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SPEAKING

by aminah

Giving orders and instructions

How can you ask someone to do something for you in English without sounding rude? Here are some of the ways that you can give orders and instructions.

1. Use the imperative form

We use the imperative form to give orders, warnings and advice:

Be quiet!
Take care!
Listen to me carefully!

Because it can sound rude to give direct orders (especially if you are talking to an adult), we "soften" the imperative form with "let's" or "please":

Let's go now.
Please listen to what I'm saying.

2. Use a modal verb to turn the order into a request

We use modals to change the mood of a sentence. For example, "You should help her" is more polite than "Help her!"

Other modal verbs you can use to make requests are:

Could: Could you make me some tea?
Can: Can you come here please?
Will: Will you shut the door please?
Would: Would you wait here until the doctor is ready for you?

3. Use an introductory phrase to soften the order

Instead of using an imperative, you can use a phrase instead. Here are some common ways of phrasing an order, in order of the most indirect to the most direct:

Would you mind possibly… (+ ing) (Most indirect)
Would you mind possibly moving your car? It's parked right in front of mine.

I was hoping you could … (+ infinitive without to)
I was hoping you could spare me a few minutes this morning.

Do you think you could … (+ infinitive without to)
Do you think you could do this photocopying for me?

If you have a couple of minutes spare…
If you have a couple of minutes spare, the office needs tidying up.

I'd like you to…
I'd like you to file this correspondence for me.

I want you to…
I want you to finish this by tomorrow.

4. Use sequencing words

You can use sequencing words to make instructions clear.

Firstly, make sure the appliance is disconnected.
Secondly, open the back with a screwdriver.
Then, carefully pull out the two black cables….

slide of my life

by aminah

I slide myself into you,
so soft so warm,
I feel your tongue upon my skin
keeping me from harm
I feel so lucky, love at first site.
I tried to restrain myself
when I saw you on that night
we mesh so well

I love being in you
At first you were so tight
As I moved in side of you
and you on me
I knew we were meant to be

I am so glad I found you
If people only knew
This is not a dirty poem
Its about a LIFE

speaking

by aminah

Improving your English speaking skills will help you communicate more easily and effectively. But how do you become a more confident English speaker?

Practise where you can, when you can. Any practice is good – whether you speak to someone who is a native English speaker or not.

It's important to build your confidence. If possible, use simple English sentence structure that you know is correct, so that you can concentrate on getting your message across.

Try to experiment with the English you know. Use words and phrases you know in new situations. Native English speakers are more likely to correct you if you use the wrong word than if you use the wrong grammar. Experimenting with vocabulary is a really good way of getting feedback.

Try to respond to what people say to you. You can often get clues to what people think by looking at their body language. Respond to them in a natural way.

Try NOT to translate into and from your own language. This takes too much time and will make you more hesitant.

If you forget a word, do what native English speakers do all the time, and say things that 'fill' the conversation. This is better than keeping completely silent. Try using um, or er, if you forget the word.

Don't speak too fast! It's important to use a natural rhythm when speaking English, but if you speak too fast it will be difficult for people to understand you.

Try to relax when you speak – you'll find your mouth does most of the pronunciation work for you. When you speak English at normal speed, you'll discover that many of the pronunciation skills, such as linking between words, will happen automatically.

listening

by aminah

Introduce the idea of "minimal pairs" by writing a list on the board of a number of minimal pairs. For example: but - boot, sit - set, caught - cut, sing - song, etc.
Practice comprehension skills by using the provided lists of minimal pairs. Each list contains one minimal pair with a number of examples.
Once students are comfortable with the sounds, read sentence examples (for example: The call took a long time to go through - for the first pair) using one word of the pair provided. Ask students to identify which word of each pair was used.
Continue using the list of pairs by asking students to practice the lists.
Ask students to identify two vowel sounds which they want to focus on, for example: 'eh' and 'uh', and have them create their own list of minimal pairs.
Have pairs exchange lists and practice reading the others' lists aloud.
If appropriate, continue lesson by a more extended look into the IPA (International

speaking

by aminah

Responding to offers

These English dialogues show you ways to accept or reject offers made to you.

"Can I help you?"
"Yes please. I'd like to know what time the train leaves."

"Can I help you?"
"No thanks, I'm just looking." (In a shop.)

"Shall I open the window for you?"
"Yes please. That would be very kind of you."

"Would you like another coffee?"
"No thanks." Or, "No thank you."

"Would you like another coffee?"
"Yes please, that would be lovely." Or, "Yes please, I'd love one."

"Would you like me to answer the phone?"
"If you wouldn't mind." Or, "If you could."
(Don't answer "Yes, I would", as this sounds like you expect someone to do it for you.)

"I'll do the photocopying, if you like."
"It's OK, I can do it." Or, "Don't worry, I'll do it.

"Or, "Thank you, that would be great."

English speaking tip

With a little practice, you'll find it easy to use these English expressions. They'll help you sound both natural and confident.

WISATA NGANJUK

by aminah

Kabupaten Nganjuk adalah sebuah kabupaten di Provinsi Jawa Timur, Indonesia. Ibukotanya adalah Nganjuk. Kabupaten ini berbatasan dengan Kabupaten Bojonegoro di utara, Kabupaten Jombang di timur, Kabupaten Kediri dan Kabupaten Ponorogo di selatan, serta Kabupaten Madiun di barat.

Nganjuk dahulunya bernama Anjuk Ladang yang dalam bahasa Jawa Kuna berarti Tanah Kemenangan. Dibangun pada tahun 859 Caka atau 937 Masehi. Pada masa penjajahan Belanda, kabupaten ini disebut sebagai Kabupaten Berbek dengan Nganjuk sebagai ibu kotanya. Selain itu Nganjuk juga dikenal dengan julukan Kota Angin.

Beberapa obyek wisata di Nganjuk adalah
· Air Terjun Sedudo, yang terletak di lereng Gunung Liman,

Candi Ngetos di Kecamatan Ngetos,

Air terjun Roro Kuning di Bajulan,

· Monumen Gerilya Jenderal Sudirman di Bajulan - Loceret dan Sawahan,
· Jurang gatuk adalah sebuah jurang yang merupakan perpaduan dari lereng yang menyempit dan ada aliran air yang jernih juga ada kolam yang alami berada disana di kecamatan pace, sengkolak di ds gondang,
· Candi Lor di desa Candirejo, Kecamatan Loceret yang dibangun oleh Mpu Sindok pada tahun 859 Caka atau 937 M sebagai Tugu Peringatan kemenangan atas peperangan melawan musuhnya dari Melayu. Di sini juga terdapat batu bertulis yang memuat sebutan (toponimi) yang sangat dekat sekali ucapannya dengan Nganjuk, yakni Anjuk Ladang. Candi Lor ini merupakan bukti sejarah tentang keberhasilan Mpu Sindok mengalahkan musuhnya, dan sekaligus menandai berdirinya Kota Nganjuk.

ARTI KEHIDUPAN

by aminah

Jngan ingin mjadi yang terbaik

tapi berusahalah utk yang terbaik

HIGHER EDUCATION

Higher education, also called tertiary, third stage, or post secondary education, is the non-compulsory educational level that follows the completion of a school providing a secondary education, such as a high school, secondary school. Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training. Colleges and universities are the main institutions that provide tertiary education. Collectively, these are sometimes known as tertiary institutions. Tertiary education generally results in the receipt of certificates, diplomas, or academic degrees. Higher education includes teaching, research and social services activities of universities, and within the realm of teaching, it includes both the undergraduate level (sometimes referred to as tertiary education) and the graduate (or postgraduate) level (sometimes referred to as graduate school). Higher education generally involves work towards a degree-level or foundation degree qualification. In most developed countries a high proportion of the population (up to 50%) now enter higher education at some time in their lives. Higher education is therefore very important to national economies, both as a significant industry in its own right, and as a source of trained and educated personnel for the rest of the economy.

LEARNING

I want to talk about learning. But not the lifeless, sterile, futile, quickly forgotten stuff that is crammed in to the mind of the poor helpless individual tied into his seat by ironclad bonds of conformity! I am talking about LEARNING - the insatiable curiosity that drives the adolescent boy to absorb everything he can see or hear or read about gasoline engines in order to improve the efficiency and speed of his 'cruiser'. I am talking about the student who says, "I am discovering, drawing in from the outside, and making that which is drawn in a real part of me." I am talking about any learning in which the experience of the learner progresses along this line: "No, no, that's not what I want"; "Wait! This is closer to what I am interested in, what I need"; "Ah, here it is! Now I'm grasping and comprehending what I need and what I want to know!" Carl Rogers 1983: 18-19 For all the talk of learning amongst educational policymakers and practitioners, there is a surprising lack of attention to what it entails. In Britain and Northern Ireland, for example, theories of learning do not figure strongly in professional education programmes for teachers and those within different arenas of informal education. It is almost as if it is something is unproblematic and that can be taken for granted. Get the instructional regime right, the message seems to be, and learning (as measured by tests and assessment regimes) will follow. This lack of attention to the nature of learning inevitably leads to an impoverishment of education. It isn't simply that the process is less effective as a result, but what passes for education can actually diminish well-being. Here we begin by examining learning as a product and as a process. The latter takes us into the arena of competing learning theories - ideas about how learning may happen. We also look at Alan Roger's (2003) helpful discussion of task-conscious or acquisition learning, and learning-conscious or formalized learning.

PRACTICE SPEECH

Rehearsal The Key To Success As A Professional Speaker Public Speaking: 5 Tips On How To Practice Your Speech Or Presentation Practice Makes Perfect! Professional speakers rehearse their material. Killer presentations don't just fall out of the sky! They're worked on and fine tuned and honed to perfection right up until the time that they are delivered into the hands of audience members. As a result, presentations like these are effective at reaching many people! Rehearsing your presentation is your key to delivering a successful presentation. Even if you've been doing the same presentation for years, you'll want to practice the different aspects of your delivery in the fine tuning process of rehearsing. Here's what you can do to have successful practice that will make your delivery a success every time. The first step is to write out your speech word for word. Write it as you would say it or would intend to say it. Include every piece of information including what you would say about your visual or audio aids. Every word you put on paper will impact what your audience picks up in your presentation. Read your written speech out loud. Record yourself to get some idea of what your presentation sounds like. Note the length of your presentation and also if the points you want to emphasize are actually the ones being emphasized. Refine and retune your message until you are confident the message you are sending is the one you want to send. Also, practice speaking your presentation the way you would want to say it - with passion and enthusiasm. Yes, enthusiasm does have to be practiced. Condense your written speech into outline form. Once you've created your written speech and you've taken the time to revise it, the next step is to turn your written speech into a condensed outline with notes. You don't want to read your speech to your audience. You want to speak spontaneously and make your presentation flow. The key is to have notes that are easy to read. Remember to also make notes about the flow of your enthusiasm levels during the presentation. Once you've created your notes, record your spontaneous speech. In this recording, review the timing of your presentation. Listen for the number of times you've said filler words like "umm", "er" and "ah". Work on eliminating these words and re-record yourself until you speak smoothly and confidently. Also work on presenting your speech with the emphasis and passion that you intend to deliver it. Working the emotions of your audience will help them feel more connected with you and your material. Practice your presentation in front of a practice audience. The primary goal of this section is to get constructive feedback. You will want to find out if you made your points clearly and accurately. You will also want to know if you were speaking too fast or too slow. You'll also want to know if there were too many of those distracting words in your presentation. A secondary goal is to gain more confidence and feel more comfortable in making your presentation. Rehearsal is the key to your success as a professional speaker! Practicing more than just your topical information, you'll need to practice the method of delivery you choose. Here's to your success!

5 LISTENING TRICKS

Do you have trouble focusing on what your client (or potential client) is saying? Do you feel like it is obvious to them that you are unengaged? Does your self-consciousness make you feel or seem disconnected with the conversation? Is all you are thinking about what THEY ARE THINKING ABOUT YOU?? Try these handy little tricks to put yourself back into control of the conversation: 1. Make and keep eye contact- I had to put a “DUH!” in here somewhere. The eyes communicate connection to the other party more than any other physical attribute. 2. Ask open-ended questions- Closed-ended questions are communication killers. If your client can answer in one word, they will. Good questions will clarify for you what your client’s actual needs are. Make THEM talk. This isn’t about you. 3. Don’t overextend yourself- Don’t try to invent common ground between you and your client based on how your product/service and their needs meet somewhere in the middle. Determine their specific needs and take your solutions to solve their problems. You KNOW what you are doing. Do it for them. 4. Minimize environmental distractions- Don’t have your conversation in the subway tunnel. You won’t hear them and they won’t hear you. Find a comfortable room with little interior or exterior distraction, turn your cell phone off and begin…with a smile of course. They are doing YOU a favor. 5. MOST IMPORTANTLY: EMPATHIZE!!!- Even if your client is boring you silly with anecdotes and minutiae, try to find ONE THING that your life or experience has in common with the client’s issues. That is the best way to fully understand how to help solve a marketing problem. Understand it from the other’s point of view. IF YOU CAN DO IT,YOU WILL BE BETTER.

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