Let's check the causes why you difficult to be. Many people want to master but
4 causes why you difficult to master English:
The cause is the habit of Canada (sorry) ugly. If we speak reviews or, generally, we like to spin (not to the point), plus not structured, so that often we do not know which main subject, main verb, and so on. what relationship with the English language? Please read the following points!
When the cause of both is to use the English language, both via speaking and writing, we are the brain we usually into 2, the partition A to language B and a partition for the English language. First sentence is made in the first partition A, and then exported to the new partition B to be translated before finally expressed through speaking or writing.
The effect is a pattern or grammar that has been gravely trouble since learned to be forgotten because SMP partition B is too busy for translate word that is made in the partition A. Because they talk not structured, partition B to become a headache in the translation. As a result, the partition B often hangs (jammed), and no output is produced. If the partition is successfully removing the B output, the output is generally far below the standard, will the ugly English. In addition, opponents to speak often are eaten mosquitoes already asleep because wait and see.
Motivation is the third cause of that is not consistent. The motivation for student who learns English, Generally, they want to get a good value. This means that only English would be the test of time, and after the test has finished a book settle somewhere.
The fourth is the method of learning English is less precise. If you rely only on power memorize, your English will not get better.
So what solution?
Use only the partition B (and forget the partition A). By using one partition, your grammar will not be contaminated by the structure of language that you are ugly (for example, if the ugly) and communication will become more smoothly because of the reduced red tape in your brain.
If you only have the structure of language and vocabularies that has been learned since junior high school we can actually communicate with the relaxed. Believe or not? If it does not believe, please make the list first! Grouping that you have to know in nouns, verbs, Adjectives, adverbs, conjunctions, Prepositions, and articles, and total. Vocabs I am sure you are far above 1000.
You know what? With just over 1000 words, we actually can have communication with the smooth, good in school, at home, in the mall, in bars, or even in a dream. With a note, if you are a blind alley, just revise the kalimatnya with the words of others. Remember, when communication in the English language, just use what you've got and forget the language of India. You will taste the difference.
Keep your motivation high steadily.
With high motivation, you will feel enjoy (do not feel Forced) to spend time for hours to read or memorize grammar, a dictionary, and practice English. If you feel bored quickly, that means you do not have enough motivation high. If my first, just an example, motivation is very high because I want to free school abroad. Then, what motivated you learn English?
Because the English language is very complex, of course, takes time to learn. Many of our friends give up in the middle of the road because of less sabaran, too want to ARRIVE at the finish line in a short time. My advice, do not be too ambisious to touch the finish line in a very short time. This will create a foundation other than the grammar you're not strong, but also can break your motivation. Rileks course, sooner or later you will ARRIVE there.
Use good learning media that fit you.
Learn the appropriate media depending on the character and lifestyle there. Media that are appropriate for other people not necessarily right for you, as well as vice versa. Next is the media that you can try:
1. Do not use the dictionary only contain the word meaning only (ie can be =, month = month, = plough plow, ect). Why? Sentence-sentence because you make a wrong. Try to note the following example 3, the likely result of such a dictionary:
* You must do (you should be)
* The month goes round the earth (earth orbit month)
* Three people ploughed the Airplane (three people hijack the plane).
2. If you like to listen to songs west then keep doing so, and if you can not nangkap its lirycs, search the internet. Here are the benefits of listening to songs in English:
* Can improve your listening skills.
* Be able to know how a certain word is pronounced.
* Can help you build vocabs, because the words in the song longer cling in your memory (especially the song-love theme song).
* Can help remembering patterns tertetu sentence. For example, songs from the Corrs, entitled "What can I do" you can make a reference about the use of capital can in a sentence; pattern of what you get from "It must've been love" by Rosette this?
* When you bersedandung in the small bathroom, you practice speaking, form a pattern, etc. ..
3. If you like watching DVDs, then watch DVD movies. Sub-title of the DVD movies will help you how particular words be vocalized. Select the most good movies you so you do not feel bored for mutarnya again.
4. Use the chat, email, or whatever that uses English.
5. Visit http://swarabhaskara.byethost11.com. Blog contains grammar written in bilangual.
Practice makes perfect.
Can be as usual, the moment diligent in the broad sense, to do ordinary course, not only dream of doing (dreaming). If you are shy to practice by speaking, so listen, or reading. Among them that you are still shy, so please practice by writing. This solution and a wide right. Stop Dreaming Start Action in English is a must.
English Module (Part 8): Tape Script
Tape-script
Number 1
Julia Hey, Simon. Look over there! Isn’t that Nigel and his family?
Simon Yes, it is. What’s Nigel doing? Is he taking pho¬tographs of the monkeys?
Julia No silly, he isn’t. He’s feeding the monkeys!
Number 2
Girl My room isn’t very tidy. There are some books on the floor under my desk. My shoes are on my bed and my jeans aren’t in the wardrobe; they’re under the bed. There are some pens and pencils under the bed, too.
Number 3
Nigel Hello, Nigel speaking.
Simon Hello, Nigel. This is Simon.
Nigel Hi, Simon. What’s up?
Simon What about going to the cinema?
Nigel Good idea.
Simon And Karen? What’s she doing? Is she reading a book as usual?
Nigel No, she isn’t. She's in the garden with Julia. They’re lying on the grass.
Simon Well, go and ask them if they want to go to the cine¬ma with us.
Nigel OK.
Number 4
Man My animals? Well, I’ve got two dogs and a cat, a ham¬ster and two tortoises.
Woman Haven’t you got a canary, too?
Man Oh, no. I don’t like birds.
Number 5
Julia Karen, let’s play video games. Is there a computer in your room?
Karen No, there isn’t. It’s in Nigel’s room.
Julia Hmmm.
Karen Well, we can read in my room! There are lots of good detective stories on the bookshelf!
Julia Oh, Karen!
Number 1
Julia Hey, Simon. Look over there! Isn’t that Nigel and his family?
Simon Yes, it is. What’s Nigel doing? Is he taking pho¬tographs of the monkeys?
Julia No silly, he isn’t. He’s feeding the monkeys!
Number 2
Girl My room isn’t very tidy. There are some books on the floor under my desk. My shoes are on my bed and my jeans aren’t in the wardrobe; they’re under the bed. There are some pens and pencils under the bed, too.
Number 3
Nigel Hello, Nigel speaking.
Simon Hello, Nigel. This is Simon.
Nigel Hi, Simon. What’s up?
Simon What about going to the cinema?
Nigel Good idea.
Simon And Karen? What’s she doing? Is she reading a book as usual?
Nigel No, she isn’t. She's in the garden with Julia. They’re lying on the grass.
Simon Well, go and ask them if they want to go to the cine¬ma with us.
Nigel OK.
Number 4
Man My animals? Well, I’ve got two dogs and a cat, a ham¬ster and two tortoises.
Woman Haven’t you got a canary, too?
Man Oh, no. I don’t like birds.
Number 5
Julia Karen, let’s play video games. Is there a computer in your room?
Karen No, there isn’t. It’s in Nigel’s room.
Julia Hmmm.
Karen Well, we can read in my room! There are lots of good detective stories on the bookshelf!
Julia Oh, Karen!
English Module (part 7): VOCABULARY WORK
VOCABULARY WORK
Verb Noun
berhenti stop pemberhentian
meminum drink minuman
membeli buy pembelian
menunggangi ride tunggangan
Verb Noun
menari dance tarian
menelpon call telepon
bermain play permainan
memotong cut potongan
Unit Self-Test (p.2/25)
Key: Possible answers:
Julia Hello, Julia speaking.
You Hello, Julia. This is Paola.
What are you doing?
Julia Hello, Paola. I’m feeding any cat.
You What’s its name?
Julia His name is Macho. He’s big, black, and very nice. What are you doing?
You I’m doing my homework, but I’m bored.
Julia Why are you doing your homework? Tomorrow is Saturday.
You Because Indonesian students go to school on Saturday.
Julia I see. Have a nice weekend.
Bye bye.
You Bye bye.
Communication Cards
Card 3: Student A and Student B
Key: the differences are:
Card 3 - Student A
The CD is in the wardrobe.
The shoe is on the bed.
The pens are on the armchair.
The pencil is under the chair.
The jeans are on the bedside table.
The magazines are under the bed.
Card 3 - Student B
The CD is on the bed.
The shoe is in the wardrobe.
The pens are under the chair.
The pencil is on the armchair.
The jeans are under the bed.
The magazines are on the bedside table.
Card 4: Student A and Student B
Key:
Card 4 – Student A
Nigel is riding a bike.
Karen is eating a slice of pizza.
Mrs Webster is reading a newspaper.
Mr Webster is drinking orange juice.
Simon is writing a letter.
Mr Greenfield is feeding Jeremy.
Mrs Greenfield is taking a photo.
David is playing football.
Julia is listening to music.
Card 4 - Student B
Karen is riding a bike.
Julia is eating a slice of pizza.
Mr Webster is reading n newspaper.
Mrs Webster is drinking orange juice.
David is writing a letter.
Mrs Greenfield is feeding Jeremy.
Mr Greenfield is taking a photo.
Simon is playing football.
Nigel is listening to music.
Verb Noun
berhenti stop pemberhentian
meminum drink minuman
membeli buy pembelian
menunggangi ride tunggangan
Verb Noun
menari dance tarian
menelpon call telepon
bermain play permainan
memotong cut potongan
Unit Self-Test (p.2/25)
Key: Possible answers:
Julia Hello, Julia speaking.
You Hello, Julia. This is Paola.
What are you doing?
Julia Hello, Paola. I’m feeding any cat.
You What’s its name?
Julia His name is Macho. He’s big, black, and very nice. What are you doing?
You I’m doing my homework, but I’m bored.
Julia Why are you doing your homework? Tomorrow is Saturday.
You Because Indonesian students go to school on Saturday.
Julia I see. Have a nice weekend.
Bye bye.
You Bye bye.
Communication Cards
Card 3: Student A and Student B
Key: the differences are:
Card 3 - Student A
The CD is in the wardrobe.
The shoe is on the bed.
The pens are on the armchair.
The pencil is under the chair.
The jeans are on the bedside table.
The magazines are under the bed.
Card 3 - Student B
The CD is on the bed.
The shoe is in the wardrobe.
The pens are under the chair.
The pencil is on the armchair.
The jeans are under the bed.
The magazines are on the bedside table.
Card 4: Student A and Student B
Key:
Card 4 – Student A
Nigel is riding a bike.
Karen is eating a slice of pizza.
Mrs Webster is reading a newspaper.
Mr Webster is drinking orange juice.
Simon is writing a letter.
Mr Greenfield is feeding Jeremy.
Mrs Greenfield is taking a photo.
David is playing football.
Julia is listening to music.
Card 4 - Student B
Karen is riding a bike.
Julia is eating a slice of pizza.
Mr Webster is reading n newspaper.
Mrs Webster is drinking orange juice.
David is writing a letter.
Mrs Greenfield is feeding Jeremy.
Mr Greenfield is taking a photo.
Simon is playing football.
Nigel is listening to music.
English Module (Part 6): Developing Skill
Developing Skills
Listening
1. Tell the students they have to listen to the recording and circle the pieces of furniture in Julia’s room. Only some of these are actually in the room.
Tape-script
This is a description of Julia’s room: there’s a bed, a bedside table, a wardrobe where she keeps her clothes, and a desk with a chair. There’s a stereo too, with a lot of CDs, and there’s a shelf with books and magazines about her main interest: basketball. It’s a small room, but it’s very nice and tidy.
Key:
Things in Julia’s room:
a bed, a bedside table, a wardrobe, a desk with a chair, a stereo with CDs, a shelf with books and magazines.
Reading (p.2/22)
2. The students have to read the text on their own and write the names of the pets the British usually keep in their homes under the pictures in their books.
Questions
3. Students can answer the questions in class, or at home as homework.
Key: Possible answers:
1. Pets are animals you keep in your house as companions.
2. Yes, they do. British people love animals.
3. The most common pets are dogs, cats, canaries and goldfish.
4. A collie is a big dog.
5. No, you can keep a collie in a large house with a garden.
6. You can keep small dogs like spaniels or Yorkshire terriers.
7. Because cats are independent pets.
8. Canaries are small birds and need little space. They sing, too and people like to listen to them.
9. Because plants provide oxygen for the fish.
10. Fish, hamsters, and rabbits.
11. Open answers.
Summary writing
4. Tell students that, if they like, they can use the answers to the questions in the previous activity to make a summary of the passage “Pets”. They can add connectors like and or so to join the sentences together and write two or three paragraphs. The activity can be done as homework.
Listening/writing
5a. Students listen to the recording and complete the interviewer’s questions.
Tape-script
Interviewer What’s your address?
Girl 25 Station Road.
Interviewer How many rooms are there in your house?
Girl There are six. A living room, two bedrooms, a kitchen, a bathroom, and a toilet. I also have a garden.
Interviewer Is your room large or small? Can you describe it?
Girl It’s quite large. There’s a bed, a bedside table, a bookshelf, and a stereo. There are also posters of my favourite pop stars on the walls.
Interviewer Have you got a pet?
Girl Yes, I’ve got a cat.
Interviewer What’s its name?
Girl His name’s Puffy.
Interviewer Can you describe your cat?
Girl Yes, he’s black and white. He's got a long tail and long whiskers. He’s very nice.
Interviewer Who usually feeds your cat?
Girl My mother.
Interviewer When does he have his food?
Girl He has breakfast in the morning - he drinks a bowl of milk - and he has dinner in the evening, usually a tin of cat food.
Interviewer Well, the interview is over, thanks a lot.
Girl That’s OK.
Key:
What’s your address?
How many rooms are there in your house?
Is your room large or small? Can you describe it?
Have you got a pet?
What’s its name?
Can you describe your cat?
Who usually feeds your cat
When does he have his food?
5b. Students add sentences in Jenny’s answers.
Key:
There are six. A living room, two bedrooms, a kitchen, a bathroom, and a toilet. I also have a garden.
It’s quite large. There’s a bed, a bedside table, a bookshelf and a stereo. There are also posters of my favourite pop stars on the walls.
Yes, he’s black and white. He’s got a long tail and long whiskers. He’s very nice.
Speaking
6. Students exchange roles while reading the text of the interview.
Listening/writing
7. This recording is mainly composed of sound effects. Students have to understand what some people are doing from the sound effects they hear and complete some sentences.
English Module (Part 5): Exercises
Exercise 3 (p.2/19)
Key:
1. There aren’t any socks in the chest of drawers. There are some on the bed.
2. There aren’t any school bags under the bed. There are some under the desk.
3. There are some books on the bookshelf.
4. There aren’t any pens on the desk. There are some under the chair.
5. There aren’t any shoes under the chair. There are some under the chest of drawers.
6. There aren’t any magazines on the bedside table. There are some under the bedside table.
7. There are some dresses in the wardrobe.
8. There are some exercise-books on the desk.
9. There aren’t any blouses on the bed. There are some in the chest drawers.
10. There are some posters on the wall.
Exercise 4 (p.2/19)
Key:
1. British children don’t go to school on Saturday.
2. My family and I like to go on holiday in summer and at Christmas.
3. School lessons start at half past eight.
4. I have a good breakfast in the morning before I go to school.
5. My birthday is in August; in fact it’s on August 11th.
6. The restaurant opens at six o’clock in the evening.
7. Julia, Nigel and Simon go to Finchley Sports Centre in the afternoon.
8. David has piano lessons on Wednesday and Friday.
D PRESENT PROGRESSIVE: SPELLING VARIATIONS
Exercise 5 (p.2/21)
Key:
1. Nigel is running the 800 metres.
2. Julia and her friends are playing basketball.
3. Mr and Mrs Webster are watching TV.
4. Miss Jones is writing a letter.
5. David is surfing the Internet.
Exercise 6 (p.2/21)
Key:
1. Is Julia listening to music? No, she isn’t. She’s reading a book.
2. Who is sleeping?
3. Karen isn’t lying on the grass.
4. Nigel isn’t playing tennis. He’s running the 800 metres.
5. Miss Jones is sitting in the living room.
6. What are Mr and Mrs Webster doing? They’re working in the garden.
Exercise 7 (p.2/21)
Key:
1. Who is taking the photographs?
2. Jeremy is eating his dog food.
3. Are Simon and Nigel doing their homework?
4. Where is Julia going?
5. What is Karen drinking?
6. Are David and Jim having breakfast?
7. Who is feeding the cat?
8. Mrs Greenfield is closing the window.
Key:
1. There aren’t any socks in the chest of drawers. There are some on the bed.
2. There aren’t any school bags under the bed. There are some under the desk.
3. There are some books on the bookshelf.
4. There aren’t any pens on the desk. There are some under the chair.
5. There aren’t any shoes under the chair. There are some under the chest of drawers.
6. There aren’t any magazines on the bedside table. There are some under the bedside table.
7. There are some dresses in the wardrobe.
8. There are some exercise-books on the desk.
9. There aren’t any blouses on the bed. There are some in the chest drawers.
10. There are some posters on the wall.
Exercise 4 (p.2/19)
Key:
1. British children don’t go to school on Saturday.
2. My family and I like to go on holiday in summer and at Christmas.
3. School lessons start at half past eight.
4. I have a good breakfast in the morning before I go to school.
5. My birthday is in August; in fact it’s on August 11th.
6. The restaurant opens at six o’clock in the evening.
7. Julia, Nigel and Simon go to Finchley Sports Centre in the afternoon.
8. David has piano lessons on Wednesday and Friday.
D PRESENT PROGRESSIVE: SPELLING VARIATIONS
Exercise 5 (p.2/21)
Key:
1. Nigel is running the 800 metres.
2. Julia and her friends are playing basketball.
3. Mr and Mrs Webster are watching TV.
4. Miss Jones is writing a letter.
5. David is surfing the Internet.
Exercise 6 (p.2/21)
Key:
1. Is Julia listening to music? No, she isn’t. She’s reading a book.
2. Who is sleeping?
3. Karen isn’t lying on the grass.
4. Nigel isn’t playing tennis. He’s running the 800 metres.
5. Miss Jones is sitting in the living room.
6. What are Mr and Mrs Webster doing? They’re working in the garden.
Exercise 7 (p.2/21)
Key:
1. Who is taking the photographs?
2. Jeremy is eating his dog food.
3. Are Simon and Nigel doing their homework?
4. Where is Julia going?
5. What is Karen drinking?
6. Are David and Jim having breakfast?
7. Who is feeding the cat?
8. Mrs Greenfield is closing the window.
English Module (Part 4)
Tape-script and key:
---------------------
Nigel isn’t very tidy, so his room is usually in a mess before Mrs Greenfield does the housework. Look, there’s a CD in the wardrobe and there are some magazines and a sweater under the bed. Nigel’s jeans are on the bedside table and his socks are on the stereo. There are no cassettes on the stereo. They’re in the chest of drawers. And look, there are no pens on the desk. Guess where they are! On the chest of drawers of course. There’s a shirt under the desk and... that’s really strange: a shoe on the com¬puter. By the way, where’s the other shoe? There it is on the bed! There are some books under the armchair, and if you’re looking for a pencil there are some under the chair. What about your room? Is it as messy as Nigel’s room! I hope not.
3b. Pair work. Students practise saying where the various items are. Move around the classroom and help them, if necessary.
Supplementary activity
Students make a list in their exercise-books of the things in their rooms. Then, they describe their rooms to their partners using There’s a … and There are some...
Writing/speaking (p.2/17)
Tell students to look at the picture. Each of the characters is doing something. Students must use the phrases in italics to write sentences which describe what the characters are doing.
Key:
Nigel is feeding the monkeys.
David is listening to music.
Jeremy is lying on the grass.
Mr and Mrs Greenfield are eating a sandwich.
Karen is reading a book.
Mr and Mrs Webster are taking photographs.
4b. Pair work. Students check the sentences they have written.
Grammar Practice (p.2/18)
Exercise 1 (p. 2/18)
Key:
1. There are some dresses on the bed.
2. Are there any detective stories on to bookshelf?
3. There are two pairs of shoes under the bed.
4. Is there a bedside table near Karen's bed?
5. There are exercise-books, pens, and pencils on Karen’s desk.
6. Is there a computer in Karen’s room?
7. Are there two armchairs in Karen’s room?
8. There is a school bag on the chair.
Exercise 2 (p.2/18)
Key:
1. No, there aren’t any shoes on the floor.
2. There are some magazines on the bedside table.
3. There are some pencils under the chair.
4. There are some blouses in Karen’s wardrobe.
5. No, there aren’t any CDs on Nigel’s bed.
6. Yes, there are some pens on Karen’s desk.
7. No, there aren’t any jeans on Nigel’s bed.
8. There is one shoe on the computer and one shoe on the bed.
---------------------
Nigel isn’t very tidy, so his room is usually in a mess before Mrs Greenfield does the housework. Look, there’s a CD in the wardrobe and there are some magazines and a sweater under the bed. Nigel’s jeans are on the bedside table and his socks are on the stereo. There are no cassettes on the stereo. They’re in the chest of drawers. And look, there are no pens on the desk. Guess where they are! On the chest of drawers of course. There’s a shirt under the desk and... that’s really strange: a shoe on the com¬puter. By the way, where’s the other shoe? There it is on the bed! There are some books under the armchair, and if you’re looking for a pencil there are some under the chair. What about your room? Is it as messy as Nigel’s room! I hope not.
3b. Pair work. Students practise saying where the various items are. Move around the classroom and help them, if necessary.
Supplementary activity
Students make a list in their exercise-books of the things in their rooms. Then, they describe their rooms to their partners using There’s a … and There are some...
Writing/speaking (p.2/17)
Tell students to look at the picture. Each of the characters is doing something. Students must use the phrases in italics to write sentences which describe what the characters are doing.
Key:
Nigel is feeding the monkeys.
David is listening to music.
Jeremy is lying on the grass.
Mr and Mrs Greenfield are eating a sandwich.
Karen is reading a book.
Mr and Mrs Webster are taking photographs.
4b. Pair work. Students check the sentences they have written.
Grammar Practice (p.2/18)
Exercise 1 (p. 2/18)
Key:
1. There are some dresses on the bed.
2. Are there any detective stories on to bookshelf?
3. There are two pairs of shoes under the bed.
4. Is there a bedside table near Karen's bed?
5. There are exercise-books, pens, and pencils on Karen’s desk.
6. Is there a computer in Karen’s room?
7. Are there two armchairs in Karen’s room?
8. There is a school bag on the chair.
Exercise 2 (p.2/18)
Key:
1. No, there aren’t any shoes on the floor.
2. There are some magazines on the bedside table.
3. There are some pencils under the chair.
4. There are some blouses in Karen’s wardrobe.
5. No, there aren’t any CDs on Nigel’s bed.
6. Yes, there are some pens on Karen’s desk.
7. No, there aren’t any jeans on Nigel’s bed.
8. There is one shoe on the computer and one shoe on the bed.
English Module: Dialogue (part 3)
Dialogue (p.2/14)
1. Tell the students to look at the pictures. Then, ask them questions about the situation like Who are the boys in the big picture? Who is talking to Nigel? Is he Nigel’s brother? Is he a friend of Nigel’s? Does he live in Nigel’s house? Is he a neighbour? Who is the girl you can see through the window?
Play the recording until several times until the students have understood what the dialogue is about.
2. Tell the students to open their books and follow the text.
3. Proceed through the usual steps. When the students drama¬tize the dialogue, for fun ask one of them to play Jeremy’s role.
Communication Practice (p.2/15)
Preview
With books closed, ask What is there in the classroom? and make a list on the board of the things students tell you. Then say, pointing to the items on the list as you talk, There’s a desk, a chair, a table, there are some pens, pencils, exercise-books, etc. Then, practise the question and answer T-S, S-T, and S-S, re¬ferring the students to the list on the board if they find the activ¬ity difficult.
Listening/speaking (p.2/15)
1a. Have the students repeat the new words after you. Tell stu¬dents to listen to the tape and label the pieces of furniture in the room.
Tape-script and key:
Number 1 is a bed. Number 2 is a bedside table. Number 3 is a wardrobe and number 4 is a chest of' drawers. There are also a desk, number 5, and a chair, number 6. Number 7 is an armchair. Number 8 is a bookshelf and number 9 is a stereo.
1b. Pair work. The students check by asking and answering according to the model dialogue. Move around the classroom and check that all the items have been labeled correctly.
Speaking (p.2/15)
2. Preview. Have a volunteer ask Where are the English books? Answer saying They’re on the desk. Elicit front another student Where is the math book (or any other books you know the students have in their bags)? Answer It’s in the bag. Put some pens under a chair and have another volunteer ask Where are the pens? Answer They’re under the chair. Make sure the students understand the use of prepositions. Have other volunteers ask and answer the questions. Then, have students repeat the names of the objects in Karen’s room.
Pair work. Students practise asking and saying where the var¬ious items are. Move around the classroom and help them. Make sure the students use some and any correctly. When students have finished, have two or three pairs repeat the activity.
Listening/speaking (p.2/16)
3a. Tell the students Nigel’s room is in a mess because Nigel is very untidy. But the things Nigel keeps in his room don’t appear in the picture. They have been placed all around the picture. We want to know where Nigel has put all these objects. For exam¬ple, we see that the CD is joined to the wardrobe with a line. So it must be in the wardrobe. Tell students to listen to the record¬ing and join all the other objects with the pieces of furniture. Explain that the objects can be in, on or under the furniture.
1. Tell the students to look at the pictures. Then, ask them questions about the situation like Who are the boys in the big picture? Who is talking to Nigel? Is he Nigel’s brother? Is he a friend of Nigel’s? Does he live in Nigel’s house? Is he a neighbour? Who is the girl you can see through the window?
Play the recording until several times until the students have understood what the dialogue is about.
2. Tell the students to open their books and follow the text.
3. Proceed through the usual steps. When the students drama¬tize the dialogue, for fun ask one of them to play Jeremy’s role.
Communication Practice (p.2/15)
Preview
With books closed, ask What is there in the classroom? and make a list on the board of the things students tell you. Then say, pointing to the items on the list as you talk, There’s a desk, a chair, a table, there are some pens, pencils, exercise-books, etc. Then, practise the question and answer T-S, S-T, and S-S, re¬ferring the students to the list on the board if they find the activ¬ity difficult.
Listening/speaking (p.2/15)
1a. Have the students repeat the new words after you. Tell stu¬dents to listen to the tape and label the pieces of furniture in the room.
Tape-script and key:
Number 1 is a bed. Number 2 is a bedside table. Number 3 is a wardrobe and number 4 is a chest of' drawers. There are also a desk, number 5, and a chair, number 6. Number 7 is an armchair. Number 8 is a bookshelf and number 9 is a stereo.
1b. Pair work. The students check by asking and answering according to the model dialogue. Move around the classroom and check that all the items have been labeled correctly.
Speaking (p.2/15)
2. Preview. Have a volunteer ask Where are the English books? Answer saying They’re on the desk. Elicit front another student Where is the math book (or any other books you know the students have in their bags)? Answer It’s in the bag. Put some pens under a chair and have another volunteer ask Where are the pens? Answer They’re under the chair. Make sure the students understand the use of prepositions. Have other volunteers ask and answer the questions. Then, have students repeat the names of the objects in Karen’s room.
Pair work. Students practise asking and saying where the var¬ious items are. Move around the classroom and help them. Make sure the students use some and any correctly. When students have finished, have two or three pairs repeat the activity.
Listening/speaking (p.2/16)
3a. Tell the students Nigel’s room is in a mess because Nigel is very untidy. But the things Nigel keeps in his room don’t appear in the picture. They have been placed all around the picture. We want to know where Nigel has put all these objects. For exam¬ple, we see that the CD is joined to the wardrobe with a line. So it must be in the wardrobe. Tell students to listen to the record¬ing and join all the other objects with the pieces of furniture. Explain that the objects can be in, on or under the furniture.
English Module (Part 2); Langauge Breakdown
By Syamsul Maarif, SS
English Modul for Yunior Hign School
---------------------------------------
LANGUAGE BREAKDOWN
--------------------------------
Structures
There is/are: interrogative forms
Some/any
At, in, on in time expressions
Present progressive (affirmative, interrogative and negative forms)
Pronunciation
Pronunciation of -ing
Topics and cultural items
Furniture
Pets
Actions in progress
Active vocabulary
nouns
armchair
bedside table
bookshelf
cassette
chapter
chest of drawers
grass
magazine
monkey
morning
murderer
photograph
sock
sofa
stereo
tin
wardrobe
verbs
feed
lie
prepare
adjectives
first
adverbs
ahead
always
English Modul for Yunior Hign School
---------------------------------------
LANGUAGE BREAKDOWN
--------------------------------
Structures
There is/are: interrogative forms
Some/any
At, in, on in time expressions
Present progressive (affirmative, interrogative and negative forms)
Pronunciation
Pronunciation of -ing
Topics and cultural items
Furniture
Pets
Actions in progress
Active vocabulary
nouns
armchair
bedside table
bookshelf
cassette
chapter
chest of drawers
grass
magazine
monkey
morning
murderer
photograph
sock
sofa
stereo
tin
wardrobe
verbs
feed
lie
prepare
adjectives
first
adverbs
ahead
always
ENGLSIH MODULE FOR YUNIOR HIGH SCHOOL, CLASS VIII (Part I)
By Syamsul Maarif, SS
MTs DARUL AZIZ BANJARSARI
2007
WHAT ARE YOU DOING?
LESSON PLANS
SKILLS
Listening comprehension
Understanding a dialogue
Labeling objects and pieces of furniture in a picture
Positioning objects in, on, and under pieces of furniture
Matching a spoken text with pictures
Completing questions and answers in all interview
Listening and understanding what people are doing
Reading comprehension
Intensive reading of dialogue
Labeling pictures
Answering questions about a passage
Oral production
Dramatizing a dialogue
Pair/group work:
Describing What is there in Karen’s room?
There’s a wardrobe, a stereo, etc.
What is there in/or/under the desk/bed/etc.?
There are some books/shoes/etc.
Are there any dresses/blouses/etc.?
Yes, there are some in.../on.../under… /etc.
Asking and saying
what people are doing What’s Nigel doing?
He’s feeding the monkeys.
What are Mr and Mrs Greenfield doing?
They’re eating a sandwich.
Record your voice:
Record a dialogue with a partner
Describe your room
Written production
Writing what people in a picture are doing
Describing a room
Summarizing a passage
Completing questions and answers in an interview
Completing sentences
MTs DARUL AZIZ BANJARSARI
2007
WHAT ARE YOU DOING?
LESSON PLANS
SKILLS
Listening comprehension
Understanding a dialogue
Labeling objects and pieces of furniture in a picture
Positioning objects in, on, and under pieces of furniture
Matching a spoken text with pictures
Completing questions and answers in all interview
Listening and understanding what people are doing
Reading comprehension
Intensive reading of dialogue
Labeling pictures
Answering questions about a passage
Oral production
Dramatizing a dialogue
Pair/group work:
Describing What is there in Karen’s room?
There’s a wardrobe, a stereo, etc.
What is there in/or/under the desk/bed/etc.?
There are some books/shoes/etc.
Are there any dresses/blouses/etc.?
Yes, there are some in.../on.../under… /etc.
Asking and saying
what people are doing What’s Nigel doing?
He’s feeding the monkeys.
What are Mr and Mrs Greenfield doing?
They’re eating a sandwich.
Record your voice:
Record a dialogue with a partner
Describe your room
Written production
Writing what people in a picture are doing
Describing a room
Summarizing a passage
Completing questions and answers in an interview
Completing sentences
How to Speak English?
This is the tips and trick to be master English. especially by practicing your Speaking English Ability.Before the writer inform you how to.......... here, you got the definition of English Speaking according to writer.
English Speaking is a means of communication that is not much difference indonesia language with meaning, here is the language notation is different and has little unique. Means the same, but the form and language are different expressions.
English is also the language that most others in grammar and vocabulary. Vocabulary of English language much influenced by the french, who enter the nation through conquest Normal and later through the use of French as the official language for several centuries in the environment of government.
Tips to understand, read and learn the English (Your Self):
* HOW TO LEARN NATURALLY
Did you ever think how the children are still small can learn a new language with a very fast and easy? One thing is for sure: they do not need books and teachers to do so. They learn naturally to see, hear and repeat. They need is the desire to learn and the environment that is rich in language experience. In the English Training Center (ETC), we use the same natural method to help you conversant in English.
We introduce you to the characters that will show how the English language used in daily life. You will see, hear and practice the conversations interesting. You will learn vocabulary daily, expression-expression and how expression. Mimic the native speaker, you will learn to speak English well.
* HOW TO LEARN SCIENTIFICALLY
Improve our conversations with the exercises of interactive so that you are able to practice and develop a topic that has been learned. Exercises were created to stimulate your speaking skills quickly and efficiently from the level grind the short term to long-term level grind. Learn where the good is stored ability to memorize the long term. When this happens, you will be able to speak English in creative and use them in situations that new.
* HOW TO LEARN MORE
That we are not children anymore! Fortunately, you can still use the technique to study naturally happens when you are still small. But now you can stimulate the importance of learning English.
Notes *
That is also, more able to speak English well, we must often read books related to English language lessons. And also, where are we going, we need to bring dictionaries, books, pen, as material for writing, and while we changes sentence. That is learning the system as simple to us can speak English. By doing so we have a broad perspective in any environment. For example in the school sphere, we can speak the English language with the English language teachers. So wherever we are, the English language really important.
good luck for you!
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