Introduce my partner

My partner is Wani.

Her fullname is Norsyazwani Binti Suhaimy.She was born on 5 December 1992 at Seremban, Negeri Sembilan.She like to eat kuih teow ladna and she dislike to eat fish.I don't know,why she don't dislike to eat fish.Other than that, she love colour black and red becouse this colour so brave to her.

She came from broken family and now, she stay with mom.Eventhough, Wani is only a child in her family but she many adopted sibling which is 3 sister.

She would like to be successful computer programmer in her further life.

~NOUNS~

Definition: A noun is a word used to refer to people, animals, objects, substances, states, events and feelings. Nouns can be a subject or an object of a verb, can be modified by an adjective and can take an article or determiner.
For example:
Table
Pencil
The dog
A white house
Nouns also denote abstract and intangible concepts.
For example:
birth
happiness
evolution
technology, etc.
Noun Plurals
We are going to explain some rules that will help you to form the plural forms of the nouns. The general rule is to add "-s" to the noun in singular.
For exaample:
Book - Books
House - Houses
Chair - Chairs
When the singular noun ends in: -sh, -ch, -s, -ss, -x, -o we form their plural form by adding "-es".
For exaample:
sandwich - sandwiches
brush - brushes
bus - buses
box - boxes
potato - potatoes
When the singular noun ends in "y", we change the "y" for "i" and then add "-es" to form the plural form. But do not change the "y" for "ies" to form the plural when the singular noun ends in "y" preceded by a vowel.
For exaample:
nappy - nappies
day - days
toy - toys
However, there are many Irregular Nouns which do not form the plural in this way:
For exaample:
Woman - Women
Child - Children
Sheep - Sheep
Nouns may take an " 's " ("apostrophe s") or "Genitive marker" to indicatepossession. If the noun already has an -s ending to mark the plural, then the genitive marker appears only as an apostrophe after the plural form.
For example:
my girlfriend's brother
John's house
The Browns' house
The boys' pens
The genitive marker should not be confused with the " 's " form of contracted verbs, as in John's a good student = John is a good student.
Noun Gender
Many common nouns, like "engineer" or "teacher", can refer to men or women. Once, many English nouns would change form depending on their gender. For example: A man was called an "author" while a woman was called an "authoress".
For example:
David Garrick was a very prominent eighteenth-century actor.
Sarah Siddons was at the height of her career as an actress in the 1780s.
The manager was trying to write a want ad, but he couldn't decide whether he was advertising for a "waiter" or a "waitress"
Types of Nouns
Proper nouns are the names of specific things, people, or places, such as Jhon, France. They usually begin with a capital letter.
Common nouns are general names such as person, mansion, and book. They can be either concrete or abstract.
Concrete nouns refer to things which you can sense such as clock and telephone.
Abstract nouns refer to ideas or qualities such as liberty and truth.
Countable nouns refer to things which can be counted (can be singular or plural)
Uncountable nouns refer to some groups of countable nouns, substances, feelings and types of activity (can only be singular)

PRE~WRITING LANGUAGE

Your professor has just given you an assignment. You are required to write a paper about a specific topic, or to come up with a topic of your own. You begin to panic. "Where do I start?" you may ask yourself. "How do I begin?"

First of all, take a deep breath and relax. You can do this! Aside from maintaining a positive attitude, here are a couple of ideas you can use to get yourself organized. Keep in mind that the following techniques and advice can be useful for both research papers and regular essays.

Prewriting techniques

The following procedures help you to unlock your memory and to associate your ideas with other experiences and recollections in order to come up with a workable and interesting paper topic. Three such activities involve directed questioning, freewriting, and brainstorming. You may not need to use all three, but you should acquaint yourself with each activity to find one that is most productive for you.

Directed Questioning

If you already have a topic that interests you but are not sure how to approach it, try directed questioning. Rather than encouraging you to expand your thinking, this method helps you to narrow your broad ideas. These questions may prove helpful:

How can I describe the topic? How can I define the topic? How does the topic resemble or differ form other topics? How does the topic work? How does the topic affect other things? Can I argue for or against the topic? Why does this topic interest me? What ideas are generally associated with the topic?

Freewriting

Many people find that they can bring ideas for developing a topic to the surface through freewriting, a strategy designed to "free" ideas from your subconscious mind and get them down on paper. This kind of writing is "free" in another sense; you don't need to worry about punctuation, correct grammar usage, etc. Your main objective is to write for a sustained period of time (ten to fifteen minutes) without stopping.

Freewriting can be open or focused. If you really do not have any idea what to write about, just begin to write down your impressions and thoughts in an "open" freewrite. Filling the page with words may coax something from your mind. Once you have done this, choose an idea or two from your open freewrite to explore in a more "focused" freewrite. Writing down your thoughts about a more specific idea that came up in your open freewrite will narrow down your topic even more, and hopefully will lead to the idea that will be the basis for your paper.

If you get stuck while you are freewriting and can not think of anything else to write, write the same word over and over again until you can think of something to write. This way you will not break your train of thought.

Brainstorming

Another way to get ideas down on paper quickly is through brainstorming Start with a significant word or phrase, and try to record everything that comes to your mind. If you reach a point where you can no longer come up with any new ideas, ask a friend to help you brainstorm some fresh topics.

After you have finished brainstorming, take a look at the material you have generated. What items seem to go together? What further connections can you see? What ideas and terms do you want to develop? What idea or concept seems to dominate your list? What material is surprising? You may decide to use most of the items you produced, or you may find only a few fragments to keep. However, one of these fragments may point the way to a good paper.

~ADVERB~

An adverb can modify a verb, an adjective, another adverb, a phrase, or a clause. An adverb indicates manner, time, place, cause, or degree and answers questions such as "how," "when," "where," "how much".

While some adverbs can be identified by their characteristic "ly" suffix, most of them must be identified by untangling the grammatical relationships within the sentence or clause as a whole. Unlike an adjective, an adverb can be found in various places within the sentence.

In the following examples, each of the highlighted words is an adverb:

The seamstress quickly made the mourning clothes.

In this sentence, the adverb "quickly" modifies the verb "made" and indicates in what manner (or how fast) the clothing was constructed.

The midwives waited patiently through a long labour.

Similarly in this sentence, the adverb "patiently" modifies the verb "waited" and describes the manner in which the midwives waited.

The boldly spoken words would return to haunt the rebel.

In this sentence the adverb "boldly" modifies the adjective "spoken."

We urged him to dial the number more expeditiously.

Here the adverb "more" modifies the adverb "expeditiously."

Unfortunately, the bank closed at three today.

In this example, the adverb "unfortunately" modifies the entire sentence.

(",) SCANNING & SKIMMING (",)

1)SKIMMING

Skimming is used to quickly identify the main ideas of a text. When you read the newspaper, you're probably not reading it word-by-word, instead you're scanning the text. Skimming is done at a speed three to four times faster than normal reading. People often skim when they have lots of material to read in a limited amount of time. Use skimming when you want to see if an article may be of interest in your research.

There are many strategies that can be used when skimming. Some people read the first and last paragraphs using headings, summarizes and other organizers as they move down the page or screen. You might read the title, subtitles, subheading, and illustrations. Consider reading the first sentence of each paragraph. This technique is useful when you're seeking specific information rather than reading for comprehension. Skimming works well to find dates, names, and places. It might be used to review graphs, tables, and charts.

2)SCANNING

Scanning is a technique you often use when looking up a word in the telephone book or dictionary. You search for key words or ideas. In most cases, you know what you're looking for, so you're concentrating on finding a particular answer. Scanning involves moving your eyes quickly down the page seeking specific words and phrases. Scanning is also used when you first find a resource to determine whether it will answer your questions. Once you've scanned the document, you might go back and skim it.

When scanning, look for the author's use of organizers such as numbers, letters, steps, or the words, first, second, or next. Look for words that are bold faced, italics, or in a different font size, style, or color. Sometimes the author will put key ideas in the margin.

~PRONOUNS~

Pronouns are small words that take the place of a noun. We can use a pronoun instead of a noun. Pronouns are words like: he, you, ours, themselves, some, each... If we didn't have pronouns, we would have to repeat a lot of nouns. We would have to say things like:
Do you like the president? I don't like the president. The president is too pompous.
With pronouns, we can say:
Do you like the president? I don't like him. He is too pompous.
Personal Pronouns
I, me, you, he, him, she...
Demonstrative Pronouns
this, that, these, those
Possessive Pronouns
mine, yours, his...
Interrogative Pronouns
who, what, which...
Reflexive Pronouns
myself, yourself, himself...
Reciprocal Pronouns
each other, one another
Indefinite Pronouns
another, much, nobody, few, such...
Relative Pronouns
who, whom, which...
Pronoun Case
subjective, objective, possessive

TRANSITION

Once you understand how to organize the ideas in your paper, the next step is to figure out how to create logical transitions between those ideas. A transition serves as a bridge connecting one paragraph, sentence, or word with another. Not only does a transition signal a connection, it also identifies the kind of connection by indicating to readers how the item preceding the transition relates to that which follows. Transitions help readers anticipate how the next paragraph or sentence will affect the meaning of what they have just read.

Transitional words and phrases showing logical relations:

To introduce another item in a series: first, second, in the second place; for one thing...for another; next; then; furthermore; moreover; in addition; finally; last; also; similarly; besides; and; as well as.

To introduce an illustration or other specification: in particular; specifically; for instance; for example; that is; namely.

To introduce a result or a cause: consequently; as a result; hence; accordingly; thus; so; therefore; then; because; since; for.

To introduce a restatement: that is; in other words; in simpler terms; to put it differently.

To introduce a conclusion or summary: in conclusion; finally; all in all; evidently; clearly; actually; to sum up; altogether; of course.

To introduce an opposing point: but; however; yet; nevertheless; on the contrary; on the other hand; in contrast; still; neither...nor.

To introduce a concession to an opposing view: certainly; naturally; of course; it is true; to be sure; granted.

To resume the original line of reasoning after a concession: nonetheless; all the same; even though; still; nevertheless.

An easy way to go about making transitions between paragraphs is to use the 1/2 and 1/2 method. When you begin a new paragraph, the first sentence of that paragraph should be half of what you just said and half of what you are now going to say. However, the trick is that you need to find the connecting idea between the two paragraphs

VERB

Recognize a verb when you see one.

Verbs are a necessary component of all sentences. Verbs have two important functions: Some verbs put static objects into motion while other verbs help to clarify the objects in meaningful ways. Look at the examples below:
My grumpy old English teacher smiled at the plate of cold meatloaf.
My grumpy old English teacher = static object; smiled = verb.
The daredevil cockroach splashed into Sara's soup.
The daredevil cockroach = static object; splashed = verb.
Theo's overworked computer exploded in a spray of sparks.
Theo's overworked computer = static object; exploded = verb.
The curious toddler popped a grasshopper into her mouth.
The curious toddler = static object; popped = verb.
Francisco's comic book collection is worth $20,000.00.
Francisco's comic book collection = static object; is = verb.
The important thing to remember is that every subject in a sentence must have a verb. Otherwise, you will have written a fragment, a major writing error.

Remember to consider word function when you are looking for a verb.

Many words in English have more than one function. Sometimes a word is a subject, sometimes a verb, sometimes a modifier. As a result, you must often analyze the job a word is doing in the sentence. Look at these two examples:
Potato chips crunch too loudly to eat during an exam.
The crunch of the potato chips drew the angry glance of Professor Orsini to our corner of the room.
Crunch is something that we can do. We can crunch cockroaches under our shoes. We can crunch popcorn during a movie. We cancrunch numbers for a math class. In the first sentence, then, crunchis what the potato chips do, so we can call it a verb.
Even though crunch is often a verb, it can also be a noun. Thecrunch of the potato chips, for example, is a thing, a sound that we can hear. You therefore need to analyze the function that a word provides in a sentence before you determine what grammatical name to give that word.

Know an action verb when you see one.

Dance! Sing! Paint! Giggle! Chew! What are these words doing? They are expressing action, something that a person, animal, force of nature, or thing can do. As a result, words like these are called action verbs. Look at the examples below:
Clyde sneezes with the force of a tornado.
Sneezing is something that Clyde can do.
Because of the spoiled mayonnaise, Ricky vomitedpotato salad all day.
Vomiting is something that Ricky can do—although he might not enjoy it.
Sylvia always winks at cute guys driving hot cars.
Winking is something that Sylvia can do.
The telephone rang with shrill, annoying cries.
Ringing is something that the telephone can do.
Thunder boomed in the distance, sending my poor dog scrambling under the bed.
Booming is something that thunder can do.
If you are unsure whether a sentence contains an action verb or not, look at every word in the sentence and ask yourself, "Is this something that a person or thing can do?" Take this sentence, for example:
During the summer, my poodle constantly pants and drools.
Can you during? Is during something you can do? Can you the? Is there someone theing outside the window right now? Can yousummer? Do your obnoxious neighbors keep you up until 2 a.m. because they are summering? Can you my? What does a person do when she's mying? Can you poodle? Show me what poodling is. Can you pant? Bingo! Sure you can! Run five miles and you'll be panting. Can you and? Of course not! But can you drool? You bet—although we don't need a demonstration of this ability. In the sentence above, therefore, there are two action verbs: pant and drool.

Know a linking verb when you see one.

Linking verbs, on the other hand, do not express action. Instead, they connect the subject of a verb to additional information about the subject. Look at the examples below:
Mario is a computer hacker.
Ising isn't something that Mario can do. Is connects the subject, Mario, to additional information about him, that he will soon have the FBI on his trail.
During bad storms, trailer parks are often magnets for tornadoes.
Areing isn't something that trailer parks can do. Are is simply connecting the subject, trailer parks, to something said about them, that they tend to attract tornadoes.
After receiving another failing grade in algebra, Josebecame depressed.
Became connects the subject, Jose, to something said about him, that he wasn't happy.
A three-mile run seems like a marathon during a hot, humid July afternoon.
Seems connects the subject, a three-mile run, with additional information, that it's more arduous depending on the day and time.
At restaurants, Rami always feels angry after waiting an hour for a poor meal.
Feels connects the subject, Rami, to his state of being, anger.
The following verbs are true linking verbs: any form of the verb be[am, were, has been, are being, might have been, etc.], become, and seem. These true linking verbs are always linking verbs.
Then you have a list of verbs with multiple personalities: appear, feel,grow, look, prove, remain, smell, sound, taste, and turn. Sometimes these verbs are linking verbs; sometimes they are action verbs. Their function in a sentence decides what you should call them.
How do you tell when they are action verbs and when they are linking verbs? If you can substitute am, is, or are for the verb and the sentence still sounds logical, you have a linking verb on your hands. If, after the substitution, the sentence makes no sense, you are dealing with an action verb. Here are some examples:
Chris tasted the crunchy, honey-roasted grasshopper.
Chris is the grasshopper? I don't think so! In this sentence then, tasted is an action verb.
The crunchy, honey-roasted grasshopper tasted good.
The grasshopper is good? You bet. Roast your own!
I smell the delicious aroma of the grilled octopus.
I am the delicious aroma? Not the last time I checked.Smell, in this sentence, is an action verb.
The aroma of the grilled octopus smells appetizing.
The aroma is appetizing? Definitely! Come take a whiff!
The students looked at the equation until their brains hurt.
The students are the equation? Of course not! Here, lookedis an action verb.
The equation looked hopelessly confusing.
The equation is confusing? Without a doubt! You try it.
This substitution will not work for appear. With appear, you have to analyze the function of the verb.
Godzilla appeared in the doorway, spooking me badly.
Appear is something Godzilla can do—whether you want him to or not.
Godzilla appeared happy to see me.
Here, appeared is connecting the subject, Godzilla, to his state of mind, happiness.

Realize that a verb can have more than one part.

You must remember that verbs can have more than one part. In fact, a verb can have as many as four parts. A multi-part verb has a base ormain part as well as additional helping or auxiliary verbs with it. Check out the examples below:
Harvey spilled chocolate milkshake on Leslie's new dress.
Because Harvey is a klutz, he is always spillingsomething.
Harvey might have spilled the chocolate milkshake because the short dress distracted him.
Harvey should have been spilling the chocolate milkshake down his throat.

PAST PARTICIPLE

A past participle indicates past or completed action or time. It is often called the 'ed' form as it is formed by adding d or ed, to the base form of regular verbs, however it is also formed in various other ways forirregular verbs.

It can be used to form a verb phrase as part of the present perfect tense.

For example:-

I have learnt English. (Learnt is part of the verb phrase 'have learnt')

It can be used to form the passive voice.

For example:-

I have learnt English. (Learnt is part of the verb phrase 'have learnt')

It can be used to form the passive voice.

For example:-

Her hair was well brushed.

It can also be used as an adjective.

For example:-

As an adjective: He had a broken arm. (Broken is used here as anadjective.)

Here is a comprehensive list of irregular verbs.

ENJOY WITH PAST CONTINOUS

Hello dears! My name is Lady Past Continuous.
I'm also very nostalgic like my friend the Past Simple Boy . We were together in many occassions when we were young. While I was studying to be a secretary he was studying to be a teacher and we lived on the same street in Granada.

When I was going out with his best friend Javi, the Past Simple Boy was going out with my best friend Margarita. This is an old story but I like thinking about the past.

I met the Past Simple Boy again two years ago in our English Club in Mijas called The Happy Verby Gang. Wewere talking for hours about the past times.

FUTURE PERFECT TENSE

I will have sung

The future perfect tense is quite an easy tense to understand and use. The future perfect tense talks about the past in the future.

How do we make the Future Perfect Tense?

The structure of the future perfect tense is:

subject	+	auxiliary verb WILL	+	auxiliary verb HAVE	+	main verb
		invariable		invariable		past participle
		will		have		V3

Look at these example sentences in the future perfect tense:

	subject	auxiliary verb		auxiliary verb	main verb
+	I	will		have	finished	by 10am.
+	You	will		have	forgotten	me by then.
-	She	will	not	have	gone	to school.
-	We	will	not	have	left.
?	Will	you		have	arrived?
?	Will	they		have	received	it?

In speaking with the future perfect tense, we often contract the subject and will. Sometimes, we contract the subject, will and have all together:

I will have	I'll have	I'll've
you will have	you'll have	you'll've
he will have she will have it will have	he'll have she'll have it'll have	he'll've she'll've it'll've
we will have	we'll have	we'll've
they will have	they'll have	they'll've

PAST PERFECT

Past perfect, form

The Past Perfect tense in English is composed of two parts: the past tense of the verb tohave (had) + the past participle of the main verb.

Subject	had	past participle
We	had	decided...
Affirmative
She	had	given.
Negative
We	hadn't	asked.
Interrogative
Had	they	arrived?
Interrogative negative
Hadn't	you	finished?

Example: to decide, Past perfect

Affirmative	Negative	Interrogative
I had decided	I hadn't decided	Had I decided?
You had decided	You hadn't decided	Had you decided?
He, she, it had decided	He hadn't decided	Had she decided?
We had decided	We hadn't decided	Had we decided?
You had decided	You hadn't decided	Had you decided?
They had decided	They hadn't decided	Had they decided?

Past perfect, function

The past perfect refers to a time earlier than before now. It is used to make it clear that one event happened before another in the past. It does not matter which event is mentioned first - the tense makes it clear which one happened first.

In these examples, Event A is the first or earliest event, Event B is the second or latest event:

Event A	Event B
John had gone out	when I arrived in the office.
I had saved my document	before the computer crashed.
When they arrived	we *had already started* cooking
He was very tired	because he *hadn't slept* well.

Past perfect + just

'Just' is used with the past perfect to refer to an event that was only a short time earlier than before now, e.g.

a. The train had just left when I arrived at the station.
b. She had just left the room when the police arrived.
c. I had just put the washing out when it started to rain.

~ADJECTIVE~

An adjective modifies a noun or a pronoun by describing, identifying, or quantifying words. An adjective usually precedes the noun or the pronoun which it modifies.

In the following examples, the highlighted words are adjectives:

The truck-shaped balloon floated over the treetops.

Mrs. Morrison papered her kitchen walls with hideous wall paper.

The small boat foundered on the wine dark sea.

The coal mines are dark and dank.

Many stores have already begun to play irritating Christmasmusic.

A battered music box sat on the mahogany sideboard.

The back room was filled with large, yellow rain boots.

An adjective can be modified by an adverb, or by a phrase or clausefunctioning as an adverb. In the sentence

My husband knits intricately patterned mittens.

for example, the adverb "intricately" modifies the adjective "patterned."

Some nouns, many pronouns, and many participle phrases can also act as adjectives. In the sentence

Eleanor listened to the muffled sounds of the radio hiddenunder her pillow.

for example, both highlighted adjectives are past participles.

Grammarians also consider articles ("the," "a," "an") to be adjectives.

Possessive Adjectives

A possessive adjective ("my," "your," "his," "her," "its," "our," "their") is similar or identical to a possessive pronoun; however, it is used as an adjective and modifies a noun or a noun phrase, as in the following sentences:

I can't complete my assignment because I don't have the textbook.

In this sentence, the possessive adjective "my" modifies "assignment" and the noun phrase "my assignment" functions as anobject. Note that the possessive pronoun form "mine" is not used to modify a noun or noun phrase.

What is your phone number.

Here the possessive adjective "your" is used to modify the noun phrase "phone number"; the entire noun phrase "your phone number" is a subject complement. Note that the possessive pronoun form "yours" is not used to modify a noun or a noun phrase.

The bakery sold his favourite type of bread.

In this example, the possessive adjective "his" modifies the noun phrase "favourite type of bread" and the entire noun phrase "his favourite type of bread" is the direct object of the verb "sold."

After many years, she returned to her homeland.

Here the possessive adjective "her" modifies the noun "homeland" and the noun phrase "her homeland" is the object of the preposition"to." Note also that the form "hers" is not used to modify nouns or noun phrases.

We have lost our way in this wood.

In this sentence, the possessive adjective "our" modifies "way" and the noun phrase "our way" is the direct object of the compound verb"have lost". Note that the possessive pronoun form "ours" is not used to modify nouns or noun phrases.

In many fairy tales, children are neglected by their parents.

Here the possessive adjective "their" modifies "parents" and the noun phrase "their parents" is the object of the preposition "by." Note that the possessive pronoun form "theirs" is not used to modify nouns or noun phrases.

The cat chased its ball down the stairs and into the backyard.

In this sentence, the possessive adjective "its" modifies "ball" and the noun phrase "its ball" is the object of the verb "chased." Note that "its" is the possessive adjective and "it's" is a contraction for "it is."

Demonstrative Adjectives

The demonstrative adjectives "this," "these," "that," "those," and "what" are identical to the demonstrative pronouns, but are used as adjectives to modify nouns or noun phrases, as in the following sentences:

When the librarian tripped over that cord, she dropped a pile of books.

In this sentence, the demonstrative adjective "that" modifies the noun "cord" and the noun phrase "that cord" is the object of the preposition "over."

This apartment needs to be fumigated.

Here "this" modifies "apartment" and the noun phrase "this apartment" is the subject of the sentence.

Even though my friend preferred those plates, I bought these.

In the subordinate clause, "those" modifies "plates" and the noun phrase "those plates" is the object of the verb "preferred." In theindependent clause, "these" is the direct object of the verb "bought."

Note that the relationship between a demonstrative adjective and a demonstrative pronoun is similar to the relationship between a possessive adjective and a possessive pronoun, or to that between a interrogative adjective and an interrogative pronoun.

Interrogative Adjectives

An interrogative adjective ("which" or "what") is like an interrogative pronoun, except that it modifies a noun or noun phrase rather than standing on its own (see also demonstrative adjectives and possessive adjectives):

Which plants should be watered twice a week?

Like other adjectives, "which" can be used to modify a noun or a noun phrase. In this example, "which" modifies "plants" and the noun phrase "which plants" is the subject of the compound verb "should be watered":

What book are you reading?

In this sentence, "what" modifies "book" and the noun phrase "what book" is the direct object of the compound verb "are reading."

Indefinite Adjectives

An indefinite adjective is similar to an indefinite pronoun, except that it modifies a noun, pronoun, or noun phrase, as in the following sentences:

Many people believe that corporations are under-taxed.

The indefinite adjective "many" modifies the noun "people" and the noun phrase "many people" is the subject of the sentence.

I will send you any mail that arrives after you have moved to Sudbury.

The indefinite adjective "any" modifies the noun "mail" and the noun phrase "any mail" is the direct object of the compound verb "will send."

They found a few goldfish floating belly up in the swan pound.

In this example the indefinite adjective modifies the noun "goldfish" and the noun phrase is the direct object of the verb "found":

The title of Kelly's favourite game is "All dogs go to heaven."

Here the indefinite pronoun "all" modifies "dogs" and the full title is a subject complement.

~SPEAKING SKILLS~

Introduction
	Speaking is the productive skill in the oral mode. It, like the other skills, is more complicated than it seems at first and involves more than just pronouncing words.

Listening Situations
	There are three kinds of speaking situations in which we find ourselves:
	interactive, partially interactive, and non-interactive.
	Interactive speaking situations include face-to-face conversations and telephone calls, in which we are alternately listening and speaking, and in which we have a chance to ask for clarification, repetition, or slower speech from our conversation partner. Some speaking situations are partially interactive, such as when giving a speech to a live audience, where the convention is that the audience does not interrupt the speech. The speaker nevertheless can see the audience and judge from the expressions on their faces and body language whether or not he or she is being understood.
	Some few speaking situations may be totally non-interactive, such as when recording a speech for a radio broadcast .

Micro-skills
	Here are some of the micro-skills involved in speaking. The speaker has to:
	pronounce the distinctive sounds of a language clearly enough so that people can distinguish them. This includes making tonal distinctions. use stress and rhythmic patterns, and intonation patterns of the language clearly enough so that people can understand what is said. use the correct forms of words. This may mean, for example, changes in the tense, case, or gender. put words together in correct word order. use vocabulary appropriately. use the register or language variety that is appropriate to the situation and the relationship to the conversation partner. make clear to the listener the main sentence constituents, such as subject, verb, object, by whatever means the language uses. make the main ideas stand out from supporting ideas or information. make the discourse hang together so that people can follow what you are saying.

~LISTENING SKILLS~

Listening Skills

The average college student spends about 14 hours per week in class listening (or perhaps I should say "hearing"--there is a difference!) to lectures. See if you can improve your listening skills by following some of the strategies below:

Maintain eye contact with the instructor. Of course you will need to look at your notebook to write your notes, but eye contact keeps you focused on the job at hand and keeps you involved in the lecture.

Focus on content, not delivery. Have you ever counted the number of times a teacher clears his/her throat in a fifteen minute period? If so, you weren't focusing on content.

Avoid emotional involvement. When you are too emotionally involved in listening, you tend to hear what you want to hear--not what is actually being said. Try to remain objective and open-minded.

Avoid distractions. Don't let your mind wander or be distracted by the person shuffling papers near you. If the classroom is too hot or too cold try to remedy that situation if you can. The solution may require that you dress more appropriately to the room temperature.

Treat listening as a challenging mental task. Listening to an academic lecture is not a passive act--at least it shouldn't be. You need to concentrate on what is said so that you can process the information into your notes.

Stay active by asking mental questions. Active listening keeps you on your toes. Here are some questions you can ask yourself as you listen. What key point is the professor making? How does this fit with what I know from previous lectures? How is this lecture organized?

Use the gap between the rate of speech and your rate of thought. You can think faster than the lecturer can talk. That's one reason your mind may tend to wander. All the above suggestions will help you keep your mind occupied and focused on what being said. You can actually begin to anticipate what the professor is going to say as a way to keep your mind from straying. Your mind does have the capacity to listen, think, write and ponder at the same time, but it does take practice.

~REGULAR & IRREGULAR VERBS ~

Regular Verbs

To make the past tense or past participle form of most verbs (regular verbs) we simply add “ed” at the end.

Examples using the verb “walk”:

Past Tense: I walked through the maze.

Past Participle: I have walked through the maze.

(The past participle form is used in the present perfect, past perfect, and future perfect tenses. The above example is written in the present perfect tense.)

Irregular verbs are not that simple. We sometimes need a dictionary to help us write the different forms of irregular verbs.

Examples using the verb “see”:

Past Tense: We saw the secret maps.

Past Participle: We have seen the secret maps.

Look up the word “see” in the dictionary. Notice that the different forms of the word are given. Look up “walk.” Notice that the dictionary doesn’t bother to give the different forms of regular verbs.

English regular verbs change their form very little (unlike irregular verbs). The past tense and past participle of regular verbs end in -ed, for example:

work, worked, worked

But you should note the following points:

1. Some verbs can be both regular and irregular, for example:

learn, learned, learned
learn, learnt, learnt

2. Some verbs change their meaning depending on whether they are regular or irregular, for example "to hang":

regular	hang, hanged, hanged	to kill or die, by dropping with a rope around the neck
irregular	hang, hung, hung	to fix something (for example, a picture) at the top so that the lower part is free

3. The present tense of some regular verbs is the same as the past tense of some irregular verbs:

regular	found, founded, founded
irregular	find, found, found

REFERENCE WORD

Using reference words

This section explains the system used to refer forward or backward from where you are in a text to other words or concepts. You use reference words to show the connections between ideas, giving greater cohesion and clarity to your writing.

You will already be familiar with the word ‘reference’, meaning conventions for acknowledging authors or documents you have used in your research and reading. You ‘reference’ these authors when you quote them or paraphrase them. (See Module 2, Unit 3: Quoting and paraphrasing).

However, the term reference is also used to refer to a system of creating cohesion in a text. Reference words point backwards or forwards to other words or concepts that have already appeared in the text or are about to appear in the text.

In the majority of cases, the word has already occurred in the text i.e. the reference word is pointing backwards.

Example

In this sentence, these is a reference word pointing back to phases in the preceding sentence.

In this sentence, those is a reference word pointing forwards to the changes requiring only a moderate level of financial support.

Reference words are important because they are another way you can strengthen the connections between different elements of your text and clarify the progression of ideas.

THESIS STATEMENT

What is a thesis statement?

A thesis statement is a sentence that communicates the main idea of your paper to the reader. Your thesis tells the reader what point you are going to make about your topic. If someone were to ask you, "What is the main idea you want people to believe after reading your paper?", the sentence you would give in reply is your thesis statement. Remember that a thesis statement does more than simply introduce the reader to the topic of your paper; a thesis statement takes a stand on a topic.

Example:

Topic: Researching information on the internet

Thesis: Researching information on the internet has many disadvantages, including unreliable web sites, the large amount of time it takes to find valuable information, and the difficulty of verifying the truth of the information found.

KAMARUL_BEL 120

DIP COMPUTER SCIENCE

Sunday, April 17, 2011

Bruno Mars - Grenade [Official Music Video]

Monday, January 17, 2011

Lenka - The Show

Introduce my partner

~NOUNS~

PRE~WRITING LANGUAGE

~ADVERB~

Blog Archive

About Me

(",) SCANNING & SKIMMING (",)

~PRONOUNS~

TRANSITION

Followers

VERB

Recognize a verb when you see one.

Remember to consider word function when you are looking for a verb.

Know an action verb when you see one.

Know a linking verb when you see one.

Realize that a verb can have more than one part.

PAST PARTICIPLE

ENJOY WITH PAST CONTINOUS

FUTURE PERFECT TENSE

How do we make the Future Perfect Tense?

PAST PERFECT

Past perfect, form

Past perfect, function

Past perfect + just

~ADJECTIVE~

Possessive Adjectives

Demonstrative Adjectives

Interrogative Adjectives

Indefinite Adjectives

~SPEAKING SKILLS~

~LISTENING SKILLS~

Listening Skills

~REGULAR & IRREGULAR VERBS ~

Regular Verbs

REFERENCE WORD

Using reference words

Example

THESIS STATEMENT