News item is factual text which informs the reader about events of the day which are considered newsworthy or important
Social function of news item is : to inform readers, listeners or viewers about events of the day which are considered newsworthy or important
- Generic Structure
* Newsworthy event (s) : recount the event in summary form
*Background Event (s) : elaborate what happened, to WHOM, in WHAT circumstances
* Sources : comment by participants in, withesses to and authorities to and authorities expert on the event
- Signification grammar features :
* Short, telegraphic information about story captured in headline
* Generally using simple past tense
* Use of material processes to retell the event
* Using action verbs , (,) : were, run, go, kill, etc
* Using saying verbs , (.) : say, tell
* Focus on circumstances
* Use of projecting verbal processes in sources stages
There are some rules that can help to make newspaper headlines more comprehensible
1. The passive voice is used with out the approprianto form of “be”
2. It is unusually to find complex forms, generally the simple present form is used
3. The present progressive tense is used, usually to describe something that is changing orde ueloping, but the auxiliary verb is usually left out
4. To refer to the future, headlines often use the infinitive
5. Headlines are not always complete sentences
Sabtu, 27 Februari 2010
Introuctary it
A To understand this lesson is easy.
B It is easy to understand this lesson.
In this pattern, it has no meaning. It is used only to fill the subject position in the sentence. Thus, it is called introductory “it”.
A and B mean the same thing, but sentence B is more common and useful than A. A was introduce mainly to make the meaning of C easier to understand.
Introductory “it” can fill the position both of the subject and object.
Introductory “it” as a subject:
To watch musical programs is pleasant.
It is pleasant to watch musical program.
To play football must be fun.
It is fun to play football.
B It is easy to understand this lesson.
In this pattern, it has no meaning. It is used only to fill the subject position in the sentence. Thus, it is called introductory “it”.
A and B mean the same thing, but sentence B is more common and useful than A. A was introduce mainly to make the meaning of C easier to understand.
Introductory “it” can fill the position both of the subject and object.
Introductory “it” as a subject:
To watch musical programs is pleasant.
It is pleasant to watch musical program.
To play football must be fun.
It is fun to play football.
Descriptie text
The aim of descriptive text: to describe the characteristics of particular person, thing, or place.
Text Structure:
▪ Identification
identifies thing, person, place, phenomenon to be described.
▪ Description
gives the information of particular thing, person, or place being discussed or describes parts, qualities, or characteristics.
Grammatical Features:
▪ Who? What?
▪ Using Linking verb and Simple Present Tense
▪ Epithet: adjective or adjective phrase
▪ Attributive (the)
▪ Use of attributive and identifying process▪ Focus on specific participants
▪ Frequent use of epithets and classifier in nominal groups
Example of Descriptive Text:
Natural Bridge National ParkNatural Bridge National Park is luscious tropical rainforest. It is located 110 kilometers south of Brisbane and is reached by following the Pacific Highway to Nerang and then by travelling through the Numimbah Valley. This scenic roadway lies in the shadow of the Lamington National Park.The phenomenon of the rock formed into a natural ‘arch’ and the cave through which a waterfall cascades is a short one-kilometer walk below a dense rainforest canopy from the main picnic area. Swimming is permitted in the rock pools. Night-time visitors to the cave will discover the unique feature of the glow worms.Picnic areas offer toilets, barbeque, shelter sheds, water and fireplaces; however, overnight camping is not permitted.
Text Structure:
▪ Identification
identifies thing, person, place, phenomenon to be described.
▪ Description
gives the information of particular thing, person, or place being discussed or describes parts, qualities, or characteristics.
Grammatical Features:
▪ Who? What?
▪ Using Linking verb and Simple Present Tense
▪ Epithet: adjective or adjective phrase
▪ Attributive (the)
▪ Use of attributive and identifying process▪ Focus on specific participants
▪ Frequent use of epithets and classifier in nominal groups
Example of Descriptive Text:
Natural Bridge National ParkNatural Bridge National Park is luscious tropical rainforest. It is located 110 kilometers south of Brisbane and is reached by following the Pacific Highway to Nerang and then by travelling through the Numimbah Valley. This scenic roadway lies in the shadow of the Lamington National Park.The phenomenon of the rock formed into a natural ‘arch’ and the cave through which a waterfall cascades is a short one-kilometer walk below a dense rainforest canopy from the main picnic area. Swimming is permitted in the rock pools. Night-time visitors to the cave will discover the unique feature of the glow worms.Picnic areas offer toilets, barbeque, shelter sheds, water and fireplaces; however, overnight camping is not permitted.
Direct and Indirect Speech
When using indirect or reported speech, the form changes. Usually indirect speech is introduced by the verb said, as in I said, Bill said, or they said. Using the verb say in this tense, indicates that something was said in the past. In these cases, the main verb in the reported sentence is put in the past. If the main verb is already in a past tense, then the tense changes to another past tense; it can almost be seen as moving even further into the past.
Verb tense changes also characterize other situations using indirect speech. Note the changes shown in the chart and see the table below for examples. With indirect speech, the use of that is optional.
Direct Speech
Þ
Indirect Speech
simple presentHe said, “I go to school every day.”
Þ
simple pastHe said (that) he went to school every day.
simple past He said, “I went to school every day.”
Þ
past perfectHe said (that) he had gone to school every day.
present perfect He said, “I have gone to school every day.”
Þ
past perfect He said (that) he had gone to school every day.
present progressiveHe said, “I am going to school every day.”
Þ
past progressiveHe said (that) he was going to school every day.
past progressiveHe said, “I was going to school every day.”
Þ
perfect progressiveHe said (that) he had been going to school every day,
future (will)He said, “I will go to school every day.”
Þ
would + verb nameHe said (that) he would go to school every day.
future (going to)He said, “I am going to school every day.”
Þ
present progressiveHe said (that) he is going to school every day.
past progressiveHe said (that) he was going to school every day
Direct Speech
Þ
Indirect Speech
auxiliary + verb nameHe said, “Do you go to school every day?”He said, “Where do you go to school?”
Þ
simple pastHe asked me if I went to school every day.*He asked me where I went to school.
imperativeHe said, “Go to school every day.”
Þ
infinitiveHe said to go to school every day.
*Note than when a Yes/No question is being asked in direct speech, then a construction with if or whether is used. If a WH question is being asked, then use the WH to introduce the clause. Also note that with indirect speech, these are examples of embedded questions.
The situation changes if instead of the common said another part of the very to say is used. In that case the verb tenses usually remain the same. Some examples of this situation are given below.
Direct Speech
Þ
Indirect Speech
simple present + simple presentHe says, “I go to school every day.”
Þ
simple present + simple presentHe says (that) he goes to school every day.
present perfect + simple presentHe has said, “I go to school every day.”
Þ
present perfect + simple presentHe has said (that) he goes to school every day.
past progressive + simple pastHe was saying, “I went to school every day.”
Þ
past progressive + simple pastHe was saying (that) he went to school every day.
past progressive + past perfectHe was saying (that) he had gone to school every day.
future + simple presentHe will say, “I go to school every day.”
Þ
future + simple presentHe will say (that) he goes to school every day.
Another situation is the one in which modal constructions are used. If the verb said is used, then the form of the modal, or another modal that has a past meaning is used.
Direct Speech
Þ
Indirect Speech
canHe said, “I can go to school every day.”
Þ
couldHe said (that) he could go to school every day.
mayHe said, “I may go to school every day.”
Þ
mightHe said (that) he might go to school every day.
mightHe said, “I might go to school every day.”
mustHe said, “I must go to school every day.”
Þ
had toHe said (that) he had to go to school every day.
have toHe said, “I have to go to school every day.”
shouldHe said, “I should go to school every day.”
Þ
shouldHe said (that) he should go to school every day.
ought toHe said, “I ought to go to school every day.”
Þ
ought toHe said (that) he ought to go to school every day.
While not all of the possibilities have been listed here, there are enough to provide examples of the main rules governing the use of indirect or reported speech. For other situations, try to extrapolate from the examples here, or better still, refer to a good grammar text or reference book.
Some other verbs that can be used to introduce direct speech are: ask, report, tell, announce, suggest, and inquire. They are not used interchangeably; check a grammar or usage book for further information.
When using indirect or reported speech, the form changes. Usually indirect speech is introduced by the verb said, as in I said, Bill said, or they said. Using the verb say in this tense, indicates that something was said in the past. In these cases, the main verb in the reported sentence is put in the past. If the main verb is already in a past tense, then the tense changes to another past tense; it can almost be seen as moving even further into the past.
Verb tense changes also characterize other situations using indirect speech. Note the changes shown in the chart and see the table below for examples. With indirect speech, the use of that is optional.
Direct Speech
Þ
Indirect Speech
simple presentHe said, “I go to school every day.”
Þ
simple pastHe said (that) he went to school every day.
simple past He said, “I went to school every day.”
Þ
past perfectHe said (that) he had gone to school every day.
present perfect He said, “I have gone to school every day.”
Þ
past perfect He said (that) he had gone to school every day.
present progressiveHe said, “I am going to school every day.”
Þ
past progressiveHe said (that) he was going to school every day.
past progressiveHe said, “I was going to school every day.”
Þ
perfect progressiveHe said (that) he had been going to school every day,
future (will)He said, “I will go to school every day.”
Þ
would + verb nameHe said (that) he would go to school every day.
future (going to)He said, “I am going to school every day.”
Þ
present progressiveHe said (that) he is going to school every day.
past progressiveHe said (that) he was going to school every day
Direct Speech
Þ
Indirect Speech
auxiliary + verb nameHe said, “Do you go to school every day?”He said, “Where do you go to school?”
Þ
simple pastHe asked me if I went to school every day.*He asked me where I went to school.
imperativeHe said, “Go to school every day.”
Þ
infinitiveHe said to go to school every day.
*Note than when a Yes/No question is being asked in direct speech, then a construction with if or whether is used. If a WH question is being asked, then use the WH to introduce the clause. Also note that with indirect speech, these are examples of embedded questions.
The situation changes if instead of the common said another part of the very to say is used. In that case the verb tenses usually remain the same. Some examples of this situation are given below.
Direct Speech
Þ
Indirect Speech
simple present + simple presentHe says, “I go to school every day.”
Þ
simple present + simple presentHe says (that) he goes to school every day.
present perfect + simple presentHe has said, “I go to school every day.”
Þ
present perfect + simple presentHe has said (that) he goes to school every day.
past progressive + simple pastHe was saying, “I went to school every day.”
Þ
past progressive + simple pastHe was saying (that) he went to school every day.
past progressive + past perfectHe was saying (that) he had gone to school every day.
future + simple presentHe will say, “I go to school every day.”
Þ
future + simple presentHe will say (that) he goes to school every day.
Another situation is the one in which modal constructions are used. If the verb said is used, then the form of the modal, or another modal that has a past meaning is used.
Direct Speech
Þ
Indirect Speech
canHe said, “I can go to school every day.”
Þ
couldHe said (that) he could go to school every day.
mayHe said, “I may go to school every day.”
Þ
mightHe said (that) he might go to school every day.
mightHe said, “I might go to school every day.”
mustHe said, “I must go to school every day.”
Þ
had toHe said (that) he had to go to school every day.
have toHe said, “I have to go to school every day.”
shouldHe said, “I should go to school every day.”
Þ
shouldHe said (that) he should go to school every day.
ought toHe said, “I ought to go to school every day.”
Þ
ought toHe said (that) he ought to go to school every day.
While not all of the possibilities have been listed here, there are enough to provide examples of the main rules governing the use of indirect or reported speech. For other situations, try to extrapolate from the examples here, or better still, refer to a good grammar text or reference book.
Some other verbs that can be used to introduce direct speech are: ask, report, tell, announce, suggest, and inquire. They are not used interchangeably; check a grammar or usage book for further information.
Modals in the past form
Modals
present Past
can could
will would
shall should
may might
1. Could + Verb base
to offer suggestions or possibilities
Example:
Patrick : Oh, no! I left my shorts.
Spongebob : Don’t worry, Patrick. You could borrow my shorts.
Asmi : I’m having trouble with English.
Randah : Why don’t you ask Agnes? Perhaps she could help you.
to indicate that the ability existed in the past but doesn’t exist now.
Example:
Tasya : Ras, can you climb the durian tree?
Rasya : Well… I could climb durian tree when I was so young.
But I think I’m too heavy to climb it.
Mia : Grandpa, what could you do when you were younger?
Grandpa : When I was younger, I could swim across the big river
very well and faster.
to express polite requests
Example: Could I borrow your pencil (please)?
Could you lend me your jacket now?
Could you please close the door?
Could you pass the salt?
2. Would + Verb base
for an action that was repeated regularly in the past
Example:
When I was a child, I would visit my grandparents every weekend.
On Sundays, when I was a child, we would all get up early and go fishing.
insert rather into the pattern and use this expression to express preferences
Example:
Justin : What would you rather do in the weekend, go to the party or stay home?
Eminem : I would rather go to the party than stay home.
Angel : Which country would you rather visit?
Maria : I would rather visit Italia than Somalia.
to express polite requests
Example:
Andi : Would you mind cycling with me, Kala?
Kala : No, not at all. It would be nice.
Mikola : Would you please pass the helmet, Bella?
Bella : No problem
3. Should + Verb base
to give definite advice (advisability)
Example:
Daddy : Putra, you should study tonight.
You will have English test tomorrow, won’t you?
Putra : I will, Dad.
Debby : You should paint your house, Bobby. It looks terrible.
Bobby : Yes, I know I should.
to express the subject’s obligation or duty
Example: You should practice for more than an hour. (to musical friend)
They shouldn’t allow parking here; the street is too narrow.
Application should be sent before March 25th.
4. Might + Verb base
to tell possibilities
Example:
David : Where is Deddy?
Copperfield : He might be in the studio with Kalina.
To express polite requests
Example:
Tian : Might I borrow your coat?
Ringgo : I’m afraid not. It has been brought by Donny for weeks and
I don’t know when he’ll return it.
present Past
can could
will would
shall should
may might
1. Could + Verb base
to offer suggestions or possibilities
Example:
Patrick : Oh, no! I left my shorts.
Spongebob : Don’t worry, Patrick. You could borrow my shorts.
Asmi : I’m having trouble with English.
Randah : Why don’t you ask Agnes? Perhaps she could help you.
to indicate that the ability existed in the past but doesn’t exist now.
Example:
Tasya : Ras, can you climb the durian tree?
Rasya : Well… I could climb durian tree when I was so young.
But I think I’m too heavy to climb it.
Mia : Grandpa, what could you do when you were younger?
Grandpa : When I was younger, I could swim across the big river
very well and faster.
to express polite requests
Example: Could I borrow your pencil (please)?
Could you lend me your jacket now?
Could you please close the door?
Could you pass the salt?
2. Would + Verb base
for an action that was repeated regularly in the past
Example:
When I was a child, I would visit my grandparents every weekend.
On Sundays, when I was a child, we would all get up early and go fishing.
insert rather into the pattern and use this expression to express preferences
Example:
Justin : What would you rather do in the weekend, go to the party or stay home?
Eminem : I would rather go to the party than stay home.
Angel : Which country would you rather visit?
Maria : I would rather visit Italia than Somalia.
to express polite requests
Example:
Andi : Would you mind cycling with me, Kala?
Kala : No, not at all. It would be nice.
Mikola : Would you please pass the helmet, Bella?
Bella : No problem
3. Should + Verb base
to give definite advice (advisability)
Example:
Daddy : Putra, you should study tonight.
You will have English test tomorrow, won’t you?
Putra : I will, Dad.
Debby : You should paint your house, Bobby. It looks terrible.
Bobby : Yes, I know I should.
to express the subject’s obligation or duty
Example: You should practice for more than an hour. (to musical friend)
They shouldn’t allow parking here; the street is too narrow.
Application should be sent before March 25th.
4. Might + Verb base
to tell possibilities
Example:
David : Where is Deddy?
Copperfield : He might be in the studio with Kalina.
To express polite requests
Example:
Tian : Might I borrow your coat?
Ringgo : I’m afraid not. It has been brought by Donny for weeks and
I don’t know when he’ll return it.
Narrative text
Narrative text is a text which contains about story (fiction/non fiction/tales/folktales/ fables/myths/epic) and in its plot consists of climax of the story (complication) then followed by the resolution.
Generic Structures: Orientation - Complication - Evaluation (optional) - Resolution
Orientation: it is about WHO, WHEN, and WHERE the story happened.Evaluation: is optional; it is usually used to make the story more interesting.Complication: it is about the conflict or the big problem of the story. Complication is the part of the story in which there is a conflict among the characters of the story (it is possible to make more than one conflict in a complication), and it is the climax of the story (the big problem in the story). A story can have more than one complication.Resolution: it is the solution of the problem. It can be a happy or sad ending. In Resolution, the solution or the way out of the conflict/ the big problem must be written.
Coda: it is the change of one of the character or two, or the meaning of the story that can be caught as a moral value of life.
Example: The story of Cinderella, Snow White, Snow Maiden, The Little Pear Girl, The Ugly Duckling, etc.
Example of narrative text :
Rapunzel
A long time ago there lived a young couple, a man and his wife, his wife was expecting their baby. She wanted a plant that only grew in her neighbor's garden, she wanted it so much. She even intended to steal it herself, but later on, she sent her husband to steal it.Unfortunately, mother Gothel, the owner of the garden, caught him doing it. She was a witch. Then, mother Gothel forced the couple to give their first baby to her.A few months later, the baby was born. It was a girl and named Rapunzel. Soon, this baby was taken away to live with mother Gothel. Rapunzel grew to be a beautiful young girl with her long golden hair. At first she was cared for in a normal way. When she reached puberty, she was locked in the forest. It could only be entered by climbing on Rapunzel's long hair. To cheer herself up, she loved to sing.One day, a young prince was out hunting. He stumbled upon the tower. He heard Rapunzel's beautiful voice. He decided that he must meet her. He spied and, by watching Mother Gothel, learned the words he has to say to have Rapunzel drop her hair. The Prince visited her often and the two fell in love.Then, Rapunzel; made a plan to escape from the tower. She wanted to be with the prince. She asked the prince to bring her a skein of silk each time he visited. She might weave a ladder for her escape. Unfortunately, Mother Gothel caught on Then, she banished Rapunzel to the desert. She prince blind and he marred the earth searching for his love.
Eventually, they found each other, and prince's eyes were healed by Rapunzel's tears of happiness.
Generic Structures: Orientation - Complication - Evaluation (optional) - Resolution
Orientation: it is about WHO, WHEN, and WHERE the story happened.Evaluation: is optional; it is usually used to make the story more interesting.Complication: it is about the conflict or the big problem of the story. Complication is the part of the story in which there is a conflict among the characters of the story (it is possible to make more than one conflict in a complication), and it is the climax of the story (the big problem in the story). A story can have more than one complication.Resolution: it is the solution of the problem. It can be a happy or sad ending. In Resolution, the solution or the way out of the conflict/ the big problem must be written.
Coda: it is the change of one of the character or two, or the meaning of the story that can be caught as a moral value of life.
Example: The story of Cinderella, Snow White, Snow Maiden, The Little Pear Girl, The Ugly Duckling, etc.
Example of narrative text :
Rapunzel
A long time ago there lived a young couple, a man and his wife, his wife was expecting their baby. She wanted a plant that only grew in her neighbor's garden, she wanted it so much. She even intended to steal it herself, but later on, she sent her husband to steal it.Unfortunately, mother Gothel, the owner of the garden, caught him doing it. She was a witch. Then, mother Gothel forced the couple to give their first baby to her.A few months later, the baby was born. It was a girl and named Rapunzel. Soon, this baby was taken away to live with mother Gothel. Rapunzel grew to be a beautiful young girl with her long golden hair. At first she was cared for in a normal way. When she reached puberty, she was locked in the forest. It could only be entered by climbing on Rapunzel's long hair. To cheer herself up, she loved to sing.One day, a young prince was out hunting. He stumbled upon the tower. He heard Rapunzel's beautiful voice. He decided that he must meet her. He spied and, by watching Mother Gothel, learned the words he has to say to have Rapunzel drop her hair. The Prince visited her often and the two fell in love.Then, Rapunzel; made a plan to escape from the tower. She wanted to be with the prince. She asked the prince to bring her a skein of silk each time he visited. She might weave a ladder for her escape. Unfortunately, Mother Gothel caught on Then, she banished Rapunzel to the desert. She prince blind and he marred the earth searching for his love.
Eventually, they found each other, and prince's eyes were healed by Rapunzel's tears of happiness.
ASKING FOR INFORMATION
There are a number of formulas used when asking for information in English.
Here are some of the most common:
* Could you tell me...?
* Do you know...?
* Do you happen to know...?
* I'd like to know...
* Could you find out...?
* I'm interested in...
* I'm looking for..
These two forms are used for asking for information on the telephone:
* I'm calling to find out...
* I'm calling about...
Here are some of the most common:
* Could you tell me...?
* Do you know...?
* Do you happen to know...?
* I'd like to know...
* Could you find out...?
* I'm interested in...
* I'm looking for..
These two forms are used for asking for information on the telephone:
* I'm calling to find out...
* I'm calling about...
Langganan:
Postingan (Atom)
