Lira Cinthia Maharani

Paragraph I
( 3 ) a. Next, add anti freeze to your windshield washer fluid; otherwise, the fluid will freeze and possibly break the container.
( 1 ) b. First, put on snow tires if you plan to drive on snowy, icy roads very often.
( TS ) c. Driving in winter, especially on snowy, icy roads, can be less trouble some if you take a few simple precautions*.
( 4 ) d. Finally, it is also a good idea to carry tire chains, a can of spray to unfreeze door locks and a windshield scraper in your car when driving in winter weather.
( 2 ) e. Second, check the amount of antifreeze in your radiator and add more if necessary.

Paragraph 2
( 3 ) a. Furthermore, researchers are continuing to work on the development of an efficient, electrically powered automobile.
( TS ) b. Researchers in the automobile industry are experimenting with different types of engines and fuels as alternative to the conventional gasoline engines.
( 1 ) c. One new type of engine, which burns diesel oil instead of gasoline, has been available for several years.
( 4 ) d. Finally, several automobile manufactures are experimenting with methanol, which is a mixture of gasoline and methyl alcohol, as an automobile fuel.
( 2 ) e. A second type is the gas turbine engine, which can use fuels made from gasoline, diesel oil, kerosene, other petroleum distillates*, or methanol.

Paragraph 3
( 3 ) a. Later on, people began to write on pieces of leather, which were rolled into scrolls.
( 1 ) b. In the earliest times, people carved or painted messages on rocks.
( 2 ) c. In the middle Ages, heavy paper called parchment was used for writing; books were laboratoriously copied by hand.
( 4 ) d. With the invention of the printing press in the middle of the fifteenth century, the modern printing industry was born.
( TS ) e. Some form of written communication has been used throughout the centuries.

Paragraph 4
( 3 ) a. If there had been a big storm on the day of a baby’s birth, the baby might have been named thunder cloud.
( TS ) b. American Indian names are very descriptive, for Indian were usually named for physical attribute, for an occurrence in nature, or for animal.
( 1 ) c. Grey Eagle, red dog, Big bear, and spotted wolf are example of Indians named after animals.
( 2 ) d. Indians with distinctive physical characteristics might be given such names as big foot or crooked leg.

Paragraph 5
( 2 ) a. For one thing, Individual I.Q. scores vary considerably.
( 1 ) b. Many experts also question whether I.Q. scores are related to intelligence.
( 3 ) c. Furthermore, most psychologists agree that intelligence test are biased* in favor of middle-class children.
( TS ) d. The validity* of standardized intelligence test is being seriously questioned by educators and physiologists.
( 4 ) e. In fact, motivation seems to be just as important as intelligence in determining a person’s ability to learn.

Name : lira cinthia maharani

Npm : 109200024

Class : accounting a

Unit 1 Socializing

Hal 1

1. What does your brother do?
2. Where does mr. Jones work?
3. Where is your husband from?
4. Where do your parents live?
5. Are you married?
6. Does your boss have any children?
7. How old are they?
8. What do you do in your spare time?

Hal 2

1. Daughter in law = wife
2. Brother in law = uncle
3. Grandmother = mother in law
4. Grandfather = father in law
5. Sister in law = aunt

Hal 3

1. I like skiing. I don’t like snowboarding. Do you like skiing? My father likes skiing. My mother doesn’t like skiing. Does your father like skiing?
2. I’m studying english. I’m not studying spanish. My father is studying english. My mother isn’t studying english. Is your father studying english?
3. I saw the empire state building. I didn’t see the statue of liberty. My father saw the empire state building. My mother didn’t saw the empire state building. Did your father see the empire state building?
4. I’ve met muhammad ali. I didn’t have meet pele. My father has met muhammad ali. My mother didn’t has meet muhammad ali. Did you father has meet muhammad ali?

Hal 4

1. Auxiliary
2. Full verb
3. Auxiliary
4. Auxiliary
5. Full verb
6. Auxiliary
7. Auxiliary
8. Full verb
9. Auxiliary
10. Auxiliary
11. Auxiliary
12. Full verb

1. I don’t know where the post office is.
2. She has got two brother and she doesn’t get on with either of them.
3. He doesn’t has brother and sister. He is an only child.
4. We weren’t happy with the hotel so we didn’t stay there for long.
5. He didn’t go to the party because he had a cold.
6. They’re getting married when have saved enough money.
7. John isn’t sure where jill is
8. She is parking the car although always difficult in our street.
9. I don’t want them to know who i am
10. Don’t you understand what i am saying?

Hal 5

1. Why is the Phil computer helpline ringing?
2. Does company which Phil work for?
3. What he was doing when his computer stopped?
4. Why Phil can’t remember the message?
5. Has he switched off hi computer?

1. Where were your parents born?
2. What are you wearing at the moment?
3. Do you play any sport at the weekend?
4. What time did you get up in this morning?
5. Have you ever met a famous person?
6. Do you like your mother look?
7. Where did you go on holiday, when you were a child?

1. Who’s she writing to?
2. What language he speaks?
3. What do you get in your birthday?
4. Who did pay a lot of money?
5. How many bob’s cat kittens?
6. What time he go to the cinema on Saturday?
7. Where is he going?
8. What did they do on holiday?
9. What is your job?
10. Who is he talking with?

Hal 6

1. Lizzie likes sushi, but Mark doesn’t.
2. I don’t like chocolate, but Petra does.
3. I’ve been to Korea, but Carlos didn’t have.
4. Sandra isn’t going to college, but I am.
5. Leroy loves skateboarding, but we don’t.
6. I heard the news last night, but my mother didn’t.
7. Ayako hasn’t finished her work, but we have.
8. I don’t want to go to the gym, but they do.
9. They didn’t write to me, but you did.
10. Your English is really improving, but mine isn’t.

1. Yes, I do. I speak French, German and Russian.
2. Yes, I am. I am having a holiday in Yogyakarta.
3. No, I didn’t. I have a bad holiday.
4. No, I haven’t. I have been to Paris.
5. No, I don’t travel abroad.
6. Yes, of course.

Hal 7

Adjective : friendly, musical, scientific, happy, greedy…etc…

Noun : friend, music, science, happily, greed…etc…

Noun : invitation, achievement, competence, discussion…etc…

Verb : invite, achieve, compete, discuss…etc…

Hal 9

1. Brazil isn’t in Europe. It’s in south America.
2. The US president isn’t English. He’s britist.
3. Snow isn’t hot. It’s cold.
4. Five and six isn’t twelve. Five and six is eleven.
5. You aren’t English. You are British.
6. We ae not in a Russian class. We are in an English class.
7. Rolls-royce cars are not cheap. It’s expensive.

1. Italy’s in Europe.
2. It isn’t hot today.
3. I’m not married.
4. Where’s the newspaper.
5. They aren’t from oxford.
6. We’re at work.
7. You’re a student.

1. they are Italian.
2. you are not old.
3. my flat is small.
4. her son is not an accountant.
5. his wife is a journalist.
6. they are at work.
7. we are not rich.

Hal 11

1. cook cooked

2. enjoy enjoyed

3. invite invited
4. love loved
5. study studied
6. try tried
7. visit visited
8. wash washed
9. watch watched

1. buy bought

2. give gave

3. meet met

4. see saw

5. sleep slept

6. spend spent

7. take took

8. go went

Hal 15

A : How was your vacation in peru, Julia?

B : it was great. I really enjoyedit.

A : how long were you there?

B : we were there for two weeks.

A : were you in lima all the time?

B : no, we weren’t. we were in the mountains for a few days.

A : and how was the weather? Was it good?

B : no, it was not good at all. The city was very hot, and the mountains was really cold!

Hal 16

1. the neighbors had a noisy party till 3:00 am. We complaint about it.
2. we didn’t see very much in the mountains. The weather was foggy.
3. we went on a trip of ruins.
4. I worked very hard in Switzerland. I was there on business.

1. how often do you go on vacation? 3 times a year.
2. how long do you spend on vacation? 1 until 2 weeks.
3. who do you usually go with? I go by my self.
4. where do you usually go? I usually go to Jakarta.
5. what do you usually go? I usually shopping.

The SQ4R Method will help you keep studying organized and efficient. The steps to SQ4R ( Survey, Question, Read, Recite, Record, Review) are explained in the steps below.

SURVEY

Glance over the material to get a feel for what you will be reading.

Survey the entire text

When you first receive the text, spend about 20 minutes skimming the entire textbook to acquire an overall understanding of how the book is organized.

1. Read at the title page.
2. Read at the copyright page.
3. Read at the table of contents.
4. Read the preface.
5. Read at the ancillary material (appendix, glossary, bibliography, and index)
6. Read at any illustrations (including charts, graphs, and tables)

Survey each chapter

Survey a chapter assignment before you actually read it. Survey should tell the scope of the content, how different topics are organized, and what the author's purpose and point of view are. The chapter survey will also give you sufficient background information for class notes.

1. Read the chapter title.
2. Read the chapter objectives.
3. Read the chapter summary or review.
4. Read the major headings and subheadings.
5. Read the visual aids.
6. Read the italicized and/or underlined words and terms.

Survey the illustrations

Our society is visually oriented; authors and publishers are well aware that effective use of illustrations in textbooks is more necessary than ever. Illustrations can literally replace hundreds of words and convey a message more dramatically and quickly than a comparable section of text. Formats range from equations, theorems, and formulas to tables and graphic illustrations.

QUESTION

Ask questions before, during, and after reading the material

As you survey the material, ask the questions about what you will be reading and what you will try to answer. Turn the headings and subheadings into questions. These questions give you a real reason for reading and will help you concentrate on the subject you are reading.

Imagine, as you read the textbook, that the author is speaking directly to you. Question the author statements. Challenge the ideas presented. Textbooks are not the A final word, but are a means of actively involving you, the reader, in the learning process. Do not passively accept the author is presentation of material; look at it critically and read with a questioning and searching attitude. Ask the standard questions: what, why, and how.

Read

Read for the main ideas and organization

Now you should read actively with these certain questions in mind and attempt to answer the questions and organize the material. These answers will be the important facts and details. Read everything in a chapter including any of the visual aids such as picture captions, graphs, charts, etc. Note any words or phrases that are italicized, underlined, or in bold print (there=s a reason this material is highlighted!) The tendency in reading is to keep going, but you should stop at the end of each section to see if you can answer the questions you asked at the start of the section.

Find the main ideas in each chapter or section. Textbook authors write as you have been taught to write: they develop a topic sentence and/or paragraph, substantiate it, and draw conclusions.

Concentrate on what you are reading. Try to feel the rhythm of the author's prose (short, snappy sentences or long, labored explanations) and then "go with the flow." Note particularly the headings and subheadings; they indicate the relative importance of each topic.

Study the illustrations. These serve as "pegs" to help you remember the major points being discussed in the text.

RECITE

Summarize aloud what you read

Recite the main ideas, in other words, aloud or to yourself, after finishing a page. Check the comprehension and make sure you have the correct information. Do the same for the major points after reading each section or chapter.

By reciting what you've read, you are able to see how much information you absorbed, areas you didn't understand and need to review, and answers to the questions you generated for yourself. If you cannot answer the questions, go back to the material and reread.

RECORD

Marking the textbook increases understanding of the material for the present and for future reference. The process of selecting and marking requires you to find the main ideas. Later, when you review the text for exam purposes, you will find that the textbook markings and highlights enable you to grasp the essential points without having to read entire paragraphs and chapters again.

Write down the central points for the chapter or section in the notebook. Do each assignment before class. This will prepare you to participate in class discussions which will, in turn, help you remember the material you have read and to put it into perspective.

Underline and make marginal notes

Underlining key words and sentences will make those items stand out in the mind.

Marginal notes give you the opportunity to question a statement or position taken by the author as well as making you select the key words or items you want to remember from the paragraph.

Summaries enable you to write a brief summation of a section in other words.

Develop your own system of reading. Use whatever facilitates your retention of the material and works best for you. You might use the following: a double underline for main ideas and a single underline for supporting points; a bracket to enclose several consecutive lines that are important, rather than underlining all of them; or a box or circle around key terms.

Read before you mark. Read a few paragraphs or sections and then go back over the material and underline those topics and/or words that you feel are important.

Be selective. Underline only those points that are clearly essential. You will then have a visible outline of the major points on a page.

Use other words. Marginal notations and summaries should be in other language so you can readily recall the original material as you review. Using the text in this manner enables you to extract all that the book has to offer you in a learning situation, now and in the future. You will be able to use the texts for review in later softwares in the same field or in an allied field, thus reducing the need to re-read the material. You will reap the most benefit from reviewing the notes in the text, rather than being distracted by notes you may find written by some other person in a used text.

Coordinate class notes and textbook notes

Read the textbook material on time and prior to the corresponding class or lecture if at all possible. You can then follow the instructor's thought more easily, separate important points from lesser details, and have class notes become more meaningful to you.

Develop your own note-taking technique for each class. Many students use only one side of the paper for class notes, leaving a 2- or 3-inch margin on the left side of the page for writing key words and labeling.

Combine the text notes and class notes. Do this by writing class notes on the right hand page of the notebook and transferring text notes to the appropriate left hand facing page. You can then easily review all the information gained from class and text reading.

REVIEW

Review constantly

Reviewing is an essential part of retention. Review the textbook notes shortly after you have written them and continue to review them periodically.

Spend a few minutes going over the earlier notes before beginning a new reading assignment. This will help you keep the overall picture of the author's development in mind and will let you place the new material properly within that arrangement.

Review any and all supplements to the text. These usually contain quizzes and self tests on material in the text which will prepare you better for examinations. Constantly review throughout the software will greatly reduce the time you will need to spend preparing for exams and will make that time less stressful ("cramming") and more relaxing ("reviewing").