BAHAN AJAR

BAHASA INGGRIS

POGRAM S1
UNIVERSITAS PERTAHANAN
2023

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 PERTEMUAN– XI
Mempraktikkan Keterampilan Reading /Writing serta Speaking/Listening dengan
language focus pada Adjective Clause

1. Grammar: Adjective Clause

Relative clauses – Clauses with or without who/that
a. Look again at these examples :
 The man who lives next door is very friendly. (or ‘that lives’)
 Where are the eggs that were in the fridge? (or ‘which were’)
In these sentences who and that are subjects of the verbs in the relative
clauses: the man lives next door, the eggs were in the fridge. You cannot leave
out who or that in these sentences.

Sometimes who and that are objects of the verbs :

The man – I wants to see him – was away on holiday
→ The man who (or that) I wanted to see was away on holiday
Have you found the keys? – you lost them
→ Have you found the keys that you lost?

When who or that are objects of the verb in the relative clause, you can leave
them out :
 The man I wanted to see was away on holiday. (but not ‘The man I
wanted to see him was away on holiday.’)
 Have you found the keys you lost? (but not ‘Have you found the keys
you lost them?’)
 The dress Ann brought doesn’t fit her very well. (= the dress that Ann
bought)
 The girl Gerry is going to marry is American. (= the girl who/that Gerry
is going to marry)
 Is there anything I can do? (= is there anything that I can do?)

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 b. There are often prepositions (in/at/with etc.) in relative clauses. Study the
postition of the prepositions in these sentences :
Do you know the girl – Tom is talking to her
→ Do you know the girl (who/that) Tom is talking to?
The bed – I slept in it last night – wasn’t very comfortable
→ The bed (that) I slept in last night wasn’t very comfortable
 The man (who/that) I sat next to on the plane talked all the time.
 Are these the books (that) you have been looking for?
 The girl (who/that) he fell in love with left him after a few weeks.

c. You cannot use what instead of that :

 Everything (that) he said was true. (not ‘everything what he said’)
 I gave her all the money (that) I had. (not ‘all ... what I had’)
What = the thing(s) that :
 Did you hear what I said? (= the words that I said)
 I won’t tell anyone what happened. (= the thing that happened)

d. Let’s Practice.

1) The sentences in this exercise are not complete. Complete each one with a
relative clause. Use the sentences in the box to make your relative clauses.

we met her yesterday we wanted to visit it Tom tells them

Tom recommended it we had it for dinner you lost them
Ann is wearing it the police arrested him I invited them to the
party
1. Have you found the keys you lost...?
2. I like the dress..................................................................... .
3. The museum .................................... was shut when we got there.
4. Most of the people ................................................ couldn’t come.
5. I didn’t like that woman ...................................................................
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6. The fish ...................................... was really delicious.
7. We stayed at a hotel ........................................................................
8. The stories ....................................... are usually very funny.
9. The man ........................................... has now been released.

2) This time you have to make a relative clause with a preposition.

you were with her last night I am living in it I slept in it

they were talking about them she is married to him I work with them
we wanted to travel on it I applied for it we went to it
1. The bed I slept in was too soft.
2. I didn’t get the job ......................................... .
3. The man .................................... has been married twice before.
4. The party .............................................. wasn’t very enjoyable.
5. Who was that girl .......................................?
6. The flight .................................... was fully booked.
7. I enjoy my job because I like the people .............................. .
8. I wasn’t interested in the things ........................................... .
9. The house ............................ is not in very good condition.

3) Complete these sentences, where necessary, with that, who or what. If it is

possible to write that or leave it out, write (that) – in brackets.
Examples : Did you hear what I said? Everything (that) he said was true.

1. She gives her children everything ........................... they want.

2. Tell me ................................ you want and I’ll try to help you.
3. Why do you blame me for everything ................... goes wrong?
4. I won’t be able to do very much but I’ll do the best ........................ I can.
5. I can’t lend you any money. All ......................... I’ve got is a pound.
6. Nora is the only person ............................ understands me.
7. Why do you always disagree with everything ........................ I say?
8. I don’t agree with ........................... you’ve just said.

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 9. This is an awful film. It’s the worst ........................... I’ve ever seen.

2. Speaking Activity!

Mess menu
Help your partner decide what she/he would order for lunch. Use the model exchanges
below as a guide.

Asking about unknown dishes

A: What’s minestrone?
B: It’s a chunky vegetable soup.
B: It’s an Italian soup made with a lot of different vegetables.

A: What’s in minestrone?
B: Beans and chopped un tomatoes, potatoes, carrots and other
vegetables.

A: Have you ever had minestrone? What’s it like?

B: (It’s) delicious/quite nice/nothing special.
B: I’ve never had it, so I don’t know.

A: What’s minestrone like?

B: (It’s) delicious/nothing special.
B: I don’t know. I’ve never had it.

Stating preferences in eating

It’s too salty/sweet/bland* for my taste.
It’s too rice** for me.
I prefer spicy/ low-salt/low-fat/dairy-free foods.
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I only eat Halal/vegetarian foods.
I’m a vegetarian. I don’t eat meat/fish/eggs.
I don’t eat beef/pork.

Recommending dishes
Try the Lamb Hot Pot. I think you’ll like it.
Try the Lamb Hot Pot. It’s delicious.
You should try the Lamb Hot Pot. I think you’ll like it.
I think you’ll like the Lamb Hot Pot. It’s not too rich.
Don’t try the Jamaican Delight. It’s very rich.
* bland (adj) = having no flavour or taste (negative meaning)
* rich (adj) = containing a lot of fat, oil or butter (negative meaning)

3. Reading Comprehension!

Answer the questions about General Patton.

Fitness in the Army

Physical Training (PT) is an important part of military life and the Company Commander
or Platoon Commander organises PT activities every day. Soldiers run every morning.
They go to the gym twice a week or three times a week and do weight lifting, sit ups and
push ups. They usually go to the swimming pool once a week. Soldiers take a physical
test every year. A lot of soldiers usually do more sports in their own time. Many soldiers
play football every weekend. Some soldiers play tennis, or do karate or boxing.
(Campaign Book 1, p. 50)

1. How often do soldiers do PT? ____________

2. How often do they run? _______________
3. How often do they go to the gym? ____________________
4. How often do they go to the swimming pool?____________________
5. How often do they play football? __________________

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 The Princess of Wales’s Royal Regiment (PWRR)

The Regiment has two Regular battalions. The 1st Battalion (1 PWRR) is based in
Tidword. It is an armoured infantry battalion and it is equipped with the WARRIOR
Infantry Fighting Vehicle. 1 PWRR is assigned to the 1st Mechanized Brigade.

The 2nd Battalion (2PWRR) is a mechanized infantry battalion. It isn’t equipped with the
WARRIOR – it is equipped with the SAXON Armoured Personnel Carrier. 2PWRR is
currently stationed in Tern Hill, Shropshire. It is also assigned to the 1 st Mechanized
Brigade.

1PWRR and 2PWRR go on operations all over the world. 1PWRR was recently on
operations in Kosovo and 2PWRR was in Bosnia. Soldiers from the Regiment are also
attached to special forces units.
(Campaign Book 1, p. 57)

Read the text above and answer the questions.

6. Where is 2PWRR currently based? ______________
7. What vehicle is 1PWRR equipped with? _________________
8. Which word means based in? _______________
9. Which word means permanent and which word means temporary: assign (line
3) or attach (line 11)? ___________________

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4. Listening Activity!
Directions. Listen to the recording and complete the chart below!.

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5. Writing Activity! . Essay Planning & Summarizing/Paraphrasing (Writing
Combining Sources)
a. Referring to Sources
• In the early stages of an essay it is common to refer to the views of other writers
on the subject in order to show that you are familiar with their work and that your
work will take their research into account.
• In a longer essay or thesis, this may form a section headed ‘Literature review’.

b. Text Analysis (1)

The expectations which students have of higher education are influenced by their
prior educational experiences (Ramsden, 1992, p. 82; Tinto, 2005; Cook and
Rushton, 2008). These experiences form a basis for the academic expectations
which students have relating to learning and teaching (Dalglish and Chan, 2005),
assessment (Ramsden, 1992, p. 84), academic support (Yorke, 2000; Crisp et al.,
2009), and academic interactions with staff (Crisp et al., 2009).
(Source: McEwan, M. (2015) Understanding student transition to university)
1) How many sources are mentioned here?
2) Which writers examine expectations of learning and teaching?
3) What was the subject of Yorke’s study?
4) Which writer looked at expectations of assessment?
5) Why do you think page numbers are given for Ramsden?

c. Text Analysis (2)

Academically, a diverse body of international university entrants have even greater

diversity in pre-arrival expectations and prior educational experiences when
compared to those of home students (e.g. Dalglish and Chan, 2005; Crisp et al.,
2009; White, 2013) resulting in a period of transition which can be more challenging
with greater requirements for academic adjustment (Ramsey, Barker and Jones,
1999). For example, international students often need to make significant cultural
(Ryan and Carroll, 2005) and linguistic (Wu and Hammond, 2011) adjustments and
this takes time; perhaps many months or even years (Carroll, 2014).
a) What is the main subject of the paragraph?

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b) Summarise the different points made by each of the five sets of sources
cited.

d. Exercise 1
Read the following example from a study of student transition to university and
answer the questions that follow.
The expectations which students have of higher education are influenced by their
prior educational experiences (Ramsden, 1992, p. 82; Tinto, 2005; Cook and
Rushton, 2008). These experiences form a basis for the academic expectations
which students have relating to learning and teaching (Dalglish and Chan, 2005),
assessment (Ramsden, 1992, p. 84), academic support (Yorke, 2000; Crisp et al.,
2009), and academic interactions with staff (Crisp et al., 2009).
(Source: McEwan, M. (2015) Understanding student transition to university)
a) How many sources are mentioned here?
b) Which writers examine expectations of learning and teaching?
c) What was the subject of Yorke’s study?
d) Which writer looked at expectations of assessment?
e) Why do you think page numbers are given for Ramsden?

e. Homework
Read them all and then create the paragraph of an essay entitled: ‘Globalisation
mainly benefits multinational companies rather than ordinary people’ by using all
three sources, in about 100 words.

4.1 THE BENEFITS OF GLOBALISATION

It has been argued that globalisation is not a new phenomenon, but has its roots in
the age of colonial development in the seventeenth and eighteenth centuries.
However, its modern use can be dated to 1983, when Levitt’s article ‘The
Globalisation of Markets’ was published. Among the many definitions of the process
that have been suggested, perhaps the simplest is that globalisation is the relatively
free movement of services, goods, people and ideas world-wide. An indication of the
positive effect of the process is that cross-border world trade, as a percentage of
global GDP, was 15% in 1990 but is expected to reach 30% by 2020. Among the
forces driving globalisation in the last two decades have been market liberalisation,
cheap communication via the internet and telephony, and the growth of the so-called
BRIC (Brazil, Russia, India and China) economies.
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(Source: Costa, L. 2008)
4.2 GLOBALISATION AND ITS DRAWBACKS
Considerable hostility to the forces of globalisation has emerged in both the
developed and developing worlds. In the former, there is anxiety about the
outsourcing of manufacturing and service jobs to countries which offer cheaper
labour, while developing countries claim that only a minority have benefited from the
increase in world trade. They point out that per-capita income in the 20 poorest
countries has hardly changed in the past 40 years, while in the richest 20 it has
tripled. The markets of Western nations are still closed to agricultural products from
developing countries, and while there is free movement of goods and capital,
migration of people from poor countries to rich ones is tightly controlled.
(Source: Lin, Y. 2012)
4.3 MULTINATIONALS AND GLOBALISATION
Multinational companies have undoubtedly benefited from the relaxation of the
import tariff regimes which previously protected local firms, allowing them to operate
more freely in markets such as India which have recently liberalised. These
corporations have evolved two distinct approaches to the challenge of
globalisation. Some, e.g. Gillette, have continued to manufacture their products in a
few large plants with strict control to ensure uniform quality worldwide, while others,
for instance Coca-Cola, vary the product to suit local tastes and tend to make their
goods on the spot. They claim that an understanding of regional differences is
essential for competing with national rivals. In either case, these giant companies
are often able to minimise their tax liabilities by establishing headquarters in low-tax
countries.
(Source: Brokaw, P. 2014)

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