Mengenai Saya

Foto saya
Juwana Pati, Central Java, Indonesia
I am an English teacher in SMA Negeri 1 Pati. I am a father of two children Wanindyatami Firstidi Putri and Satriya Pinandhita Seconditya Putra. I am a husband of Triyanti. I live in Doropayung village Rt 7 RW. 3.I am a dreamer cause I believe if I can dream someday my dream will come true.

Jumat, 24 Desember 2010

Adjective Clause

Adjective Clauses

An adjective clause is used to describe a noun:
The car, which was red, belonged to Young-Hee.

A relative pronoun is usually used to introduce an adjective clause:
Young-Hee, who is a Korean student, lives in Victoria.

The main relative pronouns are:

Who: used for humans in subject position::
Hans, who is an architect, lives in Berlin.

Whom: used for humans in object position::
Marike, whom Hans knows well, is an interior decorator.

Which: used for things and animals in subject or object position::
Marike has a dog which follows her everywhere.

That: used for humans, animals and things, in subject or object position (but see below)::
Marike is decorating a house that Hans designed.

There are two main kinds of adjective clause:

Non-defining clauses: give extra information about the noun, but they are not essential:
The desk in the corner, which is covered in books, is mine.
(We don't need this information in order to understand the sentence. "The desk in the corner is mine" is a good sentence on its own -- we still know which desk is referred to. Note that non-defining clauses are usually separated by commas, and that is not usually used in this kind of context.)


Defining clauses: give essential information about the noun:
The package that arrived this morning is on the desk.
(We need this information in order to understand the sentence. Without the relative clause, we don't know which package is being referred to. Note that that is often used in defining relative clauses, and they are not separated by commas.)

Topic: Adjective Clauses

Adjective clauses are adjectives. However, they look like sentences because they have verbs and nouns. Take a look at the following sentences with adjectives.
I love my new watch.
George gave me a leather wallet.
Elvis Presley was a famous singer.
She just bought a blue car.

All of the words in red are adjectives. They are describing the nouns (the words in blue).
Here are some more examples:
I just bought the you recommended book.
Frank is the taught me how to cook chef.
Snowmobiles are you can ride on the snow cars.

Notice that these adjectives have verbs (recommended, taught, and ride). In fact, these adjectives look like small sentences! In some languages, this grammar is correct. In English, however, the above 3 sentences are INCORRECT! The problem is that when the adjective has a verb (and looks like a small sentence), it canNOT be before the noun. When the adjective has a verb (like the above examples), they are placed AFTER the noun. In addition, these types of adjectives are called adjective clauses.
As we said above, adjective clauses are adjectives, but they look like sentences because they have verbs and nouns. Because they look like sentences, put the adjective clause after the noun. Like these:
I just bought the book you recommended.
Frank is the chef taught me how to cook.
Snowmobiles are cars you can ride on the snow.

THERE IS STILL A PROBLEM. When you use adjective clauses, you often need a word that connects the noun with the adjective clause. The word acts like glue and keeps the noun and the adjective clause together. This word is called the relative pronoun. For our purposes, let’s call it the RP (relative pronoun).
So, here are the rules:
If the NOUN is a then the RP is
person >> who or that
thing >> which or that

Using these rules, we get:
I just bought the book which you recommended.
-OR-
I just bought the book that you recommended.
Frank is the chef who taught me how to cook.
-OR-
Frank is the chef that taught me how to cook.
Snowmobiles are cars which you can ride on the snow.
-OR-
Snowmobiles are cars that you can ride on the snow.

Who, which, and that are just three RPs. There are more RPs (whom, whose), but they will be discussed in a later lesson.
Sometimes, you don’t need the RP. A good rule to remember: If the word after the RP is a verb, you must have the RP there. If the word after the RP is not a verb, you probably don’t need it.
Example:
I just bought the book that you recommended.
The word after the RP is you. You is not a verb. Therefore, the following sentence is also correct.
I just bought the book you recommended.
When the noun is a proper name (and begins with a capital letter), do NOT use that.
CORRECT Winston Churchill, who was the prime minister of England, is considered one of the greatest leaders of the 20th Century.
INCORRECT Winston Churchill, that was the prime minister of England, is considered one of the greatest leaders of the 20th Century.

Some adjective clauses are necessary in the sentence; some adjective clauses are not necessary, but they are used just to give extra information. When the adjective clause is NOT necessary, use commas. When the adjective clause IS necessary, don’t use commas.
Example:
Wine that is made in southern Italy is very expensive.
Here, the adjective clause (that is made in southern Italy) is necessary because if you take it out, the meaning of the sentence completely changes. Take a look:
Wine is very expensive.
You can see that the first sentence is specifically saying that wine from southern Italy is expensive. However, when you take out the adjective clause, the meaning becomes ALL wine is expensive. The meaning of these two sentences is very different. The difference is completely dependent on the adjective clause. Therefore, the adjective clause is NECESSARY. As a result, do not use commas.
In addition, when the adjective clause is not necessary at all (it just adds extra information), that is usually not used.
CORRECT The president of the company, who is a Harvard graduate, plans on retiring at the end of the month.
INCORRECT The president of the company, that is a Harvard graduate, plans on retiring at the end of the month.

Lastly, do not include the noun or use a pronoun that refers to the noun you are describing.
Example:
The concert was loud. I went to it.
CORRECT The concert that I went to was loud.
INCORRECT The concert that I went to it was loud.
The noun being described is concert. It refers to concert. Therefore, it is not used in the adjective clause (I went to).
Quiz Time
Directions: Put the two sentences together to create one sentence by making an adjective clause. Note: There may be more than one answer.
1. I love movies. Movies are exciting.
2. Do you have a dog? The dog is large with white fur.
3. She is the lady. The lady helped me find the magazine I was looking for.
4. Mount Everest is very dangerous to climb. Mount Everest is the highest mountain in the world.
5. Cars are very efficient. The cars run on electricity.
6. Dr. Jones writes books. Dr. Jones is a retired university professor.
7. This is the ring. My mother gave me the ring for my wedding.
8. New York's Long Island has a booming real estate market. Long Island is shaped like a fish.
9. The manager is from Brazil. She is in my office.
10. The music is rock and roll. I listen to the music.

1. I love movies. Movies are exciting.
Answers: I love movies that are exciting.
I love movies which are exciting.
2. Do you have a dog? The dog is large with white fur.
Answers: Do you have a dog that is large with white fur?
Do you have a dog which is large with white fur?
3. She is the lady. The lady helped me find the magazine I was looking for.
Answers: She is the lady who helped me find the magazine I was looking for.
She is the lady that helped me find the magazine I was looking for.
4. Mount Everest is very dangerous to climb. Mount Everest is the highest mountain in the world.
Answer: Mount Everest, which is the highest mountain in the world, is very dangerous to climb.
5. Cars are very efficient. The cars run on electricity.
Answers: Cars which run on electricity are very efficient.
Cars that run on electricity are very efficient.
6. Dr. Jones writes books. Dr. Jones is a retired university professor.
Answer: Dr. Jones, who is a retired university professor, writes books.
7. This is the ring. My mother gave me the ring for my wedding.
Answers: This is the ring that my mother gave me for my wedding.
This is the ring which my mother gave me for my wedding.
This is the ring my mother gave me for my wedding.
8. New York's Long Island has a booming real estate market. Long Island is shaped like a fish.
Answer: New York's Long Island, which is shaped like a fish, has a booming real estate market.
9. The manager is from Brazil. She is in my office.
Answers: The manager who is in my office is from Brazil.
The manager that is in my office is from Brazil.
10. The music is rock and roll. I listen to the music.
Answers: The music that I listen to is rock and roll.
The music which I listen to is rock and roll.
The music I listen to is rock and roll.


Rules to Remember!

1 Adjective clauses are adjectives. However, they look like sentences because they have verbs and nouns. Adjective clauses are placed AFTER the noun they are describing.
Example:
The music that I listen to is rock and roll.
2 When you use adjective clauses, you often need a word that connects the noun with the adjective clause. The word acts like glue and keeps the noun and the adjective clause together. This word is called the relative pronoun.
When the noun is a person, use that or who.
When the noun is a thing, use that or which.
Example:
Cars which run on electricity are very efficient.
3 Sometimes, you don’t need the RP. A good rule to remember: If the word after the RP is a verb, you must have the RP there. If the word after the RP is not a verb, you probably don’t need it.
Example:
I just bought the book that you recommended.
The word after the RP is you. You is not a verb. Therefore, the following sentence is also correct.
I just bought the book you recommended.
4 When the noun is a proper name (and begins with a capital letter), do NOT use that.
Example:
Mount Everest, which is the highest mountain in the world, is very dangerous to climb.
5 Some adjective clauses are necessary in the sentence; some adjective clauses are not necessary, but they are used just to give extra information. When the adjective clause is NOT necessary, use commas. When the adjective clause IS necessary, don’t use commas.
6 In addition, when the adjective clause is not necessary at all (it just adds extra information), that is usually not used.
Example:
New York's Long Island, which is shaped like a fish, has a booming real estate market.
7 Do not include the noun or use a pronoun that refers to the noun you are describing.
Example:
The speech was too long. My friend gave it.
The speech which my friend gave was too long. (no it.)

The Adjective Clause

Recognize an adjective clause when you see one.
An adjective clause—also called an adjectival or relative clause—will meet three requirements:
• First, it will contain a subject and verb.
• Next, it will begin with a relative pronoun [who, whom, whose, that, or which] or a relative adverb [when, where, or why].
• Finally, it will function as an adjective, answering the questions What kind? How many? or Which one?
The adjective clause will follow one of these two patterns:
relative pronoun or adverb + subject + verb
relative pronoun as subject + verb
Here are some examples:
Whose big, brown eyes pleaded for another cookie
Whose = relative pronoun; eyes = subject; pleaded = verb.
Why Fred cannot stand sitting across from his sister Melanie
Why = relative adverb; Fred = subject; can stand = verb [not, an adverb, is not officially part of the verb].
That bounced across the kitchen floor
That = relative pronoun functioning as subject; bounced = verb.
Who hiccupped for seven hours afterward
Who = relative pronoun functioning as subject; hiccupped = verb.
Avoid writing a sentence fragment.
An adjective clause does not express a complete thought, so it cannot stand alone as a sentence. To avoid writing a fragment, you must connect each adjective clause to a main clause. Read the examples below. Notice that the adjective clause follows the word that it describes.
Diane felt manipulated by her beagle Santana, whose big, brown eyes pleaded for another cookie.
Chewing with her mouth open is one reason why Fred cannot stand sitting across from his sister Melanie.
Growling ferociously, Oreo and Skeeter, Madison's two dogs, competed for the hardboiled egg that bounced across the kitchen floor.
Laughter erupted from Annamarie, who hiccupped for seven hours afterward.
Punctuate an adjective clause correctly.
Punctuating adjective clauses can be tricky. For each sentence, you will have to decide if the adjective clause is essential or nonessential and then use commas accordingly.
Essential clauses do not require commas. An adjective clause is essential when you need the information it provides. Look at this example:
The vegetables that people leave uneaten are often the most nutritious.
Vegetables is nonspecific. To know which ones we are talking about, we must have the information in the adjective clause. Thus, the adjective clause is essential and requires no commas.
If, however, we eliminate vegetables and choose a more specific noun instead, the adjective clause becomes nonessential and does require commas to separate it from the rest of the sentence. Read this revision:
Broccoli, which people often leave uneaten, is very nutritious.
Using Relative Pronouns
In each sentence, choose the correct relative pronoun to introduce the adjective clause.

1 The cougar is a member of the cat family ______ grows to around 8 feet in length.

who

which

whom

that

2 The cougar lives in deserts, forests, plains and mountains, but according to scientists ________ have studied the animal, it is becoming endangered in some areas.

who

which

whom

whose

3 The cougar has powerful legs, ________ it uses to climb and to jump into trees.

who

which

whom

whose

4 Cougars sometimes prey on sheep and goats, so they may be killed by the farmers ________ animals they attack.

who

which

whom

whose

5 However, cougars very rarely attack humans, of ________ they are usually afraid.

who

whom

which

that

Non-defining relative clauses
Click on the buttons until you find the correct answer




1 There is a hotel doctor on call,

who will provide emergency medical treatment.

where you can sweat out the dirt from the City.

where you can get your hair done.

where you can keep fit.

who will help you with your paperwork.

2 There is a team of highly qualified secretaries available,

where you can unwind over a few drinks.

where you can sweat out the dirt from the City.

where you can get your hair done.

where you can keep fit.

who will help you with your paperwork.

3 There is 24 hour room service,

where you can get seats for all the hit shows.

who provides a manicure service in your room.

which will take you to and from the airport

which provides an excellent selection of snacks and drinks.

where you can send and receive faxes.

4 There is a typical English pub,

where you can get seats for all the hit shows.

who provides a manicure service in your room.

which will take you to and from the airport

which provides an excellent selection of snacks and drinks.

where you can enjoy a pint of bitter.

5 There is a gymnasium in the basement,

where you can unwind over a few drinks.

where you can sweat out the dirt from the City.

where you can get your hair done.

where you can keep fit.

where you can buy goods at duty free prices.

6 There is a qualified chiropodist available,

where you can get seats for all the hit shows.

who provides a manicure service in your room.

where you can relax over a gourmet meal.

which will clean your clothes overnight.

where you can send and receive faxes.

7 We have a ticket reservation service,

where you can get seats for all the hit shows.

who will look after your small children whilst you go shopping.

where you can relax over a gourmet meal.

which will clean your clothes overnight.

where you can send and receive faxes.

8 There is a top class hairdressing salon on the ground floor,

where you can unwind over a few drinks.

where you can sweat out the dirt from the City.

where you can get your hair done.

which stays open until 4.00 a.m.

where you can buy goods at duty free prices.

9 There is a typical English fish and chip restaurant,

where you can have cod and chips.

who provides a manicure service in your room.

which will take you to and from the airport

which provides an excellent selection of snacks and drinks.

where you can enjoy a pint of bitter.

10 If you have a problem, contact the senior receptionist,

where you can have cod and chips.

who will deal with it as a top priority.

which will take you to and from the airport

which provides an excellent selection of snacks and drinks.

where you can enjoy a pint of bitter.

11 There is a fax machine at the front desk,

where you can unwind over a few drinks.

who will look after your small children whilst you go shopping.

where you can relax over a gourmet meal.

which will clean your clothes overnight.

where you can send and receive faxes.

12 There is a dry-cleaning service available,

where you can unwind over a few drinks.

who will look after your small children whilst you go shopping.

where you can relax over a gourmet meal.

which will clean your clothes overnight.

who will help you with your paperwork.

13 Be sure to speak to our tourist guide,

where you can have cod and chips.

who will deal with it as a top priority.

who will tell you about interesting places to visit.

which provides an excellent selection of snacks and drinks.

where you can enjoy a pint of bitter.

14 There is a sauna in the hotel,

where you can unwind over a few drinks.

where you can sweat out the dirt from the City.

who will tell you about interesting places to visit.

which stays open until 4.00 a.m.

where you can buy goods at duty free prices.

15 There is a night club in the hotel,

where you can unwind over a few drinks.

who will deal with it as a top priority.

who will tell you about interesting places to visit.

which stays open until 4.00 a.m.

where you can buy goods at duty free prices.

16 There is a five-star restaurant,

where you can unwind over a few drinks.

who will look after your small children whilst you go shopping.

where you can relax over a gourmet meal.

where you can keep fit.

who will help you with your paperwork.

17 There is a trained nursery nurse available,

where you can unwind over a few drinks.

who will look after your small children whilst you go shopping.

where you can get your hair done.

where you can keep fit.

who will help you with your paperwork.

18 There is a shuttle bus service,

where you can get seats for all the hit shows.

who provides a manicure service in your room.

which will take you to and from the airport.

which will clean your clothes overnight.

where you can send and receive faxes.

19 For a late drink, come to our night-club,

where you can have cod and chips.

who will deal with it as a top priority.

who will tell you about interesting places to visit.

which stays open until 4.00 a.m.

where you can enjoy a pint of bitter.

20 For that perfect gift, come to our gift shop,

where you can have cod and chips.

who will deal with it as a top priority.

who will tell you about interesting places to visit.

which stays open until 4.00 a.m.

where you can buy goods at duty free prices.

Kamis, 23 Desember 2010

Pronoun

Pronouns
Definition: A pronoun usually refers to something already mentioned in a sentence or piece of text. A pronoun is a word that substitutes a noun or noun phrase used to
prevent repetition of the noun to which they refer. One of the most common pronouns is it.
Rule for Pronouns
A pronoun must agree with the noun it refer. Therefore, if the noun is singular, therefore the pronoun must be singular; if the noun is plural, use a plural pronoun; if the noun is feminine, use a feminine pronoun, and so on.
For example:
• The train was late, it had been delayed.
• The trains were late, they had been delayed.
Types of pronouns
English Pronouns are divided into sub-categories. These are Demonstrative, Personal, Reflexive, Possessive, Interrogative, Negative, Reciprocal, Relative and Quantifier
Type About Example
Personal Pronoun Takes the place of a specific or named person or thing. I, you, he, she, etc..
Reflexive Pronoun Adds information by pointing back to a noun or another pronoun. myself, yourself, etc..
Demonstrative Pronoun Points out a specific person, place, or thing. this, that, these, those
Relative pronoun Begins a subordinate clause and relates the clause to a word in the main clause. who, whose, which, that, etc..
Interrogative Pronoun Is used to ask a question. who, what, where, etc..
Possessive Pronoun Used to substitute a noun and to show possession or ownership. mine, yours, his, etc..
Negative Pronoun nothing, no, nobody, etc..
Reciprocal pronoun Express an interchangeable or mutual action or relationship. each other, one another
Quantifier some, any, something, much, etc.

Demonstrative pronoun
Definition: Demonstrative pronouns are pronouns that point to specific things. "This, that, these, those, none and neither" are Demonstrative Pronouns that substitute nouns when the nouns they replace can be understood from the context. At the same time, to indicate whether they are close or far, in space or time, from the speaker in the moment of speaking. They also indicate whether they are replacing singular or plural words. Some grammars describe them as members of the class of function words called "determiners", since they identify nouns and other nominals.
• "This" (singular) and "These" (plural) refer to an object or person NEAR the speaker.
• "That" (singular) and "Those" (plural) refer to an object or person further AWAY.
For example:
• This is unbelievable.
* In this example, "this" can refer to an object or situation close in space or in time to the speaker.
• That is unbelievable.
* In this example, "that" can refer to an object or situation farther in space or in time to the speaker.
• These are unbelievable.
* In this example, "these" can refer to some objects close in space or in time to the speaker.
• Those are unbelievable.
* In this example, "those" can refer to some objects farther in space or in time to the speaker.
Position
• Before the noun.
• Before the word 'one'.
• Before an adjective + noun.
• Alone when the noun is 'understood'
Examples
• Who owns that house? (distant - physical )
• Is this John's house? (near - physical )
• That's nothing to do with me.. (distant - psychological )
• This is a nice surprise! (near - psychological )

Interrogative Pronoun
Definition: An interrogative pronoun is a pronoun used in order to ask a question. Some of them refer only to people, like "who" and others refer to people and objects, etc like "what". They do not distinguish between singular and plural, so they only have one form. Interrogative pronouns produce information questions that require more than a "yes" or "no" answer.
For example:
• What is her phone number?
• What do you want?
Interrogative pronouns are: What, Which, Who, Whose, Whom. In addition, these pronouns may take the suffixes -ever and -soever.
Forms:
As we can see in the next table, these pronouns could act as a subject, object or possessive in a sentence.
Subject Object Possessive
who whom whose
which
that
WHAT can be used to ask about objects or people.
For example:
• What time is it?
• What is your name?
• What do you want?
WHICH can be used to ask about objects or people.
For example:
• Which chair are you talking about?
• Which jumper do you like?
• Which is your mother?
WHO can be used to ask about people
For example:
• Who are you?
• Which is your mother?
• Who has been sitting in my chair?
WHOSE can be used to ask about a possession relation.
For example:
• Whose is this book?
• Whose car did you drive here?
WHOM can be used to ask about people.It is less usual and more formal than "who"
For example:
• Whom did you phone?
• For whom will you vote?
NOTE: Either "which" or "what" can also be used as an interrogative adjective, and that "who," "whom," or "which" can also be used as a relative pronoun.
For example:
• The man whom she chose will do a wonderful job.
Examples
• Who is in charge?
• Which wants to see the dentist first?
• Who wrote the novel Rockbound?
• Whom do you think we should invite?
• What did she say?

Personal Pronoun
Definition: Personal pronouns refer to the person who is doing the action or to whom the action affects. In that way we distinguish two types of personal pronouns: Personal "Subject Pronouns" and Personal "Object Pronouns".
Personal Pronouns
Subject form Object form
I Me
You You
He him
she her
it it
we us
you you
they them
Personal Subject Pronouns
We use the Personal Subject Pronouns to refer to the person who is doing the action of the verb or the verb speaks about. A subjective personal pronoun indicates that the pronoun is acting as the subject of the sentence.
For example:
• Jhon is listening to music.
=> He listens to music every day.
* In this case, "he" substitutes "Jhon" which is the subject of the sentence.
• Are you the delegates from Malagawatch?
• After many years, they returned to their homeland.
Personal Object Pronouns
We use the Personal Object Pronouns to refer to the person whom the action of the verbs affects. An objective personal pronoun indicates that the pronoun is acting as an object of a verb, compound verb, preposition, or infinitive phrase.
For example:
• Seamus stole the selkie's skin and forced her to live with him.
* The objective personal pronoun "her" is the direct object of the verb "forced" and the objective personal pronoun "him" is the object of the preposition "with."

• Deborah and Roberta will meet us at the newest café in the market.
* Here the objective personal pronoun "us" is the direct object of the compound verb "will meet."

• Christopher was surprised to see her at the drag races.
* Here the objective personal pronoun "her" is the object of the infinitive phrase "to see."

A personal pronoun refers to a specific person or thing and changes its form to indicate person, number, gender, and case.

Possessive Pronoun
Definition: We use the Possessive Pronouns when we want to substitute a group of words that are indicating a possession relation.
Subject Possessive
I Mine
You Yours
He His
She Hers
It Its
We Ours
You Yours
They Theirs
For example:
• This is my book.
* In this example, we can substitute "my book" for the possessive pronoun "mine". => This is mine.

• This is your disk and that's mine.
* Mine substitutes the word disk and shows that it belongs to me.
A possessive pronoun indicates it is acting as a subject complement or a subject of the sentence.
For example:
• The smallest gift is mine.
This is yours.
* Here the possessive pronouns acts as a subject complement.

• His is on the kitchen counter.
Theirs will be delivered tomorrow.
Ours is the green one on the corner.
* Here the possessive pronoun acts as the subject of the sentence.
Note : Possessive pronouns are very similar to possessive adjectives.
For example:
• You can borrow my book as long as you remember that it's not yours.
=> The possessive "my" depends on the noun "book."
=> The possessive "yours" is a pronoun which stands in the place of "your book".

• When you drive to Manitoba, will you take your car or theirs?
=> The possessive "your" depends on the noun "car."
=> The possessive pronoun, "theirs," stands in the place of the noun phrase, "their car."

Relative Pronoun
Definition: We use the relative pronouns to refer to a noun mentioned before and of which we are adding more information. They are used to join two or more sentences and forming in that way what we call "relative sentences".
Relative pronouns
Who, Whom, That, Which
whoever, whomever, whichever
For example:
• People who speak two languages are called bilingual.
* In this example, the relative "who" introduces the relative sentence "speak two languages" that describes or gives more information about the noun "people".
Relative pronouns: Subject or Object
As the relative pronouns relate to another noun preceding it in the sentence, they connect a dependent clause to an antecedent (a noun that precedes the pronoun.) Therefore, relative pronouns acts as the subject or object of the dependent clause.
For example:
• The chef who won the competition studied in Paris.
* Here, "who" relates back to (or is relative to) the noun "Chef". "Who" also acts as the subject of the dependent clause and the verb "won".
=> The dependent clause: who won the competition.
=> The independent clause: The chef studied in Paris.

• The shirt that Carl bought has a stain on the pocket.
* Here, "that" relates back to (or is relative to) the noun "shirt". "That" is also the object of the verb "bought".
=> The dependent clause is: that Carl bought.
=> The independent clause: The shirt has a stain on the pocket.
Referring to people: Who, Whom, Whoever, Whomever
These pronouns take a different case depending on whether the relative pronoun is a subject or an object in the dependent clause.
1. Subjective case
Use the subjective case when these relative pronouns are the subject (initiating the action) of the dependent clause: Who, Whoever
For example:
 Negotiations were not going smoothly between the two leaders, who made no bones about not liking each other.
* "Who" relates back to the noun "leaders" and is the subject of the dependent clause and the verb "made".
 Most workers, whoever was not employed by the auto manufacturer, toiled at one of the millions of little minnow companies.
* "Whoever" relates back to the noun "workers" and is the subject of the dependent clause and the verb "was employed".
2. Objective case
Use the objective case when these relative pronouns are the object (receiving the action) of the dependent clause: Whom, Whomever
For example:
 This is the approach taken by journalists, whom some consider to be objective.
* "Whom" relates back to the noun "journalists" and is the object of the verb "consider". The subject of the dependent clause is "some".

 The three representatives, whomever the committee chooses, should be at the meeting tomorrow.
* "Whomever" relates back to the noun representatives and is the object of the verb "chooses". The subject of the dependent clause is "Committee".
Referring to a place, thing or idea: Which, That
When using relative pronouns for places, things or ideas, rather than determining case, the writer must decide whether the information in the dependent clause is essential to the meaning of the independent clause or simply additional information.
When information is critical to the understanding of the main clause, use That as the appropriate relative pronoun and do not set the information off by commas.
For example:
• Russian generals have delivered a message that is difficult to ignore.
* "That" relates back to the noun "message" and is necessary for the reader to know what "message" the sentence is about.

• There is another factor that obviously boosts the reputation of both of these men.
* "That" relates back to the noun "factor" and is necessary for the reader to know what "factor" the sentence is about.
When information is not critical to the understanding of the main clause, use "Which" as the appropriate relative pronoun and set the information off by commas.
For example:
• The toughest intramural fight of all for Clinton was the North American Free Trade Agreement, which he undertook a full year before the 1994 election.
* "Which" relates back to the noun "agreement" and the information following it is not necessary for the reader to know what "agreement" the sentence is about.

• Clinton refused to head toward the center on affirmative action and abortion, which are the two most sacred issues to the traditional liberal wing of the party.
* "Wich" relates back to the noun "affirmative action and abortion" and the information following it is not necessary for the reader to know what "affirmative action and abortion" the sentence is about.
When referring to more than one place, thing or idea use these relative pronouns: Whatever, Whichever
For example:
• The three approaches, whichever works is fine, produce a more ambiguous picture of a man.
* "Whichever" relates to the noun "approaches" and the information contained within the commas is additional, not critical information.

• Any excessive profits, whatever exceeded accepted limits, would attract the notice of representatives.
* "Whatever" relates to the noun "profits" and the information contained within the commas is additional, not critical information.

Reflexive Pronoun
Definition: We use the reflexive pronouns to indicate that the person who realizes the action of the verb is the same person who receives the action. Reflexive pronouns are identical in form to intensive pronouns.
Subject Reflexive
Singular I
You
He
She
It myself
yourself
himself
herself
itself
Plural We
You
They ourselves
yourselves
themselves
For example:
• I cut my hair myself.
* In this example "I" does the action of cutting the hair and at the same time "I" gets the action of the hair being cut.

• We defended ourselves brilliantly.
* In this example the reflexive pronoun "ourselves" refers back to the subject of the sentence.

• John talks to himself when he is nervous.
* In this example "Himself" refers to John.
Reflexive pronouns always act as objects not subjects, and they require an interaction between the subject and an object.
For example:
• Because she was not hungry when the cake was served, Ellen saved herself a piece.
* In the independent clause, "Ellen" is the subject and "herself" is a reflexive pronoun acting as the indirect object. This sentence is grammatically correct.

• Jhon and myself are going to the movie.
* In this sentence, "Jhon" and "myself" are the subjects. Reflexive pronouns cannot be subjects. This sentence is grammatically incorrect.
Care must be taken to identify whether the noun is singular or plural and choose the pronoun accordingly.
For example:
• Nor is she shy about giving herself credit for it.
• We gave ourselves a second chance to complete the course.
• Did they lock themselves out of the house again?
• Give yourselves a pat on the back for a job well done.
Note: The reflexive pronoun can also be used to give more emphasis to the subject or object (intensive pronoun).
For example:
• I did it myself.
* I want to emphasise the fact that I did it.
Examples:
• He washed himself.
• She looked at herself in the mirror.
• Diabetics give themselves insulin shots several times a day.
• After the party, I asked myself why I had faxed invitations to everyone in my office building.
• Richard usually remembered to send a copy of his e-mail to himself.

Reciprocal pronoun
Definition: We use the reciprocal pronouns to indicate that two people can carry out an action and get the consequences of that action at the same time. There are two reciprocal pronouns:
Reciprocal pronouns
each other
one another
They enable you to simplify sentences where the same general idea is expressed two or more times.
For example:
• On their wedding day Jhon gave Mary a gold ring and Mary gave Jhon a gold ring.
* Using the reciprocal pronoun, "each other", this could be rewritten:
=> On their wedding day Mary and Jhon gave each other gold rings.

• Peter and Mary kissed each other.
* In this example "each other" indicates that both people involved in the action of "kissing" got the result, kisses, at the same time.
If you need to refer to more than two people, say the students in a classroom, then we could use the reciprocal pronoun, "one another".
For example:
• The students in this classroom cooperate with one another.
• The teachers gathered to congratulate one another on the year's conclusion.

If Clause

IF Clause
IF Clause Type 1
if + Simple Present, will-Future
Example: If I find her address, I will send her an invitation.
The main clause can also be at the beginning of the sentence. In this case, don't use a comma.
Example: I will send her an invitation if I find her address.
Note: Main clause and / or if clause might be negative. See Simple Present und will-Future on how to form negative sentences.
Example: If I don’t see him this afternoon, I will phone him in the evening.
Use
Conditional Sentences Type I refer to the future. An action in the future will only happen if a certain condition is fulfilled by that time. We don't know for sure whether the condition actually will be fulfilled or not, but the conditions seems rather realistic – so we think it is likely to happen.
Example: If I find her address, I’ll send her an invitation.
I want to send an invitation to a friend. I just have to find her address. I am quite sure, however, that I will find it.
Example: If John has the money, he will buy a Ferrari.
I know John very well and I know that he earns a lot of money and that he loves Ferraris. So I think it is very likely that sooner or later he will have the money to buy a Ferrari.
Exercises on Conditional Sentences Type 1
Some friends are planning a party. Everybody wants to party, but nobody's really keen on preparing and organising the party. So everybody comes up with a few conditions, just to make sure that the others will also do something.
Complete the Conditional Sentences Type I.
1. If Caroline and Sue the salad, Phil the house.
2. If Sue the onions for the salad, Caroline the mushrooms.
3. Jane the sitting room if Aaron and Tim the furniture.
4. If Bob up the kitchen, Anita the toilet.
5. Elaine the drinks if somebody her carry the bottles.
6. If Alan and Rebecca the food, Mary and Conor the sandwiches.
7. If Bob after the barbecue, Sue the guests in.
8. Frank the DJ if the others along their CDs.
9. Alan the drinks if Jane him some of her cocktail recipes.
10. If they all their best, the party great.

Exercises on Conditional Sentences Type 1
Complete the Conditional Sentences (Type I) by putting the verbs into the correct form.
1. If you (send) this letter now, she (receive) it tomorrow.
2. If I (do) this test, I (improve) my English.
3. If I (find) your ring, I (give) it back to you.
4. Peggy (go) shopping if she (have) time in the afternoon.
5. Simon (go) to London next week if he (get) a cheap flight.
6. If her boyfriend (phone / not) today, she (leave) him.
7. If they (study / not) harder, they (pass / not) the exam.
8. If it (rain) tomorrow, I (have to / not) water the plants.
9. You (be able/ not) to sleep if you (watch) this scary film.
10. Susan (can / move / not) into the new house if it (be / not) ready on time.


IF Clause Type 2
if + Simple Past, main clause with Conditional I (= would + Infinitive)
Example: If I found her address, I would send her an invitation.
The main clause can also be at the beginning of the sentence. In this case, don't use a comma.
Example: I would send her an invitation if I found her address.
Note: Main clause and / or if clause might be negative. See Simple Past und Conditional I on how to form negative sentences.
Example: If I had a lot of money, I wouldn’t stay here.
Were instead of Was
In IF Clauses Type II, we usually use ‚were‘ – even if the pronoun is I, he, she or it –.
Example: If I were you, I would not do this.
Use
Conditional Sentences Type II refer to situations in the present. An action could happen if the present situation were different. I don't really expect the situation to change, however. I just imagine „what would happen if …“
Example: If I found her address, I would send her an invitation.
I would like to send an invitation to a friend. I have looked everywhere for her address, but I cannot find it. So now I think it is rather unlikely that I will eventually find her address.
Example: If John had the money, he would buy a Ferrari.
I know John very well and I know that he doesn't have much money, but he loves Ferraris. He would like to own a Ferrari (in his dreams). But I think it is very unlikely that he will have the money to buy one in the near future.
Exercise on Conditional Sentences Type 2
Janine is a daydreamer. She imagines what would happen if she won the lottery.
Complete the Conditional Sentences Type II.
1. If I the lottery, I a chance to hit the jackpot.
2. If I the jackpot, I rich.
3. If I rich, my life completely.
4. I a lonely island, if I a nice one.
5. If I a lonely island, I a huge house by the beach.
6. I all my friends if I a house by the beach.
7. I my friends up in my yacht if they to spend their holidays on my island.
8. We great parties if my friends to my island.
9. If we to go shopping in a big city, we a helicopter.
10. But if my friends' holidays over, I very lonely on my lonely island.
Exercise on Conditional Sentences Type 2
Complete the Conditional Sentences (Type II) by putting the verbs into the correct form. Use conditional I with would in the main clause.
1. If we (have) a yacht, we (sail) the seven seas.
2. If he (have) more time, he (learn) karate.
3. If they (tell) their father, he (be) very angry.
4. She (spend) a year in the USA if it (be) easier to get a green card.
5. If I (live) on a lonely island, I (run) around naked all day.
6. We (help) you if we (know) how.
7. My brother (buy) a sports car if he (have) the money.
8. If I (feel) better, I (go) to the cinema with you.
9. If you (go) by bike more often, you (be / not) so flabby.
10. She (not / talk) to you if she (be) mad at you.

IF Clause Type 3
if + Past Perfect, main clause with Conditional II
Example: If I had found her address, I would have sent her an invitation.
The main clause can also be at the beginning of the sentence. In this case, don't use a comma.
Example: I would have sent her an invitation if I had found her address.
Note: Main clause and / or if clause might be negative. See Past Perfect and Conditional II on how to form negative sentences.
Example: If I hadn’t studied, I wouldn’t have passed my exams.
Use
Conditional Sentences Type III refer to situations in the past. An action could have happened in the past if a certain condition had been fulfilled. Things were different then, however. We just imagine, what would have happened if the situation had been fulfilled.
Example: If I had found her address, I would have sent her an invitation.
Sometime in the past, I wanted to send an invitation to a friend. I didn't find her address, however. So in the end I didn't send her an invitation.
Example: If John had had the money, he would have bought a Ferrari.
I knew John very well and I know that he never had much money, but he loved Ferraris. He would have loved to own a Ferrari, but he never had the money to buy one.
Exercise on Conditional Sentences Type 3
What a match – your favourite team has lost again! So after the game, the supporters discuss what could have been different.
Complete the Conditional Sentences Type III.
1. If the midfielders the ball more exactly, our team more chances to attack.
2. If the forwards faster, they more goals.
3. Their motivation if they a goal during the first half.
4. The fullbacks one or the other goal if they their opponents.
5. If the goalie up, he the ball.
6. If the referee the foul, he a penalty kick to our team.
7. Our team in better form if they harder the weeks before.
8. The game better if the trainer a substitute in during the second half.
9. If it a home game, our team the match.
10. If our team the match, they up in the league.
Exercise on Conditional Sentences Type 3
Complete the Conditional Sentences (Type III) by putting the verbs into the correct form. Use conditional II with would in the main clause.
1. If you (study) for the test, you (pass) it.
2. If you (ask) me, I (help) you.
3. If we (go) to the cinema, we (see) my friend Jacob.
4. If you (speak) English, she (understand) .
5. If they (listen) to me, we (be) home earlier.
6. I (write) you a postcard if I (have) your address.
7. If I (not / break) my leg, I (take part) in the contest.
8. If it (not/ start) to rain, we (walk) to the museum.
9. We (swim) in the sea if there (not / be) so many sharks there.
10. If she (take) the bus, she (not / arrive) on time.
Exceptions for Conditional Sentences
So far you have only learned the basic rules for Conditional Sentences. It depends on the context, however, which tense to use. So sometimes it's possible for example that in an IF Clause Type I another tense than Simple Present is used, e.g. Present Progressive or Present Perfect.
Conditional Sentences Type I (likely)
Condition refers to: IF Clause Main Clause
future action Simple Present If the book is interesting, … Future I …I will buy it.
Imperative …buy it.
Modal Auxiliary …you can buy it.
action going on now Present Progressive If he is snoring, … Future I …I will wake him up.
Imperative …wake him up.
Modal Auxiliary …you can wake him up.
finished action Present Perfect If he has moved into his new flat, … Future I …we will visit him.
Imperative …visit him.
Modal Auxiliary …we can visit him.
improbable action should + Infinitive If she should win this race, … Future I …I will congratulate her.
Imperative …congratulate her.
Modal Auxiliary …we can congratulate her.
present facts Simple Present If he gets what he wants, … Simple Present …he is very nice.
Conditional Sentences Type II (unlikely)
Condition refers to: IF Clause Main Clause
present / future event Simple Past If I had a lot of money, … Conditional I …I would travel around the world.
consequence in the past Simple Past If I knew him, … Conditional II …I would have said hello.
Conditional Sentences Type II (impossible)
Condition refers to: IF Clause Main Clause
present Past Perfect If I had known it, … Conditional I …I would not be here now.
past Past Perfect If he had learned for the test, … Conditional II …he would not have failed it.
Exercise on Exceptions (Conditional Sentences with different Tenses)
Exercise on Conditional Sentences with Auxiliaries
Complete the conditional sentences (type I). Remember to use the auxiliary verbs.
1. If it doesn't rain, we (can / go) swimming tomorrow.
2. If you train hard, you (might / win) first prize.
3. If we go to Canada next year, we (can / improve) our English.
4. I (may / go) to the disco in the evening if I do the washing-up now.
5. If we go on holiday next week, I (not / can / play) tennis with you.
6. If you see Gareth tomorrow, you (should / tell) him that you love him.
7. If my parents go shopping in the afternoon, I (must / look) after my little sister.
8. He (must / be) a good drummer if he plays in a band.
9. If you are listening to the radio after 10 pm, you (should / turn) the volume down.
10. If you like that shirt, you (can / have) it.
Exercise on Exceptions (Conditional Sentences with different Tenses)
Conditional Sentences Type I
Complete the Conditional Sentences Type I according to the information in brackets.
1. If we (visit - fact) our grandparents, we always (go - fact) to the restaurant in their street.
2. If my sister (speak - action going on now) on the phone, I (call - future) you later on.
3. You (go / can) outside if you (do - completed action) your homework.
4. If we (get - future action) the loan, our house (build - future action / passive voice) this autumn.
5. I always (ask - fact) my mother if I (know / not - fact) what to do.
Exercise on Exceptions (Conditional Sentences with different Tenses)

Conditional Sentences Type II
Study the following situations. In every sentence, the 'if' clause expresses a general situation in the present (Type II). Decide, however, whether the consequences refer to the present (Conditional I) or past (Conditional II).
1. I am trying to reach Sue on the phone now, but I'm afraid she is not there because …
If she (be) at the office, she (answer) the phone.
2. A couple of minutes ago, I tried to reach Sue on the phone, but I'm afraid she is not there because …
If she (be) at the office, she (answer) the phone.
3. I want to ring a friend now, but I don't know his phone number.
If I (know) his phone number, I (ring) him.
4. A week ago, I wanted to ring a friend, but I don't know his phone number.
If I (know) his phone number, I (ring) him.
5. A friend tells me what she is planning to do. I don't think what she is planning is a good idea.
If I (be) you, I (do / not) this.
6. A friend tells me what she did. I don't think what she did was a good idea.
If I (be) you, I (do / not) this.
7. Somebody tells me that Sarah is on holiday in Italy at the moment. This cannot be true because I'm seeing her in town tonight.
If Sarah (be) in Italy, I (see / not) her in town tonight.
8. Somebody tells me that Sarah is on holiday in Italy at the moment. This cannot be true because I saw her in town last night.
If Sarah (be) in Italy, I (see / not) her in town last night.
9. My brother feels like he is getting the flu. I tell him …
You (get / not) the flu if you (eat) more fruit.
10. A few weeks ago, my brother had the flu. I tell him …
You (get / not) the flu if you (eat) more fruit.
Exercise on Exceptions (Conditional Sentences with different Tenses)
Conditional Sentences Type III
Study the following situations. In every sentence, the 'if' clause expresses a situation in the past (Type III). Decide, however, whether the consequences refer to the present (Conditional I) or past (Conditional II).
1. It didn't rain yesterday. So I had to water the plants yesterday.
If it (rain) yesterday, I (water / not) the plants.
2. It didn't rain yesterday. So I am watering the plants now.
If it (rain) yesterday, I (water / not) the plants now.
3. I went to bed late last night. So I am still tired now.
If I (go) to bed earlier yesterday, I (feel / not) so tired now.
4. I went to bed late last Tuesday. So I was very tired the following day.
If I (go) to bed earlier that Tuesday, I (feel / not) that tired the following day.
5. After a night out, I want to drive home now. I haven't drunk any alcohol.
If I (drink) alcohol, I (drive / not) .
6. After a night out last weekend, I drove home. I hadn't drunk any alcohol.
If I (drink) alcohol, I (drive / not) .
7. We won the match last week. So when we came home, we looked really happy.
We (look / not) that happy if we (win / not) the match.
8. We've just won a match. So we look really happy now.
We (look / not) that happy if we (win / not) the match.
9. My daughter is blamed for having done something. She tells me now that she didn't do it. I believe her.
She (tell) me if she (do) it.
10. Last year, my daughter was blamed for having done something. She told me that she hadn't done it. I believed her.
She (tell) me if she (do) it.
Exercise “The Cat and the Mouse” – Part 1
Complete the conditional sentences (type I, II and III)
1. Once upon a time the cat bit the mouse's tail off. “Give me back my tail,” said the mouse. And the cat said, “Well, I (give) you back your tail if you fetched me some milk. But that's impossible to do for a little mouse like you.”
2. The mouse, however, went to the cow. “The cat (give / only) me back my tail if I fetch her some milk.”
3. And the cow said, “Well, I would give you milk if you (get) me some hay. But that's impossible to do for a little mouse like you.”
4. The mouse, however, went to the farmer. “The cat will only give me back my tail if the cow (give) me some milk. And the cow (only / give) me milk if I get her some hay.”
5. And the farmer said, “Well, I would give you hay if you (bring) me some meat. But that's impossible to do for a little mouse like you.”
6. The mouse, however, went to the butcher. “The cat will only give me back my tail if the cow (give) me milk. And the cow will only give me milk if she (get) some hay. And the farmer (only / give) me hay if I get him some meat.”
7. And the butcher said, “Well, I would give you meat if you (make) the baker bake me a bread. But that's impossible to do for a little mouse like you.”

English Test on Conditional Sentences Type 1, 2 and 3
Test your knowledge on Conditional Sentences. After submitting your answers, you will see how well you have done in the test.
Conditional Sentences Type I
Complete the Conditional Sentences Type I.
• If you (go) out with your friends tonight, I (watch) the football match on TV.
• I (earn) a lot of money if I (get) that job.
• If she (hurry / not) , we (miss) the bus.
Conditional Sentences Type II
Complete the Conditional Sentences Type II.
• If he (try) harder, he (reach) his goals.
• I (buy) these shoes if they (fit) .
• It (surprise / not) me if he (know / not) the answer.
Conditional Sentences Type III
Complete the Conditional Sentences Type III.
• If we (listen) to the radio, we (hear) the news.
• If you (switch) on the lights, you (fall / not) over the chair.
• She (come) to our party if she (be / not) on holiday.
Conditional Sentences Type I, II or III
Complete the Conditional Sentences with the correct form (Type I, II or III).
• If I stronger, I'd help you carry the piano.
• If we'd seen you, we .
• If we him tomorrow, we'll say hello.
• He would have repaired the car himself if he the tools.
• If you drop the vase, it .
• If I hadn't studied, I the exam.
• I wouldn't go to school by bus if I a driving licence.
• If she him every day, she'd be lovesick.
• I to London if I don't get a cheap flight.
• We'd be stupid if we him about our secret.

Rabu, 22 Desember 2010

Making Robot as easy as 123

A robot is a virtual or mechanical artificial agent. In practice, it is usually an electro-mechanical machine which is guided by computer or electronic programming, and is thus able to do tasks on its own. Making robot, for common people it is a difficult and complicated things to do but not for my students. They were able to make robot in a few minutes. They did it in Science Center Singapore. This activity was very enjoyable for them. They created their own robot and then they competed with others to find out the quickest and the smartest robot.

The Students of SMAN 1 PATI Searching a Deoxyribonucleic acid (DNA) at Science Center Singapore

The participants of Youth Science Jamboree had a good workshop. That was searching a Deoxyribonucleic acid (DNA). DNA is the genetic material that stores information to determine what you look like and how your body functions. Just like barcodes that identify different product in a store, sequences of DNA taken from any person also have unique pattern.
My students acted as a great scientists searching DNA in Forensic Science. They had a great experiences in handling experiments with complete and expensive tools, such as micropipettes to measure very small volumes of liquid in microlitres. Besides that they also used Agarose Gel Electrophoresis.

Walkang Walking to Singapore with My Beloved Students


It was Monday evening, there were many people in our school. Most of them would like to say good bye to their children who would like to join Youth Science Jambore in Singapore. There were 22 students. We took a small bus to Juanda Airport. The way to Surabaya is like Roll coaster, that was why we arrived at Juanda 3.30. It took 7 hours.
We flew to Changi Airport with China Airlines. They served delicious food, nice smile and many films. I watched "Eat Love and Pray" Julia Roberts' film. 2 hours in a plane was too short for us. Then ..................

Rabu, 20 Januari 2010

All in one 'TEXT TYPE'

Macam-macam GENRE

1. Teks Descriptive: Teks yang mendeskripsikan benda, orang, tempat, secara spesifik.
Generic Structure nya: Identification - Description
Identification berisi: Identifikasi tentang topik yang akan dideskripsikan, misalnya: I have many pets, but my favourite one is a cat.
Description berisi: deskripsi rinci tentang bagian - bagiannya, misalnya tentang physical appearance (ciri - ciri fisik), sifat - sifatnya (characteristics)dll.
Contoh judul teks deskriptif: “My Cat”, “My House”, dll.

Hi friends! This is my friend Miranda. She comes from Sulawesi. She was born in Makasar on June 12, 1980. her hobbies are singing and swimming. She also likes planting flowers very much. She lives at 12 Jalan Jaya. She lives together with her parents and two sisters. They are Mr. and Mrs Yudhatama, Sherina and Tiara.

Miranda studies at SMP 7. Her older sister is in the first year of SMA, and Tiara is still in SD. They all love one another.

Thanksgiving day is a day for giving thanks to God for the blessing during the year. It\\\'s celebrated once a year. It\\\'s always on the fourth Thursday. The holiday is celebrated in the United States and Canada. On this day, people give thanks by feasting and praying. Thanksgiving day is usually family day. Family enjoy the big dinners and joinous reounion. The tables are crowded with delicious food to eat. American visit their family on thanksgiving day. They visit their grand mothers, grand fathers, aunts and uncles. American usually eat turkey on thanksgiving day. They also eat mashed potatoes, cranberry saved, squash and pumpkin pie. Million of American visit their relatives on thanksgiving day. They go by car, bus, train and plane.

ISSIS is Javanese word meaning ‘coolâ. So, besides the food, ISSIS Cafà offers a spacious, fully air-conditioned, cozy place. Located at Jl. Cilacap No. 8, Jakarta Pusat, ISSIS Café is famous for its European food, especially steak, barbecue ribs, salad, and soup. You might find this kind of food anywhere else, but there is no other place that offers great meals at better prices than ISSIS Café. You can enjoy a delicious imported sirloin steak for only Rp. 25,000 and ice cappuccino for only Rp. 5,500. There is also a salad bar with eight different vegetables. You can make your own salad which you can eat as much as you like, for only Rp. 12,000. The customers are mostly college students, office workers, and families.

2. Teks Procedure: Teks yang menjelaskan atau memberi petunjuk cara/langkah – langkah membuat atau melakukan sesuatu.
Generic Structure: Aim/Goal - Materials/Tools - Steps/Methods
Aim/Goal, misalnya: How to make Brownies Cake.
Materials berisi: bahan - bahan dan atau alat - alat untuk membuat Brownies tersebut.
Note: Materials are not required for all Procedure text
Steps/Methods berisi: langkah - langkah membuat Brownies
Contoh Teks Procedure: “How to make fried rice”, “How to insert SIM Card into Handphone”, dll.

How to make Lemonade

Ingredients:

For each glass use:

- 2 tablespoons of lemon juice.

- 2 tablespoons of sugar.

- 1 glass of water

Methods:

1. Slice a lemon in half and squeeze the juice into a cup.

2. Take out the seeds.

3. Pour two tablespoons of juice into glass.

4. Add sugar

5. Add water and stir well

6. Taste the lemonade. You may want to add more sugar or more lemon to make it taste just right

7. Put it in ice cubes. A drop of red food coloring will make pink lemonade

atau :

HOW TO MAKE PEANUT CRUNCH



What you’ll need :

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1 cup of peanuts

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3 cups of brown sugar

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2 tablespoons of vinegar

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1 cup of water

What to do :

Place the sugar, water and vinegar into a large saucepan.

Stir slowly over a low heat until the sugar is disolved

Add peanuts , increase the heat and allow to boil

Remove from the heat when the nuts have craked and the mixture appears golden brown

Allow bubbles to settle

Spoon into small paper patty cases or pour the mixture into a flat greased pan and mark into bite-size pieces.



Makes enough Peanut Crunch for six people


3. Teks Narrative: Teks yang berisi tentang sebuah cerita atau dongeng dan di dalamnya terdapat konflik/puncak masalah yang diikuti dengan penyelesaian.
‘Its function is to amuse, entertain and to deal with actual or vicarious experience in different ways; And narratives deal with problematic events which lead to a crisis or turning point of some kind, which in turn finds a resolution’.

Generic Structure: Orientation - Complication - Resolution
Orientation berisi: Pengenalan tokoh, tempat dan waktu terjadinya cerita.
Complication berisi: Puncak masalah/konflik dalam cerita
Resolution: Pemecahan masalah.
Contoh teks Narrative: “Snow Maiden”, “Cinderella”, “The Legend of Banyuwangi”, dll.
The Boy who cried “Wolf”

There was once a shepherd-boy who kept his flock at a little distance from the village. Once he thought he would play a trick on the villagers and have some fun at their expense. So he ran toward the village crying out, with all his might,--

"Wolf! Wolf! Come and help! The wolves are at my lambs!"

The kind villagers left their work and ran to the field to help him. But when they got there the boy laughed at them for their pains; there was no wolf there.

Still another day the boy tried the same trick, and the villagers came running to help and got laughed at again. Then one day a wolf did break into the fold and began killing the lambs. In great fright, the boy ran for help. "Wolf! Wolf!" he screamed. "There is a wolf in the flock! Help!"

The villagers heard him, but they thought it was another mean trick; no one paid the least attention, or went near him. And the shepherd-boy lost all his sheep.

Moral value:

That is the kind of thing that happens to people who lie: even when they tell the truth no one believes them.

Atau :

Once there were two him thin goats. Both of them were hungry. They were tied together with a brown rope. They wanted to eat the green leaves from two separated bushes. One bush was on the left. The other bush was on the right.

The goats thought they could do everything on their own. The first goat wanted to go to the bush on the left, but the second goat wanted to go to the bush on the right. However, the rope was short. They tried but they could not reach they bushes. They were sad.

Then, the goats decided to work together. First, they are the leaves of the bush on the right. Then, ate the leaves on the left. The leaves were delicious. They were happy.


4. Teks Recount: Teks yang berisi kejadian/ pengalaman di waktu lampau.
Its function is to retell events for the purpose of informing or entertaining

Generic Structure: Orientation - Even(s)
Orientation berisi: Pengenalan tokoh, tempat dan waktu.
Event (s) berisi: Kejadian/Peristiwa - peristiwa yang terjadi.
Re-orientation(Optional/Tidak harus ada): Ungkapan pribadi penulis atau penutup dari cerita.
Contoh Teks Recount: “My Unforgetable Experience”, The School Excursion”, dll.
CLASS PICNIC

Last Friday our school went to Centennial Park for a picnic

First our teachers marked the rolls and the we got on the buses. On the buses, everyone was chatting and eating. When we arrived at the park, some students played cricket, some played cards but others went for a walk with the teachers. At lunchtime, we sat together and had our picnic. Finally, at two o’clock we left for school.

We had a great day.

Atau :

An Excursion to the Botanical Garden

On Thursday 24 April we went to the Botanical Garden. We walked down and boarded the bus.

After we arrived at the garden, we walked down to the Education Centre. The third grade students went to have alook around. First, we went to the first farm and Mrs. James read us some information. Then, we looked at all the lovely plants. After that we went down to a little spot on the Botanical Garden and had a morning tea break.

Next, we did sketching and then we met the fourth grade students at the Education Centre to have lunch. Soon after that, it was time for us to go and make our terrariums while the fourth year students went to have a walk.

A lady took us into a special room and introduced herself. Then she explained what we were going to do. Next, she took us to a pyramid terrarium. It was really interesting.

After we had finished, we met the fourth grade students outside the gardens. Then we reboarded the bus and returned to school.

5. Teks Report: Teks yang isinya menyampaikan informasi tentang sesuatu, apa adanya, sebagai hasil pengamatan sistematis atau analisis. Yang dideskripsikan dapat meliputi gajala alam, lingkungan, benda buatan manusia, atau gejala- gejala sosial. Deskripsi sebuah teks report dapat berupa simpulan umum misalnya tentang rumah sederhana dengan mendekripsikan ciri-ciri subyek tersebut sehingga layak dikategorikan rumah sederhana.
Generic Structure: General Classification - Description
General Classification berisi: Klasifikasi suatu fenomena (binatang, public places, tanaman, dll) yang akan didiskusikan/ dilaporkan secara umum .
Description berisi: Gambaran dari fenomena yang akan didiskusikan seperti bagian – bagiannya, kebiasaan atau tingkah laku jika benda hidup, kegunaannya jika non natural.
Contoh Teks Report: “Plants”, “Hospitals”, “Whales”, dll.
The heart is the most important part of the body. It is the center of life. However, the heart is only as big as a closed hand.

The heart is a muscle and it beats about seventy times per minute throughthout a person’s life.

The heart pumps blood from your heart to all parts of your body. The heart is made up of four chambers or small “rooms”. The top chamber are called the right and left auriclesand the botttom chambers are the right and left ventricles.

When blood enters the heart. It is in dark reddish color because it countains carbon dioxide. The blood enters the right auricle and then the right ventricle. When the heart contracts, it forces the blood to the lungs where the blood receives oxygen. It then goes to the left auricle. The heart contracts again, and the blood goes to the left ventricle and is then forced out into the body. The blood gathers carbon dioxide and returns to the heart, and the process begins again.

1. The purpose of Report is to describe things in general.
2. The Generic structure: General Classification (Pernyataan umum yang menerangkan subjek laporan, keterangan, dan klasifikasinya)

3. The tense used is Present tense.
Catatan:
Dilihat dari definisi Teks Report yaitu menyampaikan informasi tentang sesuatu, apa adanya, sebagai hasil pengamatan sistematis atau analisis, maka sebelum Anda menulis teks Report, Anda harus melakukan pengamatan sistematis. Yang Anda deskripsikan bisa meliputi gejala alam, lingkungan, benda buatan manusia, atau gejala- gejala sosial. Deskripsi sebuah teks report dapat berupa simpulan umum misalnya tentang rumah sederhana dengan mendekripsikan ciri-ciri subyek tersebut sehingga layak dikategorikan rumah sederhana, dsb.

Ciri Kebahasaan dalam teks Report:

-general nouns, seperti ‘Reptiles in Comodo Insland’.
-relating verbs untuk menjelaskan ciri, misalnya reptiles are scaly animals (ciri ini berlaku untuk semua reptilia).
-action verbs dalam mejelaskan perilaku, misalnya lizards cannot fly.
-present tense untuk menyatakan suatu yang umum, misalnya Komodo dragons usually weight more than 160 kg.
-istilah teknis, misalnya water contains oxygen and hydrogen.
-paragraf dengan topik sentence untuk menyusun sejumlah informasi.

Contoh Teks REPORT:

Goannas

General Classification:

Goannas are large Australian lizards which belong to the reptile family.

Description:

Goannas are yellowish-brown in colour and grow to about a metre in length.

They live in burrows and eat insects, lizards, mice, eggs, and flesh of dead animals.

To breed, the female goanna lays about six eggs in a termite mound.

Australia

Australia is a large continent. It has six states and two territories.

The capital city of Australia is Canberra. It is in the Australian Capital Territory.

The population of Australia is about 20 million. The first inhabitants to live in Australia were Aboriginal people. After that people came from all over the world. The main language is English, however many other languages are spoken.

There are many plants and animals that are only found in Australia, e.g. kangaroos, platypuses, gum trees and Waratahs.

The main products and industries are wool, minerals, oil, coal, cereals and meat.

Some famous landmarks are the Harbour Bridge, the Opera House and Uluru (Ayers Rock).

Drugs

General Classification:

Drugs are chemical substances. There are three different types of drugs: stimulants, depressants and hallucinogens.

Descriptions:

Stimulants speed up the central nervous system. They increase heart rate, blood pressure and breathing. Examples are caffeine, nicotine, amphetamines, ecstasy and cocaine.

Depressants slow down the central nervous system. They decrease heart and breathing rates. Alcohol, heroin and analgesics are common examples of these types of drugs.

Hallucinogens change mood, thought and senses. LSD is the most well-known example of this type of drug.

Ini adalah contoh teks Report tentang tumbuh - tumbuhan:

Plants

Plants are living beings. They need food, water and air for survival.

Plants derive their food from the earth and the air. If you look at their roots, you will find that ends of these roots are like fine fibers. We call them root-hairs. They absorb water and minerals, then transport them upwards to the leaves through the trunk and the branches. It is the leaves which prepare the food.

The green material, chlorophyll, prepares the food like a machine. It converts the carbon dioxide taken from the air and water from the ground into sugar with the help of sunlight. This chemical reaction is called photosynthes. In fact, the chlorophyll takes energy from the sunlight and uses it to synthesize the hydrogen from water and carbon from carbon dioxide for making sugar. This reaction also gives out oxygen and water which are excreted by the leaves.


6. Discussion : Teks yang mengetengahkan suatu masalah (isu) yang ditinjau paling tidak dari 2 (dua) sudut pandang, sebelum sampai pada suatu kesimpulan atau rekomendasi.
Ciri Kebahasaan: menyatakan kategori, misalnya uniforms, alcohol, dsb, relating verbs untuk memberi informasi tentang isu yang didiskusikan, misalnya smoking is harmful, dsb. thinking verbs untuk mengungkapkan pandangan pribadi penulis, misalnya feel, believe, hope, dsb. additives, contrastives dan causal connectives untuk menghubungkan argumen, misalnya similarly, on the hand, however, dsb. detailed noun groups untuk memberikan informasi secara padu, misalnya the dumping of unwanted kittens, dsb. modalities, seperti perhaps, must, should, should have been, could be, dsb. adverbials of maner, misalnya deliberately, hopefully, dsb
Contoh teks Discussion: Gene Splicing
Issue: Genetic research has produced both exciting and frightening possibilities. Scientist are now able to create new forms of life in the laboratory due to the development
Arguments for
Points” On the one hand, the ability to create life in laboratory could greatly benefit mankind.
Elaboration:
For example, beacuse it is very expensive to obtain insulin from natural resources, scientist have developed a method to manufacture it inexpensively.
Points:
Another benficial application of genre spicing in agriculture
Elaboration :
Scientist foresee the day when new plants will be developed using nitrogen from the air instead of from fertilizer. Therefore food production could be increased. In addition, entirely new plants could be developed to feed the world’s hungry people.

7. Explanation: Teks yang menceritakan proses – proses yang terjadi dalam pembentukan atau kegiatan yang terkait dengan fenomena alam, dunia ilmiah, sosial-budaya, atau lainnya yang bertujuan.
Generic Structure: A general statement to position the reader. A sequenced explanation of why or how something occurs.
Ciri Kebahasaan: simple action verbs; abstract nouns, misalnya word chopping, earthquakes; noun phrase, conjunctions of time dan cause; passive voice; present tense; abstract nouns, misalnya the temperature; misalnya the large cloud; kalimat pasif bahasa teksni; complex sentences; adverbial phrases.
Contoh Teks Explanation: “How a Spider's Web forms”
“How a Spider's Web forms”

A Spider web looks delicate but it is very strong. It can hold 4000 times a spider’s weight. But how does it form.
First the spider spins a thread of silk. The thread gets blown over to a branch by the wind. Then she makes another two threads and makes a Y shape. Next she makes more threads and they look like spokes off a wheel. Then the spider goes in a spiral, out and back in, sits in the middle and waits for food.
This is how a web is formed.

8. Analytical Exposition: Teks yang memaparkan dan mempengaruhi audience (pendengar atau pembaca) bahwa ada masalah.

Analitycal, the purpose is to pursuade the reader or listener that something is the case.
Generic Structure: Thesis – Arguments – Reiteration
Ciri Kebahasaan: Abstract nouns, nouns, misalnya car, pollution, leaded petrol car, dsb. Technical verbs, misalnya species of misalnya policy, government, dsb. Action verbs, Relating verbs, misalnya It is important, dsb. animals, dsb. Thinking verbs, misalnya Many people believe, dsb misalnya She must save, dsb. Modal verbs, misalnya we must preserve, dsb. Bahasa: Connectives, misalnya firstly, secondly,dsb. certainly, dsb. Evaluatif, misalnya important, valuable, trustworthy, dsb. Kalimat pasif .

SHOULD CHILDREN WEAR HATS AT SCHOOL?

(Statement of position):

I believe that you should always wear a hat at school when you are playing outside , to stop you from getting sunburn.

(Argument 1):

Firstly, if you don’t wear a hat, you will get sunburn ant the sunburn is painful.

(Argument 2):

Secondly, sunburn could lead to skin cancer. Sunburn can lead to health problems later in life. Many older people suffer from skin cancer which can kill them.

(Reinforcement of position statement):

In my opinion all school students should wear hats.

I. Thesis:
In Australia there are three levels of government, the federal government, state government and local government. All of these levels of government are necessary. This is so for a number of reasons.
Argument 1:
First, the federal givernment is necessary for the big things. They keep the economy in order and look after things like defence.
Argument 2
Similarity, the state governments look after the middle sized things. For example they look after law and order, preventing things like vandalism in schools.
Argument 3:
Finally, local governments look after the small things. They look after things like collecting rubish, otherwise everyone would have disease.
Conclusion:
Thus, for the reasons above we can conclude that the three levels of government are necessary.
II. SHOULD MUSIC BE COMPULSORY IN JUNIOR HIGH SCHOOL?
(Statement of position):
I believe that music should be compulsory in Junior High School. Firstly, everyone likes music of some kind. Music is enjoyable.
(Argument 1):
Secondly, the music industry is very popular in our society and the music industry is a very big one. It is important to know something about it.
(Argument 2):
Thirdly, learning to play music and to play an instrument helps you with other subjects. Studies have shown this. Playing an instrument is interesting and enjoyable. Also, songs tell stories, help us with English and make us happy.
(Reinforcement of position statement):
In conclusion, for the above reasons, I believe that music should be compulsory inh Junior High School.

9. Hortatory Exposition :

Hortatory, the purpose is to persuade the reader or the listener that something should or should not be the case
Generic Structure: Thesis – Argument(s) – Recomendation
Ciri Kebahasaan: Abstract nouns, misalnya policy, ke pembicara / penulis yang mengangkat isu. Relating, Technical verbs, misalnya species of animals, dsb, government, dsb. Action verbs, Modal verbs, Thinking verbs, misalnya I believe, dsb. Modal adverbs, misalnya certainly, dsb. Simple present tense , Connectives, misalnya firstly, secondly, dsb Bahasa evaluatif, misalnya important, valuable, trustworthy, dsb. Kalimat pasif.
Ex.:

Have your say!

Each month in Have your say! We ask you to tell us what you think on an important science and technology issue. This month's issue is: Should we be spending millions on the search for Extraterrestrial Intelligence (SETI)? We had a terrific response, with readers divided equally on the question. Have you made up your mind yet?

I definitely believe that we should be spending millions looking for extraterrestrials. I know some people think it is a waste of money because there are many things on your own planet we could spend the money on, but I do not think that this stop our quest for knowledge. Here are my arguments.

Firstly, if there is another kind of form out there, we need to know about it. Imagine what would happen if aliens just suddenly arrived on Earth and we were not prepared for them. It would be a disaster, even if they did not mean to hurt us. the film E. T: The Extra-Terrestrial shows how things could go wrong. The only way to be prepared for contact with aliens is to find them first.

secondly, if we find life on another planet it might help the human species survive. For example, if Earth becomes impossible to live on because of global warming, the hole in th ozone layer or some other environmental problem, we might be able to go to that planet to live.

Thirdly, finding life on another planet might make humans behave better. It might make us be nicer to each other because we would see we were all part of the one specie. We would also have to stop believing that the universe was ours, and that might make us take better care of our own planet.

To sum up, I think we should spend as much money as we can on searching for extraterrestrial for the good of all human. Beside, I think there must be something out there and I would really like to know what it is and where it is. Wouldn't you?

Into the Mouth of Babes
We are writing to you because we are concerned about the way food is being advertised to children.
What we eat now affects our health in years to come. Bad dietary habits start while we are very young. For this reason, your government support health education that encourages a balanced healthy diet. Australians are encouraged to get the bulk of their nutrients from fresh fruits, vegetables, and wholegrain cereals, a lesser amount from foods high in fat, salt and sugar.
TV advertising to children presents a completely different message. Nearly 80% of food advertising pushes fatty snacks or sweets - the very foods that should be eaten least. To make matter worse, these ads take up much of the advertising time. This must be stopped.
TV advertising is powerful and influential. Parents, however strong-willed, find it hard to resit pressures created by this advertising. Children are least able to understand the tricks of the advertising industry.
For the hours when children are the main audience, TV advertising of foods must be made to reinforce, not undermine, the message about a balanced diet. We appeal to you, as Prime Minister, to take the lead in calling together the advertisers, TV networks, consumers and public health bodies to decide how this is to be done.

Perbedaan hortatory Exp.dan spoof sangat jelas bahwa hortatory exp. digunakan untuk menyampaikan paparan tentang suatu topik. Tujuannya untuk mempengaruhi pembaca untuk tidak mempermasalahkan topik tersebut atau justru mengarahkan pembaca untuk mempermasalahkan topik yang sedang dibicarakan.

10. Spoof

Spoof is like a narrative, but the ending is usually funny.

Generic structure spoof :

Orientation -event(s)-twist.

contoh Spoof
One day, two villagers went to Jakarta. They went to the biggest mall and saw shiny silver walls that could open and move apart and back together. They were amazed when an old lady rolled in to the small room and the doors closed. A minute later, the doors opened and a young beautiful lady stepped out. The father said to his son, "Go, get your mother now."

The ending of the story is funny because they thought that the doors can change an old lady into a young beautiful lady. Whereas the doors were actually elevator doors

11. News Item
Purpose: To inform readers, listeners or viewers about events of the day which are considered newsworthy or important.
Kebahasaan:
- Use of Material Processes to retell the event.
- Use of projeting verbal Processes in Sources stage.
- Focus on Circumtances (ex: mostly within Quslifiers).
Struktur Teks: Sumber belakang: elaborasi kejadian, orang yang terlibat, tempat kejadian dsb. informasi: komentar saksi kejadian, pendapat para ahli, dsb.

Russian Nuclear Catastrophe
Moscow-A Russian journalist has uncovered evidence of another Soviet nuclear catastrophe, which killed 10 sailors and contaminated an entire town.
Yelena Vazrshavskya is the first journalist to speak to people who witnessed the explosion of a nuclear submarine at the naval base of Shkotovo-22 near Vladivostock.
The accident, which occurred 13 months before the Chernobly disaster, spread radioactive fall-out over the base and nearby town, but was covered up by officials of the Soviet Union. Residents were told the explosion in the reactor of the Victor class sub marine during a refit had been a \'thermal\' and not a nuclear explosion. And those involved in the clean-up operation to remove more than 600 tons of contaminated materials were sworn to secrecy. A board of investigators was later to describe it as the worst accident in the history of the Soviet Navy.

12. Anecdote:
Tujuan Komunikatif: Menceritakan insiden seperti peristiwa lucu atau tidak lazim baik berdasarkan khayalan atau kejadian nyata yang bertujuan menghibur.

Generic Structure dari Anecdote: Abstract - Orientation - Crisis – Incident

Abstract
How would you like to find a snake in your bath?
A nasty one too!

Orientation
We had just moved into a new house, which had been empty for so long that everything was in a terrible mess. Anna an I decide we would clean the bath first, so we set to, and turned on the tap.
Crisis
Suddenly to my horror, a snakes head appeared in the plug-hole. Then out slithered the rest of his long thin body. He twisted and turned on the slippery bottom of the bath, spitting and hissing at us.
Incident
For an instant I stood there quite paralysed. Then I yelled for my husband,who luckily came running and killed the snake with the handle of a broom. Anna, who was only three at the time, was quite interested in the whole business. Indeed i had to pull her out of the way or shed probably have learnt over the bath to get a better look!
Ex:
Al Brown was very good at fixing things around the house when they broke. one day, he went to another city to do some work there, and his wife was alone in the house. While Mr. Brown was away, one of the faucets on the bathtub broke. Mrs. Brown didn\'t know much about fixing broken faucets, so she telephoned a plumber.
The plumber came to the house that afternoon and fixed the faucets in a few minutes. When he finished, he gave Mrs. Brown his bill for the work.
She looked at it for several seconds and then said, \"Your prices are very high, aren\'t they? Do you know, the doctor costs less than this when he comes to the house?\"
\"Yes, I know\", answered the plumber. \"I know that very well, because I was a doctor until I was lucky enough to find this job a few months ago.\"
-->The social function of Review is to critique an art work, event for a public audience.
-->The social function of News Item is to inform readers, listeners or viewers about events of the day which are considered newsworthy or important.
-->The social function of Anecdote is to share with others an of an unusual or amusing incident.

13. REVIEW:
Tujuan Komunikatifnya: Melakukan kritik terhadap peristiwa atau karya seni untuk pembaca atau pendengar khalayak ramai.
Jenis Review meliputi: film, pertunjukan, buku, dll.
Struktur Teksnya:
Orientation - Interpretive recount/Tafsir - Evaluasi 1- Evaluasi 2, dsb. - Rangkuman.
Sudut pandangnya terfokus pada partisipan
Ciri Kebahasaan: adjectives menunjukkan sikap, seperti bad,good, dll; Menggunakan: metafor tertentu; klausa yg digunakan panjang dan kompleks;
CONTOH TEKS:
Orientation
Since the first production of ‘Private Lives’ in 1930,with the theatre’s two leading sphisticates Noel Coward and Gertrude Lawrence in the leads, the play has tended to be seen as vehicle of stars
QUT Academy of the Arts’ production boastedno’stars’, but certainly fielded potential stars in a sparkling performance that brought out just how fine a piece of craftmanship Coward’s play is. Evaluation
More than 60 years later, what new could be deduced from so familiar a theme ? Director Rod Wissler’s highly perceptive approach went beyond the glittery suface of Witty banter to the darker implications beneath
Interpretative Recount
With the shifting of attitudes to social values, it became clear that Victor and Sybyl were potentially the more admireable of the couples, with standards better adjusted than the volatile and self indulgent Elyot and Amanda. Evaluation
The wit was there, dexteously ping-ponged to and fro by a vibrant Amanda (Catherine Jones) and a suave Elyot (Daniel Kealy)
Evaluation
Julie’s Eckersley’s Sibyl was a delightful creation, and Phillip Cameron-Smith’s more serious playing was just right for Victor. Jodie Levesconte was a superb French maid. James Maclean’s set captured the Thirties atmosphere with many subtle.
Evaluative Summation
All involved deserve the highest praise.

Orientation
Since the first production of ‘Private Lives’ in 1930,with the theatre’s two leading sphisticates Noel Coward and Gertrude Lawrence in the leads, the play has tended to be seen as vehicle of stars
QUT Academy of the Arts’ production boastedno’stars’, but certainly fielded potential stars in a sparkling performance that brought out just how fine a piece of craftmanship Coward’s play is. Evaluation
More than 60 years later, what new could be deduced from so familiar a theme ? Director Rod Wissler’s highly perceptive approach went beyond the glittery suface of Witty banter to the darker implications beneath
Interpretative Recount
With the shifting of attitudes to social values, it became clear that Victor and Sybyl were potentially the more admireable of the couples, with standards better adjusted than the volatile and self indulgent Elyot and Amanda. Evaluation
The wit was there, dexteously ping-ponged to and fro by a vibrant Amanda (Catherine Jones) and a suave Elyot (Daniel Kealy)
Evaluation
Julie’s Eckersley’s Sibyl was a delightful creation, and Phillip Cameron-Smith’s more serious playing was just right for Victor. Jodie Levesconte was a superb French maid. James Maclean’s set captured the Thirties atmosphere with many subtle.
Evaluative Summation
All involved deserve the highest praise.

Contoh teks Review
Harry Potter and the Chamber of Secrets
The book takes place in modern times, in England. The main character is Harry Potter. Harry Potter is a wizard. He goes to a school for witches and wizards, called Hogwarts.
It is Harry\'s second year at Hogwarts and he and his two best friends, Hermione Granger and Ron Weasley are having a great time learning magic. There is a new professor, Gilderoy Lockhart who all the witches are crazy about. Professor Lockhart keeps nagging Harry, because the professor thinks that Harry tries to get attention to be famous. While all the witches at school love the new professor, all of the wizards think he is a big joke.
After a month of school at Hogwarts, strange attack begin to happen. First, the caretaker’s cat, Mrs. Norris, has been found, not dead, but petrified. Not only was Filch’s cat attacked, but some of the Muggle-born students at Hogwarts have been found petrified, also. Naturally, all of the students are frightened at this, but they become even more scared when the next victim to be found petrified is the Gryffindor ghost, Nearly Headless Nick.
What kind of monster is powerful enough to kill someone who is already dead? Who will be the next victim of the monster at Hogwarts? Will the victims ever be revived? To find out you must read Harry Potter and the Chamber of Secrets. I have to say that the story was bright, fast-paced. Intriguing, and ultimately satisfying.
I like this book because it kept me wanting to read the next page, and the next, and so on. The book is definitely a page-turner. I recommend this book to nine years old and over.

Recount VS Narrative: Keduanya memakai simple past tense,yg membedakan utk recount akan ada series of events saja yg berupa urutan kegiatan yg dilakukan,sementara dlm narrative yg ada complication dimana disana ada konflik antar tokoh dlm cerita.
Description VS Report: Description menggambarkan deskripsi suatu benda,binatang,orang atau tempat secara spesifik,sedangkan report menggambarkan deskripsi benda,binatang,barang atau orang secara umum, contoh text descriptive " My cat" "Mount Merapi" etc,sedangkan contoh text report "Cat", " Mountain".
Description VS Exposition : keduanya mendiskripsikan sesuatu. perbedaan scr umum unk exposition deskripsinya sangat detail dimana poin-poin yg dideskripsikan dikupas tuntas dlm paragraf per paragraf setelah Identification.
Report VS News Item : Report menggambarkan sesuatu sesuai pandangan umum,sementara News Item informasi yg diberikan lebih singkat namun bermakna ( short but meaningful )
Discussion VS Argument : discussion selalu diawali dengan topik yg kita diskusikan diikuti dengan alasan-alasan yg mendukung,Argument diawali dengan opini penulis baru diikuti alasan-alasan yg mendukung.