WORKBOOK HPE1013 Students Copy first ed

WORKBOOK

A COMPILATION OF NOTES, TUTORIALS AND EXERCISES FOR
HPE1013 PROFICIENCY ENGLISH 1

(FOR INTERNAL USE ONLY)
STUDENT’S COPY

Preface
English language proficiency is vital in a students’ life. It is being used in education. It is used for
communication throughout the world. Being able to write and communicate using English
language is an added advantage to a student. It is for the reason; therefore, this simple but
compact workbook is produced in order to assist students learning English language
proficiency.
This workbook comprises sections of language practices and exercises that will help to enhance
the students’ ability to learn the language. It starts with certain reading components which assist
the students to comprehend the language in its literal meaning and technical meaning.
Meanwhile, some speaking practices along with listening practices also will help the students to
enrich their skills in using the language in their daily activities. Additionally, the grammar
components along with the writing components aim to improve the students’ writing skills when
writing essays in the target language.
The author would like to express her deepest thanks to all the contributors for the well-rounded
exercises for this subject. Sharing is caring. Thank you for your generosity.

First Edition. July 2018

2

TOPIC: READING COMPONENT

WEEK 1: READING COMPREHENSION

Exercise 1: Read the following text and answer the questions that follow.

THE CIRCULATORY SYSTEM OF INSECTS

Insects have an open circulatory system. For the purposes of this short review, it is only
necessary to remember that hemoglobin is rare in insects and oxygen is delivered directly to
tissues by a tracheole system. This means the circulatory system is relieved of this
responsibility.

The main function of the circulatory system is to carry nutrients to all tissues, and carry away all
waste products that are not gaseous. In addition, the insect blood cells, or hemocytes, act as
the first line of defense against invasion by microorganisms, and they function in wound repair.
The former role usually involves two steps; first, recognition of a foreign body and second,
mobilization of special blood cells that phagocytize or encapsulate the body. The latter role of
blood cells involves a somewhat similar process, except in the case of wound repair, the open
wound in the damaged cuticle is closed by blood cells that finish the reaction by tanning the
resulting mass of dead blood cell bodies.

Lesser functions of the circulatory system involve buffering capacity, and storage of nutrients.
Tyrosine is said to accumulate in specialized blood cells immediately prior to pupal ecdysis, or
the act of molting from last larvae instar into the pupal stage of holometabolous insects. Upon
emergence from the larvae skin, the tyrosine is released as a flood of substrate that then
invades the outer regions of the new soft cuticle via pore canals and is oxidized to highly
reactive quinones that tan the outer surface of the body wall.

Aside frm the functions described above, the circulatory system also functions as a medium for
the transport of hormones involved in growth and development and as a medium for transport of
neurohormones that play vital roles in normal physiological processes in insects. An example is
the release of adipokinetic hormone from the corpora cardiaca to mobilize and convert energy
reserves from the body fat which supplies fuel for flight muscles and increase efficiency of
muscle contraction.

Large adult flying insects have evolved an intricate mechanism to control temperatures. Bees
and moths, in particular, have specialized anatomy and circulatory control mechanisms to retain
heat in the thorax and dissipate heat in the abdomen. Sphinx moth adults, for example, are
known to control the thoracic temperature within a degree of 41oC by pumping warm
hemolymph from the thorax to the abdomen if the thorax is above this set point temperature,
and to stop the removal of warm hemolymph from the thorax if the thoracic temperature is below
this set point. The thoracic ganglia is said to determine the temperature set point by monitoring
the temperature of the thorax and directing the circulatory organs to either increase or decrease
hemolymph flow between thorax and abdomen on demand.

Written by Thomas A. Miller

3

1. What does the word this in the sentence, ’This means the circulatory system is relieved of
this responsibility’ (paragraph 1) refer to?

2. What are hemocytes and what do they do?

3. List down the functions of the circulatory system.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

4. What does tyrosine do?
________________________________________________________________________
________________________________________________________________________

5. The word ‘oxidized’ means to combine with a particular gas. What gas do you think it is?
________________________________________________________________________
________________________________________________________________________

4

Exercise 2: Read the following passage carefully. Then, answer the questions that
follow.

Schools in most nations provide various co-curricular activities. In school, students
always think getting involved in such activities in school is a waste of time, money and strength.
Do they know that co-curricular activities in school are important to their lives? Here are some
reasons why.

Firstly, students can fill their free time by participating in such school activities instead of
wasting their time loitering in shopping complexes or playing arcade games in snooker centers.
Through school activities, they can avoid wasting money, time and energy. Furthermore, they
will not get involved in unhealthy activities like theft and murder. But they will learn many things
through co-curricular activities.

They learn to be disciplined in their lives, whether in school or at home. In school, they
will be obedient and respectful to those older than they are. Other than that, they can keep
healthy through sports.

If they take up sports, they will learn to be punctual to avoid being reprimanded by
coaches or teachers. That’s not all. If they’re good at any particular sport, they can represent
their school or, if they are good enough, represent their country! When they are older, they can
become professionals in that sport.

On the other hand, they can also learn how to cooperate with others. For instance, in
football, a team needs to win to qualify for championships. What is the most important thing they
need? Of course, they need cooperation among team members. When they are united, the
winning spirit is there with them. They will find it easier to work together and notch victory
together.

The last and most important point is that through co-curriculum activities in school,
students gain experience. For example, when they join computer classes, they learn how to use
the computer, how to use application programs, how to create, design, do accounts, etc.
Learning about computers helps them to be more experienced, quick and confident in their
working lives.

In conclusion, co-curriculum activities in school can be an essential tool to help students
in their lives. So, it’s true that co-curriculum activities in school are vital.

Adapted from:
Brian HHW,

The Malaysian Student, Jan 1998

5

1 Students think that co-curricular activities
A can give them strength
B can help them earn some money
C are a waste of time
D are of great help

2 The following statements are true except
A co-curricular activities help students to spend their time usefully
B co-curricular activities can help to avoid waste of money
C co-curricular activities give learning experiences
D co-curricular activities encourage crime

3 By taking up sports students learn
A co-operation
B selfishness
C mismanagement of time
D disrespect

4 The word reprimanded can best be replaced with
A disapproved
B annoyed
C disgusted
D Hated

5 The essential tool refers to
A the co-curriculum activities
B the co-curriculum
C the school
D the learning

6 The purpose of this message is to educate students on
A the importance of time
B the importance of co-curricular activities in school
C the importance of sports
D the importance of computers

6

WEEK 2: CRITICAL READING

Identifying main ideas, topic sentence and supporting details

1Main Ideas and Topic Sentences are very different. A TOPIC SENTENCE is a sentence
in the introduction that tells the reader what your ESSAY will be all about. In other words,
it gives them a look into your TOPIC.

A Main Idea sentence is sentences that support your topic. These sentences come first in your
BODY paragraphs; they let the reader know about the details in the topic.
Each main idea is supported by DETAILS, all contained in ONE PARAGRAPH.

For example:
Topic: Hari Raya Celebration

Topic Sentence:
Although there are many holidays that are favored by many, Hari Raya celebration is the only
one centered on being thankful, spending time with family, and eating delicious food.

Main Idea #1:
Hari Raya Celebration is a time to be thankful.

Main Idea #2:
Hari Raya Celebration is a time to spend with family.

Main Idea #3:
Hari Raya Celebration has delicious food to eat.

Topic:
Hari Raya Celebration

Main idea #1 Main idea #2 Main idea #3

Hari Raya celebration is the spending time with family and eating delicious food.
only one centered on being
(Hari Raya Celebration is a (Hari Raya Celebration has
thankful. time to spend with family.) delicious food to eat.)
(Hari Raya Celebration is a

time to be thankful.)

1 https://www.nederland.k12.tx.us/view/9374.pdf

7

2The main idea in a paragraph is the most important idea.
It is the central point that an author is trying to get across to the reader.
The supporting details describe the main idea. They make the main idea stronger and clearer.

Keep in mind that the main idea is often the first or last sentence of a paragraph
To find the main idea, answer two questions:
1) What is the paragraph mostly about?
2) Which sentence best tells what the paragraph is about?

Example:
Hari Raya celebration is a time to be thankful. It is a time to celebrate the success of
overcoming the rigours of the fasting month. Raya is also time for feeling grateful and thankful
for the blessings one receives in life. In addition, Muslims in Malaysia especially, should be
grateful for being able to celebrate Aidilfitri in peace and harmony.

1) What is the paragraph mostly about?
The paragraph is mostly about being thankful for Hari Raya Celebration

2) Which sentence best tells what the paragraph is about?
The first sentence tells what the paragraph is about. It is the main idea.

Main idea:
Hari Raya celebration is a time

to be thankful.

Supporting details 1: Supporting details 2: Supporting details 1:
It is a time to celebrate Raya is also time for In addition, Muslims in
feeling grateful and Malaysia especially should
the success of thankful for the blessings be grateful for being able
overcoming the rigours of one receives in life. to celebrate Aidilfitri in
peace and harmony.
the fasting month.

2 https://laulima.hawaii.edu/access/content/user/vvenzon/Eportfolio/Main%20Idea%20Module%20Prototype%20Final.pdf

8

Exercise 1: Identify the main idea and the supporting details of the following paragraphs.

1. Robots are being used in sumo wrestling contests. Sumo wrestling is a sport that started in
Japan. It takes place in a ring. Two players try to score points by holding each other down or
pushing each other out of the ring. Robot sumo uses robots instead of humans. The robot
that scores the most points wins.

2. Mother gorillas do a lot for their babies. They nurse their babies. They protect them from
danger. And they teach the tiny gorillas how to get along with other gorillas

3. Students compete in robot sumo contests. They learn how to build their own robots. They
compete against their classmates and students from other schools. To win, students must
be creative. They must have a good plan for defeating other robots.

Exercise 2: Write a topic sentence for the following topics. The main ideas are given to
assist you.

1. Main ideas:
Cooking 1. Creativity

2. Culinary Expertise

3. Multitasking

2. Main ideas:
Global Warming 1. Pollution

2. Open burning
3. Deforestation

3. Main ideas:
Leader 1. Honesty
2. Integrity
3. Down to earth

9

WEEK 3: INFORMATION TRANSFER
Exercise 1: Based on the information given in the text fill in the blanks below:

In Malaysia we celebrate different kinds of festivals. As there are 3 main races in
Malaysia ; the Malays, Chinese and Indians, the three major festivals are Hari Raya Puasa,
Chinese New Year and Deepavali. Hari Raya Puasa is celebrated by the Malays. It is to mark
the end of fasting month. On this day, the Malays perform prayers at the mosques and visit their
relatives. They normally prepare dishes such as ketupat, rendang and lemang. Chinese New
Year is celebrated by the Chinese to welcome the coming of their Lunar New Year. The
Chinese will wear red attire and give out angpows and oranges. Deepavali is also known as the
festival of lights. The Indians start their day with an oil bath. Later they will seek forgiveness and
blessings from their elders. They will also attend religious ceremonies at the temple. The most
famous dish served on this day is tosei and muruku.

Hari Raya Puasa FESTIVALS IN MALAYSIA
Chinese New Year

 Go to the
mosque

 Visit
relatives

 Tosei
 Muruku

10

Exercise 2: Read the following book review and complete the table that follows.

The book, ‘The Life of Mahatma Gandhi’ is written by Louis Fischer and has been hailed as the
best biography of Gandhi. It narrates the life of Gandhi who led the fight for India’s
independence from British rule and the many issues that led to his assassination by a Hindu
fanatic a few months after freedom was won.

The biography shows Gandhi as a great human being – a leader who was gentle,
conscientious and honest. He stood for righteousness. Gandhi gave up all his desires and
sacrificed his life for the sake of the country. He went through many fasts, demonstrated against
colonial powers in a peaceful manner and went to jail so that his country could be free.

Reading the book, reminds me of what Enstein said of Gandhi. ‘Generations to come will
scarce believe that such a person ever walked in flash and blood upon this earth.’

It is a real pleasure to read about Gandhi. This book is very relevant in today’s world of
corruption and greed. It is a must-read for those interested in reading biographies.

Reviewed by Karen Grant

Questions 1-10

Using the information from the book review, write short answers in the spaces provided.

Title: 1. ______________________________________________________

Author: 2. ______________________________________________________

Type of book: 3. ______________________________________________________
Gandhi’s life:
He fought against the 4. _____________________________________
He was killed by a 5. _______________________________________
Qualities of Gandhi: 6. ______________________________________
7. ______________________________________________________

Gandhi sacrifices his life so that his country could be 8. _____________________________
________________________________________________________________________
Einstein said that people will not believe that someone like Gandhi ever lived on 9. ______
________________________________________________________________________
Reviewer’s opinion of the book:
10. _____________________________________________________________________

11

Exercise 3: Read the following information and answer the questions that follow.

Introduction
Many famous writers worked in different fields before venturing into writing, and had numerous
unsuccessful attempts before the made it in the world.
Robert Ludlum
Robert Ludlum started his life as an actor. As a teenager, he left home to take part in a play by
the age of sixteen, landed his first Broadway role. Over the next two decades, Ludlum appeared
in some 200 television roles and in the late sixties, he turned his creative energies to writing
books. His first novel ‘The Scarlatti Inheritance’ was an immediate hit. He followed it up with a
new blockbuster every year thereafter. Ludlum wrote over two dozen books, mainly dealing with
strong tighly-plotted action-packed thrillers that were received well internationally. He and his
actress wife, Mary had successful theatrical careers too.
Henning Mankell
Henning Mankell was taught to read and write by his father who was a judge and his
grandmother. At sixteen, he left school to join the merchant navy and returned to work as a
stagehand and wrote plays. He has been an actor, theatre director and manager. His first novel
‘The Stone Blaster’ was published in 1972 when he was twenty-four. He writes crime novels and
children’s books. Mankell is married to Eva Bergman, and they both live off and on in various
destinations throughout the world.
Read more about the colourful lives of famous writer. You will be truly inspired.

Questions 1-10

Based on the information given, complete the table below.

Categories Robert Ludlum Henning Mankell

At age 16 1. ____________________ 2. ____________________
_____________________ _____________________

Name of first book 3. ____________________ 4. ____________________
Differences _____________________ _____________________

Name of wife 5.____________________ 6.____________________
_____________________ _____________________

Questions 7-10

Complete the sentences below based on the information given.
7. At first Ludlum worked as an _____________________________________________.
8. Ludlum wrote books that were received well by fans ____________________________.
9. Mankell took on many roles in life as an actor, director and _______________________.
10. Besides crime novels, Mankell also wrote ____________________________________.

12

Exercise 4: Read the following information and answer the questions that follow.

WATERFALLS HILLY REGIONS

There are many spectacular waterfalls here. Among The hilly regions of Tasik Kenyir are a world of
them: virgin tropical jungle estimated to be millions of
years old. Outdoor activities like jungle trekking are
Saok – 15-minute boat ride from Pengkalan Gawi. highly recommended. One of the most popular trals
Cascading waters over its rocky terraces and is Mount Gagau. Trekkers are advised to engage a
boulders and a flat sandy area at ground level, jungle guide.
making it perfect picnic spot for a whole family.
Among the other peaks in Kenyir are the Bongsu,
Tembat – Unlike Saok and Lasir, Tembat Waterfall Tembat and Gajah Terom. At present there are no
is actually composed of five rapids with first flowing facilities on the other peaks except for Mount
cascades. With a large camping area, it is a popular Gagau where base camps and hiking trails have
destination for campers. been set up.

LAKES AND RIVERS CAVES

Tasik Kenyir is known as an angler’s haven The Tok Bidan cave which is now under water is the
where fishing is concerned. Hundreds of site where archeologists and historians have
species of fish like the Kelisa, Kelah, Toman uncovered artifacts such as kitchen utensils, axes
and Lampan, just to name a few, are found in and tools dating back to the Neolithic era.
abundance. Good fishing spots are at Cacing
and Leban. Please be informed that a fishing Inside the Taat and Bewah caves, extraordinary
permit is required from the Wildlife Department. stalactotes and stalagmites await the explorer. It is
advisable to bring torchlight when you go exploring.

13

Questions 1-7

Complete the table below for a quick and easy reference to Tasik Kenyir by choosing one
activity and the location in the place of interest.

Places of Interest Activity Location
Waterfalls 2.
Hilly Regions 1. 4.
Caves 3. 6.
Lakes and Rivers 5. 7.
Fishing

Questions 8-10
The following foreign tourists would like to visit some of the places described in the brochure of
Tasik Kenyir. However, there are certain things they must do or take with them before they can
visit these locations.
Based only on information given in the text, write down the thing each of them needs in the
boxes provided.
8. Mr Osaho from Japan would like to go fishing.

9. Ms Richards from Canada loves history and
enjoys exploring.

10. Mr Oakly from New Zealand enjoys mountain
climbing. However, he is not very
adventurous and prefers organised activities.

14

TOPIC: SPEAKING COMPONENT

WEEK 4: Effective Communication Strategies

 Greetings  Good-byes

Hello, …/ Hi, … Good bye/ Bye/ I’ll say good bye/ See you
later/ See you soon.
Good morning/ afternoon/ evening. I must go now.

Good/ Nice to see you again.
I’m glad/ happy/ pleased to see you.

How are you? - Fine, thanks. And you?
How have you been? - Very well. And you?
How are things? -
How is your girlfriend? - Not too bad, thanks.
 Introductions She’s fine

Dialogue 1 A - Hi! My name's Carmen. What's Study toolbox
Dialogue 2 your name? Expressions to introduce
B - I'm Paula. yourself:
A - Are you a new student?
B - Yes, I am. I'm from Brazil. And  My name is ...
where are you from?  I’m...
A - I'm from Spain.  Let me introduce myself; I'm ...
B - Nice to meet you.  I'd like to introduce myself; I'm
A - Nice to meet you, too.
...
 Nice to meet you; I'm ...
 Pleased to meet you; I'm ...

Mike: Hi! Don.
Don: Hi! Mike. Who’s your friend?

Mike: Have you met Tina before?
Don: No, I don’t think so.

Mike: Don, this is my friend Tina. Tina, this is my colleague Don.
Don: Hello Tina, it’s nice to meet you.
Tina: It’s nice to meet you, Don.

Study toolbox
Useful responses when
introducing yourself or other
people:

 Nice to meet you.
 Pleased to meet you.
 Happy to meet you.
 How do you do?

15

Exercise 1: Role Play

Instruction: Write a dialogue based on the following situations. Then, act it out in front of
the class.

1. Greetings and Introducing

3New Student
You are going to London to study English at the ‘World Language School’.
Phone the receptionist of the language school to find out some information.
You need to find out:
• the day and time that the course starts
• the address of the school
• directions to the school from the nearest train station

2. Agree or Disagree

4Background: Many countries now have ‘baby boxes’ where parents can anonymously drop off
unwanted children. Imagine that your city is now considering creating such boxes.

Student A: You are pro-baby box. Think of reasons to support your argument. When ready,
ask your partner what he/she thinks of the baby box idea.

Student B: You are anti-baby box. Think of reasons to support your argument (e.g. children
cannot learn who their parents were; parents should use counseling instead,
etc). Your partner will start the conversation when you are ready.

3 https://www.teachingenglish.org.uk/sites/teacheng/files/new_student.pdf
4 http://www.englishcurrent.com/roleplays/esl-debate-topics-role-plays-2012-activity/

16

WEEK 5: PRONUNCIATION, STRESS AND INTONATION

Exercise 1: Watch videos on YouTube (or any other videos on English language
pronunciation as suggested by the lecturer). After watching the video practice your
pronunciation.

https://www.youtube.com/watch?v=L4u0vINDZ_g
5Exercise 2: Pronunciation practice with tongue twister activity
Tongue Twister #1 – Peter Piper

Peter Piper picked a peck of pickled peppers.
Did Peter Piper pick a peck of pickled peppers?
If Peter Piper picked a peck of pickled peppers,
Where’s the peck of pickled peppers Peter Piper picked?

Tongue Twister #2 – The Bug & the Bear

A big bug bit a bold bald bear and the bold bald bear bled blood badly.

Tongue Twister #3 – She Sells Sea-Shells

She sells sea-shells on the sea-shore.
The shells she sells are sea-shells, I’m sure.
For if she sells sea-shells on the sea-shore
Then I’m sure she sells sea-shore shells.

Tongue Twister #4 – The Swimming Swan

Swan swam over the pond,
Swim swan swim!
Swan swam back again –
Well swum swan!

Tongue Twister #5 – Betty Botter

Betty Botter bought a bit of butter.
The butter Betty Botter bought was a bit bitter
And made her batter bitter.
But a bit of better butter makes better batter.
So Betty Botter bought a bit of better butter
Making Betty Botter’s bitter batter better

5 https://www.espressoenglish.net/pronunciation-practice-with-tongue-twisters/

17

TOPIC: LISTENING COMPONENT

WEEK 6: LISTENING EXERCISE

Exercise 1: Listen to the audio and answer all questions

PART A: Circle the correct answer
1. What is the speaker’s position in St. Ive’s College?

A. administrator
B. counsellor
C. counselling administrator
D. stress management expertise

2. If students never used a counsellor before, they should make an appointment with
__________________.
A. Louise Bagshaw
B. Naomi Flynn
C. Tony Denby
D. St. Ive’s College administrator

3. If you need to see someone without a prior appointment then you should visit
A. Tony Denby
B. Naomi Flynn
C. Louise Bagshaw
D. counselling administrator

4. How does Tony Denby help the students to deal with their anxiety?
A. hold daily one-on-one sessions with students
B. offers a preliminary session to new students with prior appointment
C. Implement full range of techniques to manage problem and specialises in seeing new
students
D. apply full range of techniques to manage problem such as body awareness, time
management and positive reinforcement.

5. If you an anxiety problem and you want to see the same counsellor on each of your visit,
what should you do?
A. Call Louise Bagshaw to set for appointment
B. Call the counselling administrator to set for appointment
C. Make an appointment at the college reception during office hours
D. Make an appointment at the reception or through online booking form

(5 Marks)

18

PART B: Underline or circle the correct answer

1. If you do not know English you will not be excluded from what is going TRUE / FALSE
on. TRUE / FALSE
TRUE / FALSE
2. By 2010, half of the world population will speak English as second TRUE / FALSE
language. TRUE / FALSE

3. In 10 years, non-native speakers will outnumber the native speaker.

4. Native English people will eventually be the people who speak just one
language.

5. Sweden is an industrial export who predominantly speaks English.

(5 Marks)
PART C: Fill in the blanks with the correct answer. Your answer SHOULD NOT MORE
THAN FIVE WORDS.

1. Every semester the counselling team runs a ________________________________ that
last for two hours.

2. Getting organised helps to break the habit of _________________________.

3. Communicating workshop exposes students to the way on how _____________________
and other staff and all aspects of multicultural communication.

4. The Anxiety workshop teaches you all about relaxation and how to
_____________________________ as well as meditation and other strategies to remain
calm.

5. Motivation workshop focuses on how to stay on target and motivated during
________________________________.

(5 Marks)

(TOTAL: 15MARKS)

19

WEEK 7: LISTENING EXERCISE

Exercise 1: Listen to the audio and answer all the questions

PART A: Circle the correct answer.
1. What is Sara’s first point about exercising?

A. Do something that is fun for you
B. Try to take deep breaths as you exercise
C. Visit a gym as often as you can
D. Talk and share ideas together

2. It is good to exercise with your partner as it will ______________________________
I. help each other in case of emergency
II. push each other to exercise faster and longer

III. talk about your exercise goal
IV. ensure you are in a good condition

3. When you plan your exercise program, you should do something that
A. will help you to lose weight
B. is first within your abilities
C. improves your emotional well being
D. make you feel healthier

4. According to Tina, the current trend of some Americans is to eat ___________________.
A. more and more junk food
B. fewer unhealthy food items
C. more with family at home
D. healthy and nutritious food

5. There are a lot of restaurants that currently offer a variety of foods instead of fast food:

I. Fried foods III. Baked potato

II. Salad IV. Salad

A. I and II

B. I, II and III

C. I, II and IV

D. All the above

(5 Marks)
20

PART B: Underline or circle the correct answer TRUE / FALSE
1. The caller needs to talk to the girl’s mum. TRUE / FALSE
TRUE / FALSE
2. The phone number that should be called is 5697248 TRUE / FALSE
3. The father should call her between 7 to 8.30 pm on the same day. TRUE / FALSE
4. The black leather wallet cost the girl RM25.99
5. The girl help her mother to clean the house in order to buy her (5 Marks)

father a present.

PART C: Fill in the blanks with the correct answer. Your answer SHOULD NOT MORE
THAN FIVE WORDS.

1. The woman would like to make a hotel reservation on _________________.

2. There is one suite available at the hotel which is complete with a _________________ and
_______________.

3. The suite will cost the customer _________________ with 10 percent of the room tax and
the customer does not afford it.

4. The non-smoking room will be available on the 20th of March but it will be full on the
____________________ .

5. ___________ is the name of the woman who has made the phone call and made the hotel
reservation.
(5 Marks)
(TOTAL: 15MARKS)

21

TOPIC: GRAMMAR COMPONENTS

WEEK 8: PARTS OF SPEECH & SUBJECT VERB AGREEMENT

Instruction: Visit https://webapps.towson.edu/ows/sub-verb.htm for notes on
subject - verb - agreement

22

Exercise 1: Which Parts of Speech do the underlined words belong to?

1. Computers are going to replace people who do monotonous, unpleasant and routine
work.

2. They will probably replace machine operators, clerks, librarian, shop assistants and
many others.

3. Life will be more comfortable and more convenient with machines.
4. The world of the future is a world of machines.
5. With machines replacing man in dull and repetitive jobs, man will now have more time

to enjoy himself.
6. They will eat rice later.
7. He will face his boxing opponent bravely tomorrow.
8. The writer tells the story from the point of view of another person.
9. He played golf yesterday because his friends invited him to the new golf course.
10. Two kilograms of flour costs four ringgit in some towns in Malaysia.
11. The couple was entertaining their guests in the living room.
12. Father drives his blue car quickly.
13. She bought him a new bicycle for his birthday.
14. Ahmad will enter a drawing competition next week.
15. What did father ask him to make?
16. The man takes the prize from the presenter.
17. All the boys participate in the dancing contest.
18. She took the bus by herself every day.
19. They put the fruits into the wooden basket.
20. My mother is younger than my father.

23

Exercise 2: Use your dictionary and identify which word class these words belong to.

Later on, write a sentence by using the word.
E.g.: creation – noun, create - verb, creative – adjective, creatively – adverb

1. count – ________________________

______________________________________________________________________

______________________________________________________________________

2. countable – ________________________

______________________________________________________________________

______________________________________________________________________

3. luxury – ________________________

______________________________________________________________________

______________________________________________________________________

4. luxurious – ________________________
______________________________________________________________________
______________________________________________________________________

5. luxuriate – ________________________
______________________________________________________________________
______________________________________________________________________

6. gather – ________________________

______________________________________________________________________

______________________________________________________________________

7. gathering – ________________________

______________________________________________________________________

______________________________________________________________________

8. collect – ________________________

______________________________________________________________________

______________________________________________________________________

9. collective – ________________________

______________________________________________________________________

______________________________________________________________________

10. collection - ________________________

______________________________________________________________________

______________________________________________________________________

24

WEEK 9: TENSES
25

6Comprehensive List of Irregular Verbs

Root Word Simple Present Simple Past Past Participle Present Participle
(Singular)
arise
arise(s) arose arisen arising
awake
awake(s) awoke or awaked or awoken awaking
be awaked
bear
beat am, is, are was, were been being
become
begin bear(s) bore borne or born bearing
bend
bet beat(s) beat beaten beating
bid [ offer]
bid [ command] become(s) became become becoming
bind
bite begin(s) began begun beginning
blow
break bend(s) bent bent bending
bring
build bet(s) bet bet betting
burst
buy bid(s) bid bid bidding
cast
catch bid(s) bade bidden bidding
choose
cling bind(s) bound bound binding
come
cost bite(s) bit bitten or bit biting
creep
cut blow(s) blew blown blowing
deal
dig break(s) broke broken breaking
dive
do bring(s) brought brought bringing
draw
build(s) built built building
dream
burst(s) burst burst bursting
drink
buy(s) bought bought buying

cast(s) cast cast casting

catch(es) caught caught catching

choose(s) chose chosen choosing

cling(s) clung clung clinging

come(s) came come coming

cost(s) cost cost costing

creep(s) crept crept creeping

cut(s) cut cut cutting

deal(s) dealt dealt dealing

dig(s) dug dug digging

dive(s) dived or dove dived diving

do(es) did done doing

draw(s) drew drawn drawing

dream(s) dreamed or dreamed or dreamt dreaming
dreamt

drink(s) drank drunk drinking

6 http://www.chompchomp.com/rules/irregularrules01.htm

26

6Comprehensive List of Irregular Verbs

Root Word Simple Present Simple Past Past Participle Present Participle
(Singular)
drive
eat drive(s) drove driven driving
fall
feed eat(s) ate eaten eating
feel
fight fall(s) fell fallen falling
find
flee feed(s) fed fed feeding
fling
fly feel(s) felt felt feeling

forbid fight(s) fought fought fighting

forget find(s) found found finding
forgive
forsake flee(s) fled fled fleeing
freeze
fling(s) flung flung flinging
get
give flies, fly flew flown flying
go
grow forbid(s) forbade or forbidden forbidding
hang [ suspend] forbad
have
hear forget(s) forgot forgotten or forgot forgetting
hide
hit forgive(s) forgave forgiven forgiving
hurt
keep forsake(s) forsook forsaken forsaking
know
lay freeze(s) froze frozen freezing
lead
leap get(s) got got or gotten getting
leave
lend give(s) gave given giving
let
lie [ rest or recline] go(es) went gone going
light
lose grow(s) grew grown growing

hang(s) hung hung hanging

has, have had had having

hear(s) heard heard hearing

hide(s) hid hidden hiding

hit(s) hit hit hitting

hurt(s) hurt hurt hurting

keep(s) kept kept keeping

know(s) knew known knowing

lay(s) laid laid laying

lead(s) led led leading

leap(s) leaped or leapt leaped or leapt leaping

leave(s) left left leaving

lend(s) lent lent lending

let(s) let let letting

lie(s) lay lain lying

light(s) lighted or lit lighted or lit lighting

lose(s) lost lost losing

27

6Comprehensive List of Irregular Verbs

Root Word Simple Present Simple Past Past Participle Present Participle
(Singular)
make
mean make(s) made made making
pay
prove mean(s) meant meant meaning
quit
read pay(s) paid paid paying

rid prove(s) proved proved or proven proving
ride
ring quit(s) quit quit quitting
rise
run read(s) read read reading
say
see rid(s) rid rid ridding
seek
send ride(s) rode ridden riding
set
shake ring(s) rang rung ringing
shine [ glow]
shoot rise(s) rose risen rising
show
shrink run(s) ran run running
sing
sink say(s) said said saying
sit
slay see(s) saw seen seeing
sleep
sling seek(s) sought sought seeking

sneak send(s) sent sent sending

speak set(s) set set setting
spend
spin shake(s) shook shaken shaking

spring shine(s) shone shone shining

stand shoot(s) shot shot shooting
steal
sting show(s) showed shown or showed showing

shrink(s) shrank shrunk shrinking

sing(s) sang sung singing

sink(s) sank or sunk sunk sinking

sit(s) sat sat sitting

slay(s) slew slain slaying

sleep(s) slept slept sleeping

sling(s) slung slung slinging

sneak(s) sneaked or sneaked or snuck sneaking
snuck

speak(s) spoke spoken speaking

spend(s) spent spent spending

spin(s) spun spun spinning

spring(s) sprang or sprung springing
sprung

stand(s) stood stood standing

steal(s) stole stolen stealing

sting(s) stung stung stinging

28

6Comprehensive List of Irregular Verbs

Root Word Simple Present Simple Past Past Participle Present Participle
(Singular)
stink stinking
stride stink(s) stank or stunk stunk striding
strike striking
strive stride(s) strode stridden striving
swear swearing
sweep strike(s) struck struck sweeping
swim swimming
swing strive(s) strove striven swinging
take taking
teach swear(s) swore sworn teaching
tear tearing
sweep(s) swept swept telling
tell thinking
think swim(s) swam swum throwing
throw understanding
understand swing(s) swung swung waking
wake wearing
wear take(s) took taken
weaving
weave teach(es) taught taught
weeping
weep tear(s) tore torn wringing
wring writing
write tell(s) told told

think(s) thought thought

throw(s) threw thrown

understand(s) understood understood

wake(s) woke or waked waked or woken

wear(s) wore worn

weave(s) wove or woven or wove
weaved

weep(s) wept wept

wring(s) wrung wrung

write(s) wrote written

Quick Notes: Words in present participle is usually used in the continuous tenses
and words in past participle are usually used in the perfect tenses.

29

THE SIMPLE TENSES

1. THE SIMPLE PRESENT TENSE

Singular

He verb (be) = is
She verb (have) = has
It action verb = walks

Plural verb (be) = are
verb (have) = have
We action verb = walk
They
You

I verb (be) = am

2. THE SIMPLE PAST TENSE

Singular

I
He verb (be) = was
She verb (have) = had
It action verb = walked

Plural verb (be) = were
verb (have) = had
We action verb = walked
They
You

3. THE SIMPLE FUTURE TENSE

Singular / Plural

I verb (be) = will
He verb (have) = will have
She action verb = will walk
It
We
They
You

30

THE CONTINUOUS TENSES

Rule: verb to (be) + present participle

1. THE PRESENT CONTINUOUS TENSE

Singular

He verb (be) = is + present participle
She Example: is walking
It She is walking towards me.

Plural verb (be) = are + present participle
Example: are walking
We They are walking towards me.
They
You

I verb (be) = am + present participle
Example: I am walking towards you.

2. THE PAST CONTINUOUS TENSE

Singular

I
He verb (be) = was + present participle
She Example: was walking
It She was walking towards me yesterday.

Plural verb (be) = were + present participle
Example: were walking
We They were walking towards me yesterday.
They
You

3. THE FUTURE CONTINUOUS TENSE

Singular / Plural

I verb (be) = will + be + present participle
He Example: will be walking
She You will be walking towards me tomorrow.
It
We
They
You

31

TEST YOUR UNDERSTANDING
Exercise 1: Identify the type of tenses used in the following questions.
1. What did you do last night?
2. What are you doing now?
3. Are you going home after this lesson?
4. What were you doing at 3am today?
5. Are you speaking French?
6. Do you speak French?
7. What will you do tonight?
8. What are you going to do at the weekend?
9. New York isn’t in China, is it?
10. Where do you live?
11. What will you be doing at 10am tomorrow?
12. Are you driving a car?
13. Where will you be this time tomorrow?
14. Were you born in Brazil?
15. Is it snowing?
16. Could you swim when you were two?
17. What time do you get up?
18. What time did you get up today?

32

Exercise 2: Fill in the blanks with the most appropriate verb.

1. The girls ____________ (spend) a lot of money on shopping last weekend.
2. My grandparents ______________ (go) for a walk every morning.
3. They _______________ (be) camping by the river.
4. Yati ______________ (wake) up early every morning.
5. Salmah and June _______________ (cycle) to school everday.
6. The sun ______________ (rise) in the east.
7. Neither the girls nor the boys ________________ (be) at home.
8. The two boys ____________________ (fight) yesterday.
9. They always _____________________ (wash) their clothes at night.
10. You ___________________ (watch) the badminton match last week.
11. The children _______________________ (be) enjoying themselves.
12. One of the students’ ________________________ (be) the rich man’s son.
13. Those puppies _____________________ (like) to run around the house.
14. Either Ali or Ahmad __________________________ (be) at school yesterday.
15. The manager of the bank ________________________ (look) after all his staffs.
16. Jeremy ____________________________ (sit) beside Eugene in class yesterday.
17. Libby, Charles and Bala ____________________ (live) in that apartment last three years.
18. These fruits ____________________ (be) bad.
19. They ________________________ (shout) for help when their house was on fire.
20. He _____________________ (take) all the books out from his bag yesterday.
21. I __________________________ (be) a very smart boy.
22. She __________________________ (not like) to eat vegetables.
23. Last week, my brother _________________________ (fall) into the drain.
24. Last night, Amin __________________________ (see) a crow outside his window.
25. Coconut trees ________________________ (grow) well in sandy soil.
26. I ___________________________ (attend) music class last Saturday.
27. Johan ___________________________ (drink) a glass of milk every night.
28. Aunt Maria ____________________________ (make) very good laksa.
29. The boys often ______________________________ (talk) in the library.
30. Joseph _____________________ (visit) his grandparents once a month last year.

33

Exercise 3: Put the verb into the correct form, present continuous or present simple.

1. I _______________ (not/belong) to this particu1ar government committee.

2. Hurry! The bus _______________ (come). I _______________ (not/want) to miss it.
3. Gregory is a vegetarian. He _______________ (not/eat) meat.
4. I _______________ (1ook) for the manager. I can't find him anywhere.
5. We are successful because we _______________ (take) the time to ta1k to our customers.
6. John _______________ (deal) with all the enquiries about sales.
7. At the moment we _______________ (make) a training video for Siemens.
8. _______________ (you/know) what Mr Briceson _______________ (do)? He is not in his

office.
9. I _______________ (apply) for a job in the sales department, but I don't know if I will be

successful. It _______________ (depend) on whether or not they have any vacancies.
10. Unemployment _______________ (fa1l) and is now down to 5.6%.
11. Jane is doing some research in the library. She needs it for a book she _______________

(write).
12. While Anna is away on holidays, Matt _______________ (work) in her office.
13. He _______________ (teach) French and German at University and _______________

(learn) Greek.
14. There _______________ (be) two flights to Honduras this afternoon. The British Airways

flight _______________ (1eave) at 13:00 and _______________ (arrive) at 22:00.
15. Inflation _______________ (rise) at a rate of 2% per annum.

34

Exercise 4: Put the verb in brackets into the present simple or the present continuous.

1. She always _______________ (remember) my birthday.
2. Mr Brown _______________ (work) in a supermarket.
3. I _______________ (work) in this factory until I find a better job.
4. Look! It _______________ (snow).
5. Can you hear those girls? What _______________ (they/talk) about?
6. _______________ (you/know) Helen?
7. We _______________ (never/go) to work by tube. It is too busy.
8. When I'm in Paris I _______________ (usually/stay) in the Hotel du Pont, but this time I

_______________ (stay) in the more expensive Hotel Notre Dame.
9. Ruth _______________ (be) a vegetarian. She _______________ (not/eat) meat or fish.
10. My father _______________ (be) an engineer, but he _______________ (not/work) right

now.
11. _______________ (you/believe) in ghosts?
12. My parents _______________ (live) in Sydney. Where _______________ (your

parents/live)?
13. We _______________ (own) two cars, an estate car and a sports car.
14. Can you drive? No, but I _______________ (learn) at the moment.
15. Look! That woman _______________ (try) to steal that man's wallet.
16. The River Nile _______________ (f1ow) into the Mediterranean.
17. _______________ (you/like) Bon Jovi?
18. I _______________ (get) thirsty. Let's get something to drink.
19. Those f1owers _______________ (smell) lovely. What are they?
20. Jane _______________ (repair) her bike. She _______________ (know) exactly what to

do.

35

WEEK 10: 7TYPES OF SENTENCES
1. SIMPLE SENTENCE
A simple sentence has the most basic elements that make it a sentence: a subject, a verb, and
a completed thought.
Examples of simple sentences include the following:

a) Joe waited for the train.
"Joe" = subject, "waited" = verb

b) The train was late.
"The train" = subject, "was" = verb

c) Mary and Samantha took the bus.
"Mary and Samantha" = compound subject, "took" = verb

d) I looked for Mary and Samantha at the bus station.
"I" = subject, "looked" = verb

e) Mary and Samantha arrived at the bus station early but waited until noon for the bus.
"Mary and Samantha" = compound subject, "arrived" and "waited" = compound verb

Quick Notes: A completed thought might be an object, an emotion or a notion.

7 http://www2.ivcc.edu/rambo/eng1001/sentences.htm

36

2. COMPOUND SENTENCE
A compound sentence refers to a sentence made up of two independent clauses (or complete
sentences) connected to one another with a coordinating conjunction. Coordinating
conjunctions are easy to remember if you think of the words "FAN BOYS":

 For
 And
 Nor
 But
 Or
 Yet
 So

Examples of compound sentences include the following:
a) Joe waited for the train, but the train was late.
b) I looked for Mary and Samantha at the bus station, but they arrived at the station before
noon and left on the bus before I arrived.
c) Mary and Samantha arrived at the bus station before noon, and they left on the bus
before I arrived.
d) Mary and Samantha left on the bus before I arrived, so I did not see them at the bus
station.

37

3. COMPLEX SENTENCE

A complex sentence is made up of an independent clause and one or more dependent
clauses connected to it. A dependent clause is similar to an independent clause, or complete
sentence, but it lacks one of the elements that would make it a complete sentence.

Examples of dependent clauses include the following:

 because Mary and Samantha arrived at the bus station before noon
 while he waited at the train station
 after they left on the bus

Dependent clauses such as those above cannot stand alone as a sentence, but they can be
added to an independent clause to form a complex sentence.

Dependent clauses begin with subordinating conjunctions. Below are some of the most
common subordinating conjunctions:

 after
 although
 as
 because
 before
 even though
 if
 since
 though
 unless
 until
 when
 whenever
 whereas
 wherever
 while

38

A complex sentence joins an independent clause with one or more dependent clauses.
The dependent clauses can go first in the sentence, followed by the independent clause, as in
the following:

1. Because Mary and Samantha arrived at the bus station before noon, I did not see them
at the station.

2. While he waited at the train station, Joe realized that the train was late.
3. After they left on the bus, Mary and Samantha realized that Joe was waiting at the train

station.
Conversely, the independent clauses can go first in the sentence, followed by the dependent
clause, as in the following:

1. I did not see them at the station because Mary and Samantha arrived at the bus station
before noon.

2. Joe realized that the train was late while he waited at the train station.
3. Mary and Samantha realized that Joe was waiting at the train station after they left on

the bus.
Complex sentences are often more effective than compound sentences because a complex
sentence indicates clearer and more specific relationships between the main parts of the
sentence. The word "before," for instance, tells readers that one thing occurs before another. A
word such as "although" conveys a more complex relationship than a word such as "and"
conveys.

Notes: Watch video on types of sentences at:
https://www.youtube.com/watch?time_continue=3&v=Hby4NBOwf7E

39

8Exercise 1: Write in the blank whether the sentence is simple or compound.

Example:

compound Assistance dogs offer disabled people companionship, but they

also play a more important role.

1. A trained dog’s help could make independent living possible for a

disabled person.

2. Someone in a wheelchair can’t reach a light switch, and a deaf
person can’t hear a smoke alarm.

3. Dogs can help in many everyday situations.

4. Labrador retrievers open refrigerators, and Border collies nudge

people awake.

5. Assistance dogs push elevator buttons and pick up telephones.

6. An assistance dog performs many duties, and these duties could
change from one day to the next.

7. Some dogs go to work or school, and others help with child care or

housework.

8. One dog might signal the whistle of a teakettle or the beep of a

microwave oven.

9. Assistance dogs serve as eyes, ears, legs, or arms; they empower

those they help.

10. Many breeds become assistance dogs, but a few seem particularly
well suited to the role.

8 Glencoe Literature Grammar and Language Workbook, American Literature

40

11. Labrador retrievers, golden retrievers, Welsh corgis, and Border
collies generally respond well to training.

12. These dogs are eager to please; praise and affection are their

primary rewards.

13. Assistance dogs face unfamiliar situations daily; thus, the single
most important job qualification is a calm disposition.

14. A dog might have to navigate a crowded bus or a noisy restaurant.

15. Assistance dogs regularly encounter strangers; therefore, they
should not be apprehensive.

16. Nervous and excitable dogs might become frightened, and their
unexpected moves could prove dangerous.

17. Assistance dogs play another important role, and that is the part
of social ice-breaker.

18. Disabled people sometimes feel “invisible,” but dogs make them
very hard to ignore.

19. Children especially are attracted to dogs; thus, assistance dogs
are often included in disability awareness programs.

20. The position of teacher can be added to the assistance dogs’ long

list of jobs.

41

Exercise 2: Combine the following simple sentences to form one meaningful compound
or complex sentence.

1. We can go to a movie. We can watch a videotape at home. We can enjoy the popcorns
together.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. Suddenly, Sparky the cat ran to the window. The window is located next to the TV. We
wondered what he saw.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. Angie writes a poem. The poem is about a flower. She plans to give it to her mother. It is
Mother’s Day.
_________________________________________________________________________
_________________________________________________________________________
______________________________________________________________________

4. Joe can wait for us at the entrance. He can go in and find us a seat. We can watch the
movie together.
_________________________________________________________________________
_________________________________________________________________________
______________________________________________________________________

5. Dark clouds gathered above the football field. The wind blows hard. The clouds moved
away. It does not rain.
_________________________________________________________________________
_________________________________________________________________________
______________________________________________________________________

42

6. The road is slippery. It is raining. Accident happens. The rain made the road slippery.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

7. The talk show host is funny. His show has large audience. They enjoy the funny show.
_________________________________________________________________________
_________________________________________________________________________
______________________________________________________________________

8. Mr Rammy has found a rare fossil. He is a great fossil hunter. He has received many
awards.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

9. Someone sits on a chair. The chair has wet paint on it. We knew it. Someone left a mark on
the chair.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

10. Cat is a tame animal. I love Persian cats. I plan to buy the cats from my friend.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

43

TOPIC: WRITING COMPONENT

WEEK 11: Technique of Writing

Generating ideas is the first step in the process of writing. It is extremely important because it
provides the ideas from which to write an essay. There are many methods of generating ideas.
The two strategies which are commonly used are:

1. Listing
2. The Reporter‘s Formula

1. LISTING

Here you list words and phrases sparked by a particular topic.

Steps:
 Jot down any images, ideas and phrases that come to mind regarding the topic (review

your background knowledge).
 Do not evaluate or be critical of your ideas while jotting them down.
 After you have completed the list, go through it and mark out all the ideas that are

irrelevant or that you are not interested in including in your essay.
 Of the remaining ideas, pick a few that you think you can write on.

Here is a list of points for the topic “My First Day in the U.K.”

 Horrible
 lost passport
 missed my parents
 scared, wanted to go home
 what would I do without a passport – go to jail? What are British police

like?
 Pakistani lady – asked me what was wrong – she helped me
 airport was too big, crowded – Heathrow London
 afraid of crime from TV I‘d watched back home
 end of story – ok – passport found under seat of airplane

44

2. THE REPORTER’S FORMULA
Put yourself in the shoes of a reporter. Ask the following questions about a topic:
Who?
Where?
Why?
What?
When?
How?

Exercise 1: Write a paragraph on a topic “An Embarrassing Incident”
 What is the incident?
 Where did it occur?
 Who were involved?
 When did it happen?
 Who helped you?
 Why was it so embarrassing?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

45

Organizing Ideas is the next step in essay writing. It is the part where a writer starts to
structure the ideas into its paragraphs.

9Brainstorming is an informal way of generating topics to write about, or points to make about
your topic. It can be done at any time during the writing process. You can brainstorm the topics
for a whole paper or just a conclusion.

Exercise 2: Brainstorm ideas for one of the following topic.

1. Pollution
2. Child Abuse
3. Social Media
4. Stress Management
5. Baby Dumping

Topic

Main Idea 1 Main Idea 2 Main Idea 3

9 https://writing.colostate.edu/guides/teaching/gentopic/pop4a.cfm

46

WEEK 12: Paragraph Writing

Thesis Statement is a one sentence that directs the main point, main idea, or main message
of your essay. A thesis statement is also known as the controlling idea. Your essay’s thesis
statement will be addressed and defended in the body paragraphs and the conclusion. Thesis
statement is usually written in the introductory paragraph. Usually, it is written in the last
sentence in the introductory paragraph.
Quick Notes: Thesis statement must be written in a complete sentence and must be a
statement. It could be either general or specific.
Example:
People nowadays prefer to make online purchases because it is more convenient, variety of
products and sellers and affordable.

Topic: Online Shopping

Main Main Main
Idea/Content #1 Idea/Content #2 Idea/Content #3

Convenient Variety of affordable
products and

sellers

47

Identifying Supporting Details
The main idea sentence (or topic sentence) tells the reader what the paragraph will be about.
The supporting details give more information about the topic. They are not as general as the
main idea. Instead, they help the reader understand more about the main idea.
A typical paragraph is organized like this:
I. The Main Idea Sentence:
A. Supporting Detail #1
B. Supporting Detail #2
C. Supporting Detail #3
II. Concluding (or Summary) Sentence

48

Look at this example paragraph. Then look at how the details are organized into an
outline.

There are three main benefits from exercise: weight loss, muscle tone, and cardiovascular
improvement. First of all, a moderate exercise program such as bicycling, walking, jogging or
aerobics for thirty minutes four days a week will result in weight loss for the average person. An
increase in activity means the body will burn more calories, resulting in weight loss. Second,
moderate exercise helps develop and tone muscles in the arms, legs, back, neck and
shoulders. The body uses these muscles to exercise, and the activity helps the muscles
become stronger. The heart, the most important muscle in the body, gets stronger with exercise,
which makes the heart work more efficiently. This brings about the third benefit -- cardiovascular
improvement. Exercise causes the heart to pump blood throughout the body more efficiently.
The lungs deliver more oxygen to the cells, and breathing is easier. All of these benefits are the
result of exercise, so start an exercise program today!

I. The Main Idea Sentence: There are three main benefits from exercise: weight loss, muscle
tone, and cardiovascular improvement.

a. Supporting Detail #1: weight loss
b. Supporting Detail #2: muscle tone
c. Supporting Detail #3: cardiovascular improvement

II. Concluding Sentence: All of these benefits are the result of exercise, so start an exercise
program today!

Exercise 1: Write a thesis statement for one of the following topic. Then write a
paragraph in not more than 80 words.

1. Money can buy happiness
2. Facebook brings more harm than good
3. Exercising is important to stay healthy

49

Write your paragraph here:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

50