College life in the United States involves a variety of teaching methods used by instructors, from formal lectures to informal discussions, while students have access to libraries, learning centers, and recreational facilities on campus. American teachers have different styles, with some giving daily assignments and others only occasional assignments, while some follow course outlines and textbooks and others assign projects requiring library research. Overall, American colleges provide students with diverse educational experiences in and out of the classroom.
The document provides a coursebook analysis of the English textbook "Travelers" used in Chilean public schools. It includes a factual summary of the textbook's components, target skills, and target learners. An assessment rates different aspects of the textbook such as rationale, availability, layout/graphics, and cultural bias. Examples of authentic dialogues from the textbook are analyzed and compared to real spoken dialogues based on lexical density and discourse features. The analysis also evaluates lessons from the textbook based on the Communicative Methodological Framework.
The Earth Savers movement was organized in 1987 to promote sustainable development and environmental protection. It has grown into an internationally recognized organization that uses innovative methods to address poverty and pollution. The movement aims to balance population needs with environmental protection through housing, education, livelihood and employment programs. It has 20,000 members nationwide who are committed to preserving natural resources and indigenous heritage according to the movement's credo of protecting God's gifts to the nation.
The document provides a detailed lesson plan for a Grade 7 English class on cause and effect relationships. The objectives are to infer details from pictures, differentiate between cause and effect, identify expressions that signal causes and effects, match correct cause-effect pairs, and illustrate possible causes and effects. The lesson proper uses fairy tale pictures to have students identify causes and effects. It discusses the definitions of cause and effect and examples of conjunctions that signal them. Students then participate in an activity matching causes and effects. The evaluation has students draw possible causes and effects based on given sentences.
This document provides a detailed lesson plan on teaching paragraph writing to students. The objectives are for students to learn how to write well-structured paragraphs, identify the steps and terms of paragraph writing, organize their thoughts into paragraphs, and enjoy the process of writing. The lesson materials include worksheets, templates, and visual aids. The lesson proper involves motivating students with a scrambled paragraph activity, presenting the objectives and steps of paragraph writing, having students practice changing sentences between active and passive voice, and evaluating their understanding with exercises.
This document appears to be an English textbook used in Chilean schools. It contains 10 units focused on teaching English vocabulary and language skills to students. Each unit has a theme such as months, celebrations, personal appearance, school subjects, food, time, animals, and clothes. The units include songs, stories, exercises, and activities to reinforce the lesson topics in a fun, hands-on way. The textbook also has sections for students to practice their English with friends and complete homework assignments.
This lesson plan aims to teach students to use comparative adverbs correctly. It includes preparatory activities like reviewing adverbs and showing example sentences using them. Students will then analyze sentences using comparative adverbs and practice forming comparative adverbs. For evaluation, students will complete sentences using the correct comparative adverb form. As an assignment, students will write 5 sentences using comparative adverbs.
The document contains a detailed lesson plan for a 60-minute English class focusing on the short story "Footnote to Youth" by Jose Garcia Villa. The lesson plan outlines the objectives, subject matter, teacher and student activities, including an introduction, review, vocabulary lesson, presentation of the story, discussion, generalization, and assignment. Key elements of the story like characters, setting, and themes are analyzed. Students are divided into groups to complete a story grammar graphic organizer on the short story.
detailed lesson plan on adverbs for grade 6Jinky Macugay
This document provides a detailed lesson plan for a Grade 6 English class focusing on identifying adverbs and their different types. The objectives are for students to identify adverbs in sentences and differentiate between types of adverbs. The lesson plan outlines teacher and student activities including a spelling exercise, phonics drill, reading conversation examples to identify adverbs, and explaining the four types of adverbs - time, place, manner, and frequency. Students practice identifying adverbs, their function, and classifying them according to the four types through example sentences.
The document provides a coursebook analysis of the English textbook "Travelers" used in Chilean public schools. It includes a factual summary of the textbook's components, target skills, and target learners. An assessment rates different aspects of the textbook such as rationale, availability, layout/graphics, and cultural bias. Examples of authentic dialogues from the textbook are analyzed and compared to real spoken dialogues based on lexical density and discourse features. The analysis also evaluates lessons from the textbook based on the Communicative Methodological Framework.
The Earth Savers movement was organized in 1987 to promote sustainable development and environmental protection. It has grown into an internationally recognized organization that uses innovative methods to address poverty and pollution. The movement aims to balance population needs with environmental protection through housing, education, livelihood and employment programs. It has 20,000 members nationwide who are committed to preserving natural resources and indigenous heritage according to the movement's credo of protecting God's gifts to the nation.
The document provides a detailed lesson plan for a Grade 7 English class on cause and effect relationships. The objectives are to infer details from pictures, differentiate between cause and effect, identify expressions that signal causes and effects, match correct cause-effect pairs, and illustrate possible causes and effects. The lesson proper uses fairy tale pictures to have students identify causes and effects. It discusses the definitions of cause and effect and examples of conjunctions that signal them. Students then participate in an activity matching causes and effects. The evaluation has students draw possible causes and effects based on given sentences.
This document provides a detailed lesson plan on teaching paragraph writing to students. The objectives are for students to learn how to write well-structured paragraphs, identify the steps and terms of paragraph writing, organize their thoughts into paragraphs, and enjoy the process of writing. The lesson materials include worksheets, templates, and visual aids. The lesson proper involves motivating students with a scrambled paragraph activity, presenting the objectives and steps of paragraph writing, having students practice changing sentences between active and passive voice, and evaluating their understanding with exercises.
This document appears to be an English textbook used in Chilean schools. It contains 10 units focused on teaching English vocabulary and language skills to students. Each unit has a theme such as months, celebrations, personal appearance, school subjects, food, time, animals, and clothes. The units include songs, stories, exercises, and activities to reinforce the lesson topics in a fun, hands-on way. The textbook also has sections for students to practice their English with friends and complete homework assignments.
This lesson plan aims to teach students to use comparative adverbs correctly. It includes preparatory activities like reviewing adverbs and showing example sentences using them. Students will then analyze sentences using comparative adverbs and practice forming comparative adverbs. For evaluation, students will complete sentences using the correct comparative adverb form. As an assignment, students will write 5 sentences using comparative adverbs.
The document contains a detailed lesson plan for a 60-minute English class focusing on the short story "Footnote to Youth" by Jose Garcia Villa. The lesson plan outlines the objectives, subject matter, teacher and student activities, including an introduction, review, vocabulary lesson, presentation of the story, discussion, generalization, and assignment. Key elements of the story like characters, setting, and themes are analyzed. Students are divided into groups to complete a story grammar graphic organizer on the short story.
detailed lesson plan on adverbs for grade 6Jinky Macugay
This document provides a detailed lesson plan for a Grade 6 English class focusing on identifying adverbs and their different types. The objectives are for students to identify adverbs in sentences and differentiate between types of adverbs. The lesson plan outlines teacher and student activities including a spelling exercise, phonics drill, reading conversation examples to identify adverbs, and explaining the four types of adverbs - time, place, manner, and frequency. Students practice identifying adverbs, their function, and classifying them according to the four types through example sentences.
The document provides a lesson plan for an English class consisting of 6 periods. The first period focuses on reading about friendship. It introduces vocabulary and has students complete reading comprehension activities. The second period is about speaking, where students practice describing people using adjectives. The third period is a listening lesson where students listen to conversations about friends and take notes. The fourth period is about writing, where students outline and write a paragraph describing a friend. The fifth period focuses on pronunciation and grammar. The final period provides a reading lesson about personal experiences.
Bobby Bounce is learning about animal characteristics in this unit. The story talks about Jack and Jill's toys, which include an old gorilla, a camel, and a snake. It also mentions a flamingo, a small zebra, a tall hippopotamus, and an ugly parrot. Later, Harry's zoo is described as having flamingoes, bears, camels, hippos, and snakes. The unit focuses on describing animals using words like old, young, tall, short, big, small, ugly, beautiful, clean, dirty, fat, thin, happy, and sad.
The rich man possesses everything he could want - servants, food, clothing, jewelry, a large home, and entertainment, yet he is unhappy. His life is too easy as he never experiences hardship or struggles. He realizes that despite owning many material possessions, he has done nothing meaningful with his life and has many things left to do.
Teachers top nocth third edition unit 3Frank Londoño
This document provides information about Andrew's extended family. It includes a chart with photos of Andrew, his wife Diane, their children Zach and Jenny, Andrew's parents Barbara and Rick, sister Carrie, brother Jeff, and other relatives. The document introduces vocabulary for different family relationships and provides exercises for students to practice discussing families.
- The document provides details of an English lesson plan for 5th grade students in Argentina, including objectives, language focus, activities, assessment, and classroom management considerations.
- The lesson aims to teach students to identify and use conjunctions like "and", "but", and "because" to express preferences about school subjects, using a short text about Harry Potter's preferences as an example.
- A variety of activities are outlined, including recalling vocabulary from the previous lesson, reading the text about Harry Potter, completing an exercise to practice using the new conjunctions, and a speaking activity where students ask each other about their favorite subjects.
1) John Panaccio researched various writing skills and grammar topics to create a workshop to improve the writing of his 8th grade English class.
2) He set up an online "Ning" where students could submit assignments which he would provide feedback on.
3) The Ning included exercises on writing prompts, peer review, differentiated instruction, and identifying grammatical errors.
The document provides a lesson plan for a 45-minute English class for 5-year-olds focusing on parts of the house. The teacher tells a story about Snow White cleaning different parts of a small house to introduce vocabulary like living room, bedroom, bathroom, and kitchen. Students practice the vocabulary through singing, coloring activities, and dancing to commands in a closing song. The teacher assesses understanding through listening to students speak and peer correction.
This document provides a lesson plan for a class on days of the week taught to a 5th grade class of 20 beginner English language learners. The goals of the lesson are for students to be able to identify and name days of the week, develop listening and speaking skills, and associate days of the week with school subjects. The lesson plan outlines the teaching points, aims, language focus, approach, skills integration, materials, activities, and assessment. It includes a warmup activity reviewing school subjects, introducing days of the week vocabulary, associating days and subjects by completing a timetable, and an activity having students put days in order and fill out a sample timetable.
The document outlines a 40-minute English class for 5th grade students focused on describing people. It includes aims, language focus, teaching approach, activities, and assessment. The lesson introduces vocabulary for describing physical appearance like hair, eyes, and glasses and has students practice using these words to describe famous people.
The document outlines a lesson plan for a 40 minute English class for 5th grade students at a private school in Tierra del Fuego, Argentina. The lesson focuses on introducing students to Harry Potter and discussing favorite school subjects using conjunctions like "and", "but", and "because". A variety of activities are planned, including watching a Harry Potter trailer, reading about the characters, and practicing expressing opinions about subjects.
1. The document provides details of an English lesson plan for 5th grade students in Argentina.
2. The 40-minute lesson aims to teach students to identify people's features through physical descriptions and develop their writing and speaking skills by describing their favorite celebrities.
3. Key activities include matching statements about celebrities like Daniel Radcliffe and Lionel Messi with their pictures, and having students write and speak about their own favorite celebrities.
1) The student teacher had a positive experience observing and teaching English lessons at the secondary level. They noticed the regular teacher stuck closely to the textbook, so they tried including more engaging activities.
2) For their first lesson, they included interactive activities about music to motivate students that went over well. However, strictly following the textbook for the second lesson on friendship seemed boring.
3) Subsequent lessons included humor, songs, videos and hands-on activities to keep students engaged. Presenting inventions and the past also helped introduce grammar points like passive voice and "used to" successfully.
4) Overall, the experience helped them learn about teaching adolescents and improved their lesson planning skills. They realized students prefer
The document contains a detailed lesson plan in English for a class. The objectives are for students to apply the four types of English sentences, appraise the roles of a teacher, and perform a short mime about a teacher's sacrifices. The lesson plan outlines preliminaries like prayer and attendance. It reviews the four sentence types and motivates students by discussing teacher sacrifices. The main lesson has students read a story, identify difficult words, replace them with synonyms, and answer questions in 2-3 sentences. It concludes with the teacher collecting the students' papers.
The First Assignment: The Paragraphs About My Life.Eric Jackson
1. The document is a first assignment from Eric Jackson for his English 1101 composition class in Spring 2014. It consists of 4 paragraphs about his life.
2. The first paragraph discusses Eric's family, noting he was raised mostly by his mother after his parents separated when he was 9 years old.
3. The second paragraph states Eric does not currently have a job but took an online course on career topics last semester and earned a C.
4. The third paragraph explains Eric still lives in his grandparents' house and provided transportation details from elementary through high school.
5. The fourth paragraph lists additional facts about Eric, including passing important tests in 11th grade and attending prom twice in high school
The document is a lesson plan for a 90-minute English class for 8 second-year junior students. The lesson focuses on the past continuous tense. Students will read an article about a man who helped an injured koala and became famous. They will practice ordering events, analyzing sentences in the past continuous, and describing what they were doing last Saturday using the tense. The lesson includes warm-up, presentation, practice, production, and closure activities. It provides detailed instructions and scaffolding strategies to support student learning.
Grammar # MODAL AUXILIARIES # Passive voice # used to & be used to Ani Istiana
This document discusses modal auxiliaries (modal verbs) in English. It explains that modal auxiliaries are used before a main/lexical verb to modify its meaning. The modals do not have meaning on their own. There are two types of modal auxiliaries: primary (be, do, have) and modal verbs (can, could, may, etc.). Examples are provided to illustrate how modals are used to form questions, negatives, and different tenses. Various uses of specific modals like will, must, should, can are also explained.
This document discusses modal auxiliary verbs in English. It defines modal auxiliary verbs as words placed before main verbs to modify their meaning. Their function is to express willingness, ability, necessity, and possibility. Examples of modal auxiliary verbs given are can, could, may, might, will, would, shall, should, must, and ought to. The document then provides rules and examples for using modal auxiliary verbs in positive, negative, and interrogative sentences with verbs and non-verbs. It also explains the different types of modal auxiliary verbs (present/future, past, perfects) and provides examples of their functions.
The dialogues in this section demonstrate various greetings and leave-takings used in both formal and informal situations:
- People greet each other with expressions like "Good morning", "Hello", and "Hi" and inquire about each other's well-being.
- Common responses include saying you are "Fine" or "Very well, thank you".
- When leaving, people say things like "Sorry, I have to go now" or "It's been nice talking to you". Typical responses are "Yes, see you" or "Sure, see you later".
- The section provides examples of greetings and leave-takings used between friends, coworkers, teachers and
Bahan Pelajaran Bahasa Inggris kelas 7 semester 1Annisa Fauziyah
Berikut ini merupakan beberapa bahan-bahan pelajaran yang dipelajari terutamanya di SMP 5 Bandung untuk persiapan UAS smester 1. Sumber : www.quipperschool.com
The document contains various English expressions related to daily activities, hobbies, helping guests, questions, reported speech, gerunds, comparatives, telephone communication, short texts, pronouns, adjective clauses and more. It provides examples of expressions and explanations of grammar points to improve English communication skills.
The document provides an introduction to a module for teaching English to 7th grade students in Indonesia. It contains a preface, table of contents, and the beginning of chapter 1 which focuses on expressions of likes and dislikes. Examples include dialogues where students ask each other about their favorite subjects and activities. The chapter also explains how to form sentences using verbs like "like", "dislike" and "love" along with examples of congratulation cards, name cards, birthday invitations and greeting cards.
The document provides a lesson plan for an English class consisting of 6 periods. The first period focuses on reading about friendship. It introduces vocabulary and has students complete reading comprehension activities. The second period is about speaking, where students practice describing people using adjectives. The third period is a listening lesson where students listen to conversations about friends and take notes. The fourth period is about writing, where students outline and write a paragraph describing a friend. The fifth period focuses on pronunciation and grammar. The final period provides a reading lesson about personal experiences.
Bobby Bounce is learning about animal characteristics in this unit. The story talks about Jack and Jill's toys, which include an old gorilla, a camel, and a snake. It also mentions a flamingo, a small zebra, a tall hippopotamus, and an ugly parrot. Later, Harry's zoo is described as having flamingoes, bears, camels, hippos, and snakes. The unit focuses on describing animals using words like old, young, tall, short, big, small, ugly, beautiful, clean, dirty, fat, thin, happy, and sad.
The rich man possesses everything he could want - servants, food, clothing, jewelry, a large home, and entertainment, yet he is unhappy. His life is too easy as he never experiences hardship or struggles. He realizes that despite owning many material possessions, he has done nothing meaningful with his life and has many things left to do.
Teachers top nocth third edition unit 3Frank Londoño
This document provides information about Andrew's extended family. It includes a chart with photos of Andrew, his wife Diane, their children Zach and Jenny, Andrew's parents Barbara and Rick, sister Carrie, brother Jeff, and other relatives. The document introduces vocabulary for different family relationships and provides exercises for students to practice discussing families.
- The document provides details of an English lesson plan for 5th grade students in Argentina, including objectives, language focus, activities, assessment, and classroom management considerations.
- The lesson aims to teach students to identify and use conjunctions like "and", "but", and "because" to express preferences about school subjects, using a short text about Harry Potter's preferences as an example.
- A variety of activities are outlined, including recalling vocabulary from the previous lesson, reading the text about Harry Potter, completing an exercise to practice using the new conjunctions, and a speaking activity where students ask each other about their favorite subjects.
1) John Panaccio researched various writing skills and grammar topics to create a workshop to improve the writing of his 8th grade English class.
2) He set up an online "Ning" where students could submit assignments which he would provide feedback on.
3) The Ning included exercises on writing prompts, peer review, differentiated instruction, and identifying grammatical errors.
The document provides a lesson plan for a 45-minute English class for 5-year-olds focusing on parts of the house. The teacher tells a story about Snow White cleaning different parts of a small house to introduce vocabulary like living room, bedroom, bathroom, and kitchen. Students practice the vocabulary through singing, coloring activities, and dancing to commands in a closing song. The teacher assesses understanding through listening to students speak and peer correction.
This document provides a lesson plan for a class on days of the week taught to a 5th grade class of 20 beginner English language learners. The goals of the lesson are for students to be able to identify and name days of the week, develop listening and speaking skills, and associate days of the week with school subjects. The lesson plan outlines the teaching points, aims, language focus, approach, skills integration, materials, activities, and assessment. It includes a warmup activity reviewing school subjects, introducing days of the week vocabulary, associating days and subjects by completing a timetable, and an activity having students put days in order and fill out a sample timetable.
The document outlines a 40-minute English class for 5th grade students focused on describing people. It includes aims, language focus, teaching approach, activities, and assessment. The lesson introduces vocabulary for describing physical appearance like hair, eyes, and glasses and has students practice using these words to describe famous people.
The document outlines a lesson plan for a 40 minute English class for 5th grade students at a private school in Tierra del Fuego, Argentina. The lesson focuses on introducing students to Harry Potter and discussing favorite school subjects using conjunctions like "and", "but", and "because". A variety of activities are planned, including watching a Harry Potter trailer, reading about the characters, and practicing expressing opinions about subjects.
1. The document provides details of an English lesson plan for 5th grade students in Argentina.
2. The 40-minute lesson aims to teach students to identify people's features through physical descriptions and develop their writing and speaking skills by describing their favorite celebrities.
3. Key activities include matching statements about celebrities like Daniel Radcliffe and Lionel Messi with their pictures, and having students write and speak about their own favorite celebrities.
1) The student teacher had a positive experience observing and teaching English lessons at the secondary level. They noticed the regular teacher stuck closely to the textbook, so they tried including more engaging activities.
2) For their first lesson, they included interactive activities about music to motivate students that went over well. However, strictly following the textbook for the second lesson on friendship seemed boring.
3) Subsequent lessons included humor, songs, videos and hands-on activities to keep students engaged. Presenting inventions and the past also helped introduce grammar points like passive voice and "used to" successfully.
4) Overall, the experience helped them learn about teaching adolescents and improved their lesson planning skills. They realized students prefer
The document contains a detailed lesson plan in English for a class. The objectives are for students to apply the four types of English sentences, appraise the roles of a teacher, and perform a short mime about a teacher's sacrifices. The lesson plan outlines preliminaries like prayer and attendance. It reviews the four sentence types and motivates students by discussing teacher sacrifices. The main lesson has students read a story, identify difficult words, replace them with synonyms, and answer questions in 2-3 sentences. It concludes with the teacher collecting the students' papers.
The First Assignment: The Paragraphs About My Life.Eric Jackson
1. The document is a first assignment from Eric Jackson for his English 1101 composition class in Spring 2014. It consists of 4 paragraphs about his life.
2. The first paragraph discusses Eric's family, noting he was raised mostly by his mother after his parents separated when he was 9 years old.
3. The second paragraph states Eric does not currently have a job but took an online course on career topics last semester and earned a C.
4. The third paragraph explains Eric still lives in his grandparents' house and provided transportation details from elementary through high school.
5. The fourth paragraph lists additional facts about Eric, including passing important tests in 11th grade and attending prom twice in high school
The document is a lesson plan for a 90-minute English class for 8 second-year junior students. The lesson focuses on the past continuous tense. Students will read an article about a man who helped an injured koala and became famous. They will practice ordering events, analyzing sentences in the past continuous, and describing what they were doing last Saturday using the tense. The lesson includes warm-up, presentation, practice, production, and closure activities. It provides detailed instructions and scaffolding strategies to support student learning.
Grammar # MODAL AUXILIARIES # Passive voice # used to & be used to Ani Istiana
This document discusses modal auxiliaries (modal verbs) in English. It explains that modal auxiliaries are used before a main/lexical verb to modify its meaning. The modals do not have meaning on their own. There are two types of modal auxiliaries: primary (be, do, have) and modal verbs (can, could, may, etc.). Examples are provided to illustrate how modals are used to form questions, negatives, and different tenses. Various uses of specific modals like will, must, should, can are also explained.
This document discusses modal auxiliary verbs in English. It defines modal auxiliary verbs as words placed before main verbs to modify their meaning. Their function is to express willingness, ability, necessity, and possibility. Examples of modal auxiliary verbs given are can, could, may, might, will, would, shall, should, must, and ought to. The document then provides rules and examples for using modal auxiliary verbs in positive, negative, and interrogative sentences with verbs and non-verbs. It also explains the different types of modal auxiliary verbs (present/future, past, perfects) and provides examples of their functions.
The dialogues in this section demonstrate various greetings and leave-takings used in both formal and informal situations:
- People greet each other with expressions like "Good morning", "Hello", and "Hi" and inquire about each other's well-being.
- Common responses include saying you are "Fine" or "Very well, thank you".
- When leaving, people say things like "Sorry, I have to go now" or "It's been nice talking to you". Typical responses are "Yes, see you" or "Sure, see you later".
- The section provides examples of greetings and leave-takings used between friends, coworkers, teachers and
Bahan Pelajaran Bahasa Inggris kelas 7 semester 1Annisa Fauziyah
Berikut ini merupakan beberapa bahan-bahan pelajaran yang dipelajari terutamanya di SMP 5 Bandung untuk persiapan UAS smester 1. Sumber : www.quipperschool.com
The document contains various English expressions related to daily activities, hobbies, helping guests, questions, reported speech, gerunds, comparatives, telephone communication, short texts, pronouns, adjective clauses and more. It provides examples of expressions and explanations of grammar points to improve English communication skills.
The document provides an introduction to a module for teaching English to 7th grade students in Indonesia. It contains a preface, table of contents, and the beginning of chapter 1 which focuses on expressions of likes and dislikes. Examples include dialogues where students ask each other about their favorite subjects and activities. The chapter also explains how to form sentences using verbs like "like", "dislike" and "love" along with examples of congratulation cards, name cards, birthday invitations and greeting cards.
Reading text for senior high school studentsSasmirido Doni
Television can have both positive and negative effects. Positively, it can increase knowledge through educational programs and benefit those unable to leave home. However, many people watch excessive amounts of television, sometimes over 6 hours per day. Excessive television watching, especially by children, is linked to poor concentration skills and an inability to focus for more than commercial break lengths. Recent studies also show television causes the brain to relax in a similar way to just before falling asleep.
The document provides a coursebook analysis of the book "Travelers" which is used in intermediate English classes in Chile. It includes details about the book such as the authors, publisher, price, number of pages, units and lessons. It also assesses the book on criteria such as layout, selection of content, authenticity, and flexibility. Finally, it analyzes dialogues from the book and identifies discourse features used.
This document provides a summary and analysis of an English language coursebook titled "Travelers". It includes factual details about the coursebook such as the title, authors, publisher, price, number of pages, target skills, and target learners. It then provides an assessment of the coursebook based on criteria such as rationale, availability, layout/graphics, selection/grading, authenticity, cultural bias, stimulus/practice/revision, and flexibility. Specific examples from dialogues in the coursebook are analyzed to examine discourse features. The document was prepared by three students for a methodology course at Universidad Católica de la Santísima Concepción in Chile.
1) The document provides guidance on teaching the present simple tense to students by outlining 10 steps to introduce the key elements of the tense like function, conjugation, affirmative and negative forms, and questions.
2) The steps include introducing actions using examples, explaining daily routines and habits using the first, second, and third person singular forms, and practicing plural forms, negatives, and questions.
3) Providing additional exercises allows students to practice and expand their understanding of the present simple tense in all its forms.
The power of reading in the second languageBIZ University
The document discusses strategies for getting students interested in reading in a second language. It provides evidence that extensive reading leads to improved second language acquisition. Sustained silent reading programs have been shown to improve student performance across multiple skills. The document recommends choosing interesting reading materials, focusing on pleasure over tests, and integrating reading with other activities to motivate students.
This unit focuses on discussing fears and family members. Students will listen to conversations about unusual family members and their quirks. They will practice asking questions about family jobs, hobbies, and personalities. Students will then talk about their own families, describing family members who have certain traits like being easy to talk to or having a short temper. The unit aims to improve students' fluency in natural conversation.
Salomon Unit Fair Presentation La Dor V Doramsalomon
This document provides an overview of a 16-lesson unit on relationships between children and elders that integrated social studies, language arts, and Judaic subjects. The unit explored how elders pass down objects, ideas, experiences, and wisdom to younger generations. Students compared their lives to their elders' childhoods, interviewed an elder, discussed words of wisdom from grandparents, and shared family heirlooms. The unit assessments included an advice book where students offered advice based on what they learned.
The document provides sample dialogs and exercises for students to practice asking and telling time, dates, and introducing themselves. It includes sample conversations with time expressions, dates written in both numeric and word form, and instructions for role playing greetings and asking basic information about others.
The document provides instructions for an online grammar class. Students are told to introduce themselves on a discussion forum, demonstrate that they can access course materials, and visit their instructors' offices and the computer lab. They are also advised to study prepositions for an upcoming quiz.
The document provides sample materials for a booklet to help children progress further in their learning. It includes sections on grammar reference and practice, skills practice in areas like listening and writing, learning to learn lessons to promote self-assessment, social skills lessons to encourage productive classroom environments, and external exam practice to familiarize children with exam contexts. The optional additional material is designed to take children further in their learning path through different ways of working with unit content, developing self-assessment skills, and social skills while preparing them for exams.
This document discusses ways to build reading fluency for students. It defines fluency as reading accurately, quickly, and with proper expression. It recommends that teachers use guided reading, timed reading, and leveling tests to help students. At home, it suggests reading aloud with children, taking books places, making reading fun through contests and activities, and ensuring children have independent reading time. For struggling readers, it advises working with their reading level, building confidence, and finding books on their interests to keep them engaged.
The document provides details of an English lesson plan for a 4th and 5th year class. The 80-minute lesson aims to develop students' speaking, listening, and writing skills. Students will play a game to review questions about famous people, listen to an audio about local business and charity, and design their own CVs. The lesson uses a communicative approach and incorporates various activities including matching vocabulary, correcting sentences, and putting a dialogue in order.
The document is a portfolio from a student named Cesar Williams Pino Velez for the course "Predetermined English" at the Technical University of Manabi in Ecuador. The portfolio includes an introduction letter, self-portrait, and information about the university's mission and vision. It discusses the course objectives of developing mental agility, retention, and intellect. It also covers the areas of English grammar covered in the course like verb tenses and structures.
The document discusses daily activities and frequency adverbs, providing examples of how often students do various routines like taking classes, doing homework, and extracurricular activities. Vocabulary and expressions of frequency are defined and examples are given of placing adverbs of frequency correctly in sentences based on whether the verb is be, another verb, or part of a question or negative statement. Comprehension questions and exercises are provided to reinforce the usage of frequency adverbs.
This document provides an overview of the content covered in Week 3 of an English language learning course. Last week, students learned about Batman and Ironman, introduced English Corner, and learned hero-related vocabulary. This week's plan includes listening to music, reviewing material, studying new vocabulary, reading about local heroes, and learning about restrictive relative clauses. The document provides exercises on grammar error correction, vocabulary practice, a reading passage about child literacy heroes in Ethiopia and Argentina, and an explanation and examples of restrictive relative clauses.
This document provides information for a Kindergarten parent literacy orientation. It includes an itinerary for literacy rotations where parents can learn about supporting literacy at home, reading logs, and English as a second language. The rotations are led by various classroom teachers and support staff. The document then discusses the importance of reading aloud to children, making it fun and enjoyable, choosing age-appropriate topics. It provides tips for reading with children, such as using pictures for context clues, pointing to each word, and emphasizing that reading should make sense. Additional tips include creating a cozy reading space, allowing children to read in bed, having books around the house, and being a good reading role model. The document encourages making reading part of daily
This document is the cover of an English textbook for 10th grade students in Ukraine. It provides information about the authors, publishers, year of publication, number of pages, and ISBN number. It also lists the textbook as being recommended by the Ministry of Education and Science of Ukraine and includes the names of three reviewers who provided recommendations on the content. The cover indicates that the textbook is intended to help 10th grade students learn English based on the standard curriculum for secondary schools in Ukraine.
This document contains a lesson plan for day 2 of lesson 3. It includes a question of the day, a read aloud poem about a child's first day of school, vocabulary and reading exercises about long vowel sounds and subjects/predicates in sentences, and information about writing an informative paragraph. The lesson incorporates reading, writing, and language arts skills.
This document contains a daily lesson log for an English class taught to 6th grade students. The lesson objectives for each day of the week are to make connections between information viewed and personal experiences, and note details from stories read while identifying the simple tenses of verbs in present, past, and future forms. The log outlines the daily lessons, learning resources, procedures, and assessments used by the teacher to discuss these objectives with the students over the course of the week.
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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1. UNIT 1
1. READING
You have to read the following text at home
College Life in the United States
Instructors at American colleges and universities have many different teaching methods.
Some instructors give assignments every day. They grade homework. Students in their
classes have to take many quizzes, a midterm exam, and a final exam. Other instructors give
only assignments. Some teachers always follow a course outline and usually use textbook.
Others send students to the library for assignments.
The atmosphere in some classrooms is very formal. Students call their instructor “ Professor
Smith,” “Mrs. Jones,” and so on. Some teachers wear business clothes and give lectures.
Other classrooms have an informal atmosphere. Students and lectures discuss their ideas.
Instructors dress informally, and students call them by they first name. American teachers
are not alike in their teaching styles.
At American colleges and universities, libraries and learning centers are available to the
students. They can often use typewriter, tape recorders, video machines, and computers.
They can buy books, notebooks, and other thing at campus stores. There are also services
available to the students. They can get advice on their problems from counselors and
individual help with their classes from tutors. In addition to facilities and services for study,
colleges and universities usually offer facilities for recreation. Some schools have swimming
pools and tennis courts. Most have snack bars or cafetarias. (Taken from INTERACTIONS,
Kirn, 1985)
2. 2. SPEAKING
Activity 1
As a student you have to schedule your routine activities. Fill in the form below. Now ask in
turn about routine activities. Follow this model:
A : Where are you at 6 o’clock in the morning?
B
A
: I am at home.
: What do you usually do at home at 6 o’clock?
B : I usually read a book.
Schedule of my daily activities
N Time
o
1 6
6…
2
6.10……
3 ………
Place
Activities
at home.
………at
contract house
………
read a book
Wake up,
pray, cook
………
4
2
0
………
………
………
………
………
………
Activity 2
Work in pairs with another partner telling him/her your partner’s routine activities you have
talked about. Begin like this:
a
A : Please tell me your friend’s routine activities?
b
B : Well, Ani/Anto is at home at 6 o’clock. S(he) usually reads a book. Etc.
3. WRITING
Write down a paragraph about your own routine activities. See the example below.I am
usually at home at 6 o’clock in the morning. At the time I often read a book,etc.
3. UNIT 2
1. READING
You have to read the following text at home
“How can I get to the Post office?”
I have a special rule for travel: never carry a map. I prefer to ask for directions. Sometimes I
get lost, but I usually have a good time. I can practice a new language, meet new people, and
learn new customs. And I find out about different “styles” of directions every time I ask,
“How can I get to the post office?”
Foreign tourist often confused in Japan because most streets there don’t have names; in
Japan, people use landmarks in their directions instead of their street names. For example,
the Japanese will say to travelers, “Go straight down to the corner. Turn left at the big hotel
and go past a fruit market. The post office is across from the bus stop.”
In the countryside of the American Midwest, there are not usually many landmarks. There
are no mountains, so the land is very flat; in many places there is no town or buildings within
miles. Instead of landmark, people will tell you directions and distances. In Kansas or Iowa,
for instance, people will say,” Go north two miles. Turn east, and then go another mile.”
People in Los Angles, California, have no idea of distance on the map: they measure distance
in Los Angles in time, not miles. “ How far away is the post office?” you ask. “Oh,” they
answer, “it’s about five minutes from here.” You say, “ Yes, but how many miles away is it?”
They don’t know.
1 We
2 Girls
3 Boys
Will be parents in the future.
Will be mothers.
Will be fathers.
4
All of us
Will not be unemployed.
5
Some of us
Will not be in Lampung.
(+) Noun or pronoun
Will + be
4. (-) Noun or pronoun
Will not + be
2. SPEAKING
Activity 1
Arrange your planning of the next semester semester. When finished, do the practice again
and now change roles. Fill in the form below. Start like this:
A : Where will you be in the first week of the next semester?
B
A
: Well, I will be at campus.
: What will you do there?
B : I will of course meet with my academic guidance. Etc.
Planning for the next semester
No
Time
Place
Activities
12
week 1
………
at campus
………
meet with my
academic guidance
3
………
………
………..
4
………
………
………
10
………
………
……….
¢
Activity 2
Tell your friend’s planning you have talked about to another classmate. Begin like this:
A : Please tell me his/her planning for the next semester?
B
: Well, I would like to tell you Toni’s planning for the next semester. At the
fir
st
week, he will be at campus. He will meet with his academic guidance. Etc.
3. WRITING
Write down a paragraph of ten to fifteen sentences about your planning for next semester.
5. UNIT 3
1. READING
You have to read the following text at home
Women in the Nuclear Family
The family is changing. In the past, grandparents, parents, and children used to live together;
in other words, they had an “extended family.” Sometimes two or more brothers with their
wives and children were part of this large family group. But family structure is changing
throughout the world. The “nuclear family” consists of only one father, one mother and
children; it is becoming the main family structure everywhere.
The nuclear family offers married women some advantages: they have freedom from their
relatives, and husband does not have all the power of the family. Family structure in most
part of the world is still “patriarchal”; that is the father is the head of the family and makes
most of the important decisions. Studies show, however, that in nuclear families, men and
women usually make an equal number of decisions about family life. Also, well-educated
husbands and wives often prefer to share the power.
But wives usually have to “pay” for the benefits of freedom and power. When women lived in
extended families, sisters, grandmothers, and aunts helped one another with housework and
childcare. In addition, older women in a large family group had important positions. Wives
in nuclear families do not often enjoy this benefit, and they have another disadvantage, too;
women generally live longer than their husbands, so older women from nuclear families
often have to live alone.
B. Sentences with non verbal predicates
N
Subject
o
Verbal Predicate
6. 1
My father
Was very active in students’ activities.
2
He
Was the captain in this class.
3
My mother
Was not active.
4
She
Was one of the beautiful girl in her class.
5 They
(+
Noun or pronoun
)
(Noun or pronoun
)
Were not lazy students.
Was/were
Was/were not
2. SPEAKING
Activity 1
Work in pairs talking in turn about your past activities. Fill in the form below. Follow the
model:
A : Where were you at 6 a.m. yesterday?
B
A
: I was at home.
: What did you do at home?
B : I did jogging. Etc
Schedule of Yesterday’s activities
N
o
1
Time
Place
Activities
6 a.m.
at home.
do jogging
2
………
………
………..
3
………
………
………
4
1
0
………
………
………
………
………
………
Activity 2
Now ask another friend what your friend did yesterday. Begin like this:
a
A : Where was he at 6 a.m. yesterday?
b
B : He was at home?
c
A : What did he do at home at 6 a.m. yesterday?
7. d
B : He said that he did jogging. Etc.
3. WRITING
Write a paragraph about your own yesterday’s activities.
UNIT 4
1. READING
You have to read the following text at home
Untitled
Most children have achieved remarkably sophisticated language capabilities by the age of
three. Their vocabularies have reached about 1000 words, and they can use as many as five of
those words in a single sentence. They make up new words, too. They can speak about the
past and future as well as the present. They understand that some words have more than one
meaning. They can duck when a ball is coming or see a duck on lake. They have began to use
negatives (“That’s not mine”) and helping verbs (“I can do it myself”).
Over the next two years, their vocabulary will more than double. They will begin to play with
words, to repeat silly sounds, to try out “toilet” words or even swear words, just to elicit an
adult’s reaction. Newly aware of the power of words, they will begin to argue, and they will
start to tell jokes.
This language play carries on a process of experimentation that began when child was an
infant, first encountering language. At one time, experts thought children learned language
simply by imitating adults. Nowadays, most linguists agree that children learn primarily by
experimenting-by listening and thinking about what they hear, by making their own sounds,
and then by observing the way others react.
8. 2. SPEAKING
Language comes first as a great garble of sound. Slowly, children learn to hear individual
sound patterns, or words. They try out sounds. For example babies
A : Hi, how have you been for a week?
B
A
B
A
B
A
: I have (I’ve) been fine.
: What have you done then?
: I have finished my homework and visited my friends in Jakarta.
: Sounds good. And how has you sister been?
: She has (She’s) been fine too.
: What has she done for a week?
B : As I know, she has just returned home after a vacation in Bali.
Summary of my family condition and activities for a week
Members
Condition
Activities
of the
family
You
fine
finish homework, visit friend
father
…………..
…………..
mother
…………..
…………..
brother
…………..
…………..
sister
…………..
…………..
nieces
…………..
…………..
nephews
etc.
…………..
…………..
Activity 2
Now change roles. Practice the activity 1 again.
Activity 3
Now tell another friend about the condition and activities of your friend’s family for a
week you have talked about. See the example below.
a
A : Please tell me the condition and activities of his/her family for one week.
b
B : Well, he has been fine and he has finished …….etc
9. 3. WRITING
Write down condition and activities of your own family for a week.
UNIT 5
1. READING
You have to read the following text at home
Advertising: The Selling of a Product
A consumer walks into a store. He stands in front of hundreds of foxes of laundry detergent.
He chooses one brand, pays for it, and leaves. Why does he pick that specific kind of soap? Is
it truly better than the others? Probably not. These days, many products are nearly identical
to each other in quality and price. If products are almost the same, what makes consumers
buy one brand instead of another? Although we might not like to admit it, commercials on
television and advertisements in magazines probably influence us much more than we think
they do.
Advertising informs consumers about new products available on the market. It gives us
information about everything from shampoo to toothpaste to computers and cars. But there
is one serious problem with this. The “information” is actually very often “misinformation.”
It tells us the products’ benefits but hides their disadvantages. Advertisings not only lead us
to buy things that we don’t need and can’t afford, but it also confuses our sense of reality.
“Zoom toothpaste prevents cavities and give you white teeth!” the advertisement tells us. But
it does not tell us the complete truth: that a healthy diet and a good toothbrush will have the
10. same effect.
Advertisers use many methods to get us to buy their products. One of their most successful
methods is to make us feel dissatisfied with ourselves and our imperfect
N
Tenses
Examples
o
1 Simple Present Tense We like Information Technology.
2
3
Simple Future Tense
Simple Past Tense
We will learn English for two semesters.
4
Simple Past Tense
We have learned English for 6 years.
We did not learn English seriously at
SMU.
B. Sentences with non verbal predicates
N
o
1
Tenses
Examples
Simple Present Tense We are students of STMIK Darmajaya.
2
Simple Future Tense
We will not be bad English learners.
3
4
Simple Past Tense
Simple Past Tense
We were not very serious students at SMU.
We have been university students for a
year.
2. SPEAKING
Activity 1
Please interview your friend about his/her routine activities, future planning, past activities,
and activities for one week you have talked about. Use only yes-no questions. Follow this
model:
Reporte
r
Badu
Reporte
r
Badu
Reporte
r
Badu
Reporte
r
: Excuse me, are you usually at home at 6 o’clock in the morning?
: yes I am.
: Do you read a book at that time?
: No I don’t. I usually take a bath.
: Will you be at home tomorrow?
: yes
: Will you study at home?
11. Badu
: yes I will.
Reporte
: what about yesterday, were you at home yesterday?
r
B : Yes they do
C
B
C
: Is it small?
: yes it is.
: it is a pen?
B
: yes.
3. WRITING
Write down ten to fifteen sentences about the characteristics of your friends or things you
have guessed. See the example below.
His name is …… He always wears glasses. He looks rather thin. He always brings a bag. His
hair is curly and his skin is rather black, etc.
UNIT 6
1. READING
You have to read the following text at home
Television: How it Affects Us
How does television affect our lives? It can be very helpful to people who carefully choose the
shows that they watch. Television can increase our knowledge of the outside world; there are
high-quality programs that help us understand many fields of study: science, medicine, the
arts, and so on. Moreover, television benefits very old people who can’t often leave the house,
as well as patient in the hospitals. It also offers non-native speakers the advantage of daily
informal language practice; they can increase their vocabulary and practice listening.
On the other hand there are several serious disadvantages to television. Of course, it provides
12. us with a pleasant way to relax and spend our free time, but in some countries, people watch
the “boob tube” for an average of six hours of more a day. Many children stare at a t.v. screen
for more hours each day than they do anything else, including studying and sleeping. It’s
clear that the tube has a powerful influence on their lives and that its influence is often
negative.
Recent studies show that after only thirty seconds of t.v., a person’s brain “relaxes” the same
that it does just before the person falls asleep. Another effect of television on the human
brain is that it seems to cause poor concentration. Chidden who view a lot t.v. can often
concentrate on a subject for only fifteen to twenty minutes; they can pay attention only for
amount of time between commercials.
To check your understanding, answer the questions below in a separated paper!
1
What is the main idea of the text?
2
What does the word stare in line 11most nearly mean?
3
What does it in paragraph 3 line 2 refer to?
4
What does it in paragraph 3 line 3 refer to?
5
What are the effects of television on human brain?
2a. ORAL REPRODUCTION
Discuss with you friends about the following questions:
1
How many hours do you watch television every day?
2
Which show do you like most? Why?
3
Which shows/ programs don’t you like? Why?
4
Does t.v. help you in any way? If so, how?
3a. GRAMMAR FOCUS
How does television affect our lives?The sentence taken from the text is a question or
interrogative in Simple PresentTense.
Interrogatives in Simple Present Tense
A. For subjects
13. Purpose
Question word
Predicate
Person
Who
does not like accounting?
Thing
What
What class
makes you happy?
is not interesting?
Choice
Which (house)
is yours?
Possesive
Whose class
is the most difficult one?
Number
How many people
study in this university?
Specific
thing
1
to assist = …………………………………………
2
populace = …………………………………………
4. COMPREHENSION QUESTIONS
To check your understanding, answer the questions below in a separated paper!
1
What does the passage talk about?
2
What are the benefits of the computer in the near future?
3
The word transparent in line 6 nearly means ………
4
The word unobtrusive in line 7 means …………
5
The word prevalent in the last line most nearly means…….
2b. ORAL REPRODUCTION
With your partner in your class, practice expressing your ideas orally based on the text you
have read.
1
How is the development of the current computer different from computers in the near
future?
2
Ask your friends the benefits of computers in the near future especially for students
who are physically handicapped, blind, and at risk.
3b. GRAMMAR FOCUS
“What will we expect from computers in the near future?”The sentence taken from the text is a
question or interrogative in Simple FutureTense.
Interrogatives in Simple Future Tense
14. To check your understanding, answer the questions below in a separated paper! 1.What is
the name of Steven Jobs often associated with?
1
What did Steven Jobs experiment and make money from it?
2
What was the practical use of his work?
3
Where did he begin his business?
4
How was his business after six years he began his business?
3. ORAL REPRODUCTION
With your partner in your class, practice expressing your ideas orally based on the text you
have read Discuss with your partner
1.the type of computer that most students use
1
the advantages and disadvantages of using computers
2
the computer programs that university students should use
4. GRAMMAR FOCUS
“Who named the Apple computer?”The sentence taken from the text is a question or
interrogative in Simple PastTense.
Interrogatives in Simple Past Tense
A. For subjects
Purpose
Question word
Predicate
Person
Who
did not join our party?
Thing
What
made you happy?
What class
was not interesting?
Choice
Which (house)
was your parents’ house?
Possesive
Whose car
was here yesterday?
Number
How many people
came to the meeting?
Specific thing
UNIT 9
15. 1. READING
You have to read the following text at home
How has a computer application influenced our attitudes?
Attitudes are associated with almost every learning activity. An attitude is an internal state
that affects our tendency to respond in a certain way. People generally have a positive or
negative emotional reaction to any learning situation. That emotional reaction influences our
attitudes about what we have learned. Our attitudes influence how we respond with respect
to our knowledge and skills. Attitudes are involved in choices made about smoking
cigarettes, attendening an opera, studying, following safety procedures, and obeying traffic
laws. Attitudes can be influenced and changed through the use of classical condition,
reinforcement, and human modeling.
Any computer application will have some influence on student attitudes. If the program is
designed to adapt to individual needs, then the student will experience success and have a
positive emotional reaction. If the program is too easy or too difficult, the student will
become bored or frustrated, which leads to negative attitudes. If appropriate gaming
elements are incorporated into the application, then the students will be motivated to
continue to interact with the program. When students have a choice, they will engage in
those learning activities that are enjoyable and relevant to their interests. Computer-based
videodisc applications can be used to demonstrate or model appropriate choice behaviors.
(Taken from Computers in Education by Merrill, et al.)
UNIT 10
1. READING
16. You have to read the following text at home
Food Personalities
People express their personalities in their clothes, their cars, and their homes. Astudy shows
that our diets are also an expression of our personalities. Perhaps wedon’t choose foods only
for taste and nutrition. We might choose them becausethey “tell” people something about us.
For example, some people mainly eatgourmet foods, such as caviar and lobster, and they eat
only in expensiverestaurants (never in cafeterias or snack bars). They might want to “tell” the
worldthat they know about the “the better things in life.”
Human beings can eat many different kinds of foods, but some people choose notto eat meat.
These vegetarians often have more in common than just their diet.Their personalities might
be similar, too. For example, vegetarians in the UnitedStates may be creative people, and
they might not enjoy competitive sports or jobs.They worry about their health of the world,
and they probably don’t believe in war.
Some people eat mostly “fast food”. One study shows that many fast food-eatershave a lot in
common with each other, but they are very much different fromvegetarians. They are
competitive and good at business. They are also in hurry.Many fast food eaters might not
agree with this description of their personalities,but it is a common picture of them.Some
people also believe that people of the same astrological sign have similar foodpersonalities.
Arians (born under the sign of Aries, between March 21 and April 19)
1
Do you know gourmet eaters? Vegetarians? Fast-food eaters? In your opinion, what
kind of people are they?
2
Do you believe the information in this reading? Why or why not?
4. GRAMMAR FOCUS
“People with the sign of Taurus (April 20 to may 20) prefer healthful fruits andvegetables to
other food”The sentence above is expressed by using a preference.There are some types of
preference.
Subject
University
students
Predicate in preference forms
like computers better than typewriters
17. We
prefer computer books to accounting books
The students
would rather study than play
The forms are as follows:
Subject
Predicate
like noun better than noun
prefer noun to noun
would rather verb 1st than verb 1st
Note:Instead of would rather, we may use would sooner
We may also use gerund instead of noun, e.g. I like swimming better than hiking.
5. SPEAKING
¢
Activity 1
Please list a number of the subjects provided in this semester. Put a tick (V) on the subjects
you like and a cross (x) on the subjects you dislike. Ask your friend’s likes and dislikes as
given in the example below.
A : Do you like all the subjects you are studying in this semester?
B
A
B
A
B
A
B
A
B
: No, I don’t.
: What subjects do you like then?
: management, history, etc.
: How do you like them?
: I think I like them very much (I am crazy about them).
: Which one do you like better, management or …….?
: I like management better.
: And which subjects you dislike?
: I dislike (can’t stand of) mathematics
18. A
: Why do you dislike mathematics?
Subjects
like very much/
be crazy about
……….. ………..
……….. ………..
……….. ………..
……….. ………..
…………..
…………..
………….
………….
………….
………….
…………..
…………..
OK
……
……
……
……
……
……
……
……
dislike/hate/can’t
stand
………….. …………..
………….. …………..
………….. …………..
………….. …………..
Activity 2
Tell another friend your friend’s likes and dislikes you have talked about.
6. WRITING
Write a paragraph about your friend’s like and dislikes.Start like this:S(he) likes some
subjects s(he) is studying this semester such as, ………. But s(he)……
Commands are expressed by the imperative. In the second person imperative, the subject
you is rarely used.
Subject
(You)
Command
(You)
select Bold Italic from the Font Style list
(You)
bring your own diskettes
click on the Browse button in the Create Shortcut dialog
box
The formula is as follows:
verb 1st
Note:
For negative commands, we put do not (don’t) before the verb. For example:
-Don’t bring the bad diskettes.
For non verbal predicates, we use be. For example:
-Be quiet.
19. -Don’t be lazy.
5. SPEAKING
¢
Activity 1
Ask a friend of you the procedure for making or doing something for example, the procedure
for making the ice cream. Firs list the ingredients and tools as shown in Table below. Start
like this:
a
A : Excuse me, tell me how the ice cream is made?
b
B : Well, first two eggs are broken into the bowl. Then one cup of sugar is added
and everything is blended together, etc.Example of Ingredients and tools for making
ice cream
No
Ingredients
Tools
123
etc
two eggs one cup of
sugar ……………
……………
bowel blender
…………… ……………
Activity 2
Now change roles and practice activity 1 again.
6. WRITING
Now write up a description for making or doing something.
20. UNIT 12
1. READING
You have to read the following text at home
Are Men More Creative Than Women?
Through out history it has been men, for the most part, who have engaged in public life. Men
have sought for public achievement and recognition, while women obtained their main
satisfactions by bearing and rearing children. In women’s eyes, public achievement makes a
man more attractive as a marriage partner. But for men the situation is reversed. The more a
woman achieves publicly, the less desirable she seems as a wife.
There are three possible positions one can tackle about male and female creativity. The first
is that males are inherently more creative in all fields. The second is that if it were not for the
greater appeal of crating and cherishing young human beings, females would be as creative
as males. If this were the case, then if men were permitted the enjoyment women have
always had in rearing young children, male creativity might be reduced also. (There is some
indication in the United States today that this is so.) The third possible position is that
certain forms of creativity are more congenial to one sex than to the other and that the great
creative acts will therefore come from only one sex in a given field. (Taken from Mozaic,
Wegmann & Kenezevic, 1985)
“if it were not for the greater appeal of crating and cherishing young human beings,females
would be as creative as males”The sentence above is called a conditional sentence.
Conditional sentences have two parts: the if clause and the main clause. There are three types
of conditional sentences: Type 1: the action at present or future = probable to happen Type 2:
contrary to the facts at present = impossible to happen Type 3: contrary to the facts in the
past = impossible to happen
Type
If clause
Main clause
21. Type 1
If you do not study hard, (it
is probable that you do not
study hard)
Type 2
If you lived in the moon,
(impossible that you live in
the moon)
Type 3
If we had got independence
in 1940, (we did not get
independence in 1940)
Japanese would not have
colonialized our country.
(Japanese colonialized our
country)
If subject verb 1st
Subject will verb 1st
If subject verb 2snd
If subject had verb 3rd
Subject would verb 1st
Subject would have verb 3rd
Type 1
Type 2
Type 3
you will not pass the exam. (it is
probable that you do not pass
the exam)
You would see the earth above
you. (impossible that you see the
earth above you)
Note:
Possible variations of the basic forms:Conditional sentences may take negative forms.In
type 1 instead of will, we may use can, may, might, must, or should.In type 2 instead of
would, we may use might or could.In type 3 instead of would have, we may use might
have, or could have.
5. SPEAKING
Activity 1
Please imagine that your friend is the one in the list below. Ask him/ her that s(he) would or
could do if s(he) were the one in the list. Change roles and practice the activity again. Start
like this:
a
A : If you were the President what would you do?
b
B : If I were the president, I would raise the fund for education.
Here are the lists:President, an artist, a bird, a rector,
Activity 2
Now imagine that your friend has something that s(he) doesn’t really have, or can do some
thing that s(he) really can’t do. Ask your friend, starting like this:
A : What would you do if you had Rp. 100.000.000?
22. B
A
: If I had Rp. 1000.000.000, I would go around the world.
: and what would you do if you could fly planes.
B
: If I could fly planes I would ………
No Imagination have Rp.1.000.000.000,fly planes ……………. …………….
etc …………….
Activity 3
Tell another friend about your friend’s imagination you have already asked in activity 1
and 2.
6. WRITING
Write down your friend’s imagination. You have talked about.
23. UNIT 13
1. READING
You have to read the following text at home
Charlie Chaplin, Creator of Comedy
Charlie Chaplin has broken all records in making people laugh. No one has so set a whole
world laughing as the little man with the bowler hat, the cane, and the overlarge shoes.
Much has been written about Chaplin’s art and his legendary career, and opinions have
varied widely. But perhaps the commentator who called him “the most universal human
being of our time” comes closest to the truth. Those who have called him a genius stress the
timeless and universal qualities in his work. It is an art filled with tragic undertones and deep
human feeling, with which an audience cannot help but become involved and identified. It is
for these reasons, I believe, that the figure of “Charlie” has kept its grip on generation after
generation.
All his biographers agree that Chaplin’s miserable childhood in the London slums was the
decisive influence in his development and in the type of films he made. Chaplin himself
emphasizes it in his memories. The more one reads about his earliest period, the more one is
inclined to agree. For Chaplin, his suffering youth has a lingering fascination: it gave him a
world that he could transform with his imagination onto the movie screen.
Chaplin was never afraid of tackle controversial subjects in his films. He released a parody on
war (Shoulder Arms) only a few weeks before the American troops came home from the hell
of the trenches in World War I (1918). This was regarded as
1
What our comedian program do you dislike? Why?
2
What is your pinion about the comedian groups in our country? Why or why not?
3
How is program of comedy in our country different from that of comedy in other
countries?
24. 4. GRAMMAR FOCUS
For instance, he refers to the Trobriand Islanders who differentiate between what he defines
as fairy tales, legends, and myths. (The underlined clause is called
relative clause).
Person
Subject
Possessi
ve
Thing
Subject
Object
Possessi
ve
Pronoun
who
that
whom
who
that
whose
Relative clause
teaches you English
teaches you English
we met yesterday
we met yesterday
we met yesterday
hair is long
Main clause
lives here.
lives here.
is his father.
is his father.
is his father.
will see you.
Noun
The cat
The cat
The house
The house
The car
Pronoun
which
that
which
that
whose
Relative clause
bit you
bit you
you have painted
you have painted
color you like
Main clause
will be killed.
will be killed.
is very good.
is very good.
is very old.
The car
Object
Noun
The woman
The woman
The man
The man
The man
The girl
of which
color you like
is very old.
Note:The formula is as follows:
B
: I think a good tv program is first, the program that deals with education, second
the program that doesn’t show any violence, third, ……….
6. WRITING
Please write down the characteristics of person or someone you have talked about.
25. UNIT 14
1. READING
You have to read the following text at home
Thinking Skills
Many teachers today believe that they teach thinking skills. In most instances, however, what
they actually do involves putting students into situations where they are simply made to
think and expected to do is as best they can. Most methods teachers customarily use to
“teach” thinking are indirect, rather than direct. These methods are based on the
questionable assumption that by doing thinking, students automatically learn how to engage
in such thinking.
Educational researchers have pointed out time and again that learning to think is not an
automatic by-product of studying certain subjects, assimilating the products of someone
else’s thinking, or simply being asked to think about a subject or topic. Nor do youngsters
learn how to engage in critical thinking effectively by themselves. There is little reason to
believe that competence in critical thinking can be an incidental outcome of instruction
directed, or that appears to be directed, at other ends. By concentrating on the detail of the
subject mater being studied, most common approaches to teaching critical thinking so
obscure the skills of how to engage in thinking that students fail to master them.
If we want to improve student proficiency in thinking, we must use more direct methods of
instruction than we now use. First, we must establish as explicit goals of instruction, the
attitude, skill, and knowledge components of critical thinking. Second, we must employ
direct, systematic instruction in these skills prior to,
5. SPEAKING
Activity 1
26. Ask a friend of you the procedure for making or doing something for example, the procedure
for making the ice cream. First list the ingredients and tools as shown in Table below. Start
like this:
a%
A : Excuse me, tell me how the ice cream is made?
b%
B : Well, first two eggs are broken into the bowl. Then one cup of sugar is
added and everything is blended together, etc.
Example of Ingredients and tools for making ice cream
No
Ingredients
Tools
1
two eggs
bowel
2
one cup of sugar
3
……………
……………
4
……………
……………
4
etc
……………
……………
blender
¢
Activity 2
Now change roles and practice activity 1 again.
6. WRITING
Now write up a description for making or doing something.