11 JANUARI 2014





Now I’m 21! growing old but must be stay young haha
Big thanks to all my friends for the surprised, for the gift and thanks always beside me .



Before you listen

Exercise 1 In the table are 8 words from the programme. Below are synonyms of these words. Can you match them?


















After that you listen this conversation After listening

Exercise 2

Choose which of the word(s) in bold is correct in each sentence, based on the information from the programme

1.Harry/Johnny plays football

2.Harry likes/doesn’t like his job

3.There are vacancies for computer/human resources experts in Johnny’s company

4.Olivia sells cheap/expensive shoes

5.Fadi prepares/sells food

6.Fadi’s uncle/father owns the business



This support pack accompanies the audio soap opera “BIG CITY SMALL WORLD”

It contains the following materials

  • A pre-listening vocabulary activity
  • Two comprehension activities
  • Two language activities

Before you listen

Exercise 1 Match the words in the table to their definitions

a. actually b. anywhere c. both d. chance
e. complicated f. counter g. to interrupt h. whatever

1. in any place

2. a flat surface in a shop or cafe where people are served

3. anything or everything

4. in fact, really

5. luck

6. to stop a person from speaking by saying or doing something

7. two people or things together

8. involving a lot of parts in a way that is difficult to understand

After that you listen this conversation and After listening

Exercise 2

Put these events in the correct order

1.Johny greets Sarah

2.Harry and Magda arrive

3.Johny asks if he can sit at Olivia’s table

4.Olivia suggests ordering some tea

5.Sarah arrives

6.Olivia is surprised to learn that harry and Magda are coming to the cafe

7. Olivia tells Johny that it’s a self-service cafe

8. Johny mentions his friend Harry



•Objective, Purpose, Aim, Final Result
•A desired result a person or a system  visualizes, plans and commits to achieve
•An important part of human life
•Lead your life happily
•Determine the essence of your life
•Serves as a stimulus or something that inspires you to accomplish something.
People will perform better when they are committed to achieve certain goals.
Self-efficacy – one’s belief that they are able to achieve the goals;
Commitment to others – promises or engagements to others can strongly improve commitment
1.Set Goals that Motivate You (why)
2.Set SMART Goals
–S – Specific
–M – Measurable
–A – Attainable
–R – Relevant
–T – Time-bound
3.Set Goals in Writing
4.Make an Action Plan
5.Stick With It!
•Then create a daily to-do-list  of things that you should do today to work towards your lifetime goals.
•At an early stage, your smaller goals might be to read books and gather information on the achievement of your higher level goals. This will help you to improve the quality and realism of your goal setting.
•Finally review your plans, and make sure that they fit the way in which you want to live your life.
Career – What level do you want to reach in your career, or what do you want to achieve?
Financial – How much do you want to earn, by what stage? How is this related to your career goals?
Education – Is there any knowledge you want to acquire in particular? What information and skills will you need to have in order to achieve other goals?
Family – Do you want to be a parent? If so, how are you going to be a good parent? How do you want to be seen by a partner or by members of your extended family?
Artistic – Do you want to achieve any artistic goals?

Attitude – Is any part of your mindset holding you back? Is there any part of the way that you behave that upsets you? (If so, set a goal to improve your behavior or find a solution to the problem.)
Physical – Are there any athletic goals that you want to achieve, or do you want good health deep into old age? What steps are you going to take to achieve this?
Pleasure – How do you want to enjoy yourself? (You should ensure that some of your life is for you!)
Public Service – Do you want to make the world a better place? If so, how?



  • Concrete Noun; kata benda yang berwujud (dapat dilihat dan diraba) Ex: Rukuh (nama orang), man(orang laki-laki), monas, jakarta, Medan, Siantar (place), gold, iron, etc.
  • Abstract Noun; kata benda yang tak berwujud (kata benda ini tidak berwujud dan tidak dapat dilihat atau diraba, tetapi dapat dibayangkan dan dirasakan. Ex: wisdom, happiness, wealth, riches, life, friendship faith. Wind, air, sun light


  • Proper Noun; A proper noun names a particular person, place, thing, or idea, and is capitalized. Kata benda ini didahului oleh capital later yaitu: nama orang, nama kota, nama negara, sekolah, perusahaan, dan nama- nama tempat lainya.
    Ex: Susi, Rukuh, Tokyo, Hongkong, America, Harvard University, Cocacola, etc
  • Common Noun, A common noun names any one of a group or persons, places, things, or ideas and is generally not capitalized. kata benda umum. Kata benda umum adalah kata  benda biasa.
    Ex; teacher, book, plane, pen, mountain, etc.
  • Material Noun, kata benda yang terdiri atas bahan Mentah (bahan baku). Dalam hal ini material dari pertambangan dan bahan-bahan baku lainnya.
    Ex: gold, silver, paint, oil etc.
  • Collective Noun, kata benda kolektive. Kata benda yang memiliki arti majemuk.

    Ex: flock (sekawanan hewan), division, class, fleet, commitee, parliament


  • Common Noun- A noun that does not name a specific person, place or thing.


  • Proper Noun- A noun that names a specific person, place or thing

Picture2                   NEW YORK CITY


  • A pronoun is a word that takes the place of a noun.
    Examples: I, me, my, you, your, he, she, it , us, we, they, them, his, her, their, mine, our, myself, himself, herself, itself, yourself, themselves, ourselves, who, whose, whom, anybody, anyone, everybody, nobody, someone, somebody.
  • A pronoun is word that takes the place of a noun. Instead of saying “Erin likes to eat”, you could say, “She likes to eat.” What is the pronoun in the following sentence?

    I sing loudly in the shower.

    a. sing

    b. loudly

    c. I

    d. shower

Good try but, sing cannot be the pronoun because it is the action. Loudly describes how I was singing. Shower is noun, a thing. See if you can find the pronoun. Go back and try again.
Awesome! I is the pronoun because it takes the place of a noun. I replaces someone more specific like  girl, boy, Bob, or Mrs. Ryan


The topics in the Speaking Test are familiar-family, society, education, habits, hobbies, employment,transport and so on. These major topics can be broken down into subtopics, for example




Ceremonies; festivals; cultural events
Youth problems; ageing society
Age of consent; marriage and divorce; parenting
Community services; organisation and planning for communities



Relationships; nuclear and extended family; large and small families
Housework; sharing household chores
Senses of identity; love and affection




Identifying Topics, Main Ideas, and Supporting Details

Understanding the topic, the gist, or the larger conceptual framework of a textbook chapter, an article, a paragraph, a sentence or a passage is a sophisticated reading task. Being able to draw conclusions, evaluate, and critically interpret articles or chapters is important for overall comprehension in college reading. Textbook chapters, articles, paragraphs, sentences, or passages all have topics and main ideas. The topic is the broad, general theme or message. It is what some call the subject. The main idea is the “key concept” being expressed. Details, major and minor, support the main idea by telling how, what, when, where, why, how much, or how many. Locating the topic, main idea, and supporting details helps you understand the point(s) the writer is attempting to express. Identifying the relationship between these will increase your comprehension.

Applying Strategy

The successful communication of any author’s topic is only as good as the organization the author uses to build and define his/her subject matter.

Grasping the Main Idea:

A paragraph is a group of sentences related to a particular topic, or central theme. Every paragraph has a key concept ormain idea. The main idea is the most important piece of information the author wants you to know about the concept of that paragraph.

When authors write they have an idea in mind that they are trying to get across. This is especially true as authors compose paragraphs. An author organizes each paragraph’s main idea and supporting details in support of the topic or central theme, and each paragraph supports the paragraph preceding it.

A writer will state his/her main idea explicitly somewhere in the paragraph. That main idea may be stated at the beginning of the paragraph, in the middle, or at the end. The sentence in which the main idea is stated is the topic sentence of that paragraph.

The topic sentence announces the general theme ( or portion of the theme) to be dealt with in the paragraph. Although the topic sentence may appear anywhere in the paragraph, it is usually first – and for a very good reason. This sentence provides the focus for the writer while writing and for the reader while reading. When you find the topic sentence, be sure to underline it so that it will stand out not only now, but also later when you review.

Identifying the Topic:

The first thing you must be able to do to get at the main idea of a paragraph is to identify the topic – the subject of the paragraph. Think of the paragraph as a wheel with the topic being the hub – the central core around which the whole wheel (or paragraph) spins. Your strategy for topic identification is simply to ask yourself the question, “What is this about?” Keep asking yourself that question as you read a paragraph, until the answer to your question becomes clear. Sometimes you can spot the topic by looking for a word or two that repeat. Usually you can state the topic in a few words.

Let us try this topic-finding strategy. Reread the first paragraph on this page – the first paragraph under the headingGrasping the Main Idea. Ask yourself the question, “What is this paragraph about?” To answer, say to yourself in your mind, “The author keeps talking about paragraphs and the way they are designed. This must be the topic – paragraph organization.” Reread the second paragraph of the same section. Ask yourself “What is this paragraph about?” Did you say to yourself, “This paragraph is about different ways to organize a paragraph”? That is the topic. Next, reread the third paragraph and see if you can find the topic of the paragraph. How? Write the topic in the margin next to this paragraph. Remember, getting the main idea of a paragraph is crucial to reading.

The bulk of an expository paragraph is made up of supporting sentences (major and minor details), which help to explain or prove the main idea. These sentences present facts, reasons, examples, definitions, comparison, contrasts, and other pertinent details. They are most important because they sell the main idea.

The last sentence of a paragraph is likely to be a concluding sentence. It is used to sum up a discussion, to emphasize a point, or to restate all or part of the topic sentence so as to bring the paragraph to a close. The last sentence may also be a transitional sentence leading to the next paragraph.

Of course, the paragraphs you’ll be reading will be part of some longer piece of writing – a textbook chapter, a section of a chapter, or a newspaper or magazine article. Besides expository paragraphs, in which new information is presented and discussed, these longer writings contain three types of paragraphs: introductory, transitional, and summarizing.

Introductory paragraphs tell you, in advance, such things as (1) the main ideas of the chapter or section; (2) the extent or limits of the coverage; (3) how the topic is developed; and (4) the writer’s attitude toward the topic. Transitionalparagraphs are usually short; their sole function is to tie together what you have read so far and what is to come – to set the stage for succeeding ideas of the chapter or section. Summarizing paragraphs are used to restate briefly the main ideas of the chapter or section. The writer may also draw some conclusion from these ideas, or speculate on some conclusion based on the evidence he/she has presented.

All three types should alert you: the introductory paragraph of things to come; the transitional paragraph of a new topic; and the summarizing paragraph of main ideas that you should have gotten.


Read the following paragraph and underline the stated main idea. Write down in your own words what you are able to conclude from the information.

The rules of conduct during an examination are clear. No books, calculators or papers are allowed in the test room. Proctors will not allow anyone with such items to take the test. Anyone caught cheating will be asked to leave the room. His or her test sheet will be taken. The incident will be reported to the proper authority. At the end of the test period, all materials will be returned to the proctor. Failure to abide by these rules will result in a failing grade for this test.


You should have underlined the first sentence in the paragraph – this is the stated main idea. What can be concluded from the information is: If you do not follow the rules, you will automatically fail the test. This concluding information is found in the last sentence.


You can’t comprehend the subject matter if you haven’t identifyied the topic, the main idea, and the supporting details.