ASKING FOR AND GIVING OPINIONS

Asking Opinion is to ask other people’s opinions on an issue.
Giving Opinion is to express an opinion on a matter or issue.

A. Asking for Opinion
Formal :
· Have you got any comments on …..
· Do you have any idea?
· Do you have any opinion on ……
· Would you give me your opinion on……….?
· What is your reaction to ….
· What is your opinion about……….?
· What are you feeling about………….?
What are your views on……….
· Please give me your frank opinion ?

Informal :

· What do you think of…….?
· What do you think about………?
· What is your opinion?
· Why do they behave like that?
· Do you think it’s going?
· How do you like?
· How was the trip?
· How do you think of Rina’s idea

B. Giving Opinion
· I think I like it.
· I don’t think I care for it.
· I think it’s good/nice/terrific……..
· I think that awful/not nice/terrible…………
· I don’t think much of it.
· I think that……..

REPORT TEXT

A. Definition
Report is a text which presents information about something, as it is. It is as a result of systematic observation and analysis.
B. Purpose Of SocialIt’s social purpose is presenting information about something. They generally describe an entire class of things, whether natural, the planets, rocks, plants, countries of region, culture, transportation, and so on.

C. Social Function
Inform the readers about range of natural, and social phenomena in our environment

D. Generic Structure
General classification ; tells what the phenomenon under discussion is.
Description tells what the phenomenon under discussion is like in terms of
1. parts
2. qualities
3. habits or behaviors, if living ; uses , if non-natural.

E. Language Features of Report
o Use of general nouns, example : hunting bird, rather than particular nouns, example :
our dog;
o Use of relating verbs to describe features, example : Molecules are tiny particles;
o Some use of action verbs when describing behaviour, example : Emus cannot fly;
o Use of timeless present tense to indicate usualness, example : Tropicalcyclones
always begin over the sea;
o Use of technical terms, example : Isobars are lines drawn on a weather map;
o Use of paragraphs with topic sentences to organise bundles of information; repeated naming of the topic as the beginning focus of the clause.

F. General Classification
Tell us what the phenomenon discussion is
G. Description
Tell us what the phenomenon under discussion is like in terms of: parts (and their
funtions), qualities, habits or behavior

H. Grammatical Features
•Use of general nouns, e.g. Laser light
•Use of relating verbs to describe features, e.g. Laser light is a special kind of
light ,
•Mostly use of present tenses, e.g. Laser light s just one pure color,
•Use of technical terms, e.g. Beam, active medium
I. Language Features of Report
Use of general nouns, example : hunting bird, rather than particular nouns, example :
our dog;
Use of relating verbs to describe features, example : Molecules are tiny particles;
Some use of action verbs when describing behaviour, example : Emus cannot fly;
Use of timeless present tense to indicate usualness, example : Tropical cyclones
always begin over the sea;
Use of technical terms, example : Isobars are lines drawn on a weather map;
Use of paragraphs with topic sentences to organise bundles of information; repeated
naming of the topic as the beginning focus of the clause.

Example of Report Text

Birds

Birds are interesting flying animals. They are vertebrates and warm blooded animals. They belong to aves class and they can be found all over the world.

Birds breath with their air pocket. Beside as respiration organ, air pocket also can enlarge or reduce their weight when flying or swimming.

There are many kinds of birds. Earth bird has special characteristic. They have different morphology acording to their food and their habitat. Some of them eat seeds, pollen, fish or meat. There are some species that live in land and the others live in water. Land birds live on their nest.

Female birds have specific tasks. they lay eggs and feed their baby, Beside that they look for foods for their baby.

ADJECTIVE CLAUSES

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An adjective clause is a dependent clause that modifies a noun. It is possible to combine the following two sentences to form one sentence containing an adjective clause:
The children are going to visit the museum.
They are on the bus.

The children who are on the bus are going to visit the museum.
| adjective clause |
In the sentence above, there are two other ways to write the sentence correctly using the second sentence as the adjective clause.
The children that are on the bus are going to visit the museum.
The children on the bus are going to visit the museum.
Some other sentences can be combined into a sentence using adjective clauses in a variety of ways, and they are all correct. Note the variety of ways in which the following two sentences can be combined.

The church is old.
My grandparents were married there.

The church where my grandparents were married is old.
The church in which my grandparents were married is old.
The church which my grandparents were married in is old.
The church that my grandparents were married in is old.
The church my grandparents were married in is old

In the sentences above, the adjective clauses are underlined. All answers are correct. Note the use of the word “in” and how and where it is used.
An adjective clause with a subject pronoun – such as which, that or who – can also be shortened into a phrase.
You can shorten an adjective clause in two ways:
Omit the subject pronoun and verb.
Omit the subject pronoun and change the verb to the form ending in “ing.”
Here are some examples of how to create an adjective phrase:
Adjective Clause: The books, which are lost, are not really necessary.
Adjective Phrase: The books lost are not really necessary.

Adjective Clause: The girl who is running is my best friend.
Adjective Phrase: The girl running is my best friend.

Adjective Clause: His share of the money, which consists of $100,000, was given to him on Monday.
Adjective Phrase: His share of the money, consisting of $100,000, was given to him on Monday.
Adjective Clause: Something that smells bad may be rotten.
Adjective Phrase: Something smelling bad may be rotten.

Remember, the goal of an adjective clause is to add more information to a noun or a pronoun. You can add the information by including a few more words or by changing the adjective clause to a phrase.

EXPRESSING RELIEF AND PAIN

PAIN

* Expressing Pain
when we get sick, we must feel pain on part of our body. When we get an accident, and we get injured because of it, we must feel pain.

some expression of pain :
– its very painful. I can’t stand it.
– the pain hurts me very much.
– that’s hurts!-Oh, my headache!
– my back pains me.
– I’m not feeling well.
– I have a bad cough.
– I feel terrible.
– I’m really sick.
– I can no longer stand.
We can also add it with some interjection, such as : Oh!, Ouch! and Aw!

Expressing Pain Dialogue
(James falls down from the tree. Andy tries to help him.)
Andy : Are you okay?
James : Ouch! That hurts.
Andy : Let me help you.
James : Thanks.
Andy : You should be more careful.

RELIEF

* Expressing Relief When we have problem and we can solve it, we will feel relief. In other situation, when we feel worried about something that we will face it, we will also feel relief. a relief is lessening or ending of pain and worry.

for example :
– What a relief!
– That’s a relief!
– I’m very relieved to hear that (it)
– I’m glad everything’s running well.
– I’m glad it’s done.
– thank God for that.
– Thank goodness.
– thank heaveness.
– Oh, good!
– Oh, marvelous!, etc.

Expressing relief dialogue :
Anne: Grey! Don’t you know that our final exam mark has been announced?
Grey: What? Are you sure that it has been announced?
Anne: Of course. What happens?
Grey: It is because I did not do the test well and I am afraid that I will get D for this subject. Our teacher has told me, if I don’t pass this exam I will be kicked from this school.
Anne: Don’t make a joke, Grey! I think no one will kick you out from this school.
Grey: How can you know?
Anne: Because you get C!
Grey: Whew! Thank God! Thanks Anne!
Anne: You’re welcome, Grey!\

GRANTING REQUESTS

Granting Request

Granting request is to agree someone who want do something.
Example Granting Requesting
-Sure. Here you are.
-Yes,you may.
-Certainly. It’s almost finished anyway.
-Of course.You can.

In the dialogue between Ayu and Palupi you find the following expressions:
Ayu : Will you tell me about it?
Palupi : Sure, I will.
Ayu : Let’s try to make lepat sometimes.
Palupi : OK. Sure, I will and OK are expressions to grant a request.
Here are other expressions that you can use:
Alright.
Certainly.
Right away.
Of course.

example dialogue of Granting Request
Mery : Hey what are you doing here?
Brad : I’m waiting for the bus mer, but it doesn’t come yet
Mery : By the way, where do you want to go ?
Brad : I have to go to school now
Mery : I see. Do you have to come soon there?
Brad : Well, can you give me a ride?
Mery : Of course, man. Come on.
Brad : Thank you
Mery : Yeay never mind. I just can go anywhere now.
Brad : Ok then. Let’s go, mer!

GERUNDS , PRESENT , AND PAST PARTICIPLE AS ADJECTIVE

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GERUND
A gerund is a verb ending in “ing” that is used as a noun. possessive pronouns and nouns often precede gerunds.
· Example My friends were annoyed by my singing.

Other examples of the gerund:
o I like swimming. (direct object)
o Swimming is fun. (subject)
o I never gave swimming all that much effort. (indirect object)
Gerund clauses:
o She is considering having a holiday.
o Do you feel like going out?
o I can’t help falling in love with you.
o I can’t stand not seeing you.

PRESENT
§ A present participle is used with a verb “to be” to create progressive forms that show continuing action. the present participle is formed by adding -ing to the infinitive and the final consonant is sometime doubled.
It can also be used as an adjective.

Example.
§ Walk to the right side of the parking lot.
§ I fed the cat before leaving for school.
§ I help people
§ I’M happy today
§ You are busy now
§ We are ready

Past Participle as Adjective

Past participle adjective is :
indicates a past or completed action or time
is formed from a verbusing the perfect aspect and the passive voice
does not take objectan
is often called the -ed form
often has the same form as the simple past of the verb
Example :
The bored student.
The confused class. (all the students)
The chicken has eaten. (perfect aspect:)
The chicken was eaten. (passive voice)

GIVING ADVICE

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Giving Advice is any kind of suggestion regarding a possible course of action for another person.
There are lots of different ways to give advice in English.
We are going to look at three:
1. Imperatives
An imperative is a command or an order. To form an imperative, you use the bare infinitive form of the verb without a subject – it should be clear to the person you are speaking to that the imperative is about them.
For example:
– Wear warm clothes when you visit the UK.
– Don’t be afraid to talk to people.

2. Using modal verbs
There are three useful words/phrases we use to give advice. These are called modals.
If you think something is a good idea, you can use the word: should
If you think something is a bad idea, you can use the word: shouldn’t
For example:
– You should eat fruit and vegetables every day to stay healthy.
– You shouldn’t eat too much spicy food.

3. Why don’t you. .
Another way to give advice is to use the question form ‘why don’t you…?’ This is a nice way of making a suggestion – if you are not sure about the advice, you can use this form.
For example:
– Why don’t you take an English course before you go to the UK?
– Why don’t you give her a chocholate?

There are several different structures that you can use when giving advice
# Should
This is probably the most common of the structures for giving advice. After should, and its negative – shouldn’t – we use the base form of the infinitive of the verb:
You should wise up
We shouldn’t cheat
It is common to use ‘I think’ and ‘I don’t think’ with should:
I think you should put the answers back
She doesn’t think they should use them

# Had better
This structure is common in spoken English and it is usually used in the contracted form. After had better, and its negative – had better not, we use the base form of the infinitive of the verb

-You’d better return the answers to the lecturer
-You’d better not tell anyone that you found them

# Ought
This is the most formal of the structures used for giving advice, and so it isn’t so common.
After ought, and its negative – ought not (oughtn’t), we use the full infinitive of the verb:

You ought to contact the police
You ought not to cheat in exams

# If I were you
This version of the second conditional is often used when giving advice, especially in spoken English. Note the use of were with I in the first clause.
In the second clause, we use would – contracted to d – and wouldn’t.

After would and wouldn’t, we use the base form of the infinitive of the verb:

If I were you, I’d give them back to the lecturer
If I were you, I wouldn’t use the answers

DIALOGUE OF EXPRESSING ADVICE

Bea : Good morning, Putri
Putri : Good morning, Bea. (Looks confused)
Bea : How are you, Putri
Putri : I’m confused now.
Bea : Why?
Putri : My boyriend forbade me to follow the singing competition. If you were me, what would you tell him?
Bea : I would say that the competition is very important to you, and instead, the prize of the competition would you give to him
Putri : That’s a good idea. I will do it. Thank you very much,Bea. Now I want to go to canteen. See you.
Ratna : You’re welcome. See you too.

WARNING

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Warning is admonition notice, or pointing out on existing or potential danger, specially to one who would otherwise would not be aware of it.
Warning is cautionary advice about something imminent (especially imminent danger or other unpleasantness)

EXPRESSIONS OF WARNING
•Look out! There is a snake beside you.
•Don’t step on the grass!.
•No smoking!
•No hunting!
•Be Silent
•No camping without permission!
•Do not cut down the trees!
•Keep out of the reach of children!

DIALOGUE EXPRESSING OF WARNING
Wiwid : “Mom, let me go out for a while, please?”
Mather : “Where are you going to, Win?”
Wiwid : “I’d like to visit Ririn. She got accident this morning. She is in the hospital now.”
father : “Thank you, Mom.”

another picture example of warning

ANALYTICAL EXPOSITION

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Definition
1. Exposition is a text that elaborates the writer‘s idea about the phenomenon surrounding. Its social function is to persuade the reader that the idea is important matter.
2. Examining or liking to examine things very carefully (Cambridge).

Purpose of Analytical Exposition
1. To attempt to persuade the reader to believe something by presenting one side of the argument.
2. To reveal the readers that something is the important case.

Generic Structure of Analytical Exposition
a. Thesis: Introducing the topic and indicating the writer’s position.
b. Arguments: Explaining the arguments to support the writer’s position.
c. Reiteration: Restating the writer’s position.

Language Features of Analytical Exposition

1. Focus on generic human and non-human participants, (e.g.: car, pollution, leaded petrol car)
2. Use abstract noun, (e.g.: policy, government)
3. Use of relational processes, (e.g.: It is important)
4. Modal verbs, (e.g.: we must preserve)
5. Modal verbs, (e.g.: we must preserve)
6. Connective or Use of internal conjunction to state argument, (e.g.: first, secondly, then, finally)
7. Evaluative language, (e.g.: important, valuable, trustworthy, etc.)
8. Giving reasons through causal conjunction
(e.g. so, thus, therefore, hence)
9. Use of present tense
10.Passive sentence

The difference of analytical and hortatory exposition Text
Definition
Analytical Exposition is a text that elaborates the writer‘s idea about the phenomenon surrounding. Its social function is to persuade the reader that the idea is important matter.

Purpose
To reveal to the readers that something is the important case

Generic structure
Thesis, (I personally think, In my opinion, I believe, etc. )
Arguments,(First, Second, Furthermore, In addition, The last, etc)
Reiteration (In my conclusion, Based on the arguments above, )

Hortatory Exposition
Hortatory exposition is a text which represent the attempt of the writer to have the addressee do something or act in certain way.

Purpose
To persuade the readers that something should or should not be done

Generic structure
Thesis, (I personally think, In my opinion, I believe, etc)
Arguments,(First, Second, Furthermore, In addition, The last, etc)
Recommendation (should, should not, ought to, ought not to, )

Example Text
Laptop as Student’s Friends

Thesis
Conventionally, students need book, pen, eraser, drawing book, ruler and such other stuff. Additionally, in this multimedia era, students need more to reach their progressive development. Students need mobile keyboards to record every presented subject easily. Of course it will need more cost but it will deserve for its function.
Argument 1
First, modern schools tend to apply fast transferring knowledge because the school needs to catch the target of curriculum. Every subject will tend to be given in demonstrative method. Consequently students need extra media cover the subject. Since there is a laptop on every student’s desk, this method will help student to get better understanding.
Argument 2
Secondly, finding an appropriate laptop is not difficult as it was. Recently there is an online shop which provides comprehensive information. The best is that the shop has service of online shopping. The students just need to brows that online shop, decide which computer or laptop they need, and then complete the transaction. After that the laptop will be delivered to the students’ houses. That is really easy and save time and money.

Reiteration
From all of that, having mobile computer is absolutely useful for students who want to catch the best result for their study. Buying laptop online is advisable because it will cut the price. This online way is recommended since online shop also provides several laptop types . Students just need to decide which type they really need.

NOUN CLAUSES

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A dependent clause that functions as a noun (that is, as a subject, object, or complement) within a sentence. Also known as a nominal clause.
Two common types of noun clause in English are that-clauses and wh-clauses:
that-clause: I believe that everything happens for a reason.
wh-clause: How do I know what I think, until I see what I say?

Examples and Observations:

“When Mrs. Frederick C. Little’s second son arrived, everybody noticed that he was not much bigger than a mouse.”

“A university is what a college becomes when the faculty loses interest in students.”

“I know that there are things that never have been funny, and never will be. And I know that ridicule may be a shield, but it is not a weapon.”

“I believe that there is a subtle magnetism in Nature, which, if we unconsciously yield to it, will direct us aright.”

“The thought of stars contributed to the power of his feeling. What moved him was a sense of those worlds around us, our knowledge however imperfect of their nature, our sense of their possessing some grain of our past and of our lives to come.”

“Whoever was the person behind Stonehenge was one dickens of a motivator, I’ll tell you that.”

“How we remember, what we remember, and why we remember form the most personal map of our individuality.”

“This is the story of what a Woman’s patience can endure, and of what a Man’s resolution can achieve.”

“That dogs, low-comedy confederates of small children and ragged bachelors, should have turned into an emblem of having made it to the middle class–like the hibachi, like golf clubs and a second car–seems at the very least incongruous.”

Nominal Clauses as Direct Objects
“All sentences, then, are clauses, but not all clauses are sentences. In the following sentences, for example, the direct object slot contains a clause rather than a noun phrase. These are examples of nominal clauses (sometimes called ‘noun clauses’):
I know that the students studied their assignment.
I wonder what is making Tracy so unhappy.
These nominal clauses are examples of dependent clauses–in contrast to independent clauses, those clauses that function as complete sentences.”

Noun-Clause Starters
“We use various words to start noun clauses. . . .

“These words include the word that, which in its role as a noun clause starter is not a relative pronoun, for it serves no grammatical role in the clause; it just starts the clause. For example: The committee stated that it would follow the agent’s policy. Here the noun clause serves the noun role of direct object of the transitive verb stated. But a careful look at the clause reveals that the word that does not serve any role within the clause, other than simply to get it going.

“Other noun clause starters do serve grammatical roles within the clause. For example: We know who caused all the trouble. Here the noun clause starter is the relative pronoun who. Notice that inside the noun clause who serves as the grammatical subject of the verb caused.

“Additional words serve as noun clause starters. A relative adverb can get one going: How he won the election mystified the pundits. So can a relative pronoun acting as an adjective: We know which career she will pursue. In these two sentences, how is an adverb modifying the verb won, and which is a relative-pronoun-adjective modifying the noun career.”