VOCABULARY AROUND THE HOUSE

vocabs arround the house


Other Rooms
Attic - People store things in the attic.
Ballroom - A room in stately homes where rich people dance and concerts are held.
Box Room - A small room used for storage.
Cellar - Underneath the house.
Cloakroom - A small room where people put their coats.
Conservatory - A greenhouse attached to a house for the display of plants.
Dining Room- A room where people eat.
Drawing Room - A room in stately homes where rich people entertain.
Games Room - A room in large houses where games are played.
Hall - The entrance passage to a house.
Larder - A small room used for the storage of food.
Library - A room where books are kept.
Lounge - Another name for living room.
Music Room - A room where people play music.
Office - A room where people work.
Pantry - A small room used to store kitchen and dining items.
Parlour - Old fashioned word for living room.
Sitting Room - Another name for living room.
Spare Room/Guest Room - A room where guests sleep.
Toilet - A room where people go to the toilet (often known as WC)
Utility Room - A room where appliances such
as washing machines are used.

Things you may find around the house

ASKING FOR INFORMATION

Asking for Information
There are a number of formulas used when asking for information in English. Here are some of the most common:

* Could you tell me...?
* Do you know...?
* Do you happen to know...?
* I'd like to know...
* Could you find out...?
* I'm interested in...
* I'm looking for..

These two forms are used for asking for information on the telephone:

* I'm calling to find out...
* I'm calling about...

SUREPRISES AND DISBELIEVE

To express surprise! That’s a surprise
- What a surprise! That’s a surprise
- (Well), that’s very surprising!
- Really?
- What
- Are you serious? You must be joking!
- You’re kidding!
- Fancy that!
- I must say … surprises me
- I find that hard to believe

Example of expressing surprise
A : I can’t believe it!
B : That’s true

When you got a surprising fact, you can say:
- Do you know what
- Believe it or not
- You may not believe it, but
- Can you believe this?

You can respond to the surprising fact using these expression :
- Really?
- Are you joking?
- Oh?
- Where? Show me

DIRECT AND INDIRECT SPEECH

Direct Speech refers to reproducing another person’s exact words or saying exactly what someone has said (sometimes called quoted speech)

We use quotation marks (“__________”) and it should be world for word

For Example :
Nicky said, “it’s hot
Or
“it’s hot, “Nicky said”

Indirect speech refers to reproducing the idea of another person’s words that doesn’t use quotation marks to enclose what the person said and it doesn’t have to be word for word

Indirect Speech is sometimes called reported speech

The tense usually changes when reporting speech this is because we are usually talking about a time in the post and obviously the person who spoke or ginally spoke in the past.

The verbs there fore usually have to be in the fast too

- Note : the reporting verbs that are usually used to report imperative sent are : Tell, order, command, ask, warn, remind
- Don’t forget to mention the indirect object father warned me motto drive fast
- When we want to report what someone said, we do not usually repeat their exact words, we use words. We can use reporting verbs, such as tell, say, ask followed by that–clause?
Example : My mother said that she got up at 5 O’clock
- When reporting verbs is in the present, present perfect, or future, there is no change of tense in the words reported
Example :
- She will tell you
- She has just haid

In times expressions and pronouns
Direct Speech Indirect Speech
Now Then
Today/Tonight That day/ That night
Last week The previous week
Ago Before

Sometimes we need to report someone’s questions the reported question are introduced with the verb ask, inquire, wonder, want to know, etc.

FINITE VERBS

A finite verbs is a verb that is inflected for tense according to the rules and categories of the languages in which it occurs. Finite verbs can form independent clauses, which can stand by their own as complete sentences.

Every grammatically correct sentence or clouse must contain a finite verb; sentence fragments not containing finite verb are described as phrases.

Some interjections can play the same role. Even in English, a sentence like thanks for you help! Has an interjection where it could have a subject and a fibite verb form compare I appreciate your help!

A verb is a world that expression an occurrence, act, or made, of being, finite verbs, sometimes called main verbs, are limited by time (see tense), person, and number.

Verb forms that are not finite include the infinite
Participles (e.g, the broken window..!, The wheezing gentleman…”)

Gerunds and gerundives
English has three kinds of verbals : participles, which function as adjectives, which have noun-like, adjective –like, and adverb-like functions each of these is also used in various common constructs; for example, the past participle is used in farming the perfect aspect (to have done).

Other kinds of verbals, such as gerunds and gerundives, exist in other languages.
Example :
The Finite verbs are the under lived work
THE CROWN AND THE FOX
One day a crow finds a tasty piece of cheese she picks it up, flaps her wings, and flies to a high branch of a tree to eat it. (…)
Source : International Story

MODALS IN THE PAST FORM

Modals in the Past form dalam bahasa Indonesia adalah kata bantu pengandaian dalam bentuk lampau.
Modals in the past are :
1. Could
2. Would
3. Should
4. Shall
*Could + Verb base
We can use this expression : to offer suggestion or possibilities.
Example :
Nia : I’m having trouble with math.
Rizki : Why don’t you ask Novita ?
Perhaps she could help you.
*Might + Verb base
Use might to tell possibillities.
Example :
Helda : Why is Rio taking the bus to get home.
Fany : He might get a flat time.


*Would + verb base
Use would for an action that was repeated regulary in the past.
Example :
Yoan : What did you usually do on holidays ?
Lia : I would visit my grandparents In the village, but how not anymore.
*Would + Mind + V-ing
Use would to express polite request.
Example :
Mrs. Lady : Would you mind posting the letter ?
Nita : No, Not at all.
*Should + Verb base
Example :
Nisa : Ima , you should go to library now ?
Ima : O.k.

PREPOSITION IN,ON,AT

Preposition Usage
in You use ‘in’ with periods of times and places.
Ex :
Ω in May
Ω in winter
Ω in New York
on You use ‘on’ with specific days
Ex :
 on Friday
 on June 7
NOTE : America English : on the weekend OR on Weekends
at You use ‘at’ with specific times and specific places
Ex :
 At 7 o’clock
 At7.00m a.m
 At night
 At school
NOTE : British English : at the weekend OR at Weekends
of Its mean belonging to, relating to, or being part of something.
You use ‘of’ with noun and –ing forms
Ex :
a. The legs of the table
b. Of studying
off Ex :
a) Get off
b) Put off
c) Off the glass
After/before Ex :
 Before winter
 Before June
 After summer
 After lunch time
for Ex :
 For one hour
 For a week
 For ages
from Ex :
From india
From 7 a.m until 9 a.m
during Ex :
 During our holiday
 During at night

FUTURE TENSE

The definition of future tense

The future tense is a verb form that marks the event described by the verb as not having happened yet, but expected to happen in the future or to happen subsequent to some other event, whether that is past, present, or future.

The simple future is used :

to talk about things that will happen at a time later than now.

Simple Future has two different forms in English: "will" and "be going to." Although the two forms can sometimes be used interchangeably, they often express two very different meanings. These different meanings might seem too abstract at first, but with time and practice, the differences will become clear. Both "will" and "be going to" refer to a specific time in the future.

FORM Will

[S + will + verb1]

Examples:

You will help him later.

Will you help him later?

You will not help him later.

FORM Be Going To

[S + to be (am/is/are) + going to + verb]

Examples:

You are going to meet Sarry tonight.

Are you going to meet Sarry tonight?

You are not going to meet Sarry tonight.

USE 1 "Will" to Express a Voluntary Action

"Will" often suggests that a speaker will do something voluntarily. A voluntary action is one the speaker offers to do for someone else. Often, we use "will" to respond to someone else's complaint or request for help. We also use "will" when we request that someone help us or volunteer to do something for us. Similarly, we use "will not" or "won't" when we refuse to voluntarily do something.

Examples:

• I will send you the information when I get it.

• I will translate the email, so Mr. Smith can read it.

• Will you help me move this heavy table?

• Will you make dinner?

• I will not do your homework for you.

• I won't do all the housework myself!

• A: I'm really hungry.
B: I'll make some sandwiches.

• A: I'm so tired. I'm about to fall asleep.
B: I'll get you some coffee.

• A: The phone is ringing.
B: I'll get it.

USE 2 "Will" to Express a Promise

"Will" is usually used in promises.

Examples:

• I will call you when I arrive.

• If I am elected President of the United States, I will make sure everyone has access to inexpensive health insurance.

• I promise I will not tell him about the surprise party.

• Don't worry, I'll be careful.

• I won't tell anyone your secret.

USE 3 "Be going to" to Express a Plan

"Be going to" expresses that something is a plan. It expresses the idea that a person intends to do something in the future. It does not matter whether the plan is realistic or not.

Examples:

• He is going to spend his vacation in India.

• She is not going to spend her vacation in India.

• A: When are we going to meet each other tonight?
B: We are going to meet at 7 PM.

• I'm going to be an actor when I grow up.

• Michelle is going to begin medical school next year.

• They are going to drive all the way to Alaska.

• Who are you going to invite to the party?

• A: Who is going to make Jono's birthday cake?
B: Sue is going to make Jono's birthday cake.

USE 4 "Will" or "Be Going to" to Express a Prediction

Both "will" and "be going to" can express the idea of a general prediction about the future. Predictions are guesses about what might happen in the future. In "prediction" sentences, the subject usually has little control over the future and therefore USES 1-3 do not apply. In the following examples, there is no difference in meaning.

Examples:

• The year 2223 will be a very interesting year.

• The year 2223 is going to be a very interesting year.

• Anne Smith will be the next President.

• Anne Smith is going to be the next President.

• The movie "Zenith" will win several Academy Awards.

• The movie "Zenith" is going to win several Academy Awards.

IMPORTANT

In the Simple Future, it is not always clear which USE the speaker has in mind. Often, there is more than one way to interpret a sentence's meaning.

No Future in Time Clauses

Like all future forms, the Simple Future cannot be used in clauses beginning with time expressions such as: when, while, before, after, by the time, as soon as, if, unless, etc. Instead of Simple Future, Simple Present is used.

Examples:

• When you will arrive tonight, we will go out for dinner. Not Correct

• When you arrive tonight, we will go out for dinner. Correct

ADVERB PLACEMENT

The examples below show the placement for grammar adverbs such as: always, only, never, ever, still, just, etc.

Examples:

• You will never help him.

• Will you ever help him?

• You are never going to meet Jane.

• Are you ever going to meet Jane?

ACTIVE / PASSIVE

Examples:

• John will finish the work by 5:00 PM. Active

• The work will be finished by 5:00 PM. Passive

• Sally is going to make a beautiful dinner tonight. Active

• A beautiful dinner is going to be made by Sally tonight. Passive

• The Formula with verb sentence :

• Positive (+): S + will/shall + V1 + object

• Negative (-): S + will/shall + not + V1 + object

• Interrogative (?): Will/shall + S + V1 + object

• Example :

• nhiya will visit tokyo(+)

• Kajol will not visit India(-)

• Will shasya visit china? (?)

• The formula with nominal sentence :

• Positive (+): S + will/shall + be +complement

• Negative (-): S + will/shall + not + complement

• Interrogative (?): will/shall + S + complement

ASKING IF SOMEONE REMEMBER OR NOT

Formal expressions:
Ø I wonder if you remember.....
Ø You remember...., don’t you?
Ø You haven’t forgotten...., have you?
Ø Don’t you remember.....?
Ø Do you happen to remember it now?
Ways to respond:
Ø Let me think, yes, I remember.
Ø I remember especially the scenery.
Ø I’ll never forget that
Ø I’ll always remember.
Ø I can remember it clearly.
Informal expressions:
Ø Remember the old house we used to live in?
Ø Remember that?
Ø I’m sorry I don’t remember
Ways to respond:
Ø Hold on. Yes, got it!
Ø I know.....
Ø It’s coming back to me now.
Respond if you forget:
Ø Sorry, I’ve completely forgotten.
Ø I’m affraid I forget.
Ø I really can’t remember.
Ø I’m afraid I have no memory of him
Ø Errr, let me think. No, it’s gone.
Ø Sorry, it slipped off my mind.
Example..
It was Sunday morning, Selly got dressed and had breakfast quickly. She was ready to leave for school. Her aunt was a little puzzled.
Mrs.Atun : Hey...hey.... are you going to school?
Selly : Yes, Mom. I overslept. I’m in a hurry
Mrs.Atun : You remember Sunday, don’t you?
Selly : Oh, my goodnes. I thought it’s a school day !

PASSIVE VOICE

Passive voice is a grammatical voice in which the subject receives the subject receives the action of a transitive verb, and passive refers more generally to verb using this construction and the passages in which they are used.


When rewriting active sentences in passive voices note the following:
- The object of the active sentence becomes the subject of the passive sentence
- The finite form of the verb is changed (to be + pas participate)
- The subject of the active sentence becomes the object of the passive sentence (or is dropped)

 Agent
In a passive clause, we usually we a phrase beginning with by if we want to mention the agent-the person or thing that does the action, or that causes what happens

Example :
My Mother makes sandwich every morning
Subject + V1+ S/es + O + C(adv. Of time)

Sandwich is made by my mother every morning
Subject + to be + V3 agent C(adv. Of time)

Present Continuous :
S + to be + being + V3 (past participle)

Present Perfect :
S + has/have + been + V3 (past participle)

Present Continuous :
Active : A young boy is catching a butterfly
Passive : A butter fly is being caught by a young boy

INTRODUCTORY IT

Introductory It

When the subjective is an infinitive phrase
We begin a sentence with it when the real subject is an infinitive phrase. So instead of saying, ‘To accept your advice is difficult’, we say, ‘It is difficult to accept your advice’.

Structure: It + verb + subject complement + infinitive phrase (real subject)

* It is easy to learn English. (= To learn English is easy.)
* It is easy to find fault with others. (= To find fault with others is easy.)
* It is difficult to know his motive. (= To know his motive is difficult.)
* It is difficult to find a good job during these troubled times.
* It is dangerous to play with fire.
* It could be dangerous to drive so fast.


Note that when we wish to emphasize the infinitive phrase, it may be put at the beginning, especially when it is short.

* To err is human. (OR It is human to err.)
* To become a well known writer was his life-long ambition. (OR It was his lifelong ambition to become a well known writer.)
* To invest all your money in shares is foolish. (OR It is foolish to invest all your money in shares.)


When the subject is a gerund phrase
When the real subject is a phrase that includes a gerund, it is used as a provisional subject to begin the sentence. So instead of saying ‘Your trying to fool us is no good’, we say, ‘It is no good your trying to fool us.’

* It won’t be any good complaining to the manager. (Complaining to the anager won’t be any good.)
* It is silly throwing away this opportunity. (Throwing away this opportunity is silly.)
* Will it be any good my talking to him about it? (Will my talking to him about it be any good)
* It is no fun having so many children to look after. (Having so many children to look after is no fun.)

Note that it is possible to change the gerund into an infinitive.
It won’t be any good for me to complain to the manager.
It is silly (for you) to throw away this opportunity.
Will it be any good for me to talk to him about it?

NOUN PHRASE

Suatu frasa (=phrase) adalah sekelompok kata yang di dalamnya terdapat satu kata pokok (=headword) dengan kata-kata yang lain menerangkan kata pokok tersebut.
Frasa Benda (Noun Pharases) :
Suatu frasa benda adalah suatu frasa di mana kata pokoknya adalah kata benda dengan kata-kata lain yang menerangkan kata benda tersebut.
Kata atau kata-kata yang menerangkan ini bisa terletak di depan atau di belakang kata benda itu.
Pembentukan Frasa Benda :
Frasa benda bisa di bentuk dengan susunan kata-kata seperti berikut :
1.      a) Idefinite Article + Noun
yang di maksud dengan Idefinite article adalah kata (sandang) a dan an.
Contoh : a truck                  an examination                        an investment
Rangkaian kata a truck adalah suatu frasa kata benda, a menerangkan kata benda truck ; truck adalah kata kepala (headword) dalam frasa tersebut, a adalah kata yang menerangkan kata kepala.
Penjelasan :
# a atau an artinya satu (sebuah, sebutir, sebatang, seekor, dsb) dan diletakkan di depan kata benda yang di terangkan.
# a digunakan apabila kata yang mengikutinya berawal dengan bunyi mati, misalnya : a man, a star dll. An digunakan apabila kata berikunya berawalan dengan bunyi hidup, misalnya : an astrich, an exam, dll.
# a atau an hanya diikuti oleh kat benda yang bisa dihitung (countable nouns) dan jumlahnya satu atau kata benda tunggal (singular).
b) Definite Article + Noun
yang dimaksud dengan Definite article adalah kata sandang The.
Contoh : the ship               the soup           the cars            the model
Rangkaian kata kata dia atas adalah frasa benda. The menarangkan kata benda ship, soup, cars model. Kata-kata ship, soup, cars,model adalah kata-kata kepala ; the menerangkan kata kepala.
Penjelasan :
# the sering diartikan : tersebut, itu, tadi.
# the bisa diikuti oleh benda yang jumlahnya satu atau tunggal, misalnya the sea, the process, dll; atau diikuti oleh benda yang jumlahnya lebih dari satu atau jamak, misalnya the people, the poets,dll; dan bisa pula diikuti oleh benda yang tak bisa dihitung, misalnya the water, the nitrogen.

c) Demonstrative Adjective + Noun
yang dimaksud dengan demonstrative adjective adalah kata this, these, that, dan those.
Contoh : This song                      That poem                   those disasters

That stranger                These tragedies           this liquid

Penjelasan :
# This dan that digunakan bila bendanya tunggal atau bila bendanya tak bisa dihitung ; these dan those bila bendanya jamak.

d) Possesive Adjective + Noun
yang dimaksud dengan possessive adjective adalah kata-kata yang menyatakan pemilik sesuatu, misalnya my, yours, his, her, its, our, their, jean’s, Mr.Jones’, dab.
Contoh : Her computers                   your ideas                    brittany’s question
Penjelasan :
# Orang atau sesuatu yang menjadi pemilik sesuatu dinyatakan dengan ‘s , misalnya Han’s house, the sun’s energy, dll.
# Bila pemiliknya sudah berakhir dengan –s , tambahkan saja tanda (‘) tanpa –s, misalnya Hans’ racket, students’, dsb.
2.      Numerals (kata bilangan)
Yang dimaksud dengan numerals adalah one, two, three, ten, dst.
Contoh : two tympanis (=dua buah timpani)
Four members (=empat orang anggota)
Three guest (=ketiga tamu)

3.      Quantitative adjective + Noun
Adalah kata yang menyatakan banyaknya suatu benda, misalnya some, any, much, many, a lot of, few, a little, dsb.
Contoh : some marvels                        much wine                   many wife
Penjelasan :
# Some dan any berarti ‘beberapa’ atau ‘sedikit’. Some dan any digunakan untuk menerangkan semua benda (singular, plural, countable, uncountable).
# much dan many berarti banyak. Much untuk menerangkan uncountable nouns ; many untuk countable nouns.
# a lot of untuk menerangkan benda jamak dan uncountable nouns.
# few and a little berarti sedikit (lebih sedikit daripada some atau any). Few untuk menerangkan plural nouns ; a little untuk menerangkan uncountable nouns.
4.      Qualitative adjective + Noun
Adalah kata yang menunjukan sifat atau keadaan suatu benda, misalnya : white, large, important, harmless, dsb.
Contoh : kind treatments                    clear sky                      underpaid works
Pembentukan Noun phrase dengan of
Of digunakan untuk menggabung dua nouns atau noun phrases, dimana noun yang di depan merupakan bagian dari atau milik noun di belakang of dan keseluruhannya membentuk noun phrases baru ; frase benda ini masih bisa dihubungkan dengan of dengan frasa lain hingga tak terbatas.
Contoh :      the roof of the house (=atap rumah)

OFFERING

Offering may refer to:

* Offering, a collection of donations during religious worship, see alms, tithe or charity
* Offering, a religious sacrifice of plant, animal or human life
* Offering (Buddhism), a part of devotional practice
* Securities offering, a discrete round of investment, usually regulated in the United States by the Securities Act of 1933

The expression of “ Would you like....”is normally used for offering something to someone.
E Example :
Karina : Would you like a cup of tea, Mrs. Rita ?
Mrs. Rita : Yes, please. Thank you. Hmmm...this tea tastes good....and smells fragrant too.......
Karina : Thank you. I’m glad you like it.

* Ways to say it

* * Would you like a cup of coffee, Mr. Green?
* Should I get you a bottle of water?
* Could I offer you a glass of milk, Mr. Tarno?
* Would you care some salad?

* Offering to friends:

* * Want some?
* Have some?
* Chocolate?
* Grab some for yourself

* Less formal expressions:

* * Would you like to have a pancake?
* Why don't you have some lemonade?
* What can I get for you?
* What will you have?

* Declining an offering

* * No, thanks.
* No, really won't, thanks
* Not for me, thanks.

* Accepting an offering:

* * Thank you.
* Yes, please
* I'd like it very much
* That would be very nice

NEWS ITEM

NEWS ITEM text adalah jenis teks yang menceritakan mengenai suatu kejadian. Teks listening news item banyak kita temui di radio dalam acara berita tentunya dan juga untuk teks reading news item kita bisa membacanya di koran. Selain itu jika kita sering menonton program berita di televisi, artinya kita juga sedang menonton teks news item.

News yang artinya berita, jenis teks ini memang bertujuan untuk memberikan informasi baik kepada pendengar, pembaca maupun penonton. Adapun susunan dari jenis teks ini adalah:

1.      Newsworthy event (inti berita)

2.      Background event (latar belakang berita)

3.      Sources (sumber informasi)

Teks News Item adalah teks yang cukup mudah untuk dibedakan, contohnya:

Seven people were killed in a collision between a bus, a car and a truck on Jalan Sultan at 10:35 p.m. last night. The dead were all passengers of the car. The police believed the car had been trying to overtake the bus when it was struck by a truck coming from the opposite direction. The driver of the car might not be using his lights, as the truck driver said he did not see the car approaching.

The police said the car should not have tried to pass the bus, since overtaking is not allowed on Jalan Sultan. In addition, the police reported that the car, a small Japanese car, should not have been carrying more than five people. If the passengers had brought their identity cards, the police would have identified the names of the victims easily.

Dari teks tersebut di atas, disebutkan dalam paragraf pertama bahwa ada kecelakaan yang terjadi, yang merupakan inti berita. Kemudian dilanjutkan dengan penyebab kecelakaan, yaitu karena “the car should not have tried to pass the bus, since overtaking is not allowed on Jalan Sultan”. Ciri lainnya adalah adanya sumber “The police said the car should not …”.

Contoh kedua:

Jakarta (JP). The number of people injured in the weekend earthquake in the Central Sulawesi capital of Palu reached 26. The earthquake, measuring 5,8 in the opened Ritcher Scale, also damaged or destroyed hundreds of buildings. So far no deaths have been reported.

“Only 3 of the 26 injured are still being treated at a government clinic. In the Sausu Trans village, the rest have returned home,” Mohammad Haerollah, an official of the Central Sulawesi Office of the Ministry of Social Services, told the Jakarta Post yesterday.

Officials at the meteorology and geophysics office in Palu said earlier that the epicenter was in the Gulf of Tomini, 32 kilometers east of Palu, at a depth of 32 kilometers. The office recorded 396 tremors between 5.30 p.m on Saturday and 12.00 a.m on Sunday. However, locals felt 47 of the tremors.

Antara News Agency reported on Saturday that most of the casualties were adults, injured by collapsing structures. The agency also said, that victims were mainly residents of the Sausu, Suli, Torono, and Malakosa villages.

 

Kalau kita analisa inti berita dari teks kedua adalah “The number of people injured in the weekend earthquake in the Central Sulawesi capital of Palu reached 26″. Latar belakangnya adalah “most of the casualties were adults, injured by collapsing structures” dan sumber beritanya adalah ” Officials at the meteorology and geophysics office in Palu said” “Antara News Agency reported”.

Language features:

Information on the use of head lines.

Use of action verbs( hit, attack)

Use of saying verbs( said, added, claimed)

Use of passive sentences ( Aceh was hit by Tsunami in 2004)

Use of adverbs in passive sentences (The victims were badly injured)

DESCRIPTIVE TEXT

he Four Season

Identification

Many Indonesians do not know the four seasons: summer, autumn, winter and spring. In Indonesia, there are only two seasons, the dry and wet seasons.

Description · describes parts · qualities · characteristics

In countries with four seasons, the temperature differs greatly from season to season. To some of us, summer weather is familiar. Its temperature or heat is almost the same as that of our dry season. Following the hot summer days, comes autumn, and nature begins to change. The green leaves change to yellow, red and brown. Finally, those dry leaves fall to the earth, leaving the trees with nothing on their branches. Autumn is always beautiful. The failing leaves are colorful. Cool air makes the season the most popular time for picnics. As the last leaves fall to the earth, the wind becomes colder. Finally everything is dull. In winter, snow starts to fall, making the earth and everything white. The temperature drops, and the weather is very cold, just the opposite of that in simmer. In the northern part of the globe, the temperature may decrease many degrees below zero. Then comes spring. Spring seems to give a new life to nature. Having seen mostly white all winter long, people always welcome early spring joyfully. Young leaves start to grow on the branches of trees. More beautiful flowers grow after some showers which often come during the season. Nature is now ready for the next season, summer.

The text above is a descriptive text. It is a text to describe the four

seasons in Europe. The descriptive text is also a text to describe a particular

person, place or thing.

GRATITUDE,COMPLIMENT,CONGRATULATION

Gratitude, thankfulness, or appreciation is a positive emotion or attitude in acknowledgment of a benefit that one has received or will receive. The experience of gratitude has historically been a focus of several world religions, and has been considered extensively by moral philosophers such as Adam Smith. The systematic study of gratitude within psychology only began around the year 2000, possibly because psychology has traditionally been focused more on understanding distress rather than understanding positive emotions. However, with the advent of the positive psychology movement, gratitude has become a mainstream focus of psychological research.  The study of gratitude within psychology has focused on the understanding of the short term experience of the emotion of gratitude (state gratitude), individual differences in how frequently people feel gratitude (trait gratitude), and the relationship between these two aspects.

MATERI SEMESTER II

SILAHKAN BUKA POSTING LAIN

VOCABULARY

Understanding Vocabulary

Vocabulary (English: vocabulary) is the set of words known by a person or entity, or is part of a particular language. One's vocabulary is defined as the set of all words that can be understood by such person or all of the words that are likely to be used by that person to make new sentences. One's vocabulary richness is generally considered an illustration of intelligence or education level. Therefore many standardized tests, such as the SAT, which provides 

questions that test vocabulary.
Addition of one's vocabulary is generally considered an important part, both from the process of learning a language or develop one's ability in a language that has been mastered. Students often are taught new words as part of a particular subject and there are many adults who consider the formation of the vocabulary as an interesting and educative activities.

 

2. Type-type Vocabulary: Kinds of Vocabulary

Now it's time again to discuss vocabulary .. previously as usual we wished only advance if there is a student who wrote a thesis about the vocabulary and then explain that the kinds of vocabulary that is similar to parts of speech such as noun, pronoun, verb, adjective, adverb, preposition, conjunction and interjection, then you should never assume that students are smart in finding references. If only the types of vocabulary was limited to parts of speech like that, we might be struggling to learn more verb and noun only, because only two kinds of parts of speech that is all that much fill (strengthen) the English language dictionaries in the world. So what does the kinds of vocabulary that, more than parts of speech whether or even less. Here I am trying to describe a little about the kinds of vocabulary according to Thornbury (2002:3-12), he explained that there are at least 6 types of vocabulary, fewer than parts of speech dong, turn to learn a little happy not to play especially if the professor does not go, students today, but do not be happy first, see this is it the types of vocabulary that Thornbury mean: Word Classe,  Word Families,Word FormationMulti-word Units,Collocation, Homonyms


First, word classes, the term is perhaps better known in the field of morphology and syntax, but if my friend-sobit more familiar with English because of the difficulty of the grammar, the term is certainly well-known by the name of parts of speech (nah lo again), can be noun, pronoun, verb, adjective, adverb, preposition, conjunction. Discussion about Parts of Speech more described in grammar books.


Second, the same as the term word classes, word Families are also more popular in the field of morphology and syntax, the type of vocabulary that one is about the additive or a shift in the form of a word. Example:


    play - plays - Played: inflected
    play - replay - playful: derivatives


 Third, word formation, in English there are several types of formations or a combination of words such as:


    Compounding: second-hand, word processor, typewriter
    Blending: information + entertainment = infotainment
    Conversion: I always google every information I need. Google word noun but actually turned into a verb.
    Clipping: electronic mail = email, = avian influenza

Fourth, multi-word units, mostly one type of vocabulary that is in the form phrasal verbs and idioms, for example:


    Look for, look after, wipe off, throw on: Phrasal Verbs
    Famous last words, eat your words, jack me around: Idioms


Fifth, collocations; this one type of vocabulary can be defined as the frequency of two or more words together (a great couple dong). Example: this week, once more, once again, as well.


Sixth, homonyms, homonyms are words that have the same shape but different in meaning. Example: well = well, well, healthy. left = left, left. Different types such as homophones, same sound, different meanings and homograph; writing the same kind of meaning difference including this one.

PREPOSITIONAL PHRASE

At the minimum, a prepositional phrase will begin with a preposition and end with a noun, pronoun, gerund, or clause, the "object" of the preposition.

• The object of the preposition will often have one or more modifiers to describe it. These are the patterns for a prepositional phrase:

1. preposition + noun, pronoun, gerund, or clause

2. preposition + modifier(s) + noun, pronoun, gerund, or clause

• Here are some examples of the most basic prepositional phrase:

1. At home

    At = preposition; home = noun.

2. In time

    In = preposition; time = noun.

3. From Richie

    From = preposition; Richie = noun.

4. With me

    With = preposition; me = pronoun.

5. By singing

    By = preposition; singing = gerund.

6. About what we need

    About = preposition; what we need = noun clause.

• Most prepositional phrases are longer, like these:

1. From my grandmother

    From = preposition; my = modifier; grandmother = noun.

2. Under the warm blanket

    Under = preposition; the, warm = modifiers; blanket = noun.

3. In the weedy, overgrown garden

    In = preposition; the, weedy, overgrown = modifiers; garden = noun.

4. Along the busy, six-lane highway

    Along = preposition; the, busy, six-lane = modifiers; highway = noun.

5. Without excessively worrying

    Without = preposition; excessively = modifier; worrying = gerund.

• Understand what prepositional phrases do in a sentence.

• A prepositional phrase will function as an adjective or adverb. As an adjective, the prepositional phrase will answer the question Which one?

• Read these examples:

1. The book on the bathroom floor is swollen from shower steam.

    Which book? The one on the bathroom floor!

2. The sweet potatoes in the vegetable bin are green with mold.

    Which sweet potatoes? The ones forgotten in the vegetable bin!

3. The note from Beverly confessed that she had eaten the leftover pizza.

    Which note? The one from Beverly!

• As an adverb, a prepositional phrase will answer questions such as How? When? or Where?

1. Freddy is stiff from yesterday's long football practice.

    How did Freddy get stiff? From yesterday's long football practice!

2. Before class, Josh begged his friends for a pencil.

    When did Josh do his begging? Before class!

3. Feeling brave, we tried the Dragon Breath Burritos at Tito's Taco Palace.

    Where did we eat the spicy food? At Tito's Taco Palace!

• Remember that a prepositional phrase will never contain the subject of a sentence.

• Sometimes a noun within the prepositional phrase seems the logical subject of a verb. Don't fall for that trick! You will never find a subject in a prepositional phrase.

• Look at this example:

Neither of these cookbooks contains the recipe for Manhattan-style squid eyeball stew.

Cookbooks do indeed contain recipes. In this sentence, however, cookbooks is part of the prepositional phrase of these cookbooks. Neither—whatever a neither is—is the subject for the verb contains.
Neither is singular, so you need the singular form of the verb, contains. If you incorrectly identified cookbooks as the subject, you might write contain, the plural form, and thus commit a subject-verb agreement error.
Some prepositions—such as along with and in addition to—indicate "more to come." They will make you think that you have a plural subject when in fact you don't. Don't fall for that trick either!

• Read this example:

Tommy, along with the other students, breathed a sigh of relief when Mrs. Markham announced that she was postponing the due date for the research essay.

Logically, more than one student is happy with the news. But Tommy is the only subject of the verb breathed. His classmates count in the real world, but in the sentence, they don't matter, locked as they are in the prepositional phrase.

APPOINTMENT

Standard Competency :
To express meanings within the transactional and interpersonal conversations about appointment in the context of daily life.
Basic Competency :
To respond and express the meanings within the formal/informal transactional and interpersonal conversations accurately and fluently that contains the introduction expressions (greetings), invitation, and appointment.
Indicators :
After having studied the lesson, the students are expected to be able to:
identify the expression meaning of making, accepting, canceling and changing an appointment
carry out transactional and interpersonal conversations about appointment
Definition of Appointment:

• Appointment tells about agreement for meeting. It is good to make an appointment before you meet someone or people.

Making an appointment
I’d like to make an appointment with. . . . (person)
I want to make an appointment to see….. (person)
I’d like to make an appointment to see . . .( person)
Can I come and see you?
I’ll be there
What about….(Thursday)?
Accepting an Appointment
All right, see you there
No problem, I’m free on….(Thursday)
Be there on time
I’ll wait for you there
It’s a deal
Canceling an appointment
I’m sorry, I’m very busy
I’m terrible sorry I have to put off my appointment
I’m afraid I have to postpone my appointment with….( person) tomorrow morning
Changing an appointment
What about …..(day and time)?
Is that ok, if we meet at….. (time)?
Do you have another time this afternoon?
Could we change the day (time) of the meeting?
Would you mind if we change the day (time)of the meeting?
Well, I must be off now. I’ll talk to you later!
Appointment may refer to a number of things, including the following:

• An appointment is a time reserved for something such as a doctor visit, much like a reservation.
• An appointment, in government refers to the assignment of a person by an official to perform a duty, such as a presidential appointment of a judge to a court. This may also happen for an office which is normally elected, but has an unexpected vacancy. A person appointed but not yet in office is a designee.
• The power of appointment, in law, is the ability of a testator to select another person to dispose of the testator’s property.
• An appointment of clergy, in Christianity, is made by a bishop to a particular ministry setting, particularly in denominations which practice episcopal forms of church government and polity (such as Anglicanism and United Methodism.) Typically, a pastor is appointed to a particular church or parish.
• Appointment is used to describe a system of selecting candidates in which the choice is made by an individual or panel rather than by a poll of the populace in general (election), or through random selection (allotment/sortition) as used to select juries.

HAPPINESS EXPRESSION

Standard Competency :
To comprehend and express the meaning nuance within the transactional and interpersonal conversations which are related to the happiness expressions in the context of daily life.
Basic Competency :
To respond and express the meaning nuance within the formal / informal transactional (to get things done) and interpersonal (get sociable) conversations by using the simple kind of spoken and written languages accurately and fluently in the daily life context involving the acts of expressing happiness, gaining attention, expressing sympathy and giving instruction.
Indicators :
After finishing  the lesson, the students are expected to be able to:
identify the meaning nuance of expressing happiness
respond or carry out transactional and interpersonal conversations about expressing happiness
Happiness Expression is an expression that is used to show that someone or people are glad have excited feelings
What would you say to express your happiness?
I’m happy……
I’m (very)pleased / (really) delighted (about)….
I can’t say how pleased / delighted I am about it
I am so glad to hear that
Great!
Terrific!
Fantastic!


Laughter is an audible expression or the appearance of happiness, or an inward feeling of joy (laughing on the inside). It may ensue (as a physiological reaction) from [[jokes it is in most cases a very pleasant sensation.
Laughter is found among various animals, as well as in humans. Among the human species, it is a part
of human behaviour regulated by the brain, helping humans clarify their intentions in social interaction and providing an emotional context to conversations. Laughter is used as a signal for being part of a group — it signals acceptance and positive interactions with others. Laughter is sometimes seemingly
contagious, and the laughter of one person can itself provoke laughter from others as a positive feedback. This may account in part for the popularity of laugh tracks in situation comedy television shows. (wikipedia)
Scientifically speaking, laughter is caused by the epiglottis constricting the larynx. The study of humor and laughter, and its psychological and physiological effects on the human body is called gelotology.

GAINING ATTENTION

Standard Competency :
—        To comprehend and express the meaning within the transactional and interpersonal conversations about gaining attention in the context of daily life.
Basic Competency :
—        To respond and express the meaning nuance within the formal / informal transactional and interpersonal conversations accurately and fluently by using the simple kind of spoken language in the context of daily life involving the acts of expressing happiness, gaining attention, expressing sympathy and giving instruction
Indicators :
—        After finishing the lesson, the student are expected  to be able:
—        identify  and respond the meaning nuance of gaining attention
—        carry out transactional conversations involving the acts of gaining attention.
—        carry out conversations for interpersonal purpose and social interaction.
Gaining attention is a way or expression that is spoken so that other people will pay their attention  to what we want to.

The example expressions of gaining attention :
—        Attention, please
—        May I have your
attention, please?
—        Excuse me, look here!
—        Listening to me, please
—        Waiter?
—        I’m sorry, but…
—        Wow really?
Attention is the cognitive process of selectively concentrating on one aspect of the environment while ignoring other things. Attention has also been referred to as the allocation of processing resources
Examples include listening carefully to what someone is saying while ignoring other conversations in a room (the cocktail party effect) or listening to a cell phone conversation while driving a car.
Everyone knows what attention is. It is the taking possession by the mind, in clear and vivid form, of one out of what seem several simultaneously possible objects or trains of thought. Focalization, concentration, of consciousness are of its essence. It implies withdrawal from some things in order to deal effectively with others, and is a condition which has a real opposite in the confused, dazed, scatterbrained state which in French is called distraction, and Zerstreutheit in German.

SYIMPATHY EXPRESSION

Standard Competency :
To comprehend and express the meaning nuance within the transactional and interpersonal conversations which are related to the expressions of sympathy in the context of daily life
*       Basic Competency :
To respond and express the meaning nuance within the formal / informal transactional (to get things done) and interpersonal (get sociable) conversations by using the simple kind of spoken and written languages accurately and fluently in the daily life context involving the acts of expressing happiness, gaining attention, expressing sympathy and giving instruction
Indicators :
*       After having studied the material given, the students are expected to be able to:
*        mention the definition of sympathy expression
*        identify the meaning nuance of expressing sympathy
respond or carry out conversations using sympathy expressions

*        The definition of sympathy expression:
Sympathy expression is an expression or feeling of pity and sorrow when we know and see someone or people are unlucky or have trouble and in bad condition. By expressing sympathy we want to show our concern or carefulness on other people’s condition.
ex:
Just saying “I’m sorry to hear your mom died.”
Sending a Sympathy card.
Sending flowers to a funeral home.
Giving a bereaved person a hug.
These are all expressions of sympathy.
—        How can we give sympathy expression to someone?
We express it directly to him/her orally or we can use a letter or card by post also by short message service (SMS), e-mail, television, radio, and newspaper if he/she who got the trouble is far from us.
—        Several expressions of sympathy :
—        I’d like to express my deepest condolences
—        I’m sorry to hear that
—        I’m awfully sorry about…
—        Oh, how awful!
—        Oh, dear!
—        You must be very upset
—        Oh, what a shame
—        How pity you are!
—        How terrible / awful for you

ANNOUNCEMENTS

Standard Competency :
¨     To comprehend and express the meanings of spoken and written short functional text about announcement in the context of daily life to access knowledge.
Basic Competency :
¨     To respond and express the meanings within the formal / informal spoken and written short functional text in the form of  announcement, advertisement, invitation  accurately and fluently in the daily life context to access knowledge.

Indicators :
¨     After finishing  the lesson, the students are expected to be able to:
¨     identify the topic or the purpose of a spoken announcement
¨     give spoken announcement
¨     read aloud the written passage of an announcement in the meaningful way and with good pronunciation and intonation
¨     identify the topic of a written announcement
¨     use the appropriate grammar, vocabulary, punctuation, spelling and other writing rules accurately

–noun

1.public or formal notice announcing something: The announcement appeared in the newspapers.

2.the act of announcing.

3.a short message or commercial, esp. a commercial spoken on radio or television.

4.a card or piece of formal stationery containing a formal declaration of an event, as a wedding.

an·nounce·ment

1. 1. The act of making known publicly.
   2. Something announced.
   3. A broadcast message, especially a program note or commercial.
2. An engraved or printed formal statement or notice, as of a wedding or a relocation.

In writing an announcement, keep the following points
¨     the title/type of event,
¨     Date/time, place and
¨     contact person
 

RECOUNT TEXT

Standard Competency :
*        To comprehend and express the meaning of short functional  and simple monolog essay texts in the form of recount text, narrative, and procedure that have contextual in habitual activities to access knowledge
Basic Competency :
*       To respond and express the meaning within simple monolog texts that uses the variety of writing accurately, fluently, and used in habitual activities to accesss knowledge in recount text
Indicators :
After having finished the lesson, the students will be expected to able to:
*        understand the concept of recount text
*        identify the main idea of the text
*        identify the series of events of recount text

The generic structures of recount text are  :
*        Orientation ( it gives the readers the background information needed to understand the text such as who was involved, where it happened, when it happened)
*        Events (a series of events, ordered in a chronological sequence)
*        Re-orientation (restates the writer’s opinion or personal comment of the writer on the incident

Recounts
Purpose: The purpose of a recount is to retell events.
The prefix re means again. So to recount is to state again.
Structure: There is often an opening or setting a of a scene. E.g. I went to the park.
The events in a recount are often in the order that they happen (Chronological order):
I went to the park and I saw a pond. The pond had ducks sitting at the side of it.
A recount will often have a closing statement. E.g. I left the park and went home.
Language features: Recounts are written in the past tense.
They can be written in the first or the third person
1st person It is happening to the person writing the recount i.e. I went to the park.
3rd person. An observer is telling it. Tom went to the park, there he saw a pond.
The connectives in a recount are often: Next, then, after that.
Recounts focus on what an individual or a group of people were doing.
The following are examples of recounts.
Recounts
Today we are going to remind you of the non-fiction types of text.
This session is only an introduction to recounts and how to tell a recount from other types of text
There are six main types of non-fiction text:
Recount, Instructions, Persuasion,
Discussion, Explanation and Non-chronological reports.
Each of these types as its own purpose, structure and language features.
By knowing these text types you will be able to read and learn to write in these styles.
Today we will look at the purpose, structure and language features of Recounts
Here are three non-fiction texts. Can you tell which of these is a recount?
Text 1.
Making an omelette.
2 eggs
25g of oil
250 milk
Frying pan
Method
Take the pan and put in the oil. Heat the oil until it is hot.
Break the eggs into a bowl and add the milk.
Beat the eggs and milk together and when mixed thoroughly, add to the frying pan.
Fry until the omlette in brown on one side and then turn it over in the pan.
When cooked remove from the pan and serve with a garnish of parsley.
Text 2
In the summer the amount of daylight that we get is more than we get in winter.
This is not because as some people think we are closer to the sun but because of the tilt of the Earth.
The Earth is actually closer to the sun in winter than it is in the summer but you would be forgiven for thinking that this can not be true after looking out of your window on a cold and frosty morning. It seems strange that as the earth gets closer to the Sun during its orbit then in the amount of daylight that we get decreases. But that is the case. It is the tilt of the Earth that determine the amount of daylight that we get and so the length of time that for us the sun is above the horizon.
Text 3
My mother got me ready for school then I had to wait for her to brush my hair and place every strand in just the perfect position. I had to show her my shoes that I had cleaned the night before and my school bag had to be neatly put on my shoulder before I could get near the door. Only after my mother was totally satisfied would I be allowed to rush out of the front door.
I would leave home at 8 am on the dot and make my way down the lane. After a walk of about 700 metres I would be able to see the tall steeple of the school.
The playground would be full in the summer and the noise would make me want to rush into the yard and get into a good game of football before the bell went.

*        Recount text  is a text that is used to retell events for the purpose of informing or entertaining.

PERFECT TENSE

Standard Competency :
—        To comprehend and express the meanings of short functional  and simple monolog essay texts in the form of Perfect Tense in the daily life context to access knowledge
Basic Competency :
—        To respond and express the meaning nuance and the rhetorical steps within the short functional  and simple monolog essay texts in the form of perfect tense (present perfect, past perfect and future perfect tense)accurately and fluently in the daily life context to access knowledge
Indicators :
After having finished the lesson, the student are expected to be able to:
—        understand the pattern of perfect tense
—        identify perfect tense in a certain text
—        use perfect tense in making sentences and telling an event or action.

The present perfect tense is a perfect tense used to express action that has been completed with respect to the present. (The word perfect in its name refers to the idea of completion—of being now finished—rather than to perfection in the sense of “no flaws”.)
“I have finished” is an example of the present perfect. The present perfect is a compound tense in English (and in many other languages), meaning that it is formed by combining an auxiliary verb with the main verb. For example, in modern English, it is formed by combining a present-tense form of the auxiliary verb “to have” with the past participle of the main verb. In the above example, “have” is the auxiliary verb, whereas the past participle “finished” is the main verb. The two verbs are sometimes labeled “V1″ and “V2″ in grammar instruction.
resent Perfect Tense is used for describing a past action’s effect on the present: He has arrived. Now he is here. This holds true for events that have just been secluded as well as for events that have not yet occurred. Present perfect is formed by combining have/has with the main verb’s past participle form:
—        I have arrived.
A negation is produced by inserting not after have/has:
—        I have not arrived.
Questions in present perfect are formulated by starting a sentence with have/has:
—         Has she arrived?
Adverbs used:
Past Perfect Tense is a kind of tense that is used to describe an action or an event that started in a certain time in the past and completed or finished  till  certain time in the past too; or past perfect tense is used to express an action or an event that had happened before the other event or action happened
The pattern :
–         (+) Subject + had+verb III+cmplement
–         (-) Subject + had not+ver III+complement
–         (?) Had + subject +verb III+complement
–         (+) We had eaten before they came
–         (-) They had not eaten before we came
–         (?) Had they eaten before we came

PROCEDURE TEXT

Standard Competency :
*     To comprehend and express the meaning of short functional  and simple monolog essay texts in the form of simple procedure text accurately and fluently in the daily life context to access knowledge
Basic Competency :
*     To respond and express the meaning nuance and the rhetorical steps within the short functional  and simple monolog essay texts in the form of recount, narrative and procedure text in the daily life context to access knowledge
Indicators :
After having finished the lesson, the student will be expected to able to:
*     understand the concept of procedure text
*     mention the generic structures of procedure text
*     tell and write the procedures of making or doing something

A procedure is a specified series of actions or operations which have to be executed in the same manner in order to always obtain the same result under the same circumstances (for example, emergency procedures). Less precisely speaking, this word can indicate a sequence of tasks, steps, decisions, calculations and processes, that when undertaken in the sequence laid down produces the described result, product or outcome. A procedure usually induces a change. It is in the scientific method.
Purpose:
To help us do a task or make something. They can be a set of instructions or directions.
Text Organization:

• Goal:(The final purpose of doing the instructions)

• Materials:(ingredients, utensils, equipment to do the instructions)

• Steps:(a set of instructions to achieve the final purpose)

Language Features :

• Use of imperatives (e.g.: cut, don’t mix)

• Use of action Verbs (e.g. : turn, put, mix)

• Use of connectives (e.g. : first, then, finally, …)

• Use of adverbial phrases (e.g. : for five minutes, 2 centimeters from the top)

The Definition Of Procedure Text

*     Procedure text  is a text that is designed to describe how something is achieved through a sequence of actions or steps. It explains how people perform different processes in a sequence of steps. This text uses simple present tense, often imperative sentences. It also uses the temporal conjunction such as first, second, then, next, finally, etc.

The generic structures of procedure text are  :
*     Goal/aim ( or title)
*     Materials (not required for all procedural texts)
*     Steps (the actions that must be taken)
How to make a sandwich (aim/goal)
You need (materials)
*     2 slices of bread
*     peanut butter
*     a banana
*     honey
What you should do are : (steps)
*     Take two slices of bread
*     Spread peanut butter
*     Cut up a banana onto small slices and put them on one of the slices
*     Pour some honey over the bananas
*     Put the other slice of bread on top

PAST TENSE

Standard Competency :

*     To comprehend and express the meanings of short functional  and simple monolog essay texts in the form of past tense in the daily life context to access knowledge

Basic Competency :
*     To respond and express the meaning nuance and the rhetorical steps within the short functional  and simple monolog essay texts in the form of  past tense (simple past tense, past continuous tense, past perfect tense)accurately and fluently in the daily life context to access knowledge
Indicators :
After having finished the lesson, the student are expected to be able to:
*     understand the pattern of past tense
*     identify past tense in a certain text
*     use past tense in making sentences and telling an event or action.
*     Simple past is formed for regular verb by adding –ed to the root of a word. Example: He walked to the store. A negation is produced by adding did not and the verb in its infinitive form. Example: He did not walk to the store. Question sentences are started with did as in Did he walk to the store?

For other uses, see past tense (disambiguation).

The past tense (abbreviated pst) is a verb tense expressing action, activity, state of being in the past of the current moment (in an absolute tense system), or prior to some other event, whether that is past, present, or future (in a relative tense system).
In English, there are two distinct types of past tense:

1. Preterite (or simple past)
2. Present perfect (see perfect aspect)

Each of these may also be found in the progressive (cuntinuous) aspect.
imple past is used for describing acts that have already been concluded and whose exact time of occurrence is known. Furthermore, simple past is used for retelling successive events. That is why it is commonly used in storytelling

• Simple Past Tense is a kind of tense which is used to describe an event or action that happened already in a certain time in  the past

The pattern   :
–         (+) Subject + verb II + complement
–         (-)  Subject + did not + verb II +       complement
–         (?)  Did + subject + verb I
The examples :
–         (+)  I went to Tangkiling yesterday
–         (-)  I did not go anywhere last night
–         (?) Did you go last week?
Adverbs used : yesterday, last night, last week, two days ago, a few  minutes ago, last weekend, last month, last year, in 1984, etc.

• Past Continuous Tense is a kind of tense that is used to describe an event or an action which was happening in a certain time in the past

–         The pattern :  (
–         +) Subject + was/were +verb-ing+ complement
–         (-)  Subject + was not/were not+verb-ing+ complement
–         (?)  was/were+ subject + verb-ing+complement
The examples :
(+) He was writing a letter at eight  o’clock last night
(-) He was not writing a letter at seven o’clock last night
(?)  Were you writing a letter at eight last night?
Adverbs used : at the time like this yesterday, at seven o’clock  last   night, etc.
Past Perfect Tense is a kind of tense that is used to describe an action or an event that started in a certain time in the past and completed or finished  till  certain time in the past too; or past perfect tense is used to express an action or an event that had happened before the other event or action happened
The pattern :
–         (+) Subject + had+verb III+cmplement
–         (-) Subject + had not+ver III+complement
–         (?) Had + subject +verb III+complement
examples
–         (+) We had eaten before they came
–         (-) They had not eaten before we came
–         (?) Had they eaten before we came?




Adverbs used :
from 1998 to 1999, once, twice, etc.

Simple past is formed for regular verbs by adding -d or–ed to the root of a word. Examples: He walked to the store, or They danced all night.. A negation is produced by adding did not and the verb in its infinitive form. Example: He did not walk to the store. Question sentences are started with did as in Did he walk to the store?
Simple past is used for describing acts that have already been concluded and whose exact time of occurrence is known. Furthermore, simple past is used for retelling successive events. That is why it is commonly used in storytelling.
Past progressive is formed by using the adequate form of to be and the verb’s present participle: He was going to church. By inserting not before the main verb a negation is achieved. Example: He was not going to church. A question is formed by prefixing the adequate form of to be as in Was he going?.
Past progressive is used for describing events that were in the process of occurring when a new event happened. The already occurring event is presented in past progressive, the new one in simple past. Example: We were sitting in the garden when the thunderstorm started. Use is similar to other languages’ imperfect tense.
Present perfect simple is formed by combining have/has with the main verb’s past participle form: I have arrived. A negation is produced by inserting not after have/has: I have not arrived. Questions in present perfect are formulated by starting a sentence with have/has: Has she arrived?
Present perfect simple is used for describing a past action’s effect on the present: He has arrived. Now he is here. This holds true for events that have just been concluded as well as for events that have not yet occurred.
Present perfect progressive is formed by prefixing have/has before the grammatical participle been and the verb’s present participial form: We have been waiting. A negation is expressed by including not between have/has and been: They have not been eating. As with present perfect simple, for forming a question, have/has is put at the beginning of a sentence: Have they been eating?
Present perfect progressive is used for describing an event that has been going on until the present and may be continued in the future. It also puts emphasis on how an event has occurred. Very often since and for mark the use of present perfect progressive: I have been waiting for five hours / I have been waiting since three o’clock.
Furthermore, there is another version of past tense possible: past perfect, similar to other languages’ pluperfect tense.
Past perfect simple is formed by combining the simple past form of to have with the past participle form of the main verb: We had shouted. A negation is achieved by including not after had: You had not spoken. Questions in past perfect always start with had: Had he laughed?
Past perfect simple is used for describing secluded events that have occurred before something else followed. The event that is closer to the present is given in simple past tense: After we had visited our relatives in New York, we flew back to Toronto.
Past perfect progressive is formed by had, the grammatical particle been and the present participle of the main verb: You had been waiting. For negation, not is included before been: I had not been waiting. A question sentence is formed by starting with had: Had she been waiting?
If emphasis is put on the duration of a concluded action of the past, since and for are signal words for past perfect progressive: We had been waiting at the airport since the 9 P.M. flight. / They had been waiting for three hours now.