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Minggu, 13 November 2011

Lanjutan Materi speaking untuk utk UTS


Softening Strong Disagreement
Frankly, . . .
To be quite frank , . . .
To put it bluntly, . . .
with respect, . . .
Strong Disagreement
I totally disagree with you.
Don’t agree at all.
You’re completely mistaken.
Disagree entirely.
Under no circumstances could  I agree to that.
What you are saying is just not feasible.
Softening Neutral Disagreement
I’m afraid . . .
I’m sorry . . .
With respect, . . .
I respect your opinion, of course, however . . .
Neutral Disagreement
I don’t completely agree with you on that.
I really can’t agree with you on that.
I can’t say that I share your view.
We’ll have to agree to differ.
I’m not totally convinced by your argument.
I Can’t accept your point of view.
I Can’t help feeling that . . .
I feel  I must disagree.
I really must take  issue with you here.
Tactful Disagreement
I  agree up to a point, but . . .
To a certain extent I agree with you,but . . .
You have a point there,but . . .
I take your point,Mr /Ms ……….,but have you considered . . . ?
I can see your point of view,but surely . . .
I have some simphaty with your position,but . . .

Selasa, 01 November 2011

Materi speaking 5 tgl 1 Nov 2011


Di bawah ini saya cantumkan beberapa expresi bagaimana menyajikan argumen yang biasa di gunakan dalam meeting/ debate. Tugas anda menghapalkan expresi2 tersebut sampai hapal.  Di harapkan minimal 2 expresi dari tiap-tiap pernyatan yang saya cantumkan benar benar hapal di luar kepala sehingga pada waktu praktek/oral test  anda tidak mendapatkan banyak kesulitan. Kalau perlu gunakan kamus untuk memahami expresi yang tidak di mengerti .


Beginning


I would like to begin by…
I would ilke to make a few remarks concerning………
I would like to comment on the problem of ………
I would ilke to mention briefly that  concerning………
There are three points  I’d like to make.
The most Important points seem to me to be…

Ordering

First of all, we must bear in mind….
At the outset…
To begin with….
Firstly,….Secondly,…..Thirdly,……finally,…..

Introducing  a New Point

I would like to turn briefly to the problem of …
The next issue I would like to focus on is…..
Turning to…

Adding

In addition,…..
I might add that…
As well as…., there is also…
Not only…, but also…
Furthermore,…
Moreover,….

Giving an example

Let give me an example…
To illustrate this point, let us consider…
A case in point is…..

Balancing

On the one hand…. But on the other hand….
Though…., We musn’t  forget…
Whereas… we have to remember…
In spite of…, I still think…
Despite the fact that…, I….

Generalising

On the whole,….
In general,…
Generally speaking,…..
By and large,…
All in all,…..
All things considered,…

Stating Preferences

I’d rather…. Than …
I prefer… to …
I tend to favour … as opposed to …
The main advantage of ….. is that ….

Concluding

Let me conclude by saying that…
I would like to conclude by stating that …
Allow me to concluding by highlighting the fact that….
In conclusion, I would like to reiterate that ……
I would now like to conclude my comments by reassuring you that we are fully aware of the fact that…..

Minggu, 20 Maret 2011

THE-ING CLAUSES

For today's lecture topic , study this lesson then do the exercises in groups. each group consists of 5 persons.
The answers to the exercises can be sent either via blog or via email (cahyadi314jtw@gmail.com/cahyadi314jtw@yahoo.com). The answers must be by 24th of this month (Thursday). Please name each of the members on your answer.

Study this example situation:
Feeling tired, I went to bed early.
a)      A clause is a part of a sentence. Some sentences have two clauses:
-          Feeling tired, I went to bed early. In this sentence, 'I went to bed early' is the main clause. Feeling tired is the -ing clause.
b)      When two things happen at the same time, you can use -ing for one of the verbs. The main clause usually comes first: '
-          She was sitting in an armchair reading a book. (= she was sitting and she was reading)
-          I ran out of the house shouting. (= 1 was shouting when I ran out of the house)
We also use -ing when one action happens during another. Use -ing for the longer action. The longer action is the second part of the sentence.
-          Jim hurt his arm playing tennis. (= while he was playing)
-          I cut myself shaving. (= while I was shaving) You can also use -ing after while or when:
-          Jim hurt his arm while playing tennis. (= while he was playing) ;
-           Be careful when crossing the road. (= when you are crossing)
c)      When one action happens before another action, you can use having (done) for the first action:
-          Having found a hotel, they looked for somewhere to have dinner.
-          Having finished our work, we went home.
You could also say After -ing:
-          After finishing our work, we went home.
If the second action happens immediately after the first, you can use the simple -ing form (doing instead of having done):
-          Taking a key out of his pocket, he opened the door. These structures are used mainly in written English.
d)     You can also use an -ing clause to explain something or to say why someone did something. The -ing clause usually comes first:
-          Feeling tired, I went to bed early. (=because I felt tired)
-          Being unemployed, he hasn't got much money. (= because he is unemployed)
-          Not having a car, she finds it difficult to get around. (= because she doesn't have a car)
-          Having already seen the film twice, I didn't want to go to the cinema. (= because I had already seen it twice)
These structures are used more in written than in spoken English.


  Exercises
     From each pair of sentences make one sentence using an -ing clause. '
Example : : she was sitting in an armchair. She was reading a book.
                   She was sitting in an armcahir reading a book.
1.    she was   lying on the bed. She was crying.   Jill was ..........................
2.    I got home. I was feeling very tired.   I got .........................................
3.    The old man was walking along the street. He was talking to himself.    '
The old man .........................................................................................
In these sentence   one thing  happens during another
 Example: Jim was playing tennis. He hurt his arm.
4.    Ann was watching television. She fell asleep.    Ann ..........................
5.    The man slipped. He was getting off the bus.   The ............................
6.    The boy was crossing the road. He was knocked over. The boy .........
7.    The fireman was overcome ........................................................................................
This time make sentences beginning wtih Having
We finished our work. We went home. ....................................................
1.    We bought our tickets. Then we went into the theatre. .......................
2.    They had dinner. Then they continued on their journey. .....................
3.    Sue did all her shopping. Then she went for a cup of coffee. .............
 Now make sentences beginning -ing or Not -ing 
1.    She is a foreigner. So she needs a visa to stay in this country. ............
2.    I didn't know his address. So I couldn't contact him. Not ..................
3.    The man wasn't able to understand English. So he didn't know what I said,         
4.     He has travelled a lot. So he knows a lot about other countries. ........
5.    We had spent nearly all our money. So we couldn't afford to say in a hotel.         


Senin, 04 Oktober 2010

Contact clause

SUBJECT PRONOUN OR OBJECT PRONOUN? 
Subject and object pronouns cannot be distinguished by their forms - who, which, that are used for subject and object pronouns. You can, however, distinguish them as follows:
If the relative pronoun is followed by a verb, the relative pronoun is a subject pronoun. Subject pronouns must always be used.
-          The apple which is lying on the table
If the relative pronoun is not followed by a verb (but by a noun or pronoun), the relative pronoun is an object pronoun. Object pronouns can be dropped in defining relative clauses, which are then called Contact Clauses.
-          The apple (which) George lay on the table
-          The dress (which) Ann bought doesn't fit her very we'll.
-          Is there anything (which) I can do ?
-          Everything (that) he said was true.
The term was coined by Jespersen (1933:360).
"Relative clauses without any connecting word are here called contact clauses, because what characterizes them is the close contact in sound and sense between the clause and what precedes it: in sentences like "this is the boy we spoke of", and "he falls in love with all the girls he sees", the words "the boy" and "all the girls" are felt to be just as intimately connected with what follows as what precedes them." (Jespersen 1933:360)

Selasa, 29 Juni 2010

Part of Speech

All the words in English can be divided into 8, 9 or more groups according to their function in the language. These groups are traditionally called parts of speech and are today referred to as lexical categories or word classes. The following terms comprise the most basic grammar terminology every English user must be familiar with in order to understand how language works to create meaning.
Nouns (success), verbs (succeed), adjectives (successful), adverbs (successfully) and interjections (wow!) are sub-grouped into content words, namely, words that provide the concepts and ideas underlying the sentence. Content words are constantly being added to or removed from the language (an open word class), as changing usage patterns influence dynamic changes in a language's vocabulary. 
Conversely, Determiners (the), pronouns (we), prepositions (at) and conjunctions (and) are sub-grouped into structure words, whose number almost always stays constant in a language (closed word class). These are words that tie the content words together into a grammatically correct sentence and reflect the inner grammar rules of the language structure. These, as opposed to content words, change very slowly, if at all, throughout a language's history.
It is vital for any English writer to be familiar with the parts of speech in order to have the terminology to study and analyze the language and identify mistakes in writing. Moreover, a word can function as a different part of speech depending on its role in the sentence structure (the terms of which are also vital for successful writing). This affects the word's meaning and structure, making it important to confirm whether you are using the correct part of speech in the correct position in the sentence.
The defendant's lawyers object to any claims made by the prosecution.
[object is a verb, meaning to oppose]
They also showed an object found in the scene of the crime as exhibit A.
[object is a noun, meaning a physical item]

Here you will find inforamtion about each and every part of speech:

The noun


1. A Noun is a word that names a person (teacher), thing (pencil), animal (cat), place (Paris) or abstract idea (love). As practically anything in the universe has a name, and as there are many things in the universe, nouns comprise the largest group of words in English (about 65%). Nouns name common everyday objects such as pen, through to general conditions such as friendship, all the way to the most technical terminology for the tiniest part of a jet engine.
Noun names...    Examples 
  • a person    a teacher, a man, Peter, Sonya, a Frenchman, the Queen
  • a thing    a pencil, a computer, a hamburger, a political party
  • an animal or plant    a cat, an elephant, a caterpillar, blue algae, pineapple
  • a place    Paris, home, Africa, church, school, a mountain, airport
  • an abstract idea    love, freedom, attitude, education, vivaciousness, liberalism

2. A test for nouns: A good way to identify a noun when a word is in doubt is to ask, Can I have it? You can have success but you can't have succeed. This means success is a noun and succeed is a different part of speech, in this case, a verb.

The verb


1. A verb is a word that expresses an action (to run), occurrence (to happen), or state of being (to appear). Verbs comprise the third largest group of words in English (about 10%) and appear in any sentence as a major mandatory element tying the subject and predicate together. Verbs also indicate time (past, present, future) and are used with many verb tenses. The verb can be thought of as the center, heart, or anchor of an English sentence.
Verbs of...    Examples
  • action               Maria dances at the studio and performs every Sunday.
  • occurrence        Maria became a professional dancer.
  • state of being    Maria's studio has stood there ever since she was a child.

2. Tests for verbs: A good way to identify a verb when a word is in doubt is to ask, "Can I do it?" I can succeed (do it) is correct, but I can success is incorrect. This means succeed is a verb and the related part of speech success is not a verb; in this case, success is a noun.

The adjective


1. An adjective is a word that modifies (describes) a noun or pronoun. Adjectives comprise the second largest group of words in English (about 23%). Adjectives inform about the qualities and features of people, things or concepts (big, strong, beautiful, sensitive) and can be considered as an added intensifier or even "decoration" to the required basic sentence elements, adding variety and liveliness. Adjectives can also be expanded into adjective clauses, which function similarly. In the following examples, the adjectives are underlined and the nouns or pronouns they modify are in bold.
He was happy when he moved to his new house.
[The adjective happy modifies the pronoun he, the adjective new modifies the noun house]
2. A test for adjectives: A good way to identify an adjective when a word is in doubt is to ask about the modified noun, What kind of (noun) is it? He is a successful businessman is correct, as successful answers What kind of businessman is he? He is a successfully businessman is incorrect as successfully answers "How" and not "What kind of". This means successful is an adjective and successfully is a different part of speech, in this case, an adverb.

The adverb


1. An adverb is a type of word that has many uses in English. It can modify (describe) a verb, an adjective, another adverb, or a whole sentence (composed from at least an independent clause). Adverbs (quickly, here, now, always, very, obviously) can be considered as added intensifiers or even "decoration" to the required basic sentence elements, supplementing them with important pieces of information. Adverbs also appear in multi-word phrases and can also be expanded into adverbial clauses which function similarly. In the following examples, the adverbs are underlined and the elements they modify are in bold.
The new typist works quickly and well.
[The adverbs quickly and well modify the verb works]
The new typist is extremely busy.
[The adverb extremely modifies the adjective busy]
The new typist works very quickly.
[The adverb very modifies the adverb quickly]
Fortunately, the new typist works well.
[The adverb fortunately modifies the sentence the new typist works well]
2. As adverbs add several kinds of information, they can be divided into the following groups of types, each answering the below mentioned questions:
  • Adverb of    Examples
  • manner - how?    quietly, happily, sadly, quickly, slowly, clockwise, well
  • place - where?    away, at home, down, everywhere, round, here, there
  • time - when?    daily, last week, a year ago, tomorrow, on Sunday, immediately
  • frequency - how often ?    always, often, usually, sometimes, seldom, never
  • degree - how much ?    quite, rather, pretty, very, completely, really, hardly, too, just
  • whole sentence -
  • under what circumstance?    fortunately, unfortunately, luckily, obviously, perhaps, surprisingly

3. A test for adverbs: A good way to identify an adverb when a word or phrase is in doubt is to ask one of the questions presented in bold in the adverb type table above. If the word or phrase answers the question, then it functions as an adverb.

The interjection


An interjection is a word or expression that conveys a strong emotion, such as surprise, joy or disgust. It usually appears in dialogues and informal writing settings, as more formal writing settings, such as academia or business warrant an objective formal writing style. Interjections are usually used with an exclamation point (!) or set off with comma.
  • Wow! What a game!
  • Oh, I forgot all about the game last night.

The determiner


A determiner is a word that accompanies a noun or noun phrase and determines whether it is general or specific, its quantity, who it belongs to and more. Determiners are divided into the following groups:
  • Determine Type    Examples
  • articles    The teacher asked a student to answer the question.
  • demonstrative    These students got this grade on the test.
  • quantifiers    Many got an average grade, some got a pass, and few excelled.
  • interrogative    What answer was written the best?
  • numerical    The fourth section in the second test was very easy.
  • possessive    His grade was lower than her grade.
  • relative    We know which test was copied.

The pronoun


A pronoun is a word that replaces a noun or refers to it. Pronouns are divided into the following groups:
  • Pronoun Type    Examples
  • personal    I remember her helping us with our problems, not yours.
  • demonstrative    Those are my favorite, but these are good too.
  • reflexive    They did it themselves. I saw it myself.
  • interrogative    Who said so?
  • relative    The man who lives next door borrowed the book that you lent me.
  • reciprocal    We like talking to each other.
  • indefinite    Everybody comes to the party, each and every one.

The preposition


A preposition is a word that conveys relationships between other words, usually in time, place or direction. Prepositions are an integral part of many expressions with verbs and adjectives, and also of idioms. They should always be learned together with the expression they are part of, as their use cannot always be predicted. A prepositional phrase contains the preposition and the words it modifies.
time    on Sunday, in the summer, at 5 o'clock.
place    under the bed, between you and me, at work, in front of the TV, from home
direction    into the box, over the city, towards the car, away from here

The conjunction

A conjunction is a word that connects other words, phrases and clauses reflecting some kind of logical relationship between the connected elements (addition, illustration, cause, effect, contrast etc.). Conjunctions connecting two elements of equal weight are coordinating conjunctions, and those which introduce dependent clauses are subordinating conjunctions.
  • Conjunction Type    Examples
  • coordinating conjunctions    and, or, but, so, or, nor, for, yet
  • subordinating conjunctions  because, since, while, after, if, although, whether
  • correlative conjunctions       not only...but also, either...or, neither...nor, both...and

Sabtu, 26 Juni 2010

Using Hypens

Hyphens are used to link words that function as a single adjective before a noun.  They are used with compound numbers, and to avoid confusion or awkward letter combinations.  Hyphens are also used with certain prefixes and suffixes and in certain special cases.
Using the hyphen in spelling for linking between words of compound nouns, verbs and adjectives

•    Compound words are composed of two or more words that express one concept together (shown in bold below). They may function as nouns, verbs, or adjectives in the sentence. Compounds come in three forms: open compounds are written with separate words, hyphenated compounds use hyphens, and closed compounds are written as one word.
doing a night shift, the butterfly’s life cycle, suffer from side effects, "She is his partner in crime" (nouns), drop in for a visit, stick up a bank (verbs)
[open compounds]

act as a stand-in, call for a time-out, She’s a stick-in-the-mud (nouns), a clear-cut decision, a  long-term plan, a two-way street, a water-resistant watch (adjectives), to cold-shoulder someone (verbs)
[hyphenated compounds]

a handbook, be at a standstill (nouns), a longtime friend, a clearheaded woman, a twofold increase (adjectives), to crossbreed species, to handwrite a letter (verbs)
[closed compounds]

•    It is usually difficult to guess what form the compound will take. The solution is to always consult a reliable dictionary, but also take into account that different dictionaries may suggest different forms. This is due to the language constantly changing. Rules regarding compound adjectives will be discussed in our review about the hyphen in punctuation.

•    Tip: The older a compound is in use, the more chances to it being written in one word, and vice versa. The hyphenated version tends to be a mid-way stage.
•    If one part of the compound is a single letter, it is usually open or hyphenated. The compound email is an exception that has turned into a closed compound, due to pervasive usage.
the H-bomb, y-axis, U-turn
[hyphenated compounds]

F distribution, V neck, X chromosome
[open compounds]

•    Do not hyphenate phrases originating form foreign languages, particularly Latin.
a priori, post hoc, vice versa

Pay attention!
•    The following are commonly hyphenated by mistake, but should be written without hyphens.
more or less, ongoing, under way

Use Hyphens to Avoid Confusion

Use hyphens whenever a prefix would create an ambiguous word.  For example, after you do something you can redo it.  However, if you fine someone, you would have to re-fine them (because refine means something else).

Use Hyphens to Avoid Awkward Letter Combinations

Use a hyphen after a prefix to avoid repeating the same letter too many times.  Here are some examples:
  • Re-engineer, pre-existing, semi-interested

Using the Hyphen in Spelling for Linking a Prefix or Suffix to a Word


•    Most prefixes and suffixes are attached to the root word without a hyphen. In some cases, two versions are acceptable (nonaggressive/non-aggressive, infra-red/infrared), but the tendency nowadays is to omit the hyphen.
Only in the cases below should the hyphen be used.

•    Use a hyphen after the prefixes all-, ex-, quasi-, and self-. Don’t use a hyphen when self is the root word.
Yes: All-inclusive, ex-husband, self-esteem
No: selfishness, selfless

•    Use a hyphen before the suffixes –elect, -odd, and -free.
the president-elect, thirty-odd students, sugar-free

•    Use a hyphen when the root word is a numeral.
pre-1900s, under-18s

•    Use a hyphen when the root word is capitalized.
pre-Columbian, pre-Reformation, Buddha-like

•    Use a hyphen to avoid an awkward looking string of letters.
No: antiintelectual, shellike, multititled, intraarterial
Yes: anti-intellectual, shell-like, multi-titled, intra-arterial

•    Use a hyphen if the word would have a different meaning without the hyphen.
The star football player has resigned. (quit)
The star football player has re-signed. (will continue working)

•    Use a hyphen if the word would be difficult to read if it weren’t hyphenated.
Coinventor may be read as coin ventor, so write co-inventor
Doubale may be read as doub le, so write do-able

•    Use a hyphen when the parts of the compounds are not commonly used together.
Common compounds: worldwide, clockwise
Unusual compounds: community-wide, nutrition-wise

Using the Hyphen to Avoid Word Repetitions


•    If you use a word more than once in one sentence, each time with a different modifier, consider using a suspension hyphen. However, do not overuse the hyphen in this role. If the repeated word comes last in the compound, write the full compound at the end, and hyphens in the earlier combinations.
Clumsy: He was referred to both clinic-based services and hospital-based services.
Better:   He was referred to both clinic- and hospital-based services.

Clumsy: You can either choose a two-month program, a three-month program, or a four-month program.
Better:   You can either choose a two-, three, or four-month program.

•    If the repeated word is the first part of the compound, write the full compound in the beginning and use hyphens for the next combinations.
The company-initiated and -sponsored events must be attended by all employees.

The Hyphen: Summing it up

This has been our review on the hyphen in punctuation. For better spelling, it is no less important that you read our review about the hyphen’s roles in spelling. These include:
•    Linking between words of compound nouns and verbs
•    Linking a prefix or suffix to a word
•    Linking words that represent numbers

Using the Hyphen for Indicating End-of-line Word Breaks


•    Most writers today use a word processor that automatically aligns text so that no end-of-line-word-break is needed. Read this section if you are still using a typewriter or have to adhere to certain type-set requirements that make it impossible to avoid such breaks.

•    We usually see end-of-line-word-breaks in printed books and newspapers, where a word is too long to fit on a line. Some amusing word-breaks have been noted in print media, such as the-rapist, men-swear, or mans-laughter. To avoid such embarrassing or other unclear word-breaks, follow the rules below:

•    Break words only between syllables. Consult a dictionary that indicates syllable division within a word. As dictionaries of US and UK English differ on this point, be consistent in style.
No: ent-ertain, proc-eed
Yes: enter-tain, pro-ceed

•    Do not break short words, one-syllable words, or words pronounced as one syllable, regardless of how long these are.
No: we-alth, school-ed, en-vy
Yes: wealth, schooled, envy

•    Do not break a word if only one or two letters will be left on a line.
No: a-lone, funn-y, discov-er
Yes: alone, funny, dis-cover or disco-ver

•    Break between two consonants according to pronunciation.
No: ful-lest, furnit-ure, referr-ing
Yes: full-est, furni-ture, refer-ring

Note: The following three rules are not compulsory but highly recommended.

•    Break compound words at the hyphen, or between the words (in closed compounds).
No: by-prod-uct, com-monplace
Yes: by-product, common-place

•   Break words that contain prefixes and/or suffixes, between these and the root word, not breaking any of the words' components themselves.
No: bro-therhood, superflu-ous
Yes: brother-hood, super-fluous

•   Do not break a word if the two resulting parts are words themselves, but are unrelated.
No: bin-go, are-as, prose-cute
Yes: bingo, areas, prosecute

Using a Hyphen in Spelling for Linking Words that Represent Numbers


•    Use a hyphen with any two-word number (21-99) or fraction.
thirty-two, two hundred fifty-six, one-quarter, 2 and two-thirds

•    If the fraction includes a two-word number, hyphenate only that two-word number, as more hyphens may make the fraction unclear
No: forty-five-hundredths
Yes: forty-five hundredths
•    Use a hyphen with any two-word number (21-99) or fraction.
thirty-two, two hundred fifty-six, one-quarter, 2 and two-thirds