English for Public Administration 2014_Yusuf_Oke.pdf

An Intro to English for Public Administration Page | 1 Iskhak, Drs., MM., M.Pd – Yusuf Hidayat, M.Pd

MEETING 1 AN OVERVIEW OF ENGLISH

FOR PUBLIC ADMINISTRATION

SYLLABUS ENGLISH FOR PUBLIC ADMINISTRATION

1. Identitas Mata Kuliah Nama Mata Kuliah : Bahasa Inggris untuk Adminstrasi Negara Nomor Kode : - Jumlah SKS : 2 Semester : 1 Kelompok Mata Kuliah : Mata Kuliah Keahlian Program Studi Status Mata Kuliah : Wajib Dosen : Iskhak Said, Drs., MM., M.Pd/ Yusuf Hidayat, M.Pd

2. Tujuan Mahasiswa dapat memahami dan mengerti berbahasa Inggris secara akademik yang meliputi berbagai aspek: memahami grammar dasar bahasa Inggris, berbicara dalam bahasa Inggris, membaca teks bahasa Inggris, menterjemahkan teks bahasa Inggris ke dalam bahasa Indonesia, dan menulis dalam bahasa Inggris. 3. Deskripsi Isi Mata kuliah ini mengkaji tentang strategi dalam mempelajari bahasa Inggris dalam memahami grammar dasar bahasa Inggris, berbicara dalam bahasa Inggris, membaca teks bahasa Inggris, dan menterjemahkan teks bahasa Inggris ke dalam bahasa Indonesia terutama yang berkaitan dengan teks dalam ilmu administrasi negara. Dalam mata kuliah ini, mahasiswa belajar bagaimana membaca dan memahami bacaan teks bahasa Inggris dengan cepat, bagaimana membuat deskripsi tentang tabel, gambar, siklus dan proses yang berkaitan dengan ilmu administrasi negara. 4. Pendekatan Pembelajaran - Metode: ceramah, tanya jawab, penugasan, dan diskusi - Media : buku sumber, LCD projector, dan laptop 5. Evaluasi - Kehadiran = 10% - Nilai tugas individu dan kelompok = 20% - UTS = 20% - UAS = 50% 6. Penilaian: 86 – 100% = A; 71 – 85% = B; 60 – 70% = C; 41 – 59% = D; 0 – 40 % = E


7. Rincian Materi Perkuliahan Tiap Pertemuan Pertemuan 1 An Overview of English for Public Administration Pertemuan 2 Language Functions (Self Introduction)

Pertemuan 3 Language Functions (Welcoming)

Pertemuan 4 Language Functions (Requests and Offers)

Pertemuan 5 Language Functions (Invitation)

Pertemuan 6 Language Functions (Expressing Opinions)

Pertemuan 7 Reading, Translating, & Building Vocabulary (unit 1: Public Administration).

Pertemuan 8 MID-TERM TEST Pertemuan 9 Reading, Translating, & Building Vocabulary

(unit 2: Civil Service). Pertemuan 10 Reading, Translating, & Building Vocabulary

(unit 3: Electorate System). Pertemuan 11 Introduction to TOEFL (Test of English as a Foreign Language) Pertemuan 12 Grammar Test Exercise 1 Pertemuan 13 Grammar Test Exercise 2 Pertemuan 14 Reading Test Exercise Pertemuan 15 Listening Test Exercise

Pertemuan 16 FINAL TEST 8. Referensi Fredrikson, H.G, Smith, K.B., Larimer, C.W., and Licari, M.J. (2012). The Public

Administration, Theory Primer. Philadelphia: Westview Press. Lynch, T.D., and Cruise, P.L. (Eds.). (2006). Handbook of Organization Theory and

Management, the Philosophical Approach. London: Tylor & Francis. Matreyek, W. (1983). Communication English example and models functions 1. New York:

Pergamon Press Inc. Phillips, D. (2001). Longman Complete Course for the TOEFL Test. Preparation for the

Computer and Paper Test. NY: Addison-Wesley Longman, Inc. Shape, P.J. (2005). Barron’s, How to Prepare for the TOEFL Test, Test of English as a

Foreign Language, 11th edition. Ciputat: Binarupa Aksara Publishing Co.


MEETING 2 LANGAUGE FUNCTIONS

(INTRODUCTION)

SELF INTRODUCTION EXAMPLES (READ, DISCUSS, AND PRACTICE) EXPRESSIONS A: Hi, my name is Muhe. Hi, I’m Fauziah. What is your name? Hello, My name is Yusuf, Yusuf Hidayat. I’d like to introduce myself, I’m Euis Ika Gartika. May I introduce myself? My name is Fauzia.

EXPRESSIONS B: Nice to meet you Pleased to meet you I’m glad to meet you How do you do

My name is Fauziah Adzimah I’m Iskhak Said

MODELS (READ, DISCUSS, AND PERFORM THE FOLLOWING DI ALOGUE) 1. A man begins to talk with a woman at a party.

M: Hi, my name is Yusuf Hidayat. I saw you’re standing here alone, and I thought I might join you a moment.

W: Hello, Mr. Hidayat. It’s nice to meet you. My name is Fauziah Adzimah. Please call me Fauzia.

M: OK., Fauzia. Please call me Yusuf. Are you a friend of Muhe? W: Yes, I am. I’ve known him for some ten years now. And you?

2. Two married couples meet and begin talking at a camp-ground.

H1: It is a beautiful lake, isn’t it? H2: Yes, it is. H1: we just go here a couple of hours ago, and have been talking a drive around the lake.

The countryside is also nice. H2: Is that so? We’ll have to try that. By the way, my name is Yusuf Hidayat. This is my

wife, Mrs. Euis. H1: Pleased to meet you. I am Iskhak Said, call me Iskhak. My wife’s name is Mrs. Sri. W1: How do you do. W2: Nice to meet you. Where are you folks from?

SUGGESTED ACTIVITIES Here you are suggested to design a short dialogue through performing self introduction expressions. You are a new college student. You want to introduce yourself to your two new classmates in the class.


INTRODUCING PEOPLE TO OTHER PEOPLE EXAMPLES (READ, DISCUSS, AND PRACTICE)

EXPRESSIONS A: Fauziah, this is Yusuf Hidayat. Yusuf, this is a good friend of mine, Fauziah Adzimah. Muhe, I’d like you to meet Mr. Said. Fauziah, I’d like to introduce you to Yusuf Hidayat. Yusuf, may I introduce you to Mr. Iskhak Said?

EXPRESSIONS B: Glad to meet you I’m happy to meet you, Yusuf. It’s nice to meet you. It’s a pleasure to meet you. How do you do, Mr. Said

Nice to meet you too It’s my pleasure How do you do

MODELS (READ, DISCUSS, AND PERFORM THE FOLLOWING DI ALOGUE)

The host and hostess introduce two guests at a party. H: …so, if we move, it’ll be next year. Hey, it looks like Yusuf is talking with Muhe. Do

you know him? G: No, I’m afraid I don’t. H: In that case, let me introduce you to each other. I think you’ll like each other.

(They go to where Yusuf and Muhe are talking.) H: Excuse me, Yusuf. Fauziah here says that she hasn’t met Muhe. I’d like to introduce

them. H: Oh, that’s a good idea. H: Muhe, this is Mr. Iskhak Said. Mr. Said, I’d like you to meet Muhe. He is a friend of

Yusuf’s from college. M: I’m pleased to meet you, Mr. Said. I: I’m pleased to meet you, too. Please call me Iskhak. M: OK., Mr. Iskhak. H: Muhe works with the Public Health Service. I: Is that so. It sounds like interesting work.

SUGGESTED ACTIVITIES Here you are suggested to design a dialogue through performing introducing people to other people expressions. You are being in a party. You come with your sister, then you want to introduce her to your classmate at college.



(WELCOMING)

W E L C O M I N G EXAMPLES (READ, DISCUSS, AND PRACTICE)

EXPRESSIONS: Welcome! Welcome home! Welcome back to class! Welcome to Brownsville! Let me welcome you to our beautiful city! I’d like to welcome you to your first meeting of Weight Losers. MODELS (READ, DISCUSS, AND PERFORM THE FOLLOWING DI ALOGUE) 1. A student, Sarah, returns to class after being in the hospital. She is greeted by his

fellow students. S1: Hey, guys, look who’s back? S2: Hey…It’s Sarah. S: Hi, good morning, guys. S3: Morning, welcome back, Sarah. It’s nice to have you back. S: Thanks guys, I’m glad to be back to our beloved school.

2. A small town mayor sees some tourists in the town square. M: Hello, you seem to be enjoying our little town. Let me welcome you to Gold Dust. I’m

Mohammed Joseph, a Mayor here. T1: Thank you, Mr. Joseph. It seems like a nice town. T2: Yes, I think so, too. How old is the town, sir? M: We are 157 years old this year…

SUGGESTED ACTIVITIES What would you do in the following situations? 1. A host at a party is greeting and welcoming people to the party. 2. You are meeting a friend, who is returning from the trip, at the airport.


MEETING 4 LANGAUGE FUNCTIONS (REQUESTS & OFFERS)

R E Q U E S T S EXAMPLES (READ, DISCUSS, AND PRACTICE)

EXPRESSIONS A (MAKING REQUESTS): Talk to him, O.K? Proof-read this for me, will you? Please let me have that book when you are finished. Can you help me with this? Could you please turn down the radio a little? May I open the window? May I please have a glass of water? May I ask you to mail this for me on your way to work? Would you mind watching this for me a few minutes? Would it be possible to type this letter before you go home? If I can make a request, I’d like to hear some classical music.

EXPRESSIONS B (ASKING FOR REQUESTS): Is there anything I can get you? Do you want something? Do you have any requests?

Does anyone have any requests? Are there any requests?

MODELS (READ, DISCUSS, AND PERFORM THE FOLLOWING DI ALOGUE) 3. A woman is talking on the telephone at home.

W: Just a minute, Yusuf. I can’t hear you. My son is watching the football game on TV. Dear, …turn down the TV a little, will you?

S: Pardon me, mom? W: Can you turn down the volume on the TV a little? S: Yeah, yeah… O.K., is this better? W: A little… can you turn it down a little more? I’m on the phone… S: Oh, sure. I’m sorry mom.

4. A man calls the waiters at a restaurant. M: Excuse me, Miss. Can I have another glass of water, please? W: Of course. I’ll bring it in a moment.

(A few minutes later) W: I am sorry to take so long. Here you are. How’s your meal? M: It’s fine. W: Is there anything else I can get you? M: No. this is enough. I’d like to have a check (bill), though. W: yes, Sir. I’ll bring it in a few minutes.

SUGGESTED ACTIVITIES Here you are suggested to design a dialogue through performing requests expressions. You are being at an internet café. You ask for the waiter to give you a bottle of coke, then you use a line of the internet to search the information.


O F F E R S EXAMPLES (READ, DISCUSS, AND PRACTICE)

EXPRESSION A (OFFERING): Here, have a seat. Here, take some sugar. Please have a piece of candy. Here, let me open that. I’ll do that, if you want me to … Can I get you some coffee? Do you want me to help you? Would you like to use my pen? Would you like me to type that letter for you? How’d you like me to bring back a sandwich?

EXPRESSION B (ACCEPTING): Yes. Thank you. Please. Would you mind? If it’s no trouble for you. That’s very kind of you.

EXPRESSION C (DECLINING): No, thank you. That’s not necessary. That’s O.K. Thanks, but it’s O.K. Thanks but no thanks.

MODELS (READ, DISCUSS, AND PERFORM THE FOLLOWING DI ALOGUE) 1. An older woman gets on a bus., and a young man offers his seat.

YM: Excuse me, Ma’am. Here, please take my seat. OW: Thank you, young man. YM: Don’t mention it, Ma’am.

2. A woman is visiting her friend, Muhe’s house. M: Hi, Fauzia.. Come in. let me take your coat. F: Thanks, Muhe. Is your mom back from shopping yet? M: Not yet, but she should be soon. Can I get you some coffee? F: No. thanks. I’ve given up coffee. It makes me too nervous. M: Yeah. It’s same for me. How about some herb tea? F: That sounds fine. Thank you. M: O.K., I’ll be back in just a minute. Sit down.

SUGGESTED ACTIVITIES Here you are suggested to design a dialogue through performing offers expressions. You see your lecturer in front of his office. He is going to go to his car by bringing too heavy bags. You decide to help him by bringing one of his bag to put it to his car.



(INVITATION) INVITING TO JOIN AN ACTIVITY EXAMPLES (READ, DISCUSS, AND PRACTICE)

EXPRESSIONS: C’mon C’mon and join us You want to come along with us? How about going with us? You’re invited to sing, too, if you want. We’d really like for you to take part in our little show. Would you like to join us? Would you be interested in seeing it with us? Would you care to join our little group? MODELS (READ, DISCUSS, AND PERFORM THE FOLLOWING DI ALOGUE) 1. Two-room-mates are talking as one is leaving the apartment.

RM 1: I’ll see you later, O.K. RM 2: Where are ya off to? RM 1: Marty and Phil are going shopping… to Northgate Mall. Oh, you want to come with

us? RM 2: Yeah…No, maybe not. I’d better finish working on this report for Econ. Class.

2. Two friends are talking at the party. F1: This has been a pretty nice party, hasn’t it? F2: Yeah, it has been. Listen! A group of us are going out for a few more drinks

afterwards. Would you be interested in going too? F1: Yeah… That sounds good. Where are you going?

3. Two office-workers meet at the coffee-machine during break-time.

OW1: Hey Marta… OW2: Yeah… OW1: a group of us are going to go to the Music in the Park series this lunch time. how

about coming with us? OW2: That’s a great idea. I’ve wanted to go to one…

SUGGESTED ACTIVITIES Please make a short dialogue based on the following direction. You are leaving an English class with some friends to go to a coffee shop. You meet an acquaintance coming from the other direction. He is alone.


MEETING 6 LANGAUGE FUNCTIONS (EXPRESSING OPINIONS)

Expressing Comments/ Opinions EXAMPLES (READ, DISCUSS, AND PRACTICE)

EXPRESSIONS A (Asking for comments/opinions): How was the movie last night? How does this report look to you? How do you like your economic class? Is there anything you’d like to say about this issue? Do you have any comments on this idea, Fred? What is your opinion on the way the President handled the crisis? In your opinion, would the director make a good branch manager? What are your thoughts on this proposal? Could you give me your comments on the Mayor’s decision? I’d like to appreciate your comment on this paper I wrote. EXPRESSIONS B (Stating comments/opinions): It was a great movie. I think that the report looks elegant. I feel that Economic class is important for my career in the future. What I think is that we should look for a new sales plan. In my opinion, …. My opinion is that… As I see it, we’re in for some hard times. If you are interested in my opinion, I think we should give up. If you are interested in my opinion, if I were you, I’d quit. Let me say that your paper has some unclear ideas. It should be written in a paragraph for one

idea. EXPRESSIONS C (Reacting comments/opinions): Thank you for your comments. Your comments have been very helpful. That is an interesting perspective. I see. I hadn’t thought of that.

Who asked you? Who needs your comments? Who are you to criticize me? Keep your opinion for yourself.

MODELS (READ, DISCUSS, AND PERFORM THE FOLLOWING DI ALOGUE) 1. Two people are talking during break time at the office.

P1: Tell me, how do you feel about this new no smoking rule in the office? P2: Quite frankly. I think it is a good idea. I smoke too much, and it might help me cut

down. P1: Hmmm. Well, as for me, I’m not sure I agree with it. P2: Why is that? P1: In my opinion, we all should have voted on it. I don’t think that the management

should have decided it for us.


2. A student asks another student to read something.

S1: Muhe, I just finish this paper. Could you read it and give me your comments on it? S2: Sure, I’ll do it right now. S1: (Returning later) Have you read it yet? S2: Sure, I have. S1: What do you think of it? S2: The ideas are good. If I were you, though, I’d rewrite it in some places to make it

clearer. S1: Oh.. I thought so. Listen, thank you for your comments.

3. A wife and husband are talking in the kitchen.

H: You know, hon… That cake you made for the picnic today doesn’t really look very good…

W: Who asked you for your opinion? H: Well…I just thought… W: Well, just keep your opinions to yourself…

SUGGESTED ACTIVITIES Please make a short dialogue based on the following situation. You have just gotten a haircut. You ask a friend for his opinion.


MEETING 7 TEXT 1

(PUBLIC ADMINISTRATION)

UNIT 1 PUBLIC ADMINISTRATION

READING PRACTICE A Scan Text 1.1 and answer the questions: a) In what connection are the names of Lorenz von Stein and Woodrow Wilson mentioned? b) What do the years of 1855, 1887 stand for? B Read the text and match the questions below (1-6) with the paragraphs in the text. 1. What are the main responsibilities of public administration? 2. What levels is public administration practiced at? 3. What constitutes a growing problem of public administration? 4. In what way did Lorenz von Stein define the science of public administration? 5. Who was the first to consider the science of public administration in the United States? 6. What features are common to all civil services?

What is Public Administration? 1. Public Administration can be broadly described as the development, implementation

and study of government policy. Today public administration is often regarded as including also some responsibility for determining the policies and programs of governments. Specifically, it is the planning, organizing, directing, coordinating, and controlling of government operations.

2. Public administration is a feature of all nations, whatever their system of government. Within nations public administration is practiced at the central, intermediate, and local levels. Though public administration has historically referred to government management, it increasingly encompasses non-governmental organizations that are not acting out of self-interest.

3. From the 16th century, the national state was the reigning model of the administrative organization in Western Europe. These states needed an organization for the implementation of law and order and for setting up a defensive structure. The need for expert civil servants, with knowledge about taxes, statistics, administration and the military organization, grew.

4. Lorenz von Stein, since 1855 professor in Vienna, is considered the founder of the science of public administration. According to him, the science of public administration was an interaction between theory and practice and combined several disciplines, such as sociology, political sciences, administrative law and public finance.

5. In the United States Woodrow Wilson was the first to consider the science of public administration. In an 1887 article entitled “The Study of Administration” Wilson wrote “it is the object of administrative study to discover, first, what government can properly and successfully do, and secondly, how it can do these proper things with the utmost possible efficiency and at least possible cost either of money or of energy”.

6. In most of the world the establishment of highly trained administrative, executive classes has made public administration a distinct profession. The body of public administrators is usually called the civil service. Traditionally the civil service is contrasted with other bodies serving full time, such as the military, the judiciary, and the police. In most countries a distinction is also made between the home civil service and those persons engaged


abroad on diplomatic duties. A civil servant, therefore, is one of a body of persons who are directly employed in the administration of the internal affairs of the state and whose role and status are not political, ministerial, military, or constabulary.

7. Certain characteristics are common to all civil services. Senior civil servants are regarded as the professional advisers to those who formulate state policy. Civil servants in every country are expected to advise, warn, and assist those responsible for state policy and, when this has been decided, to provide the organization for implementing it. The responsibility for policy decisions lies with the political members of the executive (those members who have been elected or appointed to give political direction to government). By custom, civil servants are protected from public blame for their advice. COMPREHENSION Mark the statements True or False according to the information in the text. Justify your answer by reference to the text. 1. Not all nations have public administration. 2. Public administration is practiced at the central level only. 3. Historically, public administration has referred to government management. 4. Lorenz von Stein is considered to be the opponent of the science of public administration. 5. A civil servant is directly employed in the administration of the internal affairs. 6. There are certain features common to all civil services. 7. It is the responsibility of civil servants to make policy decisions. VOCABULARY PRACTICE A Read the words and guess their meaning. Mind the stress.

'national adminis'tration 'civil ad'ministrative 'program fi'nance 'status e'fficiency 'management his'torically

B Match these verbs and nouns as they occur together in the text.

1. include a) a growing problem 2. determine b) the science of public administration 3. constitute c) decisions 4. consider d) responsibilities 5. formulate e) members 6. appoint f) policies and programmes 7. make g) state policy

C Find in the text the words having the same meaning as those listed below.

to be considered as (para 1); realization (para 3); the subject of study (para 5); to be compared with (para 6); diplomatic missions (para 6); to serve (para 6); features (para 7); as a rule (para 7).

D Give the Russian equivalents for the following words and word combinations.

to be responsible for; at the level; to consider, internal affairs; to be contrasted with; to be employed in; to be common; to make policy decisions; to serve full time; to formulate state policy.

E Complete these sentences using an appropriate phrase from Exercise D.

1. Public administration .............. studying and implementing the government policy.


2. Woodrow Wilson was the first to ................ the science of public administration in the United States.

3. The civil service ........... the military, the judiciary, and the police services. 4. Civil servants ......... in the administration of the home affairs. 5. There are certain features which ......... to all civil services. 6. Senior civil servants advise to those who ......................... . 7. Civil servants are employed in the administration of .......... .

F Learn the active vocabulary.

internal affairs to be engaged in common features to implement government policy civil service to make decisions a civil servant to determine state policy responsibility for to regard as


MEETING 8 MID-TERM TEST

In meeting 8, you’re going to have a mid-term test. The questions will be taken from meeting 1-7.


MEETING 9 TEXT 2

(CIVIL SERVICE)

UNIT 2 CIVIL SERVICE

READING PRACTICE A Scan Text 2.1 and answer the questions: a) Who does the term ‘civil service’ refer to? b) What are the principles of appointing civil servants? B Read the text and complete the information below. 1. The term ‘civil servants’ refers to employees who are ............................................... 2. In earlier times, civil servants were ......................................................... 3. In the 19th century appointments of civil servants depended on ........................................... 4. In the 20th century public administration became ........... 5. Today civil servants are mainly appointed on the basis of ..................................................... 6. A civil servant is not allowed to ...................................................... 7. Civil servants are also prohibited from ............................................

The History of Civil Service 1. Civil service is the body of government officials who are employed in civil

occupations that are neither political nor judicial. In most countries the term refers to employees selected and promoted on the basis of a merit and a system which may include examinations.

2. In earlier times, when civil servants were part of the king’s household, they were literally the monarch’s personal servants. As the powers of monarchs and princes declined, appointment became a matter of personal choice by ministers and heads of departments.

3. In Europe in the 19th century, appointment and promotion frequently depended on personal or political favour, but tenure was common in the lower and middle ranks once appointment had been made.

4. Recruitment in many European countries corresponded to the national educational systems: the highest class of civil servants entered service after graduation from a university, the executive class – after full completion of secondary school, the clerical class – after the intermediate school examination. As public administration became more complex in the 20th century, specialized categories of civil servants were created to bring into the service doctors, scientists, architects, naval constructors, lawyers, and so on.

5. All countries base appointments on some kind of competition. In some countries great emphasis is placed on formal written examinations supplemented by interviews. Such is the situation in France, where entry into the higher civil service is channelled through specialist schools. In Great Britain, the Civil Service Commission relies more on informal tests and a series of interviews and tends to measure the candidate’s intellectual competence by the quality of his university degree. The conventional written examination is dispensed with also in such European countries as Finland, Switzerland, the Netherlands, and Portugal.

6. Most federal countries try to ensure an equitable distribution of posts among their constituent elements. In Switzerland the federal authorities try to maintain a balance of posts not only between the cantons but also between the political parties, religions, and languages.

7. There are certain standards which are placed upon a civil servant’s conduct. As a general rule, a civil servant is not allowed to engage directly or indirectly in any trade or


business and may engage in social or charitable organizations only if these have no connection with official duties. There are always strict limits on a civil servant’s right to lend or borrow money, and they are prohibited from accepting gifts. There are also different attitudes about the extent to which civil servants may engage in political activities. The United Kingdom bans its senior civil servants to engage in any form of political activity. The prohibition becomes progressively less strict, however, for the medium and lower grades of the service. COMPREHENSION Mark the statements True or False according to the information in the text. Justify your answer by reference to the text. 1. Civil servants can’t be employed in political occupations. 2. Civil servants are usually promoted on the basis of their merits. 3. In the 19th century appointment often depended o the results of interviews. 4. Today all countries base appointments on some kind of competition. 5. Civil servants are not restricted in their conduct by any standards. 6. Civil servants are allowed to engage in business. 7. Civil servants are not allowed to accept gifts. VOCABULARY PRACTICE A Read the words and guess their meaning. Mind the stress. 'civil re'cruitment 'personal po'litical 'category uni'versity 'element exami'nation 'specialize distri'bution

B Give the Russian equivalents for the following words and word combinations. to be employed in; to make appointments; to depend on; tenure; lower (middle) ranks; personnel management; to bring into the service; to place emphasis on; intellectual competence; university degree; performance of duties; to engage in; to prohibit from. C Complete these sentences using an appropriate phrase from Exercise B. 1. Civil servants can’t ......... political or judicial occupations. 2. In earlier times ......... were a matter of personal choice. 3. In the 20th century doctors, lawyers, architects were ........ . 4. Today many countries .............. on formal examinations and interviews while making

appointments. 5. In Great Britain a candidate’s ............. is measured by the quality of his ..................... . 6. Usually, a civil servant is not allowed to ............ any trade or business. 7. In the UK civil servants are ................. from taking part in political activities.

D Learn the active vocabulary. a tenure to bring into service performance of duties to engage in a civil occupation to place emphasis on a lower (middle) rank to measure competence entry by examinations to make appointments

E Make a summary of the text.


MEETING 10 TEXT 3

(ELECTORATE SYSTEM)

UNIT 3 ELECTORAL SYSTEM

READING PRACTICE A Scan Text 10 .1 and answer the questions: a) What is the role of electoral system? b) What is the main goal of voting in Great Britain? c) What is the main goal of voting in European countries? B Read the text. Mark the statements True or False according to the information in the text. Justify your answer by reference to the text. 1. The type of electoral system is of no importance in our democracy. 2. The choice of electoral system is closely connected with the purpose of elections. 3. The choice of system also depends on what it is supposed to achieve. 4. All electoral systems can be divided into four categories. 5. Each country has only one type of elections.

Types of Electoral Systems 1. The choice of the electoral system is a question of great importance in our

democracy. To a significant degree electoral systems define how the body politic operates. As Farell points out: ‘they are the cogs which keep the wheels of democracy properly functioning’. The choice of system raises issues about the nature of representative government and the purpose of elections.

2. In making that selection, much depends on what the electoral system is supposed to achieve. Obviously, it is desirable that it produces an outcome which is acceptable to as many people as possible. Fundamental to the issue is the question ‘What is the point of voting?’ Is it primarily choose a government, or is it to choose membership of the legislature? Is the emphasis placed upon electing a strong administration which has broad support in the community, or is it to elect an assembly which accurately reflects prevailing opinion? On the continent the emphasis is upon choosing a representative assembly, and then from its midst finding a government which commands sufficient support-usually, a coalition government. In Britain, which has tended to pride itself upon its tradition of strong, single-party government, importance is attached to ensuring that there is an effective administration in place.

3. There are two broad categories of electoral system. It is, however, possible to combine elements of the two categories. The two categories are:

1. Majoritarian systems, which are designed to leave one party with a parliamentary majority. In this category, we may include: • First Past the Post (FPTP); • The alternative vote (AV); • The double ballot.

2. Proportional systems. There are many different forms of proportional representation, all of which are designed to ensure that the number of seats allocated in the legislature is broadly in the line with the number of votes won by each party in the election.

3. Mixed systems. These represent a compromise between majoritarian and proportional systems.


4. There is no perfect electoral system, appropriate to every country at every time. Indeed, it is quite possible to have different types of election within a particular country. COMPREHENSION The text states different types of electoral systems. Match these types with the characteristics according to the text. 1. majoritarian a) the number of seats in the legislature equals to the number of votes

won by each party 2. proportional b) represents a compromise between majoritarian and proportional

systems 3. mixed c) one party wins with the majority of votes

VOCABULARY PRACTICE A Read the words and guess their meaning. Mind the stress. 'continent de'mocracy 'category pro'portional 'element e'lectoral 'compromise re'flect 'system e'ffective

B Match the words with their definitions. 1. electoral (a) a) the number by which votes for one side are more than for

the other side 2. voting (n) b) the action of formally indicating one’s choice of

candidate 3. legislature (n) c) relating to elections or electors 4. majority (n) d) a body of people with the power to make and change

laws 5. ballot (n) e) choose smb. by voting 6. win (v) f) the system of secret voting 7. elect (v) g) be successful in smth.

C Which of the phrases below do not associate with electoral system characteristics? a point of voting; a representative assembly; a coalition government; a parliamentary majority; a proportional representation; sovereignty of the state; a double ballot; the number of seats; scarce resources. D Match the first half of each sentence with the most appropriate second half. 1. The choice of the electoral system a) the nature of representative government. 2. Electoral systems define b) one party has a parliamentary majority. 3. The choice of systems raises

issues about c) appropriate to every country.

4. In choosing the electoral system much depends on

d) is of great importance in our democracy.

5. In majoritarian systems e) what the electoral system is supposed to achieve. 6. Mixed systems represent f) how the body politic operates. 7. There is no perfect electoral

system g) a compromise between majoritarian and

proportional systems. E Learn the active vocabulary a purpose of elections to allocate seats a majoritarian system to parliamentary majority


a sufficient support to single-party government a double ballot to reflect the opinion a proportional representation to win votes


MEETING 11 INTRODUCTION TO TOEFL

(PAPER-based AND COMPUTER-based TOEFL)

AN INTRODUCTION TO TOEFL TEST OVERVIEW OF THE TEST The TOEFL test is a test to measure the level of English proficiency of nonnative speakers of English. It is required primarily by English-language colleges and universities. Additionally, institution such as government agencies, business, or scholarship programs may require this test. The TOEFL test currently exists in both a paper format and a computer format. THE PAPER VERSION The paper version of the TOEFL test has the following sections: • Listening Comprehension: To demonstrate their ability to understand spoken English,

examinees must listen to various type of passages on a tape recording and respond to multiple choice questions about the passages.

• Structure and Written Expression: To demonstrate their ability to recognize grammatically correct English, Examinees must either choose the correct way to complete sentences or find errors in sentences.

• Reading Comprehension: To demonstrate their ability to understand written English, examinees must answer multiple choice questions about the ideas and the meanings of words in reading passages.

• Test of Written English (TWE): To demonstrate their ability to produce correct, organized, and meaningful English, examinees must write an essay on a given topic in thirty minutes. The Test of Written English (TWE) is not given with every administration of the paper TOEFL test.

The following chart outlines the probable format of a paper TOEFL test. (It should be noted that on certain occasions a longer version of the paper TOEFL test is given.) Listening Comprehension 50 questions 35 minutes Structure and Written Expression 40 questions 25 minutes Reading Comprehension 50 questions 55 minutes Test of Written English (TWE) 1 essay question 30 minutes

THE COMPUTER VERSION The computer version of the TOEFL test has the following sections: • Listening: To demonstrate their ability to understand spoken English, examinees must first

listen to passages on headphones as they see pictures screen and then answer various types of questions about the passages that they just heard.

• Structure: To demonstrate their ability to recognize grammatically correct English, examinees must look at sentences on a computer screen and either choose the correct way to complete the sentences or identify errors in sentences.

• Reading: To demonstrate their ability to understand written English, examinees must read passages on a computer screen and answer various types of questions about the ideas and meanings of words in the passages.

• Writing : To demonstrate their ability to produce meaningful, organized, and correct English, examinees must write an essay on a given topic in thirty minutes, either on the computer or by hand.


The following chart outlines the probable format of a computer TOEFL test. Listening 30-50 questions 40-60 minutes Structure 20-25 questions 15-20 minutes Reading 44-60 questions 70-90 minutes Writing 1 essay question 30 minutes

WHAT YOUR TOEFL SCORE MEANS The paper TOEFL test is scored on a scale of 217-677 points, while the computer TOEFL test is scored on a scale of 0-300 points. There is no passing score on the TOEFL test, but various institutions have their own TOEFL score requirements. You must find out from each institution what TOEFL score is required. The following chart shows how the scores on the computer TOEFL test and the paper TOEFL test are related:

PAPER TOEFL TEST COMPUTER TOEFL TEST

677 300 650 280 600 250 550 213 500 173 450 133 400 97 350 63 300 40


MEETING 12 and 13 INTRODUCTION TO TOEFL

(GRAMMAR TEST EXERCISE 1 & 2) Phillips, D. (2001). Longman Complete Course for the TOEFL Test, pp. 184-191 In part 1, students are going to practice only part of structure from no. 1 – 15. In addition, in part 2, students are going to complete the practice from no. 16-40.









MEETING 14 INTRODUCTION TO TOEFL

(Reading EXERCISE) Phillips, D. (2001). Longman Complete Course for the TOEFL Test, pp. 343-349. Students are going to be introduced TOEFL reading test from no. 1- 17.





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