English Side

Why Is Jakarta Predicted To Be A Losing City?

 

The geologists predict that 25% of Jakarta’s zones will be sunk. They observe the fact that refers to Jakarta’s flood. They have a hunch that indicates Jakarta will be sunk. This statement is corroborated by Dr. Armi Susandi, M.T., a lecturer of geology’s faculty in Institut Teknologi Bandung (ITB), said that Jakarta is in lower area than surface of sea, it can be ensured that areas of Jakarta will be immediately sunk. The flood always attacks violently Jakarta and R.E. Martadinata Street, North Jakarta, is about 103 meters which disappears within 7 meters. They indicate that Jakarta will be sunk according to him.

Afterwards, the investigation which is done by Seputar Indonesia’s crews in North Jakarta said that the society must raise their houses 0, 5 – 1 meter every year. If they do not raise it, their houses will be sunk by the flood. It analogizes that the area of Jakarta drops every year.

According to the leader of climate change and air quality center BMKG, Edvin Aldrian, said that in the end of this year (2010) Jakarta will potentially have a big flood. This is caused the phenomenon of climate change that is raining throughout in this year. Then the rivers can not flow the water to the sea because the volume of sea water is higher than river water. In order that, Jakarta will be always flooded and the land will create cavities that make it drop easily. Beside that, based on the importations of National Aeronautics and Space Administration (NASA) in USA he gets, clarifies there is ice as big as West Java which is liquefied in Antarctic. He predicts that if the ice is liquefied and the rain always sprays Jakarta, then the rivers can not flow it. Definitely, some areas of Jakarta will be sunk.

In addition to them, Amir also clarifies dropping land in North Jakarta lately, it is caused by more absorptions. This is done each society and high buildings which need much water. Due to PDAM’s data says that PDAM can fulfill society’s need just 70% of them, so 30% of the society will absorb the water of land. In order that, the water will be exploration and the land will drop because of plenty of compressions. Finitely, when the volume of the sea water is bigger than the areas, the areas will be sunk. According to Amir’s opinion, if it is not stopped, it can be ensured in 2050 Jakarta will be sunk.

Based on the information above, government should carry out something for solving this problem such as stopping absorption of water, and building more high buildings. Importantly, the society should work together for solving this problem.

Concludedly, Jakarta will be sunk, it is caused by liquefying the ice and it is often rain, but the rivers can not flow the water because the volume of sea water is bigger than river water. Secondly, absorption is frequently done, so the water of land will be empty then the land drops easily ever and ever. Thus, the areas of Jakarta will be sunk one by one.

The Review of Satu Jam Saja Movie

Satu Jam Saja is a new Indonesian movie that is produced by a great Indonesian actor, Rano Karno. The movie that starts being streamed on October 7th, 2010 in all Indonesian theaters. It is filmed due to the reality of young’s lives in Indonesia right now which often get marriage by accident. It is predicted to become a great movie for watching all along this month. Afterwards, this movie is being publicized almost in all of Indonesian television programs.

Satu Jam Saja narrates a friendship of three young people who get triangle love, Hans (Andhika Pratama) and Andika (Vino G. Bastian) love a same girl, Gadis (Revalina S. Temat), is their friend. But, Gadis prefers Hans to Andika to become her boyfriend. Resultantly, Andika defers to what the fact is. The conflict of the movie comes when Gadis is pregnant. However, Hans does not want to be responsible of what he has done, he runs away. Because of it, Andika who loves Gadis so much, he wants to guarantee what happening is and marries her. After Gadis and Andika get marriage and Gadis bears her child, Hans comes back for being responsible according to what he has done. This is the peak of the conflict in this movie, and then there is the dispute between Andika and Hans.

This movie is interesting for watching, especially for teen-agers and young, because it has plenty of educated orders and moralities. This movie also gives the importance of immolating, responsibility, and honesty. Importantly, the producer of the movie participates playing role as a character in the movie. It makes this movie become stronger within delivering massages for the watchers.

Teaching English
to Adults

Adults learning English bring to the task a mature personality,

many years of educational training, a developed intelligence, a

determination to get what they want, fairly clear aims, and

above all strong motivation to make as rapid progress as

possible. These are formidable qualifications which far

outweigh any disadvantages, and make teaching adults a

challenging and satisfying experience.

An adult is no longer constrained by the educational

system or parental pressure to learn English, so the problems

of dealing with conscripts do not exist. Since people choose

to be present in an English class, the opposite is more the

case—the tertiary teacher’s task is to utilise and channel his

student’s motivation so that his specific needs and aims are

optimally fulfilled. There is considerable diversity in the

tertiary sector and the rest of this chapter looks at some of

the important areas and their problems.

Higher education in the state system

Many English teachers find themselves in or attached to

university or polytechnic English departments throughout

the world in the capacity of assistants or lecturers. Generally

speaking, the framework of the studies is fixed and the

syllabus, usually preparing for a final examination, settled.

The teacher’s challenge is to bring to life the language,

literature and civilisation it is his charge to teach.

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188

The proficiency in English language on entrance to the

English department varies from country to country

throughout the world. In countries close to England with long

traditions of English teaching and an efficient secondary

feeder system, the standard of the new entrants is likely to be

generally high. There will always be room for advanced

English teaching, with specialisation in certain areas. Beyond

improving the advanced student’s use of the language, it

should be possible at this level to increase his knowledge about

English—that it is English as a content subject as well as a skill.

Many departments offer a course in the history of English,

which provides valuable insights into why English is the way it

is today. A higher priority is a description of contemporary

English presented as a formal system in as much detail as time

will allow. Strongly to be recommended for this purpose is

R.Quirk and S.Greenbaum’s University Grammar of English.

A good new grammar is S.Chalker’s Current English

Grammar from Macmillan. It is also worth reading through

an introduction to the principles of language—R.Hudson’s

Invitation to Linguistics or J.Aitchison’s Linguistics are fairly

basic; somewhat more advanced are D.Bolinger and

D.A.Sear’s Aspects of language and V.Fromkin and

R.Rodman’s An Introduction to Language.

Many less developed countries pose different problems.

Often the intake is of very mixed ability. A few people may

have spent several years in Britain or America, others may

have attended the English department because other

departments of their first choice had no more places available,

and their knowledge of English is very poor. Yet these people,

and many in the middle, find themselves in the same class.

There are two main ways to deal with these heterogeneous,

very mixed ability groups—one administrative, the other

pedagogic. Administratively it is best to devote all the class

hours to intensive language work directed towards a

Language Barrier exam which everyone must pass before

going on to the degree course proper. Those who can pass it

immediately should be allowed to proceed—but it is

important to pass in all areas. Many people who have spent

years in an English-speaking country may be orally fluent but

quite incapable of expressing themselves in writing. The

Language Barrier exam should be set as early as possible, but it

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189

is very common that one year’s intensive English, and in some

countries two years’ study, is required before a student is in a

position to do any justice to the subject matter of an advanced

level degree course.

The pedagogic solutions for mixed ability classes are

varied. It is useful to discover just how great the range is by

using a diagnostic test. There will certainly be a large block

in the middle of the ability range who can be separated off

as a group for some parts of the lesson, or for some lessons,

and will form a more homogenous teaching group. If this

strategy is adopted, the poor ones and the better ones must

receive their due time and attention. Individual work is

essential for each person not in the main group, with the

emphasis on bringing the weak ones up to standard to join

the main group. A planned scheme of work using available

textbooks and particularly class tape recorders and the

language laboratory is vital in individualised learning of

this type. A great deal of time, probably outside class hours,

will need to be spent coaching the weak ones. There is one

advantage, however, in that the weak ones may well not be

proficient in English through lack of practice or

opportunity, but they should, through the very fact of being

selected for Higher Education, be intelligent and able. With

care and attention they should always be capable of

catching up with the others.

A danger of splitting a heterogeneous group in this way is

that the very act of division may intensify rather than

alleviate the difficulties. So it is probably better to have the

whole class together for the majority of the time, and use

techniques which involve each person at his own level. With,

say, oral questioning, it is possible to ask the more difficult

questions of the able students at a speed that will tax them

and the easier questions of the less proficient and at a slower

pace. Similarly, there might be a choice of titles for the

composition, some more difficult than others, to cater for

different levels of proficiency. One effective technique here

is group work, where the good students are asked to be

group leaders and given the task of helping along and

getting the best out of the others. In general terms, the

teacher’s task is to provide each student with a learning

experience at his own level and a challenge to improve, so

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190

that the initially heterogeneous class becomes over time a

more homogeneous unit.

The problems are quite different where English is not the

major subject of study. A student in the English department

who usually has integrative motivation, identifies to at least

some degree with the subject of his study and wishes to make

his own the good things he find in the cultural, literary and

aesthetic life of English-speaking countries. On the other

hand, many scientists, for example, are interested in English

simply as a tool, an instrument to make them better at their

job by giving them access to the extensive scientific literature

in English and by allowing them to speak to their Englishspeaking

colleagues from around the world. With the growth

of English as an international language, there has been a

corresponding increase in the teaching of specialised English.

Teaching English to non-specialists in tertiary state

education is just one branch of English for Special Purposes.

English for Academic Purposes (EAP) is a growing branch of

ESP peculiar to Higher Education. This can of course be

radically different from country to country, especially when

English is the medium of instruction for a scientific subject, as

it is in large parts of Africa and the Indian sub-continent. The

local languages do not have widespread acceptance amongst

all the students concerned, they do not have the lexis to cope

with the technical terminology, and there is very little in print

of a specialised nature, hence English is the medium of

instruction. The main problem here is to ensure that the level

of English is sufficient to deal with the complex subject

matter and with the demands of the learning system—

listening to lectures, note-taking, reading textbooks, coping

with tutorials and seminars, writing reports, essays and exam

papers, and ultimately carrying out the research leading to a

thesis. And of course all this must be done in English. The

teacher’s task here is to foster his student’s study skills. There

are several helpful courses available, such as J.B.Heaton’s

Studying in English (Longman, 1975).

In many other countries in the world, particularly where

English is a foreign, rather than a second, language, it is very

common for a teacher to be confronted with a group of

medical students or engineers who have little existing

knowledge of English and demand to be taught how to read

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191

their technical books and journals, and nothing else. They

have no need to write in English nor even to speak it. Their

need is for a course in reading technical English. It is not

impossible to provide this by starting with very elementary

examples of the written word and by taking the students

through a carefully graded sequence of texts with copious

commentary in their mother tongue.

A better approach is to argue, first, that this is in fact a

misguided, short-term view of what is needed. There is

always an opportunity to use the skills of writing, speaking

and listening, whatever one’s immediate circumstances.

Many write reports or articles for publication in

international reviews, others must talk to and understand

expatriate colleagues and visiting lecturers. With the ease of

travel today, many must surely travel outside their own

country to international conferences and courses, where

English will certainly be widely used. And it is a necessary

precondition for many scholarships that the candidate has a

good level of English.

The second argument is pedagogic. It may well be that the

best way to learn to read efficiently in English is to pay

particular attention to this skill only after the successful

completion of a general course in all the skills. This is a very

important premise, with implications for all ESP teaching,

and there is considerable debate about it. One possible

solution is illustrated by the following case.

A group of Spanish shopkeepers wanted to learn enough

oral English to deal with British tourists. They were given a

course in general English with certain special provisions.

There was considerable oral emphasis, but written work and

reading were insisted on too—partly for variety as it is quite

possible to tire very quickly of a lot of oral work, and partly

because the written word consolidates and reinforces what has

been learnt orally. The basic grammatical structures that were

taught remained essentially the same as in the regular courses,

as did the emphasis on clear but natural pronunciation.

However, the lexical items taught to fill the slots in the

grammatical patterns were very carefully chosen to meet the

needs of the shopkeepers—often statistically infrequent, but in

this case useful, items were taught before the more generally

common words.

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192

The content of what was taught was also determined on a

functional basis—how to make requests, answer requests,

persuade people to buy things and other similar notions of

direct relevance to the shopkeeper. The teaching strategy was

to make extensive use of situations familiar to the students

and of role-playing and simulation exercises within those

situations. This case illustrates how a course in general

English can be adapted to the specific needs of a given group

of learners. A tailor-made course is nearly always essential.

ESP is by no means restricted to the institutional

framework of state-run Higher Education. There is

enormous expansion currently in ESP in evening institutes of

a semiofficial nature, and primarily in private language

schools in England and abroad. The field is wide and

infinitely varied, and not given to easy generalisations.

P.Robinson’s English for Specific Purposes provides a

bibliographical survey. More recently, C.Kennedy and

R.Bolitho’s English for Specific Purposes gives a good

introduction to the theory and practice in this field.

The private sector

In many countries far more adults learn English in the private

sector than in state-run institutions. As has just been

mentioned, the private sector is prominent in providing ESP

courses, and one of its characteristics is its flexibility in

responding to a perceived demand. Clearly, however, private

language schools and institutes cater principally for students

wanting a more general grounding in English. Their clients

often begin with no knowledge, or a very rusty and hazy

knowledge of the English they did years before in secondary

school. This often produces beginner classes of very mixed

ability, and the remarks made earlier in this chapter on this

problem largely apply here. Not only may ability in the class

be very mixed—for the only entry requirement is the capacity

to pay the fee—but aspirations may be very different. At one

extreme there is the housewife who does not want to

stagnate at home, at the other there is the businessman who

wants to make very rapid progress. As a general rule it is best

to segregate administratively these different types into

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193

homogeneous groups by enrolling the housewife into an

afternoon or morning class which meets two or three times a

week, and by putting the go-getting businessman with his

peers in a daily intensive course.

It is quite conceivable, however, that both courses could

use similar materials, though at a different pace, especially at

the initial stages. But it is very important to make sure each

group is using an appropriate course—relevant to the

intellectual level and age of the group, suitable for the lifestyle

of the country (sophisticated western life is not appropriate

for less developed countries). As for the materials, the best

policy to adopt in private schools is to take a modern course,

of which there are many reputable ones on the market, and

use it as a basis for the teaching, often right up to intermediate

level and beyond. The Teacher’s Books are full of sensible and

practical advice, and the students are usually willing to buy

the Student’s Book, and other ancillary readers, workbooks,

etc., that may be necessary. To these basic aids, the teacher

himself must bring his professional expertise in using them

and in supplementing them where necessary with material

specially produced for local needs.

A key factor—perhaps even more so in private schools

(where clients demand value for money and ‘vote with their

feet’) than in state schools where it is obligatory to attend

English classes—is the teacher’s relationship with his class. In

all teaching, the teacher’s personality is the single most

important influence in learning. Nowhere is this more

important than in guiding his pupils with skill and

professionalism through the first stages of learning in private

schools and institutes. A teacher’s good humour and

sympathetic understanding of his problems have stopped

many a student from withdrawing from a course when faced,

as many are, with the pressures of a full-time job and English

classes several nights a week.

Private sector students have chosen to be where they are

because they feel this is the best way to achieve the goal they

have in mind for themselves. They have usually specific aims

in learning English and it is sound practice to make them see

during the course just how they are attaining them. Progress

should be made, and be seen to be made. One way to do this

is to work towards an examination as the ultimate target.

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194

This is a potentially dangerous procedure, since what is

taught is dictated by what is tested. And what is tested is not

necessarily what it is desirable to teach. However, there is

often very strong pressure to pass examinations. This is a fact

of life which cannot be avoided, and must be catered for. And

it is reasonable that the student should be able to

demonstrate by a pass certificate that he has reached a given

level in English. Indeed, ‘credentialling’, as the process is

sometimes called of issuing a student with a certificate

stating publicly what his level of achievement is, is vital to the

student. Very probably one aim he came with was to be able

to show to his superiors or future employers that he could

reach a given proficiency in English. Better jobs and

increased salaries are strong motivating forces.

At intermediate level and above, particularly, the

examination toward which one is working is of paramount

importance, as it will tend to mould, and even dominate, the

syllabus for months or years beforehand, and its

international integrity and good name will be very

important. There are very many examination options

available, both local and international, at every level of

learning, and an increasing number dealing with specialist

English needs (secretarial English, translation, interpreting,

etc.). A good guide to what there is can be found in

J.McClafferty, A Guide to Examinations in English for

Foreign Students, referred to on p. 164. One example of a

complete range of examinations from the post-elementary to

English degree level are those set by the Institute of Linguists.

Far better known world wide are the three examinations set

by the University of Cambridge Local Examinations

Syndicate: the First Certificate in English, the Certificate of

Proficiency in English, and the Diploma in English Studies.

These are taken by many thousands of students each year

and have currency all over the world.

A teacher faced with the task of teaching for the

intermediate First Certificate is in a fortunate position. All

the big international courses of the major publishers get the

students to the level of the examination without preparing

specifically for it. In addition there are more and more

courses coming on the market which are purpose-written for

the last year or so before the examination. Many of the more

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195

modern ones serve their purpose admirably, and are a solid

base for the teacher to build upon. His professional skill is

called on to a greater degree at proficiency level, as there are

few good books on sale and the demands of the syllabus and

the students on him are greater.

A great advantage of the Cambridge Examinations is that

they are international. The same test is taken at the same time

in scores of countries throughout the world, and the standard

of language of a Frenchman with a pass certificate is

comparable with that of a Brazilian or a Thai with the same

piece of paper. Within individual countries, this comparability

of standards is important, especially where national

examinations, often locally set on leaving secondary school or

at university degree level examination, are subject to variation

in standard both from place to place and from year to year.

The problem of harmonisation of standards has been

approached in a very interesting way by the Council of

Europe. With the impetus of European integration and the

freer movement of people between member states of the

European Community it became progressively more obvious

that some means to compare standards of attainment in

English, French, German, etc., had to be devised. The Unit/

Credit system is designed for this purpose. It aims to establish

a Threshold Level (T-level) in these languages, which can best

be defined in terms of the functions of language (not just the

grammatical structure) the student has learnt.

Problems in teaching Advanced English

Most learners of advanced English are adults, and they require

a different teaching strategy from that used with younger age

groups. On the whole they will learn more quickly as they have

been trained in learning for many years. Less demonstration is

called for, and more explanation, since an adult mind demands

reasons for things and a clear formulation of the principles

involved. Hence the constant requests from an adult class for

the ‘rules’ of English grammar. New knowledge and skills are

integrated into his personality rapidly, although there is often

the much greater rigidity which comes with age and mature

thought patterns and habits to take into account. An adult

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196

learning a language from scratch will always have an accent, a

child may not. The danger in a predominantly explanatory

approach is that the adult might quickly pick up what he needs

to know about English, but his actual skill in using the

language falls far behind. This must not be allowed to happen,

unless he intends to become a theoretical linguist or

grammarian! Again, the teacher’s problem is to present his

material in varied and challenging ways. The following notes

deal with a limited selection of the difficulties widely

experienced by advanced learners. Most of them in fact are

problems of spoken, conversational English, and much of what

is said in Chapters 5 and 6 is relevant in dealing with them.

Register

Nearly all advanced learners have been schooled in standard

and formal English: very few in the informal registers. This is

all very well in the classroom, in business or any other fairly

formal situation of everyday life. But it is less than useful in

talking to a native speaker at anything beyond the most

polite level, and in listening to native speakers talking to each

other. If the student is not aware of this already, it is worth

playing a tape (e.g. that accompanying Crystal and Davy’s

Advanced Conversational English) of Englishmen talking

naturally together to demonstrate how useless the book

English acquired over so many years of painful study really is

in actual practice. A major task of the teacher is to develop

an awareness of different styles of English. This awareness

must then lead to sensitivity to appropriate use in different

social situations.

The feeling for appropriacy can only be developed over a

considerable period. There is no short cut. Students should be

encouraged to question as words arise and to assign style

labels to them. The teacher also must ask where a new

expression might normally be found and how it is used. Apart

from developing in his students a general sensitivity to the

register of words, the teacher will have to spend a good deal of

time plugging the gaps in his students’ knowledge. This will

often mean, for instance, teaching colloquial English and

contrasting it with the standard or formal, which will be

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197

already known. One way to do this is to take a text with a high

incidence of colloquial lexis and structures (a play, or

transcript of a conversation) and read it through first for

general meaning. Then, by judicious questioning, the meaning

of the new vocabulary can be elicited from the class, and

explained where necessary. It is always useful to compare what

other modes of expression the author or speakers might have

used in a contrasting situation (an office, a school, a formal

reception, a lecture, a church) to put across the same meaning.

It is valuable then to give other contexts where the new lexis is

used, to build up in the learner’s mind its meaning and

associations. Practice is very important, so an exercise to

rewrite the passage being studied in more formal style and

writing natural dialogues using the new words are both useful

devices. A more difficult exercise is to attempt to rewrite a

formal passage in familiar and intimate style.

A sense of appropriacy is not of course restricted to

informal/formal language. There are many other varieties of

English which exhibit their own peculiar characteristics.

Newspapers, particularly the more popular ones, use a

distinctive variety of English of their own, ‘journalese’.

Sentences are short in length and not very complex in

structure, the vocabulary is concrete and direct. Quite the

opposite is the language of the Church and the Law, with its

antiquated flavour expressed by unusual words (oblation,

genuflection, tort, etc.) and complicated syntax. At the more

advanced levels, the student needs at very least an awareness

of these varieties and others. A basic book for the teacher is

D. Crystal and D.Davy’s Investigating English Style.

Vocabulary

At first sight, vocabulary does not seem to be a problem for

many advanced foreign learners. In fact, their vocabulary

range is often greater than that of many native speakers. The

deficiencies lie, however, in two main areas. First, there is the

gap mentioned above under Register. The problem is not

simply one of teaching ‘kid’ instead of ‘child’, but of speaking

natural rather than stilted English. Two ways amongst many

in which this can be rapidly improved are by instilling a

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mastery of the use of the phrasal verb and by teaching a

selective use of idiom. Very few students come to English

with any familiarity acquired from their mother tongue with

forms analogous to the phrasal verb. The need at an

advanced level is to familiarise them with the problem,

demonstrate current English usage, give copious practice and

insist on the students’ regular production of these forms. An

allied problem is the use of idioms—not simply the use of the

colourful phrase such as ‘it’s raining cats and dogs’, but the

teacher must develop a sensitivity to the less obtrusive yet

very vital idiomatic restrictions on tense usage of many

expressions, and to the difficulties of their semantic

interpretation.

The second problem is the advanced student’s lack of

awareness of the connotations (that is, the associations, the

allusive qualities) of the vocabulary they use. The strict

meaning (the denotation) is usually known, but the ‘feel’ the

word carries to a native speaker is usually not. Occasionally

dictionaries help by attaching labels such as ‘pejorative’ to

words like frog or wog; but there is not much more formal

help. As in the case of register in the previous section, the

teacher can only hope to begin to put things right over a long

period of time. Similar teaching procedures can be adopted

as to those outlined above, but in the last analysis the

advanced student must develop his own associative semantic

networks in English—nearly always different, if only subtly

so, from those in his mother tongue—by prolonged repeated

exposure to words in a variety of illustrative contexts. This is

best done through extensive reading, and the building up of a

set of index cards of words and phrases with illustrative

examples of new connotations and associations. Only in this

way will his intuitions approximate closely enough to those

of native speakers, and only in this way will he appreciate the

nuances of English and be able to respond equally sensitively.

Pronunciation

At the advanced level, a reasonable accuracy in the

pronunciation of individual sounds has certainly been

achieved. Rather than striving for an unattainable perfection

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in this area, it is infinitely more valuable to turn one’s

attention to stress, rhythm and intonation. This will

probably have been neglected. If the teacher does no more

than get his students to use the strong forms and weak forms

in all the right places, he will have done them an inestimable

service, for their spoken language will to the untutored

native’s ear give a much more accurate reflection of the

learner’s status as an advanced student of English. So often a

person with years of learning and impeccable knowledge of

grammar and vocabulary will appear like a raw novice when

he produces too carefully articulated sentences.

Apart from the teaching techniques suggested in Chapter 5

to deal with this sort of problem, it is worthwhile suggesting to

adults that they read a non-technical book such as J.D.

O’Connor’s Better English Pronunciation. The chapter

‘Words in Company’ in this book makes very valuable

corrective reading. When made aware of a problem, an

advanced student, with guidance, is often his own best teacher.

There is a great deal to be said at advanced levels for the

teacher assuming more and more the mantle of tutor. At the

early stages of learning, the teacher is responsible for

choosing the material to be taught, presenting it and ensuring

to the best of his ability that it is learnt. The advanced

student brings with him an already considerable history of

language learning, and probably a keen awareness of his own

strengths and weaknesses. He is therefore more able to share

in the choice of material to be covered and in the learning

process. Once alerted, for example, to the importance of

register and connotations of words, he will learn as much

from the extensive reading of English newspapers and novels

as he will from any formal lesson his teacher may give him on

these topics. The teacher-tutor’s business, therefore, is to

point to the difficulties, give guidance as to how they might

be tackled, and monitor progress, but it is less and less to

teach a particular topic and assume it is then dealt with.

Adults live in a world where English is very important to

them. Professionally, it may be quite essential. Socially it is

likely to be very useful with the increasing mobility of

societies. Even in the home, there may be a need for

English—even if it is just dealing with the children’s

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homework or watching an American film on TV without

subtitles. The need is widespread and likely to persist

throughout life. But most people are not in the position to

contemplate English lessons throughout life. So one of the

most essential services the teacher-tutor can perform for his

students is to equip them to help themselves after they leave

him, to equip them to shoulder the whole responsibility for

their future progress. Going to see the latest Oscar-winning

film in English at the cinema is then an end in itself, but also

a continuation of a learning process of which they are in

control. The trend towards permanent education, as it is

called, must surely be right, as the world never stands still,

nor should one’s knowledge of it. The teacher of advanced

students must prepare for the future as much as teach for the

present.

My Daily

          Daily or an activity that always made a day - day in this life, ranging from getting out of bed to go back to sleep, within a day, week, month and for many - years. Feeling tired in living an everyday life? That's for sure, how strong will and temper a person must have felt an exhaustion of their life, a different feeling tired it is addressing. Everyday we do not realize we have lived a long time, since we were toddlers, for example, we (at the time of toddlers) must get up early and drink milk and so on, move on to the children - our children can play and learn, go back into our adulthood already busy working from morning till morning might return. That's an everyday which we always do.

I does my daily life with very great, begin to wake up in the morning, have breakfast depart activity, and then come back home to rest and prepare energy for the next day. No we know, in living our daily lives that we often find a thing that can not be suspected by us before, like today I will get a bonus from work I had been such, it is an occurrence that is unexpected, or we have an accident (that's a bad event if it happens), we will never know what will happen to us in our daily life.

I'm an employee who works at 2 different places, but still in a same field of education. Every day I always make friends with public transportation; public transportation is a public vehicle that is in all cities in Indonesia, a lot of benefits, whether positive or negative, that negative or positive would I accept it, because it indirectly helps all activities of daily public transportation -my day. So my daily is always helped by the existence of public transportation, knowing still in the lower classes, do not have a personal vehicle.

I've tried, and it is also exciting to see and watch the behavior of many people, like people who are busy with work, people are busy with its hp until there are people who can not be separated with a cell phone, sleep on public transportation with earphones and do not care about (that's me ... hehhehhehe). However, with that, we go through with very beautiful, lots to be had in a daily. Never felt, from the morning we feel very happy whatever reason, our mood every few hours immediately became very annoyed and angry. It is a little example of a daily life, remember all of it depends on how we deal with all that happens in everyday life that. There is one ideal - ideals that have not reached me, that know people who are very busy everyday life in big cities, like Jakarta. I also want to know how everyday people are using trains to move. I can not write more, but from the information I can, the move by using the train, more easily create stress, a lot of causes such as the late arrival of trains, the disturbance on the train at the time of walking, pickpockets are rampant on trains, until I heard the cases of abuse and indecent acts carried out on the train in a state that is very full in the carriage.

Misunderstandings

Caller              : Hello, can I speak to Annie Wan ?
Operator        : Yes, you can speak to me.
Caller              : No, I want to speak to Annie Wan!
Operator        : Yes I understand you want to speak to anyone. You can speak to me. Who is this?
Caller              : I’m Sam Wan. And I need to talk to Annie Wan! It’s urgent.
Operator        : I know you are someone and you want to talk to anyone! But what’s this urgent matter about?
Caller              : Well… just tell my sister Annie Wan that our brother Noe Wan was involved in an accident. Noe Wan got injured and now Noe Wan is being sent to the hospital. Right now, Avery Wan is on his way to the hospital.
Operator        : Look, if no one was injured and no one was sent to the hospital, then the accident isn’t an urgent matter! You may find this hilarious but I don’t have time for this!
Caller             : You are so rude! Who are you?
Operator        : I’m Saw Ree.
Caller              : Yes! You should be sorry. Now give me your name!!
Operator        : That’s what I said. I’m Saw Ree ..
Caller              : Oh ……God!!! !

1.      Direct Speech

Direct speech repeats, or quotes, the exact words spoken. When we use direct speech in writing, we place the words spoken between inverted commas ("....") and there is no change in these words. We may be reporting something that's being said NOW (for example a telephone conversation), or telling someone later about a previous conversation

Examples:

She says "What time will you be home?"
She said "What time will you be home?"
and I said "I don't know! "
"There's a fly in my soup!" screamed Simone.
John said, "There's an elephant outside the window."

2.      Reported Speech

Reported speech is usually used to talk about the past, so we normally change the tense of the words spoken. We use reporting verbs like 'say', 'tell', 'ask', and we may use the word 'that' to introduce the reported words. Inverted commas are not used.

She said, "I saw him." She said that she had seen him.

·         'That' may be omitted:
She told him that she was happy.
She told him she was happy.

·          'Say' and 'tell':
Use 'say' when there is no indirect object:
He said that he was tired.

·         Always use 'tell' when you say who was being spoken to (i.e. with an indirect object):
He told me that he was tired.

·         'Talk' and 'speak' are used:
- to describe the action of communicating:
He talked to us.
She was speaking on the telephone.

·          With 'about' to refer to what was said:
He talked (to us) about his parents.

3.      Kinds of Reported Speech

a.    Reported Speech Hopes, Intentions, Promises

When we report an intention, hope or promise, we use an appropriate reporting verb followed by a that-clause or a to-infinitive:

"I'll pay you the money tomorrow."
He promised to pay me the money the next day.
He promised that he would pay me the money the next day.

Other verbs used in this pattern include:
hope, propose, threaten, guarantee, and swear.

Examples:

1.      "I'll be back by lunchtime."
He promised to be back by lunchtime.
He promised that he would be back by lunchtime.

2.      "We should arrive in London before nightfall."
They hoped to arrive in London before nightfall.
They hoped they would arrive in London before nightfall.

3.      "Give me the keys to the safe or I'll shoot you!"
He threatened to shoot me if I didn't give him the keys to the safe.
He threatened that he would shoot me if I didn't give him the keys to the safe.

b.    Reported Speech Orders, Requests, Suggestions

When we want to report an order or request, we can use a verb like 'tell' with a to-clause.

Examples:

He told me to go away.
The pattern is verb + indirect object + to-clause.
(The indirect object is the person spoken to.)

Other verbs used to report orders and requests in this way are: command, order, warn, ask, advise, invite, beg, teach, forbid.

Examples:

1.   The doctor said to me, "Stop smoking!”
The doctor told me to stop smoking.

2.    "Get out of the car!" said the policeman.
The policeman ordered him to get out of the car.

3.   "Could you please be quiet," she said.
She asked me to be quiet.

4.   The man with the gun said to us, "Don't move!"
The man with the gun warned us not to move.
(See also section on Verbs followed by infinitive and Verbs followed by gerund)

Requests for objects are reported using the pattern ask + for + object: Examples:

1.             "Can I have an apple?” she asked.

She asked for an apple.

2.             "Can I have the newspaper, please?"
He asked for the newspaper.

3.             "May I have a glass of water?" he said.
He asked for a glass of water.

4.              "Sugar, please."
She asked for the sugar.

5.              "Could I have three kilos of onions?"
He asked for three kilos of onions.

Suggestions are usually reported with a that-clause. 'That' and 'should' are optional in these clauses:

She said: "Why don't you get a mechanic to look at the car?" She suggested that I should get a mechanic to look at the car. OR She suggested I get a mechanic to look at the car.

Other reporting verbs used in this way are: insist, recommend, demand, request, and propose.

Examples:
"It would be a good idea to see the dentist", said my mother. My mother suggested I see the dentist.

 The dentist said, "I think you should use a different toothbrush". The dentist recommended that I should use a different toothbrush.

My manager said, "I think we should examine the budget carefully at this meeting." My manager proposed that we examine the budget carefully at the meeting.

"Why don't you sleep overnight at my house?" she said. She suggested that I sleep overnight at her house.

Notes:

Suggest can also be followed by a gerund: I suggested postponing the visit to the dentist.

c.       Reported Speech Questions
Normal word order is used in reported questions, that is, the subject comes before the verb, and it is not necessary to use 'do' or 'did':

"Where does Peter live?" She asked him where Peter lived.

1.    Yes / no questions: This type of question is reported by using 'ask' + 'if / whether + clause:

·      "Do you speak English?" He asked me if I spoke English.

·      "Are you British or American?" He asked me whether I was British or American.

·      "Is it raining?" She asked if it was raining.

·      "Have you got a computer?" He wanted to know whether I had a computer.

·      "Can you type?" She asked if I could type.

·      "Did you come by train?" He enquired whether I had come by train.

·      "Have you been to Bristol before?" She asked if I had been to Bristol before.

2.    Question words

This type of question is reported by using 'ask' (or another verb like 'ask') + question word + clause. The clause contains the question, in normal word order and with the necessary tense change.

Examples:

·      "What is your name?" he asked me. He asked me what my name was.

·       "How old is your mother?” he asked. He asked how old her mother was.

·      The mouse said to the elephant, "Where do you live?" The mouse asked the elephant where she lived.

·       "What time does the train arrive?" she asked. She asked what time the train arrived.

·      "When can we have dinner?" she asked. She asked when they could have dinner.

·      The elephant said to the mouse, "Why are you so small?" The elephant asked the mouse why she was so small.

d.      Reported Speech Summary Of Reporting Verbs

Note that some reporting verbs may appear in more than one of the following groups.

1.      Verbs followed by 'if' or 'whether' + clause:

ask know remember

say see

2.      Verbs followed by a that-clause:

add admit agree announce answer argue boast claim comment complain confirm consider deny

doubt estimate explain fear feel insist mention observe persuade propose remark remember repeat

reply report reveal say state suggest suppose tell think understand warn

3.      Verbs followed by either a that-clause or a to-infinitive:

decide expect guarantee hope

promise swear threaten

4.      Verbs followed by a that-clause containing should
(but note that it may be omitted, leaving a subject + zero-infinitive):

advise beg demand

insist prefer propose

recommend request suggest

5.      Verbs followed by a clause starting with a question word:

decide describe discover discuss explain forget guess

imagine know learn realize remember reveal say

see suggest teach tell think understand wonder

6.      Verbs followed by object + to-infinitive

advise ask beg command

forbid instruct invite

teach tell warn

e.       Reported Speech Tense Changes

Normally, the tense in reported speech is one tense back in time from the tense in direct speech:

She said, "I am tired." She said that she was tired.

The changes are shown below:

Simple present		Simple past
"I always drink coffee", she said		She said that she always drank coffee.
Present continuous		Past continuous
"I am reading a book", he explained.		He explained that he was reading a book
Simple past		Past perfect
"Bill arrived on Saturday", he said.		He said that Bill had arrived on Saturday
Present perfect		Past perfect
"I have been to Spain", he told me.		He told me that he had been to Spain
Past perfect		Past perfect
"I had just turned out the light," he explained.		He explained that he had just turned out the light.
Present perfect continuous		Past perfect continuous
They complained, "We have been waiting for hours".		They complained that they had been waiting for hours.
Past continuous		Past perfect continuous
"We were living in Paris", they told me.		They told me that they had been living in Paris.
Future		Present conditional
"I will be in Geneva on Monday", he said		He said that he would be in Geneva on Monday.
Future continuous		Conditional continuous
She said, "I'll be using the car next Friday".		She said that she would be using the car next Friday.

NOTE:

1.      You do not need to change the tense if the reporting verb is in the present, or if the original statement was about something that is still true, e.g.

He says he has missed the train but he'll catch the next one.
We explained that it is very difficult to find our house.

2.       These modal verbs do not change in reported speech:
might, could, would, should, ought to, e.g.

We explained that it could be difficult to find our house.
She said that she might bring a friend to the party.

4.      Time Changing

If the reported sentence contains an expression of time, you must change it to fit in with the time of reporting.

For example we need to change words like here and yesterday if they have different meanings at the time and place of reporting.

Today	+ 24 hours - Indirect speech
"Today's lesson is on presentations."	She said yesterday's lesson was on presentations.

5. 

Expressions of time if reported on a different day
this (evening)	›	that (evening)
today	›	yesterday ...
these (days)	›	those (days)
now	›	then
(a week) ago	›	(a week) before
last weekend	›	the weekend before last / the previous weekend
here	›	there
next (week)	›	the following (week)
tomorrow	›	the next/following day

In addition if you report something that someone said in a different place to where you heard it you must change the place (here) to the place (there).

For example:

At work	At home
"How long have you worked here?"	She asked me how long I'd worked there.

Memo is a concise message, the message written someone with a short, clear and easy to understand. According to the application, there are memos that are official and private (unofficial). Memo to be officially adopted as a statement in an official relationship of a leader to his subordinates. Memo personal note or letter is used as an unofficial declaration among friends, relatives, or others who have intimate relationships.

The Characteristics:

5.      Special letters that are made specifically for the purpose in the office or organization.

6.      Viewed from the circulation, an office or organization can notice the memo horizontally and vertically.

7.      Horizontal delivery is the delivery memo to the party who has a position equivalent.

8.      Submission vertically is delivering a memo from your boss to subordinates or otherwise to warn or to order something.

9.      It is a form of communication that gives advice, guidance, or information about something.

10.  It has the letter that is simpler than a formal letter in general, especially in the letter.

11.  Due to the limited circulation, scrap usually does not include the identity of the office, such as office name, phone number, fax, and postal code, in full.

The characteristics of shape memo:

·       Head Memo
          o Recipients
          o Sender
          o Subject and date of delivery
          o the sender's initials and name of the light.

·       The content, the author immediately notice the messages or commands in short sentences and straightforward.

Sample Memo Format / Template TO: FROM: DATE: SUBJECT: First Sentence: Reason for the memo Second Sentence - Main Body: Any Instructions or information Closing Sentence What is required of the reader e.g. Confirmation, answers or feedbac

Sample Memo Format / Template

Examples:

The letter is a written communication tool that is written in a piece of paper and insert it into the envelope.

Criteria mail:

· Packaged in an attractive form.

· Easily understood language.

· Jump to the core (not long-winded).

The letter according to its usage:

· Mail Service

· Personal Letter

· Commerce Letter

Mail Service
Mail service is used for official purposes, the agencies. Language department letters must use the language standard, formal, clear, easily understood and used as a guide EYD writing. Official letter concerning the official and formal letter.

Function official letter:

· Written documents and evidence of black and white.

· Reminder tool, because the letter can be archived so easy to find when in need.

· Historical evidence, bleak in the papers about the development of an agency change.

· Working guidelines, such as letter and letter of instruction decision.

The characteristics of official letter:

· Use appropriate instruments, including paper size, type and color, ink, and writing.

· Using a standard form letter.
· Use Indonesian language standard with the delivery of short, simple, clear and polite, and present the correct facts when necessary.

-          Avoid abbreviations and words are not common, note the tidiness and cleanliness.

-          Mail service is divided:

· Head of the letter (letterhead)

· Numbers letter

· Appendix

· About

· Date of letter

· Address designated

· Salam opener

· Contents of this email

· Salam cover

· Signature

· Clearly the sender's name

· Position

· Copies

Personal Letter

Personal letter is an individual letter to another person or organization. Senders should call himself a personal letter with my words or the first person pronoun.

Personal letters are divided into:

· Formal personal letter

· Unofficial personal letter

Commerce Letter

Commerce letter is a letter used in operations or business. Usually the letters are made by commercial companies for profit.

DOC Letter consists of:

· Letter purchase

· Receipt

· Trade

Letter of commerce are divided into:

· Letter of internal trade

· Letter of external trade

various kinds of commercial letter that is often used by companies:

· Request quote

the letter made by the prospective buyer to ask for information about prices, discounts, payments, etc...

· Offer (offered)

the letter made by the seller to prospective buyers.

· Order (order)

the letter, which made the prospective buyer to the seller that contains the purchase order items.

Examples:

Figure 1 Official Letter

Figure 2 Personal Letter

Figure 3 Commercial Letter

A curriculum vitae, commonly referred to as CV, is a longer (two or more pages), more detailed synopsis than a resume. It includes a summary of your educational and academic background, as well as teaching and research experience, publications, presentations, awards, honors, affiliations, and other details.

Format of Curriculum Vitae:

Sample:

1.     Usage:

The Simple Past Tense is used to talk about completed actions in the past:
--> My brother got a new job in Madrid last week.
--> How did he react when you told the truth?
--> Shakespeare died in 1616.

In addition, the Simple Past is used to describe situations which existed for a period of time in the past.
--> Millions of years ago, dinosaurs inhabited the earth.
--> George Washington was the first president of the United States.

The Simple Past is also used to express non-continuous actions which occurred at a definite time in the past.
--> Columbus reached America in 1492.
--> I graduated from school last year.

It is also used to talk about habits in the past:
--> We always had roast beef on Sundays when I was a boy.
--> We used to walk a mile in the morning when we were in London.
--> We never went abroad for our holidays until the 1970s

It is used to talk about events that happened one after the other:
--> He jumped out of bed, ran into the bathroom and slammed the door.

It is used in the second conditional
--> She would help him if she knew he was in trouble.

2.      Formation of the simple past:
a. The verb To Be

The Simple Past of the verb to be is conjugated as follows:

I was

you were

he was

she was

it was

we were

they were

b. Questions and negative statements

The Simple Present and Simple Past of the verb to be do not use auxiliaries to form questions and negative statements. Instead, the verb itself is used.
The verb to be forms questions and negative statements in the same way in the Simple Past as in the Simple Present. In order to form a question, the verb is placed before the subject. For example:

Affirmative Statement	Question
I was awake.	Was I awake?
They were ready.	Were they ready?

In order to form a negative statement, the word not is placed after the verb. For example:

Affirmative Statement	Negative Statement
I was awake.	I was not awake.
They were ready.	They were not ready.

In spoken English, the following contractions are often used:

Without Contractions	With Contractions
was not	wasn't
were not	weren't

In order to form a negative question, the verb is placed before the subject, and the word not is placed after the subject. However, when contractions are used, the contracted form of not immediately follows the verb. For example:

Without Contractions	With Contractions
Was I not awake?	Wasn't I awake?
Were they not ready?	Weren't they ready?

In order to form tag questions, the verb itself is used. In the following examples, the negative tag questions are underlined. Contractions are usually used in negative tag questions.

Affirmative Statement	Affirmative Statement with Tag Question
I was awake.	I was awake, wasn't I?
They were ready.	They were ready, weren't they?

c. Other verbs

English verbs other than the verb to be have the same form in the Simple Past, regardless of the subject.

In the case of regular English verbs, the Simple Past has the same form as the past participle. For example, the Simple Past of the regular verb to work is conjugated as follows:

I worked

you worked

he worked

she worked

it worked

we worked

they worked

In the case of irregular English verbs, the form of the Simple Past must be memorized. As illustrated by the examples below, for some irregular verbs, the Simple Past is the same as the past participle; whereas for others, the Simple Past differs from the past participle. For example:

Bare Infinitive	Simple Past	Past Participle
begin	began	begun
find	found	found
go	went	gone
let	let	let
take	took	taken

Like the regular verbs, irregular verbs other than the verb to be do not modify in the Simple Past, but have the same form, regardless of the subject. For example, the Simple Past of the irregular verb to take is conjugated as follows:

I took

you took

he took

she took

it took

we took

they took

d. Questions and negative statements

In both the Simple Present and the Simple Past of verbs other than the verb to be, questions and negative statements are formed using the auxiliary to do and the bare infinitive.

For questions and negative statements in the Simple Past, the Simple Past of the auxiliary to do is used. The Simple Past of to do is conjugated as follows:

I did

you did

he did

she did

it did

we did

they did

In order to change an affirmative statement into a question, did is placed before the subject, and the form of the verb is changed from the Simple Past to the bare infinitive. In the following example, the regular verb to work is used. The verb to work has the Simple Past worked, and the bare infinitive work.

Affirmative Statement	Question
I worked.	Did I work?
You worked.	Did you work?
He worked.	Did he work?
She worked.	Did she work?
It worked.	Did it work?
We worked.	Did we work?
They worked.	Did they work?

In order to change an affirmative statement into a negative statement, did not is placed after the subject, and the form of the verb is changed to the bare infinitive. In the following example, the irregular verb to speak is used. The verb to speak has the bare infinitive speak and the Simple Past spoke.

Affirmative Statement	Negative Statement
I spoke.	I did not speak.
You spoke.	You did not speak.
He spoke.	He did not speak.
She spoke.	She did not speak.
It spoke.	It did not speak.
We spoke.	We did not speak.
They spoke.	They did not speak.

In spoken English, the following contraction is often used:

Without Contraction	With Contraction
did not	didn't

In order to change an affirmative statement into a negative Question, did is placed before the subject, not is placed after the subject, and the form of the verb is changed to the bare infinitive. However, when contractions are used, the contracted form of not follows immediately after the auxiliary did. For example:

Without Contractions	With Contractions
Did I not work?	Didn't I work?
Did you not work?	Didn't you work?
Did he not work?	Didn't he work?
Did she not work?	Didn't she work?
Did it not work?	Didn't it work?
Did we not work?	Didn't we work?
Did they not work?	Didn't they work?

Sample of Text which uses Past Tense:

Sumang Child

Once upon time, there was a kingdom that was called Kutai Sadei (the kingdom of a village). It placed in a village of Taneak Jang. The king had twin children, they were Gading Snobot and Puteh Kuning. The king and his wife loved them so much. Everything they wanted, it would be fulfilled. In order that, their children grew up by taking easy.

Gading Snobot and Puteh Kuning were prohibited to play out the kingdom. They exactly played around the kingdom only. Their time was mostly spent to play together, to do something together, and even to take a bath together. Because of often spending time together, Gading Snobot and Puteh Kuning loved each other. In fact, they did that should not be done. They could not detain what they felt.

More time later, the king knew that Puteh Kuning was pregnant. The king was very angry at his daughter, Puteh Kuning. He made her to tell who had done it, but she did not want to tell who he was. Therefore, she would be moved to forest. Gading Snobot heard what his father said, finally he told to his father that he had done it to his sister. The king was very shocked about what he had heard.

“Right now you and your sister are not my children and the baby in your sister’s womb is sumang child. You would live hard and would not be happy.” The king said angrily while he left them alone across the Ketawen River.

Gading Snobot and Puteh Kuning lived in umai daet (a place across the Ketawen River that parted between kutai sadei and forest). They had to work hard for getting their needs. They also had to live alone without anyone’s helps.

Some years later Gading Snobot and Puteh Kuning had a boy and a daughter. Their children always played in the forest and played with the animals around their house. One day, the children played near the Ketawen River. Because of tiring, they sit down by the river’s edge.

“Hi, sumang child! You are excrement. Your daddy and your mom are very wrong. Don’t take a bath here and sit down here! Go far now!” The tadpoles said. They cried and directly went home. When they reached their house, they told what the tadpoles said to their mother.

“ Honey, don’t hear what they said! They’re just kidding. Then importantly don’t played near the river again, ok!” Their mother clarified. The children trusted to her.

On other day, the children played by the Ketawen River again. Then the tadpoles said like that again and again. Impactedly, they told what they heard to their father, and they lied that they were told by someone from kutai sadei. Their father was too shy. In order that she jumped to Ketawen River. Suddenly he became kersip (an animal that can be used for making lime), after that, the children retold what they saw to their mother. Afterwards, she also jumped from the window and became iben (betel).

Due to the happening, the children went to kutai sadei and told who they were and what the happening came. Because the king was died, so they lived in the kingdom to replace their grandparent’s position. Until now Rejangness believes that twin couple will love each other if they always meet without being parted. (http://akuloveilmu.blogspot.com)

Figure 4 Taken From akuloveilmu.blogspot.com

Simple Future Tense

I will sing

The simple future tense is often called will, because we make the simple future tense with the modal auxiliary will.

How do we make the Simple Future Tense?

The structure of the simple future tense is:

subject	+	auxiliary verb WILL	+	main verb
		invariable		base
		will		V1

For negative sentences in the simple future tense, we insert not between the auxiliary verb and main verb. For question sentences, we exchange the subject and auxiliary verb. Look at these example sentences with the simple future tense:

	subject	auxiliary verb		main verb
+	I	will		open	the door.
+	You	will		finish	before me.
-	She	will	not	be	at school tomorrow.
-	We	will	not	leave	yet.
?	Will	you		arrive	on time?
?	Will	they		want	dinner?

When we use the simple future tense in speaking, we often contract the subject and auxiliary verb:

I will	I'll
you will	you'll
he will she will it will	he'll she'll it'll
we will	we'll
they will	they'll

For negative sentences in the simple future tense, we contract with won't, like this:

I will not	I won't
you will not	you won't
he will not she will not it will not	he won't she won't it won't
we will not	we won't
they will not	they won't

How do we use the Simple Future Tense?

No Plan

We use the simple future tense when there is no plan or decision to do something before we speak. We make the decision spontaneously at the time of speaking. Look at these examples:

• Hold on. I'll get a pen.
• We will see what we can do to help you.
• Maybe we'll stay in and watch television tonight.

In these examples, we had no firm plan before speaking. The decision is made at the time of speaking.

We often use the simple future tense with the verb to think before it:

• I think I'll go to the gym tomorrow.
• I think I will have a holiday next year.
• I don't think I'll buy that car.

Prediction

We often use the simple future tense to make a prediction about the future. Again, there is no firm plan. We are saying what we think will happen. Here are some examples:

• It will rain tomorrow.
• People won't go to Jupiter before the 22nd century.
• Who do you think will get the job?

Be

When the main verb is be, we can use the simple future tense even if we have a firm plan or decision before speaking. Examples:

• I'll be in London tomorrow.
• I'm going shopping. I won't be very long.
• Will you be at work tomorrow?

Simple Future by Using Be Going To

Positive Sentence

Subject	+	Auxiliary Verb "to be"	+	Main Verb "going to"	+	V1
I	+	am	+	going to	+
We, They, You, Plural Nouns	+	are	+	going to	+
He, She, It Singular Nouns Uncountable Nouns	+	is	+	going to	+

• I am going to be at school today.
• They are going to the doctor tomorrow.
• My dog is going to come home this evening.
• The girls are going to be home at ten o'clock.

Negative Sentences

Subject	+	Auxiliary Verb "to be"	+	Not	+	Main Verb "going to"	+	V1
I, He, She, it	+	am	+	not	+	going to	+
We, They, You Plural Nouns	+	are	+	not	+	going to	+
Singular Nouns Uncountable Nouns	+	is	+	not	+	going to	+

• I am not going to be at school to today.
• They are not going to the doctor tomorrow.
• My dog is not going to come home this evening.
• The girls are not going to be home at ten o'clock.

Questions

Auxiliary Verb "To be"	+	Subject	+	Main Verb "going to"	+	V1
Am	+	I,	+	going to	+
Are	+	we, they, you, plural nouns uncountable nouns	+	going to	+
Is	+	he, she, it singular nouns	+	going to	+

• Am I going to the hospital next week?
• Are you going to be home next week?
• Are your friends going to help you clean your room latter?
• Is there going to be hot water when I come home tonight?
• Is someone going to buy some milk and cheese latter?

APPENDIX

http://www.hulya.cankaya.edu.tr/ingilizce4.htm

http://www.learnenglish.de/grammar/reportedspeech.htm

http://www.athabascau.ca/courses/engl/155/support/direct_and_indirect_speech.htm

http://id.wikipedia.org/wiki/Memo

http://jobsearch.about.com/od/cvsamples/a/blsamplecv.htm

http://klikbelajar.com/pelajaran-sekolah/pelajaran-bahasa/bahasa-indonesia/surat/

http://akuloveilmu.blogspot.com/

http://www.englishclub.com/grammar/verb-tenses_future.htm