examination exercise...

Miss Zu have asked us to find a copy of last year examination. Miss Zu wanted to do the exercise with us to teach us more how to complete the test very well. We do an exercise on September and April 2011 paper. The latest news. Huh, quite hard to do but I hope in examination I can do it very well, I'm so scared since I don really well in English. But alhamdulilah with Miss Zu's guidance I think I can do it very well.

ESSAY IN GROUP!!

Today our lesson, Miss Zu asked us to do an essay..in a group.. We need to count until 4, started with me and after that the fifth person need to count as one back. Fun right, just like in marching time. but I enjoyed it. My group is number one, which is Syuhada, Safira and Faiz Ali. I'm not very familiar with this group actually because every time my group always Masfarah and maizatuliana, but yes maybe I can try, and looks like they give cooperation very well. First name will do about introduction which is me. It happen in spontaneously, so cannot think very well since I only have 10 minutes to complete my introduction. Second paragraph was done by Safira, the third paragraph by Syuhada and last but not least was done by faiz, then the conclusion was made by fourth of us. We need to do an essay about services by express bus. I really hope our mark is good enough.

MAKING INFERENCES AND DRAWNIG CONCLUSION

In today's lesson Miss Zu taught us about making inferences and drawing conclusion.

Making Inferences and Drawing Conclusions

Read with purpose and meaning

Drawing conclusions refers to information that is implied or inferred. This means that the information is never clearly stated. 
Writers often tell you more than they say directly. They give you hints or clues that help you "read between the lines." Using these clues to give you a deeper understanding of your reading is called inferring. When you infer, you go beyond the surface details to see other meanings that the details suggest or imply (not stated). When the meanings of words are not stated clearly in the context of the text, they may be implied - that is, suggested or hinted at. When meanings are implied, you may infer them.
Inference is just a big word that means a conclusion or judgement. If you infer that something has happened, you do not see, hear, feel, smell, or taste the actual event. But from what you know, it makes sense to think that it has happened. You make inferences everyday. Most of the time you do so without thinking about it. Suppose you are sitting in your car stopped at a red signal light. You hear screeching tires, then a loud crash and breaking glass. You see nothing, but you infer that there has been a car accident. We all know the sounds of screeching tires and a crash. We know that these sounds almost always mean a car accident. But there could be some other reason, and therefore another explanation, for the sounds. Perhaps it was not an accident involving two moving vehicles. Maybe an angry driver rammed a parked car. Or maybe someone played the sound of a car crash from a recording. Making inferences means choosing the most likely explanation from the facts at hand. 
There are several ways to help you draw conclusions from what an author may be implying. The following are descriptions of the various ways to aid you in reaching a conclusion.

General Sense

The meaning of a word may be implied by the general sense of its context, as the meaning of the word incarcerated is implied in the following sentence:
Murderers are usually incarcerated for longer periods of time than robbers.
You may infer the meaning of incarcerated by answering the question "What usually happens to those found guilty of murder or robbery?" Use the text box below to write down what you have inferred as the meaning of the word incarcerated.

If you answered that they are locked up in jail, prison, or a penitentiary, you correctly inferred the meaning of incarcerated.

Examples

When the meaning of the word is not implied by the general sense of its context, it may be implied by examples. For instance,
Those who enjoy belonging to clubs, going to parties, and inviting friends often to their homes for dinner are gregarious.
You may infer the meaning of gregarious by answering the question "What word or words describe people who belong to clubs, go to parties a lot, and often invite friends over to their homes for dinner?" Use the lines below to write down what you have inferred as the meaning of the word gregarious.

If you wrote social or something like: "people who enjoy the company of others", you correctly inferred the meaning of gregarious.

Antonyms and Contrasts

When the meaning of a word is not implied by the general sense of its context or by examples, it may be implied by an antonym or by a contrasting thought in a context. Antonyms are words that have opposite meanings, such as happy and sad. For instance,
Ben is fearless, but his brother is timorous.
You may infer the meaning of timorous by answering the question "If Ben is fearless and Jim is very different from Ben with regard to fear, then what word describes Jim?" Write your answer on the following line.

If you wrote a word such as timid, or afraid, or fearful, you inferred the meaning of timorous.

A contrast in the following sentence implies the meaning of credence:
Dad gave credence to my story, but Mom's reaction was one of total disbelief.
You may infer the meaning of credence by answering the question "If Mom's reaction was disbelief and Dad's reaction was very different from Mom's, what was Dad's reaction?" Write your answer on the following lines.

If you wrote that Dad believed the story, you correctly inferred the meaning of credence; it means "belief."

Be Careful of the Meaning You Infer!

When a sentence contains an unfamiliar word, it is sometimes possible to infer the general meaning of the sentence without inferring the exact meaning of the unknown word. For instance,
When we invite the Paulsons for dinner, they never invite us to their home for a meal; however, when we have the Browns to dinner, they alwaysreciprocate.
In reading this sentence some students infer that the Browns are more desirable dinner guests than the Paulsons without inferring the exact meaning of reciprocate. Other students conclude that the Browns differ from the Paulsons in that they do something in return when they are invited for dinner; these students conclude correctly that reciprocatemeans "to do something in return."

In drawing conclusions (making inferences), you are really getting at the ultimate meaning of things - what is important, why it is important, how one event influences another, how one happening leads to another. Simply getting the facts in reading is not enough - you must think about what those facts mean to you.

WRITING LESSON TIME...

Today, 16 february 2012, we learn about how to do an essay. Miss Zu told us that in an essay there must have five paragraph, first we need to have an introduction that contain the hook, transition and the thesis, while the other three paragraph must contain topic sentence, supporting details, and main idea.

Identifying Topics, Main Ideas, and Supporting Details

Understanding the topic, the gist, or the larger conceptual framework of a textbook chapter, an article, a paragraph, a sentence or a passage is a sophisticated reading task. Being able to draw conclusions, evaluate, and critically interpret articles or chapters is important for overall comprehension in college reading. Textbook chapters, articles, paragraphs, sentences, or passages all have topics and main ideas. The topic is the broad, general theme or message. It is what some call the subject. The main idea is the "key concept" being expressed. Details, major and minor, support the main idea by telling how, what, when, where, why, how much, or how many. Locating the topic, main idea, and supporting details helps you understand the point(s) the writer is attempting to express. Identifying the relationship between these will increase your comprehension.

Applying Strategy

The successful communication of any author's topic is only as good as the organization the author uses to build and define his/her subject matter.

Grasping the Main Idea:

A paragraph is a group of sentences related to a particular topic, or central theme. Every paragraph has a key concept or main idea. The main idea is the most important piece of information the author wants you to know about the concept of that paragraph.

When authors write they have an idea in mind that they are trying to get across. This is especially true as authors compose paragraphs. An author organizes each paragraph's main idea and supporting details in support of the topic or central theme, and each paragraph supports the paragraph preceding it.

A writer will state his/her main idea explicitly somewhere in the paragraph. That main idea may be stated at the beginning of the paragraph, in the middle, or at the end. The sentence in which the main idea is stated is the topic sentence of that paragraph.

The topic sentence announces the general theme ( or portion of the theme) to be dealt with in the paragraph. Although the topic sentence may appear anywhere in the paragraph, it is usually first - and for a very good reason. This sentence provides the focus for the writer while writing and for the reader while reading. When you find the topic sentence, be sure to underline it so that it will stand out not only now, but also later when you review.

Identifying the Topic:

The first thing you must be able to do to get at the main idea of a paragraph is to identify the topic - the subject of the paragraph. Think of the paragraph as a wheel with the topic being the hub - the central core around which the whole wheel (or paragraph) spins. Your strategy for topic identification is simply to ask yourself the question, "What is this about?" Keep asking yourself that question as you read a paragraph, until the answer to your question becomes clear. Sometimes you can spot the topic by looking for a word or two that repeat. Usually you can state the topic in a few words.

Let us try this topic-finding strategy. Reread the first paragraph on this page - the first paragraph under the headingGrasping the Main Idea. Ask yourself the question, "What is this paragraph about?" To answer, say to yourself in your mind, "The author keeps talking about paragraphs and the way they are designed. This must be the topic - paragraph organization." Reread the second paragraph of the same section. Ask yourself "What is this paragraph about?" Did you say to yourself, "This paragraph is about different ways to organize a paragraph"? That is the topic. Next, reread the third paragraph and see if you can find the topic of the paragraph. How? Write the topic in the margin next to this paragraph. Remember, getting the main idea of a paragraph is crucial to reading.

The bulk of an expository paragraph is made up of supporting sentences (major and minor details), which help to explain or prove the main idea. These sentences present facts, reasons, examples, definitions, comparison, contrasts, and other pertinent details. They are most important because they sell the main idea.

The last sentence of a paragraph is likely to be a concluding sentence. It is used to sum up a discussion, to emphasize a point, or to restate all or part of the topic sentence so as to bring the paragraph to a close. The last sentence may also be a transitional sentence leading to the next paragraph.

Of course, the paragraphs you'll be reading will be part of some longer piece of writing - a textbook chapter, a section of a chapter, or a newspaper or magazine article. Besides expository paragraphs, in which new information is presented and discussed, these longer writings contain three types of paragraphs: introductory, transitional, and summarizing.

Introductory paragraphs tell you, in advance, such things as (1) the main ideas of the chapter or section; (2) the extent or limits of the coverage; (3) how the topic is developed; and (4) the writer's attitude toward the topic. Transitionalparagraphs are usually short; their sole function is to tie together what you have read so far and what is to come - to set the stage for succeeding ideas of the chapter or section. Summarizing paragraphs are used to restate briefly the main ideas of the chapter or section. The writer may also draw some conclusion from these ideas, or speculate on some conclusion based on the evidence he/she has presented.

All three types should alert you: the introductory paragraph of things to come; the transitional paragraph of a new topic; and the summarizing paragraph of main ideas that you should have gotten.

http://academic.cuesta.edu/acasupp/as/308.HTM

15 february 2012

Today is my first time doing the grammar test. I'm quite confident since I have done exercise for do the test on 13 february 2012. I'm nervous but I really hope I can get more mark than doing an exercise. Insyaallah..

PAST PERFECT TENSE

Once again another presentation about grammar, it was past perfect tense. This presentation was done by Miss Zu herself, because I think Miss Zu explain much better than the student since this topic is quite hard to understand if the person did not know about this. By explanation from miss Zu i know about past perfect tense very well.

Past perfect, form

The Past Perfect tense in English is composed of two parts: the past tense of the verb tohave (had) + the past participle of the main verb.

Subject	had	past participle
We	had	decided...
Affirmative
She	had	given.
Negative
We	hadn't	asked.
Interrogative
Had	they	arrived?
Interrogative negative
Hadn't	you	finished?

Example: to decide, Past perfect

Affirmative	Negative	Interrogative
I had decided	I hadn't decided	Had I decided?
You had decided	You hadn't decided	Had you decided?
He, she, it had decided	He hadn't decided	Had she decided?
We had decided	We hadn't decided	Had we decided?
You had decided	You hadn't decided	Had you decided?
They had decided	They hadn't decided	Had they decided?

Past perfect, function

The past perfect refers to a time earlier than before now. It is used to make it clear that one event happened before another in the past. It does not matter which event is mentioned first - the tense makes it clear which one happened first.

In these examples, Event A is the first or earliest event, Event B is the second or latest event:

Event A	Event B
John had gone out	when I arrived in the office.
I had saved my document	before the computer crashed.
When they arrived	we had already started cooking
He was very tired	because he hadn't slept well.

Past perfect + just

'Just' is used with the past perfect to refer to an event that was only a short time earlier than before now, e.g.

a. The train had just left when I arrived at the station.
b. She had just left the room when the police arrived.
c. I had just put the washing out when it started to rain.

http://www.englishbaby.com/lessons/grammar/past_perfect_tense

PRESENT PERFECT..

What is present perfect? I was wonder when Miss Zu presented present perfect. This presentation took place after Afifah's group has finished their presentation. Present perfect???

 The Present Perfect Tense - When to use

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We use the Present Perfect Tense to talk about experiences. It is important if we have done it in our lives or not. It is not important when we did it. Examples    I have been abroad two times.    Anna has never broken a leg.    Have you ever eaten sushi? Tip! We often use never and ever with the Present Perfect Tense to talk about experience. We use the Present Perfect Tense to talk about an action which started in the past and continuous up to now. Examples    I have been a teacher for more than ten years.    We haven't seen Janine since Friday.    How long have you been at this school? Tip! We often use since and for to say how long the action has lasted. We also use the Present Perfect Tense to talk about a past action that has the result in the present. Examples    I have lost my wallet. = I don't have it now.    Jimmy has gone to South America. = He isn't here now.    Have you finished your homework? = Is your homework ready? Tip! We often use just, already and yet with the Present Perfect Tense for an action in the past with the result in the present. http://www.eclecticenglish.com/grammar/PresentPerfect1A.html Present Perfect - Use 1) Result of an action in the past is important in the present I have cleaned my room. 2) Recently completed action He has just played handball. 3) State beginning in the past and still continuing We have lived in Canada since 1986. 4) together with lately, recently, yet I have been to London recently. Signal words just, yet, never, already, ever, so far, up to now, recently, since, for Form have/has + past participle Examples Affirmative sentences: I have cleaned my room. I've cleaned my room. You have cleaned your room. You've cleaned your room. Negative sentences: I have not cleaned my room. I've not cleaned my room. I haven't cleaned my room. You have not cleaned your room. You've not cleaned your room. You haven't cleaned your room. Questions: Have I cleaned my room? Have you cleaned your room?

http://www.englisch-hilfen.de/en/grammar/pres_perf.htm

FUTURE TENSE

Today, once again grammar presentation. This time was conducted by Afifah's group. Their title is future tense. Great title. future...I was very excited to know more about this, because I like the title actually... Nonsense, but this is the fact, I just imagine what is meant by future then I can explain what actually is future tense and what word is being used for.

Futurity in English is expressed either by using words that imply future action ("I go to Berlin next week") or by employing an auxiliary construction combined with the main verb which represents the true action of the sentence.

The most common auxiliary verbs used to express futurity are "will", "can", "should", "may", and "must".

• May and might

Of these, "will" is the most neutral and it is the most commonly used:

• Simple Future
• Future Continuous
• Future Perfect
• Future Perfect Continuous

Apart from that, we can also use "going to":

• Going to

This is usually a little confusing for English learners but we can also use some of the present tenses to talk about the future:

• Present Simple
• Present Continuous

http://www.englishtenses.com/future_tenses

speaking exrcise again

today we do again our speaking exercise for test, not 'again' for me I guest, because, this is my first exercise, because before this I'm not coming for the exercise. My group was masfarah,Maizatuliana and Amanina. I don know what to say, but I'm quite nervous, since my pronoun was not good enough. huh..but I hope I can do The best and I wish luck for my group too for their succes. Amin....

PAST CONTINUOUS TENSE

In bel 120's class,today is my presentation with my group member,Masfarah ain,Maizatuliana,Amirah munirah and me.I'm quite nervous, since I think I cannot face and talk in front a lot of student. But alhamdulliah,everything goes smoothly, and I can do it even though I feel like wanted to run away that time.My group do about past continuous tense. 

Past Continuous

FORM

[was/were + present participle]

Examples:

• You were studying when she called.
• Were you studying when she called?
• You were not studying when she called.

Complete List of Past Continuous Forms

USE 1 Interrupted Action in the Past

Use the Past Continuous to indicate that a longer action in the past was interrupted. The interruption is usually a shorter action in the Simple Past. Remember this can be a real interruption or just an interruption in time.

Examples:

• I was watching TV when she called.
• When the phone rang, she was writing a letter.
• While we were having the picnic, it started to rain.
• What were you doing when the earthquake started?
• I was listening to my iPod, so I didn't hear the fire alarm.
• You were not listening to me when I told you to turn the oven off.
• While John was sleeping last night, someone stole his car.
• Sammy was waiting for us when we got off the plane.
• While I was writing the email, the computer suddenly went off.
• A: What were you doing when you broke your leg?
  B: I was snowboarding.

USE 2 Specific Time as an Interruption

In USE 1, described above, the Past Continuous is interrupted by a shorter action in the Simple Past. However, you can also use a specific time as an interruption.

Examples:

• Last night at 6 PM, I was eating dinner.
• At midnight, we were still driving through the desert.
• Yesterday at this time, I was sitting at my desk at work.

IMPORTANT

In the Simple Past, a specific time is used to show when an action began or finished. In the Past Continuous, a specific time only interrupts the action.

Examples:

• Last night at 6 PM, I ate dinner.
  I started eating at 6 PM.
• Last night at 6 PM, I was eating dinner.
  I started earlier; and at 6 PM, I was in the process of eating dinner.

USE 3 Parallel Actions

When you use the Past Continuous with two actions in the same sentence, it expresses the idea that both actions were happening at the same time. The actions are parallel.

Examples:

• I was studying while he was making dinner.
• While Ellen was reading, Tim was watching television.
• Were you listening while he was talking?
• I wasn't paying attention while I was writing the letter, so I made several mistakes.
• What were you doing while you were waiting?
• Thomas wasn't working, and I wasn't working either.
• They were eating dinner, discussing their plans, and having a good time.

USE 4 Atmosphere

In English, we often use a series of parallel actions to describe the atmosphere at a particular time in the past.

Example:

• When I walked into the office, several people were busily typing, some were talking on the phones, the boss was yelling directions, and customers were waiting to be helped. One customer was yelling at a secretary and waving his hands. Others were complaining to each other about the bad service.

USE 5 Repetition and Irritation with "Always"

The Past Continuous with words such as "always" or "constantly" expresses the idea that something irritating or shocking often happened in the past. The concept is very similar to the expression "used to" but with negative emotion. Remember to put the words "always" or "constantly" between "be" and "verb+ing."

Examples:

• She was always coming to class late.
• He was constantly talking. He annoyed everyone.
• I didn't like them because they were always complaining.

While vs. When

Clauses are groups of words which have meaning, but are often not complete sentences. Some clauses begin with the word "when" such as "when she called" or "when it bit me." Other clauses begin with "while" such as "while she was sleeping" and "while he was surfing." When you talk about things in the past, "when" is most often followed by the verb tense Simple Past, whereas "while" is usually followed by Past Continuous. "While" expresses the idea of "during that time." Study the examples below. They have similar meanings, but they emphasize different parts of the sentence.

Examples:

• I was studying when she called.
• While I was studying, she called.

REMEMBER Non-Continuous Verbs / Mixed Verbs

It is important to remember that Non-Continuous Verbs cannot be used in any continuous tenses. Also, certain non-continuous meanings for Mixed Verbs cannot be used in continuous tenses. Instead of using Past Continuous with these verbs, you must use Simple Past.

Examples:

• Jane was being at my house when you arrived. Not Correct
• Jane was at my house when you arrived. Correct

ADVERB PLACEMENT

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

Examples:

• You were just studying when she called.
• Were you just studying when she called?

ACTIVE / PASSIVE

Examples:

• The salesman was helping the customer when the thief came into the store. Active
• The customer was being helped by the salesman when the thief came into the store. Passive

http://www.englishpage.com/verbpage/pastcontinuous.html