Module English 1

KATA PENGANTAR
Alhamdulillahirobbil alamiin, segala puji hanya milik Alloh SWT, karen

atas hidayah dan RidhoNYA penulis dapat menyelesaikan Modul “Bahasa Inggris
1” ini dengan baik dan sesuai waktu yang diharapkan. Shalawat dan salam semoga
senantiasa tersanjungkan kepada Rasulullah Muhammad SAW, beserta eluarga,
sahabat dan para pengikut jejak langkahnya hingga akhir jaman.
Modul yang saya susun saya beri judul “ Bahasa Inggris 1” ini disusun
untuk dijadikan salah satu referensi bagi mahasiswa maupun profesional
kesehatan. Besar harapan buku ini akan memberian tambahan wawasan dan
pemahaman kepada pembaca tentang Bahasa Inggris secara umum menurut ilmu
kesehatan.
Penulis menyadari bahwa penulisan buku ini karena adanya dukungan dan
dorongan berbagai pihak yang dengan segala kesungguhan hati turut membantu
terselesaikannya buku ini. Penulis mengucapan terimakasih sedalam dalamnya
semoga Alloh Ar Rahman Ar Rahiim berkenan mencatatnya sebagai amal ibadah
yang kelak dapat memberatkan timbangan amal kebaikan di Yaumil Hisab amiin
Ya Robbal Alamiin. Dalam kesempatan ini ucapan terimakasih dan doa tulus
tersebut penyusun sampaikan kepada :
1. Ketua Yayasan Ngudia Husada Madura yang telah memberikan kesempatan

pada penulis untuk selalu berkarya
2. Ketua STIKes Ngudia Husada Madura yang telah memberikan dukungan dan
bimbingan selama penulisan buku ini
3. Teman teman sejawat STIKes Ngudia Husada Madura yang senantiasa
memberikan motivasi selama penyusunan buku ini
Penulis menyadari bahwa masih banyak kekurangan dalam buku ini untuk itu
masukan dan sumbang saran dari pembaca sangat diharapkan untuk perbaikan
buku ini.
Terima kasih
Bangkalan, Oktober 2020
Penulis
TABLE OF CONTENTS
Cover. ................................................................................................................ 1
Table of Contents ............................................................................................. 2
Deskripsi ............................................................................................................ 3
Tujuan Pembelajaran ...................................................................................... 3
Pokok Bahasan. ................................................................................................ 3
Langkah Pembelajaran.................................................................................... 4
UNIT 1: SMOKING IN PUBLIC PLACE
Vocabulary ........................................................................................... 13
Grammar Awareness. .......................................................................... 15
Exercise……………….........................................................................17
UNIT 2 : FAST FOOD AND OBESITY

Vocabulary............................................................................................18
Grammar Awareness ............................................................................20
Exercise .............................................................................................. .23
UNIT 3 : THE FLUE

Vocabulary ........................................................................................... 24
Grammar Awareness ............................................................................ 26
Exercise ............................................................................................... 28
UNIT 4: MANITOBA MEMO
Vocabulary ........................................................................................... 30
Exercise………………........................................................................33
UNIT 5: BLACK HAIR TURN WHITE

Vocabulary............................................................................................35
Exercise ...................................................................................... …….38

UNIT 6 AMPICILLIN
Vocabulary ........................................................................................... 40
Grammar Awareness ............................................................................ 43
Exercise ............................................................................................... 45
UNIT 7: JOB INTERVIEW AND NETWORKING
Vocabulary ........................................................................................... 47
Exercise……………….........................................................................51
UNIT 8 : GOING TO PEDIATRICIAN

Vocabulary............................................................................................53
Exercise .............................................................................................. .57
UNIT 9 : NURSING CARE AND NURSING PROCESS

Vocabulary ........................................................................................... 59
BIBLIOGRAPHY .......................................................................................... 64
MATA KULIAH : BAHASA INGGRIS 1
JUMLAH SKS : 2 (1 T 1 P)
MATA KULIAH PRASAYARAT : -
1. DESKRIPSI MATA AJAR :
Mata kuliah ini membahas tentang prinsip prinsip dasar tata bahasa dalam bahasa Inggris dengan
menggunakan kosa kata dan kalimat-kalimat yang berkaitan dengan dunia kesehatan. Fokus
mata kuliah ini meliputi jenis-jenis tenses dasar dan perbendaharaan kata dan istilah yang
berkaitan dengan dunia kesehatan dalam bahasa Inggris. Kegiatan belajar mahasiswa berorientasi
pada pencapaian kemampuan memahami tata bahasa dasar dan struktur kalimat dalam bahasa
Inggris, penambahan kosa kata dan interaksi sederhana berupa percakapan sederhana dalam
kegiatan sehari-hari, terutama yang berkaitan dengan bidang kesehatan. Evaluasi belajar
mahasiswa dilakukan melalui proses belajar dan pencapaian kompetensi.
2. TUJUAN PEMBELAJARAN (LEARNING OUTCOME) :

1. Menguasai anatomi tubuh manusia, sistem sirkulasi dan hemostasis, teknik
pengambilan darah kapiler, vena dan arteri, komplikasi flebotomi, penanganan pasien
akibat tindakan flebotomi, sistem dokumentasi dan penanganan spesimen, quality
assurance, komunikasi dan patient safety.
2. Mampu menguasai konsep komunikasi dan promosi kesehatan berbasis individu dan
masyarakat berdasarkan nilai-nilai budaya untuk meningkatkan derajat kesehatan
masyarakat secara optimal.
3. Bekerja sama dan memiliki kepekaan sosial serta kepedulian terhadap masyarakat dan
lingkungan
4. Menunjukkan sikap bertanggung jawab atas pekerjaan dibidang keahliannya secara

mandirI
5. Mampu menyampaikan informasi pelayanan laboratorium medik melalui

komunikasi secara efektif baik interpersonal maupun profesional kepada pasien, teman
sejawat, klinisi dan masyarakat untuk meningkatkan derajat kesehatan masyarakat secara
optimal.
3. POKOK BAHASAN DAN SUB POKOK BAHASAN
Reading Short text, Memahami kosa kata sederhana,Short Conversation in pair,Penggunaan
artikel a, an dan the,plural and singular noun,Countable and uncountable noun,Pronoun,Subject
pronoun,Object,,Pronoun,Posessivepronoun,Reflexive,pronoun,Adjective,Adverb,Prescription,C
ardinal and ordinal number

4. LANGKAH KEGIATAN PEMBELAJARAN
Penilaian Fasilitator
Bahan Kriteria & Indikator Bob

Min Sub-CPMK Bentuk dan Bentuk ot
Kajian Metode Pengalaman
ggu (Kemampu (%)
(Materi Pembelajaran Estimasi Belajar
Ke- an akhir yg
Pembelajara [Media & Waktu Mahasiswa
direncanak
n) (Penugasan)
an) Sumber Belajar]
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
Dhaniel
1 Memaha 1. Reading Bentuk: TM :  Mahasisw - - 7% Prasetyo
mi teks Short text Kuliah T:1x a Penilaia gramm Irianto,
sederhan 2. Aktivitas di 50’ memaha n Proses ar M.Pd
Memaham P:1 mi teks Pengam -
a dan kelas:
i kosa kata 170’ sederhana atan fluency
mampu  Metode: dan kosa aktivitas -
merespo sederhana Lecturing, kata siswa content
3. Short Discussion,
n  Mahasisw selama Perfor
pertanya Conversati Practice dan a diskusi mance
an on in pair blended menggun
dengan 4. learning akan - Tugas
Pengguna artikel a, mahasis
tepat  Media:
an artikel an, dan wa
sesuai membuat
a, an dan LCD the
dengan dengan kalimat
isi teks the Projector dengan
tepat
dan
 artikel a,
Komputer an, the
Dhaniel
2 Memaha 1. Reading Bentuk: TM :  Mahasisw - - 7% Prasetyo
mi teks Short text Kuliah T:1x a Penilaia gramm Irianto,
sederhan 2. Aktivitas di 50’ memaha n Proses ar M.Pd
Memaham P:1 mi teks Pengam -
a dan kelas:
i kosa kata 170’ sederhana atan fluency
mampu  Metode: dan kosa aktivitas -
merespo sederhana Lecturing, kata siswa content
3. Short Discussion,
n  Mahasisw selama Perfor
pertanya Conversati Practice dan a diskusi mance
an on in pair blended menggun
dengan 4. learning akan - Tugas
Pengguna artikel a, mahasis
tepat  Media:
an artikel an, dan wa
sesuai membuat
a, an dan LCD the
dengan dengan kalimat
isi teks the Projector dengan
tepat
dan
 artikel a,
Komputer an, the
3 Memaha 1. plural Bentuk: TM : 1. - - 7% Dhaniel

mi teks and Kuliah T:1x Memaham Penilaia Penggu Prasetyo
sederhan singular Aktivitas di 50’ i teks n Proses naan Irianto,
P:1x Pengam languag M.Pd
a dan noun kelas: 2.Menging
170’ atan e
mampu  Metode: at kosa aktivitas feature
membuat Lecturing, kata siswa -
dialog Discussion, sederhana selama Penggu
sederhan Practice dan 3.Memaha diskusi naan
a blended mi jenis gramm
Mengena learning kata benda - Tugas ar
li jenis mahasis -
 Media: tunggal
kata wa : fluency
dan jamak Membuat -
kerja LCD
tunggal kalimat content
Projector dengan
dan
dan kosa kata
jamak
Komputer sederhan
a dan
mengide
ntifikasi
kata
benda
tunggal
dan
jamak
4 Memaha 1. plural Bentuk: TM : 1. - - 7% Dhaniel
mi teks and Kuliah T:1x Memaham Penilaia Penggu Prasetyo
sederhan singular Aktivitas di 50’ i teks n Proses naan Irianto,
P:1x Pengam languag M.Pd
a dan noun kelas: 2.Menging
170’ atan e
mampu  Metode: at kosa aktivitas feature
membuat Lecturing, kata siswa -
dialog Discussion, sederhana selama Penggu
sederhan Practice dan 3.Memaha diskusi naan
a blended mi jenis gramm
Mengena learning kata benda - Tugas ar
li jenis mahasis -
 Media: tunggal
wa : fluency
kata dan jamak
kerja Membuat -
LCD
tunggal kalimat content
Projector dengan
dan dan
jamak kosa kata
Komputer sederhan
a dan
mengide
ntifikasi
kata
benda
tunggal
dan
jamak
5 Memaha Countable Bentuk: TM : 1.Membaca - - 7% Dhaniel
mi teks and Kuliah T:1x dan Penilaia Penggu Prasetyo
agak uncountab Aktivitas di 50’ memaha n Proses naan Irianto,
panjang le noun P:1x Pengam languag M.Pd
kelas: mi teks
dan 170’ atan e
mampu  Metode: sederhan aktivitas feature
mengena Lecturing, a siswa -
li jenis Discussion, 2. selama Penggu
kata Practice dan Mengide diskusi naan
benda blended ntifikasi gramm
Countabl learning kata -Tugas ar
e dan mahasis -
Uncount  Media: benda
fluency
countable wa
able -
LCD dan Mampu
koopera
Projector uncounta memaha tif
dan ble mi dan -
Komputer 3. Membuat mengutar content
kalimat akan
sederhan kosa kata
a
sederhan
a serta
megenali
jenis kata
benda
countabl
e dan
uncounta
ble
6 Memaha Countable Bentuk: TM : 1.Membaca - - 7% Dhaniel
mi teks and Kuliah T:1x dan Penilaia Penggu Prasetyo
agak uncountab Aktivitas di 50’ memaha n Proses naan Irianto,
panjang le noun P:1x Pengam languag M.Pd
kelas: mi teks
dan 170’ atan e
mampu  Metode: sederhan aktivitas feature
mengena Lecturing, a siswa -
li jenis Discussion, 2. selama Penggu
kata Practice dan Mengide diskusi naan
benda blended ntifikasi gramm
Countabl learning kata -Tugas ar
e dan mahasis -
Uncount  Media: benda
fluency
able countable wa -
LCD dan Mampu
koopera
Projector uncounta memaha tif
dan ble mi dan -
Komputer 3. Membuat mengutar content
kalimat akan
sederhan kosa kata
a sederhan
a serta
megenali
jenis kata
benda
countabl
e dan
uncounta
ble
UJIAN TENGAH SEMESTER
7 Memaha Pronoun Bentuk: Kuliah TM : - Mampu - - Dhaniel
mi teks Subject Aktivitas di T : 1 memahami Penilaia Penggu 8% Prasetyo
sederhan pronoun kelas: x 50’ teks n Proses naan Irianto,
a dan P:1 sederhana Pengam languag M.Pd
Metode:
membuat Object x dan atan e
pertanya Pronoun Lecturing, 170’ menggunak aktivitas feature
an Discussion,Wa an Pronoun siswa -
sederhan Posessive tching Video, dengan selama Penggu
a pronoun Practice dan tepat diskusi naan
menggun Reflexive blended - Mahasiswa gramm
akan learning menonton - Tugas ar
pronoun pronoun  Media: video dan mahasis -
yang menentuka wa fluency
tepat LCD n pronoun meresum -
Projector dan yang e koopera
Komputer muncul informasi tif
yang -
diberikan content
8 Memaha Pronoun Bentuk: Kuliah TM : - Mampu - - Dhaniel

mi teks Subject Aktivitas di T:1 memahami Penilaia Penggu 7% Prasetyo
sederhan pronoun kelas: x 50’ teks n Proses naan Irianto,
a dan P:1 sederhana Pengam languag M.Pd
Metode:
membuat Object x dan atan e
pertanya Pronoun Lecturing, 170’ menggunak aktivitas feature
an Discussion,Wa an Pronoun siswa -
sederhan Posessive tching Video, dengan selama Penggu
a pronoun Practice dan tepat diskusi naan
menggun Reflexive blended - Mahasiswa gramm
akan learning menonton - Tugas ar
pronoun
pronoun video dan mahasis -
 Media:
yang menentuka wa fluency
tepat LCD n pronoun meresum -
Projector dan yang e koopera
muncul informasi tif
Komputer
yang -
diberikan content
9 Memaha Adjective Bentuk: Kuliah TM : 1. Membuat - - Dhaniel

mi dan adverb Aktivitas di T:1 dialog Penilaia Penggu 7% Prasetyo
membuat kelas: x 50’ sederhana n Proses naan Irianto,
P:1 Pengam languag M.Pd
dialog Metode: 2. Mengenali
x atan e
sederhan Lecturing, 170’ dan aktivitas feature
a dengan Discussion,Wa mengident siswa -
menggun tching Video, ifikasi selama Penggu
akan Practice dan kata diskusi naan
adjective blended keteranga gramm
dan learning n kerja - Tugas ar
mahasis -
adverb  Media: (adverb)
wa fluency
3. Mengenali membuat -
LCD
dan dialog koopera
Projector dan
memaham tif
Komputer
i kata sifat -
content
 On-line: (adjektive
)
Media:
Komputer
atau gadget
dan internet
10 Memaha Adjective Bentuk: Kuliah TM : 1. Membuat - - Dhaniel

mi dan adverb Aktivitas di T:1 dialog Penilaia Penggu 7% Prasetyo
membuat kelas: x 50’ sederhana n Proses naan Irianto,
P:1 Pengam languag M.Pd
dialog Metode: 2. Mengenali
x atan e
sederhan Lecturing, 170’ dan aktivitas feature
a dengan Discussion,Wa mengident siswa -
menggun tching Video, ifikasi selama Penggu
akan Practice dan kata diskusi naan
adjective blended keteranga gramm
- Tugas ar
dan learning n kerja
mahasis -
adverb  Media: (adverb) wa fluency
3. Mengenali membuat -
LCD
dan dialog koopera
Projector dan
memaham tif
Komputer -
i kata sifat
content
 On-line: (adjektive
)
Media:
Komputer
atau gadget
dan internet
11 Memaha Prescriptio Bentuk: Kuliah TM : 1.Menulis - - Dhaniel

mi dan n Aktivitas di T:1 keteranga Penilaia Penggu 8% Prasetyo
membuat kelas: x 50’ n obat n Proses naan Irianto,
resep P:1 Pengam languag M.Pd
 Metode: sederhana
keterang x atan e
an obat Diskusi 170’ 2.Mengguna aktivitas feature
sederhan kelompok dan kan kata siswa -
a serta blended kerja selama Penggu
menggun learning dasar diskusi naan
akan kata /sederhan gramm
 Media:
kerja a kedalam - Tugas ar
sederhan LCD mahasis -
kalimat
a Projector dan wa fluency
membuat -
Komputer
resep koopera
obat tif
-
content
12 Memaha Prescriptio Bentuk: Kuliah TM : 1.Menulis - - Dhaniel

mi dan n Aktivitas di T:1 keteranga Penilaia Penggu 7% Prasetyo
membuat kelas: x 50’ n obat n Proses naan Irianto,
resep P:1 Pengam languag M.Pd
 Metode: sederhana
keterang x atan e
an obat Diskusi 170’ 2.Mengguna aktivitas feature
sederhan kelompok dan kan kata siswa -
a serta blended kerja selama Penggu
menggun learning dasar diskusi naan
akan kata /sederhan gramm
 Media:
kerja a kedalam - Tugas ar
sederhan LCD mahasis -
kalimat
a Projector dan wa fluency
membuat -
Komputer
resep koopera
obat tif
-
content
13 Memaha Cardinal Bentuk: Kuliah TM : 1. Membaca - - Dhaniel

mi dan and Aktivitas di T:1 dan Penilaia Penggu 7% Prasetyo
merespo ordinal kelas: x 50’ memahami n Proses naan IT Irianto,
n teks number Metode: P:1 teks Pengam terms M.Pd
sederhan Lecturing, x sederhana atan -
a serta Discussion,Wa 170’ 2. Mengenali aktivitas Penggu
mengena siswa naan
tching Video, dan
li jenis selama languag
angka Practice dan mengident diskusi e
dalam blended ifikasi feature
bahasa learning ordinal - Tugas -
inggris  Media: dan mahasis Penggu
cardinal wa naan
LCD meresum gramm
number
Projector dan e ar
Komputer informasi -
yang fluency
diberikan -
koopera
tif
-
content
14 Memaha Cardinal Bentuk: Kuliah TM : 1. Membaca - - Dhaniel

mi dan and Aktivitas di T:1 dan Penilaia Penggu 7% Prasetyo
merespo ordinal kelas: x 50’ memahami n Proses naan IT Irianto,
n teks number P:1 Pengam terms M.Pd
Metode: teks
sederhan x atan -
a serta Lecturing, 170’ sederhana aktivitas Penggu
mengena Discussion,Wa 2. Mengenali siswa naan
li jenis tching Video, dan selama languag
angka Practice dan mengident diskusi e
dalam blended ifikasi feature
bahasa learning ordinal - Tugas -
inggris mahasis Penggu
 Media: dan
wa naan
cardinal meresum gramm
LCD
number e ar
Projector dan
informasi -
Komputer
yang fluency
diberikan -
koopera
tif
-
content
UJIAN AKHIR SEMESTER
Penilaian
1) UTS = 20%
2) UAS = 20%
3) Tugas = 30%
4) Presentasi/dialog/role play = 30%
DAFTAR REFERENSI
Allum, V., & Patricia, M. (2010). Cambridge English For Nursing. New York: Cambridge
University Press.
Arakalian, Catharine. (2003). Hospital English. UK: Radcliffe Medical Press.
Azzar, B. S. (2002). Understanding and Using English Grammar. UK: Longman.
Grice, T. (2007). Oxford English for Careers Nursing. Oxford: Oxford University Press.
Lynn, P. (2011). Taylor's Clinical Nursing Skill. China: Library of Congres Cataloging in
Publication.
Nursalam. (2009). English in Nursing and Midwifery. Surabaya: School of Nursing, Faculty of
Nursing, Airlangga University.
Mufidah, Zakiyatul. (2014). Handbook for Professional Nurse. Compilation
Mufidah, Zakiyatul. (2016). English for Professional Nurse. Surabaya: Jaudar Press
Wright, R. (2012). Communicating Effectively. UK: Pearson
UNIT 1
Reading Comprehension
Smoking in Public Places

In industrialized countries, governments are at last realizing that smoking is
harmful to the health of individuals and an intolerable cost to society. With laws that
ban smoking in public places and high taxes on cigarettes, they are taking concrete
measures to discourage people from this destructive habit. Already there are signs
that these measures are having a positive effect, as recent statistics show an overall
decline in the number of smokers.
(adapted from Advanced Reading Power)
Read the paragraph above in front of the class!

Determine whether these statements True (T) or False (F) based on the text above!
1. Smoking is harmful to the health of individuals. _______

2. People are encouraged to smoke in public places _______
3. Smoking is destructive habit ________
4. Smoking has tolarable cost to society ________
5. Recent statistic shows an increase number of smokers ________
Dialogue
Nurse : Good morning, Mr. Ahmad. How are you?
Patient : Fine, thanks
Nurse : have you been fasting since last night?
Patient : Yes, I have.
Nurse : good, are you ready for urine and blood test now?
Patient : of course,
Nurse : Do you want anything for breakfast, afterwards?
Patient : yes please. Something light.
Nurse : You mean....fruit, cereal,,or.....
Patient : Just one apple and banana, thanks.
Nurse : Not a problem
Now, Practice the dialogue above with your partner!
ENGLISH 1 (STIKes NGUDIA HUSADA MADURA) Page 13

Vocabulary
Pronounce these words corectly and find out the meaning!
Harmful _____________
Government ______________
Encourage ______________
Discourage _____________
Cost ______________
Ban ______________
Tax ______________
Decrease ______________
Increase ______________
Decline ______________
Grammar Awareness
Article a, an, the

Notice the use of article a and an in the sentences below
I will buy a book and a bag tomorrow

The book is an English book and the bag is black
(a) The article a is used in the first sentence to indicate that the book and the bag
which the speaker is talking about are being mentioned at the first time. So, both
book and bag are not identified.
(b) The second sentence uses the to indicate that the nouns book and bag have
been identified. It means that the hearer have already known which particular book
and bag the speaker is talking about.
Penggunaan a/an secara lebih terperinci
Every night, I take a coffee for my father and we begin talk about business, football,
and many other things. (Dalam kalimat ini, tidak begitu spesifik jenis kopi apa yang
dihidangkan. Tidak ada kopi spesifik yang mereka sukai dan tentu mereka bisa saja
berganti-ganti jenis kopi.)
Call a policeman when you see the robber walk here. (Kalimat tersebut hanya
menunjukkan bahwa seseorang diharuskan untuk memanggil polisi, siapapun itu
apakah ia polisi gemuk, kurus, wanita, atau pria, tentu tidak masalah. Karena yang
terpenting adalah polisi.)

Ingat bahwa penggunaan a/an harus melihat pada kata huruf yang paling awal di
sebuah kata. Jika konsonan, maka gunakanlah a, dan jika vocal maka gunakanlah
an. Berikut aturan lengkap sistem penggunaan kedua hal tersebut.
– A + Sebuah kata benda yang mempunyai konsonan di awal kata. Contoh : a zoo, a
mountain, a chair, a bike, a fan, a book, dan a ruler.
– A + Sebuah kata benda yang dimulai dengan bunyi konsonan. Meskipun kata
benda ini dimulai dengan huruf vocal, tetapi jika bunyinya konsonan maka sudah
pasti tetap menggunakan A. Contoh : a university, a user, dan a unit. Ketiga kata
benda tersebut memang diawali dengan huruf vocal, namun kesemuanya dibaca
dengan awalan ―yoo‖ (yoo-zer, yoo-nit).
– An + Sebuah kata benda yang diawali dengan huruf vokal baik penyebutannya
maupun kata-katanya itu sendiri. Contoh : an apple, an airplane, an axe, an ant, an
egg, dan an idiot.
Itulah hal-hal yang harus Anda ketahui dalam penggunaan a/an, kemudian pada
tahap selanjutnya Anda akan diberikan pemahaman khusus mengenai penggunaan
the.
I usually read the book in a bus when I go to school. (Kita disini sedang berbicara
sebuah buku yang sudah jelas maksudnya. Bisa jadi, seseorang di dalam kalimat
tersebut hanya membaca satu buah buku setiap ia berangkat sekolah.)
I am going give you the video game next week. (Video game yang akan diberikan
sudah jelas maksudnya, mungkin video game tersebut merupakan video game
favorit yang sangat diinginkan oleh lawan bicara seseorang dalam kalimat tersebut.
Secara garis besar, penggunaan the dalam kalimat verbal dan tulisan mencakup
kepada hal tersebut. Kemudian, ada aturan penting mengenai penggunaan the
dalam sistem geografi yang akan dijelaskan dalam poin-poin berikut ini.
Jangan gunakan The pada sistem Geografi berikut ini:
1. Sebagian besar negara atau wilayah (Misalkan Canada, China, New Zealand)
2. Kota, ibu kota kota atau negara (Misalnya Ottawa, Paris, California, France)
3. Jalan (Misalnya Front Street, Lakeview Avenue, Dogwood Crescent)
4. Danau (Misalnya Lake Ontario, Lake Placid, Bear Lake, Lake Toba)
5. Teluk (Misalnya Fundy Bay)
6. Gunung (Misalnya Kilimanjaro, Krakatau, Mount Everest)
7. Benua (Misalnya America, Africa, Australia, Asia)
8. Pulau (Sumatra, Java, Madagaskar)
Gunakan The sebelum nama-nama berikut ini:
1. Sungai, samudra, laut (misalnya the Mississippi River, the Atlantic Ocean, the
Mediterranean)

2. Teluk yang menggunakan ―bay‖ di awal (misalnya the Bay of Fundy, the Bay
of Bengal)
3. Semenanjung (misalnya the Persian Gulf, the Arabian Peninsula)
4. Pegunungan (misalnya the Rockies, the Dolomites, the Laurentians, the Bukit
Barisan)
5. Kutub (misalnya the North Pole)
6. Wilayah geografis (misalnya the Middle East, the South)
7. Padang pasir dan hutan (misalnya Gobi Desert, the Black Forest)
Group Discussion
Discuss with your group thesee sentences. Find out the mistakes related to the
aritcle usage and correct them if necessary.
1. I want to buy a cup of coffee
2. It needs a hour to do surgery
3. The Indonesia is my country
4. It‘s raining. We need to bring an umbrella
5. We will go to an university in Germany
6. Look! There is an elementary student sitting there alone!
7. I will send you an sms tomorrow.
8. They will give you a ride to downtown.
9. The students will take a envelope to cover the letter.
10. She gets an honor degree from this university
In the following phrases, supply either a or an:

1. _______ bingo game 11. _______ eggplant
2. _______ idiot 12. _______ honorable discharge
3. _______ good job 13. _______ intelligent man
4. _______ rotten plum 14. _______ up stairway
5. _______ used fork 15. _______ animal
6. _______ uncle 16. _______ usual feeling
7. _______ historian 17. _______ early bird
8. _______ hair 18. _______ alibi
9. _______ artichoke 19. _______ interest
10. _______ Horrible movie 20. _______ European
Role Play
Make a group of six and choose one of the situations below:
I
You are in hospital. There is a dialogue between patient and nurse. The nurse is
greeting the patient and the patient ask for lunch.
II
There is a conversation between nurse and patient in the ward. The patient is going
to have urine and blood test.

III
You are a new nurse taking care for a patient. You introduce yourself to the patient
and offer the patient a help.
Exercise
Fiil in the article a, an, or the where necessary. Choose X where no article is needed.
1. Where‘s ______ thumb drive I lent you last week?

2. Jane‘s father is ______ engineer.
3. What do you usually have for ______ lunch?
4. After this trip you have ______ whole day free to explore the town.
5. I like _____ blue gown over there better that ______ red one.
6. Randy has _______ terrible headache.
7. Their truck does 150 miles ______ hour
8. Do you still live in _______Jakarta?
9. Is your aunty working in _______ old office building?
10. The strawberry is 3 dollars _____ kilo.
UNIT 2
Reading Comprehension Fast Food and Obesity

Can we blame McDonald's and fast food in general for the fact that Americans are
overweight? Many people would say yes, and their lawyers are now trying to force
changes in the way fast food is made. But let's face it—we can't blame the
restaurants. They're just serving what people buy. We should blame ourselves. No
one forces us to buy those hamburgers! We would all be much healthier and thinner
if we went to the supermarket instead and cooked ourselves a healthy meal at home.
(adapted from Advanced Reading Power)
Decide whether the statements below true or false according to the text above!
1. Mc Donald‘s is a fast food resataurant. _______
2. All of Americans are overweight. ________
3. We are not responsible for what we eat.________
4. Cooking food ourselves is healthier. _________
5. Hamburgers are good to eat. _________
Dialogue
Nurse : Did you press the buzzer, Jhon?

Patient : Yes, I did
Nurse : Do you need any help?
Patient : Can I have rice for my lunch today?
Nurse : I‘ll ask the doctor. Anything else?
Patient : I miss ice cream
Nurse : Wow....let me ask the doctor, Ok?
Patient : Thanks
Nurse : You‘re welcome.
Vocabulary
Pronouce these words corectly and find out the meaning!
Blame _________________
Overweight _________________
Lawyer __________________
Force __________________
Serving __________________
Meal __________________
Buzzer __________________
Lunch __________________
Grammar Awareness
SINGULAR AND PLURAL NOUNS
Saat belajar grammar bahasa Inggris, kita pasti menjumpai istilah singular
noun dan plural noun. ‗Noun‘, yang pada umumnya dikenal dengan istilah ‗kata
benda‘ dalam bahasa Indonesia, secara sederhana dapat didefinisikan sebagai kata
yang digunakan untuk nama sesuatu, baik nama orang, benda, hewan, dan nama-
nama lainnya. Maka, kata ‗book‘, ‗pencil‘, ‗cow‘, ‗Ahmad‘, ‗Robert‘, ‗army‘, dst,
termasuk dalam kategori ‗noun‘ dalam bahasa Inggris. Dalam komunikasi sehari-hari
kita di Indonesia, istilah singular noun dapat kita artikan sebagai ‗kata benda tunggal‘
dan plural noun sebagai ‗kata benda jamak‘. Berikut ini adalah beberapa hal yang
perlu diketahui dan dimengerti mengenai singular noun dan plural noun.
Singular noun, sebagaimana kita ketahui sebelumnya, merupakan kata
benda yang merujuk pada satu benda atau tunggal. Biasanya, ‗kata benda‘ tunggal
tersebut didahului oleh determiner (penentu) a, an, one, seperti pada frase a book, a
flower, an umbrella, one bag, dst. Juga, pada konteks tertentu, bisa menggunakan
determiner ‗the‘ seperti the table. Di sisi lain, plural noun merupakan kata benda
yang merujuk pada benda yang lebih dari satu (jamak), seperti cats, pens, flowers,
dst. Determiner yang biasanya mendahului plural noun adalah ‗some‘, ‗many‘, ‘the‘,
‗two‘, ‗three‘, dst, misalnya: some flowers, many books, the cows, three bottles, dll.

Untuk mengubah bentuk singular noun (kata benda tunggal) menjadi plural
noun (kata benda jamak) dalam bahasa Inggris, ada beberapa aturan yang secara
sederhana bisa dijelaskan sebagai berikut:
1. Pada umumnya, plural noun dibentuk dengan cara menambahkan huruf -s di
belakang noun. Contoh:
Singular Plural
Room Rooms
Door Doors
Park Parks
Letter Letters
Bottle Bottles
cup Cups
desk Desks
sticker Stickers
window Windows
Elephant Elephants
Beberapa kata benda selalu dalam bentuk plural misalnya:
2. Jika bentuk tunggal dari noun berbunyi desis (/s/) dan diakhiri dengan huruf -ss, -
s, -x, -ch*, dan -sh, maka bentuk jamaknya biasanya dengan ditambahkan huruf -
es. Contoh:
Singular Plural
Box Boxes
Watch Watches
Glass Glasses
Bus Buses
Box Boxes
Brush Brushes
*namun terkadang dalam bahasa Inggris terdapat kata benda (noun) yang diakhiri
huruf –ch tetapi tidak berbunyi desis (/s/) melainkan berbunyi /k/, maka bentuk
jamak (plural)-nya cukup ditambahkan –s bukan -es. Misalnya:
Singular Plural
Stomach Stomachs
Monarch Monarchs
3. Jika singular noun diakhiri dengan huruf –o* dan huruf ‗o‘ tersebut didahului oleh
consonant (huruf mati), bukan vowel (huruf vokal/hidup), maka bentuk jamaknya
juga dengan menambahkan -es. Contoh:
Singular Plural
Buffalo Buffaloes
Tomato Tomatoes
Mango Mangoes
Potato Potatoes
*namun jika ‗o‘ didahului oleh huruf vokal (vowel), maka bentuk jamaknya cukup
dengan menambahkan -s. Misalnya: zoos, radios, studios, dll.
4. Jika singular noun diakhiri dengan huruf –y* dan huruf ‗y‘ tersebut didahului oleh
consonant (huruf mati), maka cara mengubahnya menjadi bentuk jamak adalah
dengan mengganti huruf ‗y‘ tersebut dengan huruf ‗i‘ kemudian ditambahkan -es.
Contoh:
Singular Plural
dictionary Dictionaries
Baby Babies
City Cities
Country Countries
Duty Duties
*dan jika didahului oleh vowel (huruf vokal) cukup menambahkan -s. Misalnya:
boys, days, donkeys, dll.
5. Jika singular noun diakhiri oleh huruf -f atau –fe dengan bunyi /f/* maka bentuk
jamaknya dibuat dengan cara mengganti huruf ‗f‘ tersebut dengan ‗v‘ kemudian
ditambahkan -es. Contoh:
Singular Plural
Knife Knives
Leaf Leaves
Shelf Shelves
Thief Thieves
*wife Wives
*knife Knives
Namun, tidak semua demikian adanya. Dalam kasus-kasus tertentu, terdapat

pengecualian untuk singular nouns yang berakhiran -f atau -fe (bunyi /f/). Dalam
kasus tersebut, plural noun dibentuk dengan hanya menambahkan huruf -s di
belakangnya, dan untuk mengetahui hal tersebut, kita dituntut untuk memiliki
pengetahuan luas dengan cara banyak membaca buku-buku referensi bahasa
Inggris. Berikut ini adalah beberapa contohnya:
Singular Plural
Belief Beliefs
Chief Chiefs
Cliff Cliffs
Dwarf Dwarfs
Gulf Gulfs
Proof Proofs
Reef Reefs
Roof Roofs
Turf Turfs

Selain itu, ada beberapa kasus pembentukan plural noun yang tidak
mengikuti aturan-aturan yang telah disebutkan di atas, melainkan memiliki bentuknya
sendiri. Bentuk-bentuk tersebut dalam bahasa Inggris disebut irregular plural forms
(bentuk jamak tidak beraturan). Untuk mengetahui hal tersebut, sekali lagi,
diperlukan pengetahuan luas dengan cara menghafal atau banyak membaca buku-
buku referensi bahasa Inggris. Berikut beberapa contoh bentuk irregular plural forms:
Singular Plural
Child Children
Foot Feet
Goose Geese
Loose Lice
Man Men
Mouse Mice
Ox Oxen
Tooth Teeth
Woman Women
Sebagai tambahan, terdapat juga beberapa kata benda (noun) dalam bahasa
Inggris yang bentuk tunggal (singular form) dan jamaknya (plural form) sama atau
tidak mengalami perubahan, sebagaimana terdapat pada contoh-contoh berikut:
Singular Plural
Cattle Cattle
Grouse Grouse
Fruit Fruit
Fish Fish
Deer Deer
Series Series
Sheep Sheep
Species Species

Group Discussion
In each number, please put the sentences in the correct patterns. Then, pay
attention to the noun and please correct the errors of the nouns whether it should
be in singular or plural forms!
1. a-cars- Roberta- has- new.
2. give- many teacher - to - their -several difficult- students- test.
3. the local- soon -to be closed- school- are-
4. the - three -cry- every day - baby.
5. to the charity- A lot of person - some money- at this time of year- give .
6. has -worked for - Rudy- this company- for -ten year.
7. there- in -the party - only one women-is .
8. the year- are - the curriculum of- in debate.
9. attend - need to – I - four classroom- every day.
10. woman -has -ten child- the old.
Role Play
Make group of male and female students. Seat in circle and prepare 10 singular
noun and 10 plural nouns. Ask your opponent team to guess the plural forms of
singular noun and do vice versa.
Exercise
1. Complete the table with the correct form of singular or plural nouns!
Singular Noun Plural Noun
Key
Species
Noise
Desks
Lorry
Shelves
Comb
Taxi
People
Criteria
Syllabus
Edge
police
Aircraft
Banana
phenomena
Fly
Half
lives

sister-in-law
Gentleman
Curriculum
alumni
Witch
houses
2. Complete the sentences. You need to use the plural form of the words in the
lists. Remember that you should use each one only for once.
baby dictionary party country tray memo tomato
knife life wife leaf thief zoo lady
dish match class bush sex tax glass
1. I am an English teacher. I have many students who come from many…

2. The fact is that women who give birth to…
3. The head of the Department put some… on the staff‘s desks.
4. My brother likes to go to … because he like to have fun and meet his
friends and talk to people.
5. People carry their food on … in a cafeteria.
6. When students want to know the meaning of words in foreign languages,
they always use …
7. The season today is autumn. The … are falling from the trees.
8. We always have some problems that need to solve in our …
9. The police officers catch three … of motorcycles.
10. My mother instruct me to put the …, forks, and spoons in the kitchen.
11. The doctor suggests me to drink eight … of water every day.
12. Naturally, there only two … in this world: male and female.
13. The waiters of the restaurant put the … and the silverware on the table.
14. Paying money to the government every year means paying …
15. It is dark outside. I can‘t see trees and … outside the window.
16. My husband needs some … to light the candles.
17. My mother usually uses chilies and … when she makes Cah Kangkung.
18. Rina is a new student. She likes her … very much.
19. Good morning … and gentlemen.
20. Some animals live all their lives in …

UNIT 3
The Flu
The flu is the common name for influenza. The flu is a respiratory sickness.
The flu can be mild. The flu can be bad. Sometimes the flu can even cause death.
Each year in the U.S., 5% -20% of people get the flu. Each year in the U.S., up to
60 million people get the flu. Each year in the U.S., about 200,000 people go to
the hospital because of the flu. Each year in the U.S., about 36,000 people die
from problems related to the flu.
The flu is caused by a virus. A virus is a germ. People can spread the virus.
The virus can live in tiny drops of liquid. If you have the virus, you can spread it by
coughing. You can get the virus by touching a something that has the virus on it
and then touching your eyes, nose, or mouth.
A flu shot can prevent the flu. The nasal flu mist can also prevent the flu.
The shot and the nose spray are vaccines. Talk to your doctor about getting a
vaccine. You can get information about the flu shot and nasal spray from your
local health department.
If you get the flu, you might get a headache. You might have a fever. You
might have a cough and a runny nose. You might have a sore throat. You might
feel very tired. Your body might hurt all over. Some people have diarrhea and
vomiting.
You can help stop the spread of the flu virus. The Centers for Disease
Control remind you to cover your cough. You should cough into a tissue and
throw the tissue away. Or you can cough into the inside of your elbow, into your
own clothing. The Centers for Disease Control also remind you to clean your
hands. You can use hand sanitizer. You should use an alcohol-based hand
sanitizer for the best results. You can use soap and water. You should wash
your hands with warm water and soap for at least 20 seconds. Studies show that
washing your hands for 2 minutes with hot, soapy water is the best way to get
the most germs off your hands. Be sure to wash under your fingernails and
between your fingers.
Read the passage above and determine whether these statements True or False
1. The flu can cause death _____________
2. 5% -20 % people in Europe get flu each year _____________
3. Bacteria causes the flu _____________
4. If you get a flu you may get headache _____________
5. Cough in to a tissue and throw it away can stop the spread of flu ______

Vocabulary
Germ _________
Spread _________
Prevent __________
Cough __________
Runny nose __________
Sore throat __________
Fever __________
Remind __________
Disease __________
Grammar awareness
COUNTABLE/NONCOUNTABLE NOUNS
A countable noun refers to people or things that can be counted. We can put a
number before this kind of noun.
a book fifty books
one chair two chairs
A noncountable noun refers to general things such as qualities, substances or

topics. They cannot be counted and have only a singular form.
Noncountable Nouns
Individual Parts The Whole

(Count Nouns) (Noncount Nouns)
chairs furniture
tables
beds
cupboard
letters Mail
postcards
bills
pennies money
nickels
dollars
rupiahs
apples Fruit
bananas
oranges
mangos
rings Jewellery

bracelets
necklaces
The following lists contains some common noncountable nouns
a. Whole groups made up of similar items

baggage clothing equipment food
fruit furniture garbage hardware
jewellery junk luggage machinery
mail makeup postage money/cash/change
scenery traffic
b. Fluids
water coffee tea milk
soup gasoline blood
c. Solids
ice bread butter cheese
meat gold iron silver
glass paper wood cotton
wool
d. Gases
steam air oxygen nitrogen
smoke smog pollution
e. Particles
rice chalk corn dirt
dust flour grass hair
pepper salt sand sugar
wheat
f. Abstractions
 beauty, confidence, courage, education, enjoyment, fun, happiness, health,
help, honesty, hospitality, importance, intelligence, justice, knowledge,
laughter, luck, music, patience, peace, pride, progress, recreation,
significance, sleep, truth, violence, wealth
 advice, information, news, evidence, proof
 time, space, energy
 homework, work
 grammar, slang, vocabulary
g. Languages
Arabic Chinese English Spanish
h. Fields of Study
chemistry engineering history literature

mathematics psychology
i. Recreation
baseball soccer tennis chess
bridge poker
j. General Activities
driving studying swimming travelling
walking (and other gerunds)
k. Natural Phenomena
weather dew fog hail
heat humidity lighting rain
sleet snow thunder wind
darkness light sunshine electricity
fire gravity
Quite a few nouns can be used as either noncountable or count nouns. Examples
of both noncountable and count usages for some common nouns follow:
Noun Used as Noncount Noun Used as a count noun

Glass Windows are made of I drank a glass of water
glass Janet wears glasses when she
reads
Hair Rita has brown hair There‘s a hair on my jacket
Iron Iron is a metal I pressed my skirt with an iron
Light I opened the curtain to let Please turn off the lights
in some light
Paper I need some paper to write I wrote a paper for Prof. Lee
a letter I bought a paper (a
newspaper)
Time How much time do you How many times have you
need to finish your work been in Mexico?
Work I have some work to do That painting is a work of art
tonight
Coffee I had some coffee after Two coffees, please
dinner
chicken I had some chicken/some She drew a picture of a
fish fish/some lamb for dinner chicken/a fish/ a lamb
lamb
DETERMINERS
Some determiners can be used only with countable or noncountable nouns, while
others can be used with either ones.
Singular Plural

Countable Nouns a chair chairs
one chair two chairs
three chairs
some chairs
several chairs
s lot of chair
many chairs
a few chairs
Noncountable Nouns furniture 
some furniture
a lot of furniture
much furniture
a little furniture
With Countable Nouns With Noncountable Nouns

a/an, the, some, any the, some, any
this, that, these, those this, that
several
many much
a lot of a lot of
a number of
a large number of a large amount of
a small number of a small amount of
a great number of a great deal of
a few a little
few little
fewer…… than less…..than
more …… than more ….than
plenty of plenty of
a couple of
most most
Group Discussion
Work with your group! Go outside the class, list as many noun as you see around
you. And categorize either countable or non countable nouns!

UNIT 4
Manitoba Memo
In all countries and cultures, women who have experience in childbirth have
traditionally attended births. One generation of women trained the next generation
of women. Even today, it is estimated that eighty percent of babies around the
world are born into the caring and skilled hands of a midwife.
In the Canadian context, midwifery historically played an important role in

Aboriginal communities. And when the European settlers arrived, it was often
Aboriginal midwives who delivered their offspring. Later, as more waves of
immigrants came to Canada, immigrant women brought their culture‘s midwifery
knowledge and practices with them.
By 1865, as doctors began delivering babies, midwifery was criminalized in

Canada. Midwives continued to practice however. In fact, many worked with and
trained the very doctors who were taking over their roles.
The biggest decline in midwifery in Canada came in the early 20th century.
Anaesthetics were becoming more popular with women in childbirth and only
doctors could provide them. Hospital births were becoming more common than
home births, especially in urban areas. While many industrialized nations
continued to support midwife attended births, North America moved in a
completely different direction. Doctors, acting in part in their own self-interest, told
the public that midwife attended births were unsafe. They also resisted proposals
for more formal training of midwives, who were mostly female.
In the 1980‘s women in Canada began looking for less medically intrusive birth
experiences. They wanted the option of a birth process which was viewed more as
a normal, natural part of life and less of a medical procedure. Slowly, but surely,
pressure from expectant mothers for birth alternatives has led to a resurgence of
midwives across the country. Formal midwife training programs have been
developed. The demand for midwife services continues to increase.
Manitoba has the highest percentage of births attended by midwives of all the
provinces. Publicly funded and regulated midwifery was introduced here just over
a decade ago. Since that time, trained midwives have provided services for
1,000‘s of families across the province. Midwives care for women throughout their
pregnancy, their labour and birth. They also care for mother and baby for six
weeks after the birth. Licensed midwives can order and interpret lab tests, write
prescriptions related to maternal and newborn care and consult with or refer to
family doctors and specialists.
Midwives in Manitoba care for women and children in the community, in their
homes and in clinics and hospitals. Soon women in Winnipeg with low-risk, normal
pregnancies will be able to give birth at a birth centre staffed by midwives. The

Minister of Health hopes that eventually there will be birth centres in other regions
of the province.
Vocabulary
a birthing centre
A birthing centre is a specially equipped facility with trained staff where women
can go to give birth.
an Open House
An Open House is an event where people are invited to come to visit or tour a
home, office, facility etc.
to be staffed by
Staff are the employees (or in some cases the volunteers) who work at an
organization.. For example: Birthing centres are staffed by midwives.
to deliver a baby
When someone delivers a baby, they assist the mother in the birthing process.
a midwife
A midwife is a person (usually a woman) who is trained formally or through
experience to assist women in childbirth.
first impressions
A first impression is the opinion or feeling you have the first time you see/hear or
experience something.
Oh my gosh!
This slang expression means ―wow‖. We say ―Oh my
gosh‖ when we are very impressed by something.
gorgeous
When someone or something is very beautiful, we often describe them as
gorgeous.
spacious
If a room or a place is spacious, it means that it is large and there is lots of
useable space. It isn‘t crowded with people or things.
a natural birth
A natural birth is a birth that happens naturally, without medical intervention. It
does not involve anesthetics.
a mother-focused birth
If a birth is mother-focused, it means that the needs of the mother are seen as
very important. Every effort is made to ensure she is comfortable and has the
supports she needs.

facilities
Facilities are rooms, equipment and services that are provided and used for a
particular purpose.
obstetricians
Obstetricians are doctors who specialize in pregnancy and delivering babies.
to trust someone
If you trust someone, you believe in them and in their abilities. You have
confidence in them.
a hero/heroine
A hero is a person of courage who is admired by others for doing brave deeds or
performing heroic acts.
a normal birth
A normal birth is a birth where there are no complications. Everything proceeds as
expected.
weird
If something is strange or unusual, or difficult to explain or understand, it may be
described as ―weird‖.
a plain vanilla delivery

This idiom is from the world of ice cream. Vanilla ice cream is a basic flavour of ice
cream with no additional flavors added. When a mother experiences a ―plain
vanilla delivery‖ of a baby, it means that the birth is straight forward and without
complications.
an incident-free pregnancy
An incident-free pregnancy is a pregnancy where nothing unexpected happens
and there are no complications.
to consult with someone

When you consult with someone, you ask for information or advice because it is
their job to know about the topic. For example, you might consult your midwife
about what to expect after you‘ve given birth.
to check someone (over)

When doctors/nurses/ midwives check their patients or perform a check-up, they
examine them and look for any possible medical problems or complications.

Exercise
Find the synonym of the underlined words below!
Sentence Synonym
1 The birth center is large and roomy Spacious
2 The employees at the center will be midwives
3 Jill, the pregnant mother, thought the center
was really beautiful
4 The new birth center has many rooms and
services
5. However, they don‘t have doctors who
specialize in pregnancies
6 The birth center assists the mothers who are
having routine birth
7 If a birth situation becomes strange and
unpredictable, the midwife can send the mother
to the hospital
8 Jill may be able to deliver her baby at the new
center because her pregnancy has been free of
complication
9 Jill enjoys discussing things with her midwife
because her midwife has lots of experiences
Grammar Awareness
PRONOUN
Kata ganti (orang atau benda) dalam bahasa Indonesia merupakan padanan kata
dari kata pronoun. Kata saya, kamu, mereka, dia (laki-laki ataupun perempuan)
merupakan contoh kata ganti (pronoun) dalam bahasa Indonesia. Dalam konteks
Bahasa Inggris, kita mengenal personal pronouns yang berfungsi baik sebagai
subject ataupun object dalam kalimat. Kata ganti yang bertindak sebagai subject
disebut subject pronouns dan object pronouns untuk object. Selain itu, kata ganti
yang menunjukkan kepemilikan disebut dengan posessive pronoun. Dan, reflexive
pronoun menunjukkan kata ganti yang merujuk pada benda atau pronoun itu
sendiri. Untuk lebih jelasnya, mari kita lihat bentuk kata ganti dalam table berikut
beserta penggunaannya:
Subject pronouns Object pronouns Posessive Reflexive
pronoun Pronoun
I Me My Myself
You You Your Yourselve

We Them Our Ourselves
They Them Their Themselves
He Him His Himself
She Her Her Herself
It It Its Itself
Contoh:
1. If my friend calls, please tell him/her that I will return the call.
2. Zaky lost her false teeth. The dog had found them and buried them.
Analisis:
Pada kalimat pertama, kata my friend sebagai Subjek itu sepadan dengan kata
he/she. Oleh karenanya, he/she berubah bentuk menjadi him/her karena
menempati posisi objek (dari kata tell) sebagaimana pada kata yang bercetak
tebal di atas (1).
Begitupun kalimat kedua (2), kata teeth merupakan jamak dari kata tooth. Maka
object pronouns-nyapun harus disesuaikan dengan kata yang dirujukinnya.
Dengan kata lain, kata them tidak bisa digantikan oleh kata me, you, him, atau her
misalnya (teeth = them).
Dengan demikian, perlu digaris bawahi bahwa penggunaan subject dan object
pronouns harus selalu sepakat (personal pronoun agreement) jika objek kalimat
tersebut merujuk pada subjek pada kalimat tersebut.
Group discussion
Lingkarilah personal pronouns yang tepat pada kalimat-kalimat berikut dan berilah
alasan pada pilihan yang anda anggap benar:
1. I don‘t like the idea because (it, they, you, we) is too costly.
2. The tables at the restaurant are so large that (it, he, we, they) can seat 12
people.
3. The soup need more salt because (he, it, we, they) does not taste very
good.
4. The girls ran too fast, and (she, they, we, I) fell down.
5. In the autumn, the tree lost leaves. (they, it, he, we) turned to grey.

6. The windows were open, so I close (it, them, him, her).
7. The boy gets the box, and (I, we, she, he) opens it carefully.
8. The woman left her earrings, so she wasn‘t wearing (it, them, me, him).
9. I just bought a new novel. A friend of mine cannot stop reading (me, them,
her, it).
Perbaikilah kalimat berikut:

1. Mrs. Smith is strict. I don‘t like him.
2. Ana isn‘t good at math. I never copy from she.
3. We have a computer at home, but I don‘t use me.
4. My teachers are very good. I like they.
5. I am not happy with the children. They don‘t listen to I.
Exercise
Kalimat-kalimat berikut terdiri dari paling tidak satu (1) subject atau object
pronoun. Lingkari kata ganti yang dicetak tebal dan kemudian nyatakan kalimat
tersebut dengan C (correct) kalau benar dan I (incorrect) kalau salah. Nomer satu
(1) sudah dikerjakan sebagai contoh.
1. You should do it for her. (C)
2. They helped she with the work.
3. Her and Bob came over to visit me.
4. I brought it for you and them.
5. He opened the refrigerator and took some food from it.
6. She lent it to you and I.
7. Me spent all the money on them.
8. You forgot to give it to they.
9. We offered she a place to stay.
10. Them watched us play with it.
Lengkapilan kalimat berikut denga personal pronoun yang tepat!

1. Baby birds cannot fly. Their mother has to feed ……………..
2. Tom likes riding my bicycle. I some time lend ……….. to …………..
3. Fiqi and I are brothers. …………… share a bedroom together.
4. Pepy isn‘t well. Dad is taking ………… to see a doctor.
5. My mom is a doctor. ……….. works in a hospital.

UNIT 5
WHY BLACK HAIR TURNS WHITE
As a man grows older, his dark hair turns to

white. This is a natural thing for all of us.
But sometimes, we wonder why hair
becomes white. There are even younger
people whose hair turns white earier than
others do.
Science tells us that different colours of
hair – blond, red, brown, black, are
determined by the amount of melanin, the
colouring matter in our hair cells. Melanin is
present in the hair roots of new hair cells.
Lesser melanin is added to newly
growing hair as one grows older. And
because there is less of this colouring matter, hair becomes white.
(taken from Journey)
Answer the following questions

1. What substance is added to newly forming hair?
2. Where is melanin present?
3. What happen when melanin is lost?
4. Whose hair usually turns white?
5. What is the colour of our hair?
Dialogue
Patricio : Dad, what time is supper? I‘m really hungry.
Norma : Dad, I‘m really hungry too. What can I munch on?
Raoul : Supper will be awhile. Why don‘t you have some peanuts while you
wait?
Patricio : Okay. Yum, those are delicious! But I‘m still hungry.
Norma : Yeah, me too.
Raoul : You can get some grapes out of the fruit bowl.
Patricio : Okay. Mmmm, these are really good. But I‘m still hungry.
Norma : I am, too.
Raoul : Still hungry? You must have been famished. There‘s some macaroni
and
cheese in the fridge.
Patricio : This tastes great! But I‘m still a little hungry.
Norma : Me too.
Raoul : You two are ravenous tonight! Why don‘t you have a piece of toast
while
you wait? I don‘t want to spoil your appetite.

Patricio : Okay. I love toast with butter and jam. It really hits the spot.
Norma : I like my toast with peanut butter and a glass of milk.
Raoul : All right! Supper is ready! Come and get it!
Patricio : Aw, Dad, I‘m not really that hungry. I feel full.
Norma : Me too!
1. What is Patricio waiting for? 2. What does Norma want?

a. Breakfast a. Supper
b. A snack b. A snack
c. Supper c. Peanuts
d. Lunch d. A drink
3. What happens when supper is 4. A good synonym for famished is…

ready? a. preoccupied.
a. Patricio gets upset. b. elated.
b. Patricio feels full. c. starved.
c. Norma feels full. d. surprised.
d. B and C.
5. If you are ravenous, you are… 6. Hits the spot means:

a. very noisy. a. satisfies my hunger.
b. very hungry. b. hurts my stomach.
c. very annoying. c. falls on the floor.
d. very agreeable. d. tastes odd.
7. Come and get it means:

a. You should wake up.
b. I will punish you.
c. It‘s time to eat.
d. Let‘s fight.

Vocabulary
1. Gene was frightened of entering the dark room.
a. afraid b. sorry c. happy
2. Mother was very anxious while waiting for father late at night.
a. envious b. worried c. surprised
3. All the pedestrians suddenly stopped when the traffic light turned green.
a. all at once b. one at a time c. by and by
4. Indoensian children honour their parents by kissing their hands.
a. obey b. respect c. thank
5. My sister looked lovely in her new gown.
a. kind b. pretty c. good
6. Mother is dusting the furniture.
a. cleaning b. pulling c. moving
7. The birds in the trees are crowing to each other.
a. crying b. laughing c. talking
8. We all attended the party in the evening.
a. nighttime b. daytime c. noontime
9. Jonathan screamed when he found a snake in the box.
a. shouted b. whispered c. laughed
10. The vistim was rushed to the nearest hospital.
a. stayed b. sent c.behaved
Identify and Express Feeling
Vocabulary :
Pale : Pucat
Tense : tegang
painfull : kesakitan
afraid of : ketakutan / takut ..
sallow : muka yang pucat kekuningan
papery : kelihatan tipid dan kering
suffocate : nafas sesak seperti tercekik (suffocating)
confuse : membingungkan
daydream : melamun
tired : lelah
rigid : kaku
gasp : terengah-engah (terutama karena kesakitan)
moan : mengerang, merintih
groan : mengerang, merintih
bouncy : bersemangat
sigh : mendesah
contemp : rasa jijik
anxious : gelisah
nervy : gugup
annoyed : jengkel
feeling down : depresi
grimace : meringis, kesakitan
sleepy : mengantuk
weak : lemah
stiff : kaku
bruise : memar
swollen : bengkak
tender : perih
Usefull Expression :
 Your look....
 Your (part of body) looks ...... + unconfortable
 You seem ......... when ......(Verb+ing)
 You look ...... with your (part of body)
 You seem to have + ( a problem with + part of body)
+ (a health problem: such as, a stomachache, a chespain)
Task I
1. You look ................

tense
stiff
happy
sad
etc............
2. Your ...................... looks ...........
skin sallow
eyes reddish
nail yellowish. etc
3. You seem unconfortable when ...............
walking
moving your hand
moving your ....
changing your clothes
etc .....
You seem to have a problem with ..... + part of body
4. You look unconfortable with your ...........................
legs
position
stomach
chest. Etc

Practice
1. Maaf pak, sepertinya perut anda sakit.

2. Maaf pak kelihatannya bapak mengalami gangguan pada dada bapak
3. sepertinya bapak merasa tidak nyaman ketika berjalan
4. Anda sepertinya kelelahan
5. Jari tangan anda kelihatan bengkak
6. Sepertiya anda takut dengan tindakan medis ini.
Grammar Awareness
ADVERB AND ADJECTIVE

Adjectives modify nouns and pronouns. Adverbs modify verb, adjectives and other
adverbs.
Linking verbs are followed by adjectives, not adverb.
Be Remain
become Feel
appear Smell
look Sound
seem Taste
Note that some of the verbs may sometimes function as verbs of action. In that case,
they must be followed by adverbs.
Adjectives Adverbs
I feel tired I felt my way slowly in the
darkness
He looked angry He looked about the room
angrily
The pie taste delicious She taste the pie cautiously
Verbs are modified by adverbs, not by adjectives
Adjectives Adverbs
The teacher gave a quick The teacher explained the
explanation of the problem problem quickly
This is a slow exercise This exercise must be dome

slowly
There has been a considerable The weather was changed
change in the weather considerably
My sister is a superb dancer My sister dances superbly
When two or more adjectives come before a noun, they normally go in the following
order:
1. Determiner
2. Quality
3. Size
4. Temperature / Age
5. Participle
6. Shape
7. Color
8. Location / Origin
9. Material
10. Noun
11. Principle Noun
1 2 3 4 5 6 7 8 9 10 11
Th nic bi ol Neglecte Squar re Jamaica ston Plantatio hous
e e g d d e d n e n e
Example :
A large wooden box (size + material)
An old French woman (age + origin)
A tall thin man (size + shape)
A recent animal research (age + noun)
Adjective follows nouns/pronouns when the pronouns end in –one, -body, -thing
Incorrect : Intelligent anyone could do it
Correct : Anyone intelligent could do it
When a noun is used as an adjective, it does not have a plural form

Five pounds : a five-pound book
Two weeks : a two-week holiday
Adverbs of manner are formed from adjective + ly
Adjectives Adverbs
quick Quickly
extreme extremely
beautiful beautifully
Note these irregular forms
Adjectives Adverbs
good well
hard hard
fast fast
late late
early early
straight Straight

The order of most adverbs in English is very flexible, and their position is
changeable. Note the following general rules :
1. The normal position for most adverbs is at the end of the sentence. An adverb of
manner will come first, followed by ad adverb of place, and finally an adverb of
time.
The little boy ate an apple greedily in the kitchen this morning
M P T
He spoke well at the debate this morning

M P T
2. With verbs of movement, the adverbial of place acts as a kind of object notionally,
and comes immediately after the verb
He went to the station by taxi yesterday

P M T
3. The adverb of time often comes at the beginning of a sentence
Yesterday the children played games quietly in the yard

T M P
4. The verb and object are never separated by an adverb

Wrong : I read quickly the letter from my parents
Right : I read the letter from my parents quickly
5. With transitive verbs, adverbs of manner can occupy either the mid position or the
end position
He quickly picked up the ball
He picked up the ball quickly
6. Adverbs precede adjectives they modify
Wrong : The event was well-planned extremely
Adj. Adv.
Right : The event was extremely well-planned
Adv. Adj.
Some verb that can be used as adjectives
amaze Depress exhaust satisfy

amuse Disgust fascinate shock
annoy Embarrass frighten terrify
astonish Excite horrify worry
confuse

Exercises
Choose the correct word form from the two choices
1. The woman got the job because the boss thought she looked (careful/carefully)
2. The secretary looked (careful/carefully) on the floor for her earring
3. The cook looked (sad/sadly) at the burned food
4. The cook looked (sad/sadly) when he saw food was burned
5. After digging in the garbage, the dog didn‘t smell (good/well)
6. After injuring his nose, the dog couldn‘t smell (good/well)
7. Not wanting to burn his tongue, he tasted the soup (cautious/cautiously)
8. To a hungry person, even a dry bread can taste (delicious/deliciously)
9. Flames had engulf the building before the alarm was (final/finally) sounded
10. Trying to avoid further disagreement, the teacher made her decision sound
(final/finally)
Group Discussion
Read each story below and then complete the last sentence by writing one of
these words on the blanks
happy curious excited worried afraid
1. Mrs. Cyntia announced to her students that they are going to have a field trip.
They are going to watch the play, Cinderella at Shangri-La Plaza. The children felt
_________.
2. On hiw way home, Jonathan could not stop thinking about his teachers
announcement. Even at their doorstep, he called for his mother excitedly, Mother
wondered why Jonathan was excited. Mother was __________.
3. While riding on a tourist bus on their way to Shangri-La Plaza, all the students
sang. They felt very _________.
4. The children formed their lines as they waited for the start of the show. While
waiting, Darwin left his line and went to look at the display window of toy cars.
After a while, he returned to find out that all his classmates were gone. Darwin felt
_________.
5. When everyone was seated, Mrs. Cyntia checked the attendance, as she was
checking her students, she found out that one of them was missing. She felt
_________.

UNIT 6
60 mL
AMPICILIN
125 mg/5 ml
Suspension
Powder for Reconstitution
Antibacterial
Formulation
Each 5 ml (1 teaspoonsful) of reconstituted suspension contains 125mg
Ampicillin.
Indication
AMPICILLIN is exceptionally effective in the treatment of respiratory,
gastrointestinal and genitourinary tract infections caused by susceptible gram-
positive and gram-negative organisms.
Caution
Foods, Drugs, devices, and Cosmetic Act prohibits dispensing without
prescription.
Directions for Mixing

Add 40 ml (approx. 8 teaspoonful) of water and shake well until the contents
are evenly suspended. This makes 60 ml of suspension. The reconstituted
suspension is stable for one week at room temperature and two weeks under
refrigeration.
Dosage (every 6 hours)

1 to 2 years............................................................. 5 – 10 ml
3 to 6 years............................................................. 7.5 – 15 ml
7 – 12 years ........................................................... 10 – 20 ml
Shake well before using

Keep in a cool dry place
Protect from light
Lot no. 2221381
Exp. Date Oct, 2014
Mfg. Date April 2010
True or False based on the above medicine label

1. _________ The generic name of the medicine is Ampicillin.
2. _________ The brand name of the medicine is Ampicin
3. _________ The medicine is for relief of headaches.

4. _________ It is safe to take the medicine after 2014
5. _________ The patient should take the medicine every 4 hours.
6. _________ A ten-year-old child should take 10 – 20 ml of the suspension at a
time.
7. _________ The medicine should be kept in a refrigerator.
8. _________ The medicine can be given even without a doctors prescription.
9. _________ The medicine is mixed with 40 ml of water.
10. ________ If the first dose is taken at 3꞉00 p.m., the next dose should be given at
800 p.m.
Read the following prescription carefully.
7 – 11 – 2010
Px Date
Amoxycillin 250 mg. Capsule

(Morticil) # 15
Sig. 1 Capsule every 8 hours for 5 days
Roberta M.D.
Licence No. 80520
1. What is the brand name of medicine?

2. How many capsules will the patient buy?
3. How often should the medicine be taken?
4. If the first dose is taken at 7.30 a.m., when should the next dose be taken?
5. How long should the patient take the prescribed medicine?
Dialogue
Patient : Is the surgery a major one?
Doctor : Yes, it is.

Patient : How long will it take?
Doctor : 1 1/2 ? hours
Patient : Will I be given a local or general anaesthetic?
Doctor : General.
Patient : Will there be any after-effects?
Doctor : Except for weakness and a little nausea,

you'll be fine.

Patient : Will it be painful afterwards ?
Doctor : Yes. But don't worry, you' ll be given

pain-killers.
Patient : What will be the cost of the surgery?
Doctor : Rs.75,000/- including post-operative care.
A: "Hi Jackie. You don't look too well. What's going on?"
B: "It's nothing. I'm just a little stressed out."
A: "Why? What's stressing you out?"
B: "School. Since I was working part time, I had a difficult time keeping up with class.
Now that we have exams coming up, I'm totally freaking out."
A: "The best thing to do is study as much as you can. I'm sure you'll do alright."
B: "I hope so. I guess I won't be sleeping for the next 3 days. That's what it'll take."
A: "I have to study for an exam too. Why don't we study together. We can encourage
each other
B: Great!
Grammar Awareness
Verbs
The verb is the most fundamental part of speech. Only verbs can make a statement
about the subject.
Every sentence must have a verb.
A verb is a word showing or expressing action, being, or state of being.

What kind of action does a verb show? Some verbs show physical action.
Types of Verb:
Action Verbs
Action verbs express the action, often physical action,
that the subject does.

Example:
to eat to write to swim
Non-Action Verbs
Here are three examples of non-action verbs: to think, to look, and to understand.
Non-action verbs tell about states of mind or senses.
They do not express physical action I think.....
Linking Verbs
Linking verbs convey a state of being. They link the subject of a sentence with
a word
that renames or describes the subject.
While the most common linking verb is to be, there are other linking verbs you will
need to know, such as to appear, to become, to feel, to grow, to look, and to
taste.
To be is the most important linking verb. In this chapter, the following forms of the
verb to be appear in examples: am, are, is, was, and were.
A State of Being
The pool is warm. Susan is the winner Mr. Adam is a

director
Helping Verbs

Verbs often use other verbs in sentences. Although a main verb represents the
important idea of the sentence, it may need a helper to express its full meaning.
Here are the forms of three helping verbs that appear in this chapter:
to be : am, are, is, was, were

to do : do, does, did
to have : have, has, had
Exercise
Match the verbs in A with the words in B.

A
give
take
check
feel
write
perform
cure
treat
B
a temperature
an injection
a prescription
a diagnosis
an illness
an operation
sick
ill
disease
the heart beat
Group Discussion
List as many verbs as possible and discuss the meaning. Work in a group! Share
your findings with other gropu in the class!
Talking about patients – Brain Twister
Instructions: If the sentence has only ONE blank the choice will come from Group A.
If the sentence has TWO blanks, the first word will come from Group A and the
second word will come from Group B.
Group A
aggressive caused drained infiltrated received sprained

blistered committed got lacerated relieved started
brace concussion had left result suggested
burst constricted hurt looked scalded took
came contracted ineffective managed slipped used
Group B
adjusted control get lethargic reconstructed started
bled developed injections loose severing sutured
blurred discontinued intubated lump spilled tore
booster extended left minor splinted
1. The patient __________ through the surgery with only __________

complications.
2. The doctor __________ that the patient __________ 10 kilograms.
3. She __________ on the ice and __________ the medial meniscus in her
left knee.
4. He __________ a tetanus __________ before he left on his trip.
5. The patient __________ an allergic reaction to the vaccine and had to be
__________ immediately.
6. The leg __________ was uncomfortable, but she __________ well to
having to wear it.
7. He __________ malaria while traveling in Africa.
8. What __________ as influenza quickly __________ into a bad case of
pneumonia.
9. Hyperplasia of the prostate __________ the man to __________ up 4-5
times during the night to urinate.
10. The skiing accident was extremely severe; as a __________ his right knee
had to be completely __________.
11. His diabetes is was __________ with daily __________ of insulin.
12. Jim __________ his ankle while playing basketball.
13. Mary __________ herself when she __________ the pot of boiling water.
14. During the car accident he __________ a blow to the head that
__________ him in a coma for 6 weeks.
15. The cut __________ minor; however, it had to be __________ closed.
16. The antidepressants __________ her feeling fatigued and __________.
17. They __________ a tree branch and __________ his broken arm.
18. Sam __________ 8 different medications each day in order to keep his HIV
under __________.
19. He __________ suicide by __________ his radial artery.
20. The pancreatic cancer was certain to be fatal, but the __________
treatment probably __________ his life by at least a year.
21. The old man __________ his back trying to move his television.
22. After just a few kilometers in the new shoes, his feet were badly
__________.
23. The __________ left him with __________ vision for 2 weeks after the
accident.

24. The aortic aneurism __________ and the patient __________ to death in a
matter of seconds.
25. Plaques in the left coronary artery left it dangerously __________.
26. Since the medicine was clearly __________, it was __________.
27. The accumulation of fluid in the bursa meant that it had to be __________.
28. Because he wasn‘t wearing a helmet, the fall from the bicycle resulted in a
badly __________ scalp.
29. She was __________ when she heard that the __________ in her breast
was benign.
30. The IV in her hand had __________ and a new one had to be __________
in her forearm.

UNIT 7
READING COMPREHENSION Job Interview
An interview is a meeting between

an employer and an applicant to talk
about a job. A job interview is your
opportunity to present your skills to an
employer in person. During the interview,
an employer judges your qualifications,
appearance, and general fitness for the
job opening. The interview is your
opportunity to convince the employer that
you are right for the job.
The interview also gives you a
chance to evaluate the job, the employer, and the company. The interview helps you
decide if the job meets your career needs and interests.
It is very important to prepare for a job interview. If you prepare well, the
interviewer will know that you are organized and that you are really interested in the
job. If you learn as much as you can about the job and the company before the
interview, and if you are careful about your appearance, then you will make a good
impression. If you practice the interview questions that managers usually ask, then
you will feel confident when you speak.
Determine which of the following statements are true and which are false.
Then put T or F in the blanks. Rewrite false statements to make them true
1. (________) A job interview is your opportunity to present your job duties in

person to an employer.
________________________________________________________________
__
________________________________________________________________
___
2. (_______) During the interview, an employer judges your qualifications and

appearance
________________________________________________________________
___
________________________________________________________________
___
3. (_______) The interview is your opportunity to convince the employer that you
are wrong for the job
________________________________________________________________
___
________________________________________________________________
___

4. (_______) The interview gives you a chance to evaluate the employer and
company.
________________________________________________________________
___
________________________________________________________________
___
5. (_______) It is not very important to prepare for a job interview.

________________________________________________________________
___
________________________________________________________________
___
6. (_______) If you learn as much as you can about the job and the company before
the interview, and if you are careful about your appearance, then you will make a
good impression.
________________________________________________________________
___
________________________________________________________________
___
7. (_______) If you don't practice the interview questions that managers usually ask,
then you will feel confident when you speak.
________________________________________________________________
___
________________________________________________________________
___
NETWORKING
The most effective way to find a job is through networking. Family, friends,
neighbors, people you worked with in your last job, classmates, and other people
you know can help you find a job. Ask them to help you. This is called networking.
You can begin networking with anyone who knows people and is willing to talk to
you. The people you are then referred to are likely to know even more about the job
you want. Each referral will try to be helpful and refer you to someone who knows
even more than they do.
You need to convince the people you see that you have the skills to do a good
job. They must like you, or it will be difficult to get them to help you. Tell them what
kind of job you are looking for and what skills, experience, and other credentials you
have for that job.
Decide what the answer should be.
1. The most effective way to find a job is through ____________

2. Family __________ neighbors, people you worked with in your last job,
classmates, and other people you know can help you find a job.
3. You can begin networking with __________ who knows people and is willing to
talk to you.

4. The people you are then ___________ are likely to know even more about the
job you want.
5. Each referral will try to be __________ and refer you to someone who knows
even more than they do.
6. You need to ___________ the people you see that you have the skills to do a
good job.
7. They must like you, or it will be ____________ to get them to help you.
8. Tell them what kind of job you are looking for and what __________ experience,
and other credentials you have for that job
VOCABULARY
Job What do they do? Where do they work?

Look after the finances in an
Accountants
organisastion.
Bakers Bake bread.
Shave men's beards and cut
Barbers
men's hair.
Barmen/women Serve drinks.
Butchers Prepare and sell meat.
Chambermaids Clean and tidy rooms.
Chefs Prepare and cook food.
Dentists Look after people's teeth.
Doctors Look after people's health.
Fishmongers Prepare and sell fish.
Flight attendants Look after passengers.
Hair dressers Cut and style people's hair.
Judges Judge and sentence people.
Lawyers Defend and prosecute people.
Nurses Look after patients .
Opticians Look after people's eye sight.
Carry other people's bags and
Porters
luggage.
Receptionists Meet and greet visitors.
Sell goods and look after
Sales Assistants
customers.
Arrange appointments, type
Secretaries
letters and organise meetings.
Operate on people who are
Surgeons
sick.
Design, make, alter or repair
Tailors
garments,

Teachers Teach people.
Organise and repair technical
Technicians
equipment.
Vets Look after people's animals.
Waiters/Waitresses Serve people food and drink.
Welders Weld metal to make things.
Grammar Awareness
1. Cardinal and Ordinal Number

To form ordinal number, usually add -th to the cardinal number, exceptions are first,
second, and third.
Cardinal Ordinal Abbreviation

st
One First 1
Two Second 2nd
Three Third 3th
Four Fourth 4th
Five Fifth 5th
Six Sixth 6th
Seven Seventh 7th
Eight Eighth 8th
Nine Ninth 9th
Ten Tenth 10th
Eleven Eleventh 11th
Twelve Twelfth 12th
Nineteen Nineteenth 19th
Twenty Twentieth 20th
Twenty-one Twenty-first 21st
Twenty-two Twenty-second 22nd
Thirty Thirtieth 30th
Thirty-one Thirty-first 31st
Forty Fortieth 40th
Fifty-five Fifty-fifth 55th
A hundred Hundredth 100th
A thousand Thousandth 1000th
A million Millionth 1000000th
100 = one hundred

111 = one hundred eleven

200 = two hundred
777 = seven hundred seventy-seven
888 = eight hundred eighty-eight
999 = nine hundred ninety-nine
1000 = one thousand
5,102 = five thousand one hundred and two
2. Dates
Ordinal numbers are used to express dates. Note that there are two ways to give the
date. Note that in the answers to the last question the preposition on used with
dates.
a. What is the date today?
It’s the fourth of January
It’s January 4 (January fourth)
b. When are you going to Surabaya?
I’m going to Surabaya on the third of March
I’m going on March 3 (March third)
3. Years
Beginning with the year 1010, the first two digits are read together, then the second
two digits are read. Use the preposition in with years.
a. We’re leaving the country in 1981 ( nineteen eighty-one)
b. We’re travelling to Asia in 1892 (eighteen ninety-two)
The date can be written with an abbreviation. The number of the month comes first,
the day of the months comes second and finally the year.
November 4, 1969 11/4/69
March 10, 1977 3/10/77
4. Telephone numbers
Telephone numbers are usually read in single digits. A digit is a single number. The
number 0 (zero) is pronounced like the letter o (/ou/).
Area Code 303 three, o, three
301-3404 three, o, one, three, four, o, four
3096925 three, o, nine, six, nine, two, five
5. Addresses
Addresses can be read in groups of two or more numbers. Odd numbers (ending in
1,3,5,7,9) are usually on one side of the street, and even numbers (ending in
0,2,4,6,8) are on the other side of the street. The number 0 is pronounced /ou/ and
comma is not used in addresses with more than three numbers
60 Orchid sixty
451 High Boulevard four; fifty-one
2204 Main street twenty-two; o; four
5436 Galaxy fifty-four; thirty-six
A number ending in 00 is read as hundred

1500 Rose Street fifteen hundred
3200 Black Avenue thirty-two hundred

Zip codes are read as single numbers
0312 o, three, one, two
6912 six, nine, one, two
6. Room numbers
Room numbers are read like addresses
Room 16 sixteen
Room 1350 thirteen; fifty
RAIN
Precipitation of liquid drops of water. Raindrops generally have a diameter
greater than 0.5 mm (0.02 in). They range in size up to about 3 mm (about 0.13 in) in
diameter, and their rate of fall increases, up to 7.6 m (25 ft) per sec with their size.
Larger drops tend to be flattened and broken into smaller drops by rapid fall through
the air. The precipitation of smaller drops, called drizzle, often severely restricts
visibility but usually does not produce significant accumulations of water.
Amount or volume of rainfall is expressed as the depth of water that collects
on a flat surface, and is measured in a rain gauge to the nearest 0.25 mm (0.01 in).
Rainfall is classified as light if not more than 2.5 mm (0.10 in) per hr, heavy if more
than 7.50 mm (more than 0.30 in) per hr, and moderate if between these limits.
Exercises
Read the following numbers

11 13 101 482
42 48 106 789
34 30 116 963
89 56 220 1,000
65 78 313 2,358
Read the following sentences

1. He was born in 1975
2. 251 Main Street
3. My phone number is 031-7598262
4. My room is 223
5. The expired date is January 22, 2007

UNIT 8
Reading Comprehension Going to Pediatrician
Mrs. King brings 2,5 years-old Billy to the pediatrician‘s office because he
has ―been irritable and feverish since last night‖. Further history reveals that Billy
also had a runny nose and cough for two days, and that his appetite and fluid intake
have decreased since the fever started. Billy is otherwise healthy, this is the first
episodic illness. His physical examination reveals slight, irritable, 2,5 years-old boy,
pulling at ears, temperature of 102 F, nasal congestion with clear discharge,
tympanic membranes red and bulging bilaterally, pharynx slightly red without
exudates. Chest clear, abdomen soft without hepatosplenomegali (HSM) and no
meningeal signs.
The Pediatrician diagnoses an upper respiratory infection (URI) and
bilateral otitis media (BOM) and order amoxicillin 250 mg t.d.s for 10 days. The office
nurse are to perform the parent teaching for Billy‘s home care. During discussion
with Mrs. King, she tells that she is concerned that Billy is jealous of his new baby
sister because he has occasional tantrums when she holds the baby. She is
concerned about Billy‘s development because he recently started to refuse using the
potty, a skill that is newly acquired. Mrs. King is very attentive to both new baby and
Billy throughout the interview, and she asks the nurses for suggestions in how to
help Billy cope to the new arrival. While doing so, she points out that her husband
has been extra attentive to Billy since his sister was born.
True or False based on the above paragraphs!

1. Mrs. King is 2,5 years old girl ____________
2. Pediatrician is a doctor specializes in children __________
3. The Pediatrician diagnoses a lower respiratory infectin _________
4. The Pediatrician orders amoxicillin 250 mg tds for a week ___________
5. Billy feels jealous to his parents since his sister was born ____________
Vocabulary
Prounounce these words correctly and find out the meaning!
Pediatrician _____________
Irritable _____________
Feverish _____________
Reveals _____________
Appetite _____________
Diagnoses _____________
Exudate _____________
Tantrum _____________
Arrival _____________

Grammar Awareness
Simple Present Tense
In the affirmative the simple present has the same form as the infinitive but adds as -
s for the third person singular. The simple present tense is often used with adverbs
or adverbs phrases such as : always, never, occasionally, often, sometimes, usually,
every week, on Mondays, twice a year.
Affirmative Negative Interrogative Negative

Interrogative
I work I don’t work Do I work? Do I not work?
You work You don’t work Do you work? Do you not
work?
He/she/it works He/she/it doesn’t Does he/she/it Does he/she/it
work work? not work?
We work We don’t work Do we work? Do we not
work?
They work They don’t work Do they work? Do they not
work?
The verb do is normally contracted in the negative and negative interrogative. I don‘t
work, he doesn‘t work, don‘t I work?, doesn‘t he work?
Verbs ending in ss, sh, ch, x and o add –es, instead of –s alone to form the third
person singular.
I kiss, he kisses
I rush, he rushes
I watch, he watches
I go, he goes
I do, he does
When y follows a consonant we change the y into i and add -s

I carry, he carries
I copy, he copies
I try, he tries

When verbs ending in y following a vowel obey the usual rule
I obey, he obeys
I say, he says
The simple present tense is used for :

1. General activities
Andy works for the Ford Motor Company
Nancy lives in Seattle, Washington
My brother plays badminton
Mr. Rudy manages the toy department
2. General truth
Water freezes at 0 Celcius
The earth revolves around the sun
Orchids grow in Hawaii
Everyone needs love
3. Habitual action
The students go to school every day
They study hard every day
Paula gets up early in morning
She drinks a cup of coffee for breakfast
Pressent Progressive/Continuous Tense
The present continuous tense is formed with the present tense of auxiliary verb be
the present participle.

Affirmative Negative Interrogative
I am working I am not working Am I working?
You are working You aren’t working Are you working?
He/she/it is working He/she/it isn’t working Is he/she/it working?
We are working We aren’t working Are we working?
They are working They aren’t working Are they working?
Be is normally contracted in the negative and negative interrogative. I ‗m working,

he‘s working, Aren‘t I working?, Isn‘t he working?
When a verb ends in a single e, this e is drooped before –ing.
argue, arguing hate, hating love, loving
except after age, dye, and singe and verbs ending in ee

ageing dyeing singeing
agree, agreeing see, seeing
When a verb of one syllable has one vowel and ends in a single consonant, this
consonant is doubled before -ing.
hit, hitting run, running stop, stopping
admit, admitting begin, beginning prefer, preferring
but budget, budgeting enter, entering

signal, signalling travel, travelling
Group Discussion
Supply a suitable present tense of the given verb
1. She (go) to school every day.
2. We now (learn) English.
3. The sun always (shine) in Egypt.
4. I am sitting on a chair and eating a banana right now
5. Bad students never (work) hard.
6. It (rain) in winter. It (rain) now.
7. I (wake up) at seven and (have) breakfast at half.
8. He generally (sing) in English but today he (sing) in French.
9. The teacher (point) at the point at the blackboard when he (want) to explain
something.
10. Mother (cook) some food in the kitchen at present; she always (cook) in the
mornings.
Role Play
In front of your own group, tell your daily activities and correct your friend‘s mistakes
on the using of simple present.

UNIT 9
NURSING CARE – NURSING PROCESS

ABBREVIATIONS
Abbreviations and Symbols Commonly Used by Health Practitioners
Activities
AMB Ambulatory
BRP Bathroom privileges
CBR Complete bed rest
OOB Out of bed
Up ad lib Up as desired
Assessment Data
Abd Abdomen
BP Blood pressure
bx biopsy
C Celsius (centigrade)
Cc chief complaint
c/o complains of
do diagnosis
F Fahrenheit
GI gastrointestinal
GU genitourinary
h/o history of
HPI history of present illness
Imp Impressions
NAD no apparent distress
Neg negative
P pulse
PE physical examination
PMH past medical history
R respirations
R/O rule out
ROS review of system
rt or ® right
RX treatment
Sx symptoms
T temperature
WNL within normal limits
(+) positive
(- ) negative
Disease
ASHD arteriosclerotic heart disease
ASCVD arteriosclerotic cardiovascular disease
BPH benign prostatic hypertrophy
CA cancer
CAD coronary artery disease
C congestive heart failure
HF chronic obstructive pulmonary disease
COPD cerebrovascular accident
CVA diabetes mellitus

HTN( BP) hypertension
MI myocardial infarction
PVD peripheral vascular disease
STD sexually transmitted disease
Diagnostic Studies
ABG arterial blood gases
BE barium enema
CBC complete blood count
CO2 carbon dioxide
C&S culture and sensitivity
CXR chest x-ray
ECG (EKG) cardiogram
Lytes electrolytes
RBC red blood cells
UA urinalysis
UGI upper GI
WBC white blood cells
Symbols
> greater than
< less than
increase increasing
decrease decreasing
20 secondary to
= equal to
unequal
♀ female
♂ male
˚ degree
Orders
AMA against medical orders
BM bowel movement
BP blood pressure
ċ (C) with
CPR cardiopulmonary resuscitation
dc (disc) discontinue
do diagnosis
DNR (no code) do not resuscitate
hs hour of sleep
I&O intake and output
IV intravenous
noc night
NPO nothing by mouth
NS (NIS) normal saline
O2 oxygen
od daily
p after
O.T. occupational therapy
post op postoperative
pre op preoperative
Prep preparation

P.T. physical therapy
pt patient
qs quantity sufficient
ROM range of motion
ś (S) without
STAT immediately
T,P,R,BP temperature, pulse, respirations, Blood Pressure
VS vital signs
x times
Abbreviations
The following abbreviations are commonly used by doctors when they
prescribe drugs:
b.d. twice a day
t.d.s. three times a day
q.d.s four times a day
p.r.n. when necessary
2 hrly once every two hours
a.c. before meals
p.c. after meals
p.o. orally (through the mouth)
tab. tablets
Caps capsule
There are many other abbreviations which are commonly use d by medical staff. The
following list gives you some examples:
T.P.R. Temperature, pulse and respiration
B.P. Blood pressure
C.N.S Central nervous system
C.V.S. Central Venous system
B.I.D. Brought in dead
R.T.A. Road Traffic Accident
H.I. Head Injury
O.D. Over dose
Pt. Patient
Ep. Epileptic
Ch.B. Chronic Bronchitis
D.V.T. Deep vein thrombosis
M.I. Myocardial Infraction
B.O. Bowels open
H.P.U. Has passed urine
S.W.O. Stomach washout
T.O.P. Termination of Pregnancy
P.V. Through the vagina
P.R. through rectum
BI.B. Blanket bath
N.A.D. nothing abnormal detected
E.C.G. electrocardiogram
E.E.G. electroencephalogram
F.B.C. Full Blood count

Bibliography
Allu, V,. & Patricia, M. (2010). Cambridge English for Nursing. New York :
Cambridge University Press
Arakalian, Catharine. (2003). Hospital English. UK: Radcliffe Medical Press
Azar, B. S. (2002). Understanding and Using English Grammar. UK: Longman
Grice, T. (2007). Oxford English for Career Nursing. Oxford: Oxford University Press
Iqbal, NA. (2014). Easy English. Bangkalan : UTM Press
Lynn, P. (2011). Taylor’s Clinical Nursing Skill. China: Library of Congress
Cataloging in Publication
Nursalam (2009). English in Nursing and Midwifery. Surabaya: School of Nursing,
faculty of Nursing, Airlangga University
Wright, R. (2012). Communicating Effectively.UK: Pearson
www. Onestopenglish.com

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KATA PENGANTAR

Alhamdulillahirobbil alamiin, segala puji hanya milik Alloh SWT, karen

1. Ketua Yayasan Ngudia Husada Madura yang telah memberikan kesempatan

Bangkalan, Oktober 2020

Table of Contents ............................................................................................. 2

Tujuan Pembelajaran ...................................................................................... 3

Pokok Bahasan. ................................................................................................ 3

UNIT 1: SMOKING IN PUBLIC PLACE

UNIT 2 : FAST FOOD AND OBESITY

Exercise .............................................................................................. .23

UNIT 3 : THE FLUE

Grammar Awareness ............................................................................ 26

UNIT 4: MANITOBA MEMO

UNIT 5: BLACK HAIR TURN WHITE

Grammar Awareness ............................................................................36

Exercise ...................................................................................... …….38

Grammar Awareness ............................................................................ 43

UNIT 7: JOB INTERVIEW AND NETWORKING

UNIT 8 : GOING TO PEDIATRICIAN

Grammar Awareness ............................................................................55

Exercise .............................................................................................. .57

UNIT 9 : NURSING CARE AND NURSING PROCESS

2. TUJUAN PEMBELAJARAN (LEARNING OUTCOME) :

4. Menunjukkan sikap bertanggung jawab atas pekerjaan dibidang keahliannya secara

5. Mampu menyampaikan informasi pelayanan laboratorium medik melalui

3. POKOK BAHASAN DAN SUB POKOK BAHASAN

Reading Short text, Memahami kosa kata sederhana,Short Conversation in pair,Penggunaan

artikel a, an dan the,plural and singular noun,Countable and uncountable noun,Pronoun,Subject

ardinal and ordinal number

Bahan Kriteria & Indikator Bob

3 Memaha 1. plural Bentuk: TM : 1. - - 7% Dhaniel

8 Memaha Pronoun Bentuk: Kuliah TM : - Mampu - - Dhaniel

9 Memaha Adjective Bentuk: Kuliah TM : 1. Membuat - - Dhaniel

10 Memaha Adjective Bentuk: Kuliah TM : 1. Membuat - - Dhaniel

11 Memaha Prescriptio Bentuk: Kuliah TM : 1.Menulis - - Dhaniel

12 Memaha Prescriptio Bentuk: Kuliah TM : 1.Menulis - - Dhaniel

13 Memaha Cardinal Bentuk: Kuliah TM : 1. Membaca - - Dhaniel

14 Memaha Cardinal Bentuk: Kuliah TM : 1. Membaca - - Dhaniel

UJIAN AKHIR SEMESTER

Smoking in Public Places

Read the paragraph above in front of the class!

1. Smoking is harmful to the health of individuals. _______

Now, Practice the dialogue above with your partner!

ENGLISH 1 (STIKes NGUDIA HUSADA MADURA) Page 13

Article a, an, the

I will buy a book and a bag tomorrow

Penggunaan a/an secara lebih terperinci

ENGLISH 1 (STIKes NGUDIA HUSADA MADURA) Page 14

Jangan gunakan The pada sistem Geografi berikut ini:

Gunakan The sebelum nama-nama berikut ini:

ENGLISH 1 (STIKes NGUDIA HUSADA MADURA) Page 15

In the following phrases, supply either a or an:

ENGLISH 1 (STIKes NGUDIA HUSADA MADURA) Page 16

1. Where‘s ______ thumb drive I lent you last week?

Reading Comprehension Fast Food and Obesity

Nurse : Did you press the buzzer, Jhon?

SINGULAR AND PLURAL NOUNS

ENGLISH 1 (STIKes NGUDIA HUSADA MADURA) Page 18

Beberapa kata benda selalu dalam bentuk plural misalnya:

Namun, tidak semua demikian adanya. Dalam kasus-kasus tertentu, terdapat

ENGLISH 1 (STIKes NGUDIA HUSADA MADURA) Page 20

ENGLISH 1 (STIKes NGUDIA HUSADA MADURA) Page 21

ENGLISH 1 (STIKes NGUDIA HUSADA MADURA) Page 22

baby dictionary party country tray memo tomato