USED TO

USED TO
We use USED TO with the BASE FORM ( V1) to say that
something happened regularly in the past but no longer
happens:
->1. I used to play tennis a lot, but now  I’m too lazy.
->2. “Do you go to the movie very often?” Not now, but     I used to.
->3. Anita used to have long hair, but she cut it some time ago.
->4. We used to live in a small village, but now we live in Jakarta.
->5.This building is now a furniture store. It used to be a movie theater.
->6. Did You use to eat candy when you were a child?
->7. I used to be sleepy in my class.
S +  get + used to + V1 ing ( Noun )
S +  am/ is / are  + used to + V1 ing ( Noun )
=>>This form tells present habit.
For Example:
->1. I am used to the  weather.
->2. She is used to driving on the  left.
->3. He is used to smoking.
->4. I get used to the  weather.
->5. She gets used to driving on the  left.
->6. He gets used to smoking.

REFLEXIVE and EMPHATIC PRONOUNS

REFLEXIVE AND EMPHATIC PRONOUNS
=>#A.These are : myself, yourself, himself, herself,itself,ourselves, yourselves, themselves.    Note =>the difference between the second person singular yourself, and the second person plural    yourselves.    =>The indefinite reflexive / emphasizing pronoun is oneself.
=>#B. Used as reflexive pronouns myself, yourself etc are used as objects of verb    when the action of the verb returns to the doer.
When subject and object are the same person:
=>*I cut myself.
=>*He shaved himself.
=>*It is not always easy to amuse oneself on holiday.
=>*Tom and Tony blamed themselves for the accident.
=>#Myself, yourself etc
used similarly after a verb +    preposition:
=>*He spoke to himself.
=>*Look after yourself.
=>*I’m annoyed with myself. =>*Did he pay for himself?
=>*Take care of yourselves. =>*He sat by himself.
But  if the preposition indicates locality, we use the
ordinary, not the reflective, pronouns:
=>*Did you take your dog with you?
=>*They put the child between them.
=>*Has he any money on him?
=>#B. myself,himself, herself ,etc used as emphasizing    pronouns myself,yourself, etc can also be used to    emphasize a noun or pronoun:
=>*The king himself gave her the medal.
=>*I myself did it yesterday.
=>#When used in this way the pronoun is never esential
and can  be omitted without changing the sense. It is usually emphasizes the subject of the sentence and is then placed after the subject:    For Examples :
=>*Ann herself opened the door.
=>*Tom himself went.                    Alternatively it can be placed after the object if there is one.   For Examples : =>*Ann opened the door herself.                =>*Tom went himself.                    =>#If the transitive verb is followed by a preposition +    noun, the emphasizing pronoun can be placed after this noun.
=>*Tom went to London himself.                =>*Tom himself went to London.
When it emphasizes another noun it is placed immediately after it:
=>*I saw Tom himself.
=>*He spoke to the president himself.
=>*She likes the diamond itself but not the setting.

RECOUNT TEXT

RECOUNT TEXT

-;To tell other people about something that has happened in your life.
-;To tell about what you did  at the weekend.
-;It might be about exciting things that happened when you were on holidays last year.
-;Speaking or writing about past events is called a recount.
-; In short a recount is a piece of text that retells past events past events, usually in the order in which they happened. The purpose of a recount is to give the audience a description of what occurred and when it occurred.
Some examples of recount text types are:
=>Newspaper reports
=>Conversations
=>Speeches
=>Television interviews
=>Eyewitness accounts
=>letters
Construction of Recount
The recount text types retell , past events, usually in the order which they happened. The steps for constructing written recount are:
a. The first paragraph that gives background information about a who, what, where and when ( called an orientation )
b. A  series of paragraphs that retell the events in the order in which they happened.
c. A concluding paragraph ( not always necessary )
Language of Recounts

The language features usually found in a recount are :
a. Proper noun to identify those involved in the text.
b. Descriptive words to give details about who, what, when, where, how.
c. The use of the past tense to re tell the events.
d. Words that show the order of events ( for example , first, next, then )

Words Showing Order

One of the language features of recounts is the use of words that show the order in which the events in the text happened.

first ( second, third)               next
when                                       now
then                                         soon after
at this point                            lastly
at this time                             before that
after a while                           afterward
at this moment                       following that
meanwhile

 Tracy's Experience

On the way to the bus stop yesterday, Tracy slipped on wet leaves and hurt her foot. Some people helped her stand up. Then, she went home. Her mother was surprised at that time. And then her mother took her to the hospital.

In the hospital, her mother parked the car in NO PARKING area and then she helped her daughter walk to the doctor. It wasn’t a serious accident, but it was very expensive. The X-ray, ice treatment, and bandage cost $320.

After that Tracy and her mother went back to their car. There was a traffic police officer near their car. He gave her a ticket. The fine was $80. Then, on the way home, Tracy’s mother hit a telephone pole. It cost $500 to fix it. Finally they went home and they were very tired.

 An Unlucky Day (Recount)

One morning I got up with the feeling that the day was going to be an unlucky one for me. How right it was! Found that it was already 06:15 a.m.
I rushed into the bathroom. I did not see a piece of soap lying on the floor. I stepped on it and slipped, almost breaking my back in the process.
Then, I went into the dining room for my breakfast. I gulped down the tea without realizing that it was very hot. It burnt my tongue. I spat it out and could not eat anything because my tongue hurt. I got dressed and rushed to the bus stop.
Unfortunately, I just missed the bus. My heart sank and I knew that I would be late for school. When I reached school, my name was taken down by the teacher. The teacher scolded me for being late. To my humiliation, I was made to stand outside the class. I was so upset by the incidents that I could not study properly. But worse was to come.
After school, I was on my way home when something hard hit me on the head. Someone had thrown a bag of fish bones out of the window and it landed on me! I was boiling with rage but could do nothing.
However, luckily for me, this only raised a small lump on my head.I managed to reached home safe and sound, and did not dare to go out again for the rest of day.

Procedure Text

How to make something, how to do something, how to get something, recipes, steps, procedure, materials, goals, ingredients, text.

What is Procedure Text?

Purpose:

To help us do a task or make something. They can be a set of instructions or directions.

Text Organization:

• Goal: (The final purpose of doing the instructions)

• Materials: (ingredients, utensils, equipment to do the instructions)

• Steps: (a set of instructions to achieve the final purpose)

Language Features :

• Use of imperatives

(e.g.: cut, don't mix)

• Use of action Verbs

(e.g. : turn, put, mix)

• Use of connectives

(e.g. : first, then, finally, ...)

• Use of adverbial phrases  

(e.g. : for five minutes, 2 centimeters from the top)

 How to turn on a computer

Press the ON/OFF buttons.
Make sure the computer is plugged in
Wait, read, and follow the instructions
Select the program to run on screen.
The buttons are on CPU and on monitor

How to charge a battery of a hand phone

First, connect the lead from the charger to the base of the phone
Second, connect the charger to AC wall outlet. The battery indicator bar starts scrolling
Third, when the battery is fully charged, the bar stops scrolling. Disconnect the charger from the AC outlet and the phone.

Herbed Mushrooms with Feta

Materials
1 lb mushroom, sliced
1 tbsp. each olive oil and butter
1/4cup Foxbrook Merlot
1/2 cup crumbled feta cheese
1/2 tbsp. dried thyme

Steps:
1. In a large skillet cook mushrooms in oil and butter 5 minutes until slightly softened.
2. add wine, continue to cook until liquid has almost evaporated. Remove from heat, cool slightly.
3. Sprinkle mushrooms with feata and thyme. Season to taste with salt and pepper, and serve immediately.

Narrative Text

Text about folks tales, fairy stories, mysteries, science fiction, romances, horror stories, adventure stories, fables, myths and legends, historical narratives, ballads, slice of life, personal experience.

Purpose

The basic purpose of narrative is to entertain, to gain and hold a readers' interest. However narratives can also be written to teach or inform, to change attitudes/ social opinions eg soap operas and television dramas that are used to raise topical issues. Narratives sequence people/ characters in time and place but differ from recounts in that through the sequencing, the stories set up one or more problems, which must eventually find a way to be resolved.

Types of Narrative

There are many types of narrative. They can be imaginary, factual or a combination of both. They may include fairy stories, mysteries, science fiction, romances, horror stories, adventure stories, fables, myths and legends, historical narratives, ballads, slice of life, personal experience.

Features

• Characters with defined personalities/identities.
• Dialogue often included - tense may change to the present or the future.
• Descriptive language to create images in the reader's mind and enhance the story.

Structure

In a Traditional Narrative the focus of the text is on a series of actions:

Orientation: (introduction) in which the characters, setting and time of the story are established. Usually answers who? when? where? eg. Mr Wolf went out hunting in the forest one dark gloomy night.

Complication or problem: The complication usually involves the main character(s) (often mirroring the complications in real life).

Resolution: There needs to be a resolution of the complication. The complication may be resolved for better or worse/happily or unhappily. Sometimes there are a number of complications that have to be resolved. These add and sustain interest and suspense for the reader.

To help students plan for writing of narratives, model, focusing on:

• Plot: What is going to happen?
• Setting: Where will the story take place? When will the story take place?
• Characterization: Who are the main characters? What do they look like?
• Structure: How will the story begin? What will be the problem? How is the problem going to be resolved?
• Theme: What is the theme / message the writer is attempting to communicate?

Language

* Action verbs: Action verbs provide interest to the writing. For example, instead of The old woman was in his way try The old woman barred his path. Instead of She laughed try She cackled.
* Written in the first person (I, we) or the third person (he, she, they).
* Usually past tense.
* Connectives,linking words to do with time.
* Specific nouns: Strong nouns have more specific meanings, eg. oak as opposed to tree.
* Active nouns: Make nouns actually do something, eg. It was raining could become Rain splashed down or There was a large cabinet in the lounge could become A large cabinet seemed to fill the lounge.
* Careful use of adjectives and adverbs: Writing needs judicious use of adjectives and adverbs to bring it alive, qualify the action and provide description and information for the reader.
* Use of the senses: Where appropriate, the senses can be used to describe and develop the experiences, setting and character:

• What does it smell like?
• What can be heard?
• What can be seen - details?
• What does it taste like?
• What does it feel like?

* Imagery

• Simile: A direct comparison, using like or as or as though, eg. The sea looked as rumpled as a blue quilted dressing gown. Or The wind wrapped me up like a cloak.
• Metaphor: An indirect or hidden comparison, eg. She has a heart of stone or He is a stubborn mule or The man barked out the instructions.
• Onomatopoeia: A suggestion of sound through words, eg. crackle, splat, ooze, squish, boom, eg. The tires whir on the road. The pitter-patter of soft rain. The mud oozed and squished through my toes.
• Personification: Giving nonliving things (inanimate) living characteristics, eg. The steel beam clenched its muscles. Clouds limped across the sky. The pebbles on the path were gray with grief.

* Rhetorical Questions: Often the author asks the audience questions, knowing of course there will be no direct answer. This is a way of involving the reader in the story at the outset, eg. Have you ever built a tree hut?

* Variety in sentence beginnings. There are a several ways to do this eg by using:

• Participles: "Jumping with joy I ran home to tell mum my good news."
• Adverbs: "Silently the cat crept toward the bird"
• Adjectives: "Brilliant sunlight shone through the window"
• Nouns: "Thunder claps filled the air"
• Adverbial Phrases: "Along the street walked the girl as if she had not a care in the world."
• Conversations/Dialogue: these may be used as an opener. This may be done through a series of short or one-word sentences or as one long complex sentence.

* Show, Don't Tell: Students have heard the rule "show, don't tell" but this principle is often difficult for some writers to master.

* Personal Voice: It may be described as writing which is honest and convincing. The author is able to 'put the reader there'. The writer invests something of him/her self in the writing. The writing makes an impact on the reader. It reaches out and touches the reader. A connection is made.

The Ducks and the Turtle (Narrative)

Two ducks who lived in a big lake had a friend who was a turtle. One year there was a very little rain and the lake began to dry up. One of the ducks said to the other, “Soon, there will be no water in this lake. Let’s go and look for lake.”
“Yes, answered the second duck, “But first let’s say good bye to our friend, the turtle.”
When they told the turtle they were going to leave, he said, “I’ll die here without any water and without any friends. Take me with you.”
“The ducks answered, “We can’t. We are going to fly, and you have no wings.”
“The turtle thought for a minute and then said, “please wait here.”
Then he went away and found a strong, straight stick. He brought it back to his friends, put the middle of it in his mouth and said, “Now if each of you takes me one end of the stick in his mouth, you can lift me up and carry me with you.”
“ Their is one danger,” said the ducks, “if you try to talk while we’re carrying you through the air, you won’t be able to hold the stick, so you’ll fall down along way and break your shell.”
“all right,” answered the turtle, “I promise not to talk while we’re in the air. So the ducks took the stick and flew away, with the turtle between them. All went well until they were flying over a town. Then some people saw them and shouted, “Look, those ducks are carrying a cat!”The turtle got very angry, “A cat? I’m not …” he said, but he did not get any further, because when he opened his mouth, the stick came out of his mouth and the poor turtle fell to the ground.

Nasreddin Goes Shopping

One day Nasreddin went to town to buy new clothes. First he tried on a pair of trousers. He didn't like the trousers, so he gave them back to the shopkeeper. Then he tried a robe which had the same price as the trousers. Nasreddin was pleased with the robe, and he left the shop. Before he climbed on his donkey to ride home, the shopkeeper and the shop-assistant ran out.

"You didn't pay for the robe!" said the shopkeeper.


"But I gave you the trousers in exchange for the robe, didn't I?" replied Nasreddin.


"Yes, but you didn't pay for the trousers, either!" said the shopkeeper.


"But I didn't buy the trousers," replied Nasreddin. "I am not so stupid as to pay for something which I never bought."

1	How did Nasreddin get to the shop?
			on foot
			by camel
			by donkey
			the story doesn't say
2	What did Nasreddin do first in the shop?
			He tried on some trousers.
			He tried on a robe.
			He tried on a hat.
			He greeted the shopkeeper.
3	What did Nasreddin try on next?
			a robe
			a pair of trousers
			a hat
4	Which item did Nasreddin like best?
			the robe
			the hat
			the trousers
5	How many people were working in the shop?
			four
			three
			two
6	Why was the shopkeeper angry when Nasreddin left?
			He didn't take the trousers.
			He didn't pay for the robe.
			He didn't say goodbye.
7	What did Nasreddin actually pay for?
			nothing
			the robe
			the trousers

Gap-fill exercise

Nasreddin tried on a of trousers and a in a shop. He didn't like the , so he gave them back to the . He walked out with the robe. The shopkeeper complained that Nasreddin didn't for the robe. Nasreddin said he for the robe by giving him the trousers. When the shopkeeper said that he didn't pay for the trousers either, Nasreddin replied that he didn't the trousers.

 

Adjective Comparison

Comparatives and Superlatives of Adjectives

Introduction

Comparatives and Superlatives are special forms of adjectives. They are used to compare two or more things. Generally, comparatives are formed using -er and superlatives are formed using -est. This page will explain the rules for forming regular comparatives and superlatives, and also show some basic ways of using them.

Forming comparatives and superlatives

How these forms are created depends on how many syllables there are in the adjective. Syllables are like “sound beats”. For instance, “sing” contains one syllable, but “singing” contains two — sing and ing. Here are the rules.

Adjective form	Comparative	Superlative
Only one syllable, ending in E. Examples: wide, fine, cute	Add -R: wider, finer, cuter	Add -ST: widest, finest, cutest
Only one syllable, with one vowel and one consonant at the end. Examples: hot, big, fat	Double the consonant, and add -ER: hotter, bigger, fatter	Double the consonant, and add -EST: hottest, biggest, fattest
Only one syllable, with more than one vowel or more than one consonant at the end. Examples: light, neat, fast	Add -ER: lighter, neater, faster	Add -EST: lightest, neatest, fastest
Two syllables, ending in Y. Examples: happy, silly, lonely	Change Y to I, then add -ER: happier, sillier, lonelier	Change Y to I, then add -EST: happiest, silliest, loneliest
Two syllables or more, not ending in Y. Examples: modern, interesting, beautiful	Use MORE before the adjective: more modern, more interesting, more beautiful	Use MOST before the adjective: most modern, most interesting, most beautiful

How to use comparatives and superlatives

Comparatives	Comparatives are used to compare two things. You can use sentences with THAN, or you can use a conjunction like BUT. Examples: Jiro is taller than Yukio. Yukio is tall, but Jiro is taller.
Superlatives	Superlatives are used to compare more than two things. Superlative sentences usually use THE, because there is only one superlative. Examples: Masami is the tallest in the class. Yukio is tall, and Jiro is taller, but Masami is the tallest.

When you are sure that you understand the lesson, you can continue with the exercise.

Comparatives and Superlatives

Choose the correct form for each word.

1 / 10

1. What is the comparative of "hot"?
   1.   hoter
   2.   hotter
   3.   hotest
   4.   hottest
2. What is the superlative of "deep"?
   1.   deeper
   2.   deepper
   3.   deepest
   4.   deeppest
3. What is the comparative of "lively"?
   1.   livelyer
   2.   more livelyer
   3.   livelier
   4.   more livelier
4. What is the comparative of "sad"?
   1.   sader
   2.   sadder
   3.   sadier
   4.   saddier
5. What is the superlative of "ugly"?
   1.   uglier
   2.   uggliest
   3.   uglyest
   4.   ugliest
6. What is the superlative of "small"?
   1.   smallier
   2.   smaller
   3.   smalliest
   4.   smallest
7. What is the superlative of "unpleasant"?
   1.   unpleasant
   2.   most unpleasant
   3.   more unpleasant
   4.   unpleasantest
8. What is the comparative of "destructive"?
   1.   destructiver
   2.   more destructive
   3.   destructivier
   4.   more destructiver
9. What is the superlative of "soft"?
   1.   softest
   2.   softiest
   3.   softtest
   4.   most soft
10. What is the comparative of "heat"?
    1.   heater
    2.   heatter
    3.   heatier
    4.   hetter
    5.   none of these