It means “give someone a charge”, “cheer up”, “give someone confidence” and “give hope to someone” and so on… I studied one word in English and so I realized that having hope is too close to having confidence.

Having hope springs having confidence, having confidence springs having hope.

I realized that these interact with each other today!!

Hi, nice to meet you♪

I’m Japanese, my name is hitoshi.

I’ve lived in Japan all my life. I learn English as a second language by myself now.

I wanna write a journal about my own studying English from now.

新しいボキャブラリーが増えても、それをどのような場面で、どういうタイミングで、どんなトーンで使っていいのかわからない。こればっかりは辞書に載っていないので、感覚をつかむには実際に英語圏で生活することが必要だと思います。しかも一定の長い期間。去年10ヶ月の留学期間で、私が何度ネイティブに対して失礼なことを言ってきたかわかりません・・・相手も私の語学力が低いことが分かっているので、たまに直してくれたり、流してくれたりしてましたが。ここで謝ります。ごめん。笑

イギリスで「やばい。なんとかしなくちゃ。」と思って買ったのがこの本。

実際にはイギリスのアマゾンで買ったので少し表紙のデザイン等が違いますが、会話がたくさん載っているので音読してても楽しい(._.)♪　使える表現が満載♪(私が使えたことは数えるほどですが。。。)　CDもチャッカリついてて、音を聞きたい私にはもってこい。

音…ピアノ最近弾いてないな～せっかく家にあるのに。完全に宝の持ちぐされ。

Nuance…a big problem with me learning foreign language, English.

I got a new vocabulary—- That doesn’t mean I know how and when to use it. One more question comes up to me…in what kind of  torn?? high or low?? slowly or fast?? …sorry. not “one more”.lol I think I need to stay in an English spoken country for a certain long period to get the feeling of it. I don’t know how many times I made rude remarks to local people in 10 months of last year… although my friends are so kind that sometimes they corrected my poor English or just passed over in silence. I apologize here openly. I’m sorry.lol

I thought I need to do something to solve the problem somehow, and bought a book.

The design of the cover is slightly different from mine, but  the content should be same. Many daily conversation are put in the book, so I really enjoy reading it aloud. (^^) Lots of expression to use are inside (I can’t remember how many times I could use some of them in practice. lol) One CD is with the book, so it would suit me wanna listen to the sounds.

Sounds…haven’t played the piano for ages…”Pearls thrown before swine.” exactly.

交換留学の前にもIELTS、TOEFLは受験しましたが、それまで大学の授業で英語の教科書を読んでたのでそのおかげでReadingのスコアがよく、Overallのが足りたという感じで、ほんとの実力的には高校生一年生レベルでした。確実に。今はIELTSのOverallで7.0ありますが、10カ月留学してたのに低い方だと思います。今の実力もほんとにひどい・・・(＠_＠;)　うまくなりたいー‼

けど、留学の初めのうちはイギリスのアクセント…といわれても？？？だった私も、終わるころには耳が慣れて、日本に帰ってきてからBBCのラジオを聞くとすごく懐かしく感じるようになりました。podcastや字幕付きのDVDで生の英語が簡単に手に入るので、語学学習の環境は日本でも十分整いますよね。上達できるかどうかはあとは自分の意志の問題ですかね…

今私はカフェで英会話レッスンを受けて、なんとか語学力をkeep、さもなくばimproveしようとしてます。

Northern Lights　
http://www.nl-cafe.com/

私はまだ学生ですし、家も裕福な方ではないので、こちらの英会話レッスンの良心的な価格設定には助かっています。私が教えてもらっている先生はとてもおもしろい人で、また以前大学で英語を教えていたそうでとても親身になって密度の濃いレッスンをしてくれます。レッスンの日程調整をしてくださる担当の方も私のわがままを聞いてくれてほんといい人です。(^_^;)　

・・・私は決してまわし者ではありませんし(笑)、これはNorthern Lightsに対する私の個人的な印象、感想です。すべてのカフェ英会話がいいなんて言っているわけではありませんので、もしみなさんが実際にカフェ英会話はじめよう！お金を払おう！と思っている場合にはよくお調べになってから振り込みましょう。(p_-)

To tell the truth, I started learning English after arriving in the UK.

I took English exams for studying abroad like IELTS and TOEFL, but did not prepare only for the tests. I had read English textbooks as course works at Uni – that is why I was able to get a high score in the reading section, and the score help me to reach the score for the overall high enough to study abroad. Actually, my real English ability was almost same as high school students definitely. For now, I have 7.0 for IELTS overall, but the 7.0 is not high for a students has a experience studying abroad for 10 months. I am poor at English really…even now. (T_T) wanna improve…!!

However, I felt improvements in my English in some parts. At the beginning of my study abroad, I have no idea about the “British accent”, but was getting used to it, and finally am able to tell the difference in the British and American…sometimes. lol  BBC radio reminds me of my life in UK. Now, the podcasts and DVDs with subtitle are available for everyone, so we have no difficulties in getting the materials for English learning. What extent we can improve depends on us use them.

I take English lessons at a café with native speaker these days.

I am a student and not rich actually, so the price of the lessons is very helpful to me. My teacher has nice personality and experience teaching English at University, so I really enjoy the lessons with him. The officer who is in charge of organizing my lesson schedule is also nice and kind…he listens to me willfull.lol

I am not a secret agent, lol and what I have written is just my feeling and impression to the Northern Lights. I do not mean that all cafe-English school is good, so if you are going to start taking English lessons and pay for it, please look over about the school carefully BEFORE you pay.

1. Always change your approaching to English. For example, you shouldn’t always read TOEFL books or do tests. You will be easy to be stressful if you do that for a long time. Instead of reading books, you can see films, listen to musics or read short English stories that you like, etc.

2. Discussing or debating with your friends about any topics you like. You will recognize a lot of mistakes when you speak, especially pronunciational and grammatical errors. I think that is both practical and effective.

3. Teaching others whose levels are lower than you. Teaching requires that you must have general viewing of English grammar and detail viewing as well. It will remind you of what you forgot or you do not know. I have ever done so. I was really surprising with the result and now I am never worried about my grammar.

4. Participating an English club is also very important because you have many chances to use your English. Moreover, you will have many new friends there who also have same goal like you. As far as I concerned, English club is a place where a lot of people are very good at English.

Above words are from my experience. I have ever met difficulties in learning English like you, so I hope that you will find useful things to improve your English.

Arranged By: Ina Minasaroh

TENSES

Tense is a verb form that shows the time of the action.
Nominal Sentence is the sentence whose predicate is to be, not verb.
Complement is word(s), especially adjectives, nouns, or adverbs, used after linking verb, and describing the subject of the verb.
Linking Verb (LV) is verb that is used to link between the subject and complement.
For example: seem, look, sound, feel, appear, become, to be (present: am/is/are; past: was/were; be; been, taste, smell, get, etc.
To be is actually one of linking verbs. But it is usually not called verb.
Verbal Sentence is the sentence whose predicate is verb.
The verbal sentence whose predicate is linking verb has no object (intransitive).
So, it cannot be changed into Passive Voice. Ex. I feel sleepy; She doesn’t look happy.
And the examples of the verbal sentence in Active and passive Voice below are only the sentences which have transitive verb and object.
There are 16 tenses in English structure:

Time No. Name of The Tenses
Function Time Signal Formula
Nominal Sentence Verbal Sentence
Active Voice Passive Voice
Present 1. Simple Present Tense - To describe the activity that shows:
1. Habitual action
Ex. I seldom get up late
2. General truth
Ex. One day has 24 hours
3. Planning for certain future
Ex. I go to Bali by bus at 6 a.m. tomorrow morning
- To substitute Present Continuous Tense because the sentence uses the verb which:
*shows emotion/feeling such as care, like, love, want, hate, mind, fear, wish, etc.
Ex. I like coffee
NOT I am liking coffee
*shows mental activity such as remember, believe (in), forget, agree, etc.
Ex. He believes in God
NOT He is believing in God
*shows possession such as have, own, possess, belong
Ex. This pen belongs to me
NOT it is belonging to me
*shows five senses such as see, taste, hear, observe, etc.
Ex. This cake tastes delicious
NOT this cake is tasting delicious
*is like consist, need, contain, concern.
Ex. My thesis consists of five chapters seldom,
always,
usually,
generally,
occasionally,
sometimes,
often,
nowadays,
now and then,
on and off,
normally,
habitually,
frequently,
every …,
once/ twice/ three times,… times a day/ month/
week/ year, etc.
(+) S + to be (is/am/are) + complement
Ex. I am lazy
(-) S + to be + not + complement
Ex. He is not here
(?) To be + S + complement?
Ex. Are they happy? (+) S + V1(s/es) + O
Ex. I seldom sweep the yard
He sometimes visits me
(-) S + do/does + not + V1 + O
Ex. You don’t wake me up every midnight
She doesn’t usually treat us well
(?) Do/does + S + V1 + O?
Ex. Do they love you?
Does the dog often bite him? (+) S + to be (is/am/are) + V3 + by + O
Ex. The yard is seldom swept by me
I am sometimes visited by him

(-) S + to be + not + V3 + by + O
Ex. I am not woken up by you every midnight
We are not usually treated by her well
(?) To be + S + V3 + by + O?
Ex. Are you loved by them?
Is he often bitten by the dog?

2. Present Continuous Tense -To describe the activity that is being done at present.
Ex. Look! I am typing a letter now. Don’t disturb me!
-To describe a determined planning.
The formula:
(+) S + to be + going to + V1 + O
(-) S + to be + not + going to + V1 + O
(?) To be + S + going to + V1 + O?
Ex. We are going to be better in Ramadhan Month
She is gonna go to Bandung
Note: the words ‘going to’ can be abbreviated to ‘gonna’ (used for informal situation)
now,
right now,
at present,
at this time,
at this moment,
at the time being,
Look!,
Listen! (+) S + to be + being + complement
Note: especially in continuous tense, the word ‘being’ in nominal sentence shows that what is done by the subject is a pretense. To show the real condition in nominal sentence usually uses Simple Present Tense.
Ex. Ina is being angry with her
This means that Ina is not really angry with her. To show that Ina is really angry with her now, it is better to only say, “Ina is angry with her.”
(-) S + to be + not + being + complement
Ex. We are not being busy, we are seriously busy!
(?) To be + S + being + complement?
Ex. Are you being stupid? You know what I mean, don’t you? (+) S + to be + V -ing + O
Ex. She is doing something funny
(-) S + to be + not + V-ing + O
Ex. You are reading the confusing book
(?) To be + S + V-ing + O?
Ex. Are they talking about me? (+) S + to be + being + V3 + by + O
Ex. Something funny is being done by her
(-) S + to be + not +being + V3 + by + O?
Ex. The confusing book is being read by you
(?) To be + S + being + V3 + by + O?
Ex. Am I being talked about by them?
3. Present Perfect Tense To describe the activity that has just been done ever, never, yet, just, already, lately, recently, since, for…, this month, all these years, the last few years, this week, this year, etc. (+) S + have/has + been + O
Ex. I have been at Bali lately
(-) S + have/ has + not + been + O
Ex. He has not been diligent yet
(?) Have /has + S + been + O?
Ex. Have you been already a good Muslim? (+) S + have/has + V3 + O
Ex. We have discussed about it for three hours
(-) S + have/ has + not + V3 + O
Ex. Abe has not taken me home yet
(?) Have /has + S + V3 + O?
Ex. Has Ita ever worn my veil? (+) S + have/has + been + V3 + by + O
Ex. It has been discussed (about) by us for three hours
(-) S + have/has + not + been + V3 + by + O
Ex. I have not been taken home by Abe yet
(?) Have/has + S + been + V3 + by + O?
Ex. Has my veil ever been worn by Ita?
4. Present Perfect Continuous Tense To describe the activity that has been being done till now ever, never, yet, just, already, lately, recently, since, for…, this month, all these years, the last few years, this week, this year, up to now up to present, till/until now, etc. (+) S + have/has + been + being + O
Ex. We have been being his students for more than a year
(-) S + have/has + not + been + being + O
Ex. He has not been being busy this week
(?) Have/has + S + been + being + O?
Ex. Have your sons been being not naughty since their father passed away? (+) S + have/has + been + V-ing + O
Ex. I have been leaving Jogja since 2002
(-) S + have/has + not + been + V-ing + O
Ex. She has not been studying English at BEC for three months
(?) Have/has + S + been + V-ing + O?
Ex. Have my siblings been longing for me up to now? (+) S + have/has + been + being + V3 + O
Ex. Jogja has been being left by me since 2002
(-) S + have/has + not + been + being + V3 + O
Ex. English has not been being studied by her at BEC for three months
(?) Have/has + S + been + being + V3 + O?
Ex. Have I been being longed for by my siblings up to now?
Past 5. Simple Past Tense To describe the activity that was done in the past Yesterday, formerly, the day before, just now, … ago, last … (+) S + was/were + complement
Ex. I was a silent boy two years ago, but I am not.
(-) S + was/were + not + complement
Ex. We were not at home yesterday
(?) Was/were + S + complement?
Ex. Was he frank when he talked to me last night?

(+) S + V2 + O
Ex. I tasted the food
(-) S + did + not + V1 + O
Ex. She didn’t listen to you last night
(?) Did + S + V1 + O?
Ex. Did they make you up when your wedding party was held? (+) S + was/were + V3 + by + O
Ex. The food was tasted by me
(-) S + was/were + not + V3 + by + O
Ex. You were not listened (to) by her last night
(?) Was/were + S + V3 + by + O?
Ex. Were you made up by them when your wedding party was held?
6. Past Continuous Tense To describe the activity that was being done in the past All day yesterday, all morning last Monday, at … o’clock yesterday, then, at that time, at that moment, when + Simple Past Tense, while + Past Continuous Tense, etc. (+) S + was/were + being + complement
Ex. I was being sick when my enemy came to my home
(-) S + was/were + not + being + complement
Ex. He was not being my husband at that time
(?) Was/were + S + being + complement
Ex. Were they being kind to make me happy? (+) S + was/were + V-ing + O
Ex. She was cutting her dirty nails at 5 a. m.
(-) S + was/were + not + V-ing + O
Ex. We were not washing the plates at that time
(?) Was/were + S + V-ing + O?
ex. Was Andi planting a flower when my cat died? (+) S + was/were + being + V3 + by + O
Ex. Her dirty nails were being cut by her at 5 a.m.
(-) S + was/were + not + being + V3 + by + O
Ex. The plates were not being washed by us at that time
(?) Was/were + S + being + V3 + by + O?
Ex. Was a flower being planted by Andi when my cat died?
7. Past Perfect Tense To describe the activity that had been done in the past Since, for …, after/ before/ when + Simple Past Tense (+) S + had + been + complement
Ex. He had been a doctor before he came into my life
(-) S + had + not + been + complement
Ex. I had not been a good Muslim before I met her
(?) Had + S + been + complement?
Ex. Had you been there since 1999?
(+) S + had + V3 + O
Ex. Ali had proposed to your sister before he knew you
(-) S + had + not + V3 + O
Ex. I had not learned how to be a good daughter before my dad divorced my mom
(?) Had + S + V3 + O?
Ex. Had you hated me since 2000? (+) S + had + been + V3 + by + O
Ex. Your sister had been proposed by Ali before he knew you
(-) S + had + not + been + V3 + by + O?
Ex. How to be a good daughter had not been learned by me before my dad divorced my mom
(?) Had + S + been + V3 + by + O?
Ex. Had I been hated by you since 2000?
8. Past Perfect Continuous Tense To describe the activity that had been being done in the past For …, when + Simple Past Tense, by last … (+) S + had + been + being + complement
Ex. You had been being my friend when you knew my father, hadn’t you?
(-) S + had + not + been + being + complement
Ex. I had not been being sad when I met you
(?) Had + S + been + being + complement?
Ex. Had we been being lovers, dear? (+) S + had + been + V-ing + O
Ex. They had been investigating the case for years
(-) S + had + not + been + V-ing + O
Ex. My brother had not been doing the duty by last February
(?) Had + S + been + V-ing + O?
Ex. Had we been making money for a short time? (+) S + had + been + being + V3 + by + O
Ex. The case had been being investigated by them for years
(-) S + had + not + been + being + V3 + by + O
Ex. The duty had not been being done by my brother by last February
(?) Had + S + been + being + V3 + by + O?
Ex. Had money been being made by us for a short time?.
Present Future 9. Simple Present Future Tense -To describe the activity that will be done in the future
Ex. I will marry her someday
-To express a request (usually used in informal situation)
Ex. Will you marry her?
-To express conditional sentence type 1: hoping something to happen in the future (there is a possibility to happen)
The formula (active voice):
(+) S + will/shall + be/V1 + O+ if + Simple Present Tense
(-) S + will/shall + not + be/V1 + O+ if + Simple Present Tense
(+) will/shall + S + be/V1 + O+ if + Simple Present Tense
Ex. I will marry her if I am ready to get married
Note: ‘shall’ is only be used by two kinds of subject: I and we Tomorrow, …later, next …, in the future, someday, sometime, etc. (+) S + will/shall + be + complement
Ex. I will be your trusted friend, trust me!
(-) S + will/shall + not be + complement
Ex. We shan’t be always together because nothing lasts forever
(?) Will/shall + S + be + complement?
Ex. Will you be my loyal chum? (+) S + will/shall + V1 + O
Ex. I will treat you in the restaurant
(-) S + will/shall + not + V1 + O
Ex. He will not eat the forbidden food anymore
(?) Will/shall + S + V1 + O?
Ex. Will you lend me money? (+) S + will/shall + be + V3 + by + O
Ex. You will be treated by me in the restaurant
(-) S + will/shall + not + be + V3 + by + O
Ex. The forbidden food will not be eaten by him anymore
(?) Will/shall + S + be + V3 + by + O?
Ex. Will I be lent money by you?
10. Present Future Continuous Tense To describe the activity that will be being done in the future at a certain time At the same time tomorrow, at 6 a.m. two days later, etc. (+) S + will/shall + be + being + complement
Ex. I will be being your wife to cheat them
(-) S + will/shall + not + be + being + complement
Ex. We won’t be being diligent because we are not liar
(?) Will/shall + be + being + complement?
Ex. Will you be being tired when he invites you to join his party? (+) S + will/shall + be + V-ing + O
Ex. I will be reading your annoying letter once more an hour later
(-) S + will/shall + not + be + V-ing + O
Ex. You will not be repairing my bike at a half past eight, will you?
(?) Will/shall + S + be + V-ing + O?
Ex. Will we be advising her while watching TV? (+) S + will/shall + be + being + V3 + by + O
ex. Your annoying letter will be being read by me once more an hour later
(-) S + will/shall + not + be + being + V3 + by + O
Ex. My bike will not be being repaired by you at a half past eight, will it?
(?) Will/shall + S + be + being + V3 + by + O?
Ex. Will she be being advised by us while watching TV?
11. Present Future Perfect Tense To describe the activity that will have been done before/when the other activity happens in the future For…, before/when + Simple Present Tense, etc. (+) S + will/shall + have + been + complement
Ex. We shall have been busy for a week
(-) S + will/shall + not + have + been + complement
Ex. He won’t have been here after he finishes studying at UGM
(?) Will/shall + S + have + been + complement?
Ex. Will I have been at Jogja on Monday Morning? I don’t know about it exactly. (+) S + will/shall + have + V3 + O
Ex. I will have bought the novel before you come here again
(-) S + will/shall + not + have + V3 + O
Ex. He will not have watched the movie for less than an hour
(?) Will/shall + S + have + V3 + O?
Ex. Shall we have done our housework for fifteen minutes? (+) S + will/shall + have + been + V3 + by + O
Ex. The novel will have been bought by me before you come here again
(-) S + will/shall + not + have + been + by + O
Ex. The movie will not have been watched by him for less than an hour
(?) Will/shall + S + have been + V3 + by + O?
Ex. Will our housework have been done by us for fifteen minutes?
12. Present Future Perfect Continuous Tense To describe the activity that will have been being done in the future For …, by… (+) S + will/shall + have + been + being + complement
Ex. I will have been being at home by the end of this month
(-) S + will/shall + not + have + been + being + complement
Ex. I shan’t have been being at home anymore in the early November
(?) Will/shall + S + have + been + being + complement?
Ex. Will he have been being my brother-in law till the end of this year? (+) S + will/shall + have + been + V-ing + O
Ex. I will have been writing the novel for three months
(-) S + will/shall + not + have + been + V-ing + O
Ex. He will not have been teaching me by March
(?) Will/shall + S + have + been + V-ing + O?
Ex. Shall I have been hiding the problem for years? (+) S + will/shall + have + been + being + V3 + by + O
Ex. The novel will have been being written by me for three months
(-) S + will/shall + not + have + been + being + V3 + by + O
Ex. I will not have been being taught by him by March
(?) Will/shall + S + have + been + being + V3 + by + O?
Ex. Will the problem have been being hidden by me for years?
Past Future 13. Simple Past Future Tense -To describe the activity that would be done in the past
Ex. I would go to campus, but I was got by my mother to pick her up in the hospital
-To express a polite request
Ex.*Would you like to help me?
*@Would you mind helping me?
@Would you mind if I admired you?
The formula:
*) Would you mind + V-ing + O?
*) Would you mind + if + S + V2 + O?
-To express conditional sentence type 2: hoping something to happen in the present (it cannot be done, impossible to happen, contrary to the fact)
The formula (active voice):
(+) S + would/should + V1 + O + if + Simple Past Tense
(-) S + would/should + not + V1 + O + if + Simple Past Tense
(?) Would/should + S + V1 + O + if + Simple Past Tense?
Ex. You would be confused if you were me
Note: The to be used in Simple Past Tense to express conditional sentence type 2 is only were, whatever the subject is. Yesterday, …ago, last…, etc. (+) S + would/should + be + complement
Ex. I should be a good creature
(-) S + would/should + not + be + complement
Ex. She would not be an experienced teacher if she didn’t teach us more often
(?) Would/should + S + be + complement
Ex. Would you be there for me? (+) S + would/should + V1 + O
Ex. Ana would hurt me yesterday if you didn’t come
(-) S + would/should + not + V1 + O
Ex. They would not call me friend if I hated them
(?) Would/should + S + V1 + O?
Ex. Would you take the course? (+) S + would/should + be + V3 + by + O
Ex. I would be hurt by Ana if you didn’t come
(-) S + would/should + not + be + V3 + by + O
Ex. I would not be called friend by them if I hated them
(?) Would/should + S + be + V3 + by + O?
Ex. Would the course be taken by you?
14. Past Future Continuous Tense To describe the activity that would be doing in the past At 8 p.m. last night, at 5 o’clock sharp three days ago, etc. (+) S + would/should + be + being + complement
Ex. I would be being lazy in front of him
(-) S + would/should + not + be + being + complement
Ex. He would not be being clever in the class two years ago
(?) Would/should + S + be + being + complement?
Ex. Would we be being here forever? (+) S + would/should + be + V-ing + O
Ex. Tia would be persuading me in the living room
(-) S + would/should + not + be + V-ing + O
Ex. We should not be cooking the stolen meat at that time
(?) Would/should + S + be + V-ing + O?
Ex. Would her son be telling the truth here? (+) S + would/should + be + being + V3 + by + O
Ex. I would be being persuaded by Tia in the living room
(-) S + would/should + not + be + being + V3 + by + O
Ex. The stolen meat should not be being cooked by us at that time
(?) Would/should + S + be + being + V3 + by + O?
Ex. Would the truth be being told by her son here?
15. Past Future Perfect Tense -To describe the activity that would have been done in the past
-To express conditional sentence type 3: hoping that something happen in the past (it didn’t happen)
The formula (active voice):
(+) S + would/should + have + V3 + O + if + Past Perfect Tense
(-) S + would/should + not + have + V3 + O + if + Past perfect Tense
(?) Would/should + S + have + V3 + O + if + Past Perfect Tense?
Ex. He would have met me if you had not visited him …ago, last…, for…, etc. (+) S + would/should + have + been + complement
Ex. My mom would have been being confused for no reason
(-) S + would/should + not + have + been + complement
Ex. I would not have been wise long time ago
(?) Would/should + S + have + been + complement?
Ex. Should we have been a clown to make you smile? (+) S + would/should + have + V3 + O
Ex. I should have broken his wrong rule
(-) S + would/should + not + have + V3 + O
Ex. You would not have insulted him last morning
(?) Would/should + S + have + V3 + O?
Ex. Would I have regarded him as an enemy? (+) S + would/should + have + been + V3 + by + O
Ex. His wrong rule would have been broken by me
(-) S + would/should + not + have + been + by + O
Ex. He would not have been insulted by you last morning
(?) Would/should + S + have been + V3 + by + O?
Ex. Would he have been regarded by me as an enemy?
16. Past Future Perfect Continuous Tense To describe the activity that would have been being done in the past For…, by last…, etc. (+) S + would/should + have been + being + complement
Ex. You and I would have been being in the same class
(-) S + would/should + not + have + been + being + complement
Ex. Nia wouldn’t have been being innocent for hours
(?) Would/should + S + have + been + being + complement?
Ex. Would anybody here have been being deaf? (+) S + would/should + have + been + V-ing + O
Ex. I should have been cutting the grass for a while
(-) S + would/should + not + have + been + V-ing + O
Ex. They would not have been ironing the clothes for hours
(?) Would/should + S + have + been + V-ing + O?
Ex. Should we have been solving this problem? (+) S + would/should + have + been + being + V3 + by + O
Ex. The grass would have been being cut by me for a while
(-) S + would/should + not + have + been + being + V3 + by + O
Ex. The clothes would not have been being ironed by them for hours
(?) Would/should + S + have + been + being + V3 + by + O?
Ex. Would the problem have been being solved by us?

MODAL

Modal is a verb that is used with another verb (not a modal) to express possibility, permission, obligation, etc.
Modal verbs have no ‘s’ added to the third person singular form.
Modal verbs are followed by the infinitive (kata dasar in Indonesian) of another verb without ‘to’. The exceptions are ought to and used to.
Modal cannot be used twice in a sentence. But some modals have substitutes which can be added after modal.
Questions are formed without do/does in the present, or did in the past.
Negative sentences are formed with not or the short form n’t and do not use do/does/did.
Formula:
Nominal sentence: (+) S + modal + be + complement
(-) S + modal + not + be + complement
(?) Modal + S + be + complement?
Verbal sentence
Active Voice: (+) S + modal + V1 + O
(-) S + modal + not + V1 + O
(?) Modal + S + V1 + O?
Passive Voice: (+) S + modal + be + V3 + by + O
(-) S + modal + not + be + V3 + by + O
(?) Modal + S + be + V3 + by + O?
The kinds of modal are written below:

No. Kinds of modal Meaning in Indonesian Substitute Function Example
Nominal Sentence Verbal Sentence
Active Voice Passive Voice
1. Can Bisa/dapat Be able to To express ability in the present I can be a president for sure The cop can catch the thief The thief can be caught by the cop
2. Could Bisa/dapat Be able to To express ability in the past Actually, we could be clever. But unfortunately, we were lazy In fact, he could cook the egg In fact, the egg could be cooked by him
3. May Boleh;
Mungkin; semoga Be allowed to -To express possibility in the present
-To ask for permission
-To express a prayer/wish I may be late because of you -May I adore God?
-May I be able to deliver my speech well -May God be adored by me?
-May my speech be able to be delivered well by me
4. Might Boleh;
mungkin Be allowed to To express possibility in the past You might be successful, but you are not She might love him He might be loved by her
5. Must Harus
Note: this modal can mean pasti but it has no substitute if it means so
Ex.
*The ice must be nice to drink in hot weather
*You must be Aula! I still remember your face. Have/has/had to;
Be obliged to -To express obligation
-To express certain opinion I must be a pious man I must obey the rule The rule must be obeyed by me
6. Ought to Sebaiknya To express suggestion You ought to be better than before We ought to pay these fruits sooner The fruits ought to be paid by us sooner
7. Shall Akan To express planning, desire in the future I think we shall be not too rich I shall allow him to leave me alone I shall be left by him
8. Should Akan; seharusnya; harus (in interrogative sentence) -To express planning, desire in the past
-To express suggestion
-To question obligation Should I be like you? I should give my mom money I should be given flower by him
9. Will Akan Be going to To express planning, desire in the future The painting will be mine I’m sure he will reject my request I’m sure my request will be rejected by him
10. Would Akan Be going to To express planning, desire in the past She would be kind to me if only I were not her step-sister Shofwan would buy roasted corn last night, but it was raining Roasted corn would be bought by Shofwan, but it was raining
11 Dare Berani Be brave to;
Dare (as verb) To express bravery I dare be your rival How dare you visit me! You know that my father does hate you How dare I am visited by you! You know that my father does hate you
12. Need Butuh/perlu Need (as verb) To express necessity You need be my pen pal to learn how to write letter Aris need study English so that he can be an international journalist English need be studied by Aris so that he can be an international journalist
13. Used to
The variations: Biasa To express a frequent or continuous action in the past I used to be pessimistic when I was teenager I still remember that we used to tempt her long time ago I still remember that she used to be tempted by us long time ago
a. be used to Terbiasa To express a frequent action or familiar thing in the present or past
The formula:
(+) S + to be + used to + V-ing/ noun My siblings are used to being my advisers. Truly I also want to advise them, but my advices have never been heard by them They were used to eating more than two oranges after having lunch, but nowadays they have no money to buy the fruit More then two oranges were used to be being eaten by them, but nowadays they have no money to buy the fruit
b. get used to Menjadi terbiasa To express a frequent action or familiar thing in the present or past.
The formula:
(+) S + get + used to + V-ing/ noun Our new neighbour gets used to being friendly because I always greet him every time I pass his home You got used to insulting me after you knew my real character I got used to be being insulted by you after you knew my real character

IMPERSONAL IT

Impersonal It is also called Expletive It. But the ‘it’ is not used as pronoun.
The usage:
1. To tell time
Ex. It is five a. m.
It is the time to have breakfast
2. To tell weather
Ex. It is a sunny day
3. To tell distance
Ex. It is far from here to KOMFAK HMI
4. To tell condition
Ex. It is so crowded here, I am dizzy!
5. To tell identity
It is the person who stole my money
6. To tell certain thing
The formula:
it + to be + adjective + predicate complement
to + V1 + O
V-ing + O
for + pronoun + to + V1
Ex. *It is so hard to do our obligation as Muslim
*It is nice talking about friendship with you
*It is good for us to always recite The Holy Qur’an and understand the meaning of the verses

PREFERENCE
There are many formulas to express preference:
1. S + prefer + noun + to + noun
Ex. I prefer red bag to blue bag
2. S + prefer + V-ing + to + V-ing
Ex. She prefers cycling to riding motorcycle
3. S + prefer + V-ing + instead of + V-ing
Ex. We prefer speaking English instead of speaking French
4. S + like + noun + better than + noun
Ex. They liked fried egg better than fried chicken long time ago, but they do not
5. S + like + V-ing + better than + V-ing
Ex. I like writing letter better than writing an article
6. S + like + V-ing + instead of + V-ing
Ex. We like chatting about love instead of discussing about politics
7. S + would rather + V1 + than + V1
Ex. You would rather go home than stay here
8. S + would rather + V1 + instead of + V-ing
Ex. She would rather translating instead of interpreting English
9. S + would prefer + to + V1 + rather than + to + V1
Ex. My chums would prefer to be with me rather than to be with you
10. S + would prefer + to + V1 + instead of + V-ing
Ex. He himself would prefer to insult us instead of praising us, so why did he advise us to be wise person? He couldn’t do what he said. How hypocrite he is!

QUESTION TAG

Question tag is a phrase that is added to a sentence for emphasis
The arrangement:
1. Use the subject pronoun in question tag!
Ex. Ina is my enemy, isn’t she? ; NOT Ina is my enemy, isn’t Ina?
2. The auxiliary used in question tag must be abbreviated if it is negative.
Ex. He is a good boy, isn’t he? ; NOT He is a good boy, is not he?
Note: especially if the subject is ‘I’, the to be ‘am not’ can be changed into ‘aren’t’ in question tag.
Ex. I am lazy, aren’t I?
3. The positive sentence has negative question tag and vice versa
Ex. She has done her obligation, hasn’t she?
We didn’t do something important, did we?
4. The sentence whose word/phrase is semi-negative is negative sentence. Some of the semi-negative word/phrase are absent, none, no body, unlucky, impolite, irresponsible, dislike, disagree, impossible, hardly, seldom, rarely, scarcely, unhappy, nothing, etc.
Ex. you disagree with my opinion, do you?
5. The auxiliary of none/no one, every one, every body, every … (person), each … (person) is ‘does/is/has/was’ in present tenses, but the pronoun is ‘they’ (if not followed by ‘of you, of us’).
Ex. Every one at Komfak HMI is my cronies, aren’t they?
6. If there are two (semi-)negative words or phrases, the question tag must be positive.
Ex. None of you is impolite, aren’t you?
7. If the subject is ‘there’, the pronoun used in question tag is also ‘there’.
Ex. There are three mice under the table, aren’t there?
8. The sentence whose adjective of quantity is a few/a little (these mean sedikit tapi cukup in Indonesian) is a positive sentence. But if the adjective of quantity is few/little (the meaning of both words is sedikit tapi tidak mencukupi), the sentence is negative.
Ex. A few people robbed the bank, didn’t they? But none of them can be caught.
There’s just little sugar to make two cups of coffee, is there? Would you mind buying sugar in the stall next to the school?
9. If the sentence can be included into imperative sentence, the question tag must be positive, unless the imperative sentence is quite rude.
Ex. Let’s close our program by reading hamdalah together, shall we?
Let’s be pious person, shall we?
Open the program, will you?
Be confident, will you?
Don’t look at me like that, will you?
Get out of my home, won’t you/can you/can’t you? You are not my son anymore!
Don’t be coward, can you?
Note: Whether an imperative sentence is rude or not is relative, depending on the moment when the sentence is said.

COMPARISON FORMS
1. Positive Degree
This form is used to compare someone or something with the other one or thing that has the same character (adjective).
Formula:
S + to be +as + adjective + as + O
Ex. Hakim is as smart as Deden
In his opinion, coffee is as delicious as tea, but I don’t think so. I prefer coffee to tea
2. Comparative Degree
This form is used to compare someone/something with the other one/thing that has the same character, but the degree is not same.
This form has two formulas.
a. The formula that is used if the adjective has one syllable:
S + to be + adjective + r/er + than + O
Ex. My mother is not older than my father
Note: *The adjective whose last word is vowel, ‘r’ is added to the adjective (ex. wide => wider). While if the last word of the adjective is consonant, it is added with ‘er’ (tall => taller)
*The adjective which consists of three words, i.e. consonant-vowel-consonant, before being added with ‘er’, the last consonant must be written double (ex. Fat => fatter). But if the last consonant of the three words has voiced sound such as b, d, g, v, z, m, n, w, r, l, j, ð, etc., it is just added with ‘er’ (ex. Low => lower).
b. The formula that is used if the adjective has more than one syllable:
S + to be + more + adjective + than + O
Ex. My pen is more expensive than the pen of yours
3. Superlative Degree
This form is used to show that someone/something has the character that is on the highest degree.
This form also has two formulas.
a. The formula that is used if the adjective has one syllable:
S + to be + the + adjective + st/est …
Ex. You are the youngest girl among us
b. The formula that is used if the adjective has more than one syllable:
S + to be + the + most + adjective …
Ex. He is the most patient teacher in our school
Note:
*The adjective whose last word is ‘y’, ‘ow’, ‘er’, ‘le’ is used like the adjective which has one syllable in comparison forms.
ex. Positive Degree Comparative degree Superlative Degree
pretty prettier prettiest
lazy lazier laziest
shallow shallower shallowest
narrow narrower narrowest
clever cleverer cleverest
simple simpler simplest
little (the meaning: kecil) littler littlest
*If the comparison forms use irregular adjectives, it is called irregular comparison. This form doesn’t use the formulas written above. The formula is also irregular.
ex. Positive Degree Comparative degree Superlative Degree
good better the best
bad worse the worst
ill worse the worst
many more the most
much more the most
little (the meaning: sedikit) less the least
far farther (lebih jauh) the farthest (paling jauh)
further (lebih lanjut) the furthest (paling lanjut)

CAUSATIVE FORMS

The function of causative forms is to request someone else to do something that is wanted by the subject.
Formula:
Active Voice
1. S + have/has + O + bare infinitive (V1)
Ex. She has her son buy some apples in the market

2. S + get + O + to infinitive (to + V1)
Ex. They got your sister to fry the fish yesterday afternoon

3. S + make + O + bare infinitive (V1) => to force someone to do something
Ex. I make you all study hard to face the final examination. You will be punished by me if you do not get good value!

Passive Voice
S + get/have + O + past participle (V3)
Ex. My dad gets the door opened by you
Her brother had my brother insulted by your brother

Note: The causative forms in passive voice will be explained furthermore when we study about PARTICIPLE.

REPORTED SPEECH

Reported speech consists of two forms: direct and indirect speech.
Direct speech (DS) is speaker’s actual words.
Indirect speech (IS) is a report of what somebody has said which does not reproduce their exact words.
Clause is a group of words that includes a subject and a verb, forming a sentence or part of a sentence.
If main clause is in present tense, there is no alteration of tenses and auxiliary verb in sub clause. But there is still subject and/or object alteration.
Ex. (DS) Tia always says to me, “You are more diligent than me.”
Main Clause Sub clause
(IS) Tia always says to me that I am more diligent than her.
Reported speech is used in several kinds of sentence:
A. Statement
Tenses alteration:
1 2 3 4 note:
Simple Present Tense => Simple Past Tense
5 6 7 8 Present Continuous T. => Past Continuous T.
Present Perfect Tense => Past Perfect Tense
9 10 11 12 Present Perfect Cont. T. => Past Perfect Cont. T.
Simple Past Tense =>Past Perfect Tense
13 14 15 16 Past Continuous T. => Past Perfect Cont. T.
Past Perfect Tense => constant
Past Perfect Cont. T. => constant
Present Future Tense => Past Future Tense
Present Future Cont. T. => Past Future Cont. T.
Present Future Perfect T. =>Past Future Perf. T.
Pres. Fut. Perf. Cont.T. =>Past Fut. Perf. Cont.T.
Past Future Tense => Past Fut. Perf. T.
Past Future Cont. T. =>Past Fut. Perf. Cont. T.
Past Future Perfect Tense => constant
Past Future Perf. Cont. t. => constant
Auxiliary verb alteration: The other alteration:
Is/am/are => was/were At this time => at that time
Will/shall => would/should Today => that day
Can => could Tonight => that night
May => might Now => then
Has to/have to => had to Yesterday => the day before
Must => had to Tomorrow => the next day
Here => there
This => that
Last… => … before
…ago => … before
Ex. *(DS) Ina said, “I wrote a letter yesterday.”
(IS) Ina said that she had written a letter the day before.
*(DS) They told us, “We were serious men.”
(IS) They told us that they had been serious men.
*(DS) You screamed loudly, “I wanna die!”
(IS) You screamed loudly that you wanted to die.
*(IS) Aziz said that she had cooked rice in that kitchen.
(DS) Aziz said, “I had cooked rice in this kitchen.”
“I have cooked rice in this kitchen.”
“I cooked rice in this kitchen.”
B. Yes/no question
Formula: S + asked + O + if/whether + S + …
Ex.*(DS) He asked me, “Do you know me?”
(IS) He asked me if I knew him.
*(IS) I was asked by him whether I was reading his novel then.
(DS) I was asked by him, “Are you reading my novel now?”
C. Question that uses question words (QW)
Formula: S + asked + O + QW + S + …
Ex. *(DS) Sam asked my sister, “What is your name?
(IS) Sam asked my sister what her name was.
*(DS) They interrogated me, “Whom did you meet?
(IS) They interrogated me whom I had met.
*(IS) Mom has been asked by dad, “Why did you marry me?”
(DS) Mom has been asked by dad why she married him.
D. Command
Formula:
Positive verbal sentence: … +to + …
Ex. (DS) She asked me, “Visit me more often, please!”
(IS) She asked me to visit her more often.
Negative verbal sentence: … + not to + …
Ex. (DS) They warned us, “Don’t pass the street!”
(IS) They warned us not to pass the street.
Positive nominal sentence: … + to be + …
Ex. (DS) My father advised my young brother, “Be an obedient creature!”
(IS) My father advised my young brother to be an obedient creature.
Negative nominal sentence: … + not to be + …
Ex. (DS) I asked her, “Don’t be like me!”
(IS) I asked her not to be like me.
E. Exclamatory
Ex. *(DS) Aang said to me, “Thank you.”
(IS) Aang thanked me.
*(DS) They said to my trusted friend, “Congratulation!”
(IS) They congratulated my trusted friend.
*(DS) Hakim said to Oon, “Wish me luck!”
(IS) Hakim asked Oon to wish him luck.
*(DS) Hakim said to Oon, “Good luck!”
(IS) Hakim wished Oon luck.
*(DS) Everybody said to him, “Good afternoon, how are you?”
(IS) Everybody greeted him in the afternoon and asked how he was.
*(DS) I asked him, “Would you like to listen to me?”
(IS) I requested him to listen to me.
F. Mixed Type
Ex. *(DS) He asked me, “Do you understand me?” and I said, “No.”
(IS) He asked me whether I understood him, but I said I didn’t.
*(DS) Hasan asked her, “Will you wait for me?”
(IS) Hasan asked her is she would wait for him, and she said she would.

ELLIPTIC STRUCTURE

Elliptic structure is the structure that is used to avoid word reduplication in a sentence.
There are several forms of elliptic structure:
A. Using “… and so…”, “… and ….too” (dan…juga) in positive sentence.
Formula:
Positive sentence , and so + auxiliary verb + subject
Positive sentence , and subject + auxiliary verb + too

S + is/am/are + … is/am/are
was/were was/were

V1 (s/es) + O do/does
V2 did

modal + V1 modal

have/has + been/V3 have/has
had had

Ex. He is experienced.
She is experienced.

ð He is experienced, and so is she.
ð He is experienced, and she is too.

They told you a tearing story.
We told you a tearing story.

ð They told you a tearing story, and so did we.
ð They told you a tearing story, and we did too.

B. Using “… and neither …”, “… and … either” (dan… juga tidak) in negative sentence
Formula:
Negative sentence , and neither + auxiliary verb + subject
Negative sentence , and subject + auxiliary verb + not + either

S + aux. verb + not …

Ex. Mr. Shofwan cannot speak Spanish.
Mr. Oon cannot speak Spanish.
ð Mr. Shofwan cannot speak Spanish, and neither can Mr. Oon.
ð Mr. Shofwan cannot speak Spanish, and Mr. Oon cannot either.
We have not had supper yet.
Our neighbour has not had supper yet.
ð We have not had supper yet, and neither has our neighbour.
ð We have not had supper yet, and our neighbour has not either.
C. Using “but/while/whereas” (tetapi/sedangkan/padahal) to show a contrary in a sentence
Formula:
Positive sentence, but/while/whereas + S + aux. verb + not
Negative sentence, but/while/whereas + S + aux. verb

Ex. Hakim is a member of HMI.
Titok is not a member of HMI.
ð Hakim is a member of HMI, but Titok is not.
ð Titok is not a member of HMI, but Hakim is.

D. Using “both … and …” (baik… maupun…)
Formula:
Both + S1 + and + S2 + are/were/do/did/have/had/V1/V2/modal …
S + aux. verb + verb + both + O1 + and + O2
verb

Ex. Aris likes reading newspaper every morning.
Deden likes reading newspaper every morning.
ð Both Aris and Deden like reading newspaper every morning.
Shofwan cares about Aris.
Shofwan cares about Deden.
ð Shofwan cares about both Aris and Deden.

E. Using “both of …” (kedua…/…berdua)
Formula:
Both of + S (plural) + are/were/do/did/have/had/V1/V2/modal …
S + aux. verb + verb + both of + O (plural)
verb

Ex. My mother is patient.
My father is patient.
ð Both of my parents are patient.
I recognize the silent girl.
I recognize the fussy girl.
ð I recognize both of the girls.

F. Using “neither… nor…” (baik… maupun… tidak…)
Formula:
Neither + S1 + nor + S2 + auxiliary verb/verb

Ex. You were not taught Math yesterday.
I was not taught Math yesterday.
ð Neither you nor I was taught Math yesterday.
ð Neither I nor you were taught Math yesterday.

G. Using “either… or…” (salah satu dari… atau…)
Formula:
Either + S1 + or + S2 + auxiliary verb/verb

Ex. Either you or I am hated by him so much.
Either I or you are hated by him so much.

H. Using “not only… but also…” (tidak hanya… tetapi juga…)
Formula:
S + not only + verb + but also + verb + O
S + aux. verb + not only + verb + but also + verb + O Verbal s.
S + aux. verb + verb + not only + O1 + but also + O2
verb
S + aux. verb + not only + complement + but also + complement
Nominal sentence
Ex. I love her character.
I hate her bad habits.
ð I not only love her character but also hate her bad habits.
Harry will give me a parcel.
Harry will invite me to go to the movie.
ð Harry will not only give me a parcel but also invite me to go to the movie.
She can speak Javanese.
She can speak Sundanese.
ð She can speak not only Javanese but also Sundanese.
He often persuades you.
He often persuades her.
ð He often persuades not only you but also her.
Wina is diligent.
Wina is clever.
ð Wina is not only diligent but also clever.

This article  has relation with the article written prior, it’s Extensive reading. One of the DITC’s teacher, Lynn has an idea in teaching for extensive reading. I think this writting is absolutely usefull for encouraging teachers in managing the reading activity.

Some activity types for use with class readers.

Session on readers can be based on only one activity or more than one.

Before reading

Students look at the front cover and guess as much as they can about the book: story, characters, mood etc. Student draw up a mind-map with their predictions. They then read the blurb on the back cover to see if there is any information to confirm or revise any of these predictions.

Students who don’t know the story prepare to ask questions to those who know it. Students who know the story get together to check their recall. In the main pair or group task the students who know the story can answer OR, if they choose, can say ‘Read it and find out’.

Students watch a VERY SHORT clip from a movie of the book – a scene with little or no dialogue – or a scene played without sound. Beginnings and endings can often be fruitful. Students try to identify the types of places OR people etc. and try to imagine what is going to happen or what has happened.

The teacher makes sure students have any important background information eg. Historical details. This can be done in a student-centred way e.g. with each student given a small piece of information to share in a mingling OR as a brainstorming in groups.

Students are shown some or all of the pictures from the reader –probably not in the right order. In groups they discuss what they can learn about PLACES, PEOPLE and EVENTS.

Students get to know the characters they will meet in the book. Each student is given information about one character and then students are asked to meet the rest of the characters. If the class is small enough this can be done in one mingling group. It doesn’t matter if there is more than one of each character. If the class is large, it can be divided into smaller groups for this.

After chunks of reading.

Each group is given a character.

In your group, choose five adjectives which together describe your character as well as possible(NB not just appearance.

Students post their lists on the walls, gallery style. Then, still with their group, they go round and read the lists by other groups, adding one more adjective each time if they can. The teacher then gives any relevant feedback and language development relating  to the uses of the adjectives chosen or those that were not thought of – though not in terms of which were right or wrong.

Variation: students in three or for groups has one character. One group chooses five adjectives that really describe the character. One group chooses five nouns. One five verbs. A fourth(strong group?) chooses five adverbs. Students post their work eg. on the wall and then read each others – adding one extra adjective or noun etc if they can.

Students identify and then prepare some (very short) conversation that was mentioned or implied in the chapter(s) but not presented as dialogue. They take on the parts and read/act it out for the class.

Variation: students identify a time when one of the characters might have written something e.g. an email, a note. They write the text. Post up. Other students read them in their groups, and work out when it would have happened etc. they can add a comment if they can agree on one.

Each student decides which of the characters he/she most resembles. Tells their group. Group members to comment on the choice.

Although it is not mentioned in the text(Probably), one of the characters is having a birthday soon. Who would be giving him/her a present and what would be a good choice of gift?

The publishers would like to add one more illustration in these chapters. What scene would be useful/interesting to illustrate? Make a draft sketch for the illustration.

Look at the illustrations for these chapters. How successful/attractive are they? Decide what you would change. Be as specific as possible. Make a list of what a chosen character has in their wallet/handbag/pockets/desk drawer as appropriate. Each person on the group to keep a copy of the list.

Reorganise groups and report to new group members.

Watch on of the scenes in the book on DVD. Students to comment on e.g. similarities and differences. Can limit this in some way e.g. to characters, to the setting. Can play the scene without sound so people comment on scene and or actions, gestures, facial expressions etc.

Chose ont time in the story. One of characters phones/emails a friend about his/her day. Students prepare this. If the character is married, what is the conversation ath home that evening?.

After reading the whole book:

Design the cover for the new edition.

You are the author. You have just written this book. The publisher likes it and will publish it but doesn’t like the title. Suggest some alternatives. Can later have a class vote.

Design the DVD cover for the movie of the book.

Cast the film.

Students decide how they would start the movie ie.e. what would they show during the credits at the start. What music would they use? Then watch the actual start.

Do an acrostic with the book title.

Prepare and act out a very short scene.

Devise a plot for a sequel.

Write a short review of the book for a particular publication or for a list of books as Christmas gifts or summer reading.

Who could you give this book to as a gift(either in the original or translated into another language)?

Design a crossword puzzle based on the book.

Write the CV for one of the characters. Fill in ay gaps as well as you can.

Choose a character who might want to change jobs. Decide if they would be suitable to be an EFL teacher.

This article  has relation with the article written prior, it’s Extensive reading. One of the DITC’s teacher, Lynn has an idea in teaching for extensive reading. I think this writting is absolutely usefull for encouraging teachers in managing the reading activity.

Some activity types for use with class readers.

Session on readers can be based on only one activity or more than one.

Before reading

Students look at the front cover and guess as much as they can about the book: story, characters, mood etc. Student draw up a mind-map with their predictions. They then read the blurb on the back cover to see if there is any information to confirm or revise any of these predictions.

Students who don’t know the story prepare to ask questions to those who know it. Students who know the story get together to check their recall. In the main pair or group task the students who know the story can answer OR, if they choose, can say ‘Read it and find out’.

Students watch a VERY SHORT clip from a movie of the book – a scene with little or no dialogue – or a scene played without sound. Beginnings and endings can often be fruitful. Students try to identify the types of places OR people etc. and try to imagine what is going to happen or what has happened.

The teacher makes sure students have any important background information eg. Historical details. This can be done in a student-centred way e.g. with each student given a small piece of information to share in a mingling OR as a brainstorming in groups.

Students are shown some or all of the pictures from the reader –probably not in the right order. In groups they discuss what they can learn about PLACES, PEOPLE and EVENTS.

Students get to know the characters they will meet in the book. Each student is given information about one character and then students are asked to meet the rest of the characters. If the class is small enough this can be done in one mingling group. It doesn’t matter if there is more than one of each character. If the class is large, it can be divided into smaller groups for this.

After chunks of reading.

Each group is given a character.

In your group, choose five adjectives which together describe your character as well as possible(NB not just appearance.

Students post their lists on the walls, gallery style. Then, still with their group, they go round and read the lists by other groups, adding one more adjective each time if they can. The teacher then gives any relevant feedback and language development relating  to the uses of the adjectives chosen or those that were not thought of – though not in terms of which were right or wrong.

Variation: students in three or for groups has one character. One group chooses five adjectives that really describe the character. One group chooses five nouns. One five verbs. A fourth(strong group?) chooses five adverbs. Students post their work eg. on the wall and then read each others – adding one extra adjective or noun etc if they can.

Students identify and then prepare some (very short) conversation that was mentioned or implied in the chapter(s) but not presented as dialogue. They take on the parts and read/act it out for the class.

Variation: students identify a time when one of the characters might have written something e.g. an email, a note. They write the text. Post up. Other students read them in their groups, and work out when it would have happened etc. they can add a comment if they can agree on one.

Each student decides which of the characters he/she most resembles. Tells their group. Group members to comment on the choice.

Although it is not mentioned in the text(Probably), one of the characters is having a birthday soon. Who would be giving him/her a present and what would be a good choice of gift?

The publishers would like to add one more illustration in these chapters. What scene would be useful/interesting to illustrate? Make a draft sketch for the illustration.

Look at the illustrations for these chapters. How successful/attractive are they? Decide what you would change. Be as specific as possible. Make a list of what a chosen character has in their wallet/handbag/pockets/desk drawer as appropriate. Each person on the group to keep a copy of the list.

Reorganise groups and report to new group members.

Watch on of the scenes in the book on DVD. Students to comment on e.g. similarities and differences. Can limit this in some way e.g. to characters, to the setting. Can play the scene without sound so people comment on scene and or actions, gestures, facial expressions etc.

Chose ont time in the story. One of characters phones/emails a friend about his/her day. Students prepare this. If the character is married, what is the conversation ath home that evening?.

After reading the whole book:

Design the cover for the new edition.

You are the author. You have just written this book. The publisher likes it and will publish it but doesn’t like the title. Suggest some alternatives. Can later have a class vote.

Design the DVD cover for the movie of the book.

Cast the film.

Students decide how they would start the movie ie.e. what would they show during the credits at the start. What music would they use? Then watch the actual start.

Do an acrostic with the book title.

Prepare and act out a very short scene.

Devise a plot for a sequel.

Write a short review of the book for a particular publication or for a list of books as Christmas gifts or summer reading.

Who could you give this book to as a gift(either in the original or translated into another language)?

Design a crossword puzzle based on the book.

Write the CV for one of the characters. Fill in ay gaps as well as you can.

Choose a character who might want to change jobs. Decide if they would be suitable to be an EFL teacher.