modul bahasa inggris ii tpb 2017

 
 
 
 

LALU ALI WARDANA, M.Ed.
AGUS SAPUTRA, M.Pd.

UNIVERSITY OF MATARAM
2016

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)

UNIT 12

TOURISM (II)

UNIT 1
CUSTOMS

Before You Read
Are these statements TRUE or FALSE for people in your country?
a.
b.
c.
d.
e.
f.

Whe n we me e t so me o ne fo r the first time , we sha ke ha nd s.
Frie nd s kiss o n b o th c he e ks whe n the y me e t o r whe n the y sa y g o o d b ye .
We o fte n invite p e o p le to o ur ho me fo r a me a l.
If yo u a rra ng e d to d o so me thing with frie nd s, it is O K to b e a little la te .
Yo u sho uld no t ya wn in p ub lic .
We c a ll mo st p e o p le b y the ir first na me .

Let’s Read

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 ma ny time 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 me o f the c lo the s yo u think wo me n sho uld n’ t we a r in Asia n a nd Muslim
c o untrie s!
c . Is yo ur ma in me a l o f the d a y the sa me 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 me a ls?
e . Wha t a re so me 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.” ?
g . Whic h ‘ Extra Tip s’ a re a b o ut fo o d a nd d rink? Whic h o ne s a re a b o ut g e ne ra l
b e ha vio r?

1

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
Greeting
Ho w sho uld yo u b e ha ve
whe n yo u me e t so me o ne
fo r the first time ? An
Ame ric a n o r C a na d ia n
sha ke s yo ur ha nd firmly
while lo o king yo u stra ig ht
in the e ye s. In ma ny p a rts
o f Asia , the re is no p hysic a l
c o nta c t a t a ll. In Ja p a n,
yo u sho uld b o w, a nd the

mo re re sp e c t yo u wa nt to
sho w,
(1)_________.
In
Tha ila nd , the g re e ting is
ma d e b y p re ssing b o th
ha nd s to g e the r a t the
c he st, a s if yo u a re
p ra ying , a nd b o wing yo ur
he a d slig htly. In b o th
c o untrie s, e ye c o nta c t is
a vo id e d a s a sig n o f
re sp e c t.

Ame ric a , lunc h is o fte n the
b ig g e st me a l o f the d a y,
a nd c a n la st two o r thre e
ho urs. Fo r this re a so n ma ny
p e o p le
eat

a
lig ht
b re a kfa st a nd
a
la te
d inne r b usine ss a s yo u e a t.
In Me xic o a nd Ja p a n,
(3)_______. Lunc h is a time
to re la x a nd so c ia lize . In
Brita in, yo u mig ht ha ve a
b usine ss lunc h a nd d o a nd
the Ja p a ne se ra re ly d rink
a lc o ho l a t lunc htime . In
Brita in a nd the Unite d
Sta te s, it’ s no t unusua l to
ha ve a b usine ss me e ting
o ve r b re a kfa st, a nd in
C hina it’ s c o mmo n to
ha ve b usine ss b a nq ue ts,
b ut yo u sho uld n’ t d isc uss

b usine ss d uring the me a l.

Clothes

Doing business

Ma ny c o untrie s ha ve rule s
a b o ut wha t yo u sho uld
a nd sho uld n’ t we a r. In
Asia n
a nd
Muslim
c o untrie s, yo u sho uld n’ t
re ve a l
the
b o d y,
e sp e c ia lly wo me n, who
(2)_______. In Ja p a n, yo u
sho uld ta ke o ff yo ur sho e s
whe n e nte ring a ho use o r

a re sta ura nt. Re me mb e r
to p la c e the m ne a tly
to g e the r fa c ing the d o o r
yo u c o me in. This is a lso
true
in C hina , Ko re a ,
Tha ila nd , a nd Ira n.

In mo st c o untrie s, a n
e xc ha ng e
of
b usine ss
c a rd s is e sse ntia l fo r a ll
intro d uc tio ns. Yo u sho uld
inc lud e
yo ur c o mp a ny
na me a nd yo ur p o sitio n. If
yo u a re g o ing to a c o untry
whe re yo ur la ng ua g e is
no t wid e ly sp o ke n, yo u

c a n g e t the re ve rse sid e o f
yo ur c a rd p rinte d in the
lo c a l la ng ua g e . In Ja p a n,
yo u must p re se nt yo ur
c a rd with b o th ha nd s, with
the writing fa c ing the
p e rso n yo u a re g iving it to .
In ma ny c o untrie s, b usine ss
ho urs a re fro m 9.00 o r
10.00 to 5.00 o r 6.00.

Food and drink
In Ita ly, Sp a in, a nd La tin

Ho we ve r in so me
c o untrie s, suc h a s G re e c e ,
Ita ly, a nd Sp a in (4)_______
the m re ma in o p e n until
the e ve ning . Ja p a ne se
b usine ss p e o p le c o nsid e r it

the ir p ro fe ssio na l d uty to
g o o ut a fte r wo rk with
c o lle a g ue s to re sta ura nts,
b a rs, o r nig htc lub s. If yo u
a re invite d , yo u sho uld n’ t
re fuse , e ve n if yo u d o n’ t
fe e l like sta ying o ut
la te .EXTRA TIPS

HERE ARE SOME EXTRA TIPS
BEFORE YOU TRAVEL:
1. In ma ny Asia n c ulture s, it
is a c c e p ta b le to sma c k
yo ur lip s whe n yo u e a t. It
me a ns tha t the fo o d is
good.
2. In Fra nc e , yo u sho uld n’ t
sit d o wn in c a fe until yo u
ha ve sha ke n ha nd s with
e ve ryo ne yo u kno w.
3. In Ind ia a nd the Mid d le
Ea st, yo u must ne ve r use
the le ft ha nd (5)________.
4. In C hina , yo ur ho st will
ke e p re filling yo ur d ish
unle ss yo u la y yo ur
c ho p stic ks a c ro ss yo ur
b o wl.
5. Mo st So uth Ame ric a ns
a nd Me xic a ns like to
sta nd ve ry c lo se to the
p e rso n the y a re ta lking
to . Yo u sho uld n’ t b a c k
a wa y.
6. In Russia , yo u must
ma tc h yo ur ho sts d rink
fo r d rink, o r the y will think
2

yo u unfrie nd ly.
7. In Ire la nd , so c ia l e ve nts
so me time s
e nd
with
sing ing a nd d a nc ing .
Yo u ma y b e a ske d to
sing .
8. In Ame ric a , yo u sho uld
e a t yo ur ha mb urg e r with
b o th
ha nd s
ad
as
q uic kly a s p o ssib le . Yo u
sho uld n’ t try to ha ve a
c o nve rsa tio n until it is
e a te n.

Study Skill Focus: Scanning and Understanding Details
Sc a nning is a re a d ing te c hniq ue to b e use d whe n yo u wa nt to find sp e c ific
info rma tio n q uic kly sc a nning he lp s yo u to find sp e c ific fa c ts o r p ie c e s o f
info rma tio n witho ut re a d ing the who le p a ssa g e .
Whe n yo u sc a n, yo u sho uld :
a . De te rmine ho w the ma te ria l is o rg a nize d , this will he lp yo u lo c a te sp e c ific
info rma tio n (fo r e xa mp le , a te le p ho ne b o o k is o rg a nize d b y a re a a nd b y
fo llo wing the a lp ha b e tic a l o rd e r);
b . Use the ke y wo rd s, he a d ing s, a nd sub he a d ing s to he lp yo u find the
se c tio n o f the te xt tha t c o nta ins the info rma tio n yo u a re lo o king fo r;
c . Use c lue s to he lp yo u find the info rma tio n. Fo r e xa mp le , sc a n fo r c a p ita l
le tte rs whe n lo o king fo r the na me s o f p e o p le o r c itie s, o r sc a n fo r numb e rs
whe n lo o king fo r d a te s, a nd he ig hts, we ig hts;
d . Fo rc e yo ur e ye s to mo ve fa ste r b y mo ving yo ur fing e r q uic kly b a c k a nd
fo rth while mo ving d o wn the p a g e .

Exercise
Answer these questions briefly!
1. Wha t d o e s c usto ms me a n?
2. Do c usto ms c ha ng e time b y time ?
3. Why d o p a rtic ula r c usto ms e xist? Me ntio n thre e d iffe re nt re a so ns!
4. C a n yo u g ive a n e xa mp le o f a c usto ms?
5. Wha t a re the so urc e s o f c usto ms a c c o rd ing to the te xt?
6. Wha t d o e s “ so me ” in p a ra g ra p h thre e re fe r to ?
7. Wha t d o fa shio ns me a n a c c o rd ing to the te xt?
8. Me ntio n the e xa mp le s o f fa shio ns!
9. Wha t a re sup e rstitio ns?
10. Wha t d id a nc ie nt p e o p le b e lie ve a b o ut p o inting a t so me o ne ?

3

CUSTOMS

Why d o ma ny p e o p le sha ke ha nd s whe n the y me 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 ms. 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 ma ny p e o p le tha t ha ve c o me 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, mo st c o nve nie nt wa y to d o thing s. Fo r e xa mp le , it its a c usto m to c lo se
sc ho o ls d uring the summe 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 ms b e g in b e c a use so me 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 ms c o me fro m re lig io us b e lie fs.
So me a re ta ke n mo re se rio usly tha n o the rs. So me ha ve b e c o me la ws o f the
la nd . The se a re so me time s c a lle d “ mo re s” , the La tin wo rd fo r “ c usto ms” . Ma ny
writte n la ws ha ve c o me fro m mo 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 mp le , p e o p le in mo 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 ma n to ha ve mo re tha n o ne
wife a t a time , b ut this p ra c tic e o f p o lyg a my is a g a inst the la w in the Unite d Sta te s.
So me c usto ms 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 ma 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 me e t so me 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 me 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 mp 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 me o ne wa s a wa y o f killing tha t p e rso n b y ma g ic .

Young Students Learning Library vol. 7
Glossary
Be lie f
Bo w
C o nve nie nt
Fa shio n
Po inting
Sup e rstitio ns

: ke p e rc a ya a n
: me nund uk
: se sua i, c o c o k
: p a ka ia n
: me nunjuk
: ta kha yul
4

Exercise
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 ms.
2. In e ve ry c o untry we me e t so me 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 ma n to ha ve mo 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 ms.
7. During the summe 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 my is a llo we d in the US la ws.
9. C usto ms 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 .

Let’s Speak
Wo rk with a p a rtne r. Te ll yo ur p a rtne r a b o ut c usto ms 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 mp a re yo ur
a nswe rs with yo ur p a rtne r’ s, a nd ma ke no te s.

Let’s Write
Ima g ine tha t yo u a re stud ying a wa y fro m yo ur ho me a nd yo u wa nt to se nd a
p o stc a rd to yo ur b e st frie nd . Te ll him/ he r b rie fly a b o ut the c usto ms o f the c o untry
yo u sta y. Yo ur c o mp o sitio n must b e 60 wo rd s the mo st.

5

UNIT 2
EDUCATION
Before You Read
Wo rk with a p a rtne r. Ima 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 must a t le a st write 5 imp o rta nt wo rd s.

Let’s Read
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 -mo nths, no n-c re d it, Ita lia n la ng ua g e c o urse in
Ro me . 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 nme 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 ms a ssista nt in the Stud y Ab ro a d o ffic e a t
To wso n Unive rsity in Ba ltimo re . “ The c o mb ine d c ultura l a nd a c a d e mic c o mp 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 mo 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 mig ht ta ke se ve ra l
mo nths in the ir ho me 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 lmo 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 mily.
So me sc ho o ls invo lve the mse lve s mo 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 mo 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.
The re a re p ro g ra ms a va ila b le to me e t e ve ry stud e nt’ s ne e d s, a nd the y a re a ll
b e ne fic ia l. “ Any o ve rse a s e xp e rie nc e is c o nsid e re d inva lua b le in a ny fie ld ” , a ffirms
She a re r.

6

Exercise
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
mo 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 me la ng ua g e sc ho o ls a rra ng e trip s to the muse ums, mo vie s a nd e ve n
d inne rs a t lo c a l re sta ura nts.

Study Skill Focus: Describing Diagrams and Tables
Dia g ra ms a nd ta b le s a lwa ys sho w fig ure s o r numb e rs. The se numb e rs the n c a n b e
c o mp a re d in o rd e r to find o ut a b o ut a c e rta in issue .
Exa mp le : Fro m a ta b le sho wing the numb e r o f ma 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 mo re ma le o r fe ma le stud e nts. The n, yo u
c a n c o mp 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 ms: 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 ma le stud e nts) tha n ( ma 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 ma le stud e nts)

Exercise
Describe the tables below. You must make at least five descriptions and must not
describe the same thing twice.
Ta b le 1: The numb 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

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

334,594

339,747

358,041

368,115

374,307

Applications

7

Ta b le 2: The numb e r o f a p p lic a nts b y Ag e

Age
(4
categories)
20 and
under
21 to 24
25 to 39
40 and over
Total

1999

2000

2001

2002

2003

341,212

340,517

345,899

347,970

356,490

50,867
42,468
8384
442,931

51,187
41,747
8577
442,028

55,426
43,070
9438
453,833

59,486
44,067
9842
461,465

62,426
46,990
10,561
476,467

Let’s Listen
Liste n to a fo re ig n stud e nt in the Unite d King d o m a s she p ho ne s a la ng ua g e sc ho o l
to e nro ll o n a n e ve ning c la ss. Put yo ur p e n d o wn a nd simp ly liste n to the te le p ho ne
c o nve rsa tio n b e twe e n the stud e nt a nd the re c e p tio nist. Ma ke no te s if ne c e ssa ry.

Complete any details in the student enrolment form based on the recording you
hear.

Cambridge Language College
Evening Classes
Student Enrolment Form
To be completed for all new students
Student details
Surna me
First na me
Na tio na lity
La ng ua g e
O c c up a tio n
Da te o f b irth
Ad d re ss

Pho ne numb e r

: _________________________________________
: _________________________________________
: _________________________________________
: _________________________________________
: _________________________________________
: _________________________________________
: _________________________________________
_________________________________________
_________________________________________
: _________________________________________

Course details
Fre nc h
Eng lish
G e rma n

____ 121
Ele me nta ry
____ 129
Ele me nta ry
____ 151

____ 131
Inte rme d ia te
____ 139
Inte rme d ia te
____ 161

____ 141 Ad va nc e d
____ 149 Ad va nc e d
____ 171 Ad va nc e d
8

Sp a nish
Ja p a ne se

Typ e o f c o urse

Ele me nta ry
____ 159
Ele me nta ry
____ 181
Ele me nta ry

Inte rme d ia te
____ 169
Inte rme d ia te
____ 191
Inte rme d ia te

____ sho rt c o urse

____ lo ng c o urse

____ 179 Ad va nc e d

Let’s Write
C o mp le te the a p p lic a tio n fo rm b e lo w, a nd p ro c e e d to the ne xt a c tivity a s so o n a s
yo u finish filling in the fo rm. Yo u must sp e nd a p p ro xima te ly 7 minute s a t the mo st o n
the fo rm, a nd 12 minute s o n the ne xt a c tivity.
La ng ua g e C o urse Ap p lic a tio n Fo rm
1. Pe rso na l De ta ils
2. La ng ua g e C o urse Ap p lie d Fo r
Title :
La ng ua g e (p le a se tic k):
(Mr/ Ms)
_____ Eng lish
_____ Fre nc h
Surna me / Fa mily Na me :
_____ Sp a nish
_____ Ita lia n
_____G e rma n
_____ Ko re a n
First na me (s):
_____C hine se
_____ Ja p a ne se
C o rre sp o nd e nc e Ad d re ss

La ng ua g e :

La ng ua g e :

Pla c e / Da te o f b irth:

Le ve l (p le a se tic k)
_____ O ne
_____ O ne
_____Two
_____Two
_____ Thre e
_____ Thre e
If unsure a b o ut the le ve l, p le a se c ho o se the
d a te s fo r the
e ntry te sts b e lo w:
_____ 25 Ja nua ry 2017
_____ 25 Ma rc h 2017
_____ 25 June 2017
_____ 25 Se p te mb e r 2017
Ap p lic a nt’ s Sig na ture :

Na tio na lity:

Da te :

Po stc o d e
Te le p ho ne No
Ho me :
Mo b ile :

9

Afte r c o mp 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 mp o sitio n, whic h must 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)?
Ho w will the la ng ua g e (s) c o ntrib ute to yo ur future c a re e rs?

10

UNIT 3
ENTREPRENEURS

Before You Read
Jot down all the things associated with two of these following words:
•
•

Bill G a te s
Bo b Sa d ino

Let’s Read

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 ma 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 nsume rs with a d e sire d p ro d uc t o r se rvic e , mo 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 me 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 mse lve s. Entre p re ne urs who p re fe r se lf-e mp lo yme nt e njo y the fre e d o m
a nd ind e p e nd e nc e tha t c o me fro m b e ing the ir o wn b o sse s a nd fro m ma king the ir
o wn d e c isio ns. Eve n whe n the ir b usine sse s a re no t imme d ia te ly suc c e ssful, the y d o
no t g ive up . In fa c t, so me 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 ming 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
sma 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 mmunity le a d e rs.
Suc c e ssful e ntre p re ne urs ha ve o the r c o mmo n c ha ra c te ristic s. G e ne ra lly, the y
o b ta in wo rk e xp e rie nc e in the typ e s o f b usine ss the y la unc h. The p e rso n who sta rts a
c o mp ute r sto re , fo r e xa mp le , usua lly ha s ta ke n so me c o mp ute r c o urse s a nd wo rke d
fo r a b usine ss tha t ma ke s, se lls, o r se rvic e s c o mp ute rs. In a d d itio n to a p p ro p ria te

11

wo rk e xp e rie nc e , suc c e ssful b usine ss o wne rs a re a lso we ll info rme d a b o ut fina nc ia l,
ma rke ting , a nd le g a l ma tte rs.
The re is no ma g ic a g e fo r sta rting a b usine ss. Te e na g e rs, p a re nts o f
te e na g e rs, a nd re tire s ha ve a ll sta rte d suc c e ssful b usine sse s. In re c e nt ye a rs,
inc re a sing numb e rs o n wo me n, Asia n-Ame ric a ns, Hisp a nic s, a nd Afric a n-Ame ric a ns
o f a ll a g e s ha ve o p e ne d the ir o wn firms. To sta rt yo ur o wn b usine ss, yo u ne e d
a d e q ua te fund s, a g e ne ra l kno wle d g e a b o ut b usine ss, so me wo rk e xp e rie nc e s, a nd
a b usine ss o p p o rtunity.

Business Principles and Management

Glossary:
Ad e q ua te
De c isio n
Ea rn
Entre p re ne ur
Go al
Le g a l ma tte r
O p p o rtunity
O wne r
Se lf-e mp lo yme nt
Sta rt-up

: c ukup , me ma d a i
: ke p utusa n
: me mp e ro le h
: p e ng usa ha
: tujua n
: ma sa la h hukum
: p e lua ng
: p e milik
: wira swa sta
: p e mula

Exercise
Write T (true) or F (false) in front of every statement below. You may consult the text
to check for the answers.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Entre p re ne urs d o the ir b usine ss e a sily.
It is ne c e ssa ry fo r e ntre p re ne urs to kno w the d e sire d p ro d uc t o r
c o nsume r se rvic e
Pro fit is e a rne d b e fo re e ntre p re ne urs wo rk ha rd .
The fa ilure o f b usine ss is o nly b e c a use o f fina nc ia l re a so n.
Suc c e ssful e ntre p re ne ur is influe nc e d b y p e rso na l c ha ra c te ristic s.
Entre p re ne urs e njo y wo rking ind e p e nd e ntly.
A c le ve r e ntre p re ne ur is a g ua ra nte e fo r suc c e ss in b usine ss.
G e tting e xp e rie nc e in b usine ss is o ne o f the c ha ra c te ristic s o f
suc c e ssful e ntre p re ne ur.
Te e na g e rs a lwa ys b e c o me suc c e ssful e ntre p re ne urs.
Suc c e ssful b usine ss o wne rs a re a lso we ll info rme d a b o ut fina nc ia l
ma tte rs.

( _____ )
( _____ )
(
(
(
(
(
(

_____
_____
_____
_____
_____
_____

)
)
)
)
)
)

( _____ )
( _____ )

12

Find the synonyms of the italic words, phrases, or clauses in the text.
The o wne r ma na g e r has to find the answer to the problem.
(p a ra g ra p h 3)
Do yo u get enough wa g e s fo r the wo rk yo u a re d o ing ?
(p a ra g ra p h 5)
A ne w e ntre p re ne ur usua lly d o e s no t kno w ho w to a ntic ip a te
the possibility to meet danger. (p a ra g ra p h 1)
Ma king a c ho ic e among some alternatives is no t e a sy thing .
(p a ra g ra p h 2)
The p ro b le m o f sma ll b usine ss is mo stly connected with
money. (p a ra g ra p h 5)
Being not successful d o e s no t me a n the e nd o f the e ffo rts.
(p a ra g ra p h 2)
She d o e s no t ye t re a c h the object of her ambition or efforts.
(p a ra g ra p h 3)
The symp to ms o f illne ss in a sma ll b usine ss ha ve some special
indications. (p a ra g ra p h 4)
The person who has this business g e ts suc c e ss fro m le a rning
the mista ke s in the p a st. (p a ra g ra p h 1)
She wo rks to find the possibility to d o b usine ss.
(p a ra g ra p h 5)

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

( ____________ )
( ____________ )
( ____________ )
( ____________ )
( ____________ )
( ____________ )
( ____________ )
( ____________ )
( ____________ )
( ____________ )

Let’s Speak
Choose a partner. With him/her, answer the questions below and discuss your
answer.
•
•
•

Do yo u wa nt to b e a n e ntre p re ne ur? Why/ w hy no t?
Wha t d o yo u think a b o ut the b e lie f tha t e ntre p re ne ur is a b e tte r jo b tha n c ivil
se rva nt (PNS)? Exp la in!
Sup p o se yo u a re the g o ve rnme nt who trie s to o ve rc o me the une mp lo yme nt,
wha t a re the so lutio ns yo u c a n c o ntrib ute to sto p it o r ho w d o yo u p re ve nt
the p ro b le ms fro m ha p p e ning fro m time to time ?

13

Study Skill Focus: Brainstorming and Clustering
Bra insto rming is writing a s ma 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 sma lle r id e a s.
Fo r e xa mp le , whe n yo u a re b ra insto rming a b o ut a to p ic “ Ne w b usine ss” , ima g ine
tha t yo u a re p utting “ liste ning to music ” 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 music :
• Ja zz music
• C la ssic a l music
• Po p Music
“ Liste ning to music ” is the g e ne ra l id e a whic h c a n e xp la in mo re a b o ut the to p ic ,
while ja zz music , c la ssic a l music , a nd p o p music a re the sp e c ific id e a s to g ive mo re
info rma tio n a b o ut the g e ne ra l id e a .

Let’s Write
No w lo o k a t the e xa mp le o f a stud e nt’ s b ra insto rming no te b e lo w
To p ic : The c usto m o f we lc o ming a b a b y in my fa mily

•
•
•
•
•
•
•
•
•

must nurse the b a b y
must g o to the ho sp ita l imme d ia te ly
must c o nsult the fa mily d o c to r re g ula rly
must p re p a re a c e re mo ny to e xp re ss g ra titud e to G o d
must e a t he a lthy fo o d a nd vita mins
must d e c id e the na me o f the b a b y
must p e rfo rm sp e c ific e xe rc ise s
must te ll the e ld e rs a b o ut the b irth
must 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 ; mo 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 rming no te , with so me 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 ms in the p re -na ta l p e rio d
Specific ideas:
14

•
•
•

must c o nsult the fa mily d o c to r re g ula rly
must e a t he a lthy fo o d a nd vita mins
must p e rfo rm sp e c ific e xe rc ise s

General idea: The c usto ms in the d e live ring p e rio d
Specific ideas:
• must g o to the ho sp ita l imme d ia te ly
• must d e c id e the na me o f the b a b y
• must te ll the e ld e rs a b o ut the b irth
General idea: The c usto ms in p o st-na ta l p e rio d
Specific ideas:
• must nurse the b a b y
• must c irc umc ise the b a b y if it is a b o y
• must p re p a re a c e re mo ny to e xp re ss g ra titud e to G o d

Exercise
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 rming se ssio n. Write a s ma 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 sma 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.
4. Re -write the re sult o f yo ur b ra insto rming se ssio n o n a p ie c e o f p a p e r.

15

UNIT 4
POLLUTION

Before You Read:
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
sma ll o ne ?
2. Did yo u fe e l so me thing d iffe re nt a b o ut the a ir in a b ig a nd sma ll c ity?

Let’s Read
THE CAUSE OF AIR POLLUTION
Po llute d a ir is fo und in mo 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 rmful. 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 rms p la nts a nd c ro p fie ld s.
Mo to r ve hic le s a re a ma 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
mo no xid e , hyd ro c a rb o ns, a nd nitro g e n o xid e s a re the ma 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 mo 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
mo 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 mic a l smo g re sults fro m a c he mic 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 ma 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 smo g .
So me time s no wind b lo ws a nd the a ir still e xists fo r a lo ng time . Whe n this o c c urs,
p ho to c he mic a l smo g c a n b uild up q uic kly to d a ng e ro us a mo unts. The smo 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 me wha t to re d uc e
a ir p o llutio n fro m e xha ust. So me g o ve rnme nts re q uire tha t a uto mo b ile e ng ine s me e t
c e rta in p o llutio n sta nd a rd s. To me 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 rmful g a se s re le a se d in a uto
e xha ust.
So me 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 me 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 rma ne nt d a ma 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 .

Health Biology. 1991.
16

Glossary:
Re sp ira to ry
Smo g
Suffo c a tio n
Le a d
Ha rmful
Exha ust
O d o rle ss

: p e rna fa sa n
: ka b ut a sa p
: ma ti le ma s
: timb a l
: b e rb a ha ya
: p e mb ua ng a n
: ta k b e rb a u

Exercise
Answer the following questions based on the text.
1.
2.
3.
4.
5.
6.
7.
8.

Whe re d o e s the p o llutio n usua lly ha p p e n?
Wha t a re the c a use s o f a ir p o llutio n?
Wha t a re the e ffe c ts o f a ir p o llutio n fo r huma n?
Wha t d o e s the b urning g a so line in a c a r p ro d uc e ?
Wha t a re the e ffe c ts o f o zo ne g a s fo r living thing ?
Wha t is p ho to c he mic a l smo g ? Is it ha rmful?
Wha t d o e s the g o ve rnme nt d o to re d uc e a ir p o llutio n?
Me ntio n two thing s tha t sho uld b e c o nsid e re d b y a c a r d e sig ne r in o rd e r to
re d uc e a ir p o llutio n!

Let’s Speak
Think o f a p o llutio n p ro b le m in yo ur to wn. Answe r the se fo llo wing q ue stio ns:
1. Wha t is the p o llutio n?
2. Wha t d o e s c a use the p o llutio n?
3. Wha t a re the so lutio ns?

Study Skill Focus: Mind Mapping
A mind ma p is a simp le hie ra rc hic a l ra d ia l d ia g ra m. In o the r wo rd s, yo u o rg a nize
yo ur tho ug hts a ro und a c e ntra l id e a . The c e ntra l id e a is the sta rting p o int o f yo ur
Mind Ma p a nd re p re se nts the to p ic yo u a re g o ing to e xp lo re . Yo ur c e ntra l id e a
sho uld b e in the c e ntre o f yo ur p a g e a nd sho uld inc lud e a n ima g e tha t re p re se nts
the Mind Ma p ’ s to p ic . This d ra ws a tte ntio n a nd trig g e rs a sso c ia tio ns in the b ra in.
Pe rso na lizing the c e ntra l id e a will stre ng the n the c o nne c tio n with the c o nte nt in the
Mind Ma p .
The ne xt ste p to g e t the id e a flo wing is to a d d b ra nc he s. The ma in b ra nc he s whic h
flo w fro m the c e ntra l ima g e a re the ke y the me s. Yo u c a n e xp lo re e a c h the me o r

17

ma in b ra nc h in g re a te r d e p th b y a d d ing sub -b ra nc he s.
Whe n yo u a d d b ra nc he s to yo ur mind ma p , yo u will ne e d to inc lud e a ke y id e a . An
imp o rta nt p rinc ip le o f Mind Ma p p ing is using o ne wo rd p e r b ra nc h. Ke e p ing to o ne
wo rd sp a rks o ff a g re a te r numb e r o f a sso c ia tio ns c o mp a re d to using multip le wo rd s
o r p hra se s.

Let’s Write
C o mp le te the mind ma p b e lo w. So me ha ve b e e n d o ne fo r yo u.

G o ve rnme nt
So lutio n
..............
..............
.

Ve hic le

Ind ivid ua l

C a use

..............
..............
.

Air
Po llutio n

..............
..............
.

..............
..............
.

..............
..............
.

..............
..............
.

Effe c ts

He a lth
p ro b le
ms
..............
..............
.

..............
..............
.

..............
..............
.

18

UNIT 5
MASS MEDIA

Before You Read
C ho o se a p a rtne r. Ha ve yo u he a rd a b o ut ma ss me d ia ? Answe r the fo llo wing
q ue stio ns.

•
•
•

Do yo u re g ula rly re a d a ny ma 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 umsta nc e s d o yo u usua lly liste n to the ra d io ? Wo uld yo u
like to liste n mo re o fte n? Why/ why no t?

Let’s Read
While yo u a re re a d ing , d o no t sto p whe n yo u find d iffic ult wo rd s, just skip the m

EFFECTS OF MASS MEDIA

The ma ss me d ia ha ve a n imp o rta nt ro le in mo d e rn d e mo c ra tic so c ie ty a s the
ma in c ha nne l o f c o mmunic a tio n. The p o p ula tio n re lie s o n the ne ws me d ia a s the
ma 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 me ssa g e s in
the ma ss me 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 mp e titio n ha s b e c o me inc re a sing ly ke e n in the a re a o f the ma ss me 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 ms c o mp e ting with the e le c tro nic me 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
me 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.
The ne ws me d ia a re the mo st imp o rta nt c ha nne ls fo r the p ro p a g a tio n o f
c ulture , id e a s, a nd o p inio ns. Mo st o p inio n fo rma tio n ta ke s p la c e whe n p e o p le sit
19

a nd wa tc h ne ws a nd d e b a te s o n te le visio n. Ana lyzing the c ultura l se le c tio n in the
e le c tro nic info rma tio n so c ie ty, we find tha t a n imp o rta nt p a rt o f the se le c tio n lie s in
the c ho ic e b e twe e n TV c ha nne ls. Millio ns o f la zy vie we rs sit in the ir c o mfo rta b le a rm c ha irs with re mo te c o ntro ls in the ir ha nd s wa tc hing a c tio n films a nd c o mme rc ia ls fo r
a ne w fra g ra nc e , ha rd ly re a lizing tha t b y c ho o sing whic h c ultura l a nd p o litic a l
influe nc e s the y e xp o se the mse lve s to , the y a lso c ho o se the c ultura l a nd p o litic a l
e vo lutio n o f the ir c o untry.

Glossary:
Pro fo und
Pro p a g a tio n
C o mme rc ia ls
Ro le
Influe nc e
Vie we rs

: b e sa r
: p e rke mb a ng a n
: ikla n
: p e ra n
: p e ng a ruh
: p e mirsa

Study Skill Focus: Discussion
In a d isc ussio n, yo u usua lly wish to find b e tte r id e a s a nd e ve n so lutio ns to a p ro b le m.
The re a re so me imp o rta nt d isc ussio n te c hniq ue s.

One: Introducing a Discussion
• G re e ting : “ G o o d mo rning . Tha nk yo u a ll fo r c o ming .”
• Intro d uc tio n o f the p a rtic ip a nts: “ At o ur me e ting to d a y, we ha ve Mr. Smith
•
•

who is a g o ve rnme nt o ffic ia l. We a lso ha ve ..............”
The p urp o se o f the d isc ussio n: “ the p urp o se o f the d isc ussio n is to
d e c id e / so lve ...........”
O p e ning the sub je c t fo r d isc ussio n: “ Mr. Smith, wo uld yo u like to b e g in? ”

Two: Decision-Making Process
• De fine the p ro b le m (the c a use s a nd e ffe c ts o f the p ro b le m, the re q uire me nts
•
•
•

o f the b e st so lutio n)
G e ne ra te a lte rna tive s/ p o ssib le so lutio ns
Eva lua te a lte rna tive s (the a d va nta g e s a nd d isa d va nta g e s o f e a c h p o ssib le
so lutio n)
Se le c t the b e st a lte rna tive

Three: Closing the Discussion
• A sta te me nt tha t the me e ting is o ve r: ” I’ m a fra id tha t o ur time ha s run o ut”
• A fina l summa ry o f the d isc ussio n: to summa rize , we a g re e d tha t..................”
• A p la n fo r future me e ting : “ We c a n d isc uss the imp le me nta tio n a t o ur ne xt
me e ting ”
A sta te me nt to tha nk the me mb e rs: “ I wo uld like to tha nk yo u fo r yo ur c o o p e ra tio n”

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Let’s Speak
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 me d ia o rg a niza tio ns ha ve to o muc 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?

Let’s Write
Write the re sults o f yo ur d isc ussio n in the p re vio us e xe rc ise .

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UNIT 6
LAW AND SOCIETY

Before You Read
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?

Let’s Read
Law and Society

O ne o f the ma ny wa ys in whic h so c ie tie s c a n b e d isting uishe d fro m a nima 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 mo 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 ma y b e b o rn with a ‘ ma ting
instinc t’ , b ut it is thro ug h so c ia l rule s tha t the a tte mp t is ma d e to c ha nne l this
‘ instinc t’ into the mo 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
ma rria g e .
Ma rria g e is a g o o d e xa mp 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 mo no g a mo us (o ne ma n / o ne wo ma n) ma rria g e sup p o rte d b y the
p re d o mina nt re lig io n; it is a lso ma inta ine d thro ug h mo ra l rule s (he nc e the id e a o f
unma 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 ma rria g e c e re mo 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 umsta nc e whe re b y d ivo rc e
ma y b e o b ta ine d , d e fine the rig hts to ma trimo nia l p ro p e rty up o n ma rita l b re a k
d o wn a nd so o n.
Ma rria g e is o nly o ne e xa mp le o f so c ia l b e ha vio r g o ve rne d b y rule s. Le g a l
rule s a re e sp e c ia lly sig nific a nt in the wo rld o f b usine ss, with ma tte rs suc h a s b a nking ,
mo ne y, c re d its a nd e mp lo yme nt a ll re g ula te to so me e xte nt thro ug h la w. Ind e e d , in
a c o mp le x so c ie ty like o ur o wn, it is ha rd to find a ny a re a o f a c tivity, whic h is
c o mp le te ly fre e fro m le g a l c o ntro l. Driving , wo rking , b e ing p a re nt, ha nd ling p ro p e rty
a ll the se a re to uc he d in so me wa y b y la w. Eve n a b a sic a c tivity like e a ting is
ind ire c tly a ffe c te d b y la w. In tha t the fo o d we e a t is re q uire d b y le g a l rule s to me e t
rig o ro us sta nd a rd o f p urity, hyg ie ne , a nd e ve n d e sc rip tio n.

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Glossary:
Affe c t
Atte mp t
Bre a k d o wn
De fine
Divo rc e
Emp lo yme nt
G o ve rn
Ma ting -instinc t
Pre d o mina nt
Purity
Rig o ro us

: me mp e ng a ruhi
: me nc o b a
: me ma ta hka n
: me mb a ta si
: p e rc e ra ia n
: p e ke rja a n
: me ng a tur
: na luri me nika h
: me nyo lo k
: ke b e rsiha n
: ke ra s, ka ku

Exercise
•
•
•

Wo rk in g ro up o f thre e to fo ur a nd d e ve lo p a t le a st 3 q ue stio ns b a se d o n the
p a ssa g e . The q ue stio ns c a n b e o f a ny typ e , b ut e a c h g ro up me mb e r sho uld
b e a b le to a nswe r his/ he r o wn q ue stio ns.
Yo ur te a c he r will se t time limit. Whe n the limit ha s e xp ire d , e a c h g ro up sho uld
p a ss the q ue stio ns to the c la ssma te s b e hind the m.
Try to a nswe r the q ue stio ns g ive n.

Study Skill Focus: Outline
An o utline is a visua l a nd c o nc e p tua l d e sig n o f yo ur writing . It b re a ks d o wn the p a rts
o f yo ur te xt in a c le a r, hie ra rc hic a l ma nne r. It he lp s yo u to o rg a nize yo ur id e a s,
p re se nt yo ur ma te ria l in a lo g ic a l fo rm a nd sho w the re la tio nship s a mo ng id e a s in
yo ur writing . Mo st stud e nts find tha t writing a n o utline b e fo re b e g inning the p a p e r is
mo st he lp ful in o rg a nizing o ne ’ s tho ug hts. If yo ur o utline is g o o d , yo u p a p e r sho uld
b e e a sy to write .
An o utline ha s thre e se c tio ns:

A Beginning: c a lle d the Intro d uc tio n. The p urp o se o f this p a ra g ra p h is to intro d uc e
the to p ic to yo ur a ud ie nc e to sta te the p urp o se o f yo ur e ssa y. The la st se nte nc e o f
the intro d uc tio n sho uld inc lud e a thesis statement whic h sho ws the p o int o f vie w o r
d ire c tio n tha t will b e ta ke n in the e ssa y.

A Middle: c a lle d the Bo d y o f the e ssa y. The numb e r o f b o d y p a ra g ra p hs d e p e nd s
o n the le ng th a nd c o mp le xity o f the e ssa y. Ea c h b o d y p a ra g ra p h c o nsists o f a topic
sentence and several supporting sentences. Like the e ssa y itse lf, e ve ry p a ra g ra p h
ha s 3 p a rts:
• The b e g inning : to p ic se nte nc e tha t is d ire c tly c o nne c te d to the the sis,
23

•
•

The mid 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 ma 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 mp 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 me nts. The c o nc lusio n ma y a lso c o nta in a s
prediction b a se d o n ma 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 mo 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 ma nne r tha t c o mma 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 mp 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 ma 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 mp 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
3. Third Po int
a . Sup p o rt
b . Sup p o rt
c . o p tio na l

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III. Conclusion
Summa 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 mp ha size yo ur the sis in a fre sh wa y, sho wing ho w yo u ha ve a c hie ve d yo ur p urp o se .
Yo u ma 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 me to a lo g ic a l
c o nc lusio n, o r ma ke a me mo ra b le fina l sta te me 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 . ________________________________________________________
c . (C o nc lusio n a nd le a d -in) ____________________________________

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3. Third Po int _____________________________________________________
a . ________________________________________________________
b . ________________________________________________________
c . (C o nc lusio n) _____________________________________________

III. Conclusion
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________

26

UNIT 7
COMPUTER

Before You Read
Answer the following questions.
1. Do yo u use c o mp ute rs ve ry muc h?
2. Wha t d o yo u use c o mp ute rs fo r?
3. Wha t d o yo u d o whe n yo ur c o mp ute r ha s p ro b le ms?

Let’s Read

COMPUTER SECURITY
The re q uire me nt o f info rma tio n se c urity within a n o rg a niza tio n ha s und e rg o ne
two ma 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 mp ute r, the ne e d fo r a uto ma te d to o ls fo r p ro te c ting file s a nd o the r info rma tio n
sto re d o n the c o mp ute r b e c a me 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 time -sha ring syste m, a nd the ne e d is e ve n mo 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 ma 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 mmunic 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 mp ute r a nd b e twe e n c o mp ute r to c o mp ute r.
Ne two rk se c urity me a sure s a re ne e d e d to p ro te c t d a ta d uring the tra nsmissio n. In
fa c t, the te rm ne two rk se c urity is so me wha t misle 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 mp 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 ms is the
c o mp ute r v