MORNING
Today, we are going to do listening.
As students, we will have to listen to lectures in class and this can be done through effective listening.
Effective listening is built on four basic aspects >> attitude
>> attention
>> comprehension
>> evaluation
Besides these basic aspects, there are some general tips that can make listening not only effective but also meaningful. As student, you should ::
· Identify the purpose of listening. Try to distinguish between useful information and that which is not.
· Not look at the surface meaning of what is being said. Rather, you should look for feelings or the real intention of the speaker. This can be done through familiarising yourself with real spoken language such as the use of in complete sentences, slang, repetitions and others.
· Try to guess the meanings of words which are not familiar to you by focusing on the context in which they appear.
· Understand that in real life, most of what you listen to is not repeated. In such cases, you are advised to just get the gist of the information and grasp the main ideas presented.
· Listen for details or specific information when you listen for the second time to any repeated information such as announcements.
· Refrain from immediately responding or answering question. Listen to everything that is being said without unnecessary interruptions.
We have 2 listening skill ::
1. Listening for main ideas- find out the general idea or the gist of a listening material
2.Listening for specific information- this requires us to listen for specific details related to certain incidents, situations or activities.
At the end of class, Miss Zu provide us with a game. "GUESS WHAT ?". In a group, consists of 4 members. One will be a guesser and the rest will give the main ideas or keyword based on the picture that given by Miss Zu.
NIGHT
At night, we doing the reading part, that is distinguish fact from opinion
A FACT
J Objective information that can be checked or proved to be true
J Information that does not change
J Not a statement about the future
Clues to identify fact:
A the use of dates and year
~ Example: Walt Disney was born on 5th December 1901, and died on 15th December 1966.
A the use of statistics/ figures/ precise numbers or quantities
~ Example: Since Edmund Hilary and Tenzing Norgay reached the summit of Mount Everest in 1953 more than 1000 climbers from 20 countries have also conquered the 8848 metre mountain.
A the use of definition
~ Example: Adolescence can be defined as the stage in a person's life when one develops from a child into an adult.
A when stating a geographical or scientific fact
~ Example: The earth is round.
AN OPINION
J Is a statement that cannot be proved to be true or false
J Is one's personal belief, idea or feeling about a subject
J Can be a statement about the future
Clues to identify opinions:
A The use of adjectives which show your point of view or emotions
(exciting, fun, excellent, worst, ugly, pretty)
~ Example: The climb up Gunung Ledang was exciting.
A the use of comparison words which show a comparison between two or more things
(more, most, better, best, worst, least)
~ Example: Siti Nurhaliza is the most talented singer in Malaysia.
A the use of other words which show frequency, possibility, advisability and necessity
(probably, perhaps, may, should, must, always)
~ Example: Sheela is probably still angry with her boyfriend for not remembering her birthday.
A the use of phrases which show a belief, a suggestion, a feeling or an opinion
(it appears that, in my opinion, I believe, I suggest, I feel, I think)
~ Example: It appears that, Jasmine and Mary are both interested in the same.
MORNING
ADVERB
MEANING OF ADVERB
ž An adverb is a part of speech that describes or modified a verb, an adjective, clause or sentence.
ž Adverbs answer the questions ‘how’, ‘when’, ‘why’ and ‘how much’.
ž The easiest adverbs to recognize are there that end in –ly.
ž Some adjectives ends with –ly but that abjective can modify nouns and pronouns.
ADVERB WHICH MODIFY VERBS
The following table gives examples of six different types of adverb which can be used to modify verbs.
| FREQUENCY | MANNER | LOCATION | TIME | CONNECTING ADVERBS | NEGATIVE ADVERBS |
| always | carefully | ahead | again | also | Barely |
| ever | correctly | back | early | consequently | Hardly |
| frequently | eagerly | forward | late | furthermore | Little |
| generally | easily | here | now | hence | Never |
| never | fast | high | sometime | however | Not |
| often | loudly | low | then | moreover | Nowhere |
ADVERBS OF MANNER
ž (e.g.: slowly, carefully, awfully)
ž These adverbs are put behind the direct object (or behind the verb if there's no direct object).
| subject | verb(s) | direct object | Adverb |
| He | drove | the car | carefully. |
| He | drove | | carefully. |
ADVERBS OF PLACE
ž (e.g.: here, there, behind, above)
ž Like adverbs of manner, these adverbs are put behind the direct object or the verb
| subject | verb(s) | direct object | Adverb |
| I | didn't see | him | here. |
| He | stayed | | behind. |
ADVERBS OF TIME
ž (e.g.: recently, now, then, yesterday)
ž Adverbs of time are usually put at the end of the sentence.
| subject | verb(s) | indirect object | direct object | time |
| I | will tell | You | the story | tomorrow. |
ž If you don't want to put emphasis on the time, you can also put the adverb of time at the beginning of the sentence.
| time | Subject | verb(s) | indirect object | direct object |
| Tomorrow | I | will tell | you | the story. |
ADVERBS OF FREQUENCY
ž (e.g.: always, never, seldom, usually)
ž Adverbs of frequency are put directly before the main verb. If 'be' is the main verb and there is no auxiliary verb, adverbs of frequency are put behind 'be'. Is there an auxiliary verb, however, adverbs of frequency are put before 'be'.
| subject | auxiliary/be | Adverb | main verb | object, place or time |
| I | | Often | go swimming | in the evenings. |
| He | doesn't | Always | play | tennis. |
| We | Are | Usually | | here in summer. |
| I | Have | Never | been | abroad. |
HOW TO RECOGNIZE AN ADVERB
ž Many adverbs end with the suffix -LY. Most of these are created by adding -LY to the end of an adjective, like this:
| Adjective | Adverb |
| slow | slowly |
| delightful | delightfully |
| hopeless | hopelessly |
| aggressive | aggressively |
ž However, this is NOT a reliable way to find out whether a word is an adverb or not, for two reasons: many adverbs do NOT end in -LY (some are the same as the adjective form), and many words which are NOT adverbs DO end in -LY (such as kindly, friendly, elderly and lonely, which are adjectives). Here are some examples of adverbs which are the same as adjectives:
| Adjective | Adverb |
| fast | fast |
| late | late |
| early | early |
ž The best way to tell if a word is an adverb is to try making a question, for which the answer is the word. If the question uses how, where or when, then the word is probably an adverb. Here is an example:
| Word in context | Question (Interrogative Adverb) | Adverb? |
| Junko plays tennis aggressively. | How does Junko play tennis? | Yes -- uses HOW. |
| They have a small house. | What kind of house do they have? | No -- uses WHAT KIND OF, so this is an adjective. |
| Matthew called the police immediately. | When did Matthew call the police? | Yes -- uses WHEN. |