ASKING IF SOMEONE REMEMBERS OR NOT

Formal expressions:
- I wonder if you remember.....
- You remember...., don’t you?
- You haven’t forgotten...., have you?
- Don’t you remember.....?
- Do you happen to remember it now?

Ways to respond:
- Let me think, yes, I remember.
- I remember especially the scenery.
- I’ll never forget that
- I’ll always remember.
- I can remember it clearly.

Informal expressions:
- Remember the old house we used to live in?
- Remember that?
- I’m sorry I don’t remember

Ways to respond:
- Hold on. Yes, got it!
- I know.....
- It’s coming back to me now.

Respond if you forget:
- Sorry, I’ve completely forgotten.
- I’m affraid I forget.
- I really can’t remember.
- I’m afraid I have no memory of him
- Errr, let me think. No, it’s gone.
- Sorry, it slipped off my mind.

Example..
It was Sunday morning, Cinta got dressed and had breakfast quickly. She was ready to leave for school. Her mother was a little puzzled.
Mother : Hey...hey.... are you going to school?
Cinta : Yes, Mom. I overslept. I’m in a hurry
Mother : You remember Sunday, don’t you?
Cinta : Oh, my goodnes. I thought it’s a school day !

PASSIVE VOICE

Use of Passive

Passive voice is used when the focus is on the action. It is not important or not known, however, who or what is performing the action.

Example: My bike was stolen.

In the example above, the focus is on the fact that my bike was stolen. I do not know, however, who did it.

Sometimes a statement in passive is more polite than active voice, as the following example shows:

Example: A mistake was made.

In this case, I focus on the fact that a mistake was made, but I do not blame anyone (e.g. You have made a mistake.).
Form of Passive

Subject + finite form of to be + Past Participle (3rd column of irregular verbs)

Example: A letter was written.

When rewriting active sentences in passive voice, 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 + past participle)
* the subject of the active sentence becomes the object of the passive sentence (or is dropped)

Examples of Passive Level: lower intermediateLevel 2
Tense Subject Verb Object
Simple Present Active: Rita writes a letter.
Passive: A letter is written by Rita.
Simple Past Active: Rita wrote a letter.
Passive: A letter was written by Rita.
Present Perfect Active: Rita has written a letter.
Passive: A letter has been written by Rita.
Future I Active: Rita will write a letter.
Passive: A letter will be written by Rita.
Hilfsverben Active: Rita can write a letter.
Passive: A letter can be written by Rita.
Examples of Passive Level: upper intermediateLevel 4
Tense Subject Verb Object
Present Progressive Active: Rita is writing a letter.
Passive: A letter is being written by Rita.
Past Progressive Active: Rita was writing a letter.
Passive: A letter was being written by Rita.
Past Perfect Active: Rita had written a letter.
Passive: A letter had been written by Rita.
Future II Active: Rita will have written a letter.
Passive: A letter will have been written by Rita.
Conditional I Active: Rita would write a letter.
Passive: A letter would be written by Rita.
Conditional II Active: Rita would have written a letter.
Passive: A letter would have been written by Rita.
Passive Sentences with Two Objects Level: intermediateLevel 3

Rewriting an active sentence with two objects in passive voice means that one of the two objects becomes the subject, the other one remains an object. Which object to transform into a subject depends on what you want to put the focus on.
Subject Verb Object 1 Object 2
Active: Rita wrote a letter to me.
Passive: A letter was written to me by Rita.
Passive: I was written a letter by Rita.
.

As you can see in the examples, adding by Rita does not sound very elegant. That’s why it is usually dropped.
Personal and Impersonal Passive

Personal Passive simply means that the object of the active sentence becomes the subject of the passive sentence. So every verb that needs an object (transitive verb) can form a personal passive.

Example: They build houses. – Houses are built.

Verbs without an object (intransitive verb) normally cannot form a personal passive sentence (as there is no object that can become the subject of the passive sentence). If you want to use an intransitive verb in passive voice, you need an impersonal construction – therefore this passive is called Impersonal Passive.

Example: he says – it is said

Impersonal Passive is not as common in English as in some other languages (e.g. German, Latin). In English, Impersonal Passive is only possible with verbs of perception (e. g. say, think, know).

Example: They say that women live longer than men. – It is said that women live longer than men.

Although Impersonal Passive is possible here, Personal Passive is more common.

Example: They say that women live longer than men. – Women are said to live longer than men.

The subject of the subordinate clause (women) goes to the beginning of the sentence; the verb of perception is put into passive voice. The rest of the sentence is added using an infinitive construction with 'to' (certain auxiliary verbs and that are dropped).

Sometimes the term Personal Passive is used in English lessons if the indirect object of an active sentence is to become the subject of the passive sentence.

VOCABULARY AROUND THE HOUSE

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.

 

Prepositions of Time: at, in, on

Prepositions of Time: at, in, on
We use:
• at for a PRECISE TIME
• in for MONTHS, YEARS, CENTURIES and LONG PERIODS
• on for DAYS and DATES

Look at these examples:
at in on
PRECISE TIME MONTHS, YEARS, CENTURIES and LONG PERIODS DAYS and DATES
at 3 o'clock In May on Sunday
at 10.30am in summer on Tuesdays
at noon in the summer on 6 March
At dinnertime in 1990 on 25 Dec. 2010
at bedtime in the 1990s on Christmas Day
at sunrise in the next century on Independence Day
at sunset in the Ice Age on my birthday
at the moment in the past/future on New Year's Eve


• I have a meeting at 9am.
• The shop closes at midnight.
• Jane went home at lunchtime.
• In England, it often snows in December.
• Do you think we will go to Jupiter in the future?
• There should be a lot of progress in the next century.
• Do you work on Mondays?
• Her birthday is on 20 November.
• Where will you be on New Year's Day?
Notice the use of the preposition of time at in the following standard expressions:
Expression Example at nightThe stars shine at night.at the weekendI don't usually work at the weekend. at Christmas/EasterI stay with my family at Christmas.at the same timeWe finished the test at the same time. at presentHe's not home at present. Try later.Notice the use of the prepositions of time in and on in these common expressions:
In On in the morningon Tuesday morningin the morningson Saturday mornings in the afternoon(s)On Sunday afternoonsin the evening(s)on Monday evening When we say last, next, every, this we do not also use at, in, on. • I went to London last June. (not in last June)
• He's coming back next Tuesday. (not on next Tuesday)
• I go home every Easter. (not at every Easter)
• We'll call you this evening. (not in this evening)

Happiness Expression

Expressing happiness is used to expression happiness felling when we are successful to do something.

We can expressing happiness with :

* Word.
* Gesture.

Kind of expressing happiness :
v I like.
v I love.
v I’m satisfied with…………..
v I’m pleased with………….
v Congratulation.
v I’m very happy because………..
v Well down.
v That’s fantastic!
v That’s good!
v That’s great!
v That’s wonderful!
v That’s exciting.
v I’m so happy for you.
v I’m happy to hear that.
v I’m glad to know that.
v I’m so happy to know it.
v My happiness for you.
v I’m very happy for you.
v My deep impression for you both.
v You make me happy.
v How happy you must be!
v How happy you are!

Advertisement

Advertisement is information for persuading and motivating people so that will attract them to the service and the things that offered or informed.

Function of Advertisement :

1. Promotion.
2. Comunication.
3. Information.

Language of Advertisement keep the following points :

· Using the correct or suitable words.

· Using the interesting and suggestive expression.

· Using positive expression.

· Text of advertisement should be directed to the goals.

Content of Advertisement :

v Objective and honest.

v Brief and clear.

v Not allude group or other producer.

v Attract attention.

Media of Advertisement :

§ By television.

§ By radio.

§ Bilboard.

§ Leaflet.

§ Famflet.

§ Newspaper.

§ Magazine.

Kinds of Advertisement :

Ø Family advertisement.

Ø Invitation advertisement.

Ø Announcement advertisement.

Ø Article advertisement.

Ø Requested advertisement.

Ø Sponsored advertisement.

Ø Offer advertisement.

Listening: Make Me A Copy, Please

DESCRIPTION:

Often times students are not able to communicate clearly what they would like to say. It is the purpose of this lesson to help student understand the need to be articulate and precise when explain steps to another student. In addition the student listening will learn to be a more effective listener.

GOAL: Students will understand the need to be articulate when communicating.

OBJECTIVES:
1. The student will use descriptive explications to guide another student in completing the task.
2. The student will explain the importance of being articulate and the frustration when directions are unclear.

BACKGROUND INFORMATION: This activity will teach student to explain what they see and guide another student in reproducing the drawing by what they are told.

CONCEPTS: Students will be able to:
1. Explain and articulate the steps to reproducing a drawing.
2. Follow directions as closely as possible.
3. Communicate with fellow students to accomplish the given task.

MATERIALS:
• Paper
• Crayon
• Overhead Projector or Large Visual
PROCEDURE:
1. Students will be paired up in groups of two. One student will sit facing the projection or visual and his/her partner facing away from the visual or projection.
2. It is essential that the students are sitting back to back so that the student explaining the steps is not able to see the drawing.
3. A visual or overhead is displayed in front of the class. The design should be simple shapes and lines of different lengths and dimensions.
4. The student facing the visual will explain to his/her partner how to reproduce the visual or projection.
5. The students will be given 5 - 10 minutes to complete this task.
6. The students will put away their picture without seeing the visual.
7. The students will switch positions.
8. The students will repeat the steps 1-6.
9. The students will be shown the visuals and take 5 minutes to critique the directions of the other student. At this point they still should not have seen the drawing done by their partner.
10. After critiquing their partner for probably being unclear in the directions they gave.
11. Finally the students will be given the drawing done by their partner and compare it to the original.
12. The students should now critique their own articulation abilities. The key is to focus on what they might have said in order to be more clear and not be defensive in blaming the other student.

ASSESSMENT: Ask students to share their feelings in trying to draw by directions and give directions with the class. Collect the reflections and see what students self critiqued instead of blaming. Provide comments to the students critiques, and return.