Kamis, 30 September 2010

How To Make A Business Letter

Business Letter is one of the formal letters commonly used for typical, employment-related and business proposal purposes. These format has a simple guidelines and easy to make variations to write letter as fast and easy while delivering sufficient words in a perfectly way without confusing the reader.

The Business Letter is one of the most commonly used formats for writing a typical, employment-related and business proposal issues. Some of the letters are disorganized and confusing to read. This full block business letter features a formal component and the variations are commonly customized. The words in here are sufficient and the communication will deliver a perfect way.

Here are the guidelines on how to write and compose a simple and easy yet understandable letters that brings adequate words in a comprehensive way without confusing the recipients.

The First Heading must be containing your name, address, phone, date today, email address and a reference line.

The Reference Line must have a recipient's request information, job reference and invoice number.

The Certified Mail is often not in used to some but if you want to have at least, you may include if it is an airmail, special delivery or certified mail.

The Second Heading must have the name and address of the person or company to whom you will send your letter. Four lines are the standard lines to complete your second heading.
he Attention Line contains the name of the person whom you are sending the letter.

The Salutation Line shows respect to the name of the recipients. The most ordinary and common salutations are

• Ladies
• Gentlemen
• Dear Sir
• Madam
• To Whom It May Concern

The Subject Line is a concise topic involving your purpose in writing a letter. It may be a Resignation Letter

• Letter of Reference
• Letter of Inquiry
• Completion Letter
• Proposal Letter
• Complaint Letter

The Body of The First Paragraph states the main point of the letter. Begin with a friendly and nice opening. Then, quickly translate into the purpose of the letter. Use two couple of sentences to make clear and explain your purposes but never go into the detail because it's too early to relate the main idea.

Begin the Second Paragraph stating a support idea to justify your purpose. These may contain the form of background information, statistics and first hand accounts. A few short paragraphs are enough to support your reasoning.

In the Closing Paragraph, restate your purpose and site why it is important. Think about closing with gratitude for your informational purposes.

The Complimentary Close includes a degree or tone of formality. Such as:

• Respectfully your - for very formal type of letter
• Very Truly Yours - for polite and neutral kind
• Sincerely - for less formal and typical type
• Cordially - friendly but informal arrangement type of a letter

The Signature Block is exactly your name. Sign it below your name.

Here are the tips in writing a formal letter

1. Don't ever type the brackets. The brackets should have a component text indicated as replacement.

2. Keep your letters in one page. Type page 2 texts if you have a continued pages.

3. Make a space between lines so your letter won't look overcrowded and untidy.

4. Have the same goes margins. For short letter, you may have one and one-half inch. For Longer letters that are standard should have a one-inch margin. If there a letterhead, the positions of the words are determines the top margin.

5. Don't leave space if you don't type the more formal components.

6. Pick a good quality of paper because this may represents the value of your personality.


fox fell into a well and couldn’t get out. By and by a thirsty goat came along. Seeing the fox in the well it asked if the water was good. “Good”, said the fox “It’s the best water I’ve tasted in all my life. Come down and try it yourself.”
The goat was thirsty so he got into the well. When he had drunk enough, he looked around but there was no way to get out. Then the fox said, “I have a good idea. You stand on your hind legs and put your forelegs against the side of the well. Then I’ll climb on your back, from there. I’ll step on your horns, and I can get out. And when I’m out, I’ll help you out of the well.”
The goat did as he was asked and the fox got on his back and climbed out of the well. Then he coolly walked away. The goat called out loudly after him and reminded him of his promise to help him out. The fox merely turned to him and said; “If you only had thought carefully about getting out, you wouldn’t have jumped into the well.”
The goat felt very sad. He called out loudly. An old man walking nearby heard him and put a plank into the well. The goat got out and thanked the old man.

Golden Eggs

Long time ago a remote village, in central China was inhabited mainly with farmers and hunters.
One day, a poor farmer lost his entire livestock to flood. He prayed hard to God for help or his family would die of starvation.
Few days later, an old man with long grey beard, passed by his house took pity on him. He gave him a goose and said “ I don’t have any expensive thing to give you and hope this goose will help you to ease your hardship.”
A week later to almost surprise the farmer found and egg in his yard. This was no ordinary egg. It was a golden egg. He was suddenly overcome with joy.
Thereafter, his livelihood had rapidly improved but the farmer had forgotten his earlier hardship. He became lazy, arrogant and spendthrift.
Strangely, the goose only laid one golden egg every six months. The greedy farmer lost his patient and slaughtered his goose thinking there were plenty of golden eggs inside its stomach.
Though he very much regretted for his foolishness, it’s already too late.

narrative

One day a monkey wanted to cross a river. He saw a crocodile in the river, so he asked the crocodile to take him across the other side. The crocodile told the monkey to jump on its back. Then the crocodile swam down the river.
Now, the crocodile was very hungry, so when it was in the middle of the river, it stopped and said to the monkey, ”Monkey, my father is very sick. He must eat the heart of the monkey. Then he will be strong again.”
The monkey thought for a while. Then he told the crocodile to swim back to the river bank.
“What’s for?” asked the crocodile.
“Because I didn’t bring my heart with me,” said the monkey. “I left it under the tree, near some coconuts.”
So, the crocodile turned around and swam back to the bank of the river. As soon as they reached the river bank, the monkey jumped off the crocodile’s back and climbed up to the top of a tree.
“Where is your heart?” asked the crocodile.
“You are foolish,” the monkey said to the crocodile. “Now I am free and you have nothing.”
The monkey told the crocodile not to try to fool him again. The crocodile swam away, hungry.

Rabu, 29 September 2010

Simple Present Tense

VERBAL

Positive

S + V1 + O

Example:
I read magazine.
You eat bread.
We sing a song.
They play card.
He swims.
She cries.
It runs.
Luna types a message.

Negative

S + do/does + not + V1 + O

Example:
I do not read magazine.
You do not eat bread.
We do not sing a song.
They do not play card.
He does not swim.
She does not cry.
It does not run.
Luna types a message.

Granting Request (Memenuhi Permintaan)

Ayo kita praktikkan dialog di bawah ini!

Ayu : Will you tell me about it?
Palupi : Sure, I will.
Ayu : Let’s try to make lepat sometimes.
Palupi : OK.

Sure, I will dan OK adalah ekspresi-ekspresi untuk memenuhi permintaan.
Berikut ini adalah contoh ekspresi-ekspresi yang bisa Anda gunakan:
• Alright.
• Certainly.
• Right away.
• Of course.

IMPERSONAL IT

Kata “it” berarti “itu” atau “nya” kalau diletakkan di tengah atau di akhir kalimat.
Contoh:
Amir has a new dress. He bought it in Bandung.
Amir mempunyai baju baru. Ia membelinya di Bandung
Tetapi kalau letaknya di pangkal kalimat boleh berarti “itu” atau tidak mempunyai arti apa-apa.
Dari ketentuan yang berlaku dalam tata bahasa Inggris bahwa tiap-tiap kalimat harus ada subjek dan predikat dan tiap predikat harus dimulai dengan “verb”, kalau tidak ada verb maka am, are, is dan be boleh menjadi wakil verb. Begitu juga dengan subjek, kalau tidak ada subjek dalam kalimat itu, maka kata “it” boleh dipakai untuk menggantikannya. Misalkan kita akan mengucapkan bagus, tidak boleh mengucapkan good saja, tetapi harus it is good atau it’s good.

Contoh:
It is good. Bagus atau itu bagus
It is not good. Tidak bagus atau itu tidak bagus
It is raining. Hujan atau hari hujan

class discussions

Discussions offer students a chance to express opinions and exchange information safely within the classroom. Talking about sexuality with students can be challenging because it is a subject that touches on our privacy and our vulnerability.
 

ADVANTAGES OF CLASSROOM DISCUSSION

  • Helps build a positive classroom climate.
  • Leads to student interest in sexual health.
  • Results in students feeling more positive about themselves and the learning environment.

 PROCEDURE

 1. Set up an atmosphere ensuring sensitivity during the activity.
  • Ensure ground rules that ensure respectful interactions during discussions are in place.
  • Introduce a topic for discussion that centers on material familiar to the students. Defining terms is an important first step.
 2.  Hold the discussion.
  • Encourage students to participate in the discussion by asking questions, making suggestions and expressing ideas.
  • Probe, prompt and redirect students to enhance the discussion.
 3.  Conclude the discussion.
  • Find consensus, a solution, clarification of insights gained, or a summary (preferably one provided by the students).

TIPS

  • Introduce facts and refute inaccuracies and myths.
  • Be consistent with conventions such as hand raising and listening to the speaker. Some teachers find it helpful to use an object such as a talking stick.
  • Maintain students' integrity. Do not pressure students by implying they should know more than they already do. Respect what they do know, and expand upon that knowledge.
  • Use "wait time", the pause between asking a question and soliciting a response, to increase participation and improve the quality of student responses.
  • Use open-ended questions to encourage higher level thinking.
  • Remain conscious of your own values and reactions during the discussion. The teacher must model sensitivity and respect.

Verbs 2

Verbs (kata kerja) adalah kata yang menunjukkan nama perbuatan yang dilakukan oleh subyek, namun mungkin juga untuk menunjukkan keadaan. Verbs biasanya menjadi Predikat dari suatu kalimat.

Contoh:
  • Henry comes from London.
  • My brother studies in America.
  • She is very beautiful.
  • They are diligent.

Macam-macam Kata Kerja
1. Finite Verb (Kata Kerja Biasa)

Ciri-ciri Kata Kerja Jenis ini adalah sebagai berikut:
  • Bila dipakai dalam kalimat tanya dan negative perlu memakai kata kerja bantu do, does atau did.
  • Bentuknya dapat berubah-ubah oleh tense.
  • Biasanya mempunyai bentuk-bentuk:
  • Infinitive
  • Present Participle
  • Gerund
  • Past Tense
  • Present Tense
  • Past Participle
Contoh:
  • Ms. Anne reads a novel. (Infinitive)
  • Ms. Anne is reading a novel. (Present Participle)
  • Does Ms. Anne read a novel?
  • Ms. Anne read a novel. (Past Tense)
  • Ms. Anne has read a novel. (Past Participle)
2. Auxiliary Verbs (Kata Kerja Bantu)

Yaitu kata kerja yang digunakan bersama-sama dengan kata kerja lain untuk menyatakan tindakan atau keadaan, atau berfungsi untuk melengkapi fungsi gramatikal.

Kata Kerja Auxiliary adalah:
  • Was, were
  • Do, does, did
  • Has, have, had
  • Can, could
  • May, might
  • Will, would
  • Shall, should
  • Must
  • Ought to
  • Had better
  • Need, Dare (Dapat juga berfungsi sebagai Kata Kerja Biasa)
3. Linking Verbs (Kata Kerja Penghubung)

Yaitu kata kerja yang berfungsi menghubungkan antara subject dengan complement-nya. Kata yang dihubungkan dengan subject tersebut dinamakan subject complement. Jika kata Kerja Penghubung tersebut kita gantikan dengan be (am, is, are, was, dll.), maka maknanya tidak berubah.

Linking Verbs yang umum adalah:
  • be (am, is, are, was, dll.)
  • look
  • stay
  • appear
  • become        
  • remain
  • taste
  • feel    
  • seem  
  • smell
  • grow  
  • sound
Contoh:
  • The actress is beautiful.
  • Alex looks serious. (= Alex is serious).
  • The cakes smell delicious (=the cakes are delicious).
4. Transitive Verbs (Kata Kerja Yang Membutuhkan Objek)

Yaitu kata kerja yang memerlukan object untuk menyempurnakan arti kalimat atau melengkapi makna kalimat.

Kata kerja Transitive diantaranya adalah: Drink, watch, read, fill, open, close, dll

Contoh:
  • He watches the film. (Kalimat ini tidak akan lengkap, jika "the film" kita hilangkan. Orang lain akan bertanya-tanya - menonton apa?, maka watch (menonton) membutuhkan object agar makna kalimat tersebut dapat dipahami).
  • The man cuts the tree.
5. Intransitive Verbs (Kata Kerja Yang Tidak Membutuhkan Objek)

Yaitu adalah kata kerja yang tidak memerlukan obyek, karena sudah dapat dipahami dengan sempurna makna kalimat tersebut.

Kata-kata kerja yang termasuk Intransitive verbs diantaranya adalah: Shine, come, sit, boil, sleep, fall, cry, dll.

Contoh:
  • The baby cries.
  • My mother is sleeping.
  • The water boils.
Catatan:
  • Ada juga beberapa kata kerja yang dapat berfungsi sebagai transitive maupun intransitive verbs.
Contoh:
  • He drops his bottles. (transitif)
  • The rain drops from the sky. (intransitif)
  • The contestants still misunderstood then. (transitif)
  • The contestants still misunderstood. (intransitif)
  • They grow the rubber trees. (transitif)
  • Rice grows in the fertile soil. (intransitif)
Ada beberapa verb intransitive yang memakai Objective Noun yang mempunyai satu kesatuan makna dengan kata kerjanya. Objeknya disebut Cognate Object.

Contoh:
  • He played the fool.                  (Dia bermain gila-gilaan).
  • He laughs a hard laugh.            (Dia tertawa lebar).
  • He slept a sound sleep.            (Dia tidur nyenyak).
  • He died a miserable death.        (
Ada beberapa verb transitive dan intransitive walaupun sudah mempunyai object tetapi artinya belum sempuma sebelum ditambah kata-kata lain.

Kata Kerja jenis ini diantaranya adalah: make, name, call, find, declare, suppose, consider, bring, give, appoint, seen, hear, dll.

Contoh:
  • I will make you happy.
  • I appoint him to be my assistant.
Ada juga kata kerja yang mempunyai pola sebagai berikut:
  • Kata Kerja + Preposition + Object
  • Kata Kerja + Preposition + Kata Kerja-ing
Contoh:
  • We talked about the problem.
  • She felt sorry for coming late.
Kata-kata kerja untuk pola kedua diantaranya adalah: succeed in, think about/of, dream of, dream about, approve of, look forward to, insist on, decide against, angry with, sorry for, thanks for, dll.

Ada juga Kata Kerja tertentu yang mempunyai pola sebagai berikut:
  • Kata Kerja + Object + Preposition + Kata Kerja-ing
Contoh:
  • They accused me of telling lies.
  • Do you suspect the man of being a spy?
  • I congratulated Bob on passing the exam.
  • What prevented him from coming to the party?
  • I thanked her for being so helpful.
6. Regular & Irregular Verbs

Regular Verb
adalah kata kerja yang dapat berubah-ubah sesuai dengan bentuk tense; dan perubahan bentuk kata kerja itu secara teratur.

Contoh perubahan Kata Kerja jenis ini adalah:
  • Call - called - called
  • Admit - admitted - admitted
  • Submit - submitted - submitted
  • Invite - invited - invited
Irregular Verb adalah kata kerja yang mempunyai fungsi sama dengan regular verb, tetapi perubahan bentuk kata kerja ini secara tidak teratur.

Contoh perubahan kata kerja jenis ini adalah:
  • Read - Read - Read
  • Come - came - come
  • Begin - began - begun
  • Sleep - slept - slept

Verb

a verb, from the Latin verbum meaning word, is a word (part of speech) that conveys action (bring, read, walk, run, learn), or a state of being (exist, stand). In most languages, verbs are inflected (modified in form) to encode tense, aspect, mood and voice. A verb may also agree with the person, gender, and/or number of some of its arguments, such as its subject, or object

Verbal noun and verbal adjective

Most languages have a number of verbal nouns that describe the action of the verb. In Indo-European languages, there are several kinds of verbal nouns, including gerunds, infinitives, and supines. English has gerunds, such as seeing, and infinitives such as to see; they both can function as nouns; seeing is believing is roughly equivalent in meaning with to see is to believe. These terms are sometimes applied to verbal nouns of non-Indo-European languages.
In the Indo-European languages, verbal adjectives are generally called participles. English has an active participle, also called a present participle; and a passive participle, also called a past participle. The active participle of break is breaking, and the passive participle is broken. When used adjectivally, the active participle describes nouns that perform the action given in the verb, e.g. I heard the sound of breaking glass. The passive participle describes nouns that have been the object of the action of the verb, e.g. I saw the broken glass scattered across the floor.
Other languages have attributive verb forms with tense and aspect. This is especially common among verb-final languages, where attributive verb phrases act as relative clauses.

Computational verb

Computational verbs are abstraction of verbs in natural languages, they are mainly used by man-made machines, e.g., digital computers. They are used to model the actions or processes represented by the verbs in natural languages into mathematical formula via qualitative analysis of dynamic systems. There are only two most basic computational verbs known as BE and BECOME. All other computational verbs can be built based on these two computational verb. BE is a limit of BECOME with respect to time
.

Grammar Focus conditional sentences

The Zero Conditional (Type 0)

The zero conditional is a structure used for talking about general truths, or scientific facts -- things which always happen under certain conditions.

A zero conditional sentence consists of two clauses, an "if" clause and a main clause (note that most zero conditional sentences will mean the same thing if "when" is used instead of "if"). For example:
If the "if" clause comes first, a comma is usually used. If the "if" clause comes second, there is no need for a comma.
The simple present tense is the tense use in both clauses. Examples:
If you cross an international date line, the time changes.
Phosphorus burns if you expose it to air.

2. First Conditional (Type I)

The first conditional (also called conditional type 1) is a structure used for talking about possibilities in the present or in the future.Type 1: if + present + future.
Example:
If I have the money, I will buy this car.
If it's sunny, we'll go to the park.
Peter will be sad if Susan leaves.
If you cook dinner, I'll wash the dishes.
Among other variations the structure if + present + present is also possible. It is used when the results are habitual or automatic. Example: If a commodity is in short, supply prices tend to rise.

3. Second Conditional (Type II)

The second conditional (also called conditional type 2) is a structure used for talking about unreal situations in the present or in the future.Type 2: if + past + conditional
Example:
If I had the money, I would buy this car. (Since I do not have the money I cannot buy any new car). The action in type 2 is characterized by unreality.
If I were you, I would drive more carefully in the rain.
If dogs had wings, they would be able to fly.
Paula would be sad if Jan left.
Third Conditional (Type III)

The third conditional (also called conditional type 3) is a structure used for talking about unreal situations in the past. In other words, it is used to talk about things which DID NOT HAPPEN in the past. Type 3: if + past perfect + perfect conditional
Full form : If I had studied harder, I probably would have passed the exam.
Contracted form :If I'd studied harder, I probably would've passed the exam.
Example:
If I had had the money, I would have bought this Audi. (But I did not have it, and so did not buy).
If you had driven more carefully, you would not have had an accident. (You had an accident because you didn't drive carefully enough.)
If we had played a little better, we could have won the game.(We didn't play well, so we lost the game.)
The action in type 3 is characterized by impossibility.

While type 1 and type 2 focus on the present or future, the time in type 3 is the past and signifies a completed action in the past. The condition, therefore, cannot be fulfilled because the action in the if-clause did not happen.
Summary


IF-CLAUSE
RESULT CLAUSE
Explanation
simple present verb
simple present verb if-clause uses simple present
result clause uses simple present
If it rains,
If it gets cold enough,
If I don't do my homework,
my car window leaks.
water becomes ice.
I learn nothing.
<-expresses an established or predictable fact, or it expresses a general truth
If Marie doesn't eat dinner,
If I exercise,
she gets hungry at midnight.
I look great!
<-expresses a habitual situation or a habitual activity.
If someone calls,
take a message please. <-gives a command
simple present verb
modal + simple present verb if-clause uses simple present
result clause uses modal + verb
If it rains,
my window might leak. <-expresses a fact 
If the phone rings,
I will answer it. <-expresses a future situation
If the weather is sunny,
we can go to the beach Sunday. <-expresses a future activity

 

5. Wish Sentences

The verb wish expresses a desire for a situation that does not exist right now in the present. A wish is a desire to change a real situation into an unreal one. The unreal situation is expressed in the simple past. For example:
I wish I lived in a house. I live in an apartment.
Wish sentences often express regret about a situation that you would like to change e.g.
A:Can you help me? B: No, I'm sorry. I wish I could, but I have an appointment.

In order to express future actions that you want to happen , you use would e.g.
I wish the bus would come. I'm cold.
I wish you'd have a car to take me to the beach.
I wish I were thin.
I wish I hadn't said that. (If fact, I said it)

Conditional Sentences


BENTUK UMUM :

MAIN CLAUSE + IF CLAUSE

DI MANA :

Main clause selalu mempunyai modal auxiliary
If clause
selalu berupa : simple present, simple past, atau past perfect

1. conditional sentences type 1 : true in the present or future

S + MODAL V1 + V1 . . IF + S + V1 ATAU TO BE V1

FACT :
Mengubah kata if dengan on condition that, provided, atau unless

contoh  :
conditional : I may study in university if i graduate from senior high school
fact : i may study in university  on condition that i graduate from senior high school

2. conditional sentences type 2 : untrue in the present

S + MODAL V2 + V2 . . IF + S + V2 ATAU TO BE V2


FACT :
1. Ubah kata if menjadi because
2. Ubah tense menjadi simple present dan hilangkan modal
3. Ubah kalimat negatif menjadi positif dan sebaliknya

contoh :
conditional : I might study in university if i graduated from senior high school
fact : I don't study in university because i don't graduate from senior high school
3. conditional sentences type 3 : untrue in the past

S + MODAL V2 + HAVE + V3 . . IF + S + HAD + V3 ATAU HAD BEEN

FACT :
1. Ubah kata if menjadi because
2. Ubah tense menjadi simple present dan hilangkan modal
3. Ubah kalimat negatif menjadi positif dan sebaliknya


contoh :
conditional : I might have studied in university if i had graduated from senior high school
fact : I didn't study in university because i didn't graduate from senior high school

Conditional Sentences / If-Clauses Type I, II und III

Conditional Sentences are also known as Conditional Clauses or If Clauses. They are used to express that the action in the main clause (without if) can only take place if a certain condition (in the clause with if) is fulfilled. There are three types of Conditional Sentences.

Conditional Sentence Type 1

→ It is possible and also very likely that the condition will be fulfilled.
Form: if + Simple Present, will-Future
Example: If I find her address, I’ll send her an invitation.

Conditional Sentence Type 2

→ It is possible but very unlikely, that the condition will be fulfilled.
Form: if + Simple Past, Conditional I (= would + Infinitive)
Example: If I found her address, I would send her an invitation.

Conditional Sentence Type 3

→ It is impossible that the condition will be fulfilled because it refers to the past.
Form: if + Past Perfect, Conditional II (= would + have + Past Participle)
Example: If I had found her address, I would have sent her an invitation.

Explanation Text

explanation merupakan salah satu genre of text. Nah, disini ada beberapa contoh dan strukturnya. Silakan dibaca-baca..   ;)
Social Function: To explain the processes involved in the formation or working of natural or sociocultural phenomena.
Generic Structure
  • A general statement to position the reader
  • A sequenced explanation of why or how something occurs.
Significant Lexicogrammatical Features
  • Focus on generic, non-human Participants
  • Use mainly of Material Processes and Relational Processes
  • Use mainly of Temporal and causal Circumstances and Conjunctions


The United States of America is where the Venus’s fly trap has its origins. The Venus’s fly trap is a unique plant. It belongs to a group of plants called ‘carnivorous plants’. These plants feed on insect. The Venus’s fly trap has a special mechanism by which it traps its prey. This is how it works.
At the end of each leaf – which grows from the base of a long, flowering stalk – there is a trap. The trap is made up of two lobes and is covered with short, reddish hairs which are sensitive. There are teeth like structures around the edge of the lobes.
The trap contains nectar which attracts insect. When an insect comes in contact with the nectar, the trap snaps shut. There are certain digestive juice inside the trap which digest the insect. It takes about ten days for a trapped insect to be digested. We can tell when this digestion is complete, for then the walls automatically open to wait for another victim.
There are two hundred species of carnivorous plants. Another kind of these well- known species is the pitcher plant. What differentiates this plant from the Venus’s fly trap is the shape; the mechanism to catch insects is the same in both plants.
The pitcher plants which cling to other plants by means of tendrils. At one end of the tendril, there is a pitcher –shaped vessel with an open lid. The mouth and the lid of the pitcher contain glands which produce nectar to attract insect. When an insect settles on the nectar, the lid of the pitcher shuts, trapping its victim. The digestive juices inside the pitcher then begin to work.
Contoh 2
The effects of acid soil
Soils with a pH of less than 7.0 are acid. The lower the pH, the more acid the soil. When soil pH falls below 5.5, plant growth is affected. Crop yields decrease, reducing productivity
Soils provide water and nutrients for plant growth and development. Essential plant nutrients include phosphorus, nitrogen, potassium and sulfur. Plants require other elements such as molybdenum, in smaller quantities. Some elements eg aluminium and manganese, are toxic to plants.
Nutrients become available to plants when they are dissolved in water. Plants are able to take up phosphate, nitrate, potassium and sulfate ions in solution.
The solubility of nitients changes with pH. In acid soils (low pH), molybdenum becomes less soluble and aluminium becomes more soluble. Therefore, plant growth may be affected by either a deficiency of molybdenum or too much aluminium.
Both crop and pasture plants are affected by acid soils. there may be a range of symptoms. Crops and pastures may be poorly established resulting in patchy and uneven growth. Plant leaves may go yellow and die at the tips. The root system of the plant may be stunted. Crops may yield less.
Plants vary in their sensitivity to low pH. Canola and lucerne are very sensitive to acid soils so do not grow well. Lupins and triticale are tolerant to soils of low pH so they still perform well.
Land can become unproductive if acid soil is left untreated. Incorporating lime into the soil raises the pH. Therefore, liming soil can reverse the effects of acid soil on plants and return a paddock to productivity.

middle test second class

In this section of the test, you will have the chance to show how well you understand written English. Some texts and questions will be given in this section. Read them carefully and answer the questions.
text 1.
 picasso was one of the most outstanding and important artists of the 1900's. he is best known for his paintings. almost every style in modern art is representedin Picassco's works. 

Agreement, disagreement

AGREEMENT

In agreeing with an unfavourable opinion, you may wish to qualify your agreement with an expression of regret, etc.

His speech was boring ’’ / Yes, I am afraid it was.
I have to agree that it was.
\ I must say I found it so.


In other cases, you can be as enthusiastic as you like in emphasizing your agreement.

It was an interesting exhibition, wasn’t it? – Yes, it was superb/absolutely splendid!
A referendum will satisfy everybody. – Yes, definitely/quite/absolutely/I absolutely agree/I couldn’t agree more/I quite agree/ I agree entirely.

A referendum will not satisfy everybody. – Definitely not/It certainly won’t/You are absolutely right, it won’t/ I agree that it won’t.

It’s good practice and it’s good fun. – Exactly.
I feel I ought to give her a hand – Oh, quite, quite.
I must do something, though – Yes, I quite agree.
There is far too much attention being paid to these hoodlums – Yes I couldn’t agree more.
The public showed that by the way it voted in the General election – That’s quite true.
We reckon that this is what THEY would have wanted us to do. – I think you are absolutely right.


You can show that you agree strongly with someone’s description of something by repeating the adjective they have used and using "very" in front of it. You usually use “indeed” after the adjective.

It was very tragic, wasn’t it – Very tragic indeed.
The pacing in all these performances is subtle, isn’t – Oh, very subtle, indeed.


Other ways of expressing agreement are:

That’s just what I was thinking.
You know, that’s exactly what I think.
That’s a good point.


Partial agreement.

If you agree with someone, but not entirely or with reluctance, you can reply “I suppose so”.

I must have a job – I suppose so.
That’s the way to save lives, and save us a lot of trouble? – I suppose so.


If you are replying to a negative statement, you say, “I suppose not”.

Some of these places haven’t changed it – I suppose not.

Qualified agreement

In discussion and argument, there is often a need to agree with one aspect of a speaker’s view, and to disagree with another. Here are some of the methods you might use to express this sort of qualified agreement:

Certainly it’s true that …, but on the other hand…
I can see that…. But surely…
I am in total agreement with you about… but we also have to consider….
Agreed, BUT if we accept… then it must also be true that…


Corroboration

We can also agree, and add a further point to corroborate or confirm the argument
Yes, and in fact….
Yes, and what is more…
I agree, and in fact one might go so far as to say…
Absolutely. Actually, I would go further, and say…

’’
DISAGREEMENT

Notice that you need to be very polite when disagreeing with someone in English – even someone you know quite well. When you deny or contradict what someone else has stated, the effect is often impolite, unless the denial is qualified in some way. You can qualify it by an apology or by adjusting to the speaker’s point of view:

English is a difficult language to learn.
-I am afraid I disagree with you: some languages are even more difficult, I think.
Or
- TRUE, but the grammar is quite easy.
Or
-Yes, but it’s not so difficult as Russian.
Or
-Do you think so? Actually, I find it quite easy.



The commonest ways to express disagreement are as follows:

Yes, that’s quite true, but…
I’m not sure I quite agree.
Well, you have a point there, but…
Perhaps, but I don’t think that…
I see what you mean, but…


Rather than simply expressing complete disagreement, people usually try to disagree politely using expressions, which soften the contradictory opinion they are giving "I don’t think so" and "Not really" are the most common of these expressions.

It was a lot of money in those days – Well, not really.
It’s all over now, anyway. – No, I am afraid I can’t agree with you there.


People often say “Yes” or “I see what you mean”, to indicate partial agreement and then go on to mention a point of disagreement, introduced by “but”.

You’ve just said yourself that you got fed up with it after a time. - Yes, but only after three weeks.
It’s a very clever film. – Yes, perhaps, but I didn’t like it.
They ruined the whole thing. – I see what you mean, but they didn’t know.


Strong disagreement

If you know someone very well you can disagree more directly using expressions like these:

I can’t agree with you there.
You can’t be serious!
Come off it!
Don’t be silly!


You should be very careful when using them, in order to avoid offending people.

That’s very funny – No, it isn’t.
You were the one who wanted to buy it – I am sorry, dear, but you are wrong.


More formal ways

University education does divide families in a way – I cannot go along with that.
There would be less guilt which characterized societies of earlier generations. – well I think I would take issue with that

When it comes to the state of this country, he should keep his mouth shut – I wholly and totally disagree.
He wants it, and I suppose he has a right to it – Rubbish.
He said you plotted to get him removed - that’s ridiculous.
’’

Asking and giving opinions

Asking  Giving 
What do you think ...?  Well, I think ... 
What's your opinion about ...?  In my opinion I think ... 
How do you feel about ...?  I feel that we should ... 
What's your reaction to that?  My reaction is that we should ... 
Any comments, John?  May I make a comment on that? 
Agreeing  Disagreeing 
Yes, I agree with John.  I'm sorry, but I can't agree with John. 
Yes, I think that's a good point.  I think you may have missed the point there ... 
I'll go along with that.  Sorry, I can't go along with that. 

Relative Clauses

Exercises and Tests
Exercises and tests on relative clauses
We use relative clauses to give additional information about something without starting another sentence. By combining sentences with a relative clause, your text becomes more fluent and you can avoid repeating certain words.

How to Form Relative Clauses 

Imagine, a girl is talking to Tom. You want to know who she is and ask a friend whether he knows her. You could say:
A girl is talking to Tom. Do you know the girl?
That sounds rather complicated, doesn't it? It would be easier with a relative clause: you put both pieces of information into one sentence. Start with the most important thing  – you want to know who the girl is.
Do you know the girl …
As your friend cannot know which girl you are talking about, you need to put in the additional information  – the girl is talking to Tom. Use „the girl“ only in the first part of the sentence, in the second part replace it with the relative pronoun (for people, use the relative pronoun „who“). So the final sentence is:
Do you know the girl who is talking to Tom?

Relative Pronouns 

relative pronoun use example
whosubject or object pronoun for peopleI told you about the woman who lives next door.
whichsubject or object pronoun for animals and thingsDo you see the cat which is lying on the roof?
whichreferring to a whole sentenceHe couldn’t read which surprised me.
whosepossession for people animals and thingsDo you know the boy whose mother is a nurse?
whomobject pronoun for people, especially in non-defining relative clauses (in defining relative clauses we colloquially prefer who)I was invited by the professor whom I met at the conference.
thatsubject or object pronoun for people, animals and things in defining relative clauses (who or which are also possible)I don’t like the table that stands in the kitchen.

Subject Pronoun or Object Pronoun? 

Subject and object pronouns cannot be distinguished by their forms - who, which, that are used for subject and object pronouns. You can, however, distinguish them as follows:
If the relative pronoun is followed by a verb, the relative pronoun is a subject pronoun. Subject pronouns must always be used.
the apple which is lying on the table
If the relative pronoun is not followed by a verb (but by a noun or pronoun), the relative pronoun is an object pronoun. Object pronouns can be dropped in defining relative clauses, which are then called Contact Clauses.
the apple (which) George lay on the table

Relative Adverbs 

A relative adverb can be used instead of a relative pronoun plus preposition. This often makes the sentence easier to understand.
This is the shop in which I bought my bike.
→ This is the shop where I bought my bike.
relative adverb meaning use example
whenin/on whichrefers to a time expressionthe day when we met him
wherein/at whichrefers to a placethe place where we met him
whyfor whichrefers to a reasonthe reason why we met him

Defining Relative Clauses 

Defining relative clauses (also called identifying relative clauses or restrictive relative clauses) give detailed information defining a general term or expression. Defining relative clauses are not put in commas.
Imagine, Tom is in a room with five girls. One girl is talking to Tom and you ask somebody whether he knows this girl. Here the relative clause defines which of the five girls you mean.
Do you know the girl who is talking to Tom?
Defining relative clauses are often used in definitions.
A seaman is someone who works on a ship.
Object pronouns in defining relative clauses can be dropped. (Sentences with a relative clause without the relative pronoun are called Contact Clauses.)
The boy (who/whom) we met yesterday is very nice.

Non-Defining Relative Clauses 

Non-defining relative clauses (also called non-identifying relative clauses or non-restrictive relative clauses) give additional information on something, but do not define it. Non-defining relative clauses are put in commas.
Imagine, Tom is in a room with only one girl. The two are talking to each other and you ask somebody whether he knows this girl. Here the relative clause is non-defining because in this situation it is obvious which girl you mean.
Do you know the girl, who is talking to Tom?
Note: In non-defining relative clauses, who/which may not be replaced with that.
Object pronouns in non-defining relative clauses must be used.
Jim, who/whom we met yesterday, is very nice.
How to Shorten Relative Clauses? 

Relative clauses with who, which, that as subject pronoun can be replaced with a participle. This makes the sentence shorter and easier to understand.
I told you about the woman who lives next door. – I told you about the woman living next door.
Do you see the cat which is lying on the roof? – Do you see the cat lying on the roof?

EXPRESSING PAIN (Mengungkapkan rasa sakit)

Dialogue 1
(James falls down from the tree. Andy tries to help him.)
Andy : Are you okay?
James : Ouch! That hurts
Andy : Let me help you.
James : Thanks.
Andy : You should be more careful.
Answer the following questions.
1. Who are involved in the dialogue above?
2. Where does the conversation take place?
3. Why does James hurt?
4. What does he say to express his pain?
5. Who help him?
Dialogue 2
Sherly : You look so pale. What happen?
Nancy : Oh! I’ve got a headache.
Sherly : You should go to the doctor.
Nancy : I’ll go there this night.
Sherly : You can take some aspirin to reduce your pain.
Nancy : I’ve got some.
Sherly : Do you feel better?
Nancy : Yes, I do. I think I should go home earlier.
Sherly : That sounds better.
Answer the following questions.
1. Who are involved in the dialogue above?
2. Where does the conversation take place?
3. Who’s got a headache?
4. When will she go to the doctor?
5. What can she drink to reduce her pain?
Dialogue 3
In the way home, Thomas sees an accident. He comes to the people whom get some injure in his foot.
Andra : Thomas, help me please?
Thomas : It’s you Andra. Oh my God. Let me help you to stand.
Andra : Thank you, Tom.
Thomas : Is it hurt? I will take you to the hospital.
Andra : Ouch….. it’s very hurt.
Thomas : Yeah….. I can feel that. There are a lot of bloods from your foot.
Andra : I can’t move my body. My shoulder and my hand are very hurt to move.
Thomas : Don’t worry. I will call the taxi and take you to the hospital.
Andra : Oh, that’s very kind of you, Tom.
Thomas : That’s the taxi. Let’s go to the hospital.
Answer the following questions.
1. When did Thomas see an accident?
2. Who got the accident?
3. Did Thomas help the people who get injure?
4. Where did Thomas take Andra?
5. How did they go there?
6. What past of the body can’t be moved?
7. Write the words expressing pain?
Write a dialogue expressing pain based on the situation given.
1. You see your friend walking in the slippery street. You try to warn him, but you are late and he fell down.
2. Some boys are in the school yard playing football. When a girl passes the field, the ball hit her.

Adverb


.
An adverb is a part of speech. It is any word that modifies any part of language other than a noun (modifiers of nouns are primarily adjectives and determiners). Adverbs can modify verbs, adjectives (including numbers), clauses, sentences and other adverbs.
Adverbs typically answer questions such as how?, in what way?, when?, where?, and to what extent?. This function is called the adverbial function, and is realized not just by single words (i.e., adverbs) but by adverbial phrases and adverbial clause






Adverbs in English

In English, adverbs of manner (answering the question how?) are often formed by adding -ly to adjectives. For example, great yields greatly, and beautiful yields beautifully. (Note that some words that end in -ly, such as friendly and lovely, are not adverbs, but adjectives, in which case the root word is usually a noun. There are also underived adjectives that end in -ly, such as holy and silly.)
The suffix -ly is related to the Germanic word "lich" meaning corpse or body. (There is also an obsolete English word lych or lich with the same meaning.) Both words are also related to the word like. The connection between -ly and like is easy to understand. The connection to lich is probably that both are descended from an earlier word that meant something like "shape" or "form"
In this way, -ly in English is cognate with the common German adjective ending -lich and the Dutch ending -lijk. This same process is followed in Romance languages with the ending -mente, -ment, or -mense meaning "of/like the mind".
In some cases, the suffix -wise may be used to derive adverbs from nouns. Historically, -wise competed with a related form -ways and won out against it. In a few words, like sideways, -ways survives; words like clockwise show the transition. Again, it is not a foolproof indicator of a word being an adverb. Some adverbs are formed from nouns or adjectives by appending the prefix a- (such as abreast, astray). There are a number of other suffixes in English that derive adverbs from other word classes, and there are also many adverbs that are not morphologically indicated at all.
Comparative adverbs include more, most, least, and less (in phrases such as more beautiful, most easily etc.).
The usual form pertaining to adjectives or adverbs is called the positive. Formally, adverbs in English are inflected in terms of comparison, just like adjectives. The comparative and superlative forms of some (especially single-syllable) adverbs that do not end in -ly are generated by adding -er and -est (She ran faster; He jumps highest). Others, especially those ending -ly, are periphrastically compared by the use of more or most (She ran more quickly) -- while some accept both forms, e.g. oftener and more often are both correct. Adverbs also take comparisons with as ... as, less, and least. Not all adverbs are comparable; for example in the sentence He wore red yesterday it does not make sense to speak of "more yesterday" or "most yesterday".

Adverbs as a "catch-all" category

Adverbs are considered a part of speech in traditional English grammar and are still included as a part of speech in grammar taught in schools and used in dictionaries. However, modern grammarians recognize that words traditionally grouped together as adverbs serve a number of different functions. Some would go so far as to call adverbs a "catch-all" category that includes all words that do not belong to one of the other parts of speech.
A more logical approach to dividing words into classes relies on recognizing which words can be used in a certain context. For example, a noun is a word that can be inserted in the following template to form a grammatical sentence:
The _____ is red. (For example, "The hat is red".)
When this approach is taken, it is seen that adverbs fall into a number of different categories. For example, some adverbs can be used to modify an entire sentence, whereas others cannot. Even when a sentential adverb has other functions, the meaning is often not the same. For example, in the sentences She gave birth naturally and Naturally, she gave birth, the word naturally has different meanings. (Actually the first sentence could be interpreted in the same way as the second, but context makes it clear which is meant.) Naturally as a sentential adverb means something like "of course" and as a verb-modifying adverb means "in a natural manner". This "naturally" controversy demonstrates that the class of sentential adverbs is a closed class (there is resistance to adding new words to the class), whereas the class of adverbs that modify verbs isn't.
Words like very and particularly afford another useful example. We can say Perry is very fast, but not Perry very won the race. These words can modify adjectives but not verbs. On the other hand, there are words like here and there that cannot modify adjectives. We can say The sock looks good there but not It is a there beautiful sock. The fact that many adverbs can be used in more than one of these functions can confuse this issue, and it may seem like splitting hairs to say that a single adverb is really two or more words that serve different functions. However, this distinction can be useful, especially considering adverbs like naturally that have different meanings in their different functions. Huddleston distinguishes between a word and a lexicogrammatical-word
«Azerbaijan linguistic school» does not consider an adverb to be an independent part of speech, as it is an adverbialized form of other parts of speech. I.e. recognition of its equity, alongside with other parts of speech, violates the second and fourth laws of logic division. Adverb is derived from other parts of speech. Its functions are performed by other parts of speech when they play the role of "means of expression" for an adverbial. That is, other parts of speech, playing role of adverbial, automatically transform (convert) into an adverb.[3][4].
Not is an interesting case. Grammarians have a difficult time categorizing it, and it probably belongs in its own class (Haegeman 1995, Cinque 1998).

 Other languages

Other languages may form adverbs in different ways, if they are used at all: adverb of manners and adverb of place.
  • In Dutch adverbs have the basic form of their corresponding adjectives and are not inflected (except for comparison in which case they are inflected like adjectives, too).
  • In German the term Adverb is differently defined than in the English language. German adverbs form a group of not inflectable words (except for comparison in which in rare cases some are inflected like adjectives, too). An English adverb, which is derived from an adjective, is arranged in the German language under the adjectives with adverbial use in the sentence. The others are also called adverbs in the German language.
  • In Scandinavian languages, adverbs are typically derived from adjectives by adding the suffix '-t', which makes it identical to the adjective's neuter form. Scandinavian adjectives, like English ones, are inflected in terms of comparison by adding '-ere'/'-are' (comparative) or '-est'/'-ast' (superlative). In inflected forms of adjectives the '-t' is absent. Periphrastic comparison is also possible.
  • In Romance languages many adverbs are formed from adjectives (often the feminine form) by adding '-mente' (Portuguese, Spanish, Italian) or '-ment' (French, Catalan) (from Latin mens, mentis: mind, intelligence). Other adverbs are single forms which are invariable.
  • In the Romanian language, the vast majority of adverbs are simply the masculine singular form of the corresponding adjective – one notable exception being bine ("well") / bun ("good"). However, there are some Romanian adverbs that are built from certain masculine singular nouns using the suffix "-eşte", such as the following ones: băieţ-eşte (boyishly), tiner-eşte (youthfully), bărbăt-eşte (manly), frăţ-eşte (brotherly), etcaetara.
  • Interlingua also forms adverbs by adding '-mente' to the adjective. If an adjective ends in c, the adverbial ending is '-amente'. A few short, invariable adverbs, such as ben, "well", and mal, "badly", are available and widely used.
  • In Esperanto, adverbs are not formed from adjectives but are made by adding '-e' directly to the word root. Thus, from bon are derived bone, "well", and 'bona', 'good'. See also: special Esperanto adverbs.
  • Modern Standard Arabic forms adverbs by adding the indefinite accusative ending '-an' to the root. For example, kathiir-, "many", becomes kathiiran "much". However, Arabic often avoids adverbs by using a cognate accusative plus an adjective.
  • Austronesian languages appear to form comparative adverbs by repeating the root (as in WikiWiki), similarly to the plural noun.
  • Japanese forms adverbs from verbal adjectives by adding /ku/ (く) to the stem (e.g. haya- "rapid" hayai "quick/early", hayakatta "was quick", hayaku "quickly") and from nominal adjectives by placing /ni/ (に) after the adjective instead of the copula /na/ (な) or /no/ (の) (e.g. rippa "splendid", rippa ni "splendidly"). These derivations are quite productive but there are a few adjectives from which adverbs may not be derived.
  • In Gaelic, an adverbial form is made by preceding the adjective with the preposition go (Irish) or gu (Scottish Gaelic), meaning 'until'.
  • In Modern Greek, an adverb is most commonly made by adding the endings <-α> and/or <-ως> to the root of an adjective. Often, the adverbs formed from a common root using each of these endings have slightly different meanings.