I,APORAN PENGABDIAN KEPADA MASYARAKAT
PELATIHAN CLASSROOM ENGLISH UNTUK PERINTISAN
PENY.ETENGGARAAN B/I1NG UAL ED UCATION
BAGI GURU-GURU SMP DI YOGYAKARTA
Oleh:
G. Suharto, M. Pd.
Margana, M. IIum., M. A.
Anita Triastuti, M. A.
Sukarao, 3- Pd
Siti Mahripah, S. Pd.
.IURUSAN PENDIDIKAN BAHASA INGGRJIS
FAKULTAS BAIIASA DAN SENI
UNIVERSITAS NEGERI YOGYAKARTA
2046
LAPORAN PENGABDIAN KEPADA MASYARAKAT
PELATIHAN CLASSROOM ENGLISH UNTUK PERXFITISAN
PENYELENGGARAAN BIZING UAL ED AC, TIO N
BAGI GURU-GURU Si}{P DI YOGYAKART,A
Oleh:
G, Suharto, M. Pd.
Margana, M. Hum., M. A.
Atrita Triastuti, M, A.
Sukarno, S. Pd.
Siti Mahripah, S. pd.
JURUSAN PENDIDIKAN BAHASA INGGRIS
FAKULTAS BAHASA DAN StrNI
UNIVERSITAS NEGERI YOGYAKARTA
2006
LEMBAR PENGESA}IAN
HASIL EVALUASI AKHIR
PENGABDIAN KEPADA MASYARAKAT
A. Judul Kegiatan
Pelatihan Classroom Ehglis& untuk perintisan
Pen)elenggaraan Billrg uc! FJurciia l..j: Ci.iiu_b!,.
di Yogyakarta
B. Ketua tin1 Pelaksana
a. Nama
b. NIP
c. Pangkatcolongat1
d. Jabatan
e. Prodi
i
Fakultas
g. Bidang Keahlian
C. Junlah Anggota
Tim
S\iF
G. Suhano, M. Pd.
13 035 8895
Pembina/IVa
Lektor Kepala
Peldidikan Bahasa Inggris
FBS LN{Y
Metodologi Perelitian Bahasa dan Sastra
5 (lima) orang
D. Jangka Waku Kegiatan
1
E. Bclltuk Kegiatan
Pelatihan
F. Lokasi Kegiatan
SMP 8 Yogyakarta
G. Biaya
Rp 1.750.000,00
H. Flasil Evaluasi
1- Pelaksanaan Kegiatan pengabdian Kepada
Masyarakat
Bulan (10 pert€muan)
telah/bel*mr t sessuaj dengan rancangan ang lercamturT.
)
dalam prooosal Pergabdian Kepada Ma.yaraxar.
^). Sislematila laporan lelahA€lsm -) <esuai
denJan kerenruan dalam buku pecioman pp\4 Lr\y.
L Hal-hrl lain relah,&d@lt rremenuhj lers)?ralan.
(Belum pada bagian
)
l. Kesimpulan
: Laporan dapat/belum
*) diterima.
-
Yogyakarta. I November 2006
Mengetahui,
, -lckan FBS L]1.JY,
Pemeriksa,
Dewan Pertimbangan ppM FBS,
//44e.k^A. Sayuti
Maftono, M. Pd.
NrP 1i 1662616
11
LAPORAN PENGABDIAN KEPADA MASYARAKAT
PELATIHAN CLASSROOM E NG LIS}I UNTUK
PERINTISAN
PEI.{YELENGGARAAN BIZING AA L E D A C'
TTO N
BAGI GURU-GURU SMP DI YOGYAKARiA
oleh
G. Suharto, M. pd., dkk.
AbstrLk
pensabdian
Program kegiatan
kepada Masyarakat ini bertu3uan 1)
Menumbuhkan dan menambah a'ot,u*, p*u guru
SVp di
\ oAyakana untuk
mengrasai penggunaan bahasa lnggris ai r,"i^
,"uugui o. "r li,."*'" 0".
penyetenggaraan pendjdikan d\,!ibahasa di
",i.an
dngkar S\4p. 2 ) M;#;i;;"_::,,
efektif dan menyenangkan untuk mengoasai"Clossrio_'rrgi,li-a#""i.*, )r"e
penggunaan Classroom Erglrs, rersebul
,ri,rl
ocrajer mengaJar lang rnrerakrlL kondusif.
dan elekrjf dalam memberruk 1jle s*t/A
.uulu^_T.u,l perajaran. 3) M"rnt".ftanr"puau
T::.""i.1:1jt,..t,,T
rnasyaral(at or lual kampus UNy akan peranan
dar ani penting leitbaga pendrdrkan
tinssi.(Jurusan pendidikan Baiasa lnpsris FBSr
d"hrrl :J,,;;
balasa tnggris di yogyalana pada kiususnlai
al" J;'i";".".i, oro"
umunnya,
"rrt
."""ii"ri ,t**,
g;iJ.-,
5lld lk-
;;;";;;"il;**_"_
lil]9ik-
qengabdian masyarakat ini dilaksanakan selama kurang lebih satu
langgal 2 Agusrus sampai dengaa l0 Seprembe.
_"0'OC O, pjg
,icr:ngan
u.nrversrla5 Negeri Yog)atana. pesena pelatihan
rerdir,aari :r'yare i"rUun,"auf"rn:
(dua), masing-masing 19 oraag dan 14
orang. Dwasi perJh".
100 menitHasil Pro€mm kegjatan pengabdian kepada Masyarakat
berupa peningkatan
kemampuan berbahasa lnggris guru_guru qresena,
aulu.
p"n.rrpnn';t;,r.,r,r*
Engli"h da,lam proses pcmbclajara] di ielas. ilal i"l
a iurti;fa"- ae"g."' t"n.l,"p* n
peserta dalam mempraktikkan Cktssroom
Engtish dalam
p"a" *,t"p
ak}lir pelatihan.
nulan mui€r
"^,--^^11{:-"*,
*,i"oi""."ri"" tn"},
,
U."irf.i_ilri
I
lll
KATAPENGANTAR
Puji syukur ke hadirat Allah yang Maha
Kuasa atas segala rahmat dan hida].ahNya selringga Program pengab<iian kepada
Masyaftkat pelatihan Classrcom English
utltuk Petintisan penyelenggaraan Bilingudl
Education bagi Guru-guru SMP di
i ogyafunu iapar erlalsana denqon
bait.
program
pengabdian kepada
Laporal
Masyarakat ini terdiri dari empat bab.
Bab I
berisi pendahuluan; bab II berisi tujuar\
be[tuk, dan manfaat kegiatan; bab II] ben$i
pelaksanaan dan hasil kegiatan; dan
bab
IV berisi kesimpulan
dan saran.
Terselenggaranya program pengabdian
kepada Masyarakat ini tidak lepas daij
bantuan berbagai pihak. Oleh karena irr1, gi4
pengabdi mengucapkan terjma kasih
kepada:
1. Prof. Dr. Suminto A. Sa1.uti, selaku dekan FBS
lJNy;
Dewan pertimbangan ppM FBS Lltjy;
2. Martono, M. pd.. selaku Kerua
3. Kepala SMp Negeri g yogyakarta; dan
4. Guru-guru SMp Negeri g yogyakarta sebagai peserta pelatihan.
Semoga laporan program pengabdian
kepacla Masyarakat
pengabdi, peserla pelatihan,
mengembalgkan
ini bermanfaat bagi iim
dan masyarakat pendidikan dalam medntis dan
Bilingual Education. Kritik dan saran yang
membangun selalu
diharapkan dalam memperbaiki prog.am_program
pengabdian sejenis di masa
vans akan
da
tang.
Yogyakarta,
1
Novenber 2006
Tim PPM Dosen
Jurusau Pendidikan Bahasa Inrraris
Fakultas Balusa dnn seni
Universitas Nege.i yo gyakarta
DAFTAR ISI
HALAMAN JLTDUI,
I
LEMBAR PENGESAIIAN
ii
ABSTRAK
iii
KATA PENGANTAR
iv
DAFTAR ISI
BAB I pENDAHULUAN
........................
A. Latar Belakang Masalah
........................
B. Rumusan Masalah
B. Bentut Kegiatan
.
BAB III PELAKSANAAN DAN IIASIL KEGI,A.TAN
Sasaran Kegiatan
D. Hasil Kegiata-n
BAB IV KESIMPULAN DAN SARAN
A. Kesimpulan .... .. . ..
LAMPIRAN
3
l
4
4
.
C. Pelaksanaan Kegiatan . ..... ...
B. Saran
l
3
C. Manfaat Kegiatan
B. Metode Kegiatan
I
2
BAB II TUJUAN, BENTUK, DAN MANFAAT
KEGIATAN
A. I ujuan Keg;alan
A.
i
4
4
5
7
7
7
BAB I
PENDAHULUAN
A. Latar
Belakang Masalah
Saat
ini
dtrllia pendidikan menengah di Indonesia sedang berbenah
untuk
meningkatkal mutu pembe]ajaran. Seiring dengan proses
sosialisasi dan pelaksanaan
kurikuh:m Berbasis Kompetensi di ringkat pendidikan
menengah, berbagai SMp dan SMA
telah mulai merintis penyelenggaraan Billng ual Education
(pendidikan Dwibahasa) untuk
berbagai mata pelajaran non-bahasa Inggris. Di tingkat
SMA perkembangan ini juga
mengarah pada perintisan penyelenggaraan Sekolah
Intemasional.
Salah satu upaya untu!:
mewujudkan perintisan penyelenggaraan pendidikan
dwibahasa, beberapa SMp di
Yogyakarta dan Jawa Tengah pada beberapa waLtu yang
lalu telah membekali tenags
pendidik mereka dengan pelatihal Classroom English.
Menanggapi perkembangan baru yang positif
tll'lY
ini,
Jurusa.n Bahasa rnggris FBS
sebagai salah satu institusi pendidikan tinggi yang
berkomitmen
penyelengaraan pengajaraa bahasa Inggris
di Indonesia berusaha untuk ikut
mensukseskan perintisar penyelenggaraa-n pendidikan
dwibahasa
kepada Masyaxakat
tingi dalam setiap
membantu
ini. proposal pengabdian
ini
diajukan sebagai salah satu upaya untuk ikut membantu
dan
mendukung pe ntisan pendidikan dwibahasa di SMp
di yogyakarta_ Dukungan
tersebut
diberikan dengan memberikan pelatihan penggunaan
Classroom Eaglls,t bagi guru_guru
SMP di Yogyakarta. Classroom Engthh adalah bahasa instruksional
yang wajib dikuasai
oleh setiap g.'u karcna penggunaar Crassroom Ehgrish yang
baik dan benar akan
mendukung proses interaksi belajar mengajar yang
irteraktif
daa kondusif di kelas.
Mengingat petarlarr Classroom English yang signifikan
dalam proses penyelenggaraarl
pendidikan dwibahasa di kelas, setiap guru harus
mengetahui bagaimana cara
mempelajari
Classroom English dengan benar dan bagaimana mengimplemenrasikarnya
dalam proses
belajar mengajar di kelas. pelatihan ini merupakan
salah satu \rujud kepedulial perguruan
ti11ggi, dalam l'ral ini Jurusan pendidikan Bahasa Inggris,
untuk membe.ikan pengabdian
berdasarkan keilmuan kepada masyarakat (guru-guru
SMp)
B. Rumusan Masalah
sebagai
1.
Berdasarkan latar belakans mas
aiah di atas' dapat dinrmuskan
beberapa masalah
Bagaiman memotivasi dan sika
berikut:
rnggis (c ta ss r o o m E n g t is
2.
3.
-
h).# ffi ffi
Bagaimana kompetensi bahasa
Il
pednrisan penyerenss."_
o*o,lffi
oJ,
"il:imff"il:1":;:;rril.";rr"arta
J"ilJ.T,ffi
dare'1
Bagaimana peran prodi pendirtikan
Bahasa Inggris FBS tAry dalam
upata
meningka&an kemampuan guru_guru
SMp peserta pelatihan dalam menguasai
dan
mengimplementasikan penggunaan
bahasa Inggris di kelas?
BAB ITI
PELAKSANAAN DAN DASIL KEGIATAN
A.
Sasaran Kegiatan
Sasaran kegiatan pengabdian kepada masyarakat
ini
adalah guru"Jtrru SMp g
Yogyakarta.
B.
Metode Kegiatan
Sesuai dengan bentukny4 kegiatan pengabdian kepada masyaralcal
jnj
cijlal<ul<al
dengan cara memberikan pelatihan C/assro om English pada gatu-gu,-u Sl\4p ft ),o!.\,.1( if1.i
.
Dalam pelatihaD ini, teknik modeting digtnakzLn dalam memberikan contoh_corlolt.
C. Pelaksanaan Kegiatan
Pelaksanaan pengabdian masyarakat
ini dilaksanakan selama l(uralll l(t)ilr
sijtLt
mulai tanggal 2 Agustus sampai dengar 10 Septembe, ?006 dj llljl
Universitas Negeri Yogyakafia. Peserta pelatihan tediri dari 33 orarg yarrf, lielr|Llirr,
setenga.h bulan
dikeiompokkan menjadi dua kelompok, setiap kelompok terdiri dari 19
orarl
1.4 olrn11.
Durasi pelatihan setiap pertemuan adalah 100 menit. pelatihan untuk kelolnllo|
jrciii]ltl
dilaksanakan setiap hari Rabu, dimulai pukul 13.30 WIB dan berakhir pada pukul
l5.lll
WIB. Sedangkan kelompok kedua, pelatihan dilaksanakan setiap hari Sabtir, dirnulai
;tLrLLrl
14.00 WIB dan berakhir pada pukul 15.40 WIB. Secara rinci pelaksaraa,
(ii,1,.1
llclialal
dijabarkan sebagai berikut:
No
Hari/tdnggal
Pukul
Mated
1
Rabu, 2
Agustus
2006
13.30-
.
2.
3.
4.
Sabtu,5
Agustus
2006
Rabu, 9
Agustus
2006
Sabtu, 12
Agustris
2006
15.10
wlB
14.0015.40
WIB
13.3015.
l0
.
Getting Things Done in
the Classroom
Askins Questions
Getting Tlings Done in
the Classroom
Asking Questjons
Beginning ofthe Lesson
End ofthe Lesson
Jumlah
peserta yatl
hadir
\4
WIR
Beginning ofthe Lesson
End ofthe Lesson
(i. litllr
io
hl.l'jri.
tg
-:irrlr.r:,,.
Li.
M. l,d
t4
lltrlerrro.
fl I '.1
19
lllrirrrrr.
WIB
14.0015.40
I'or:ririari
5.
6.
7.
8.
Rabq
16
Agustus
2006
Sabtu, 19
Agustus
2006
Rabu, 23
Agnstus
2006
Sabru, 26
Agustus
2006
9.
t0
.
.
13.3015.10
WIR
. Set Phrases
. Textbook Activity
. Blackboard Activity
. Tape Activity
. Slides, Pictures- OHP
. Games and Songs
. Movement, General
Activity
. Class Control
. Blackboard Activity
. Tape Activity
. Slides, Pictures, OHP
r Games a_nd Songs
. Movement, General
14.0015.40
WIB
13.3015.10
WIB
14.0015.40
WIB
RabLr,30
13.30-
Agustus
2006
15.i0
WIB
Set Phrases
.
.
14
Anita
Tridstuti,
M- A.
19
Arit"
Textbook Activity
Triastuti,
M- A.
14
Marga11a,
M. A.
I9
Margiua,
M. l|rr,.
M. A.
t4
siti
Activily
Class Conttol
Repetition and
tesponses
Encouragement and
Conlirmation
Progress in work
Lansuase Work
. Repetition and
tesponses
. Ellcouragement and
Confi1mation
. Progress in wolk
Langr:age Work
Mandp-1.,
.
S.Pd,
.
.
Sabtu, 2
September
14.0015.40
2006
WIB
19
Siti
Mahripah.
S,Pd.
D. Hasil Kegiatan
Kegiatan pengabdian pada masyarakat
ini
dapat diiaksanakan sesuai ile..,.a.l
rancangan sebagaimana disebutkan dalam proposal kegiatan,
kecuali jumlah peneau,an.
Jumlah pertemuar/tatap muka pelatihan semula hanya gX, tetapi
dalam pelaksarui].iya
menjadi 10X pefiemuan. Hal ini terjadi karena jumlah topik yang
disampaikan tidat. . i i.rEl
diselesaikan dalam 8X petemuan, padahal materi yang dirancalg
dalam pelatihan ad.l 10
topik dan semuannya sangat signifikan dan esensiai dalan Classroom
Engli.rh rntuk
penyelenggaraan kelas dwibahasa.
Kegiatan ini diikuti oleh 33 gulu (daftar hadir terbmpir).
Hasil akhir kegiatan ini
berupa
bertahasa Inggris guru_guru (peseda) dalam penerapan
peningkatan
Classroom English dalan proses pembelajaran
di
kelas. Hal ini dibuktikan dengan
kemampuan peserta dalam mernpmktikkan C/assro
om English dalartben,uk sirnulasi pada
setiap akhir pelatihan
BAB IV
KESIMPULAN DAN SARAN
A.
Kesimpulan
Berdasarkan pelaksanaan kegiatan pengabdian
kepada masvarakat
Classroom Englist, untuk perintisan penyelenggaraan
Bilingual Education bagi Guruguru SMP 8 fognkafl4 dapat disimpulkan
sebagai berikut:
1.
Merujuk pada peseila pelatihan yang aktif,
kegiatan pelatihan ini cukup berhasii
Hal ini dibuktikan dengan meningkatnya
kemampual bahasa Inggris peserta dalam
penggmaa]d C lassroom Engl ish.
2.
Pelaksanaan pelatihan dapat dilakukaa
sesuai dengan rencala./proposal, kecuitli
jumlah pertemuan yang semula
direncanakan gX pe.temua-n menjadi
10X
pertemuan karena pentingnya materi
C/ajs,"o om English
B.
da
JumIahmateri.
Saran
Dari hasil pelaksanaan pelatihan, tim pengabdian
menyarankan hal-hal sebagai berikut:
P.ogran pelatihan ini periu terus dilanjutkan
pada masa yang akan dating s€hingga
kemampuan bahasa Inggris peserta dalam
m enerapkan Crassroom Engrish semakix
meningkat dan penyelenggaraan pendidikan
dwibahasa dapat terlaksana.
l.
2.
Program I'elatihan Classroom English
ufttuk perintisan penlelenggaraan
Bilingual E.lucalion bagi Gutu_guru perlu
diperiuas sasarannnya
sehingga
pelaksanaan pendidikan dwibahasa
tidak hanya pada sekolah tertentu, tetapi
daita|
meiuas ke ber.bagai sekolah.
3.
Program kerjamasa antara l,t-l.Jy
kepada masyarakar
p".,,,.-. ou,lJl,,'*f
*"#ffiff:J::i#::;
universitas berbasis LPTK sehingga
komunikasi dan umpan balik akan te,_u!
dtdapatkai dari s t a ke ho I de r s.
LAMPIRAN
Lampiran 1: Anggota Tim
1.
Nama
NIP
PangkaUcolongan
Jabatan
Prodi/Fakultas
2. Nama
NIP
Pangkat/Golongan
Jabatan
Prodi,/Fakultas
3. Nama
NIP
Pangkat/Golongan
Jabatan
Prodi/Fakulta$
4. Nama
Margaqa, M. Hum., M. A.
132107096
Penata Muda tk. I/IIIb
Asisten Ali
PBYFBS TINY
Anita Triastuti, M. A.
132305846
Penata Muda &. L/[Ib
Asisten Ali
PBYFBS UNY
Sukamo, S. Pd
132310013
Penata Muda.4IIa
PBYFBS
I]NY
Pangkat/Golongan
Siti Mahripatq S. pd.
132309874
Penata Muda,[IIa
Jabatan
Prodi,Eakulta-s
PBYFBS TJNY
NIP
Lampiran 2: Biaya Kegiatan
Dana DIKS FBS
Rp 1.750.000,00
500.000,00
fonsumsi tim dan peserta
Rp 400.000,00
Perijinan, publii:rasi- dE Rp 120.000,00
dokumentasi
Rp
RP 1.750.000,00
160.000,00
RP 1.750.000.00
Lampiran 3: Materi pelatihan
l0
CLASSROOM ENGLISH
1
A. CONTROLLING THE STUDENTS' BEHAVIOR
You want to tell the students to open the book or to do exercises on a certain page. What
do you saf What explession or sentences should you use?
Task 1: Read lhe following text and answer the following questions.
Text I
A teacher has a number of altemative ways of conb.olling the behavior 01. ,h)deDlr )rj 1t.e
classroom. They are commands, requests, and suggistions. He uscs l: : t., r I
emphasize his position of authority. The use of requests implies the rotjor) oi. .rl!.r1tji!.
Suggestions allow the students some fteedom of choice. Consider the lollo\),,ijllt !.rr.r,ijii.
.r
cr r
l.
r
r
.
r
r
r
Leam the vocabulary on page 46
2. I want you to leam the vocabulary on page 46.
3. And what ifyou ieam the vocabulary on page 46 as well.
An authodtative teacher will use the fiast sentence. A democratic teacher ir.rrrlu r,, lrr;r ,.ri.
second sentence for the same purpose. fhc last sentence will be userl l:,! tl,( lr :,,1
leacher. Notice also lhdr lhe preposition
-on isusedsirJrrheuo.d.;,n.
Comprehension questions
1. How many ways does a teachet have to control the students, activilv?
2. \I/hen is a command usedl
3. When is a request used?
4. When is a suggestion used?
Task 2: Study the following expression and discuss other altemalive lrirrirj \\,jrl,
friend. Work ln pa, rs
1.
Finish offexercise 7 A on page 76
2. I want you to leave out number 7 on page 78
3. Would you mind doing the exercises on page 174
4. I want you to tum to page 57
5. Take out your books and open them at page i7
6. I u,ant you to tum on to page 107
7. Refer back to the grammar notes on page 100
8. You'll find the exercise on page 203
9. Let's go on to exercise number 2 on page 27
10. Cileck your answer on page 47
.,,
tlr
B. QU ESTIO\i-ASKI NG
A teacher will ask students a lot of questions during his/her teaching activity. Can you
mention how many types ofquestion a teacher will ask? Can you give some examples?
Task
3:
Read the following text and discuss the questions in the text.
you may work in
pairs_
Text 2
Question-asking takes up a large proportion of the teacher,s time. Based on the purposc,
questions can be differentiated into two q?es questions to which the teacher can prolide
the answer, and questions to which the students can provide the answer. euestions ol.rlte
first type include language questions and comprehension questions. Consider lrle
following examples.
1. What's the perfect tense of"to go,'?
2. wllen did the students take the final exam?
Questions ofthe second type can be classified into thrce classes. They are lesson prcgress
questions, opinion or preference questions. and factual or personal questions. Can you
ideniify the following examples?
3. Has eveq'body gotthe book?
4. Do you aglee with his answer?
5. How are you todayl
Among the various types ol questions, comprehension questions play a big role in the
teacher's teaching activities. This type ofqueslions includes yes-no questions, orquesli.Is.
wh-questions, indirect questions, questions on specific texts, and miscellaneous quistioDs.
Consider the following examples
6. Can you play badminton?
7. Don't you like ice cream?
8. Are you sure?
9. Is he thirteen or fourteen?
How old is she, fourteen or fiftcen?
11. When are they leaving for Jakarta?
12. Why haven't you done the homeB,ork?
13. In which year rvere you bom?
14. Where else have they been?
15. Who hasr't got tl.re book?
16. What page do you look up?
17. Who was the book written by?
18. Ho$ broad is it?
19. What time train did they take?
20. Where do you think he is going?
21. What is the book like?
22. What luppened?
23. What time do you go to bed?
24. Who is you English teacher?
25. How do you like it?
10.
C. CETTING STARTED
Task 4: Study the Foilowing expressions and discuss when to use it. Then.
in rhe following rext wilh lhe appropriale expression.
fill the blank
a. How are you today, Luluk?
b. I think we can start now.
c. Who is absent today?
d. Don-r ler ir happen again. will lor-.
e. worild you mind closing the door, please.
L
Good moming, boys and girls.
g. There's no need to slam it like that!
h. I almost forgot. I haven't filled in the register.
i. Close the lid ofyour bag, Maria. Please.
j. OK, I tiink it's time for us to get doq,n to some work.
k. Does anyone know what's wrong with l,ia?
l.
Why are you late, Cahyo? We started teD minutes ago.
m. And what about you Maria? How are you getting on?
n. Did anyone miss last Wednesday's lesson?
o. Put the book away, Joni. This is an mathematics lesson, not history.
p. Hey, Monica and Ma!]an. Stop talking so that we can start.
q. Take your raincoat off and leave it outside, please_
r.
Leave your sports equipment outside the classroom.
s. Hey, you two boys, hurry up. Come in and sit down.
t. Deni, take yourjacket offand hang it over the back of your chair.
Text 3
It's Monday morning and the time was 9 o,clock. ycu went into the classroon. i11aj9t
students were already in their desks but some of them were still outside the clalsrj..Ii.
One boy had brought a sports equipment with him and ciearly intended to telr lr :nio
classroom. You stopped him and suggested a befter solution.
Teacher: "
One girl in the front row was still wearing a rain coat.
Teacher: "
Franco was sitting in a thickjacket even though it $,as almost 35u C outside.
Teacher:
"
You noticed tl1at two boys were still hanging about outside the classroom.
Teacher:
"
They came in but leff the door open
Teacher: "
[rhen you asked then to close jt, the)' slammed it.
Teacher "
At last everybody ---------- to be ready. you greeted the studenls.
Teacher: "
You asked Luluk and Maria how they were.
Teacher: "
After that you annoulced that it really was time to start.
Teacher: "
You have to get their attention but Monica and Maman were chatting.
Teacher: "
Maria's bag was still, and Joni had got his history book.
Teacher: "
You almost forgct the register
Teacher: "
You checked who was mrssrng
Teacher: "
You noticed that Lia \ras away and wondcr why.
Teacher: "
You were planning to start off the lesson with a short test- but to he fair you checked
who
aclLrdlly aflended rhe last lesjon. uhich $as or Wedre.dat.
Teacher : "
At that very same moment the dcor opened and Cahyo came in.
It is almost ten past nine.
Itacher: "
Cahyo explained sleepily that he was so busy stuclying his English vocabulary that he
forgot to get off the buss. That \"/as the second time he had beerilate in a week, ard you
rnade it clear that you would be very angry next time.
Teacher
:"
At last vou were ready to start your
Teachcr
:"
lesson_
D. PERSUADING AND SUGGESTING
Task 5: ln the classroom activity, a teacher very often asks thl: students to do various kinds
of leaming activities. Do you know how to do that? Study the following
expressions to persuade or suggest.
Text 4
The most frequent form
lol lowing erpression..
ofdirect suggestion involves the use of/etb. Study the
Let's start nou'.
Let's finish this offnext time
Let's not listen to it again, shall we?
use
ofthe
Suggestions can also be made nsing how about or t+,lrat about wllha noun
or a gerund :
How about another exercise, students?
What about trying it once more?
OK th(: next one. How about you, Anton?
A similar form ofsuggestion makes use of
if ot h)hat about dand a \erb phrase. .l.he
'rhat
\erb may be ei$er in Lhe presenr or pasr. The
presenr ic more pop;lar.
WAat if we leave this exercise until nexl time?
What ifwe bdnslated the sentences?
What about ifyou finish this offat home?
W}at about ifyou started with ..yesterday,,?
The questions why not, why don,t we, and couldn't we can
be used as suggestions.
Why not leave the adverb until the end?
Why do['t we act this conversation out?
Couldn't we say this in a simpler way?
Tlie expressions I thirrk, doft't
command.
lou thihk, and, pethctps
can also
I think you should concent.ate on number 5.
We can finish this next time, don't you think?
Perhaps you ought to translate this paragraph.
Task 6: Fill in the blank with a.n expression ofsuggestions.
It is quite possible to fill with more thal one expression.
L
to finish this offat home.
finish this offat home.
2.
to leave out the next one.
leave out the n€xt one.
3.
to start with exercise number tlrree.
stad with exercise nunber thtee.
.1.
you don't keep forgetting your books.
)ou wouldn r kecf' forgerring )our books
5.
lhii exercisc to be done at homc.
do the exercise at home.
6.
spend a lot of time on number fiftcen.
to spend a lot of timc on number fi1iecn.
7.
working on your own.
work on your own.
8.
try the next exercise.
for you to tly the next exercise.
_
_
_
_
_
_
_
_
be used to sotteD
a
Task 7. Study the following expressions and do the exercises you may work in pairs.
T€xt 5
A direct suggestion can be introduced by the
suggest,
and,
phrases
I
suggest,
I nould
suggest, raay
My suggestion ri. Notice the following examples.
I
I suggest leaving this until next time
I would suggest starting with numbet one
May I suggest appointing a secretary?
I suggest that you omit the relative pronoun
I would suggest that we check the aNwers next time
My suggestion is that you leam the formula by heart
I Would suggest you went through this door.
The verbs may, can, and ,eed can function as suggestions in the classroom situaticil.
You n1ay sit do\\,n again now
You can leave question 9 out
You needn't do the first three
Phrases based around the word idea are often used to introduce suggestions. Notic,J ihil
forms ofcomplementation and the use ofthe past tense.
It nigl-r be a gooJ ide" lo tD thi. one aga,n
It would be a good idea for you to write this do$,n
It mightn't be a bad idea ifyou did this at home
It wouidn't be a bad idea ifyou tly this one again
The phrases as vell or just as well can be added to the modal auxiliaries caD, _mi , , :..,\l
would. Notice the following:
We may as well leave this exercise till Thursday
You might as well leave number l3 out
It would bejust as well for you to revise this
Conditlonal sentences are often used as an advice to persuade.
It would be better ifyoujust crossed the $,ord
You'd better do this exercise again
The wotd rather can also be used
in
suggestion expressions. Notice the ioilc,ning
exarnples.
I'd rather you finished this offat home
I'd rather you didn't look at the ans$'ers yet
Task 8: Rewrite the following instructions, making use
L
2.
Repeat u.hat you said. (Do you think .......)
Translate the rvhole paragraph. (not a bad idea)
ofthe clue words between bjiacltets.
3.
4.
5.
6.
7.
8.
9.
10.
1
1.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Start witi exercise number 9. (l suggest)
Make a note ofthis somewhere. (l think..)
Let's only do every other question. (Malr I suggest)
Listen caretully to what I say. (could)
You try number 7, John. (How about)
Don't bother reading the instructions. (Let's)
This exercise will be finished next week. (l expect)
Begin your sentence with'when'. (Wly not)
The answers should be \r,Titten out in fui]. 0'd rathei)
Read out what you wrote, Doni. (might be an idea)
Pay attention, Silvie. (You'd betrer)
Let's have another exercise. (What il)
Youjoin group 5, Fredie. (l wor d suggest)
Refer to section on probability. (lt's better)
Spend some time revising your answers. (bejust as weil)
Copy this formula srraight offthe board. (might as well)
Don't use mo.e than 100 words in your summary. (rather)
Put yow book in your bag. (be a bad idea)
E. SAYING IN OTHER WORDS
Do you remember the ways of controlling the behaviour
Mention iluee ways ofcontrolling the students' behaviour.
of students in the alaasrir,:rl
Task 9: Study the follov/ing expressions and do the exercises.
Text 6
Commards, requests, and suggestions can be expressed
following examples and discuss their meaning and puposes.
Example 12
We'll stcp now
We'll finish for today.
It's not worth stafting the lesson
lhere s no u.e doing rhe c\e ci5e5 now.
It's no use talking about it to them.
in
sevetal ways. Slrldy lhe
I think we haven't got time.
I don l rhinl ue have got r:rre.
'l'here are still trvo minutes to go
We still have a couple ofminutes left.
Wait a minute
Hang on a moment
Just hold ot1 a minute
What do the following sentences mean? When do we use the sentences? Can you t.::prcss
them in other words?
1.
This is your homework.
2.
l.
There
will be a test next week.
Don't forget about your homework.
4. See you again on Tuesday.
5. Have a good holiday.
6. Next week we'll meet in Roorn
7. I won't be here next week
3. Willyou please go out
9. Not so much noise, please.
16.
10. Queue up by the door.
I 1. Open the window.
12. I think we haven't had
tlis word before.
birthday to you.
1,+. Remember me to your brothcr.
15. Excuse me for a moment
16. Could I get past, please?
17. Do you mind if I sit down?
13. I've made a mistakc on the board
19. Here you are.
20. Thank you.
13. Happy
F. INTEGRATED TASKS
Clessroom Activify 1
Read the following description ofa mathematics lesson. Write dowrr \i,:1at
the teacher will say in the provided spacc.
c: reltj.ns
It's the last mathematics lesson before holidays. At the beginning ol.lLe lessoIl you
apologize you still haven't recovered from a stomach upset a;d aren,t ti]Elirg to
well
Teacher:
"
You are hoping that you won't have to shout as there seems to be something rvrong
your voiceTeacher:
One
"
ofyoru students sneezes.
Teacher:
"
Peter appears to be catching cold, too, because he also sneezcs.
Teacher:
"
Some of the boys in the class play in the schocl basketball team al1r-i lari ..,,.;:, l1ey
had a game against a local school.
Teacher: "
Unfortunately, they wcrejust beaten
Teacher:
"
47
48.
But Andi scored 24 points and won the piice lor the best player.
Teacher:
"
It also happens to be Andi's birthday roday.
"
Teacher:
As it is the last lesson, you have decided to show a film. you walk to
the back ofthe
class to plug in the projector. On the way you accidentally tread
on Ahmad,s toes.
"
Teacher:
The lead ofthe projector is too 3hoft so you have to go to the neighbouring
classroom
to fetch an extension_
Teacher: "
funi, a very helpful pupil, has already <lrawn tt e ct,nuins
Teacher: "
Budi t.ies to help, too, but almost succeeds in knocking over the projector.
Teacher:
"
Komar rushes to tum the lights off, and has 10 be wamed about the
lead on the floor.
Teache.: "
Dini, who has the reputation of being the clumsiest boy, fetches the film from your
desk. You have to remind him to be careful.
Teachea:
"
When she_actually succeeds in bringing it to you in one piece you conglatulate
rather ironicallyTeacher: "
l1it1l
l'he film itself is a disappointnent and it isn't long before the students start
chattilg
amolg themsclves. You wam them several times and finaliv thleaten them
they
r\on r enioy an e\.ra hour or schoor or lhe last da\.
Teacher:
"
Edi is reading a comic, so you reach across in front ofEva to wam him.
Teacher:
"
One of the students accidentally pulls the plug out of the wall and apologizes. you
assure her it isn't important.
Teacher: "
When the film finally finishes, you give thcm appropriate u,ishes for
the time ofvear
Teacher: "
I:lome Assignment
Make a group of 3 or 4 peisons. Imagine you are tcaching mathematics.
Write down a
descdption of what happens in your class and what you siay in relation
to the situation
in your class.
Classroom Actiyity 2
Task l0: Study the following expressions and do the foltowing exercises. Number one is
done as examples.
1.
Come out to the blackboaxd, please
Go to the boaxd
Go up to the blackboard.
2.
You have already been out to the board
3.
Come and write the word on the board-
4.
Move out of the way so that everyone can see.
5.
Go and fetch some chalk from the office.
6.
Everyone look at the blackboard, please.
7.
Are the sentences on the board correct?
8.
Read out the sentences on the blackboard.
9.
Copy this dovrn from the bl3ckboard.
10
10- Whose tum is it to clean the board?
Classroom Acfiviry 3
Below is a descripuon of a mathematics
lesson. In the provided space,
write down the
expression tie teacher might say
in English.
Text
7
You \e gol a lor of work lo gcl I lu-ough
io rhis resson.
ask tLre students to open thejr
books.
on page 97. You
"
Teacher:
:":,Til:t1..
Teacher:
Tle first l.]sl
look rather mystified, so you check that
they do
fact have their bookr
"
You're aruroyed because some ofthem
have left their books at home again.
Teacheri
"
Candra and Maria have only one
book between them.
Teacher:
"
You check that they all have the right
place.
Teacher: "
:il,T$1.1T".",1i:jtere
Teacher: "
She obviously cao't read
Teacher:
aren,t any new concept in the next section,
anrl then ask Turi to
weil and you have to stop him.
"
Now you want everybody to read one problem. you
choose yanti to start.
i
l
:
Teacher:
"
tle remaining five minutes, you have a quick tesl As the bell
rings, you ask them to
retum rhe compleled lest papers and ro mal,e lr
clear who rney
In
Teacher:
bet;;ff "- -
"
Home Assigtunent
Make a group of four or five. Imaoine that you
are having a blackboard activity. Write
down ser eral expressions and rell tii class
^"
tr,. ,irurton.
-o'
j""ii,f
":;.
'
t2
ENGLISII FOE TEACIIING.T,NAIINING *)
SUKARNO, S.PD. **)
I \inning of Lesson
B
'lransition to Work
I . &'s titll€ to sfori hos
..'eeting
Lef's starf
-rd 66"6*
:
|-
I
Im woiting for
We won't
&ttle
q.tiinq on)
F',,
fb':
frr
Who
frc-:
qlid.
stort until everyoflc
l(,i,
q[iet.
;s
.,,, ..,,r..i
dowh now so we cdn s-icl.t.
Who is missihg?
ttr:z- youve recayereA lrom your cold. Bill.
fatirg
to be
1. Who is obsent iodoy?
,:.: feeling today, Bill2
you ore
you
C. Absences
rhihgs wirh you, Alason?
J ;oe
jEjjon.
now.
Sfop tolking now so that
--" vou toaoy, A'tt:
you
_
2. I'nl woiting fo stori.
o"e you?
'f'., .-"
hoi€ /6u,rre dil .€d,j), foi, t6iji.
I lh'nk we coh slort
-,rere, nlison
f,r-
lesson now (sholl we2)
I5 eve.ybody .eody lo ttort2
h.: :iternoon, everytrody/boys lhd girls/chjldren
ftc -crnin9, Eill
| : zveryone
)
our_
isnt here?
Whot's the naffer $/ith
*eU_
I-ks anybody sezh Bill
you ore oll feeling fi.r todoy,
/,.11,,rn
tod@?
t6.lii:'
Whot's w.ong with Bill-todot,:l
fer vr,u hove olt had o ice/good weekend/hotday.
| -curyou B l,r Whor did yo,r do duflnq .
n
Hds onybody dny ideq where B,li
.
ij
iaCiryi
i
2.
lr
r€ irtrodqce m/s"lf.
) r:-e is .......... _cnd Imyout
I :E -eachihg you
ln
I_ fjve
_ihis
new
Who *ds dbseni losi tim.:r.
Who wosn'i here on A on.i.!,,'
_rea.her.
Who missed lost Wednesdsy,s ldson-?
yedr.
vou werent at/in the tost leslon,
lessons with you.
Who wqs owoy losf Fflciov,'
'
Who is lockihg?
Who is missing/obsent/owdvi.
*
On
lhe last
lesson.
F:#;::t"."*t [:f g:i:.it# iEgFfi,V",-'"i;1l":i:H:'i]',Ji,unn*,, -**
Bi| Vrn::.,rue yau)
arz you ldte?
llere
hcve you bee.n?
*
farred l€n ninules
td
you oversleeplmass your bus?
lhd
ogo.
What hove yo{r b€€n dojry?
do you soy when you @€
-e.
Well, sit down dnd le]'s gst s?orted.
hurry
ks
hfe?
up ond srt
dowr We!€ olready nofien.
olright. sif down ond we cdn stort
lEt to b€ larte next
io
tirp,
be here on lime next week
let it hoppen dgorh.
this be the ldst time
s
the second iime this reek
hdve fo report you
if )rdl'r€
lote dgdin.j
iasikan dalam Pelatihan Bahasa lnggris Guru{uru SlVp
Jurusan Pendidikan Bahasa lnggris FBS uNy
I
yogyakarta dalam rangk
FPN,I
Itnd of Lesson
Stop
Working
Setting Homework
* I ihink we lmven't got time.
I don't think we have got time
B. Setting Ilomework
1. This is your homework.
Valedictiotr
This chopter/lesson/pcge k your homework.
This is yolr hohework fo|ionighi/todcy.
For your homework would you do exercise 10.
Prepore the lost lwo chdpters for lr\onday.
Preporc
lar 6/down lo/up to poge 175
voLr homework for ionjghi ls to prepqre chol,i! 1/
T'm nol io sel (you) ony homework this iirir..
Clearing the Clrss
6
i: rp working
:t's ten 10 ten. We'll ho€ to sfop now.
lf's olmort -line-fo gtop:n ofroid it's time 10 finish now: moke it olnosf iime. Well hove lo stop hera
: noke
-dae
i
t
jln
gore five pon- We ll have ro fintsh rhe.ra
*e tnusr srop worki,g lw.
is ihe brzzer/bell, s.
2.
Finish this off at honre.
Finish off ihis exercise ct home
Do tie resi o{ the aercie as your homework for 1 dniqht
v@ will hdv€ to,hu$ @d ihe l.st pdogrqh ,t l,om€
Compleie th;5 exerci3e ot hohe.
noi's fhe buzzerlbell.It's
t,ine lo rtop.
rll rightl Thqt's oll for todcy, thank yo!.
i ghi. you con put things owoy ond go.
not willdo for todoy. you con 90 how.
Therc will be o test on this next Wedr*rsdoyl shollgiveyou s test on these lessons neri
'reek.
you cdn expecf o test on this -the neor fufurePleoae revise lesson 9 and 10- There wiJl be s
tesl on fhem some-lime.
:'
isnt iiln€ to finish yef.
-''e 6uzzet/6ell hosn:t gorc.yet.
-1ere ore sfilltwo mimrles to go.
,,e stil, hove o couple of lninutes
leff.
F\ tuke ii o qerle.to. Tkres @}t . fiw lni6,ra
ti
f slpplsed told@ ro fin6h until fiv€
':ur wo-lch musl b€ fost
6son
isn
4. Dohl fo€€t about your honework.
yer.
posr.
Remehber your honework.
Ple-as€ pick op a copy of the exefcise ni: you l€ove.
ae hove five minutes over.
1e seem to hove finished afew minotes ?,lrly.
I r wolch must be siow.I hoke it oniyo guorter to
have oh extro five '']|i\ules.
we have two or thr€€ minuies ir hondlio spore.
-.re,sr'1ony poiht (ln) sia"lihg a new exercise.
'ae s no pa\ft (in) begnning onfrh ing etse rhjs rime.
', P-
':ens
: i guietly uniil the bell goes.
':-ry on wnn .he exercie
fo|rhe resr of fie tason
t:senlasikan dalam Pelatihan 8ah6sa lnggris Guru{uru SMp 8 yogyakarta dalam rangka pplvl
F:n Jurusan Pendidikan Bahasa Inggris FBS UNy
d6ye_
6oodby€, boys and girls.
\e-6fe,
childrcrL
gVye, ereryone.
Nre now. Bob-
5.! you ogqin on Tu€sdoy.
:ll see you (oll) again next Wednesdoy.
5e€ you tomorrow
dflernoot ogdin.
b€ seeihg some of you caoin ofter the
:11 see you qgoin ne\J yeor.
5l
breok
Fwe o nice holidcy.
aSry your holidoy.
bn? work io hdrd
: llope dll hd!€ o nic€ r/ocdiion.
ring the Ctass
of you, get ortside nowl
up ond get outl
so much noise, please-
hhhhhhhhhhht
'7 not io moke ony noise as you leave.
o gueue ond woi+ until
thehtzz*
goes.
)nlastkan oaram Pelalthan Eahasa lnggns GLru{uru SllrP 8 Yogyakarta
dalam rangka pFM
JLrusan pendjdrkan Bahasa tnaons ads UNy
I
i
L
I
I
SET PHRASES
r
I
Here are the exarnples ofexpressions you can say for seasonal
and occasional situations.
t.
II
1.
h
I
I
I
I
SEASONAL, OCCASIONAL
.
Happy t irthday!
Many happy retums (ofthe day)
Billy has hiy a binhday today
Alison is eleven today. Let's sing ,Happy Birthday,
o
Merry Christmasl
I
I hope you all have a good Christmas
Happy New Year!
All the best for the New year
r
t
I
Happy Easter
I
i
.
i
I
I
r
God bless!
Blessyou!/ God bless you!
I hope you're not calching/ gehing a cold
h sounds as rhough you're gefling tle llu
i
Good luck!
I
i
Best ofluck
I hope you win/ get through/ pass
i
I
I
Hard luck!
I
I
r
Hard lines!
Nevermind!
Better luck next time!
I
:
Well done!
Congratulations
F
t
l
Remember me to your brother
Cive my $g5t r.ta,6t besl wishes lo your sister
Say hello to your sister for me
I
!
I
I
I
I
t,
I
it
i
I
2.
.
APOLOGIES
Sorry
I'm very/ tenibly/ awfully sorry (about that)
Sorry about that
Sorry, that was my fault
I am solry
.
.
Excuse me for a moment
I'll be back in a momenr
Carry on with that exercise while I,m away
Would you excuse me for a while/ moment
I'vejust got to go next door fora momenx
Excuse me
Mind out of the way
Mind out!
Could I get past, please
Out ofthe way noe/!
Get our ofmy/ rhe wav
You're in the/ my waj
You're blocking rhe gangway
Bill can't get past for your case
. I'n
afraid.l'm not feeling very well roday
I'm aliaid I can.t speak any Iouder
I seem to be losing my voice
I have a sore throat
I have (a bit o0 a headache
I'm feeling a bit under the weather
Do you mind
ifl
sit down?
Ifyou don,t mind, I'll sit
.
I've made a mistake on the board
I'm sory, I didn,t notice it
I must have overlookcd it
I must be getting absent_minded in my old
age
3. TIIANKING AND GIVING
Thankyou
Thank you very much
Thank a lot
Thanks for your helo
Thank you ior cleaning the blackboa(l
It was very kind ofyou to help. Thanl vou
I really do appreciate your heip
Here you are
There you are
This is for you, Alison
And here's one for you, Bill
Take it. It,s for you
Help yourself( ro a copy)
4.
WARNINGS
.
Look out!
Watch out!
Mind!
Mind out!
Ducki
Be careful
Be careful you don.t droD that
Mind you don'r hurt your head
Mind the step
Watch you don,t tdp over the cable
Watch your step
Stop doirg that, or elsel
Be quiet or else you can go and sit on your own
Ifyou don't be quiet, l,ll send vou orri
One more word and you can staS behind after school
lhts ts the last time ['m wamins vou
Lookl i'vejusr aboul had enougi from you
i won't tell you again. Nexl lime it.s rhe headmaster for you
Don't push your luck with me
You're heading rhe right way for trouble
0nce more and you've had it
TEXTBOOK ACTIVITY
1.
.
DISTRIBUTION OF BOOKS
Give out the books, please
Pass out the exercises
Pass these (to the) back
Take one and pass them on
Get the books out ofthe cupboard arld give them out
Take the books off the shelfl out ofthe bookcase
Fetch the dictionaries from the teachers' room/ staffroom
.
.
IIas everybody got a book?
Have you all got a copy ofthe exercise?
Is there anybody without (a book)?
Is there anybody who hasn,t got a copy?
Can everybody see (a copy o0 the text/ passage?
Don't forget it next time
Remember it (for) next time
Make sure you bring it on Friday
Be sure to remember it n€xt Monday
Don't anybody forget your book next time
.
One book betweel two
One between two
One book to every three pupils
Three pupils to each book
There's one dictionary/ set ofpictures for each group
. \ ou $ill have ro share $ilh Andi
Could you share (wirh Andi), please
There are only enough for ten pupils
Share with Rina this time
I'm afraid I haven,t got enough (copies) to go round
I'm afraid there aren,t enough for everybody
2. BOOKS
.
OUT, FIND PAGE
Get your book out
Take out your workbooks
Books out, please!
You'll
need your workbooks
Out with your books, please
Open your books at page 27
Take out your books and open them at page |23llesson 12
Open your books, please
You'll find the exercise on page 206
Look at page l9
Look at exercise 5,{ on page 46
Have a iook at the diagram on page 25
It's somewhere near the front/back/middle ofthe book
It's on the inside cover ofthe back
The name is on the back cover/ the title page
Now turn to page 16
Tum ovel
Tum over the page
Over the page
Tum to the next page
Next page, please
Let's move on to the next page
I want you to tum on to page 134
Turn back to page 16
Tum back to the previous page
Now iook back at the Iast chapter
Keep one finger in the vocabulary list at the back
You can refer to the map/ list on page 23
Look across at the other side
Use the index at the back ofthe book
3. COLLECT, PUT
AWAY
Stop working now
Would you stop writing, please
Pens/ pencils down
Put your pens/ pencils down
I'm afraid l'll have to stop you now
Time is up. Stop writing
I think you've had long enough on this
I'm afraid it's time to stop
Would you finish offthe sentence you are on
Close your books
All thc books closed, please
Tum your books over
Put your books face dolvn
Put your books away now
I don't want to see any books open/ on your desks
.
o
4.
Collect the books in
Colleat the readers in and put therr away
Pass the sheets to the flont (of each row)
Don't forget to put/ write your names on them
Could the first person in each row collect the books, please
Hand in your pape6 as you leave
Leave your essays/sheets/tests on the desk as you go out
Have you allhanded in your tests?
Is there anyone who hasn,t returned their test?
POSITION ON PAGE
Have you fould the place?
Do you krow where we are?
Have you all found the place?
Is there anybody who still hasn't fou.d the place?
It's at the bottom ofthe page
The picture at the top ofthe page/ at the very top
The line in the middle ofthe page
It's somewhere near the top/ bottom (ofthe page)
It's towards the bottom/ end
It's about the halfway down
It's in the very middle ofthe page
It's ten lines from the top/ bottotn
The third row do*r/ up
It's on the ielt
It's on the right
'l'he left-hand side/ the right-hand
side
It's in the top leftlland comer
It's in the bottom righl-hand corner
It's in the left-hand column
(The) third column (from the left/ right)
The centre/middle column
The shaded area on the right
Look at the colored box underneath
Paragraph three, line two
(The) third paragraph, the second line/ sentence
(The) last line ofthe first paragraph
(The) last line in the second paragraph
The parag.aph beginning/ starting/ ending .he said
(The) last but one line/ word in pamgraph two
(The) second/ third to last word in line 5
Line five, (the) seventh word
(The) third line, (the) fourth word (along)
About the middle ofline l2
.
A few lines further on
Five lines further down/ up
Not the next line. but the one afte. that
Not the previous line, but the one before that
(The) next but one sentence, (the) third word
5.
RXADING
I{ead the passage silently
Read the text to yourselves
Study the chapter on your own
Prepare the next three paragraphs
Have a look at the next section
Check the new vocabulary from the list at the back
lfthere are any words you don't know, please ask
Familiarize yourselves with the text
Read \'/hat it says at the top ofthe page first
Let's read
Let's read the text aloud
I'll read it to you first
First ofall, I'll read it to you
You start (reading), Ana!
Slart reading from line 6
Read the sentence aloud
Now u'e'll read it again
Let's read this part again
Let's try it again
Read the firsf ten lin€s
Read as far as/ down to the end ofthe chapter
Throe lines each (srarring wirh Bill)
Three sentences for each ofyou
Read one sentence each
Let's take tums/ it tums to read/ reading
One after the other, please
Another sentence, please
Finish the sentencc (oft)
Read to the end of line 5
Don't stop in the middle ofthe sentence
Stop there, please
That's enough, thank you
Thal will do (fine), thank you
Go on reading Ana
Read the next para$aph, will you, Ana
Next, please
Next one, please
You go on, Bill
Someone else, please
BLACKBOARD ACTIVITY
l.
ATTENTION, READ, AND CI,EITN
Come our td rhe bta.kboard, pterse
Gu ro thc boa.d
(;o up ro rhe blackboard
7,
Ld's iook
Con1c and stand by rhe blackboad
2,
l
Whose tum
3.
Look
You have already be€n out to the board
Who hasn
been
2-
ourio the btackboard vet?
is;t io s,nre
rhe sentence up?
bord
Wipe our/off rhe last letre.
Rub thal ofT
3.
5-
Lros w+rere he chdA ,s Lepl'
lTo$ :lthc,e s d) cutJu,ed cnall^
Does anvone
Irt
Let's listen to the convcrsaiion &ain
Lcas 1I_r it €arn
We can
*
r€rd this again
not€y'Jol
down the new \'"rL.is
Whos€turd i5 it to clean the
Wlo
s take it
In Enghsh ihc precise nalure ot the lask must
glven:
Copy this down from (hc btackboard
Try to
dong
lur Smith for some lpieces ol) chalk
would you go and look for some chalk for me
Go and ask
s take th( tentencet again z,td
be
b
., \;
,,)
r..:-,:
is the monitor?
Cle3n the board. please, Brll
We can wpe this last cxercisc oil norr
Lrs€ Ge d'rsrer/sponge
Wet the sponge under the tap
You can wipetiis line otr
You can leave that exercise up
t-eale theaswcrs on the board
The.e's no need to rub ihal exercise ofT
SLIDES. PICTTIRES. OHi"
I want you to do nuinber 7 again
L€t's go through ir agarn
Remember: to look ar- bui also
Ihk
Look thjs
Lookl
this avo.y
-^
Copy this stmighr down into yoi, rr.iljl,..ok.
Make a note of the las u,o senrer.es
I'\'e run out ofchalk
Go.nd scc;fthe.e,s any nexr door
agdr? are cornmo. erors
senience
l'llwrite up the corrcc! artsr,ers or ilre i:. ,zt.i
I wfit you tir mpy th€ quesbons di),!. ir, .r: ,,
Go and fetch sone chalk froln rhe office
* Irl
ftefi.si
"^,:
4-
bil
read
I-€t's all read the s€ntenc€s ftonr ihe board
We ll read then aga.n. Lu. rhrs r ne djt ,..
t]]ol, dr $e modelp"nem on rne boa a
You'll have to lower the boad stightt)
Do vo,
R€ad out t}e s€ntenc€s oo &e btackb.rElrj
Bill,
Move to one side so ftai we can alt see
j?
ls there rnyhing ro cor.ecr jn serlence
'1. Come or'1 {nd draE, a cri on the btackbo"rd
<. llor e out ot ihe Ea] 50 thrt everlone c{ \ee
Srcp asrdc so rl-dl r}( cld.\ cdr \ee $ndl !(,u
6.
Are the s€ntenc€s on the board right?
Are the.e any misiakes rn the scnlences on the
anllhi.g vrrong wrth the sentences?
Anlthirg wrong with sentence 5t
Rub out tie wrong word
W.ile it nexl ro/above,{re1oq, that wo.d
Tale a piece of chalk and w-ite the senrence our
Here s prece or .hatL \\ nre n up on me
"
Tr) dr d k. ep \ ou r urrn ns \rrar !i L4 el el
at tli€ sentcnces on rhe board
at the pattem on the board
board?
Can you see
Como ard write rhe word on the board
Cone od and wflterhat sentence on the board
Write that on the board
Write ir herc/there
Pdsh the board up a
Everyotr€ look at th€ blarkboard, pteas€
Evcrybody Iook at rhe board
way!
Bur not:
* lnoi
.
"i :,
.
Rub this off.
Notic€ the uscs ofout,
off{nd awrv:
l'lense rub this outl.}ff
Tako your books oul
You cnn lerve ont thc retarl!€
Turr t}e liehts outoff. lvoutd \ou
Put your books awal
Laok herc is to be considci,:Lt
pcrhdoj rudc in thrs s,tudl.on tr
other circumsrances
open,clase lh,erJcjec.ot
Switch the proj€.tor cn/ofr
r.,
md
- in
I
put
the lights
the .adio
otr
take the ptue
Notice the various tlpes ofvisual ald:
3n overltead fiansparel]cy
an
Thc proiedor doesn't seem ro be $ orliro
The bulb has gone/bumt oLrt
The slide cartndge seems to be stuck agarn
Same old trouble asair! I'm aFaid
The automaric focusing has gone *rong
of.
Pull th€ phrg ouL
4.
to have pur this one rn the wrong way
Hangon,I'll put it in aqarn
5.
1*
seem
*
oIlP
A picture&r,
a
railway station.
A picture of a :?itway starion_
a slide
*
A photograph abo(r Bi and A J;!o n
A photognph of Bilt and AIisor.
*
Or this picrure
a fflmsrr;p
ln this piclo re.
.
Notic€ also that you say .&\ €xampl€
something'.
PREPARATION
1.
ol
Compare:
This is a filrn about london
Herc is a picturcolLondon
Let's lookrt lom€ pictur€.
Now we're going to look at some (colou.) slides
I wanr you to look at this n;,-r,re
I m going ro shou vou some strdes on nAtand
I ha\e a film ro show you today
Therc . a drasram t d tike ro ,hoq you on rhe
I have some brochures abolJf \ryaies
Here is a slide ofSnowdon
OHP
A bookabout England
A d€sc.iption of Elgland
Put th€ scrc€n up
storig abort his lemper
An example ofhis tempe.
Some
Cios€ the blinds
Pull do*,n the screen
Plug 1n the p.ojecror
Switch on rle projeclor
Swxch the lighis off
Lighis out, pleas€
the followrng useful ccnrmclr-,).
Who is our projectionisr roday?
u}o
gorng ro chan3e the prcrures"
Who uould fike ro workoperale rhe prote(ro14
Pass me my nornter
w]llgi€
rs
Turn the lights on again
you
|tntr6my@€,e fsmtetad Erd"
i
$.ie ln_:..:
liri.
se€ry
lawrrd8sfr*
I fwrel Ls.bn sler Gm
a
Put the l'ghls back on
Pullthe plw out
Unplug the prqector Rotl up the screen
Put the scre€n away
Draw the cuftains
Nelt picfure, pl€asc
Let's look al the next one
Change the picture
kt's go on 10 the nexl one
AdJusl the focus, pleas€
A bil sharper. p1$sc
i'm afiaid this one is upside down,6a.k to fronr
. Show lne and poidt ro it tollow when
fte teache.
says:
'ls there
*You
a cai ln the prctu.er,_
ibr examp{e.
cannot mcrely say Slio'1
Sbow n€./Show it to me.
.
Point at tends to be used in sentencee iiLe tlie
following
He point€d his finger at me
Pointyour percilat the board
..
.
To point someth:ng o{r:
Cm anvbod] point el the misr2lie in sentenc€ 2?
I .huuld point out d"l you ne.sr rhe passr\e rn
rhc last senten.?
Come and point our Brislol and Lile.pool for ne
This on€ is rather underexposed/overexposed
I was in abitofahurry when I took thrs
This was takgl on a very cloudy day
2-
* I'll let thispar.t
I'll
pass this reund
Dire.iing ettentiotr to pNrticutar fsrures
lf you look caeftlly to rhe r'ghr of ihe shop,
you'lls€e
Cff you make out the library, Just 10 the Ieft of
the church?
See rfyou can pick out the shoDkeepcr
Ha\e a goodrclo\e look ai drc nar slarorrg
PR,{CTI(-F,
l
Ev€ryone, Iook at the screen
Look al the picture
Can you all see?
Sit rmewhere where you car see
Oa panicular inreresl in this pictuie is rhr j;rod
&ey're ealing
What is interestirg abour this piduL.:ri r1l,
This i! a picture ofs rAih.av sration
Pav dn{rron esp€.ral,y ro
]'his picture is of an English
iub
This is a phorosraph ofBilt and Aiison
in this picrure you
can see an
Even
Sholv me \rhere rhe car
i" I
3.
thts prcnrre
Polllt to it
.qsk vour friend some questrons abou! rt
W1rat can you see in rhe picture?
Tell me whar you c.an see
what can you say about rhe picture?
Wlat is there in lhe corner,backqround?
What is happenjng in th's pjdure?
Pass
this picture
I'll
rhc p.c,ure
round
1.
overhead projecror)
Come and *,.rre thc answer on the overheait
a felt-rip pff
Ctome arld
*nre
vou.
Additional phrases
l.
cpologizing for rhe qualir.l of Di(ur,:s
I'
s nor aw{ullv ctear
It's not cr,v sharp
I
rn
itri
n
',
It's a bir out of locus
I'm so.ry abour the coiours
i}ere \as p.obabil sonethlrg
$ rong
Positior of objects/pe reon s in Dicttrre3
On rhc lefi/no hr
On the far lei,4efl-hard side
At the very edge of&e picrure
Ce'rcral purpose ptrases and 1
r, /,
\!ell.
ne T.,
ln racr th;s ne\t one r\ c.rtc
Come out and write the auswer (on the
Hcre's
L!.s
]
ll
Just beyond rlehill
On the farlnear bank ofrhe river
On this/the other side ofthe souare
On the brow ofrhe hill
At the far end ofthe slrccr
let rhis photograth go round
I'tl pass rh;s book round
Har.e a look and ihen pass it on
6.
I ririrt
To the leq ofthe wb;re buitding
Just a bir/immediately to the right at lL. ,
In Ge (very) nliddl€r'cenrer ofthc Di,:rrf1,
in the forcground,tackground
1. l'll asl lou some quen;on\ about the picture
r,
you iook ar no$ing else,
ln the top,toltom left/nght-h. d corn.j
Come out and point to Engtand on rhe map
De.. ribe .ome o"rhe people
jf
worlh look;ng ar
E.slish school
Tlris picturc shows part ofthe Afirish M useum
5.
.n
$.iih lhe film
ql'
Il
belreve /t or
Ll,
.
rs .rno$er
T re.r'embcj
no! I rool the
e\.rple or -rr p.
corre.t,y
.,
r!
rc
1 ....,pt rc
.hrs
Australia/on the side ofMounr
Everesl
Has anybody any idea whar thrs (rhiif.,,rerson)
is called,
Do you nodce an'1hing
odd/straase,,,.nusual
W|at time of day do you
thiri i.: . .
Howdo you know?
I' which sqson was ihis piciui:-
l:..-ii:
rken,l
How
Talk;ns of churches. how mdv .hu.crr.! are
there ,
Whrle we'.e on the subJeci otairporrs, have dy
ofyou evcr b€en to ?
'lhis p;cture remjnds me ota siory
I heard aboui
f
Up wlth your hand(s), you knowthc answer
Those nf rou qho Lnow rhc
put lour
hanJ(s) up
I'm corry, I thought you had vour hand uo
Bv rhe uer. cou,o sa,nebody rerd ou. $hd
I keep
says on rhe notrce
ln
p.ssrng- perhaps
tJmrng
l.
IJands
toughr to pornr ou,,ha
seernq the same
ajscr
handiatt tt
do*n:
"
r,-n
I{ands dowr agtn
Put your hands do\rn
rn England
siTl ii.ii; & s.rN\Dti\c
Open your desk
Clos€/shut your desk
Pui your schooibag/saichel/bag away
Put it on th€ floor irrxler vour ra1
Put your book in your d;sk
Put that away
Put your namey'name$fd up
Tale ou' )our ndmecarois, ard pJr rLrhem o.
Come in-Go out
Go outside
Slay outside (tbr a nromenr)
Go oui and we wiit catlyou (bark) in
S(and up-Si( dol n
Stand bv your deskG)
S,t jn your sea(s)
Slay in your s.atG)/ptacc(s)
Putyourdesks togcrhe.
Put/push your desks rnto itrouns oflour
Could !ou grve BLll a hand mo\ jnlt rhe desks
Com€ out to the frotrt ofth€ class
Come out (here) and face ihe class
Tum your desk round (so rhal ir faces the
board/Bill)
t'd like to speak to you fora moment. Brll
Could I have a word wrth you aboul your test,
Aliror
Ba.k to the class
Tu.n your back io rie
Srand
1.
wi$ your
Put your desks back where thev were
Push you. desks back (to) where they belong
GAZE, NOISE, AND MOVEMENT
class
back to
$e class
1.
Go rnd strnd by thewindow
Go and sit at the back of the class
Come and sir al the iront
Go and sit nen io Bill
Tale you.
You
seat and go
wiil ha\e ro go
a,d
s1t
Could I ha!€ your dtention, ptq5e
Try to concenEate now
Don't look out ofthe window
Elcs to the lronr, plsse
behnd Alison
and si! next to someone else
Non go ,nd sit dows again
lnok up for a momenr
I'm sonl to interrupt you. but could l.ou look
Go back to you. s€ar(s) piease
Thank you, you can sit doqn agarn
this way loramoment
Don't sit there daydreaming
Back l(J your pla.€
6.
Come rnd fctch yonr book
Pick your book up offthe floor
Take
tlis to Bill
Gile this book to Al'son
HANDS & DESX
1.
Hands up!
Pui your hard(s) up
Pul your hand(s) up ifyou know &e anss,er
t'ut you. telt/right hard up
Keep ir up
AllthDse who got n right, pul your hsds up
Look this way
2.
Bequiet!
Everyone lisren
Stop talkrne now
Stop chatrering there
Ssshhhl
w}lat's all this rownoise?
Don't nuke such a noise
Not so much noisq please
Don i all shout/blk at once
Lrsten to what I'm saying
Silencc, please
Dor't Ltk
Could I hav. a bit ofquler, please
Shut up, all ofyou!
Put a sock in iq wll you
Don'l bsng/slam rhe iids of your desks
Could you sort it out dter the Iesson
Get on widr your work quietly
Not another word, please
3-
Do it like this
Watch me doing it
Line't to me saying it
Copy me
Do wiat l'm doing
Do this
Do it this way
Like dl;s, oot like d,at
Try to do it eMciiy the s:m€ way
Sit still
Stand stili
Nobody move
Seltle down. all ofyou
as
i'm
dorDg
;i
Everybody stay where they are
Stay where you are
Don't keep tuming rourd
STOP
Tum this way
Tum round ard face m€
Stop fidgeting/messing a bout/playing rhe fool
Behave yourselfl.
Take you f€et offthe desk
t-
EverlMy stop \I4ld thev/you are daing
Thd's €floush for now
Thal's fine
That wilt do, thank you
OK tlEt's €nouCh
Ail ngh! you can stop no\\,
Sit up (srlaight
Don't b€ such
a nu;sar@
good boy/girl for onc€
Be
a
Sit
dow
Stop trow
2-
You will have to finish itr a Llir rl:t
I'll have to stop you in two n1nnlir1i
Your tim€ is up noq t'rn afiid
3.
Work together with your friend
Stop {hatl
Siop dl
Work in pairs
That'll do now!
Work in threes.4ourJfi ves
Work in groups of two/th.eefour
I want you to form groups Thr€€ pupits in each
Thar's erough of tltdl
No mo.e ofthatl
Give it a rest!
Cut it o.rt!
I've already asked you !o st.p oD.o
you €ar':
GROLTPS AND
MODELS
Stop doing drat!
group
l'lldividethe class into groups
Get inio groups ofthree
Fom two groups ofsix
Here are some taskvexercises for you io work on
in groups/pai.s4hrees
I want you to do some piay.eading in groups
I..r.,r't leit
L@ve it alone!
Don't touch itl
Hands ofTl
Leal€ it where it is
You'll have to;oin this group
Therc are too many in rh;sg.oup
Bill and Al;son. you cdn join group
There should only be three pcopte in each group
Slop fiddiingwlth the lighl swrlc,l
l
Work on your own
Everybody work ind;vidually
Work by yours€lves
Try to work independenrly
No cheding
Don t distu.b your neighbo.
Ther€'s no need to discuss it wirh your nejghbor
5_
I hate to interniptyour convercE,lioir. trtrl".
If you stop chattenng, you mighr e.re;r leam
somelhing. You neve. know
Shall wc try to behave like ncrlr::,lumarr
beings for a chanse?
This is not aholiday camp/rock tesltval
I k.ow the !rcrd 'work' may be new ic 1,
CLASS ROOM ENGLISH
Glyn S. Hughes
Delivered by Siti Mabripall, S.Pd in Communify Servic€ program for Jurior High School
Teachers
PART
1
Topics: 1. Repetition and Responses
2. Encouragemett and confinnation
3. Progress in rvork
1,
REPETITION AND RI.]SPONSIiS
..'.
Some verbs require an object, for example:
l-tND.
t
SAy, OPEN, COIIRECT, LE,4 \rlt.
A r,l
ll
Example: - Say it louder. (NOT "Say louder',)
- Say it again. (NOT "Say again.")
- Say il so that we all hear. (NO]'"Say so that we all hear.,')
Compate rvith, 'Speak up."
Ii should be remenlbered tlmt a whole sentence may be an uonatlrml repl_v. A lJrralo o
even a srrrgle \\o-d \ nrore.on'not
Example: Where is NIr. Brown going? He is goingto London.
To London
London
Do you Iike football'? yes. I jike football a lot
yes. I do. a lot.
Yes. a lot
.i. lt should always be remembercd tllat qi.restions cat be ans\,r'ereil usinll a corjrljlc
different gl?lnlnatical structurel
Exampie: Where is Mr. Brown goirg? He didlr't tell me
How sllould I kllow?
Don'tyou mear Mrs?
Do you like lootballl I've never seen the point in it.
Give lnc c.icket arl, day.
You're one of those cissy-typcs, are yoll?
.. 'l'he verb'say' rs ricky, and in fact you can o1len
do withoui ir
Exarnplc: Everybody sav ir = Everybodl,/all together
Say it loudcr = louder/speak up
SaJ' it asain : agaiu,bnce
.l .S'a], and tell are sonetimes confused:more
Sr\Y romething lto sonrhal;1
l'm afraid J've go1 nothillg to sav fu yor..
,Sa tething (tu nntrcbadt) abo tvrnething
Could you say a Iillle to us about yorr holiday?
LhonlottL ltt.tge:
Thankyou I ]rozld7 /.\zrji r.) /.) another glass
I m not sure. but /.1 lr.izlj i about duee *,eeks, tine.
We'll neet agail in trvo nlonths, 1r.rl'.s 1() rz,v irl hly.
I'rn qlLite willing lo help JLt\t suy tlrc wokl
How long will i1 take! I couldn't sar perhaps an hour.
]-here's no point doi0g rhis again. Well, t/_},rl/ .s.7y .io.
,
,
TELL
sonebody (about sonething)
T€ll us about the end oftle story.
Somebody (something)
Dotr't tell me. I can,t help you.
Tell her what happe&d and why you came.
Sonebody to do sonethi g
Tell them to keep quiet.
:
Something to somebody
Would you tell a thing like that to your best jiielld?
Idiomalic usage.
Tell the line .,the ttu y'a lieh story.ihe diffet?ncc
Li'ten. Ill t.llyo hhal We ll leavc lh.. rill nex, lirn,l
It's inpossible ta tell wbich is whicir
It may min tornorrorv. you net)er can tell
J. Note the sequence oftellses:
I'll start ard you continue.
You steft and I'll continue.
The you-forn is rcdlll dn itnperative
P:esent.tense dlier conJunctions when, adter, beJft)re,
white.
I rarnple Belore yot) rrill ar\wer rsltorrld be.Bcf.rrc,ol' an.ruer.J
.l. \\ten sorry means .I drdn.t liear' the inronation is ilgh
.ising. (4ren it meam . l,rn
so..y that I stepped on your toe., for example, it is genirally
lo-w risurg.
2.
ENCOfiR4GEMENT AND CONFIR]IfATION
These phr_ases merely indicale thal tlte pupii's ansrver
was co[ect. .Good' coes nol
suggesr a brilliant answer,jusi that tlte teaclter is
ackrrow]"ag,ng *trut li,"
"" necessarily
pupil said.
.1. 'Uhjruh' and'Hrn-hm'
should not
{.
be used too nluch.
Tirese phrases can relatc to (i) an action, oa (ii) an
answer.
(1.) lfthe pupilco(ectlv car.ies ort an nsrrucuon
given by the tealher, e.g holdii!- tri5
left hand up. openrng lI. boot ar pdge jo
a,i) lftlre pupil conccri) answer \ a que:,tol, p.
e
Ieaclter . Whr is tlri..enrcnci rvronj"
Pupil . Tlre uotJ lrn5 15tnr\.rn!
Tcachcr : yes, that,s rigltt.
Iltal s the naj i,'.o
',rdicate. anproral 1nd encollrai(r,re r
.'l TIte.c
arc
reward.
ror our.tanclr.r,,an.*er" er. ureru.eJ r,,e,,. Jcao ro
nluase.
ntflationl
,'Ihe follolvil1g conlrnents ale oftcn used on *rittcn work.
Excellent work
Satisfnctory
Very welldone
CoLlld do betler
Good s{uff
Too many carelcss slips
Keep it up
Careless
Adcquate
\"eeds to show luorc effoft
Much better
Not up 10 yoLlr usual staldard
Shows some improvernenl
Disappolntiltg
Grcat improvernent
Sec e aboLrt this
3.
PRMRESS IN WORK
.:.
.i
*
It is clearly up to teachers to decide $lllen grumblirg plfases are appropriate.
Expressions ofjoy, sympathy, surprise, interesq etc. may also be iquaily
,
etrective:
Good gacious! you were rigbt!
It must be my lucky day
That is a very inte.esting suggestion, but.. ..... _.
Avoid the ph.ase 'have the possibilitj',, as it is ofte ltrCOrTeCt.
Exanple : Has everybody the possibility to see?
0\TroNG)
* Can everybody see?
(Co.re!t)
Nolrce cotne ot t\e u\e\ oftlre word .u-ouble l
\ e'b:
Don't trouhle lo wrire out rhe wlrole e\crche
Could I troublc you tum the iights ofi,
What troubles me is thatyou'rc makitg the sane mistakes.
_
Norm
What's the trouble? is it too difficult?
The troubie is tbtl you re lol reallr rrvtnc, are \^llo
You v( Iiikeo x lot oftrouble ovcr rhts snrk Uooo.
Are yoll sure you warf to do it? yes. it's no trouble at all.
YoLr're asking for troubte lfyou go on maktng that noise.
'1
Questiors like '\ulerc was I?' thc reachcr probably aridress to hi'nselr Artcmativej in
tlris situation include:
Let's get back to what we were doing
To.o,rrin.re ,rr.at , $ar\a\utt. .....
To pick up where I left oil. ... .. .
Noticc :llso:
Bl,thelvay,....
':'
\tl rlc lc,r '.tirrkin! ttt,r.L about ,...
Wlile I srill remembcr. _. .. .
Whilc we're on tlte subject, ......
?llpadr. )"r rrr/r. ano e'ercarr.eprohlern,.
Alread) We ',c alread) do.re,r!s e\erctre
In hegotil)e an.l inlerrogatiye se lence,r, alreadv fi!gge,\ls surprise:
Havc vou alrcady finished!
Ycl Cene,alr\
rn I ceariv(
Has anyonc finished ycl
l
a.lJ .renooarvc .el,cncc\: fi
al pos,r,ol
We haven't chccked lhis cxercise vet
Sfill: olten coffesponds lo.n, but in mjd posjtjon:
We stillhaven l checked tllis cxercise.
But notice:
Do yotr still find these c\ercises easv?
Do vou fiud these cxercise easy yeti
{.
!,vcr: Gencrally ill negative and i terrogan \ e \eure ncc5 ol where
t- e\ 'rcs (0.
Do any ofyou eve.listen to thc BBC World Senice,l
lfvo! ever haye tiue. ii s rrollh listenrng ro.
Nolice the colloquial reduced questions rvilhout a verb:
Atj1" volunleets to llclp trc?
dou br or a
rondition
.l
Atrybody wjlling to read the part ofJack?
Such pbrases re4uire a dsing intonationRighr
.i
Good
Fine
Okeydonkey
These phrases are for catchitrg attedioa. They indicate tbat one particular
actil,iw has
fnished and tiat another is about to be exDlained
.lhe
When tl1e teacher explains what us about io happ€tr, he must use the
fu ture tense.
only exceptioas are modal verbs, Check the enon in the following:
Now, ue sing a song_
Shoujdbe Noq we,ll s"ing a song.
Now, I giyeyou.t little test.
No*. l,ll give iou a li-nle rest
Soon we hear your story. too, Meg.
Sooo.ue.il h"ai yuu, iruiy; tu,r, iui"g_
OK
Altddht
?'Atlusfand'Atlast,arealmostalwayswrorrginaclassroonsituation..Atfirst,
al[,ays implics a conlrast, while .At last' implies longtng and a]lticipatio)1.
Check the followirg exarnples:
At first I liked hr1ll, but iater I hated him.
At last we havc finishcd this stupid bookl
,4. Tbis $?e ofplxase is a liequeot souce
ofeffor. mainlv trecause ofthe $,ord .so.:
Now we do .so trdl Dieter is the teacher and ... . .
_
Nolv I warjt you to read J? 1rdl the girls are Mrs Smtfh and _._...
'llre corrert
version rn\ otve< e;ther rr r a p,fi tctple. or { ii, a pr elirrrnary
lr\
\owere llr),lrritbDietcrplayinglt,e,eactleraoo. ...
sentct , e.
Now I t{a[t to read with lhe girls reading Mrs Srmth,s pan and .
..
0') This is the way we'll do it: Dieter.is the reache. and . . _ . .
i want you to do it like this: tbe girls can be \4rs smith and ._.. ..
Tbe nosi natural use ol.so that' in Engliih expresses pulpose:
- Stand aside so that we can all see the board.
- Try to be he.e early so thaf we can s:art on time.
TIre verb 'explain' requies .to' before the indirect object:
o C?ll you explain this sentence to us?
_- o _Can you explait rer why it is false? (WRONG)
Do and make are often cojllused Notice tlre loilowing selection ofidiorns
al. r[es:
_
_
.l
{.
*^
DO
Do this exercise at home
Do your hontework
You're doing very wcll
Try lo do yoll' best
Are you going to do Frcnch next year?
Do qrcslion 17
Il has nothing to do wilh yolr
You could do wilh some praclice
It isn't good enough. It won,l do.
N4AKE
How tnany nxs{akes did you nake?
Can yotr make ]'olrself understood?
Does it nlake sense to youl
Make the scotenccs plural
This rnakes quite a difference
\V1ul time do !-ou mate it?
\{ake sroups oar.)
You vc nade a lot ofprogrcss
You il make a go.ld pla]'er one day
I'lllnake rhis the lasl question toda!
PART 2
Topic
: I-anguage
Work
Teache.s say 'let's talk about this chapter' atrd they really mean .let
me ask you some
questions'. A more hotrest phrase would be: let's look ai
this chapter in nro*
tGr.
*
Let's discuss a6od rhis. (INCORRECT)
Let's talk about this.
'Discuss'is not followed by a preposition. It is also rather inappropriate in the
classroon.
We handled thjs verb la\t rjn e I jNaORREaT,
-i e deall witludid lhis \erir
ia.l rimc.
Notice also:
Last tirne \ve sarv how the conditional is/was fonned.
In the last lesson you saw how Alan Harris escaped from p.ison
Let's ptcl. r? the l;ew words.
Lcf's look atlpick out the new words
Mistakes are itquent tvith tllis type ofpluase:
Say o/rsrurJe 'he rcfumed' Should be How else
could you sali .lle rctumed,?
Say tn anothet uay'........'
,,
What is another way ol;;yj;;."-Sa\ i olher r1,ords.'.... _. ..,
savinry,owords.
Say this
-Jrodt
Notice the
\\-har is
What's
Way of
beller
Fntstrstr
Say, tell, speal! and
talk
seDtenccs'
"lr;;i";
;;r;'
sayrng'.... ....
Compare the corrcct and incorrect version ofthe followrnn
INCORRECT
I
CORR€C'f
He told me lie was going
He told us abo![ his trip
lje said somcthing about a lolidav
He srtid nothing to me about it
\U1at are you taiking rbout?
Let s see lvhal our book savs
ldcntiJyin-g the posilion
,1.l the be$nniDs
/tt
shorter rray
i
He aoldhe was going
He hld ah.)uthis titp
He talked sonething about a holidav
lle tpok( nathingta me aboul if
Ulh a I arc,- on l (1 I k i nta
Let's sce rvhat our book 1r1(
{. A| 'a' l, tite beg llng I
a
i
a shorter
a rnore
!
$ilil:".fl",*.Tffjif:ll;3::#:ii:,,
anotler
a
{.
.
ofa
rnistake. rernefi]ber'
the end
ln thc niddte
.:. C'heck the follo$'ing
vocabulary;
i
- colllntA
fLrll stop
. senri-colon
: colon
- h),phen
dash
/ stroke
['hajti] (e.g passer-by)
(eg rve tharisL.-j
rnark\
0 brakets
* asterisk
J.
.,'.
.
...
t
'j
.
.:.
.i
Caa you say so?
Catr yor say that/ it like that?
But compare: A: How do you know it's fue?
B: Well, Jim said so.
You drda nfstake.
You made a mistakc/slip/error.
A
WrODg
telse
The \yrong teNe. There is a tendency to use the defiDite article
with .wrong,.
Hou, do you say it befler?
What's a berter way ofsayiDe it?
Can w< l.at. ti,r" rharr
Can we leave this out/miss dris out.
\oricc .l,o \ ou h,lve ro ;Drludc tlre prcpo,iriol
The p.eposition has to be kept in
Notice {he prepositions:
To be derived irom
'l
o correspond to
l-he opposite of
Sirnilar to
To bc based on
/,rtler
r?e saying
it
Listen to me seliog it.
\Vlenever fhe verb .listen'
is followed by
i_istcn to the tapc
ai
objecr. the preposition .to. ts reqllir ed:
Lisle0 to me
ListeD to John saying
Listen to how I say
.l
it
it
Notc alsol
Listenl
Listcn carefullyI
Listen again
'Listen here' usually p.ecede an
angry threat or piece ofadvice:
Lisrel Lere I rn led up $rh lhts loi,e
.j,t-t rirrcn t.(re ltlo,t sd\ rlrat dta., .
Nutlce rhe prenostlons
chaDse
-
A into B
put A into B
substitutc A for B
A by/ryith B
fon| A from ts
replace
+
tite pateml
^\otice
flI J'Jl,cga, tt,tJtlter{otdJ j-!er. .,.crlerrorrl.-..re,r rtrlll,rnJrer
*^
.llial t . / e,.rclr scntellce.Ll{' URRLa.
,
_Suit'
t
and 'fit require no preposition here Notice the tbllolvilr!,
This suits ne fine
It s suitable for tr]e
]he
shoes do not
fit me
fit in with ours
Tllis beer is not fit to drink
i lis plan does lrot
Cross
cross over/odby
nng arornd
line under
mark by
tung
Underline
Ma*
Tick
the
righr
ans\\'er
Tlese following pruzses may be used
aft€r: a pupir has given his opinion
or mentioned
some facts They ilelp to rnalie the
e\chanp
-_-'__!!\'lr{rgemorenaturalandprovidealinkwiththenext
speech or ques&on.
'
I see
Oll did lou /is lL' was therc,.ar Lhcv?
I hal's ntcresrng
Utai ) ou said i\ \ ery lrrtercsiinr
I dLdn r kno\\
rl1at
ls that so?
Really?
Fancy tharl
That s a very good point
I hadn't thought ofthat
Yes. tilt's truc. as a maiter
offad
U,hv do vou rhink
r"?
word'so catu1ot be-o;##i';il
eltphasized irl rhi
,uouta u" e,npt'asi,e,f
:','',#.'?Xl:,,Tii|::i,,l:
;i:
,'l,re..errpJ,d
I see llrt why do you tlurk that?
Yes, bllt }l,by did you \lrrte this!
\olr,e rlre tollo\ iIp tr.entl rc,rctron de\ rc(i
,
,.11., . r,outcin rper rnarried ruoro|n!
I,eaclrcr . \\ hat e\actlv d,r
)o mean hy,oa r orrrr. .. S,r.eer " T*.<r,rv^
-, : f i , rI lid. drBa. s Lreell crreaper ro tri!eJ l.\ .,r.p
teache| Rut rl,rr doeqn ,mcarr ,r IJ hecheape, r..,.
,e.,
Does airybod], ofyou l1ave anltlting
to sity?
i!" y!Sg-]9g9S9El 'Dgtoay' a;q .erigryqody. carLrrot be used wirh .of-.
.An), ofyou
Does anybody hav-r_vth^c to add?
Some ofyou
Somcbody mlrst knorv the a;swer
Alloft,ou
'fhe
:l,iil'lili;JIlt'
filll
Everybody will have to finish rhis o1.lal
horne
Ilach ofyou
None oftoLr
.:.
managcd to eel theln all risht
Clleck rhar yorl krow the allllabet in English
and car use il ljrreutlv
A [ei]
B lbiJ
C
f
sr:J
I) [di:]
E [i:]
F [efl
G
[6i:]
iJ lcirj l
I lail
J
[dJci]
K [kei]
L lell
VI
\
[en]
fcnl
O [oLr]
P
[pi:]
Q IkJu.l
R fa:l
S [e.s]
T lti:]
U lJu:l
V lvt:l
W i d^bljLr:l
X feksl
Y hrail
Z |/e(iI
EXERCISES
PART
1
I. Fill in the gaps, using appropriate words or phrases
from the following list
.
a) a clue
b) more iike
c) no end
it
j)
d)nanage
e) prornpting
I
voluteeN
g) brief rvord
h) speak Lrp
i) that's the way
J
i.
.i
I
wait your tum
k) had a rum
l) room for improvement
t) refresh my memo{y
in) row
r) ger stuck
o) nglrt lines
p) getting along
v) willing
w) either wal'
x) nul iflto
y) easy
s) made a
slip
u) we got
q) up to rtrch
r) lrrissed
z) ga
Don ral, .lr. .rr rr onre. piea ...
Onceagain, please. I'm afraid L._. ._. whatyou
said
Ld .t li rle \e \ere LoJl.r,rg aborir pollr.rron. Utr.r
Oia
.
_" CaI anto., .
Tlat\\asoneofrLebcsressavsr:vqsys11s.,l. Ir
"e
;;,
rlr !.;;ri;,.r;;,,'.
.. .
|!r' urn' luu ..,','
last
sentcnce.
.
.
r Goox Heve a tryl Iknowyoucandoit Haveanice... ...1
6 \o. or ttie trra, \ujaka t.vao,in. ye.,dtir.
I rn itr{d,d I d,Jn r tarcr. rlte las. uord I ould\nr.
._
^ .I.,.r.bel;te\ou
S
rrr a ..
. about
",,f,"..,,
Monaal . r..r
)cnrence nleace \o.n^r ).orr arorn [ernat you.\cqor
].;\:9,.'l.l,lr
",,,..
as,cdr\ ar llhoupljt lslhereanvbod!
i
lYL.r(tgtf
:r'l:cr:erc.r'e^''.n.t
..Lef sunish offthe chenrer Docs arybodl.. ritnernber
"t'o,u,,
horv fai ._........ last lrr;tr,:r
l2 Jhere's no need to rlsh Just iake it. ........andtryagain
Li Allnght. Everybody -hnd up r-ow iook at the door l- ... .
. . No* tur.n .oi,nO o"a fo."
rrr( e t rdu!\
14- Tirere are lour topics to choose
ftom the firsl and the first olle is .America LletRi-en ltre
Uhr.. An)
... lorrha.otre
,
,._
,to
\o-
l\rl
I d r\
L,.d\
.. .
.to
Jhc
1,'.l"
ll.l s."j itpten0
l.Jear
\vqL r,r(re
ift [., lt s qI
l,e rape.
e tntelenrnr
oh ,lear. rl.ar ur.
ol . . ... I rr alraid
r
r
. .. . .. rrrs ir r.
,p".
ar, \ci u.a{I-r q rtc n.,J.r h,tr rou.iederrnrrel}on,J,<
.yolr
..
Icould ltardly bclievc my e),=cs rvhen I read
lr *ul."uiiv sood r-or,,.'
1,ou.
r'npIo\dd .t,r, e la.r \pd, Ueltdu|c: "r.ry.
l8 Ihclecundhalloftheexerersc:isquitc{ricky.soifyou . ..
.. . . let ne know ,r1d
!o rs
,
17.
l9
IrJ
Itnrakcsnodilferencelot}leu,hetheryouwrileitinpercilorinink.
rr,in.l
10.
h,,lp
lil
lreali!dol11
.
I1),ou.......aryproblcfi.justputvourharduDandJ.li
co[lc round anallr\/ L ]1iiit.
II. Re.txpress the sentences, using the preposilion
or adverb given in bracliets"
E\aulplc: Could you sa], it louder. plcase. (L p)
Could you sperk up
l. I lvarl ),ou to 1ry 1(] do exercise 5A on your own. (ljy)
2 l€t's read the passage. One at a tirne.
stanu,s ,unl, tohu lllX)
-l fou rc nakinlr too rnuch nojse a|d I can,i hiar. (FOR)
I ,ll' r{orl *a.r, rn.;ooJa. ror, rrsralty do ,l t1
J 11,1\\
l,)r ll'l \ C \ Ort
(LiP
rOi.
)
6. Do you undersrand whal ou ha\ e to do?
I ABOU I
)
)
7. Y-ou seem to find snelling dlfllcull WTTH.)
{
8. I-ll lel ) ou clloo5e r! ch subject vou write
l
abour. { Upj
JII. Cotroplcte the scntences. using the
words given in the brackeb and any other
extra
*0rds (preposirioo, pronouos, erc) nec€ssaryi"
*"r..
'"
i. Take out your books and .......... (OPEN,PAGE 73)" ""..".i-*"1i"'..].
2 Tlnr was a good rry. Francor5e. but I doD't trrink yori wourd
J. r'ouJd you .pe* up a Jirtc. t m a6ard f ......,fOr;;;;, - ... .. ..(SAY/ENGLISH)
''-"
a rt keretnernbet LonLirlv.inJletastle.songaLu......
.
theen.rn,r r, n h"
lELt SO\4Ilrli\(;,
,i \\rhat _\,ou said sounded line iut could you... . .. . . .aSAY/LOUDFR )
"oiiijifriorcur
6. Lasr dine you seenea ro.. ..... ,,." rrr
I
7. J it read oul sorne se,rences and yourjob-"liri"""ii""r".
i.
......"awRffi;o'r,,,i',i,b|re,ti,,,.t,
\o\..
5
\\lt<redL'orJt.i. I i\rrDool..GeorcerloutO1o,,
f,"e,o.r,r"ona .
i lnr\l Ot f ,J\r
\^ c. r. (
.
ir thc gaps, using the correct form of either .do, or ,mrke,
I irr. .t. dro,r
ra\< ,r rJtr.erer.r. \orlradL,c..er rr-'. r ' rlrere.rnybodr !\rioiralrrrr.rtri
.. hr.honekorL"(.,ol {r;'rr,;.'"ro,,(\ rci...r,
D 'a ur rnrr .. tl,br ., weil
3. l..........italmosttenlotenandrve,ha\refirishedeverythingrveplarnedto
I\'-. Fili
.
'.,.. r .r'.. WeJ,d!c
Lre^oncseet. c jobc.
...rhis
r.rvr,el,
I
. .pror-cs\ $..ll,.ltc;r rrrotc..,\ At lcd., \.,.r. ,,,\e(lt r
' Jo l be \\'lll rrl< n
s C,,uld1rr .. . rt.rceg16r".o,-r\e.lila.e.JrLrq,,t,
bol..
ulr\uLJ,.r,
6.
7
r hi.h gloup r ou u ant Lo roli
nlany ofyou .. _.. . _. ...GennanarwellasErrglish?lsce.-Ihat._.
dHow
..
,
..q[ilen
We'il hy aod........thcddilwestartedlasttine.Reinentber,inthisexercisev.,Lilta,..t.i
.',.'.'''theqltestionsandtheanswerswiI]beontt'.lo1,",-'''.,.,,.,,,
S
There s no nced to. .. .. ..questions 6
and 7.
Jon,t seern to...
much !cn,r:
r6l l d6yr r rt.rinl tlrc) rc.rtt) Laveanlrhrngro.They
. .*.rlr r,ri* ctra"ore,
.- r lc tuea oI tnls e\ctu,se i\
to ..
. the sentences passive. CoLrld
_voLr. ...thrs llcrk
r:l:;fl_,"i;
,o i"nllri,i,)i',ii" '"":lj:',
crirapractice.Ler's.... n*tbcrg tl;
last
\. Fill in tu, ft\retul),. still or cvctI llave yoLr finishcd. . I .l.iral ll,as quick
,J, , ,a.e
- :, o,
,,\.solIUitr ^ - r I dJ \ ,.(i,.e.e,nc,..
Id
.
I L,
4.
I
.
a n I4
\ ou did a\ horlle$ Lrr L
Haven t yoLL finishcd
.
r
a ,
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j
.
r
n
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u
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e \\r
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r11
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r,lr en r cl.c,l
cd rlrc cr.
... ...?youarestorv
j .lr'< erIl'<rcon--r1..\(,(
r:rr cl.lr.(,.r.r..
6 ThalJUSt lcavcs q0estions 6 l0 . 1(]douc,l,.r.,
do
; \oure|olsupposcdtostartauslverins........... \Vart rDtilyoir
E Arry qLresrions? Is rtrcre anybotty who .. .. do"",,r u";;.:i;i';i hcarthe sjl]rlal
.,'i," i. ,fiiir.
rr.
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EXERCISES
PART
2
I. Fill in the gaps, using !how,or.what,-
l.
2
r.
.. ...rr the Finnish for Joumev.:,
.....shouldlousayrhisword;
...... l: zmotLer way ofsaving .lle slarved
dea t.?
a. i an anvolle tell rne. ..... .vou call a person towho
gives blooc.,
). Do\or,,trll lemember... .... yo,r sau rn tlri. siruirron"
u
t\)or! aJt($er to t,tnhcr 7,
/. .. ..does tlre last one qu. then" Daniet"
8. ... ....havcyou rvritten lhc last word?
9. ... ....wollldyou say thai sentencc
iir Engiish?
0 .. Jo ] o I ca.l tr.e poltce rl ir,l ernerge
.\ I) C glandr
ll
Jo ) u,r rlur,l.Ati, .d^es rhis scnience
s.ir d ro yorr
j2 .. ... ..itaveyouansweredno6?...
. .. har,e you writtc,ii
i: . .doe.Mr Brcur,.ns.,orloo1 lrl e.'pcna.. . dorou."r,
,r' . r.rr.eb '-\\el nbcr2i.' ..,f,".1.-i.i":f',i,Lr,,
'on.
l5
,
else could you say tlis?... .....would
vou roy,
II. i\lakc oral corrcctions ur guidc thc pul'ir5
r
,p.lri"g,"l e;;;;;;;;i;;;.1]'
1
The boy is kikrng rhe
2. Ile ls hofeing
ba
ni"fru.a,
ro rhc corrccr
ans\rer' u5ins rhe tolrorrins
.
to LJecomc A reDone.
I hc! plt,!, ibot baJl rn iunr
Thcre rs a bitfure nn tlte ryal
The dog is piharnta table.
.l
1
5.
(, lhey deocnd \el mucll rotn rJrc price
I I u.as at sevcn o cJock at the ciub
8 lr,)ou \rould lrav( conrc. vnu qordd lrave en]ovcd ir.
. thrs rs lhe book \\,hich I buyed
10. We slaried reading
Ifl.
it for tluee weeks ago.
Spell out the following nonscnsc mcssages,
using thc names of the letffr! and
puDctuation lnark.
I \\/?VTQAURI
rH.,c\'*0.r
2
l.
"t:t Rc.t.wY.
IV. Fill in the appropriafe forms of,sev, .fell,, .sp€ak,,
,
or ,talk, in fhe following
sentcnccs:
L
So far \1e have .. -. ....nothing aboLrt tlle
\,farshal plan, although last time
we.......abol(tunericaninvolvenrentinl__ur"p..""aI...-.li:""tf"tii.caityO.gan
2
J.
alter \\'o.ld War ll
....... lpl Ican.t hear$hatyotlare. .. cvenbodv \vhat \.fr
Bro$n ..tothe
'l'opk. cper. .. l:ng,r.r1 p,.,,..
Slop. .... -nolvl l'll more slolvlv ifvou can.t lollow. Idon.ttltinkrre
llave
--"i'.J,ro,,;"*
obo ur rh rs ctriprei. John- p*f"p, y""
"uts'.'n* ' ",
n n,,,;, ,,
"."f.i
.
t0
4.
We'llhaveto.........thisideaovernexlweek We haven,t......_..much
jt so far,
I'l see whertrer rlle headmasrer has arflring r" ... ....."ili;;. ;;;; about
*"v,
v",
.. me the time. please
"""ra
dle nu'l
.... anulirB
l^o.,:,
, t, gues.cd tldrt!ra"nl€n(a.yexercise,buLasyoudidn.t.
uuour rr.
wa.all light. Jr.s al_rnost impossrblero.. .... ...tlredtdculr
exercises lionl lhe easy ones until you do them yo*saf.
bur
,,
V. Cboose the correct completion for each sentetrce
on the left from tbelist on the right,
A. \lrhat
ryuar Is
,s anorrer
anotber way
way
TlI I for
fr.;r:rr
^.
R.\\Jlarilleoooostc
.
h
t, cr,
\c.b
conc.porct"
D. \\rlat is the Turkisti
equivalenr
)
i
I
j
rnro rhc
.;'
""i
*fi"i ri,i,
;;," i
+. o,
l.,,"or^,so,rlO^1o--r,6"3,,.,1'. l..or
rr(<;r.
"'
.r.;,i,,n
l!Pr."*';'
ll.'Jl'i;ii'l:Y:.:'
vcrb\
G. Pur all 1he
ll .Ho''. \vould you say rhar
I p n oro'r' ,. rcfer.
. (.'ln.c llc no -.
K
L
Subslitutes lelat;yes
lhjs ad.Iective is
derjved
J
- *_"o*"
- - --
-
i
| :. ,o ti" rp""t"., Vf. r.orun'
] s io, rr1" ir".J:""i:
" "
o. , L...f"i
'-'"
r t.l ,o ti,c,r..,n renor
.st,lllbol.
] I L fiom ihe noLrn
jl'.ot.a,r.r'
I tU. ofi.uunl:
VI- -l
tle, passage bclow is being dealt with
by mcans of vocabularv quesfions. The
teacher's notcs urder the passage sho\y the type
ofqu"stion ti" i. -J"
ivtr",
tlerc flte questions?
".r.J.
I
nnj hes.l,ltcd rnnri(tr'arrly berore I.oard:ng rlrF c.o\\dcJ
I aIl. I e lon.ed oack al"r^ .l).and ,ho ot.t r e ca,t .lli
a
glirnpse oflhe scarlet lrat tlut had so tcrril:ied
hjm in- Rome
?fier \in lta" escajJed Hc lrad trl'nl.ed rr t]t(oppn..nrtl
'
oJ.
t$ o \!ee\r l Ital!. h]l Irc I,aJ bee| rc,lrrr-ec
to n. L lrr,
ncck. cr alonc lhat oj lrr. (,o\c\t tflenJ. lor a .toJ tl.r,
tr ,pl,' rever appeal rr r{o.td. ofcour.c. b. replaced
h\ lIs
obitLn^
Erample: teirify+ adjecEve; terrifrcJerrible
lvhat are the adjectives fhat are dedved form the verb ,terril!,?
I nlomentarii], = lor a noment
2 crorrdcd = lirll ofpeople
3 lo calch a glirnpse of -- to sec
:.arlet = N,fl_ tlaiislation
':I
5
iunrl)ed at tite opponrutitv = \\4ten hc r\,as {l!,en the chitnce.
he dtd not hesitate ai all
6 ro risk onc's: \,1T lranslation
sror !_' =hel newspaper article
obiluary = \,1T translation
all\ioLrs
noun: anxiet!
l0 It \\'ould, ofcourse. be replaccd b\' hrs obituaq,.
E
9.
-
I1
= the story he was jookins
l
i,.f
it
vII'
Firl iD the gaps, usidg an appropriate word or ph.ase
from the folowitrg list
a)
b)
c)
d)
i)
j)
iD a nutshcll
catch
slipped up
sttuck
e) paraplmse
i) evidence to supporl
c) conlext
ir) dealt wirh
k)
1)
subsh'tute
nired
up
take
\yord for word
m) wortiwhile
n) correspond to
o) sum up
p) phrase
L Nulber
2.
3
5 was very difficull indeed. I think you all..
_ _...._ on this one.
Yes,,that is possible. I sltppose Ithadnever_......_methatitcollldbeanadverbhere
.crarv
o:*'"e$
u ua y. bur r. mc.ns :ng,y ;
I": j:::1il
1
uon
r u\ tlc\.r
L$^rJ.d\tiregtrt ullltepd.s.qe \Ournusr
rrri" pr,_1,, l,aJ
5
rout\allto\nowltcntlc..qll llghr irererheyale..... .. ..., ..
J the tnarq trcl!.
6.
vou,ve lea-o a lot ol tn ereiing al gurnents
m 5rtppofl ot rllts :ded. \\.oL, I
^\ow
someone iike to ._.. _.. _. what has been said
'
so
As far as J renettber *,e...
.for,
rhe use of.sioce, and
last tinle.
4.
7
s
a
are still gettjlrg
il.ar
\r,-lt
far?
.
bLtt solne
them..... ._.....
ol vou
Hert."reDproLto.b rnot tollscat \\lror prenos.rrondoe.nrc..0.. Tl,isr.'ft,calryatrrcLquesllo .b r titerersaslrghr..
.. rni, ll.c,hxtq, noLro
ltzrnstaletr ... ....btrJ .t ot\prjtaoenerd dej.
_-
l0
vIII.
I
..
ll]11\,*dbe,
lr tc {llllafell Y
rrvrngtlrrsaga-in,butthisti,r,etryro..........rhelastsenlencea
Read the following statements made by pupils
dudng a conversation
think oftwo app.opriate reactions for cach statemen?
'l
lhoughr jr
.$,as
a
lesson.
.l_rv
fn
tcmble fiI,n,.
2. 'The number ofaccidelrts went do.tln last year.,
l.'One soiutjon $ ould be to ban traffi c fron the cjty ccntre..
.1. 'Thqe
5
6.
are several countries where
\VIrar r,re,,rar' rs sotne
lijtd
tlis
is
aheadytelgi
'
or mu.rc censorsl),p.
'A lot ofdri\,ers go lar too last ,
7. '\uciear powe|s rrre or,lr ans$er. nn\ $by. tltar.s wlrar
rl (
5 .A orller rdea wL,.tJd bc ro lrrnrr the nurnbei of rorergncn Ieorn,ng
rnro d,e cornl
. Perror \\r'r .oor b(.nrne roo er.pcrr<ive r", r .r.. t,
rl.it;:
;;; ;":;,,;;
up i'\ I ),,;
"^r,"i
10. 'Clearl!. men are [luch better driveIs that wonen.
Evervbodv knows that .
,,
.,,,
t2
Lampiran 4: Dokumen Foto_foto Kegiatan
I
Lampiran 5: Daftar Presensi
12
TINIVERSITAS NEGERI YOGYAKARTA
}AKULTAS BA}IASA DAN SENI
Alomot: Korongmotong, yogyokodo 5528t Tetp. 586 t68 psw. 236,
362 Fox. S4B2l7
DAFIAR PRESENSI PESERTA PETATIHAN BAHASA INGGRIS
BAGI GURU _ GURU sMP NEGERI 8 YOGYAKARTA TAHUN 2006
DALAM RANGKA PENGABDIAN PADA MASYARAKAT
:ril TonggoJ : Robu,
: 14.00
'n.
I30937164
l3r 288208
13C9256A5
lsii
Yuliowoti
P.
Sudormi, S. Pd.. M. pd-
Asluti Purwoningsih, S. pd.
I30540663
Ari Sunorni, S. Pd.
13209.5658
Dro. Hj. Silii Mudiayonti
Suw'orni
Sutqrdi. S. Pd.
132191393
Sutorfo, S. Pd.
t3244/9 sB
Suqiyono, S. Pd.
132070189
UNIVERSITAS NEGERI YOGYAKARTA
FAKULTAS BAIIASA DAN SENI
Alomol Korongmolong, yogyokorio 55281 letp.
5A61
68
psw.
6, 362 Fox. 5482A7
DAFIAR PRESENSI PESERTA PELATIHAN BAHASA INGGRIS
BAGI GURU - GURU SMP NEGERIS YOGYAKARTA
TAHUN 2006
DALAM RANGKA PENGABDIAN PADA MASYARAKAT
ril Tonggoj
:
m
: 14.00
NlP.
Sqblu.
N
131 6217 4A
omo
Ngodirqn, S.Ag
130 919 484
f,;5"0."n
cohyonin0sih,
490A32t8?
Sudormono, S.pd
r30873383
Supriyono, 5. Pd
Wqhyu Widodo
Endqng Susilowqfi. S- pd.
1319 46411
r
3t 996906
Dro. Sri Suborsidoh
Rqhoyu Wqhyuningsih
131479601
Dro. Siti Cholifoh
Z.
S-
'nnoyolus
132191516
lke NoviyontiWahyunins:ih, S pd
Drs.
I7z
r
lL44
502641
I5
t
lshorlonto
/
Dro. Hi. Sri Anisoh Muhoni
Bombong Minlorogo, S.pd
1312649
/2
Sriyoni Indriosfuli. S.pcj
HeriKurniowon
Lampiran 6: Surat Pcrjanjian/Kontrak
t3
DEPARTEMEN PENDIDIKAN NASIONAT
UNIVERSITAS NEGERI YOGYAKAR'fA
-
Alarn
FAKULTASBAHASADANSENI
: KarangrMJang- yogyatafia
e
586i68 psw.255- 2j6 362
STIRAT PIRJANJIAN PELAKSANAAN
PROGRAM PENGABDIAN PADA N{ASYARAKAT
:\\TAItA PDMBAN'TLI DEKAN I DENGAN T}OSEN
FAXi]L.I'AS
1.1x1S.{ DAi\* SENI riMvTnsrTAS \TGERI Vocr.r.ritnrn
Nomor : 8!11J.35.12/pp/\,lnfi)i
Pada hari
1.
Nama
2,
NIP
ini kani lang beditnda tangan diba\\ah ini
Jabatan
,
:Supnrdjo, trI.Ed.
:131:76239
: fetrbantu Dekan
.
I
Fakultas Bahasa dan Seni Univcrsitas t.legeri
pqn6ngglrg Ja,,,,ao Detak.anaan
x",1,r.,.. p.":.tj,u,
ad.r lBs Lnrrcr.it r \r.cr yo:^.al,.rJ
rl:(q
l"'rrlf:ll
' or tvt r !atar .
Selanj utnva di scbur sebagai
2.
Narra
NIP
Jabatan
I'lIlA.K
PERT_.{N{_,\
:G. Suhar.to, M.pd. (Ketua)
: 130358895
r Dosen Fakultas Bahasa dan Scni
Selanjulnya disebur sebagai
Universiras Negeri yoql,ekal1r
pIHAK KXDfIA
Kedua belah pihak secara bersarna-samr
tclah sepakal mengadakan perlao1lan l,elaksanaan prosram
kegiatar Pcrga 'dra r Pada Vasrarakar derean
keientuan sebufa f,.nf-uil
'
Pasrl
1
Ruang Lingkup peke4aan
PrHAK PERTAT\'IA memberikan tugas
kepada
prrrAK KnDU.L dan pluaK KEDI
_{ menerima
lada-frliifuiu'#i"ngunluour ,
tugas tcrsebut unruk bertindak sebagai peiaksana pengabaian
Pel.tihan Classroom English untuk perintisan
Bilinguat l_ducation bagi
_penyelenggaraan
yogvakarta
Guru-guru SMp di
Halaman 1 dari 3 lcmbar pd
4ariian perakrataan
pp
r
pD I _ Do,en
PIIIAI(
wajib menyerahkan laporan hasil pelaksanaan Pengabdian Pada
Masyarakat
dijilid .api kepada PIIIAK PERTAMA sebanvak 3 eksemplar dengan
sampul
_KEDUA
y,ang sudah
'cr
b
.,r ra BlRl \lUDA
I{EDUA rvajib menyerahkan abstrak ( nngl,asan lepa5 hasrL pelaksanaan pcngabdian
,tltltlf
.)
11.Jr V vl,lrr lcp,rdd ptHAK ptRIAMA
PasalT
Tata fulis Laporan pengabdian pada Masyarakat
.
I.
I
fata rrLlis laporar pengabdian pada }lasyarakai
yang diserahkan
harLrs menqikLrti aturan yang terah tercantum
daram
.r r r. ,, o'. , rv
\rr . terh.rrLL
Pada bagian bawah sarnpul laporan pengabdian pada
keF,ada
i,iiiAii
u"t" 1"a".""
iio l"l,g"biian
I \ rijdu!
pEirTAi\.rA
pada
]r,,r:r,rrrl:r
Masl,arakat harus clitulis sebagai l.)ii;| ul:
PI-N';^BDLA.N PADA NIASYAII.A.K-4.'I INI DIBIAYAI
DENGAN DANA
pNBp FAtiuLTAS tsAHASA
DAN SENI t Nn/uRSi iAs'rvl]cr"nrl'ocyax.,lnr
1'AHUN 2006
K DEli{N Nomor : l5i Tahun 2006
,t
I'asel 1l
Sanlqi
. .rr. d...1p.tJ tnJUlun tidak disengaja akan mengakibatkan
dibeiherLt,li, rn,,,
'rI.'r I \.LJr.. I Jrn pOlAh t(IDLA
wajrb
rr
-neerrba
lan
re
dana rarq
aL o rc-r.
,IHAK
PERT..\\f
A
Pasal9
lil,lil.,)ji,
b(u
d,atur delam pelanjian
ini
akan ditentukan oteh kedua bclah prratr ,.,u|r
-rJaIUian l'€ngabdian Pada
Masvarakat
*"
::]:"11',i"
lnvcsualiln
inr berlcku selak pena ddranganan perjanjian kerja a.pirriii]
ada perubahan peraturan_ rlas r.r.puri,.,,, i.i,,"'i.iJ'
.:j;. .i
,ir,"t aLr,
di : Yoglakarta
langgal : 21 .tuni 2006
Dibuat
Pada
PII]AK KEDUA
Suharto, I.Pd. (Ketua)
NIP 1303s889s
.
M.Ed.
Halaman 3 da.i 3 le,nbar pe
ryryia, I'ekksdnaan ppM pr) I
.
)--::tl