Kamis, 07 Januari 2010

Orally Summarize Long Demanding Texts

Here, I have two texts that you must read and paraphrase. You have to make oral summary on the texts. Choose one of them and do your presentation based on your choice.

Most local food not officially halal: MUI


Hans David Tampubolon, The Jakarta Post, Jakarta| Thu, 01/07/2010 9:15 AM| National
The Indonesian Ulema Council (MUI) says the majority of food products circulating on the Indonesian market have not passed official halal certification.
Such certification means food products are safe to be consumed by Muslims, MUI says.
“Of around 30,000 food products circulating in Indonesia, around 80 percent do not have an official halal certificate,” MUI Food and Drug Analysis Agency (LPPOM MUI) director Lukmanul Hakim said as quoted by detik.com at his office in Jakarta on Wednesday.
Despite the fact that officially halal products constituted only a fifth of products available in Indonesia, Lukmanul said there had also been a growing awareness among consumers about the necessity for official halal certification of their daily consumable goods.
Lukmanul also said the LPPOM MUI would face much stronger challenges in the future, as Indonesia had entered a free trade era with China and member states of the Association of South East Asian Nations (ASEAN).
“There will be a lot of [new] products from abroad circulating in the Indonesia,” he said.
Tariffs on 7,881 goods traded between six ASEAN founding nations were lifted on Jan. 1.
Meanwhile, MUI chairman Maruf Amin said the council’s standards for issuing a halal certification were internationally recognized.
“Today, countries in Europe as well as Australia and the US use MUI procedures and regulations as a guide,” he said.
Maruf also said MUI had been requested by Australia and New Zealand to supervise and determine minimum standards required for the issuance of halal certification in those countries.
However, Indonesian Association of Halal Product Manufacturers (APPHI) chairman Paulus Y. Rusli said MUI still needed to improve its halal certification system.
“There are a lot of complaints from foreign producers. They say their products, which have already received expensive halal certification in their country, are not [automatically] recognized as halal here,” he said.
“So, I think it would be better if we all had the same standards,” he added.
Paulus also hoped the LPPOM MUI could improve its working agreements with food producers.
“In the past, [MUI] has tried to find things we are doing wrong. The council should have more faith in us, because we want to be completely open and honest with what we are producing,” he said.
“Hopefully, things will improve, and we also hope the cost of halal certification will not become more expensive,” he said.



Lack of leadership heralds a shaky start to a new decade


Debnath Guharoy, Consultant|Wed, 01/06/2010 10:12AM |Business
Four billion years after the Big Bang, the human race is still rather primitive despite all its symbols of sophistication. If evolution is leading us in a slow walk to perfection, the last decade was a big step in the wrong direction.
Other than to celebrate the end of what is easily the most depressing decade of this writer’s life so far, there is precious little to feel good about the 2000s.
Not much has happened socially. The impoverished half of the species, the suppressed half that is the fairer sex, are no better off than they were in the 1990s. Palestine, the cradle of modern civilization and the trigger that threatens peace at every corner of the globe, has a new wall meandering through people’s homes.
Technologically, not much has happened except for some flashes of progress in medicine.
Economically, the Internet bubble burst at the start of the decade and the even bigger global financial crisis brought the curtains down on it. Morally, we are approaching bankruptcy with religious leaders spreading hatred, political leaders bungling the biggest challenges of our times and business leaders selling their souls at the altar of the shareholder.
For this column, the moral bankruptcy in the Wall Streets of the world is perhaps the most noteworthy. Swept to power, even the new hope has lost much of his halo. Barack Obama must have realized, all too painfully, that Big Business has far too many powerful friends to allow meaningful regulatory changes in the financial sector.
His other big promise, healthcare, has fallen way short of his aspirations with no public option for his people. The big insurance companies and the big pharmaceutical companies will continue to rake it in. Gordon Brown’s efforts to promote a new culture in European banking have all but ground to a halt.
And finally, Copenhagen became the symbol of the decade gone by. If the world indeed faces an existential threat, not too many seem bothered enough to actually do something about it.
Inept. It is perhaps the most appropriate word that describes our leaders of today, across the different facets of life and around the globe. Their inability to decipher right from wrong remains a worrying sign for the 2010s. A lot of talk, very little action.
In Indonesia, the Bank Century saga continues to cast a long shadow, now straddling two decades.
The nexus between money and power seems stronger than ever. Eight out of 10 Indonesians believe that “if we don’t act now we’ll never be able to control our environmental problems”. If you haven’t heard of the Gaia principle, now is a good time to Google it.
Did the Indonesian delegation give voice to the people who sent them to Copenhagen? The same number believe that “the gap between rich and poor is increasing”. To give credit where it’s due, this president seems concerned enough to address the vital issue of inequality. Actions taken by this administration have not only arrested the widening gap, it has helped to reduce it.
Unemployment is not growing as it is in most countries, it is effectively heading in the right direction.
Contrary to dated BPS data and Ministry of Manpower statistics, Roy Morgan Research has evidence to believe that only 4 percent of the workforce is looking for full-time work today. That major indicator is gradually and visibly dipping but popular perception is lagging behind reality.
That kind of progress will continue to spur the consumer economy. Today, almost 45 percent of Indonesians has a cellular phone. Though the rate of growth is slowing down, market penetration continues to grow.
One in three rides a motorcycle, a number that is racing ahead with women riding the wave. If the motorcycle which is used as a family transport is a symbol of the country’s growing middle-class, then the nation is indeed motoring ahead.
The sobering reality is the price of consumer goods, with groceries constituting a major portion of the monthly domestic budget. It has had a dampening effect, with only 19 percent believing “I am better off than I was the same time last year”.
The pressure on the wallet has also led to the decline in the number of people with a bank account, down to 17 percent from 21 percent just five years ago. Higher bank fees has not helped.
While there is a growing number of people joining the fold, only 5 per- cent of Indonesians have “accessed the Internet”. The low level of usage is a symbol of contemporary Indonesia in contrast with its neighbors, held back from joining the new global economy. This is tempered with the continuing growth in the number of youth achieving diplomas and university degrees.
At 2 percent and growing, there will be more agents of change accelerating the modernization of the economy. Whether they will be encouraged by business providing opportunities and government bringing about promised changes, is to be seen.
The country is poised for growth, in much better shape than most economies around the world. The people are watching, with optimism. Will their leaders take them into the next decade with confidence, or will they be let down?

Here is your task:

1. Choose one of the texts
2. Make oral summary about the text.
3. You can make paraphrase of the text before presenting the oral summary.

Below are the steps to make a good summary
Paraphrasing is the technique through which a writer gets the work of another author and then just changes the wordings of the specific article but the main idea remains the same. Following are some of the details about how to paraphrase properly, without getting the image of plagiarism.


  1. First of all you have to read the paragraph very carefully so that you can analyze after that how to arrange the words.
  2. After that you will remove the unnecessary words from the paragraph because the unnecessary words just create the verbosity in the write up, therefore, you can reduce the verbosity by replacing the two compound words with the one strong word.
  3. You should also analyze that whether the writing skills match with your skills or not because the more you link it with your writing the stronger paraphrasing will be done.
  4. You should change the whole paragraph and even the structure of the write up as well.
  5. The idea in the paraphrasing is same as that of the original material but the changes are made in the grammar and also in the synonyms.
  6. One of the best ways of doing the paraphrasing is to just write the quotes in a proper manner and then giving the references.
  7. Another way is to write down the original idea with the reference of the material in your own words. In this way you can make your arguments stronger without the plagiarism.



Prepare yourself. Get ready for the presentation.

Rabu, 16 Desember 2009

News Items

Text Structure:
a. Headline;
b. Background: elaborate the incident, the people involved, place, time, witnesses, and so forth
c. Source: comments from eye-witness, experts opinion, the authorities and other parties that have competence in the related field of the news

Language Features
- Focus on human, animal, things, certain items etc
- Uses action verbs like eat, run, kill;
- Adverb of place and time
- Uses Past Tense
- Written according to the order of the incident


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Assignment:
1. Make a group of three (You will act as news reader who read a news on TV, using a teleprompter (a text displayed near the camera so that the news reader does not have to look at the papers too often. Here, you can make your own teleprompter in a piece of paper, with big colorful fonts so that the news reader can read it from a distance of approximately 3 meters.)
2. Choose one newsworthy incident from your surrounding area
3. Elaborate with the necessary details
4. Make a teleprompter
5. Deliver the news in front of the class. Act like you're on TV and read the news. You can act as the news reader, the reporter, the witness or anything that suits the news you chose.
6. Your time to broadcast the news is 4 minutes for each group.
7. You can use pictures, videos, or other medias to display on the screen to make the news reading more lively and convincing.

Good luck!

Senin, 16 November 2009

Mid Semester Speaking 2

Dear students
Mid test will be held this week. The schedule is following our regular meeting unless that you have another test scheduled.
Task:
1. You have to watch one of these films:
a. Jennifer’s Body
b. Righteous Kill
c. 2012
d. Twilight
e. Rambo IV
f. The Changeling
2. Make a review of the film. Present in front of your friends in not more than 5 minutes.
3. Divide the presentation into three parts:
a. Opening
b. Discussion --> retell your version of the film
c. Review the movie; give your opinion about the film.
4. Present the review before the class in not more than 5 minutes
5. The scoring will cover these items:
a. Film recognition (characteristics, plot, theme, conflict, etc)
b. Your opinion about the film (I value this point higher)

Prepare yourself well and good luck!

Senin, 02 November 2009

Recount

The recount text focus is on a series of event. A recount generally begins with an orientation.
The purpose of recount text is to tell:
• About the past experiences
• The event described is intended to inform or entertain.
• The recount text use the simple past tense

The structure of recount text:
1. Orientation:
Orientation provides the backgrounds information needed to understand the text, such as who was involved, where it happened and when it happened
2. A series of events: Then the recount unfolds with a series of event retold in chronological sequences.
3. Re-orientation: at various stages, there may be some personal comment on the incident. We call it re – orientation.

Language features:
* nouns and pronouns used to mention people, things, animals involved in the story like David, the monkey, we etc
* action verbs like go, sleep, run etc.
* past tense, like: We went to the zoo; She was happy etc.
* conjunctions and time connectives to put events, activities or stories in a good order like and, but, then, after that, etc.
* adverbs and adverb phrases uexpress place, time and manners like yesterday, at my house, slowly etc.
* adjectives to describe nouns, such as beautiful, funny, etc

Sample Text:
Today in maths, our teacher read the story of the hungry caterpillar. Then she gave the class a problem to solve. We had to find out how many items of food the hungry caterpillar ate before he built a cocoon around himself. We could work it out using any method and materials we wanted.
Some groups decided to just count the days but that wasn’t enough because the caterpillar ate different amounts each day. Others used paddle pop sticks or grid paper. Katherine and I read the story again and put out a counter for each item of food. Then we added the counters.
Katherine counted them first. She put the counters in piles of ten. She had three piles and one counter left over. That meant the total was thirty-one. I counted thirty-two. Most other groups also got a total of thirty-two so we thought it was probably correct. Then our teachers asked each group to report back and explain how they got the answer.


Task:
Choose one of your life-changing moment s that you will not forget in your entire life. The event must be unique, special, and more than just a so-so story about how you meet your best friend, for example.
Recount the event or story in before the class for not more than five minutes.

Jumat, 23 Oktober 2009

Descriptive Text

Communicative Purposes:
Descriptive text is purposed to give description used in all forms of writing to create a vivid impression of a person, place, object or event such as:
Describe a special place and explain why it is special.
Describe the most important person in your life.
Describe the animal’s habit in your report.
Descriptive text is usually also used to help writer develop an aspect of their work.
create a particular mood, atmosphere
describe a place so that the reader can create vivid pictures of characters, places, objects etc

Use of Descriptive Text
To engage a reader’s attention
To create characters
To set a mood or create an atmosphere
To bring writing to life

Language Functions:
Aims to show rather than tell the reader what something/ someone is like
Relies on precisely chosen vocabulary with carefully chosen adjectives and adverbs.
Is focused and concentrates only on the aspects that add something to the main purpose of the description.
Sensory description-what is heard, seen, smelt, felt, tasted.
Precise use of adjectives, similes, metaphors to create images/pictures in the mind e.g. Their noses were met with the acrid smell of rotting flesh.
Strong  development of the experience that “put the reader there” focuses on key details, powerful verbs and precise nouns.

Generic Structure
General Statement
Used to introduce the things, places or person to be described

Explanation
Describing the features of things, places or people being described.
Using the adjectives to describe the origin, color, size, material, shape, features, etc.
The description specifies on the things being described.

Closing
Contains the conclusion of the things, places, or people being described.

Language Features:

Simple Present Tense
Action verbs
Passive voice
Detailed noun phrase
Adverbial phrase
Technical terms
General and abstract noun
Nouns
Conjunction of time and cause-effect.
Adjectives
Relating verbs
Thinking verbs
Figurative language like: simile, metaphors.


Practices:
This task is for individual.
Think of a thing, place or an event to describe.
You have a few days to practice individually. Then you have to present it in the class.
You will have about three minutes for the presentation.

Minggu, 12 Juli 2009

Final Test Speaking I

Here are the topics for Speaking I Final test. Group will be defined on the day of the test. Each group consists of 4 persons and each group has to present the ideas for 8-10 minutes. All that you have to do is prepare yourself, get as many information as possible to elaborate and give factual information on the topics below.

1. How to find a job
2. What you need to do to be a better English learner
3. What would you do if you were late for an important appointment?
4. What would you do if your best friend stole something from you?
5. What would you do if your children were caught shoplifting?
6. If you could change one thing about your past, what would it be?
7. Describe a famous park or recreation area in your home country.
8. Describe a place you go for recreation or exercise.
9. Tell about a time when you lost something.
10. Tell about one of your fondest childhood memories.
11. Tell about a time when you were treated unfairly.
12. Tell about something you wish had never happened.
13. Tell about your opinion on a current politician?
14. What is your opinion about violence on television?
15. What is your opinion about recycling?

Good luck!

Kamis, 14 Mei 2009

Mid Test for Speaking I, Even Semester 2009

Topics Discussed – Mid Term Test
Speaking 1 - Even Semester 2009


Topics:
1.Women in the military
2.Poverty exploitation on TV shows
3.Fortune telling
4.Cloning
5.Euthanasia


Instructions:

1. Form a group of 5 persons; this will be your team for your practice during the preparation of the mid test.
2. Team member and topics during the mid test will be defined randomly, not according to your choice.
3. Find any information relates to the topics above on news, articles or newspapers.
4. If the information is written, read it and make sure that you understand about the topic.
5. After you have the knowledge relates to the topics, you can share the information with your group and discuss the topic and express your agreement or disagreement.
6. You are allowed to practice with friends in discussions.
7. The time of your presentation and discussion will be approximately 6 – 8 minutes for each group.

Scoring will cover these items:

a.Fluency
b.Pronunciation
c.Intonation
d.Understanding of the topic
e.Content of the conversation



Expressions for Agreeing and Disagreeing


Expressing a General Opinion

In my opinion…
I think …
I prefer …

Expressing an Opinion about Taking Action

We could …     Maybe we could … (softer)
Could we …?  (More polite)
I think we should …
I don't think we should …
Why don't we … (more polite if inflected as a question)
How about…

Expressing Agreement
Great idea!
I agree.
That's a good idea.
I think so too.
I would go along with that. (Positive, but slightly neutral)
I might go along with that. (Even more neutral, but slightly positive)
Maybe you are right. (Positive, but slightly neutral)


Expressing Disagreement

I'm not sure about that (negative, but slightly neutral)
I don't know, but it seems that … (gentle)
I don't think I agree.
I don't agree. (Stronger)
I'm afraid I disagree.
I'm sorry, but I don't agree.
I'm not sure that's the best idea.
Yes, but …

Senin, 15 Desember 2008

Praises or Compliments

GIVE REMARKS: PRAISES OR COMPLIMENTS

A. How to Give a Good Compliment

Occasionally, when interacting with others, people finds something interesting or attractive or admirable that makes someone enchanted and wants to express compliments. A compliment is expressing admiration about something. There are several ways in making praises or compliments:

1) Make your compliment specific.
“That necklace looks really good on you” makes a bigger impact compared to “you look really good today”. The more specific the better, it makes the person feel like you notice them.
2) Back up your compliment.
Don’t just stop at “that necklace looks really good on you”. Your compliment becomes stronger when you say why you think so; “that necklace looks really good on you because it matches your eyes”.
3) Ask a question with your compliment.
And if you want to use it as a conversational starter, ask a question about the subject of your compliment; “that necklace looks really good on you because it matches your eyes. Where did you find it?”

B. Phrases for Compliments:

•I am so proud of the way
•congratulations on
•did such a wonderful job
•ever since you
•for your unwavering support during
•have taught me so much about
•have had great admiration for
•have had a profound effect on
•have restored my faith in
•how grateful I have been for
•how much I admire
•how impressed I have been
•knowing that I could count on you
•must congratulate you
•of how much you have meant to
•the superb job you have done
•want you to know
•was delighted to discover
•wonder if you are fully aware of


C. Expression for a Special Effort or Personal Qualities

•I know that she feels comfortable leaving the children with you because of your caring, patient personality.
•You always manage to meet each deadline with high quality work.
•You definitely have a gift for writing convincing business plans.
•You have a way of explaining things that is easy for me to understand. Not everyone has such a gift.
•You have always put forth extra effort in your assignments. I really appreciate being the one who benefits this time.
•You are able to motivate the young players while staying positive. We truly appreciate that quality in the leaders of our youth.

Phrases:

•always manage to
•can always count on you
•composure and resolve
•concern and sensitivity
•cordial and helpful
•deserve the very best
•gave me the incentive to
•handled it like a pro
•have a gift for
•if it hadn't been for you
•not sure how you managed
•particularly appreciate
•patience and determination
•such a flair
•the way you
•your patience with
•your valuable expertise
•your remarkable selflessness
•your ability to
•your willingness to
•your vision of
•your outstanding talent


D. Expression to express appreciation or confidence in your partner of conversation.

Sentences:
•I know she appreciates everything you do.
•We are proud to have you on the team.
•You have a great future in this business.
•I am sure others feel the way I do.
•It's great to have a colleague who will help this way.
•Thank you for your kindness.
•Thanks for being such a great example.
•Thanks for your helpful contributions.
•Thank you for helping me at this difficult time.
•Please accept my sincere gratitude.

Phrases:

•always knew that you…
•am confident that
•are proud to
•are a great friend
•are an inspiration to
•can always count on you
•don't know what we would have done
•for being there
•for being such a help
•for helping
•for your kindness
•have a great future
•is much appreciated
•know that you will succeed
•making a great contribution
•my respect and admiration
•please accept
•really appreciate all you've done
•sincere gratitude for
•such a great example
•thanks for everything
•to have you as part of our team

Senin, 01 Desember 2008

Making Apology

MAKE APOLOGY

A. Offering and Accepting Apologies

Apology is something we say in special occasion like when they interrupt, or when start an arguments, or to tell someone that s/he is being unreasonable.
There are reasons why a speaker says sorry:
- to start an argument,
- to tell you that you are being unreasonable,
- to suggest that you should apologize,
- Because s/he really is sorry.

The noun "apology" or the verb "apologize" (or "apologize") is often used in formal apologies. The person may also use emphasizes to show how sorry he is. The same adjectives can be used with "regret" though we have seen that "regret" and "sorry" can be used without admitting responsibility.
For example:
"We sincerely regret to say you have not got the job".
"I do apologize for this interruption, Dr Jones."
"Mentendo inc. wishes to express its most profound regret...."
Apologies go with excuses. An excuse tries to explain why the offense has been given.
For example:
"We apologize for the delay, which has been caused by a traffic jam."
"I'm sorry about my homework, teacher, the dog ate it."
Often the person apologizing will stress that the fault was not intentional.
For example:
"I'm sorry. I didn't mean to wake you up."
"I apologize if I inadvertently offended you."

B. Forms of Apology

Apology can be expressed in many different ways like mentioned as follows:
Please accept my apology. (Very formal)
Please forgive me. (Very formal)
It won't happen again. (This means the mistake was your fault.)
I'm sorry.
I'm terribly sorry. (I am very, very sorry.)
I apologize.
I'm afraid I forgot our appointment. I'm sorry.
I'm sorry I forgot to come to my conference.
We apologize for the late departure of the London train.
Miss Otis regrets she's unable to lunch today.
I'm sorry about the mess.
It's my fault. I shouldn't have done that. Sorry, I'll never do it again.




C. Accepting an Apology

Sometimes you will be the person who has a criticism to make. If you have criticized a friend or coworker and that person has apologized to you, accept the apology.

That's OK. These things happen.
That's all right. Don't worry about it.
Oh. Never mind. It was nothing serious.
We all make mistakes.
You're only human.

Because “I apologize” is a formal expression “I'm sorry” is often used in informal apologies. With apologies, you admit to doing something to upset another person.
For example:
"I am sorry for making a noise".
"I am sorry for ignoring you."

Asking a question is one way to show that you didn't intend that result.
For example:
"Oh, I'm so sorry. Are you ok?"
"I'm sorry. What did I do?"
"Sorry I'm late. Were you waiting long?"

An exclamation can be used for the same purpose.
For example:
"Oops! I did it again."
"Oh dear! I'm so sorry. Did I hurt you?"
"Oh no! I do apologize. Let me help you pick it up."

You can also put in emphasizers.
For example:
"I'm sorry"
"I'm very sorry."
"I'm really very sorry."
"I'm really so very sorry."
"I'm really so very sorry indeed."

"I apologize"
"I do apologize."
"I do most sincerely apologize."
"I do most sincerely and abjectly apologize"
“Excuse me”

We say Sorry because we feel bad that someone is upset. To be Sorry does not mean to apologize. To apologize is to admit that you are at fault. But sorry only expresses regret. That is, something has happened, which you would prefer had not happened, so you are sorry.

We use please as an emphasizer for “excuse me”
For example:
"Excuse me, do you have the time"
"Excuse me please, I need to get off"
"Would you move your car" - "Well, excuse me, I only stopped for a second."

Please excuse ... is used in the same formal way as our apologies for .... The informal construction is (I'm) sorry about ...
For example:
"Our apologies for the inconvenience."
"Please excuse the delay."
"I'm sorry about the mess - I'll clean it up."

Not really apologizing.
Aggressive apologies. If an English speakers are going to be aggressive, they sometimes apologize for it. If 'sorry' is said with a rising tone, this is probably aggressive. (Apologies normally use a falling tone.) A 'non-apology' is often followed by 'but'. Sometimes 'sorry' is used to suggest that you should apologize.
For example:
"I'm sorry, but you will have to leave."
"Excuse me, you are sitting in my place."
I'm sorry, but I don't have to put up with this.
I'm sorry, but you are standing on my foot.

Apologies can also be used to say no. 'I'm afraid' is also used for this.
For example:
"I'm afraid that's impossible."
"I'm sorry, that table is reserved."

I beg your pardon (or just pardon), are polite ways of saying what do you mean?
For example:
"It's noisy in here" - "Eh? Sorry?"
"I'm diffgidi ddjja" - "Er … I beg your pardon?"

You apologize for giving bad news. For example:
"I'm afraid your team lost."
"I'm sorry; there was nothing we could do."
"Your car needs expensive repairs. I'm sorry."
"I'm sorry to hear about your accident.".
"I feel sorry for people with no homes."
In the examples above, the idea expressed is regret, but not apology.
“I'm afraid” is often used to introduce bad news or an upsetting statement. Another way to do this is to use “I am sorry” to say.

For example:
"I'm afraid you will miss your train"
"He won't pass the exam, I'm sorry to say"
"I'm sorry to say Joey's aunt died yesterday."
"I'm afraid we're lost."

Minggu, 16 November 2008

Mid Test

Mid Test Material for Basic Speaking


Procedure:
1. The mid test is a group conversation.
2. The group consist of 3 people
3. Each group must speak in proper and clear English for the duration of 3 – 5 minutes. Time management is very important.
4. If a group speaks less or more than the defined time, there will be time penalties, and the score will be reduced.
5. The scoring will cover these items:
a. Automation (How fast you response to what your partner said)
b. Creativity in your ideas in keeping the conversation going until the time is up.
c. Team work (how a group manage to speak in a fair and equal portion from each speaker)
d. Individual ability in speaking
e. Fluency

Topics:
1. An emergency call to 911/ police to report a murder in your neighbor’s house.
2. You saw an accident, and apparently the victim is one of your friends. You call an ambulance to get immediate help, but you do not KNOW THE NAME of the street. You give description of the surrounding area.
3. Call the people you met when you had your holiday in Tawang Mangu to offer a job in your office.
4. Sell something via telephone; try all possible way to sell the thing (it could be girl’s accessories, floor cleaner, bugs extinguisher, or anything else)
5. A long lost friend contact you to visit your new home where you just moved. You explain the transportation and ways to get to your home via telephone.
6. You ask for information about a drama show in an international school. Ask everything about the show, the ticket price, the actors, the theme and so forth
7. You book a plane ticket to go to Italy. Call a hotel to make a room reservation for your stay in Italy for two months.
8. Visit a travel agent to inform you about the trip to Singapore. Ask every detail you need to know. ( be creative about the questions with this topic)
9. Order some food; give important details about the food.
10. You want to visit your friend who is being hospitalized in another city and you do not know how to get there.
11. Call a friend who lives in another town to buy you a bedcover for your mattress. You give details about the bedcover you requested your friend to buy.
12. Book a room in a hotel; ask for the price, facility, bonuses, discount and many other things.
13. You plan to have a party. You take your sister to accompany you a market to buy the items for the foods. Make a haggle for every item sold in the market.
14. Invite a friend to plan a holiday in another city and spend some nights together.
15. You go to a store to get a gift for your mother. You want to buy her something special with some limited money. Try to get the items you want to buy with your money

Kamis, 06 November 2008

Assignment Topics

Assignment Topics for Basic Speaking

1. Visiting a friend who is hospitalized in another city
2. Attending a wedding ceremony
3. Planning a holiday with a friend to go to a national park
4. A pizza guy who deliver the pizza order in a strange and unfamiliar area
5. Meeting an old friend in a business transaction
6. Skiing on the Ski center
7. Celebrating your birthday
8. Going to the zoo
9. Inviting a friend to celebrate your graduation day
10. Dating: watching movie
11. Asking someone to have a dinner. But s/he doesn’t know the place of the restaurant
12. A new employee in a huge factory who wants to meet the manager
13. A burglar entered your house and you make a report to the police.
14. Traveling to Karimunjawa island for three days
15. Mount Slamet hiking during the rainy season.

Minggu, 26 Oktober 2008

Meeting 5

ACCEPTING AND REFUSING INVITATION

Inviting

Here are some phrases and expressions for inviting in English.

  • Do you want to . . .
  • Do you wanna . . . (informal)
  • Would you like to . . . (more polite)
  • How about (V+ing) ?
  • How would you like to . . .

1. Do you want to dance?

2. Would you like to go hiking this weekend?

3. How about going swimming on Friday?

4. How would you like to play golf tomorrow?

No thanks. I'm kind of tired right now

Sure, I'd love to. What time should we meet?

Ah. Can I get back to you on that?

Sounds like a great idea. Where do you want to go?

Speaking Situations: Inviting

Do you want to / wanna (very informal)
Would you like to
Will you . . . (with me)
How about V+ing
How would you like to
I was wondering if you would (like to)
I would like to invite you to (more formal)

Conversation practice

When inviting someone to do something with you,
it is polite to "break the ice" before extending the invitation.

For example,

Will you go dancing with me on Friday? (too abrupt by itself)
(Give the other person time to "prepare" for your invitation.)

Do you have time on Friday?
Yes, I do. Why do you ask?
There's a dance at the Grand Ballroom.

Would you like to go with me?
Sure! I'd love to.

Role plays the following situations with a partner.
Include details and give a variety of responses.

1. Invite your partner to go fishing this weekend.

2. Invite your partner to your home for dinner.

3. Invite your partner to see the circus.

4. Invite your partner to attend your violin concert.

5. Invite your partner to attend a political rally.

6. Invite your partner to your child's performance.

7. Invite your partner to your son's graduation party.

Accepting and Refusing

Accepting and refusing politely may depend on what you are asked. For example

Would you like some cake?

Yes, please.
Sure. Thanks
Okay. Thank you

No, thank you
I'd better not.
No, but thanks for offering.

Would you like to go see a movie?

Okay. Sounds good.
Sure. I'd love to.
Yeah. Good idea

No, I'd rather not.
I'm sorry, but I can't.
No, but thanks for inviting me.

How about some more pie?

All right. Thanks
Looks good. Thanks
Don't mind if I do.

No, thanks.
I'm really full. Thanks anyway.
Looks delicious, but I'll have to pass.

How about going skiing this weekend?

Great. What time?
Sounds like fun.
All right. When and where?

Sorry. I'm busy this weekend.
I don't think I can.
How about some other time?

Minggu, 19 Oktober 2008

Meeting 3

ASKING FOR DIRECTION

A. Giving Directions

Here are some sample phrases and expressions to use in giving directions in English.

(First,) go down this street (for ____ blocks).

(Then,) turn left/right at the traffic light.

(After that,) go straight on _____ Street until you get to the ______.

(When you get to the _____,) turn left/right again.

(Then,) stay on_______Avenue for about _______ yards/meters.

It's on your left, next to the __________. You can't miss it!

1. Excuse me. Is there a grocery store around here?

2. Can you tell me how to get to Phoenix?

3. Where's Tanner's Leather Shop?

4. How do you get to the bank?

Yeah. There's one right across the street.

Sorry. I don't live around here.

It's on the corner of Holly and Vine. Next to the library.

Go straight down this street for two blocks. Turn left when you get to Maple Street. Stay on Maple for half a block. It's on the left hand side.


Here are some phrases and expressions for asking directions in English.

# Where is (the) . . . ? (This is also used in asking about location.)

# How do you get to (the) . . . (from here)?

# How do I get to (the) . . . ?

# Can you tell me how to get to (the) . . . ?

# Can you give me directions to (the) . . . ?

# What’s the best way to get to (the) . . . ?


B. Asking about Place/Location

Here are some sample phrases and sentences for asking about location.

Where is the bank?

It's on Main Street.

It's next to the post office.

It's between the bakery and the barber shop.

It's on the corner of Ninth Street and Pine (Street).

Where's Lagoon?

It's in Davis County, near Kaysville.

It's on I-15, between Farmington and Kaysville.

It's ten miles north of Salt Lake City.


C. Asking for Directions

When we are in the middle of an area that is strange for us, it is better to ask direction to go someplace rather than get lost and confused. Here are some examples of asking for direction and answering to the questions.

How do you get to the sporting goods store?

(On foot)

First, go down State Street until you get to 4th South. Then, turn left. Then, go down 4th South for three blocks. On the right side of the street next to Wendy's.

(By car)

Take State Street to 4th South. At 4th South, turn left. Stay on 4th South for about three blocks. The sporting goods store will be on the right, next to Wendy's.

How do you get to (your house in) Lehi?

Take I-15 south about 20 miles. After you cross the mountain, watch for the signs to Lehi. Take the first Lehi exit. When you get off the freeway, make a right turn at the stop sign. Follow the road (15th East) for five blocks. Make a left turn on Royal Drive. Continue on Royal Drive until you see the big oak tree. My house is on the left hand side. It's a two-story, red brick house with a large front yard. You can't miss it!

Senin, 22 September 2008

TRAVELLING AND BUYING TICKETS

Vocabulary

a motorbike : Sepeda motor
a bus : bis
a train : kereta api
a tram : trem, listrik
a taxi : taksi
an aeroplane : pesawat udara
a car : mobil
a ship : kapal
a scooter : sekuter
a ferry : kapal tambang
a bicycle : sepeda
an underground/ a subway train : kereta api bawah tabah
a train : kereta api
a platform : peron
a single (ticket) : tiket sekali jalan
a return (ticket) : tiket pulang
a ticket office : tiket kantor
round trip : perjalanan pulang pergi
drive : mengemudi
ride : bersepeda
wait : menunggu
wait for : menunggu
get on : naik
get in : masuk
get off : turun
get out : mengeluarkan
check in : mendaftarkan diri
check out : meninggalkan sesudah membayar
is delayed : terlambat

Put the types of transport in order from fast to slow

a motorbike
a bus
a train
a tram
a taxi
an aero-plane
a car
a ship
a scooter
a ferry
a bicycle
an underground/ a subway train

1. ………………….
2. ………………….
3. ………………….
4. ………………….
5. ………………….
6. ………………….
7. ………………….
8. ………………….
9. ………………….
10. ………………….
11. ………………….
12. ………………….


How do these people usually travel in your town?

  • Schoolchildren
  • Students and young people
  • Businesspeople
  • Old people
  • Police officers

Match the phrases in A with the meanings in B

A B

a. In transit ….. is late

b. Check in ….. go to

c. Boarding ….. changing from one plane to another

d. Is delayed ….. final call

e. Last call ….. show your ticket and passport at a desk

f. Proceed to ….. getting on (a plane)

Dialogue

V = Veronica T = Ticket seller


V: Can I have a return to Oxford please?
T: okay, that’s … er …. £23.50
V: here you are. What time’s the next train?
T: Well, there’s one at ….. 10.54
V: Oh, good. Which platform?
T: Platform… sixteen.
V: Okay, thanks a lot. Bye.

Buying a ticket

Florence is in London. She wants to travel to Paris. Put the conversation in a ticket office in the correct order.

.... Here you are.
….. Platform eighteen.
….. Single.
….. Single or return?
….. Thanks. Which platform is it?
….. That’s 94.50.
….. A ticket to Paris, Please…. The six o’clock train.
….. Thank you. Sign here please.

Work in pairs – A and B

Role-play 1

You want to buy tickets to these places on the next train. Ask Students B questions to complete the table below. Imagine the time is 11 a.m.

Student A

1 A return to Manchester

2 A single to Oxford

Price

Time

Platform

………..

………..

…………

…………

…………

…………

Student B

Liverpool

Single - £32.60

Return - £44.60

Train leave at:

10.35, 11.30, 11.55

Platform 16

Leeds

Single - £44.90

Return - £57.70

Trains leave at:

10.50, 11.15, 11.45

Platform 3

Role-play 2

You want to buy tickets to these places on the next train. Ask Student A questions to complete the table below. Imagine the time now is 11 a.m.

Student B

1 A single to Liverpool

2 A return to Leeds

Price

Time

Platform

………..

………..

…………

…………

…………

…………

Student A

Oxford

Single - £12.60

Return - £15.30

Train leave at:

10.30, 10.48, 11.18

Platform 7

Leeds

Single - £37.20

Return - £48.50

Trains leave at:

10.15, 10.45, 11.45

Platform 13

Meeting 2

TRAVELLING AND BUYING TICKETS

Vocabulary

a motorbike: Sepeda motor

a bus: bis

a train: kereta api

a tram: trem, listrik

a taxi: taksi

an aeroplane : pesawat udara

a car: mobil

a ship : kapal

a scooter : sekuter

a ferry : kapal tambang

a bicycle : sepeda

an underground/ a subway train : kereta api bawah tabah

a train : kereta api

a platform : peron

a single (ticket) : single/ searah

a return (ticket) : kembali

a ticket office : tiket kantor

round trip : perjalanan pulang pergi

drive : mengemudi

ride : bersepeda

wait : menunggu

wait for : menunggu

get on : naik

get in : masuk

get off : turun

get out : mengeluarkan

check in : mendaftarkan diri

check out : meninggalkan sesudah membayar

is delayed : terlambat


Put the types of transport in order from fast to slow.

a motorbike

a bus

a train

a tram

a taxi

an aero plane

a car

a ship

a scooter

a ferry

a bicycle

an underground/ a subway train

1. ………………….

2. ………………….

3. ………………….

4. ………………….

5. ………………….

6. ………………….

7. ………………….

8. ………………….

9. ………………….

10. ………………….

11. ………………….

12. ………………….


How do these people usually travel in your town?

· Schoolchildren

· Students and young people

· Businesspeople

· Old people

· Police officers








Oval Callout: by car


Oval Callout: by bus



Oval Callout: on foot





Match the phrases in A with the meanings in B

A B

a. In transit ….. is late

b. Check in ….. go to

c. Boarding ….. changing from one plane to another

d. Is delayed ….. final call

e. Last call ….. show your ticket and passport at a desk

f. Proceed to ….. getting on (a plane)

Dialogue

V = Veronica T = Ticket seller

V: Can I have a return to Oxford please?

T: okay, that’s … er …. £23.50

V: here you are. What time’s the next train?

T: Well, there’s one at ….. 10.54

V: Oh, good. Which platform?

T: Platform… sixteen.

V: Okay, thanks a lot. Bye.

Buying a ticket

Florence is in London. She wants to travel to Paris. Put the conversation in a ticket office in the correct order.

….. Here you are.

….. Platform eighteen.

….. Single.

….. Single or return?

….. Thanks. Which platform is it?

….. That’s 94.50.

….. A ticket to Paris, Please…. The six o’clock train.

….. Thank you. Sign here please.


Work in pairs – A and B

Role-play 1

You want to buy tickets to these places on the next train. Ask Students B questions to complete the table below. Imagine the time is 11 a.m.


Student A

1 A return to Manchester

2 A single to Oxford

Price

Time

Platform

………..

………..

…………

…………

…………

……



Student B

Liverpool

Single - £32.60

Return - £44.60

Train leave at:

10.35, 11.30, 11.55

Platform 16

Leeds

Single - £44.90

Return - £57.70

Trains leaves at:

10.50, 11.15, 11.45

Platform 3

Role-play 2

You want to buy tickets to these places on the next train. Ask Student A questions to complete the table below. Imagine the time now is 11 a.m.

Student B

1 A single to Liverpool

2 A return to Leeds

Price

Time

Platform

………..

………..

…………

…………

…………

…………

Student A

Oxford

Single - £12.60

Return - £15.30

Train leave at:

10.30, 10.48, 11.18

Platform 7

Leeds

Single - £37.20

Return - £48.50

Trains leave at:

10.15, 10.45, 11.45

Platform 13