END OF UNIT

(e) It was such a foggy day that we couldn't see the road noun:

Such + adjective +noun+ that


(f) The coffee is so hot that I
can't drink it
(g) I'm so hungry that I could eat
a horse
So That encloses an adjective
or adverb;
so +
y+ that
^adjective Or I Adverb

(h) She speak so fast that I can't
understand her
(i) He walked so quickly that I'
couldn't keep up with him little So That is used with
many, few, much, and.

(j) She made so many mistakes that she failed the exam
(k) He has so few friends that he is always lonely
(1) She has so much money that she can buy whatever she wants
(m) He had so little trouble with the test that he left twenty minutes early.
little So That is used with
many, few, much, and little

(n) It was such a good book ( that) I couldn't put it down
(o) I was so hungry (that) I didn't wait for dinner to eat something.
Sometimes, primarily in speaking, that is omitted
Exercise 11 : Combine the following sentences by using so that or
such that.
1. This tea is good .1 think I'll have another cup. _ This tea is so good that I think I'll have another cup
2. This is good tea . I think I'll have another cup.
— This is such good tea that I think I'll have another cup.
3. The car was expensive . We couldn't afford to buy it.


UNIT 12

Before Reading this passage, answer these questions.
1. Has your IQ ever been measured? What is the result?
2. How can we say someone is smart and another is stupid?
3. What is/are the difference(s) between human beings and animals?


INTELLIGENCE

Scientists define intelligence as a ability to learn or to understand. People who are intelligent learn what they are taught easily and quickly. Intelligent persons also remember what they have learned. This knowledge can then be used in new situations or problems. Intelligent person faced with some problems or situations that they have never met before will use their knowledge and memory of situations in the past to solve the problem.

Many psychologist believe that intelligence can be measured with various kinds of tests. These scientists believe that if a person can deal intelligently with some problems in a test, he or she will also deal intelligently with problems in everyday life.

Psychologists express the results of an intelligence test in a number called an IQ (intelligence quotient). T determine this number, they first give tests to find the person's mental age. Two young people of 8 and 16 may both have a mental age of 12. The younger person has obviously developed faster than the older. But their mental age does not show difference in their rates of mental growth. The mental age of the younger person is far above his or her chronological age (age in years). But the older person's mental age is far below his or her chronological age. Therefore, psychologists developed the formula.

MA (mental age)
IQ= x
100
CA (chronological
ag£)
This means that the person's mental age is divided by his or her chronological age. The quotient is multiplied'by 100, and the number that


results is the IQ. This number represents the way that someone's intelligence compares with that of other people of his or her age. The 8-year-old person's IQ is 150, the 16-year-old's is 75.

But many people believe that intelligence tests do not really measure someone's ability. Many test seem to measure what someone has learned rather than how quickly or slowly he or she can learn. Other people think that intelligence cannot be measured accurately.

What makes one person intelligent and another not so intelligent? Are people born with the basic intelligence that the will have all their lives? Is intelligence affected by a person's home life or the number of books he or she reads? Scientists are still studying these questions.

Human beings are the most intelligent animals. People have built cities, written books, and traveled to the moon. Since a human being is certainly not the biggest animal, or the animal with the biggest brain, intelligence cannot be measured by size. But studies of other animals are showing that a human being is definitely not the only animal with intelligence.

Other animals can communicate with each other, but they cannot read. They cannot do mathematics or build complicated things like automobiles or airplanes. Still, animals learn very quickly the things they have to know in order to say alive and health. Animals also remember things they have learned.

An animal in the jungle knows who its enemies are, and it keeps out of their way. It knows what foods are good for it and how to find these foods. Animals teach these things to their young.


QUESTIONS
1. What is intelligence? Give the example to support your explanation.
2. What is intelligence for?
3. Can intelligence be measured? How?
4. Explain the correlation between intelligence, a test and life.
5. What is IQ?
6. Is someone who has a high IQ always smart? Why?
7. Human Being are the most intelligent animals. What does this statement mean?

Exercise 2

Read the paragraph in which the following italicized idioms or expressions are found. Then find the best meaning of idioms or expressions as used in the context in the text.
1. People who are intelligent learn what they are taught easily and quickly (P-l)
2. These scientists believe that if a person can deal intelligently with some problems in a test, he or she will also deal intelligently with problems in everyday life(p.2)
3. Since a human being is certainly not the biggest animal, or the animal with the biggest brain , intelligence cannot be measured by size(p.7)
4. An animal in the jungle knows who its enemies are, and it keeps put of their way. It knows what foods are good for it and how to find these foods.
5. Rats used intelligence to get a food that seems out of their reach. They also learn to avoid food that has been poisoned.
Exercise 3

To understand the text deeply, answer these following cases.
1. Why can't animal read, do mathematics , and build buildings?
2. There are two person . One is 8 years old and the other is 16 years old. Both of them have a mental age of 12
a. Describe the person who has a chronological age of 8 and mental
age of 12.
b. Describe the person who has a chronological age of 16 and mental
age of 8
c. Compute their IQ and explain the result verbally
d. Give the reason . Why there is a person who has a chronological
age of 8 and mental age of 12
e. Give the reason why there is a person who has chronological age
of 16 and mental age of 12
3. Answer the questions on paragraph six and find other references to
strengthen your answer



Exercise 4

Without referring to the text, fill the blanks in the following sentences with the correct word from the list. You may change the tense, number, or from of the words to fit the context

Mental age ,determine, face, formula, divide , multiply, represent affect,
travel; keep out, suck, train, perform, chronological age, intelligent
,instinct, complex

l. He is afraid of.... His boss after making such a fool of himself at the meeting . Actually he has to meet the boss soon.
2. He is .... His thumb. He always does it whenever he wants to eat something .
3. " If we want to know whether someone is smart or not, we have to know his IQ" may friend said." How can we know the IQ?" I asked. Without answering, he gave me a piece of paper, which explains how to calculate IQ,
that is,

4. He was born in 1970 and he died in 1980. According to he died
when he was ten years old.
5. Zevi is a smart student. By her she can do test easily and
quickly.
6. She is sixteen years old but has of five . The way she thinks and
the way she talks is like a child
7. As a good shopkeeper she has to be able to solve every problem politely.
Even when she faces an angry customer she must something to do
with him sagely.
8. He really feels sad when his girlfriend gets married with another. He brings his sadness to everywhere. His sadness .... His life, involving he result of his final test.
9. It is difficult to tell his life story. He's married to Susan, but Susan's in love with his brother He's , on the other hand , in love with his sister in -law. Oh it is too.... To explain
10. If we want t fly , we need practice and practice. Even we have to look for
the method and learn how to fly well. However a little bird can fly
without learning much. It flies by using its


LANGUAGE WORK
a. Observe these examples below:
2. - Intelligent person always remember something.
- What have they learned?
- INTELLIGENT PERSONS ALWAYS REMEMBER WHAT THEY HAVE LEARNED.

3. - Many psychologist believe something
- Intelligence can be measured with various kinds of tests.
- MANY PSYCHOLOGIST BELIVE THAT INTELLIGENCE CAN BE MEASURED WITH VARIUOS KINDS OF TEST.
The underlined words are called noun clauses. The words used to introduce them are when ,where, why ,how and that.


Exercise 5
Combine the following pairs by using noun clauses. Example:
- A smart student always remembers something easily.
- What has learned?
- A SMART STUDENT ALWAYS REMEMBERS WHAT HE HAS LEARNED EASILY.



1. - I don't know something.
- Why does someone have a good intelligent?
2. -1 forget something.
- Where do I put my book?
3. - Please tell me something
- Why do you want to be a psychiatrist?
4. -1 don't know something
- When did the scientists find the way to measure intelligence?
5. -1 don't remember something
- How much does the book cost?
6. - A psychologist says something.
- Sucking is an instinct
7. - Galdon had observed something
- Mentally disable people often showed perceptual and motor problems

8. - Galton decided something

- Measuring sensory and motor function might provide a good index of intellect.
9. - The makers of popular mental test believed something
- Intelligence grows from infancy to adolescence
10. - Many people trust something
- IQ test do not really measure a person's intelligence 11.- Some social scientist trust something
- IQ tap a overall potential for mental activities



b. Fay attention to these sentences below:
1. Is intelligence affected by a person's home life or the number of books he or she read?
2. What makes one person intelligent and another not so intelligent?

Both sentences are the examples of interrogative / question sentences. There are two kinds of questions; yes / no question and wh or informative question. Yes / no question is the question that may be answered by yes or no. It is formed by placing to be or auxiliary or modal before the subject. Wh question is the question that ask for information by using a question word ;who, whom, what, when ,why , whose, which, or how. It is formed by placing the question word before to be or auxiliary or modal.

Exercise 6

Change the affirmative sentence into interrogative one and then make the noun clause.
Example:

That man is Mr. Tulus

a. is that man Mr. Tulus?
b. Who is that man?
c. I want to know who that man is.
1. George lives in Los Angels
2. Anna bought a new dictionary.
3. It is 350 miles to Campus III MUM from here
4. Barry was late to class because he missed the bus
5. Marisca saw Zevi at the meeting
6. Alice likes this book test, not that one.
7. That is Peni's pen
8. The plane is supposed to land at 7:14 PM

Exercise 7

Make a question from the italized word. Then change that question into a noun clause.

Example : Mulyana lives in Ujung Pandang
- Where does Mulyana live?
- Silvi wants to know where Mulyana lives?

1. Afid wants a watch for his birthday
2. Jane gets to school by taxi
3. Sri Devi cannot attend the class because she is sick
4. the train will arrive at 01:30
5. Jessica's car was stolen
6. Mr. Yudi is talking on the telephone
7. Many called Jim
8. Two students will be absent from class tomorrow
9. Lonna studied last night
1 O.Alice talked to the teacher about the test.
UNIT 13
LONELINESS
Before reading the passage , answer these questions

1. Do you ever feel lonely?
2. Why do we fell lonely?
3. What is your feeling when you're lonely?

Although many people value relationship above all else , satisfying ties are hard to achieve and loneliness is a common dilemma for both children and adults ( Rubbin,1982). The experience of loneliness , although conceptualized in various ways, has two defining features .first, it is unpleasant ; second , the lonely person perceives deficiencies in social in relationship ( de Jong- Giervield & Raadsschelders,in 1982; D Russell , 1984). One may be cut off from social ties without feeling lonely . Loneliness can occur in these overlapping situations (Peplau & Pearlman, 1982) Changes in social relations. Close relationship often end as one partner moves away psychologically or physically or dies. The equality of relationships sometimes deteriorates with time.
1. Changes in social needs , which vary throughout the live span, people experience loneliness. Adolescents, for example, often long for intimacy before they find a companion ( Brennan, 1982). After devotion to work during early adulthood, many middle -aged adults turn again to social ties for live satisfaction and fine their lives empty.
2. Personal qualities. Lonely individuals appear more negative, rejecting, self- absorbed, self- critical, and less responsive than others (Brenna,1982; Horowitz et al,1982; Jones ,1982, Stokes, 1985). Even if involved with a number of people negativity may incline the lonely to dwell on the deficiencies also show up in the psychology laboratory, where lonely people find it hard to think of ways to solve problems with others. ( for Example : You just moved into a new neighborhood. How would you go about finding some friends?) Limited social skills reduce opportunities for relationship building and keep people from taking advantage of opportunities that arise.
3. Cultural influences. Cultural emphases on competition and independence can interfere with interpersonal needs.
4. Situational influences. When people live on work in isolation ,loneliness is more troublesome. Life changes such as becoming housebound , losing transportation , moving, or traveling may cut some individuals off from others . In one study , three out of every four college students living away from their families admitted experiencing loneliness during their first term ( Cutrona,1982)
Glossary
Features : ciri-ciri
Deficiencies : kekurangan
Deteriorates : memburuk

Keep pace with : menyetarakan dengan
Devotion : kesetiaan

Self- absorbed

Incline

Interfere with

Housebound sakit
: asyik dengan diri sendiri

:mencondongkan

: mencampuri / mengangu
terkurung di rumah

; tidak bisa kemana-mana dikarenakan


Exercise 1

Answer these question below
1. what loneliness ?
2. Why does loneliness happen to both children and adults?
3. What is the effect of loneliness?
4. When does loneliness happen ?
5. In what situation does loneliness usually occur to children ?
6. If you move to a new environment, sometimes you feel lonely. In which point ( number) do you find?
7. Give the example(s) that loneliness appears more negatively.
8. What is the relationship between cultural influences and loneliness?