Appointment is a promise that is made by someone in his/her life to someone or other people.
Making an appointment
1. I'd like to make an appointment with christian
2. I'd like to make an appointment to see…
3. I'd like you to come and see me…
4. I want to make an appointment to see…
Accepting an appointment
1. All right, see you there
2. No problem, I'm free on
3. Be there on time
4. It's a deal
Changing an appointment
1. Could we change the day (time) of the meeting?
2. Would you mind if we change the day of the playing futsal?
Canceling an appointment
1. I'm sorry, I'm very busy
2. I'm terribly sorry I have to put off my appointment
3. I'm afraid, I have to postpone my appointment with tomorrow morning
4. Making appointment is making a plan to do something with someone or people for now or future.
Example of making and accepting an appointment:
Abdy : I'd like to visit your new apartment. Would tomorrow be a good time?
Dany : sure. I'll be waiting for you!
Senin, 21 Desember 2009
Greetings
You can use this first sentence to open your coversation before you begin your activity, share you past experience or others then, you can also use greeting to leave-taking for closing.
How do you greet other people?
- Good morning / afternoon / evening
- Hello, ewo
- Hello, agnes
- How are you?
- How's everything with you?
- How's life?
- How are you getting along?
- How are you doing?
- Fine thanks
- Pretty good, thanks
- I'm well, thanks
- Not bad, thanks, and you?
How do you introduce yourself?
- Let me introduce my self, my name is chacha
- Hello I'm arni
- Hi, I'm Apriani you can call me ani
- Hello, my name is vera
How do you introduce other people?
- I would like to introduce Ria Saputri
- I would like you to meet Grace
- Excuse me, let me introduce you a new friend. His name is Agnes Monica
How do you close or end your conversation?
- Well, I should be going now. See you!
- I'm sorry, but I have to go now it's been nice talking with you.see you leter
- Well, I must be off now. I'll talk to you later!
How do you greet other people?
- Good morning / afternoon / evening
- Hello, ewo
- Hello, agnes
- How are you?
- How's everything with you?
- How's life?
- How are you getting along?
- How are you doing?
- Fine thanks
- Pretty good, thanks
- I'm well, thanks
- Not bad, thanks, and you?
How do you introduce yourself?
- Let me introduce my self, my name is chacha
- Hello I'm arni
- Hi, I'm Apriani you can call me ani
- Hello, my name is vera
How do you introduce other people?
- I would like to introduce Ria Saputri
- I would like you to meet Grace
- Excuse me, let me introduce you a new friend. His name is Agnes Monica
How do you close or end your conversation?
- Well, I should be going now. See you!
- I'm sorry, but I have to go now it's been nice talking with you.see you leter
- Well, I must be off now. I'll talk to you later!
LISTENING : MAKE ME A COPY PLEASE
DESCRIPTION:
Often times students are not able to communicate clearly what they would like to say. It is the purpose of this lesson to help student understand the need to be articulate and precise when explain steps to another student. In addition the student listening will learn to be a more effective listener.
GOAL:
Students will understand the need to be articulate when communicating.
OBJECTIVES:
1. The student will use descriptive explications to guide another student in completing the task.
2. The student will explain the importance of being articulate and the frustration when directions are unclear.
BACKGROUND INFORMATION:
This activity will teach student to explain what they see and guide another student in reproducing the drawing by what they are told.
CONCEPTS:
Students will be able to:
1. Explain and articulate the steps to reproducing a drawing.
2. Follow directions as closely as possible.
3. Communicate with fellow students to accomplish the given task.
ASSESSMENT:
Ask students to share their feelings in trying to draw by directions and give directions with the class. Collect the reflections and see what students self critiqued instead of blaming. Provide comments to the students critiques, and return.
Often times students are not able to communicate clearly what they would like to say. It is the purpose of this lesson to help student understand the need to be articulate and precise when explain steps to another student. In addition the student listening will learn to be a more effective listener.
GOAL:
Students will understand the need to be articulate when communicating.
OBJECTIVES:
1. The student will use descriptive explications to guide another student in completing the task.
2. The student will explain the importance of being articulate and the frustration when directions are unclear.
BACKGROUND INFORMATION:
This activity will teach student to explain what they see and guide another student in reproducing the drawing by what they are told.
CONCEPTS:
Students will be able to:
1. Explain and articulate the steps to reproducing a drawing.
2. Follow directions as closely as possible.
3. Communicate with fellow students to accomplish the given task.
ASSESSMENT:
Ask students to share their feelings in trying to draw by directions and give directions with the class. Collect the reflections and see what students self critiqued instead of blaming. Provide comments to the students critiques, and return.
Recount text
Recount text is a text that is used to retell events for the purpose of informing or entertaining.
The generic structure of recount text are:
• Orientation (it gives the readers the background information needed to understand the text such as who was involved, where it happened, when it happend)
• Event (a series of events, ordered in a chronological sequence)
• Re-orientation (restates the writer's opinion or personal comment of the writer on the incident)
The significant lexicographical features
• Use of simple past tense
• Use of temporal conjunctions (when, after, before, next, later, then)
• Use of personal pronoun (I, we)
Recount text purpose is to tell about past event
Example:
The hounds of the underworld
On night a thief was returning home from a robbery. It was a very quiet night because it was a very late. Nothing could be heard but the sounds of small creatures. He meet nobody along the road. All the people hat a deep sleep.
Suddenly he heard the low bark of the dog coming from the sky. He heard another and another, louder and nearer. He felt very scared a black face and horn behind them coming nearer.
The generic structure of recount text are:
• Orientation (it gives the readers the background information needed to understand the text such as who was involved, where it happened, when it happend)
• Event (a series of events, ordered in a chronological sequence)
• Re-orientation (restates the writer's opinion or personal comment of the writer on the incident)
The significant lexicographical features
• Use of simple past tense
• Use of temporal conjunctions (when, after, before, next, later, then)
• Use of personal pronoun (I, we)
Recount text purpose is to tell about past event
Example:
The hounds of the underworld
On night a thief was returning home from a robbery. It was a very quiet night because it was a very late. Nothing could be heard but the sounds of small creatures. He meet nobody along the road. All the people hat a deep sleep.
Suddenly he heard the low bark of the dog coming from the sky. He heard another and another, louder and nearer. He felt very scared a black face and horn behind them coming nearer.
Sympathy Expression
The definition of sympathy expression
Sympathy expression is an expression or feeling of pity and sorrow when we know and see someone or people are unlucky or have trouble and in bad condition. By expressing sympathy we want to show our concern or carefulness on other people's condition.
How can we give Sympathy expression to someone?
We express it directly to him/her orally or we can use a letter or card by post also by short message service (SMS), e-mail, radio, and newspaper if he/she who got the trouble is far from us.
Several expressions of sympathy :
- I'm sorry to hear that
- I'm awfully sorry about…
- Oh, how awful!
- Oh, dear!
- Oh, what a shame
- How pity you are!
- I'm sorry for what's happened
- Look! This is not the end of the word
- Oh, no!
- I know how it feels
- How terrible / awful for you
Example
Indah : you know what? Dina accidence yesterday
Novi : oh, I'm sorry to hear that
Sympathy expression is an expression or feeling of pity and sorrow when we know and see someone or people are unlucky or have trouble and in bad condition. By expressing sympathy we want to show our concern or carefulness on other people's condition.
How can we give Sympathy expression to someone?
We express it directly to him/her orally or we can use a letter or card by post also by short message service (SMS), e-mail, radio, and newspaper if he/she who got the trouble is far from us.
Several expressions of sympathy :
- I'm sorry to hear that
- I'm awfully sorry about…
- Oh, how awful!
- Oh, dear!
- Oh, what a shame
- How pity you are!
- I'm sorry for what's happened
- Look! This is not the end of the word
- Oh, no!
- I know how it feels
- How terrible / awful for you
Example
Indah : you know what? Dina accidence yesterday
Novi : oh, I'm sorry to hear that
Advertisement
Advertisement is a communication whose purpose is to inpform potencial costomers about products and service and how to obtain and use them
Function of advertisement
- Promotion
- Communication
- Information
Media advertisement
- Newspaper
- Television
- Radio
- Magazine
- Video games
In making an advertisement keep the following points
1. Language of advertisement
- Using the corrector suitable words
- Using the interesting and suggestive expression
- Using positive expression
- Text of advertisement should be directed to the goals
2 Content of advertisement
- Objective and honest
- Brief and clear
- Not mocking to group or other procedure
Example
Vacancy
Native speaker eng teachers
Required exp/ctefl preferred
Ph lovis 3285647, 9 a.m – 8 p.m
Monday to Saturday
Function of advertisement
- Promotion
- Communication
- Information
Media advertisement
- Newspaper
- Television
- Radio
- Magazine
- Video games
In making an advertisement keep the following points
1. Language of advertisement
- Using the corrector suitable words
- Using the interesting and suggestive expression
- Using positive expression
- Text of advertisement should be directed to the goals
2 Content of advertisement
- Objective and honest
- Brief and clear
- Not mocking to group or other procedure
Example
Vacancy
Native speaker eng teachers
Required exp/ctefl preferred
Ph lovis 3285647, 9 a.m – 8 p.m
Monday to Saturday
GAINING ATTENTION
Gaining attention is a way or expression that is spoken so that other people will pay their attention to what want to.
The example expression of gaining attention
Attention please
May I have your attention, please?
Excuse me, look here!
Listening to me, please
Waiter!
I'm sorry but…
Wow really?
To response someone who need your attention
I'm sorry but…
I'm listening
Wow really
That's great
Ok
That's good idea
Example
Teacher : Attention please
Today we will see a movie in the self access center. What do you think?
Student 1: that's great!
Student 2 : that's cool
The example expression of gaining attention
Attention please
May I have your attention, please?
Excuse me, look here!
Listening to me, please
Waiter!
I'm sorry but…
Wow really?
To response someone who need your attention
I'm sorry but…
I'm listening
Wow really
That's great
Ok
That's good idea
Example
Teacher : Attention please
Today we will see a movie in the self access center. What do you think?
Student 1: that's great!
Student 2 : that's cool
HAPPINESS EXPRESSION
Happiness expression is an expression that is used to say that someone or people are glad have excited feelings.
What is happiness?
• It is important to first understand that the team "happiness" refers to the emotion, mood, and state of happiness, however happiness researchers generally study the more enduring "state"
• Expressing happiness is usad to expression happiness felling when we are successful to do something.
Example
• fantastic
• I'm glad now
• I'm very happy
• Happy birthday
• Terrific
Example of happiness expressions
Andi : I get the birthday present from my mother,yesterday.
Ana : fantastic! This great.
What would you say to express your happiness?
• I'm happy….
• I'm (very)pleased / (really) delighted (about)…
• I can't say how pleased / delighted I am about it
• I am so glad to hear that
• Great!
• Terrific!
• Well done
• You make me happy
• How happy you are
• I'm so happy for you
Example
I'm very happy because how I can get together with my old friend.
Oh, how I miss them… I see that their appearances have nor changer. anton, the winner of the piano competition, is playing us romantic music.
Mother : maria, why don't you eat now? I've cooked your favorite food, chicken curry.
Maria : oh, have you? Great, mom. Thank you! I haven't eaten it for a long time.
What is happiness?
• It is important to first understand that the team "happiness" refers to the emotion, mood, and state of happiness, however happiness researchers generally study the more enduring "state"
• Expressing happiness is usad to expression happiness felling when we are successful to do something.
Example
• fantastic
• I'm glad now
• I'm very happy
• Happy birthday
• Terrific
Example of happiness expressions
Andi : I get the birthday present from my mother,yesterday.
Ana : fantastic! This great.
What would you say to express your happiness?
• I'm happy….
• I'm (very)pleased / (really) delighted (about)…
• I can't say how pleased / delighted I am about it
• I am so glad to hear that
• Great!
• Terrific!
• Well done
• You make me happy
• How happy you are
• I'm so happy for you
Example
I'm very happy because how I can get together with my old friend.
Oh, how I miss them… I see that their appearances have nor changer. anton, the winner of the piano competition, is playing us romantic music.
Mother : maria, why don't you eat now? I've cooked your favorite food, chicken curry.
Maria : oh, have you? Great, mom. Thank you! I haven't eaten it for a long time.
Narrative text
Definition of a narrative text :
A narrative text is a piece of writing that tells in from of fairy, tale legend, fable, science, fiction and myths.
Function :
o To entertain the readers
o To teach or inform
o To change social opinion
Generic structure :
A narrative text can have as many paragraphs as the writers wants. However, it mainly consists of three parts: orientation sequence of events/ complications and resolutions.
Orientation :
This pats presents the settings of the story and introduce the characters involved.
Complication :
The story continues here. Usually, there is an event or a sequence of events that lead the characters into a complication (some form of conflict that disrupts the normal event). Tension start to build up to a climax, and this draws anticipation in the readers.
Result :
The problems starts to get resolved. Sometimes the story ends happily or vice verse, and at other times the result (the ending of the story) is left for the readers to decide.
Features
o Characters with define personalities/identities.
o Dialogue often include-tense may change to the present or the future.
o Descriptive language to create images in the reader's mind and enhance the story.
Temporal conjunction of narrative text :
o Once upon a time
o A long time ago
o One day
o After
o Before
o When
o Then
Example of a narrative texts : short stories,folklore, legends, fables, and myths.
A narrative text is a piece of writing that tells in from of fairy, tale legend, fable, science, fiction and myths.
Function :
o To entertain the readers
o To teach or inform
o To change social opinion
Generic structure :
A narrative text can have as many paragraphs as the writers wants. However, it mainly consists of three parts: orientation sequence of events/ complications and resolutions.
Orientation :
This pats presents the settings of the story and introduce the characters involved.
Complication :
The story continues here. Usually, there is an event or a sequence of events that lead the characters into a complication (some form of conflict that disrupts the normal event). Tension start to build up to a climax, and this draws anticipation in the readers.
Result :
The problems starts to get resolved. Sometimes the story ends happily or vice verse, and at other times the result (the ending of the story) is left for the readers to decide.
Features
o Characters with define personalities/identities.
o Dialogue often include-tense may change to the present or the future.
o Descriptive language to create images in the reader's mind and enhance the story.
Temporal conjunction of narrative text :
o Once upon a time
o A long time ago
o One day
o After
o Before
o When
o Then
Example of a narrative texts : short stories,folklore, legends, fables, and myths.
Present Tense
The simple present tense is used
• To express the idea that an action is repeated or usual. The action can be a habit, a hobby, a daily event, general truth, a scheduled event, or something that often happens.
• To give instructions or directions
• To express fixed arrangements, present or future
Adverb of time
Always Generally
Never Regularly
Every Steadily
Often Frequently
Seldom Sometimes
Usually Normally
The formula
S + to be (am, is, are) + object
S+ verbI + (s/es) + object
S + do/does + not + verbI + object
Do/does + s + verbI + object
Verb ending in –y the third person changes
the –y to –ies
fly = flies, cry = cries
Exception : if there is a vowel before the –y
play = plays, pray = prays
Add –es to verbs ending in : -ss, -x, -sh, -ch:
He passes, she catches, he fixes, it pushes,
Non verbal sentence
• Affirmative form
S+ tobe+ (am, is, are) + noun / adj / adv
• Negative form
S+ tobe + not + noun / adj / adv
• interrogative form
Tobe + s + noun / adj / adv
Example:
- She is very happy
- She is not very happy
- Is she very happy?
- He does her homework
- He does not her homework
- Does he do her homework ?
• To express the idea that an action is repeated or usual. The action can be a habit, a hobby, a daily event, general truth, a scheduled event, or something that often happens.
• To give instructions or directions
• To express fixed arrangements, present or future
Adverb of time
Always Generally
Never Regularly
Every Steadily
Often Frequently
Seldom Sometimes
Usually Normally
The formula
S + to be (am, is, are) + object
S+ verbI + (s/es) + object
S + do/does + not + verbI + object
Do/does + s + verbI + object
Verb ending in –y the third person changes
the –y to –ies
fly = flies, cry = cries
Exception : if there is a vowel before the –y
play = plays, pray = prays
Add –es to verbs ending in : -ss, -x, -sh, -ch:
He passes, she catches, he fixes, it pushes,
Non verbal sentence
• Affirmative form
S+ tobe+ (am, is, are) + noun / adj / adv
• Negative form
S+ tobe + not + noun / adj / adv
• interrogative form
Tobe + s + noun / adj / adv
Example:
- She is very happy
- She is not very happy
- Is she very happy?
- He does her homework
- He does not her homework
- Does he do her homework ?
READING
Reading is….
Reading is a complex cognitive process of decoding symbols for the intention of deriving meaning (reading comprehension) and/or constructing meaning. Written information is received by the retina, processed by the primary visual cortex, and interpreted in Vernice's area.
Reading is a means of language acquisition, of communication, and of sharing information and ideas.
Goals and Objectives:
After selecting and reading a book independently, students will create a paper bag book report using an ordinary paper bag. Students should choose five-seven items to place in the bag to represent significant events or characters from the book. For example, "Goldilocks and the Three Bears" might call for a soup spoon, a thermometer, a piece of dollhouse furniture, an ad for running shoes, etc. Students, after filling and decorating their bags, present them to the class. Each student should explain how the items he or she has chosen relate to the book. This makes for a fun oral presentation which exceeds the traditional book report for both the presenter and the audience.
Lesson Concepts and Materials:
Independent book selection, independent reading, analysis of plot, character and/ or theme, oral presentation.
Paper bags (large to lunch-size).
Procedures:
1. Each student chooses and reads a book.
2. Students analyze their books' characters, plots, themes, etc.
3. Teacher explains the bag book reports. (A teacher-made sample works great!)
4. Students devise written plans for their bag book reports, detailing five to seven items for the inside as well as layouts for each part of the outside. (Teacher may want to require title, author, and publisher on the front; an internal conflict on the left side; an external conflict on the right side; or a favorite scene on the back, for example.)
5. Provide time in class for students to complete their book report projects so they can see others working and have guided practice at fulfilling the promise of their written plans.
6. Students present their projects, in detail, to the class - first explaining the outside of their bags and then explaining each of the items inside. (Questions from the class come naturally.)
7. Students can assess each other using a teacher-devised scoring rubric for both the bag and the presentation.
Assessment:
Peer assessment of oral presentation; guided self-assessment of bag (inside and out) using a teacher-devised checklist/scoring rubric
Reading is a complex cognitive process of decoding symbols for the intention of deriving meaning (reading comprehension) and/or constructing meaning. Written information is received by the retina, processed by the primary visual cortex, and interpreted in Vernice's area.
Reading is a means of language acquisition, of communication, and of sharing information and ideas.
Goals and Objectives:
After selecting and reading a book independently, students will create a paper bag book report using an ordinary paper bag. Students should choose five-seven items to place in the bag to represent significant events or characters from the book. For example, "Goldilocks and the Three Bears" might call for a soup spoon, a thermometer, a piece of dollhouse furniture, an ad for running shoes, etc. Students, after filling and decorating their bags, present them to the class. Each student should explain how the items he or she has chosen relate to the book. This makes for a fun oral presentation which exceeds the traditional book report for both the presenter and the audience.
Lesson Concepts and Materials:
Independent book selection, independent reading, analysis of plot, character and/ or theme, oral presentation.
Paper bags (large to lunch-size).
Procedures:
1. Each student chooses and reads a book.
2. Students analyze their books' characters, plots, themes, etc.
3. Teacher explains the bag book reports. (A teacher-made sample works great!)
4. Students devise written plans for their bag book reports, detailing five to seven items for the inside as well as layouts for each part of the outside. (Teacher may want to require title, author, and publisher on the front; an internal conflict on the left side; an external conflict on the right side; or a favorite scene on the back, for example.)
5. Provide time in class for students to complete their book report projects so they can see others working and have guided practice at fulfilling the promise of their written plans.
6. Students present their projects, in detail, to the class - first explaining the outside of their bags and then explaining each of the items inside. (Questions from the class come naturally.)
7. Students can assess each other using a teacher-devised scoring rubric for both the bag and the presentation.
Assessment:
Peer assessment of oral presentation; guided self-assessment of bag (inside and out) using a teacher-devised checklist/scoring rubric
Announcement
Announcement is something said, written or printed to make know what has happened or (more of ten) what will happen.
In writing an announcements, keep the following points.
- The title / type of event
- Date / time, place and
- Announcement contact
- Contact person
The example of an announcement
Shoppers, may we have your attention, please?
We have found a lost boy name Andi. We found him in the stays and accessories section of our store, and he is looking for his parents. He is wearing a red shirt, trousers, and a red cap. The boy is with us now at the checkout counter at the main exit.
In writing an announcements, keep the following points.
- The title / type of event
- Date / time, place and
- Announcement contact
- Contact person
The example of an announcement
Shoppers, may we have your attention, please?
We have found a lost boy name Andi. We found him in the stays and accessories section of our store, and he is looking for his parents. He is wearing a red shirt, trousers, and a red cap. The boy is with us now at the checkout counter at the main exit.
Giving instruction
Giving instruction is an expression that is used in order that other person does what we instruct or request.
Note : The tense used in giving instruction is “simple present”
• The formula
- Verb 1 + object
- Be + adj
- Don't + V1
- Don't + be + negative thing
The example expressions of giving instruction :
- Open your book!
- Close the door, please!
- Be quiet, please!
- Move the chair!
- Open the window!
- Pass me the sugar, please!
- Stand up, please!
- Be a man
- Be careful
- Be on time
- Be strong
- Be passion
- Don't lazy
- Don't worry
Note : The tense used in giving instruction is “simple present”
• The formula
- Verb 1 + object
- Be + adj
- Don't + V1
- Don't + be + negative thing
The example expressions of giving instruction :
- Open your book!
- Close the door, please!
- Be quiet, please!
- Move the chair!
- Open the window!
- Pass me the sugar, please!
- Stand up, please!
- Be a man
- Be careful
- Be on time
- Be strong
- Be passion
- Don't lazy
- Don't worry
Invitation
Invitation is a way to invite someone or more to go to a place or to do somethink.
There are two type of invitation
FORMAL INVITATION
Formal invitation is usually originate from Institutes, Companies and a kind of it. Normally formal invitation is written invitation.
INFORMAL INVITATION
Informal invitation is personal invitation given to a friend, family, etc. Informal invitation can be written invitation and verbal invitation.
This time we only discuss about Verbal
Invitation Extending (Mengundang)
For example:
I would like to invite you to my birthday party.
Would you like to come my house
How would you like to go studying together
If you are not busy, please try to come to my factory
Are you free this evening?
Let’s go to the Palangka Raya Fair
Can you come?
Please try to come
We hope you’ll join us
If you don’t have any other plans, would you come villa
Accepting (menerima)
o I’d love to I like that
o That sounds great
o Thank you for the invitation
o That would be wonderful
o I’d be glad to
o That sounds like fun
o It’s very nice of you to invite me
o It sounds interesting
o Thank you,I will come to your party
o Yes,I can come to your party
o Ok..!
DECLINING/REFUSING
• I’d love to, but I can’t
• I’m really sorry because I can’t come
• Sorry, I’m really busy
• I’d love to, but I won’t be able to
• I’d love to but I don’t think I can
• Sorry, maybe next time
• No, I can’t
• Sorry, I can’t to your party
Example
Happy Birthday
Please come to a party
To celebrate the sixth birthday
Of Eliza Keith Brown
Daughter of Mr. Andreas Keith Brown
Sunday, October 17th, 2009,
1.00p.m. – 3.00p.m.
West Landing Avenue Apt 25
425 Cupcake Lane
R.S.V.P. to Jeannie or Jose
975-258-3124
There are two type of invitation
FORMAL INVITATION
Formal invitation is usually originate from Institutes, Companies and a kind of it. Normally formal invitation is written invitation.
INFORMAL INVITATION
Informal invitation is personal invitation given to a friend, family, etc. Informal invitation can be written invitation and verbal invitation.
This time we only discuss about Verbal
Invitation Extending (Mengundang)
For example:
I would like to invite you to my birthday party.
Would you like to come my house
How would you like to go studying together
If you are not busy, please try to come to my factory
Are you free this evening?
Let’s go to the Palangka Raya Fair
Can you come?
Please try to come
We hope you’ll join us
If you don’t have any other plans, would you come villa
Accepting (menerima)
o I’d love to I like that
o That sounds great
o Thank you for the invitation
o That would be wonderful
o I’d be glad to
o That sounds like fun
o It’s very nice of you to invite me
o It sounds interesting
o Thank you,I will come to your party
o Yes,I can come to your party
o Ok..!
DECLINING/REFUSING
• I’d love to, but I can’t
• I’m really sorry because I can’t come
• Sorry, I’m really busy
• I’d love to, but I won’t be able to
• I’d love to but I don’t think I can
• Sorry, maybe next time
• No, I can’t
• Sorry, I can’t to your party
Example
Happy Birthday
Please come to a party
To celebrate the sixth birthday
Of Eliza Keith Brown
Daughter of Mr. Andreas Keith Brown
Sunday, October 17th, 2009,
1.00p.m. – 3.00p.m.
West Landing Avenue Apt 25
425 Cupcake Lane
R.S.V.P. to Jeannie or Jose
975-258-3124
Past tense
Simple past tense is used for describing acts that have already been conduded and whose exact time of occurrence is known. Furthermore, simple past is used for retelling successive event. That is why it is commonly used in storytelling.
Simple past is formed for regular verbs by adding –ed to the root of a word.
Example
- He walked to the store
A negation is produced by adding did not and the verb in its infinitive form.
Example
- He did not walk to the store
Formula
S + tobe (was/were) + …..
S + verbII + complement
S + did not + verbII + complement
Did + s + verb I
Example
o The train was ten minutes late
o You walked to school yerterday
o You did not walk to school yesterday
o Did you walk to school yesterday?
Adverbs used
- Yesterday
- Yesterday mornong
- Last Monday
- An hour ago
- Two days ago
- In 1987
- The other day
- Every day
- Last year
- Last nigth
- Last year
- A few minute ago
- A fornight ago
- The day before yesterday
Simple past is formed for regular verbs by adding –ed to the root of a word.
Example
- He walked to the store
A negation is produced by adding did not and the verb in its infinitive form.
Example
- He did not walk to the store
Formula
S + tobe (was/were) + …..
S + verbII + complement
S + did not + verbII + complement
Did + s + verb I
Example
o The train was ten minutes late
o You walked to school yerterday
o You did not walk to school yesterday
o Did you walk to school yesterday?
Adverbs used
- Yesterday
- Yesterday mornong
- Last Monday
- An hour ago
- Two days ago
- In 1987
- The other day
- Every day
- Last year
- Last nigth
- Last year
- A few minute ago
- A fornight ago
- The day before yesterday
Procedure text
Procedure text is a piece of text that gives us instruction for doing something. The purpose of procedure text type is to explain how something can be done
The characteristic of procedure text:
- Using the simple present tense, usually in imperative sentences
- Using relative pronoun temporal, like as first, second, than, next, finally.
- Using action verb, like as turn on, stris, and cook.
The structure of procedure texts are:
- An introductory statement that gives the aim and goal
- A list the of materials that will be needed for completing the proceure
- A sequence of step in the order they need to be done
The language features usually found in a procedure are:
- The use of technical language
- Sentences that begin with verbs and are stated as commands
- The us of time words of number that tell the order for doing procedure
- The use of adverbs to tell how the action should be done
Example
Tikka kebab
Ingredients:
1. Cubes of lamb
2. Squares of green pepper
3. Onions
4. Salad
5. Tikka seasoning mixture
Step
1. Cut onions into quarters
2. Put cubes of lambs, squares of green pepper and onion squares on bamboo akewers and marinate them in tikka seasoning
3. Grill them
4. Serve them with a salad (cury like seasoning from India)
The characteristic of procedure text:
- Using the simple present tense, usually in imperative sentences
- Using relative pronoun temporal, like as first, second, than, next, finally.
- Using action verb, like as turn on, stris, and cook.
The structure of procedure texts are:
- An introductory statement that gives the aim and goal
- A list the of materials that will be needed for completing the proceure
- A sequence of step in the order they need to be done
The language features usually found in a procedure are:
- The use of technical language
- Sentences that begin with verbs and are stated as commands
- The us of time words of number that tell the order for doing procedure
- The use of adverbs to tell how the action should be done
Example
Tikka kebab
Ingredients:
1. Cubes of lamb
2. Squares of green pepper
3. Onions
4. Salad
5. Tikka seasoning mixture
Step
1. Cut onions into quarters
2. Put cubes of lambs, squares of green pepper and onion squares on bamboo akewers and marinate them in tikka seasoning
3. Grill them
4. Serve them with a salad (cury like seasoning from India)
Speaking : Speech
Description:
Students need to understand that how they say something and how they physically present themselves are just as important as what they say. By understanding the dynamics involved in effective persuasive speaking, students will improve their overall confidence in communicating.
Goals:
The goal of this lesson is to improve students' speaking skills by understanding persuasion proficiencies.
Objectives:
Students will be able to:
1. Demonstrate the appropriate classroom public speaking and listening skills (e.g., body language, articulation, listening to be able to identify specific examples of the speaker's coordination of talking and action) that would be necessary to influence or change someone's mind or way of thinking about a topic.
2. Define the elements of persuasion.
3. Recognize the elements of personal credibility.
4. Develop methods to analyze other students' speeches.
5. Understand outlining main ideas.
6. Create a persuasive speech.
Materials:
• teacher-prepared topics for persuasive speeches
• sample rubric (available in .pdf format)
• Sample Rubric
Procedure:
During class discussion, define and explain how people make decisions based on what they see and hear. Explain that sometimes we have to use skills to convince others about our positions. Have the students recall and list their own experiences trying to convince their friends about something, and then ask them to share these with the class. Have the students pick a proposition that not everyone would agree with such as: "nuclear power plants are superior energy sources." Have them write a 6-8 minute speech in outline form to persuade the class. Each student will then deliver this speech in front of the class while the rest of the students take notes and prepare to give the speaker feedback on the speech.
The voice and the body are the best tools -- every student is a natural persuader!
They have done it all their lives. Every time someone enters a conversation, he or she engages in elementary persuasion techniques. It is true that any time students make a statement of fact, they are asserting its validity and assuming that their listener agrees. This speech goes further than a normal conversational assertion: now students have to assume that not everyone will agree with them from the start, and it is their job to make them see things their way. The goal of this speech is to change someone's mind or way of thinking about a topic. This is not a speech to sell, as students do not ask that the listener do anything except to agree with them or to begin to listen to their way of thinking. Their message is, of course, very important in this speech, but their voice and body language are even more important. Here they will learn how their delivery can help. There are several important aspects of presentation to keep in mind;
the academic elements of persuasion are:
• Body Language - Make sure that they have a proper posture. If their shoulders are sagging and their legs are crossed, they will not appear as being sincere, and people just will not accept their message.
• Articulation - Articulation means how their total vocal process works. There are several steps to this entire process. Students need to understand the process. First, they need air from the lungs, their vocal cords in their larynx must be working, their mouth and tongue must be in sync, and they have to make sure that they have got some saliva in their mouths to keep things oiled. They should be aware of their physical makeup to be able to understand how they speak.
• Pronunciation - Students need to pronounce each word. They must avoid slang, except to make a point, and not slur the words. They must avoid saying, "you know."
• Pitch - Pitch refers to the highs and lows of the voice. Whatever they do, they must avoid a monotone!
• Speed - The speed, or pace, is an important variable to control. Between 140-160 words per minute is the normal pace for a persuasive speech. Any faster and they may appear to be glib; any slower and they sound like they are lecturing. If they are not sure about their speed, tape them for one minute and then replay it and count the number of words they used in the minute! The human ear and brain can compile and decode over 400 spoken words per minute, so if they are going too slow their listeners' minds are going to start to wander as the brains finds other ways to keep themselves occupied.
• Pauses - The pause, or caesura, is a critical persuasive tool. When they want to emphasize a certain word, have them just pause for one second before; this highlights the word. If they really want to punch it, tell them to pause before and after the word!
• Volume - Volume is another good tool for a persuasive speech, but they should use it with caution. If they scream all the way through their speech, people will become accustomed to it and it will lose its effectiveness. On the other hand, a few well-timed shouts can liven up the speech! They must try to "project" or throw their voice out over the entire class - or speak to the last row.
• Quality - Quality of voice is gauged by the overall impact that their voice has on their listeners. Quality of voice is the net caliber of their voice, its character and attributes. They must try to keep the vocal quality high; it is what separates their voices from everyone else's.
• Variance - Variance of vocal elements is the most important consideration of all! One of the most persuasive speakers in modern history was Winston Churchill. One of his most remarkable qualities was his ability to vary the elements of his voice. He would start with a slow, laconic voice and then switch gears to a more rapid pace. People were light-headed after listening to him! Even if they have no desire to run for political office, students can still use the tools of variance. Have them try to change their pitch, volume, and speed at least once every 30 seconds, if only for just one word. Never let them go more than one paragraph without a vocal variance. This keeps the class locked into the speech, if for no other reason than it sounds interesting! Let the students' words speak for themselves; reflect their nature through their voices. If they use the word "strangle," have them say it with a hint of menace in their voices. If they say the word "heave," let the class feel the onomatopoeic force behind it. If they say the word "bulldozer," make it sound like a titan earthmover, not like a baby with a shovel.
The Strategy: Appear Rational
When students are trying to convince someone of something, they must first establish their credibility, or in other words, they must sell themselves before they sell their message. If people feel that they are not being reasonable or rational, they do not stand a chance. They must be committed to the ideals and goals of their speech and what they are saying. They should not use words such as "maybe" or "might"- the should use positive words such as "will" and "must." Students must portray themselves as the authority figures in this speech, so they had better supply enough information to prove their points so that they can seem knowledgeable, and they had better know their material cold. People can usually spot someone who is trying to "wing" a speech. They should also appear to be truthful - even when they are really stretching a point. If they do not appear to be earnest, even if their message is the 100% truth, people will doubt their word and tune out their speech. Lastly, they must not be afraid to show a little emotion - this is not a sterile or static speech. Students' bodies and voices must match the tone of their words. If their language is strong, they must present a physical force to go along with their deliveries.
The Class Reaction
The class has two major criteria to consider after each member's speech. First, the delivery. Were the speaker's body, words, and actions in synchronization and harmony? Did one support the other or was there tension between the body and the voice? Secondly, were the students persuaded? Why or why not? Discuss what makes a persuasive speech work and how the intangibles effect a positive outcome.
Assessment: The class will assess each speaker's performance in terms of voice and body coordination and in terms of persuasiveness. Each class can develop performance assessments such as rubrics to facilitate this process (see sample rubric in Materials ).
Students need to understand that how they say something and how they physically present themselves are just as important as what they say. By understanding the dynamics involved in effective persuasive speaking, students will improve their overall confidence in communicating.
Goals:
The goal of this lesson is to improve students' speaking skills by understanding persuasion proficiencies.
Objectives:
Students will be able to:
1. Demonstrate the appropriate classroom public speaking and listening skills (e.g., body language, articulation, listening to be able to identify specific examples of the speaker's coordination of talking and action) that would be necessary to influence or change someone's mind or way of thinking about a topic.
2. Define the elements of persuasion.
3. Recognize the elements of personal credibility.
4. Develop methods to analyze other students' speeches.
5. Understand outlining main ideas.
6. Create a persuasive speech.
Materials:
• teacher-prepared topics for persuasive speeches
• sample rubric (available in .pdf format)
• Sample Rubric
Procedure:
During class discussion, define and explain how people make decisions based on what they see and hear. Explain that sometimes we have to use skills to convince others about our positions. Have the students recall and list their own experiences trying to convince their friends about something, and then ask them to share these with the class. Have the students pick a proposition that not everyone would agree with such as: "nuclear power plants are superior energy sources." Have them write a 6-8 minute speech in outline form to persuade the class. Each student will then deliver this speech in front of the class while the rest of the students take notes and prepare to give the speaker feedback on the speech.
The voice and the body are the best tools -- every student is a natural persuader!
They have done it all their lives. Every time someone enters a conversation, he or she engages in elementary persuasion techniques. It is true that any time students make a statement of fact, they are asserting its validity and assuming that their listener agrees. This speech goes further than a normal conversational assertion: now students have to assume that not everyone will agree with them from the start, and it is their job to make them see things their way. The goal of this speech is to change someone's mind or way of thinking about a topic. This is not a speech to sell, as students do not ask that the listener do anything except to agree with them or to begin to listen to their way of thinking. Their message is, of course, very important in this speech, but their voice and body language are even more important. Here they will learn how their delivery can help. There are several important aspects of presentation to keep in mind;
the academic elements of persuasion are:
• Body Language - Make sure that they have a proper posture. If their shoulders are sagging and their legs are crossed, they will not appear as being sincere, and people just will not accept their message.
• Articulation - Articulation means how their total vocal process works. There are several steps to this entire process. Students need to understand the process. First, they need air from the lungs, their vocal cords in their larynx must be working, their mouth and tongue must be in sync, and they have to make sure that they have got some saliva in their mouths to keep things oiled. They should be aware of their physical makeup to be able to understand how they speak.
• Pronunciation - Students need to pronounce each word. They must avoid slang, except to make a point, and not slur the words. They must avoid saying, "you know."
• Pitch - Pitch refers to the highs and lows of the voice. Whatever they do, they must avoid a monotone!
• Speed - The speed, or pace, is an important variable to control. Between 140-160 words per minute is the normal pace for a persuasive speech. Any faster and they may appear to be glib; any slower and they sound like they are lecturing. If they are not sure about their speed, tape them for one minute and then replay it and count the number of words they used in the minute! The human ear and brain can compile and decode over 400 spoken words per minute, so if they are going too slow their listeners' minds are going to start to wander as the brains finds other ways to keep themselves occupied.
• Pauses - The pause, or caesura, is a critical persuasive tool. When they want to emphasize a certain word, have them just pause for one second before; this highlights the word. If they really want to punch it, tell them to pause before and after the word!
• Volume - Volume is another good tool for a persuasive speech, but they should use it with caution. If they scream all the way through their speech, people will become accustomed to it and it will lose its effectiveness. On the other hand, a few well-timed shouts can liven up the speech! They must try to "project" or throw their voice out over the entire class - or speak to the last row.
• Quality - Quality of voice is gauged by the overall impact that their voice has on their listeners. Quality of voice is the net caliber of their voice, its character and attributes. They must try to keep the vocal quality high; it is what separates their voices from everyone else's.
• Variance - Variance of vocal elements is the most important consideration of all! One of the most persuasive speakers in modern history was Winston Churchill. One of his most remarkable qualities was his ability to vary the elements of his voice. He would start with a slow, laconic voice and then switch gears to a more rapid pace. People were light-headed after listening to him! Even if they have no desire to run for political office, students can still use the tools of variance. Have them try to change their pitch, volume, and speed at least once every 30 seconds, if only for just one word. Never let them go more than one paragraph without a vocal variance. This keeps the class locked into the speech, if for no other reason than it sounds interesting! Let the students' words speak for themselves; reflect their nature through their voices. If they use the word "strangle," have them say it with a hint of menace in their voices. If they say the word "heave," let the class feel the onomatopoeic force behind it. If they say the word "bulldozer," make it sound like a titan earthmover, not like a baby with a shovel.
The Strategy: Appear Rational
When students are trying to convince someone of something, they must first establish their credibility, or in other words, they must sell themselves before they sell their message. If people feel that they are not being reasonable or rational, they do not stand a chance. They must be committed to the ideals and goals of their speech and what they are saying. They should not use words such as "maybe" or "might"- the should use positive words such as "will" and "must." Students must portray themselves as the authority figures in this speech, so they had better supply enough information to prove their points so that they can seem knowledgeable, and they had better know their material cold. People can usually spot someone who is trying to "wing" a speech. They should also appear to be truthful - even when they are really stretching a point. If they do not appear to be earnest, even if their message is the 100% truth, people will doubt their word and tune out their speech. Lastly, they must not be afraid to show a little emotion - this is not a sterile or static speech. Students' bodies and voices must match the tone of their words. If their language is strong, they must present a physical force to go along with their deliveries.
The Class Reaction
The class has two major criteria to consider after each member's speech. First, the delivery. Were the speaker's body, words, and actions in synchronization and harmony? Did one support the other or was there tension between the body and the voice? Secondly, were the students persuaded? Why or why not? Discuss what makes a persuasive speech work and how the intangibles effect a positive outcome.
Assessment: The class will assess each speaker's performance in terms of voice and body coordination and in terms of persuasiveness. Each class can develop performance assessments such as rubrics to facilitate this process (see sample rubric in Materials ).
Writing : Autobiography
Subject(s):
• Language Arts/Writing (composition)
Duration: One month, or one semester. Teacher choice.
Description: Students write a 26-page alphabetical autobiography, in the format of an elementary school alphabet book. "A is for Alabama. I was born in Alabama, and . . . "
Goals: Encourage writing and expression on "real" topics of interest; Hone editing,
grammar, and writing skills.
Objectives: Students will be able to write vivid descriptions of events/places/people of importance. Students will be able to edit their own/others' work.
Materials:
• paper
• pencils, etc and bookbinding materials - can be as simple as card stock and prongs
Procedure: Students brainstorm 78 possible topics (3 for each letter of the alphabet) which could be developed into 2 paragraph informal "essays." Writing takes place over several weeks - prevents boredom and allows students time to edit and rethink ideas. When rough copies have been edited by students or teacher (only if it's a personal subject they don't want to share) then final copies are made. When all 26 pages are complete, books are bound - either by student choice of binding materials, or by teacher-provided materials. I gather card stock and have students decorate/illustrate. Then we three hole punch, put in some brass prongs, and it's done!
Assessment: Graded primarily on completeness. Drafts have been spot-checked, so no major grammatical errors are an issue. I never mark on the books - I think they make nice keepsakes and I don't want to mar them. I also require that parents or guardians read them, and write a note to the student after. It has been a fabulous project, and has had great results, both with gifted students and low-level classes.
• Language Arts/Writing (composition)
Duration: One month, or one semester. Teacher choice.
Description: Students write a 26-page alphabetical autobiography, in the format of an elementary school alphabet book. "A is for Alabama. I was born in Alabama, and . . . "
Goals: Encourage writing and expression on "real" topics of interest; Hone editing,
grammar, and writing skills.
Objectives: Students will be able to write vivid descriptions of events/places/people of importance. Students will be able to edit their own/others' work.
Materials:
• paper
• pencils, etc and bookbinding materials - can be as simple as card stock and prongs
Procedure: Students brainstorm 78 possible topics (3 for each letter of the alphabet) which could be developed into 2 paragraph informal "essays." Writing takes place over several weeks - prevents boredom and allows students time to edit and rethink ideas. When rough copies have been edited by students or teacher (only if it's a personal subject they don't want to share) then final copies are made. When all 26 pages are complete, books are bound - either by student choice of binding materials, or by teacher-provided materials. I gather card stock and have students decorate/illustrate. Then we three hole punch, put in some brass prongs, and it's done!
Assessment: Graded primarily on completeness. Drafts have been spot-checked, so no major grammatical errors are an issue. I never mark on the books - I think they make nice keepsakes and I don't want to mar them. I also require that parents or guardians read them, and write a note to the student after. It has been a fabulous project, and has had great results, both with gifted students and low-level classes.
Langganan:
Postingan (Atom)