.A computer programmer (not need) an advanced degree, only have some training.

III. Give the right form of the words in brackets!

Computer technology (not only influence) business but also language. It (involve) words associated with computers although they (retain) their original meanings. One such word (be) “users”. While user (signify) “one who uses something”, today it (refer) to a person using a computer.

IV. Writing

Look at the table about mainframe and change the words in brackets into correct form.

MAINFRAME

SIZE Large

POWER +++

USE Universities, government

Mainframe computers (be) the largest and most powerful. They (handle) amount of information very quickly. They usually (fill) a whole room and (be) found in large institutions like universities and government.

1. look at the table about Microcomputer and write about it.

MICROCOMPUTER

SIZE small

POWER +

USE At home, education and business

2. Observe a PDA and tell the class about it.

VOCABULARY

1. to affect = mempengaruhi 2. application = aplikasi

3. to employ = mamakai, mempekerjakan 4. to assist = membantu

5. to enable = memungkinkan 6. user = pengguna, pemakai 7. to influence = mempengaruhi 8. to involve = melibatkan

9. to consider = mempertimbangkan 10. device = alat

11. to calculate = menghitung

12. to associate = berhubungan dengan

13. to perform = melakukan, menyelenggarakan 14. to provide = menyediakan

15. to retain = menahan, menyimpang

3. PBM. 3 UNIT 2

A computer has …………. (1) basic components: input, processor, memory and output. The processor ………….. (2) two parts: the control unit and arithmetic logical unit. A computer has two kinds of ………….. (3) internal and devices ………….. (5) the result of the computation

Memories display four

Enter has functions Answer the following questions.

1. How many components does a computer have? What are they? 2. Mention two parts of a processor!

3. How many kinds of memories are there?

4. What are the functions of input and output devices?

Key Structure

A. Study the following sentences.

1. A computer has four basic components. 2. The processor has two parts.

3. Different computers have different types of memory.

B. Answer the question below!

1. What do the underlined word in each sentence express? 2. What is the subject of each sentence?

3. Study the pattern a. Affirmative

Subject (singular) + has + Object e.g..: A computer has four basic components. He has a new personal computer

Subject (plural) + have + Object

e.g..: Different computers have different types of memory. Most computers have three basic capabilities.

b. Negative

e.g..: A computer doesn’t have originality.

She doesn’t have enough money to buy a computer.

Subject (plural) + do not (don’t) have + Object e.g..: computer do not have Intuition.

We do not have problem In operating this new computer system c. Interrogative

Does + subject (singular) + have + Object? e.g..: Does all computers have three basic capabilities?

Does it have Intuition?

Do + subject (plural) + have + Object? e.g..: Do all computers have processors?

Do they all have a way of communicating with the person (s) using Them?

C. Exercises

I. Give the right form of the word in each bracket

1. Computers…………. (have) many different responsibilities. 2. Each place on the web……… (have) a homepage.

3. All computers………….. (have) a means of communicating with the users. 4. ………. You ……… (have) time to install our computer system? 5. Today’s computers ……… (have) more circuits than previous ones. 6. Many mini and micro system ……… (not have a console). 7. ……… a computer ……….. (have) a short history?

8. The control unit ………… (have) many different components with different functions. 9. A minicomputer……… (not have) a different memory capacity from a microcomputer. 10. The recording surface of a disk ……… (have) circles called trucks.

II. Complete the text with has or have.

Mainframes …….1…… very high speed main memories. These machines also ……..2…… a larger repertoire of more complex instructions. Where as minicomputer …….3…… a smaller primary storage and most minis ……...4…….. an interrupt feature.

Microcomputer …….5……. some what simpler and less flexible instruction sets than mini and it is much slower.

III. Work in groups of three and list what each of you have in your bag and report it to the class!

4. PBM 4 Unit 3

The first calculating machine appeared in 1820. it was the result of several people’s experiments. This type of machine depends on a series of ten-toothed gear wheels. In 1830, Charles Babbage designed a machine called The Analytical Engine. He didn’t finish his work but his ideas were the basis for building computer today. In 1930, Vannevar Bush built the first analog computer. This helped the American aim the gun in the World War II. Mark I is the first digital computer. The men responsible for this invention were professor Howard Aiken and some people from IBM.

Decide whether the statements True or False!

1. During the early 1880s, many people worked on inventing a mechanical calculating machine.

2. Charles Babbage could be called the father of computers. 3. The first computer was invented and built in the USA.

KEY STRUCTURE

A. Study the sentences below!

1. The first calculating machine appeared in 1820 2. It was the result of several experiments.

3. He didn’t finish his work.

B. Answer the following question!

1. What form of the verbs used in the sentences? 2. Why?

3. What is the name of the tense? 4. Complete the pattern below!

a) With verb Affirmative Subject + …. Negative

Interrogative … + Subject + … b) Without Verb

Affirmative

Subject + … + adjective/ noun/ adverb Negative

Subject + … + Not + adjective/ noun/ adverb Interrogative

… + Subject + adjective/ noun/ adverb c) Lists of verbs

Regular

Infinitive Past Past

Participle

Invent Invented Invented Calculate Calculated Calculated Depend Depended Depended Design Designed Designed Appear Appeared Appeared Decrease Decreased Decreased Increase Increased Increased Evolve Evolved Evolved Produce Produced Produced Replace Replaced Replaced

Irregular

Infinitive Past Past

Participle

Build Built Built

Write Wrote Written

Come Came Come

Tell Told Told

Give Gave Given

Find Found Found

Put Put Put

Hold Held Held

Send Sent Sent

C. Exercises

I. Fill in the blanks with suitable to be: was or were

1. It … not until 19th _{century that a calculating machine was invented.}

2. Second-generation computers … smaller, faster and more dependable than first generation computers.

3. Analog computers … the first machine that could figure out long lists of mathematical problems.

4. Babbage’s ideas … the basis for building today’s computer.

5. There … an important invention in 1820, the first real calculating machine.

II. change the words in brackets into the right form.

1. Two engineers at the University of Pennsylvania (build) the first digital computer using parts called tubes.

2. J. Eckert and J. Mauchy (name) their invention ENIAC. 3. UNIVAC I (perform) thousands of calculation per second.

4. The Third-generation of computers (appear) on the market in 1965.

5. As computers (evolve). Their size (decrease) and their dependability (increase).

6. Transistors (replace) vacuum tubes in 1960. 7. Henry Briggs (produce) logarithm tables. 8. People (invent) Abacus to help them count.

9. During the 17th _{and the 18}th _{Centuries, many people (try) to find easy ways}

of calculating.

10. Babbage (not finish) his work but his ideas were the basis for building today’s computers.

Write a paragraph about the history of computer. The following words help you to write it.

1. in 1950-the first generation of computers-come out. 2. they-use-vacuum tubes.

3. they-be able to-perform thousands of calculations per second. 4. in 1960-people-develop-the second generation of computers. 5. these-be able to-work ten times faster than their predecessors. 6. they-use-transistors instead of vacuum tubes.

7. they-be-smaller, faster and more dependable than first generation computers.

8. the third generation computers-appear on the market in 1965. 9. these computers-be able to-do-million calculations a second. 10. tiny integrated circuits-control-these computers.

11.

IV. Enrichment Activities.

Now tell the history of telephone. VOCABULARY

To calculate = menghitung

To depend on = tergantung kepada, mempercayai To invent = menemukan, menciptakan Invention = penemuan

To figure out = menghitung To appear = muncul To evolve = berkembang

To decrease = menurun, berkembang To increase = bertambah

5. PBM 5. Unit 4

HOW TO DO IT A. Here is some advice about using a printer

Using printer DO and DON’T:

- Unplug the printer from the power outlet when you are cleaning the printer. - Install the printer in a stable location.

- Always use both hand and hold the printer by both ends when you are carrying the printer

- Put away your hands or fingers in the printer while it is printing.

- Don’t place the printer close to flammable solvents such as alcohol or thinner. - Don’t attempt to plug the power cord into the power outlet or unplug the power cord if your hands are wet.

- Don’t use the printer while the power cord is bundled or knotted.

- Don’t plug the printer into a power socket that is shared with other equipment. - Don’t attempt to dissemble or modify the printer.

COMMAND

Key Structure: We use the base form (come, go, do, wait, install, use, etc) e.g. - Come here and look this! “What is it?”

- I don’t like you. Go away! - Please wait for me!

The negative is don’t (don’t use/ plug/ go/ do/ wait, etc) e.g. - Stay here please, don’t go!

- Don’t be silly!

- Be careful! Don’t fall

Or You can say Let’s when you want people to do thing with you e.g. it’s nice day, let’s go out.

The negative is let’s not …

- it’s cold. Let’s not go. Let’s stay home

- let’s not have fish for dinner. Let’s have chicken

B. Exercise

1. Work in group. Think of some advice for one of the following: use DO and DON’T

- Somebody who is learning to operate computer - Somebody who is learning English

- Somebody who wants to get rich - Somebody who wants more friends

2. Fill in the blanks with the suitable words from the list, about procedure in logging the terminal

Switch on Select

Type Switch off

Input Password

Key

a. ………… the terminal. An arrow will appear on the screen. b. ………… LOGIN and pres RETURN.

c. ………… your identification number. d. input the correct ………

e. …………. In the name of required language and press RETURN 3. Complete the sentences below using Don’t + a suitable verb

a. it’s too expensive ……. It.

b. ……….. so much noise. The bay is sleeping.

c. ……….. on my chair. I won’t let anyone sit on my chair. d. ……….. anyone touch you.

e. ……….. the TV. I am still watching the program.

C. Enrichment Activities

If you are giving instructions, you can use this word. First ………, next ………. Then ………. finally.

e.g. : you give instructions to your friends to use a cassette player: - First plug the cord.

- Insert the cassette into the cassette chamber. - To start it, press the START button.

- to stop it, press the STOP button.

- For recording press the START and RECORD button at the same time. - To make the tape go forward quickly, press the fast-forward button. - To make it go back press the rewind button.

- And to adjust the sound, please adjust the volume knob.

Give instructions to your friend who don’t know how to use/ operate these machines: - ATM

- Washing machine - Computer

- Car

- Motorcycle

6. PBM. 6 Unit 5

Computer Capability

A computer can solve a series of problems and make hundreds of logical problems. It can find a solution to a problem in a fraction of the time. A computer can replace people in dull routine tasks, but it can not exercise any value judgments. It can not do anything unless a person tells it to do and gives it appropriate information.

Answer the following questions! 1. What does the passage tell about? 2. What can a computer do?

3. What a computer can’t do?

KEY STRUCTURE

A. Answer the following question

1. What words explain ability and inability? 2. What form of verb is used after it? 3. Pattern

a. With a verb Affirmative Subject + …. +… Negative

Subject + … + Not + … Interrogative

… + Subject + … b. Without Verb

Affirmative

Subject + … + … + adjective/ noun/ adverb Negative

Subject + … + Not +… + adjective/ noun/ adverb Interrogative

… + Subject + … + adjective/ noun/ adverb B. Exercises

I. Look at the table telling about the ability and inability of Monitor

Part of Computer Ability Inability

Monitor Display data Save data Write the ability and inability of Monitor based on the table

II. Look at the telling about the ability and inability of CPU

Computer

CPU 1. Coordinate all the activities of the various components of the computer.

2. retrieve information from memory.

3. Store the result of the manipulation back into the memory unit.

1. operate information which is not in the main storage.

Write the ability and inability of CPU based on the table.

Read the text carefully

Steps in Problem Solving

Can A computer solve problems? Definitely not. It is only a machine. It is the

programmer who solves the problems. There are a few steps that one has to follow in problem solving.

Step 1 : the programmer must define the problem clearly. Step 2 : the programmer must formulate an algorithm.

Step 3 : the programmer must translate the algorithm or flowchart into a computer program.

Step 4 : the programmer must keypunch the program, or give the coding sheets to the keypunch operator to do it.

Step 5 : the programmer must test the program.

Step 6 : the last step is to add the data to the program and run the job completely. Answer the questions based on the text

KEY STRUCTURE

A. Answer the question

1. What word is used to explain the obligation in the text? 2. What form of verb is used after it?

3. Pattern

a. With a verb Affirmative Subject + …. + … Negative

Subject + … + Not + … Interrogative

… + Subject + … b. Without a Verb

Affirmative

Subject + … + … + adjective/ noun/ adverb Negative

Subject + … + Not + … + adjective/ noun/ adverb Interrogative

… + Subject + … + adjective/ noun/ adverb B. Exercises

I. Here are the Steps of Entering the System. a. Switch on the terminal

b. Type Log In c. Press ENTER

d. Input your identification number e. Input the correct password

f. Key in the name of the required language g. Press ENTER

III. Look at the and write the prohibition

No. People Prohibition

1 Operator Switch off the computer without following the correct steps

2 User Install software without any permission

Write the ability and inability of an input device that you know and explain the steps to use it.

VOCABULARY

To replace = menggantikan Value = nilai

Appropriate = tepat

To retrieve = mendapatkan kembali To store = menyimpan

To display = memamerkan To save = menyimpan To hold = menahan Access = jalan masuk To formulate = merumuskan To type = mengetik To install = memasang To send = mengirim

8. PBM 8 Unit 6

Data Versus Information

The facts which we put into the … (1) are called data. We must … (2) the raw facts or figures in such a way so that the computer … (3) accept and … (4) them. When we … (5) the data into the computer, they … (6) be meaningful by themselves. The computer … (7) and … (8) them into useful information. This useful information comes out from the computer so that people … (9) it. This is the … (10) of the computer – to process data so that they become useful information.

Answer the following questions 1. what are data?

2. what is the purpose of the computer?

KEY STRUCTURE

A. Study the following sentence 1. they may not be meaningful 2. you may leave if you want to B. Answer the following sentences

1. What are the underlined words? 2. What is the function of them?

3. What is the form of the verb used after it? 4. Pattern

Affirmative Subject + …. + … Negative

Subject + … + Not + … Interrogative

… + Subject + … + … C. exercise

I. Write what may happen to the application of a computer in the future. II. Write what a user may do and may not do in setting up a printer Study the notices below!

You shouldn’t run on the paths, children, you might fall over and hurt your selves ]

Look at the notices and speech bubbles above. Where might you see or hear these things? Choose from this list:

Hotel Doctor’s surgery Manual park

KEY STRUCTURE

A. Study the following

1. Patients should arrive five minutes before their appointment 2. You shouldn’t run on the paths, you might fall over.

B. Answer the following sentences 1. What are the underlined words? 2. What is the function of them?

3. What is the form of the verb used after it? 4. Pattern

Affirmative Subject + …. + … Negative

Subject + … + Not + …

Patients should arrive five minutes before the appoint You shouldn’t place

electrical appliances close to the printer

Interrogative … + Subject + … + … C. Exercises

I. Make sentence about each of these signs and notices.

II. Your friends is going to buy a computer, give him some advice. III. Fill in the blanks with the appropriate Modals

In order to write a successful program, a programmer … (can, must) first plan the program. Planning a program … (may, should) be difficult, cycle, his or her job … (will, must) be much easier. All the different steps in cycle … (should, can) be followed to write a good program. The programmer … (must, can) first analyze the program. He or she … (can, should) the design the logic of the program. To do this, a flowchart … (may, may not) be drawn or another method of program design … (must, may) be used.

VOCABULARY

To accept = menerima To process = memproses To handle = menangani To input = memasukkan Useful = bermanfaat Purpose = tujuan Raw = mentah Figures = angka

9. PBM 9 Unit 7

Who Uses Computer and Why?

Computers have revolutionized the way that people work. Interior designer now use computers to estimate the cast of remodeling jobs. Farmers use them to milk cows, astronomers use them to study distant stars. Truckers use them to stay in touch with company headquarters. Choreographers use them to create new dances. Civil engineers use them to study how bridges will act in windstorms and earthquakes, mapmakers use them to update maps. Teacher use them to help children learn arithmetic.

Computers increase productivity –for both individuals and organization, because :

They are fast They are accurate

They can eliminate boring work They are inexpensive

Answer the question!

1. Why do people use computers? 2. Who use the computers

Question

Question :is it…? Have you…? Do you…? Who do you…? Positive you are eating

Question are you eating? What are you eating? What are you eating? A. In question, the first verb (is/are/have, etc) before the subject. Positive Question

Subject +verb verb +subject I am late Am I late

That seat is free is that seat free? She was angry why was she angry? David has gone where has David gone?

you are

They will be here when will they be here? Tom can swim can Tom swim?

Be careful with order. The subject is after the 1st _verb:

 Where has David gone ?(Not “where has gone David”)

B. Simple present question : do (I/we/you/they) Does (he/she/it) Positive Question

You have a car do you have a car? They live in Vancouver where do they live?

Jack always play a piano at night when does he always play piano She succeed in her work why does she succeed her work Mother loves her children who loves her children

C. Negative question with why…? (why isn’t …? /why don’t …?, etc) Be careful with order in the question:

 Where is John ? why isn’t he here ?(not “why he isn’t here?”)

 Why can’t they come to the meeting tomorrow? (not “why they can’t…?”)

 Why didn’t you call me last night ? D. Question with who

e.g. : Fred saw Mary

- Who saw Mary? Fred

Subject object Fred saw saw Mary

saw Mary did Fred see?

Fred Mary

Fred saw Mary

Somebody

who

somebody

“who” is the subject “who” is the object “Mary” is the object “Fred” is the subject Exercise

I. Write question

1.I can swim (and you?) can you swim? 2.I jog (and you?)………...? 3.I was late this morning (and you?)………...? 4.I’ve had lunch (and you?)………...? 5.I’ll be here tomorrow (and you?)………...? 6.I’m going out night (and you?)………...? 7.I’ve finished my work (and you?)………...? 8.I like my job (and you?)………...? 9.I live near the city centre (and you?)………...? 10.I enjoyed the movie (and you?)………...? II. Make question using who, where, when, why.

1. I want to go where do you want to go? 2. They aren’t here why………?

3. It’s important why……….? 4. Dave and Mary are going away when…………? 5. I met Tim where………...? 6. I can’t go to party why…………...? 7. I met somebody who………? 8. Somebody lives is that house who………?

9. Somebody cleaned the kitchen who………? 10. Somebody called me yesterday who………? 11. Somebody knows the answer who………? 12. Somebody saw the accident who………? 13. Somebody did the dishes who………? 14. I asked somebody for money who…you…money?

Enrichment Exercise

Make question! The words in the bracket should be the answer to your question.

1. Roberto was born (in Panama) Where was Roberto born? 2. I am waiting for (Maria)

3. (My sister) answered the phone. 4. I called (Benjamin)

5. (Benjamin) called

6. The doctor can see you (Friday)

7. I was late (because the traffic jam was heavy) 8. (Bob) can’t go on the picnic

9. Bob can’t go (because he is sick)

10. I didn’t answer the phone(because I didn’t hear it ring) 11. Ali went to the (library)

12. The post Office is on (seventh Avenue) 13. I will be in (the united States) for four years

14. The next test is (on Tuesday)

10.PBM 10 Unit 8 The CPU Read the dialogue below carefully!

Student : good morning, Sir! Programmer : good morning.

Student : it seems you are very busy, Sir. What are you doing? Programmer : I am fixing the CPU. There is something about the CPU? Student : well, by the way, can you tell me something about the CPU? Programmer : I can give you a general idea of what’s inside it. First there is

There is the control unit. its task is to interpret programs instruction and direct the rest of the unit to execute the instruction, the second part is the Arithmetic Logic Unit (ALU). It is used for mathematical calculation. And the third Part is primary storage.

Student : What is the last one for, Sir?

Programmer : Primary storage is for storing the information. This component is composed of RAM and ROM.

Student : What does it stand for, Sir?

Programmer : RAM stands for Random Access Memory, and ROM stands for Read Only Memory.

Student : What are RAM and ROM used for, Sir?

Programmer : RAM refers to the computer’s capacity to the store information while it is turned on. If the information is to be retrieved at he later time ,it must be transferred to another storage device or it will be lost when the computer is turned off. And the ROM is for holding permanent information that can not be altered by program instruction.

Student : I see. It’s clear enough for me now. thank you very much for the explanation ,Sir!

Programmer : you’re welcome.

1. What is the programmer doing? 2. What are RAM and ROM used for? 3. What do belong to CPU?

4. What is the control unit for?

5. It’s CPU the brain of the computer system?

A. Key Structure

1. I am fixing this CPU. 2. It is not working well

B. Answer these question below.

1. What kind of these is it? 2. Complete the pattern below!

a. Affirmative sentence Subject+……….. b. Negative sentence

Subject +………Not+……… c. Interrogative sentence

……….+……….+………

C. Exercise:

Put the verb into suitable tense ( I am doing ) or I do 1. Excuse me……..(you/speak ). English?

2. They…….(not/watch) television very often. 3. Listen! Somebody ……..(sing)

4. She’s tired. She……..(want) to go home now 5. How often……..(you/read)the newspaper?

6. I am sorry , I……..(not/understand). Please speak more slowly. 7. “Excuse me ,but you…….(sit) in my place”

“oh ,I am sorry.”

8. Where are you Dan? I am in the living room . I…….(read) 9. What time………(she/finish) work everyday?

10. You can turn off the radio. I……..(not/listen)

11. He ……..(not/usually/drive) to work .He usually …….(walk) 12. I………(walk) to school everyday. I……(take/not) the bus

13. I……..(read) the newspaper everyday ,I ……..(read/not) my grammar book everyday.

14. A: What(you/read)……..right now? B: I…….(read) my grammar book.

15.Robert ….(cook) his own dinner every evening. 16.Right now she……(cook) rice and beans for dinner. 17.Robert is vegetarian. He ……..(eat/not) meat. 18…………(you/cook)your own dinner everyday. 19.A:……..(you/want) your coat?

B :yes

A :No, my coat…….(hang) in the closet.

20.Alice is in her room now. She (read)………a book She (like)…. The book.

21.It (snow)………right now .It’s beautiful I (like)…….this weather. 22.I (know)………..Jessica Jones. She’s in my class.

23.The Teacher (talk)………..to us right now. I (understand)…… Everything she’s saying.

24.Don is at a restaurant right now. He (eat)………dinner. He (like) …..the food. It (taste)……….good.

25.(sniff-sniff). I (smell) …………..gas.(you , smell)……it too? 26.Jason (tell) ………..us a story. I (think)……….that his story is true. 27.Ugh! that cigar (smell)………….terrible.

D. Check up.

Fill in the blanks with the proper term for the list.

ALU data Microprocessor ROM Control unit hardware RAM

1. The……..is the part of the CPU that decodes and direct the flow of the program instruction.

2. ……….accepts data, holds it, and delivers it on demand. 3. An……..has many circuits on a tiny chip silicon.

4. A CPU- on – a – chip is called a……

5. A collection of independent an unorganized facts are referred to as…… 6. System………refers to the machinery of the system.

7. The…….part of the CPU performs all addition and subtraction operation. 8. ………circuits store information that can not be altered.

9. The……is the brain of a computer system.

10. A primary storage device that can be read from and written on is the….

11.PBM 11 Unit 9

Passive voice I

Read the two paragraphs about computers and answer the question.

 Computers are designed to process a large number of data in a short time.

They are made up of millions of electronic devices. Information is given to the computer and the information is then processed by the computer.

a. What are made up of millions of electronic devices? b. What is given and processed by the computer?

 In 1930 , the first analog computer was built by an America named

Vannevar Bush. This device was used in World War II to help aim guns. Professor Howard Aiken and some people from IBM.

a. What was used in world war II?

b. What was invented by Professor Aiken?

Key structure

Look at this sentence:

1. Data and calculation are stored in the internal memory. 2. The centerpiece Is called the central processing unit. 3. The first digital computer was completed in 1994.

The sentences above are passive. We often use this pattern when it is not so important who did the action or what caused the action. If you want to say who or what caused the action we use ,by.

Look at the following sentences:

4. Vacuum diode was developed by Fleming.

5. Simple forms of transistor were first produced by Bardeen and Brattain in 1947 (1948).

In passive sentences we use the correct form of be (am, is, are ,was or were) + the past participles.

The pattern of the passive is:

S + to be + the past participles 1 2 3

For example:

a.

The result of the calculation is transferred to memory. 1 2 3

b. In 1950 vacuum tubes were used in the first generation of 1 2 3

Computers. Exercise :

Go back to the two paragraphs and underline the to be and past participle that form passive sentences.

I. Change the verbs in brackets into the correct forms . 1. Now computers (use) in every aspect of life. 2. A chip (define) as a tiny square piece of silicon. 3. Peripherals (attach) to the computer.

4. In the early 1970s microcomputer (invent)

5. The logical arithmetic functions of a computer (manufacture) as a single chip.

6. In the 17th ₁₈th _{century a mechanical way of}

multiplying and dividing (devise)

7. The Analytical Engine (design) by Charles Babbage in 1855.

8. Vacuum tubes (use) in the first generation of computers in 1950.

9. The words ‘computers’ and ‘processor’ often (use) interchangeably.

Complete the blanks with present or past passive form of verbs provided. Perform represent dominate use call

Make form detect magnetize write 1. Numbers…………by different symbols.

2. The decimal number 13…………..1101 in the binary system. 3. In 1970s, the market……….by core memory.

4. Groups of bits………….bytes.

5. Pictures………….by putting many pixels together.

6. The memory of the first computer ………..up kind of gird. 7. Punched cards ………….in 1780 on textile machinery.

8. The films…………

9. Errors…………..on the flowchart. 10. Different actions in the program………..

III. Look around the class and make passive sentences about the object in the class.

1. The desk are arranged in rows.

2. Yesterday this class………used by other students. 3. The white board…….. put in front of the class. 4. The windows …………

5. the door………….. 6. The lights………..

7. At high school we………….by Mr. / Ms

IV. Make 5 passive sentences in real situations & compare it to your friend sitting next to you !

12.PBM 12 Unit 10

Passive Voice II

Look at the following and pay attention to the underlined phrases. Student : What’s a high –level language?

Programmer : When computers were first invented, they could be Programmer only in their own machine language. As you know, translating numbers and letters into groups of 0’s and 1’s can be extremely difficult so symbolic language were devised.

Students : and next a high – level language was developed. it could be used on all machines, right?

Programmer : right.

Answer the question below.

1. What are they talking about? 2. Who are they?

3. What is a high – level language?

Key Structure.

 They could be programmed  It could be used on all machines

The two sentences above are passive voice with modal auxiliary “could” so they should be followed by be and the past participle of the verbs.

We use the base form (…..be made, be programmed, be kept, etc)after modal verbs (will, can, must, etc)

For example:

 The size of the components can be considerably reduced.  Topes and disks can be stored away for future use.

Exercise:

I. Arrange the following jumbled words into sentences. 1. the/adjusted/without/be/margin/retyping/can.

2. the/calculations/CPU/done/can/by/be. 3. taken/be/actions/should.

4. spoken/must/English/here/be.

5. product/launched/the/will/new/be/next-week. 6. room/kept/be/the/computer/clean/should. 7. may/number/be/off/the/reduced/the/employees. 8. mustn’t/used/room/be/this/of/out/computer/the. 9. two/be/post/should/into/the/categories/sorted. 10. cancelled/the/won’t/meeting/be.

13.PBM 13 Unit 11

If Conditionals

The modals will, would, can and could often appear in conditional sentences. Usually conditional sentences contain the word if. There are two types of conditional sentences : The real ( factual and habitual)and the unreal( contrary to fact or hypothetical). The real or “future possible” as it is sometimes called is used when speaker expresses and action or situation which usually occurs or will occur if the circumstances in the main clause are met. To make it easier to understand here is the patterns:

I. Simple Present Tense ………. Simple Future Tense ( Future Time) ( S+ V1+O) Be = is/am/are ( S+ will+ V1+O)

Ex : If I meet her tomorrow I will tell her about you.

II. Simple Past Tense …………. Simple Past Future Tense ( Present Time) ( S+ V2+O) Be : were ( S+ would +V1+O)

Ex : If I met her now I would tell her about you. Or

If she were here now I would tell he about you.

III. Past Perfect Tense ………… Past Future Perfect Tense ( Past Time ) ( S+ had + V3+ O) ( S+ would +have+ V3+O)

Ex : If I had met her last week I would have told her about you.

I. Please complete the sentences below.

1. If She were here now ………

2. They will come to the party next week if ………. 3. Sandra would have seen the movie if ………

4. I would be glad if ……….

5. If Dr. Tom had known the case ………. 6. I will have a new notebook next month if ……….

7. If they had had a lot of money last Sunday ……….. 8. If had known the news ………..

9. We would go to Jakarta now if ………. 10. She could pass the test if ……….

II. Answer the questions elaborately !

1. What will you do if you have Rp. 1.000.000.000 next month ! 2. What would you do if you were the governor of west Java !

14.PBM 14.

Discussion and Overall Review.

Complete the blanks with present or past passive form of verbs provided.

Perform represent dominate use call

Make form detect magnetize write 1. Numbers…………by different symbols.

2. The decimal number 13…………..1101 in the binary system. 3. In 1970s, the market……….by core memory.

4. Groups of bits………….bytes.

5. Pictures………….by putting many pixels together.

6. The memory of the first computer ………..up kind of gird. 7. Punched cards ………….in 1780 on textile machinery.

8. The films…………

9. Errors…………..on the flowchart. 10. Different actions in the program………..

III. Look around the class and make passive sentences about the object in the class.

1. The desk are arranged in rows.

2. Yesterday this class………used by other students. 3. The white board…….. put in front of the class. 4. The windows …………

5. the door………….. 6. The lights………..

7. At high school we………….by Mr. / Ms

IV. Make 5 passive sentences in real situations & compare it to your friend sitting next to you !

12.PBM 12 Unit 10

Passive Voice II

Look at the following and pay attention to the underlined phrases. Student : What’s a high –level language?

Programmer : When computers were first invented, they could be Programmer only in their own machine language. As you know, translating numbers and letters into groups of 0’s and 1’s can be extremely difficult so symbolic language were devised.

Students : and next a high – level language was developed. it could be used on all machines, right?

Programmer : right. Answer the question below.

1. What are they talking about? 2. Who are they?

3. What is a high – level language? Key Structure.

 They could be programmed  It could be used on all machines

The two sentences above are passive voice with modal auxiliary “could” so they should be followed by be and the past participle of the verbs.

We use the base form (…..be made, be programmed, be kept, etc)after modal verbs (will, can, must, etc)

For example:

 The size of the components can be considerably reduced.  Topes and disks can be stored away for future use.

Exercise:

I. Arrange the following jumbled words into sentences. 1. the/adjusted/without/be/margin/retyping/can.

2. the/calculations/CPU/done/can/by/be. 3. taken/be/actions/should.

4. spoken/must/English/here/be.

5. product/launched/the/will/new/be/next-week. 6. room/kept/be/the/computer/clean/should. 7. may/number/be/off/the/reduced/the/employees. 8. mustn’t/used/room/be/this/of/out/computer/the. 9. two/be/post/should/into/the/categories/sorted. 10. cancelled/the/won’t/meeting/be.

13.PBM 13 Unit 11

If Conditionals

The modals will, would, can and could often appear in conditional sentences. Usually conditional sentences contain the word if. There are two types of conditional sentences : The real ( factual and habitual)and the unreal( contrary to fact or hypothetical). The real or “future possible” as it is sometimes called is used when speaker expresses and action or situation which usually occurs or will occur if the circumstances in the main clause are met. To make it easier to understand here is the patterns:

I. Simple Present Tense ………. Simple Future Tense ( Future Time) ( S+ V1+O) Be = is/am/are ( S+ will+ V1+O)

Ex : If I meet her tomorrow I will tell her about you.

II. Simple Past Tense …………. Simple Past Future Tense ( Present Time) ( S+ V2+O) Be : were ( S+ would +V1+O)

Ex : If I met her now I would tell her about you. Or

If she were here now I would tell he about you.

III. Past Perfect Tense ………… Past Future Perfect Tense ( Past Time ) ( S+ had + V3+ O) ( S+ would +have+ V3+O)

Ex : If I had met her last week I would have told her about you. I. Please complete the sentences below.

1. If She were here now ………

2. They will come to the party next week if ………. 3. Sandra would have seen the movie if ………

4. I would be glad if ……….

5. If Dr. Tom had known the case ………. 6. I will have a new notebook next month if ……….

7. If they had had a lot of money last Sunday ……….. 8. If had known the news ………..

9. We would go to Jakarta now if ………. 10. She could pass the test if ……….

II. Answer the questions elaborately !

1. What will you do if you have Rp. 1.000.000.000 next month ! 2. What would you do if you were the governor of west Java !

14.PBM 14.

Discussion and Overall Review.