1 KOMPETENSI DASAR 2.

1 Memahami percakapan sederhana sehari-hari baik dalam konteks professional maupun pribadi dengan orang bukan penutur asli 2.1.1 Talking about hobbies and interests

uestions !ou "an ask

What do you like doing? What sort of hobbies do you have? What do you get up to in your free time?

#o$ to re%l!
In my free time I When I have some spare time I When I get the time, I I relax by !atching "#$ I%m interested in & noun ' gerund$ I%m keen on & noun ' gerund$ I%m into & noun ' gerund$ I en(oy & noun ' gerund$ )ou can add *really* or *+uite* after *I%m* for emphasis, *I%m reall! keen on football,*

&i'ing a longer re%l!

)ou can give more information about your hobbies and interestsI like arts and "ra(ts, I%m a creative ' practical person, and like doing things !ith my hands, I%m an outgoing person, and like socialising ' hanging out !ith friends I en(oy being %h!si"all! a"ti'e, and spend a lot of time playing sports and team games,

)ike doing 's like to do

We use like & gerund to talk about general likesI like fishing, We use like & infinitive to talk about more specific likesI like to go fishing at the !eekend,

Some expressions: My hobbies and interests

My favourite hobby is playing snooker, I like listening to pop-music, .t !eekends I sometimes go to a disco or to the cinema, I listen to bands like ,,, I%m interested in punk,

/ While listening to hard-rock I can get everything off my chest, In summer I like to go s!imming, In !inter I go skiing, I like visiting friends and talking about this and that, My friend and I do lots of (igsa! pu00les, 1laying football is fun, 2ne of my hobbies is !riting letters to my pen-friends, I do a paper route to earn a little money, 3ometimes I read so much that I forget the house!ork, When the !eather is bad, I read books or !atch "#, I en(oy !orking on the computer, I got a ne! computer for my birthday, 2nce a !eek I do some handball practice, I go training every evening, When it%s not so hot, I go rollerskating, I !ant to tell you something about my family, I%ve got t!o older brothers, My mother !orks as a clerk in an office, When !e are on holidays I like !alking in the mountains, 2n 3aturdays I have to cook for the family, I collect my cousin from the kindergarten, 4o! and then I do babysitting, *es+No uestions

"here are many types of +uestions in 5nglish, "he easiest are +uestions that can be ans!ered *yes* or *no,* .- .re you from around here? 6- )es, I am, .- 7o you come here often? 6- )es, I do, .- 8an I buy you a drink? 6- 4o, thanks, .- .re you married? 6- )es, I am, "o form a +uestion from a statement, first count the number of verbs, 9ohn is a doctor, 9ane drives a sports car, 9oan played basketball last night, 9an is eating her dinner, 9une has rented an apartment, 2ne verb- is be$ 2ne verb- drives 2ne verb- played "!o verbs- is eating "!o verbs- has rented

9en has been living there since 1:;:, "hree verbs- has been living If there is one verb in the statement and the verb is a form of be, simply s!itch the positions of the sub(ect and verb,

<

Statement 9ohn is a doctor, "he 9ensens are here,

Question Is 9ohn a doctor? .re the 9ensens here?

If there are two verbs, simply s!itch the positions of the sub(ect and first verb, Statement 9an is eating dinner, 9une has rented an apartment, 9en has been living here since 1:;:, Question Is 9an eating dinner? =as 9une rented an apartment? =as 9en been living here since 1:;:?

If there is one verb, and the verb is not a form of be, the process is more complex, 1, .dd Do to the beginning of the sentence, "he 9ohnsons live in that house, 7o the 9ohnsons live in that house?

/, If the main verb *carries* a third person singular s, move the s to Do, making it Does, 9ane drives a car, 7o 9ane drives a car? 4ot finished yet>$

7oes 9ane drive a car? ?ood +uestion>$ <, If the main verb *carries* past tense, move the past tense to Do, making it Did, 9oan played basketball last night, 7o 9oan played basketball? 4ot finished yet>$ 7id 9oan play basketball? ?ood +uestion>$ In conversation, most +uestions are asked of the second person you$ and ans!ered in the first I$, .- .re you from 8alifornia? 6- 4o, I%m from 2regon, .re you? .- )es, I%m from =olly!ood, 6- 7o you kno! any movie stars? .- 4o, I don%t go out at night, In 6ritish 5nglish, the main verb have sometimes functions like be in +uestions, "his is not common in .merican 5nglish, Statement )ou have a pet ferret, Question =ave you a pet ferret? 6ritish$

7o you have a pet ferret? .merican$

/,1,/, =andling 8omplaints

358"I24 1- A.4?B.?5 C28B31, 3tructures7ealing !ith problems.s a receptionist, it may not be your (ob to help guests personally !ith their needs, but you can organi0e things that should have been done for them,5x-?uest-My room hasnDt been cleaned,Eeceptionist-"he maids should have cleaned it,2rIt should have been cleaned,.fter saying that something should have been done, you need to tell the guest that you !ill deal !ith the problem,5x-?uest-2ur room hasnDt been cleaned,Eeceptionist-It should have been cleaned, IDll contact =ousekeeping straight a!ay,)ou should say sorry if it is the fault of the hotel and say something polite if the fault is the guestDs,5x-?uest-"he sheets are dirty, "hey need replacing,Eeceptionist-I am very sorry sir, "hey should have replaced, IDll contact =ousekeeping straight a!ay,5x-?uest-IDm afraid IDve knocked the vase do!n,Eeceptionist-ItDs all right, IDll send someone up to clear up the pieces and bring another one for you,.pologi0ingIDm FFFFFFFFF for a small problemG for example, if there is no tray on the table$, IDm FFFFFFFF sorry 'IDm very sorry for more serious problemG for example, if some food is not fresh$, IDm FFFFFFFFFF sorry for a really serious problemG for example, if the !aiter =as spilt some food on a customerDs clothing$,.sking about problemsWhat seems to be the FFFFFFFFFFF, sir'madam? formal$ FFFFFFFFFDs the problem, sir'madam? Is FFFFFFFFFF a problem, sir'madam?Maintaining the customerDs confidenceIDll'!eDll try to$ make FFFFFFFF you en(oy your meal, I think hope$ youDll FFFFFFFFF your stay,1romising an action,IDll bring one up for you,IDll bring some up for you,IDll send someone up to ,,,,,,,,,,,,,,, it at once' right a!ay' immediately,IDll have it ,IDll change it FFFFFFFFFF you immediately,IDll FFFFFFFFFF the =ead Waiter about that,Would you like to FFFFFFFFFF something else?WeDll be FFFFFFFFFF to pay the cleaning bill,FFFFFFFFFI have the chef heat this up for you?.ttracting a customerDs attention FFFFFFFFFF me, sir'madam,1olite refusals IDm FFFFFFFFFFF H I regret$ that !onDt be FFFFFFFFFFFF,5xpressing sympathyI FFFFFFFFFFF ho! you feel, sir'madam,5xplaining regulations !ith have to and may not?entlemen FFFFFFFFFFF !ear (acket and ties,Aadies FFFFFFFFFFFF not !ear casual trouser,3uggesting other courses of action FFFFFFFFFF you FFFFFFFFFF like to borro! a tie?1erhaps you FFFFFFFFFF leave your dog in your car?We FFFFFFFFFFFF lend you a (acket,Insisting about regulationsWe have to FFFFFFFFFFFF the regulations, =o! to say !hen that is the guestDs fault3ome things arenDt the faults of the hotel, =o!ever, it is very important to deal !ith the guestDs faults politely and reasonably, 4o guests are pleased !ith talking about their faults,5x-?uest-I am afraid IDve knocked over a plate of food,Eeceptionist-ItDs all right, IDll clean everything up,/, #ocabulary3ome mistakes of the guestInock over a plate of fooda vase of flo!ers6reak a glass 3pill some face po!der on the floorsome milk on the carpet1ull the curtain do!nan electric !ire out of the pluga to!el rail out of the !all7ropthe breakfast tray on the floor "ear the sheets 8hildrendra! a picture on the !allWhat a room maid can do6Jng 1 1E.8"I85 =otel 1roblems1roblems in hotel reservations3ituation- =o!ever, the receptionist, !ho took his'her reservation, noted a !rong spelling of his'her name in the record, so the room is occupied no! by another person, In groups, discuss the solution and suggest !hat to say to him'her,1roblems in check-in3ituation 1- . group of guests come in at the same time, and they are all very tired of a long (ourney, 5veryone in the group all !ant to check in first, In groups, discuss the solution to deal !ith the situation,3ituation /- . guest !alks in and says he'she has no reservation, =e'3he really !ants a room for t!o nights, but the hotel is full, In groups, discuss the solution to deal !ith !alk-in guests and offer help if possible to make the good impression about the hotel,1roblems during the guestDs stayingAisten and fill in the gaps in the complaints, "hen, look at the tapescript and practise !ith your partners,

K 2bserve ho! the employees in the hotel deal !ith the complaints,My room FFFFFFFF hasnDt been FFFFFFFF since the last guest, "he carpetDs FFFFFFFF, the bedDs FFFFFFFF and the bathroomFFFFFFF FFFFFFFtouched, 2ur room isnDt ready for us, FFFFFFFF FFFFFFFF no to!els, FFFFFFFF, or toilet paper in the FFFFFFFF, 8an you do something about the FFFFFFFF in my room? ItDs only running FFFFFFFF FFFFFFFF, .nd the FFFFFFFF FFFFFFFF in my bedside lamp FFFFFFFF FFFFFFFF, "he FFFFFFFF in <L/ next door to me is FFFFFFFF, I FFFFFFFF FFFFFFFF 1roblems in hotel checkout3peaking3ituation 1- . guest is checking out, but the housekeeping announces not to find the remote control, In groups, discuss the solution and suggest !hat to say to him'her,3ituation /- . guest has (ust finished his'her check-out, 3'=e is going to the airport to fly back home, In groups, discuss !hat to do !hile s'he is !aiting for his'her taxi,AisteningAisten and tick !hich expressions are in the conversation,I hope you en(oyed your stay, We did very much thank you, WeDve flying to ,today, WeDre going to see,, "his looks like your taxi, I hope !eDll see you again, =ave a pleasant trip, 3afe (ourney, 1roblems in paymentAistening

Work Sheets for Handling Guests Complaints

,ork Sheet - .o/%laints
0ill in the blanks b! $riting the "orre"t $ord on the line that $ill "o/%lete the senten"e. talking serve complaining happened neck problem hurts next this funny pillo! me tastes bottle take terrible apologi0e morning money right little !aiting

1, )es sir, IDll FFFFFFFFFFFF care of that FFFFFFFFFFFF a!ay, /, I have a problem, "his FFFFFFFFFFF is much larger than !hat I am used to, .s a result, my FFFFFFFFF is very stiff this FFFFFFFFFFF, 8ould a get a smaller one? <, What FFFFFFFFFFFF to my briefcase? I left it right FFFFFFFFFFF to the chair and no! itDs missing, @, 5xcuse FFFFFFFF, this spaghetti is FFFFFFFFFFFFFFF, Its cold and the sauce FFFFFFFFF like vinegar, K, KM baht for a FFFFFFFFFFFFF of !ater> .re you kidding me> "hatDs !ay too much FFFFFFFFFFFF (ust for !ater, ;, 2uch> "hat FFFFFFFFFF, 8ould you please use a FFFFFFFFF less pressure?

; N, I FFFFFFFFFFFFFF, sir, Is FFFFFFFFFFFF better? M, IDm sorry for being late maDam, but I !as FFFFFFFFFF !ith my supervisor, I hope it !asnDt a FFFFFFFFFFF, :, .re you ever going to FFFFFFFFFFFFF us our meal? WeDve been FFFFFFFFFFFFF for over an hour, 1L, 5very one of that group from ?ermany is FFFFFFFFFFFFFFF about the accommodations, "hey say that the rooms are too small and they smell FFFFFFFFFFF,

2.1.1. Tag

uestions

)ou speak 5nglish, don't you?

. tag +uestion is a special construction in 5nglish, It is a statement follo!ed by a mini+uestion, "he !hole sentence is a *tag +uestion*, and the mini-+uestion at the end is called a *+uestion tag*, . *tag* is something small that !e add to something larger, Cor example, the little piece of cloth added to a shirt sho!ing si0e or !ashing instructions is a tag, We use tag +uestions at the end of statements to ask for confirmation, "hey mean something like- *.m I right?* or *7o you agree?* "hey are very common in 5nglish, "he basic structure is& 1ositive statement, 3no! is !hite, 4egative statement, )ou don%t like me, negative tag? isn%t it? & positive tag? do you?

Aook at these examples !ith positive statements%ositi'e state/ent 234 main verb coming, negati'e tag 2-4 personal pronoun same as sub(ect$ you?
notes:

sub(ect

auxiliary

auxiliary

not

)ou

are

are

n%t

N We )ou )ou "hey I We =e )ou 9ohn !ill can must should have do finished, like like help, come, go, try are !as harder, 5nglish, there, coffee, coffee, have do do !o can must should are !as n%t n%t n%t n%t %t n%t n%t n%t n%t !e? you? you? they? I? !e? he? you? he?
no auxiliary for main verb be present O past )ou do$ like,,, !on%t H !ill not

Aook at these examples !ith negative statementsnegati'e state/ent 2-4 sub(ect It We )ou "hey "hey I We =e )ou 9ohn 3ome special casesI a/ right, aren%t I? )ou ha'e to go, don%t you? I ha'e been ans!ering, aren%t I not amn%t I$ you do$ have to go,,, use first auxiliary auxiliary is have do !ill !o can must should n%t never n%t not n%t never n%t n%t main verb raining, seen like help, report do tell drive are !as n%t not us, it right, her, so fast, 5nglish, there, that, coffee, %ositi'e tag 234 auxiliary is have do !ill !ill can must should are !as personal pronoun same as sub(ect$ it? !e? you? they? they? I? !e? he? you? he?

M ha'en%t I? Nothing came in the post, did treat statements !ith nothing, nobody etc like negative it? statements )et5s go, shall !e? =e5d better do it, hadn%t he? =ere are some mixed examples

let%s H let us he had better no auxiliary$

6ut you don%t really love her, do you? "his !ill !ork, !on%t it? Well, I couldn%t help it, could I? 6ut you%ll tell me if she calls, !on%t you? We%d never have kno!n, !ould !e? "he !eather%s bad, isn%t it? )ou !on%t be late, !ill you? 4obody kno!s, do they?

4otice that !e often use tag +uestions to ask for information or help, starting !ith a negative statement, "his is +uite a friendly'polite !ay of making a re+uest, Cor example, instead of saying *Where is the police station?* not very polite$, or *7o you kno! !here the police station is?* slightly more polite$, !e could say- *)ou !ouldn%t kno! !here the police station is, !ould you?* =ere are some more examples

)ou don%t kno! of any good (obs, do you? )ou couldn%t help me !ith my home!ork, could you? )ou haven%t got P1L to lend me, have you?

Intonation
We can change the meaning of a tag +uestion !ith the musical pitch of our voice, With rising intonation, it sounds like a real +uestion, 6ut if our intonation falls, it sounds more like a statement that doesn%t re+uire a real ans!erintonation )ou don%t kno! !here my !allet is, It%s a beautiful vie!, do you? isn%t it? ' rising Q falling real +uestion not a real +uestion

Ans$ers to tag 6uestions

. 6uestion tag is the *mini-+uestion* at the end, . tag 6uestion is the !hole sentence, =o! do !e ans!er a tag +uestion? 2ften, !e (ust say )es or 4o, 3ometimes !e may repeat the tag and reverse it ,,,, do they? )es, they do$, 6e very careful about ans!ering tag +uestions, In some languages, an oposite system of ans!ering is used, and non-native 5nglish speakers sometimes ans!er in the !rong !ay, "his can lead to a lot of confusion> .ns!er a tag +uestion according to the truth of the situation, )our ans!er reflects the real facts, not necessarily$ the +uestion,

Cor example, everyone kno!s that sno! is !hite, Aook at these +uestions, and the correct ans!erstag +uestion 3no! is !hite, isn%t it? 3no! isn%t !hite, is it? 3no! is black, isn%t it? 3no! isn%t black, is it? correct ans!er )es it is$, *es it is> No it isn5t> 4o it isn%t$,

the ans!er is the same in both cases - because sno! I3 W=I"5> but notice the change of stress !hen the ans!erer does not agree !ith the +uestioner the ans!er is the same in both cases - because sno! I3 42" 6A.8I>

In some languages, people ans!er a +uestion like *3no! isn%t black, is it?* !ith *)es* meaning *)es, I agree !ith you*$, "his is the $rong ans$er in 5nglish> =ere are some more examples, !ith correct ans!ers

"he moon goes round the earth, doesn%t it? )es, it does, "he earth is bigger than the moon, isn%t it? )es, "he earth is bigger than the sun, isn%t it? No, it isn5t> .sian people don%t like rice, do they? *es, they do> 5lephants live in 5urope, don%t they? No, they don5t> Men don%t have babies, do they? 4o, "he 5nglish alphabet doesn%t have @L letters, does it? No, it doesn5t,

uestion tags $ith i/%erati'es

3ometimes !e use +uestion tags !ith imperatives invitations, orders$, but the sentence remains an imperative and does not re+uire a direct ans!er, We use won't for invitations, We use can, can't, will, would for orders, imperative & +uestion tag invitation order "ake a seat, !on%t you? =elp me, can you? =elp me, can%t you? notes: polite +uite friendly +uite friendly some irritation?$

8lose the door, !ould you? +uite polite 7o it no!, !ill you? less polite

1L 7on%t forget, !ill you? !ith negative imperatives only will is possible

Sa/e-$a! 6uestion tags

.lthough the basic structure of tag +uestions is positive-negative or negative-positive, it is sometime possible to use a positive-positive or negative-negative structure, We use same-!ay +uestion tags to express interest, surprise, anger etc, and not to make real +uestions,

3o you%re having a baby, are you? "hat%s !onderful> 3he !ants to marry him, does she? 3ome chance> 3o you think that%s amusing, do you? "hink again,

4egative-negative tag +uestions usually sound rather hostile

3o you don%t like my looks, don%t you?

2. .4. WH Question Words

We use +uestion !ords to ask certain types of +uestions +uestion !ord +uestions$, We often refer to them as W= !ords because they include the letters W= for example W=y, =oW$, uestion ,ord !hat 0un"tion asking for information about something asking for repetition or confirmation E7a/%le What is your name?

What? I can%t hear you, )ou did !hat? What did you do that for? When did he leave? Where do they live? Which colour do you !ant? Who opened the door?

!hat,,,for !hen !here !hich

asking for a reason, asking !hy asking about time asking in or at !hat place or position asking about choice

!ho

asking !hat or !hich person or people sub(ect$ asking !hat or !hich person or people ob(ect$

!hom

Whom did you see?

11 asking about o!nership Whose are these keys? Whose turn is it? Why do you say that? Why don%t I help you? =o! does this !ork? =o! !as your exam? see examples belo! =o! far is 1attaya from 6angkok? =o! long !ill it take? =o! many cars are there? =o! much money do you have? =o! old are you? =o! come I can%t see her?

!hose !hy !hy don%t ho!

asking for reason, asking !hat,,,for making a suggestion asking about manner asking about condition or +uality

ho! & ad('adv ho! far

asking about extent or degree distance

ho! long ho! many ho! much ho! old ho! come informal$

length time or space$ +uantity countable$ +uantity uncountable$

age asking for reason, asking !hy

2.1.5. Gerunds as Subject, Object or Complement

"ry to think of gerunds as verbs in noun form, Aike nouns, gerunds can be the sub(ect, ob(ect or complement of a sentence

S/oking costs a lot of money, I don%t like $riting, My favourite occupation is reading,

6ut, like a verb, a gerund can also have an ob(ect itself, In this case, the !hole expression Rgerund & ob(ectS can be the sub(ect, ob(ect or complement of the sentence,

S/oking "igarettes costs a lot of money, I don%t like $riting letters, My favourite occupation is reading dete"ti'e stories,

Aike nouns, !e can use gerunds !ith ad(ectives including articles and other determiners$

%ointless 6uestioning

1/

a settling of debts the /aking of Titanic his drinking of alcohol

6ut !hen !e use a gerund !ith an article, it does not usually take a direct ob(ect

a settling of debts not a settling debts$ Making *"itanic* !as expensive, "he making of *"itanic* !as expensive,

7o you see the difference in these t!o sentences? In one, *reading* is a gerund noun$, In the other *reading* is a present participle verb$, My favourite occupation is reading,

My favourite niece is reading,

2.1.6. Gerund a ter prepositions !"erbs#

We use the ?erund after prepositions, verb & preposition
5xception- to =ere !e use the phraselooking for!ard to & ?erund 5xampleI%m looking for!ard to seeing you soon, ,e use the &erund a(ter the (ollo$ing %hrases8 accuse of "hey !ere accused of breaking into a shop, agree !ith I agree !ith playing darts, apologi0e for "hey apologi0e for being late, believe in 3he doesn%t believe in getting lost in the !ood, blame for "he reporter is blamed for !riting bad stories, complain about 3he complains about bullying, concentrate on 7o you concentrate on reading or !riting? congratulate sb, on I !anted to congratulate you on making such a good speech, cope !ith =e is not sure ho! to cope !ith getting older, decide against "hey decided against stealing the car, depend on 3uccess may depend on becoming more patient, dream about'of 3ue dreams of being a pop star,

1< feel like get used to insist on look for!ard to prevent sb, from sth, rely on sth, succeed in speciali0e in stop sb, from talk about'of think of !arn sb, against !orry about "hey feel like going to bed, )ou must get used to !orking long hours, "he girls insisted on going out !ith Mark, I%m looking for!ard to seeing you soon, =o! can I prevent Iate from !orking in this shop? =e doesn%t rely on !inning in the casino, =o! then can I succeed in learning chemistry? "he firm speciali0ed in designing !ebsites, I stopped .ndre! from smoking, "hey often talk about travelling to 4e! Tealand, Crank thinks of playing chess, We !arned them against using this computer, "he patient !orries about having the check-up,

Gerund a ter prepositions $ %&ercise

1ut in the correct preposition, 5xample- =e concentrates FF physics, .ns!er- =e concentrates on physics,

1$ My friend is good /$ 3he complains <$ "hey are afraid @$ 3he doesn%t feel

playing volleyball, bullying, losing the match, !orking on the computer, going out at the !eekend,

K$ We are looking for!ard ;$ Aaura dreams N$ .ndre! apologi0ed M$ 7o you agree :$ "he girls insisted 1L$ 5d!ard thinks

living on a small island, being late, staying in a foreign country? going out !ith Ierry, climbing trees this afternoon,

2.1.9. Too and Enough

=ere is the grammar rule for the construction in +uestion according to Aeech"Too" is a degree adverb, It is the opposite of "enough* Enough H as much as is needed basta$ Too H more than is needed piu% di basta$

1@ =ere is ho! *too* is used in your example"22 & .7958"I#5,,,"2 & #5E6 3uckling is too "ru"ial a behavior$ to be le(t to learning, Cor your information, there are @ patterns for *"22* 1$ "22 & .7958"I#5 & C2E &,,,$ "his suit is too big for my husband$, /$ "22 & .7958"I#5 & C2E &,,,$ "2 & #5E6 My father is too old to play football, so he goes !alking instead, "his house !as too small for us to live in, so !e moved to a bigger one, )our example about *3uckling* !ould fit here !ithout the & C2E &$ <$ "22 & UB.4"I") W2E7 &42B4$ "he party !as a failureG they invited too many guests "here is too little water in the pool for us to go s!imming, @$ "22 & .7#5E6 & C2E,,,$ "2 & #5E6$ I got up too late to catch the train so I had to go by taxi, "he guests !ere en(oying the movie too much for anything to upset them

KOMPETENSI DASAR 2.2

Mencatat pesan-pesan sederhana baik dalam interaksi langsung maupun melalui alat,

2.2.1. E7%ressions dealing $ith tele%hone "on'ersations

Tele%hone English - I/%ortant Phrases "here are a number of phrases and idioms that are only used !hen telephoning, Aet%s first take a look at an example dialogue- =ere are the most common

O%erator8 =ello, Crank and 6rothers, =o! can I help you? Peter8 "his is 1eter 9ackson, 8an I have extension <@/1? O%erator8 8ertainly, hold on a minute, I%ll put you through,,, 0rank8 6ob 1eterson%s office, Crank speaking, Peter8 "his is 1eter 9ackson calling, is 6ob in? 0rank8 I%m afraid he%s out at the moment, 8an I take a message? Peter8 )es, 8ould you ask him to call me at , I need to talk to him about the 4uovo line, it%s urgent, 0rank8 8ould you repeat the number please? Peter8 )es, that%s , and this is 1eter 9ackson, 0rank8 "hank you Mr 9ackson, I%ll make sure 6ob gets this asap, Peter8 "hanks, bye,

1K

0rank8 6ye,

.s you can see, the language is rather informal and there are some important differences to everyday 5nglish, Aook at the chart belo! for key language and phrases used in telephone 5nglishIntrodu"ing !oursel( "his is Ien, Ien speaking Asking $ho is on the tele%hone 5xcuse me, !ho is this? 8an I ask !ho is calling, please? Asking (or So/eone 8an I have extension </1? extensions are internal numbers at a company$ 8ould I speak to,,,? 8an I - more informal ' May I - more formal$ Is 9ack in? informal idiom meaning- Is 9ack in the office? .onne"ting So/eone I%ll put you through put through - phrasal verb meaning %connect%$ 8an you hold the line? 8an you hold on a moment? #o$ to re%l! $hen so/eone is not a'ailable I%m afraid ,,, is not available at the moment "he line is busy,,, !hen the extension re+uested is being used$ Mr 9ackson isn%t in,,, Mr 9ackson is out at the moment,,, Taking a Message 8ould 8an, May$ I take a message? 8ould 8an, May$ I tell him !ho is calling? Would you like to leave a message?

/,/,/, 1ersonal 1ronouns

"he %ersonal %ronouns o( English can have various forms according to gender, number, person, and case, Modern 5nglish is a language !ith very little noun or ad(ective inflection, to the point !here some authors describe it as analytic, but the 5nglish system of personal pronouns has preserved most of the inflectional complexity of 2ld 5nglish and Middle 5nglish, Bnlike 5nglish nouns, !hich are undeclined for case except for possession woman!woman's$, 5nglish pronouns have a number of forms or *cases* depending on their grammatical role in a sentence

a sub"ective case form #'we'etc,$, used as the sub(ect of a finite verb an ob"ective case form me'us'etc,$, used as the ob(ect of verb or of a preposition t!o possessive case forms mine'ours'etc,$, used to indicate the possessor of another noun, 2ne form is used as a determiner, and the other is used as a pronoun or a predicate ad(ective

6asi" %ersonal %ronouns o( /odern English

1; "he basic personal pronouns of modern 5nglish are sho!n belo!, 1ossessive pronouns and ad(ectives are used to sho! possession, Personal %ronouns in standard Modern English Singular Plural Sub:e"t Ob:e"t Re(le7i'e Sub:e"t Ob:e"t Re(le7i'e 0irst I me myself !e us ourselves Se"ond you you yourself you you yourselves Mas"uline he him himself Third 0e/inine she her herself they them themselves Neuter it it itself

I and me

In modern 5nglish, me is often used as the predicative of the copula, In collo+uial speech, it is also fre+uently used as a sub(ect,Rcitation neededS !hen the sub(ect is the speaker himself or herself in certain kinds of sentences, 3ee #t is #!#t is me for a more detailed discussion,

My and mine; thy and thine

=istorically, my comes from a reduction of mine, and !ell after the emergence of my, mine continued to be used instead of my before !ords beginning !ith vo!el sounds

$e

In 5nglish, the first-person plural pronoun, we, is used in both the inclusive sense you and I$ and exclusive sense someone else and I but not you$,

Ourself

%urself is used !hen we is semantically singular, but grammatically plural, as in the royal we and in the editorial we, =o!ever, there is the reflexive example of, *We, ourselves, are not pleased>*

You and ye

=istorically, you !as an ob(ect pronoun, and ye !as its sub(ect counterpartG today, you fills both roles in 3tandard 5nglish, though some dialects use ye for the t!o roles, and some use ye as an apocopated or clitic form of you, "he only common distinction bet!een singular and plural you is in the reflexive and emphatic forms, &ou and its variants can sometimes be used in a generic sense, 3ee 'eneric you,

1N

Other se"ond %erson %ronouns

While formal 3tandard 5nglish uses you for both singular and plural, many dialects use various special forms for the plural, such as y'all short for *you all*$, you guys, yin( short for *you ones*$, and yous also spelled youse$, 8orresponding reflexive and possessive pronouns are often used as !ell, In 3cotland, yous is often used for the second person plural particularly in the 8entral 6elt area$, =o!ever, in some parts of the country, ye is used for the plural you, In older times and in some other places today, ye is the nominative case and you is the accusative case, 3ome 5nglish dialects generalised ye, !hile standard 5nglish generalised you, 3ome dialects use ye as a clipped or !eak form of you,

He and she

)e and she may be used for animals as !ell as humans, and sometimes for inanimate ob(ects for example, ships and countries may be referred to as she$,

His and its

=istorically, his !as the possessive of it as !ell of heG no!adays it has been completely supplanted by its,

2.2.1.Re%orted S%ee"h
Eeported speech We use reported speech !hen !e are saying !hat other people say, think or believe,

=e says he !ants it, We think you are right, I believe he loves her, )esterday you said you didn%t like it but no! you do> 3he told me he had asked her to marry him, I told you she !as ill, We thought he !as in .ustralia,

When !e are reporting things in the present, future or present perfect !e don%t change the tense,

=e thinks he loves her, I%ll tell her you are coming, =e has said he%ll do it,

When !e tell people !hat someone has said in the past, !e generally make the tense %more in the past%,

)ou look very nice, H I told him he looked very nice, =e%s !orking in 3iberia no!, H 3he told me he !as !orking in 3iberia no!, 1olly has bought a ne! car, H 3he said 1olly had bought a ne! car, 9o can%t come for the !eekend, H 3he said 9o couldn%t come for the !eekend, 1aul called and left a message, H =e told me 1aul had called and had left me a message,

1M

I%ll give you a hand, H =e said he !ould give me a hand,

=o!ever, !hen !e are reporting something that !as said in the past but is still true, it is not obligatory to make the tense %more in the past%, "he choice is up to the speaker, Cor example*"he train doesn%t stop here,*

=e said the train doesn%t stop here, =e said the train didn%t stop here,

*I like 3arah,*

3he said she likes 3arah, 3he said she liked 3arah,

When !e are reporting !hat !as said, !e sometimes have to change other !ords in the sentence, We have to change the pronoun if !e are reporting !hat someone else said, 8ompare these t!o sentences, In each case the person actually said *I don%t !ant to go,*

I said I didn%t !ant to go, 6ill said he didn%t !ant to go,

We have to change !ords referring to %here and no!% if !e are reporting !hat !as said in a different place or time, 8ompare these t!o sentences, In each case the person actually said *I%ll be there at ten tomorro!,*

If it is later the same day$ =e said he !ould be there at ten tomorro!, If it is the next day$ =e said he !ould be there at ten today,

4o! compare these t!o sentences,

If !e are in a different place$ =e said he !ould be there tomorro! at ten, If !e are in the place he is coming to$ =e said he !ould be here at ten tomorro!,

!xer"ise on #eported Spee"h E7er"ise 1 < Re6uests =%ositi'e> 8omplete the sentences in reported speech, 4ote the change of pronouns in some sentences, 1, *3top talking, 9oe,* the teacher said, V "he teacher told 9oe /, *6e patient,* she said to him, V 3he told him <, *?o to your room,* her father said to her, V =er father told her

1: @, *=urry up,* she said to us, V 3he told us K, *?ive me the key,* he told her, V =e asked her ;, *1lay it again, 3am,* she said, V 3he asked 3am N, *3it do!n, 8aron* he said, V =e asked 8aron M, *Cill in the form, 3ir,* the receptionist said, V "he receptionist asked the guest :, *"ake off your shoes,* she told us, V 3he told us 1L, *Mind your o!n business,* she told him, V 3he told him E7er"ise 2 < Re6uests =negati'e> 8omplete the sentences in reported speech, 4ote the change of pronouns in some sentences, 1, *7on%t touch it,* she said to him, V 3he told him /, *7on%t do that again,* he said to me, V =e told me <, *7on%t talk to me like that,* he said, V =e told her @, *7on%t repair the computer yourself,* she !arned him, V 3he !arned him K, *7on%t let him in,* she said, V 3he told me ;, *7on%t go out !ithout me,* he begged her, V =e begged her N, *7on%t forget your bag,* she told me, V 3he told me M, *7on%t eat in the lab,* the chemistry teacher said, V "he chemistry teacher told his students :, *7on%t give yourself up,* he advised her, V =e advised her 1L, *7on%t hurt yourselves, boys,* she said, V 3he told the boys 5xercise <- Uuestions 8omplete the sentences in reported speech, 4ote the change of pronouns and tenses, 1, *What%s the time?* he asked, V =e !anted to kno!

/L /, *When !ill !e meet again?* she asked me, V 3he asked me <, *.re you cra0y?* she asked him, V 3he asked him @, *Where did they live?* he asked, V =e !anted to kno! K, *Will you be at the party?* he asked her, V =e asked her ;, *8an you meet me at the station?* she asked me, V 3he asked me N, *Who kno!s the ans!er?* the teacher asked, V "he teacher !anted to kno! M, *Why don%t you help me?* she asked him, V 3he !anted to kno! :, *7id you see that car?* he asked me, V =e asked me 1L, *=ave you tidied up your room?* the mother asked the t!ins, V "he mother asked the t!ins

5xercise @ - Uuestions 8omplete the sentences in reported speech, 4ote the change of pronouns and tenses, 1, *Where is my umbrella?* she asked, V 3he asked /, *=o! are you?* Martin asked us, V Martin asked us <, =e asked, *7o I have to do it?* V =e asked @, *Where have you been?* the mother asked her daughter, V "he mother asked her daughter K, *Which dress do you like best?* she asked her boyfriend, V 3he asked her boyfriend ;, *What are they doing?* she asked, V 3he !anted to kno! N, *.re you going to the cinema?* he asked me, V =e !anted to kno! M, "he teacher asked, *Who speaks 5nglish?* V "he teacher !anted to kno! :, *=o! do you kno! that?* she asked me, V 3he asked me 1L, *=as 8aron talked to Ievin?* my friend asked me, V My friend asked me

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Mixed 5xercise 1
8omplete the sentences in reported speech, 4ote !hether the sentence is a re+uest, a statement or a +uestion, 1, =e said, *I like this song,* V =e said /, *Where is your sister?* she asked me, V 3he asked me <, *I don%t speak Italian,* she said, V 3he said @, *3ay hello to 9im,* they said, V "hey asked me K, *"he film began at seven o%clock,* he said, V =e said ;, *7on%t play on the grass, boys,* she said, V 3he told the boys N, *Where have you spent your money?* she asked him, V 3he asked him M, *I never make mistakes,* he said, V =e said :, *7oes she kno! Eobert?* he !anted to kno!, V =e !anted to kno! 1L, *7on%t try this at home,* the stuntman told the audience, V "he stuntman advised the audience

Mixed 5xercise /
8omplete the sentences in reported speech, 4ote !hether the sentence is a re+uest, a statement or a +uestion and !hether you have to change the tenses or not, 1, *I !as very tired,* she said, V 3he said /, *6e careful, 6en,* she said, V 3he told 6en <, *I !ill get myself a drink,* she says, V 3he says @, *Why haven%t you phoned me?* he asked me, V =e !ondered K, *I cannot drive them home,* he said, V =e said ;, *1eter, do you prefer tea or coffee?* she says, V 3he asks 1eter N, *Where did you spend your holidays last year?* she asked me, V 3he asked me M, =e said, *7on%t go too far,* V =e advised her

// :, *=ave you been shopping?* he asked us, V =e !anted to kno! 1L, *7on%t make so much noise,* he says, V =e asks us

2.2.?.Ad:e"ti'e .lause $ntrodu"tion

=ere is a brief revie! of ad(ective clauses and relative pronouns, .n ad:e"ti'e "lause is used to des"ribe a nounThe "ar; $hi"h $as red; belonged to *oung-#ee. . relati'e %ronoun is usually used to introdu"e an ad(ective clause*oung-#ee; $ho is a Korean student; li'es in @i"toria. The /ain relati'e %ronouns are8 ,ho8 used for hu/ans in sub:e"t %osition-#ans; $ho is an ar"hite"t; li'es in Aerlin. ,ho/8 used for hu/ans in ob:e"t %osition-Marike; $ho/ #ans kno$s $ell; is an interior de"orator. ,hi"h8 used for things and ani/als in sub:e"t or ob:e"t %osition-Marike has a dog $hi"h (ollo$s her e'er!$here. That8 used for hu/ans; ani/als and things; in sub:e"t or ob:e"t %osition but see belo!$-Marike is de"orating a house that #ans designed. There are t$o /ain kinds o( ad:e"ti'e "lause8 Non-de(ining "lauses8 give e7tra in(or/ation about the noun, but they are not essentialThe desk in the "orner; $hi"h is "o'ered in books; is /ine. We don%t need this information in order to understand the sentence, *"he desk in the corner is mine* is a good sentence on its o!n -- !e still kno! !hich desk is referred to, 4ote that non-defining clauses are usually separated by commas, and that is not usually used in this kind of context,$ De(ining "lauses8 give essential in(or/ation about the nounThe %a"kage that arri'ed this /orning is on the desk. We need this information in order to understand the sentence, Without the relative clause, !e don%t kno! !hich package is being referred to, 4ote that that is often used in defining relative clauses, and they are not separated by commas,$

/< .n ad(ective clause uses pronouns to connect the dependent clause to the independent clause,

!ho people$ that things or people$ !hich things$

Subject '(o "s. Object '(om )ronouns

,#O - SBACE.T O0 T#E .)ABSE

,#OM - OACE.T O0 T#E .)ABSE

"he !oman here, "he !oman !ho called you is here, 3he called you,

!hom$ you called )ou called her,

is

2ption- )ou can omit the ob(ect pronoun,

3ub(ect and 2b(ect 1ronoun W that T#AT + ,#I.# - SBACE.T O0 T#E .)ABSE T#AT+ ,#I.# - OACE.T O0 T#E .)ABSE

"he phone "he phone

that is red is here, It is red, !hich is red is here, It is red

"he phone "he phone here,

that you bought is here, )ou bought it, !hich you bought is )ou bought it,

21"I24- *"hat* can also refer to a personG *!hich* cannot, 2ption- )ou can omit the ob(ect pronoun,, 8ommon Mistakes ERRORS "he telephone is here that is yours, 0IDES "he phone that is yours is here, "he pronoun must be next to the !ord it modifies,

X"he man !hich you are talking about isn%t "he man that ' !hom' !ho you are talking a friend, about isn%t a friend,

/@

*Which* cannot refer to a person, Bse *that*,

2mitting an 2b(ect 1ronoun .ANNOT OMIT - SBACE.T PRONOBN O0 .)ABSE .AN OMIT - OACE.T PRONOBN O0 .)ABSE

"he !oman

"he !oman !ho called you is here, here, 3he called you,$ that is red It is red,$ !hich is red is here, "he telephone here, "he telephone here,

R!homS you called )ou called her,$ RthatS you bought R!hichS you bought

is

"he phone

is is

"he phone

is here

Adjective Clause dinamakan juga RELATIVE CLAUSE yaitu Clause (anak kalimat) digunakan/berfungsi sebagai adjective yang menerangkan keadaan noun atau ronoun! "onto#$ I have read the book (that) you just mentioned!

yang

Main Clause$ %ubordinate Clause$

I #ave read t#e book! (t#at) you just mentioned!

Anak kalimat menerangkan kata benda the book disebut dengan Adjective Clause !he lesson (that) she is learning is very di""icult !

Main Clause$ Subordinate Clause$

T#e lesson is very difficult! (t#at) s#e is learning!

&erdasarkan ada t#e Antecedent yang ditunjuk ole# introductory 'ords (kata(kata Adjective Clause da at diklasifikasikan menjadi * macam) yaitu$

enda#ulunya))

. 2.

Relative +ronoun Relative Adverb *ata Ganti *ata )en+antar 1. ,elati"e )ronouns Conto( *alimat %ungsi:

/K
Subje-. He paid the money to the man )ho * that had done the )ork Obje- *ata *erja. He paid the man )hom*that he had hired. Obje- *ata /epan. He paid the man from )hom he had borro)ed the money. *ata Ganti *epun0aan. (his is the girl )hose pi"ture you sa). Subje-. Here is a book )hi"h*that des"ribes animals. Obje- *ata *erja. +enda' +inatang Whi"h' that (he "hair )hi"h*that he broke is being repaired. Obje- *ata /epan. She )as )earing the "oat for )hi"h she had paid ,2'--. 2. ,elati"e 1d"erbs Waktu (empat /lasan )hen )here )hy (his is the year )hen the &lympi" Games are held. Here is the house )here $ li.e. Gi.e me one good reason )hy you did that.

&rang

Who' Whom' Whose' (hat

1. Relative Pronoun Adala# Adjective Clause dengan memakai kata eng#ubung Relative +ronoun! "onto#$ !he boy is called #ob$ %e gave me a &resent!

T#e boy who gave me a resent is called &ob! atau T#e boy who is called &ob gave me a resent!

&ebera a conto# Adjective Clause$

T#e boy whose radio 'as stolen is a student! T#e girl '#om I gave a s ecial re'ard is a brig#t student! T#e bike '#ic# I borro'ed last 'eek 'as sold!

2. Relative Adverb +elajaran tentang ini diba#as lebi# lengka sini) yaitu$ ada Relative Clause$ ,al(#al yang erlu ditamba#kan di

-! .ata Why (yang menunjukkan alasan) yang menjadi Adverb eng#ubung) mungkin (kadang(kadang) da at digantikan dengan t#at atau kadang(kadang da at di#ilangkan dalam kalimat! T#e reason (t#at) I came s#ould be obvious to you!

T#e reason ('#y) I came s#ould be obvious to you!

/;

T#e reason I came s#ould be obvious to you!

*! When atau /#ere &ering da at &aling ditukarkan dengan +re osition yang menunjukkan tem at (a re osition of +lace) ditamba# dengan Which. T#e small to'n in '#ic# (0 '#ere) I 'as born #as gro'n to a large metro olis!

T#e day on '#ic# (0 '#en) t#ey 'ere to leave finally arrived!

.adang(kadang t#at da at menggantikan '#ere atau '#en! T#e day t#at (or '#en) on '#ic#) t#e trial 'as to take lace 'as a stormy one!

+lease suggest a good lace t#at (or '#ere) 'e can meet

&ebera a ,al +enting yang &erkaitan dengan Adjective Clause '$ (erubahan dari Adjective Clause menjadi Adjective (hrase$

a! b! c!

Adjective Clause da at diruba# menjadi Adjective +#rase yang menjelaskan noun tan a ada eruba#an arti kalimat! ,anya Adjective Clause yang mem unyai subjek ronoun$ '#o) '#ic# atau t#at yang da at diruba# menjadi Adjective +#rase! Adjective Clause dengan subjek$ '#om tidak da at diruba# menjadi Adjective +#rase!

+er#atikan "onto# berikut$ a! Adjective Clause

T#e girl '#o is sitting ne1t to me is Lisa! T#e boy is laying t#e iano is &ent!

b! Adjective +#rase T#e girl sitting ne1t to me is Lisa! T#e boy laying t#e iano is &ent!

)$ Cara mengubah Adjective Clause menjadi Adjective (hrase$ a! %ubjek ronoun dan verb be di#ilangkan! Adjective Clause$ Adjective (hrase$ T#e man '#o is talking to Taylor is from 2a an! T#e man talking to Taylor is from 2a an! T#e ideas '#ic# are resented in t#at book are interesting! T#e ideas resented in t#at book are interesting! Ali is t#e man '#o is res onsible for re aring t#e budget! Ali is t#e man res onsible for re aring t#e budget!

a! Adjective Clause$ b! Adjective (hrase$ Adjective Clause$ Adjective (hrase$

a! Adjective Clause$ T#e books t#at are on t#e s#elf are mine! b! Adjective (hrase$ T#e books 3 4 3 on t#e s#elf are mine! b! 2ika tidak ada verb be dalam Adjective Clause) seringkali subjek ronoun da at di#ilangkan dan menguba# kata kerja dalam Clause itu menjadi bentuk (ing

a! b!
*$

Adjective Clause$ Adjective (hrase$ Adjective Clause$ Adjective (hrase$

Englis# #as an al #abet that consists of *5 letters! Englis# #as an alphabet consisting of *5 letters! Anyone who wants to come 'it# us is 'elcome! Anyone wanting to come 'it# us is 'elcome!

Seringkali Adjective Clause digunakan dalam &ola+ noun , o" -hich$ (ola ini terutama digunakan untuk tulisan bahasa Inggris resmi ("ormal -ritten English)$ .alam &ola ini biasanya Adjective Clause menerangkan /sesuatu/$ "onto#$ 6 /e #ave an anti7ue table! T#e to of it #as jade inlay! /e #ave an anti7ue table) the top of which #as jade inlay! 6 /e toured a 899(year(old #ouse! T#e e1terior of t#e #ouse consisted of logs cemented 'it# clay! /e toured a 899(year(old #ouse) the exterior of which consisted of logs cemented 'it# lay!

:! Adjective Clause sering digunakan untuk mengungka&kan kuantitas dengan o"$ Ungka&an kuantitas mendahului &ronoun dan hanya -hom -hich dan -hose yang digunakan dalam &ola ini$

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;ngka an kuantitas dengan <of= antara lain$ some o" none o" both o" one o" many o" t-o o" all o" each o" most o" dll "onto#$ 6 T#ere are *9 students in my class! >ost of t#em are from t#e ?utside 2ava! T#ere are *9 students in my class) most of '#om are from t#e ?utside 2ava! 6 ,e gave several reasons! ?nly a fe' of t#em 'ere valid! ,e gave several reasons) only a fe' of '#ic# 'ere valid! 0$ !anda #aca &ada Adjective Clauses +edoman umum dalam Tanda &aca ada Adjective Clauses yaitu$ -! 2angan menggunakan tanda koma bila Adjective Clause di erlukan untuk mengidentifikasi noun yang dijelaskan ole#nya! *! @unakanla# tanda koma bila Adjective Clause #anya berfungsi untuk memberi informasi tamba#an dan tidak dimaksudkan untuk mengidentifikasi noun yang dijelaskan ole#nya! "onto#$

,enry '#ose 'ife 'orks at a bank came to my #ouse yesterday Ale1) '#ose 'ife 'orks at a bank) came to my #ouse yesterday

Keterangan

"onto# ertama menggambarkan ba#'a ,enry memiliki lebi# dari - istri! +ada kalimat tersebut embicara ingin mengindentifikasikan istrinya yang bekerja di &ank) bukan yang lainnya! %edangkan ada kalimat kedua) kita suda# jelas) kalau Ale1 memiliki #anya - orang istri! Arase yang berada di antara koma #anya memberikan keterangan tamba#an saja! Tan a frase tersebut un orang lain suda# mengeta#uinya kalau istrinya Ale1 memang bekerja di sebua# &ank karena memang istrinya cuma - itu! +er#atikan conto# berikut ini untuk lebi# jelasnya dalam enggunaan tanda koma dalam Adjective Clause! o %oekarno) '#o is t#e first +resident of Re ublic of Indonesia) could deliver s eec# 'ell!

1$ (erbedaan antara Adjective Clause dan 2oun Clause .arena adanya kesamaan dalam bebera a kata enda#ulunya) maka kadang(kadang antara 2oun Clause dan Adjective Clause sering membingungkan! Ada * macam ini$ -! erbedaan yang enting antara dua jenis Clause tersebut$ er#atikan conto# berikut

Adjective Clause biasanya dida#ului ole# noun atau ronoun yang diterangkan! Adjective Clause I kno' t#e #ouse '#ere #e lives! (-here he lives mem&unyai antecedent the house yang meru&akan objek dari kata kno-) Noun Clause I kno' '#ere #e lives! (-here he lives adalah objek dari kata kno-)

*!

+re osisi yang menda#ului introductory 'ord adala# milik Adjective "lause dan bukan milik Boun "lause!

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Adjective Clause T#e 'oman to '#om #e #as been giving money is a oor relative of #is! (Adjective Clause dimulai dengan to yang meru akan bentuk a re ositional #rase dengan '#om dalam Adjective Clause itu! Can To da at diletakkan di bagian belakang Adjective Clause! T#e 'oman) '#om #e #as been giving money to) is a oor relative of #is! Noun Clause ,e gives money to '#oever needs it! (T#e Boun Clause dimulai dengan '#oever) seluru# Boun Clause itu adala# objek dari to) yang tidak da at di inda# letaknya! Can juga (ever( meru akan bentuk yang #anya bergandeng (mengikuti) dengan Boun Clause!

KOMPETENSI DASAR 2.1

Merinci tugas peker(aan dan latar belakang pendidikan yang dimilikinya secara lisan dan tulisan,

2.1.1 Telling about %eo%leEs :ob

0seful !xpressions

"elling people your (ob

When people ask you %What do you do?%, there are different !ays that you can ans!er, In all the examples belo! the speaker is a hairdresser,

I5/ in hairdressing "en 5xpressions to Bse In 3peaking .nd Writing

1, /, <, @, I%m a hairdresser, , I !ork as a hairdresser, I%m a professional hairdresser,

/: K, I do a bit of hairdressing, ;, I%m in the hairdressing business, N, I cut hair for a living$, M, I !ork for a hairdressers, :, My day (ob is hairdressing, 1L, I earn my living as a hairdresser,

2.1.2.Telling about %eo%leEs edu"ational ba"kground

1rofessions 8overed by 4.C". "his page provides the current listing of professional occupations, !ith minimum education re+uirements and alternative credentials, re+uired for admission to the B,3, under the terms of 4.C"., Cor general information about 4.C"., please use the link provided belo!, 4.C". A""ountant 6accalaureate or Aicenciatura degreeG or 8,1,.,, 8,.,, 8,?,.,, or 8,M,., Ar"hite"t 6accalaureate or Aicenciatura degreeG or state'provincial license, .o/%uter S!ste/s Anal!st 6accalaureate or Aicenciatura degreeG or 1ost-3econdary 7iploma or 1ost 3econdary 8ertificate and three years% experience, Disaster relie( insuran"e "lai/s ad:uster claims ad(uster employed by an insurance company located in the territory of a 1arty, or an independent claims ad(uster$ 6accalaureate or Aicenciatura degree and successful completion of training in the appropriate areas of insurance ad(ustment pertaining to disaster relief claimsG or three years experience in claims ad(ustment and successful completion of training in the appropriate areas of insurance ad(ustment pertaining to disaster relief claims, E"ono/ist 6accalaureate or Aicenciatura degree, Engineer 6accalaureate or Aicenciatura degreeG or state'provincial license, 0orester 6accalaureate or Aicenciatura degreeG or state'provincial license, &ra%hi" designer 6accalaureate or Aicenciatura degreeG or post-secondary diploma and three years experience, #otel /anager 6accalaureate or Aicenciatura degree in hotel'restaurant managementG or postsecondary diploma or post-secondary certificate in hotel'restaurant management and three years experience in hotel'restaurant management, Industrial designer 6accalaureate or Aicenciatura degreeG or post-secondary diploma or post-secondary certificate, and three years experience,

<L Interior designer 6accalaureate or Aicenciatura degreeG or post-secondary diploma or post-secondary certificate, and three years experience, )and sur'e!or 6accalaureate or Aicenciatura degree or state'provincial'federal license, )ands"a%e ar"hite"t 6accalaureate or Aicenciatura degree, )a$!er including 4otary in the province of UuYbec$ A,A,6,, 9,7,, A,A,A,, 6,8,A,, or Aicenciatura degree five years$G or membership in a state'provincial bar, )ibrarian M,A,3,, or 6,A,3, for !hich another 6accalaureate or Aicenciatura degree !as a prere+uisite$, Manage/ent "onsultant 6accalaureate or Aicenciatura degreeG or e+uivalent professional experience as established by statement or professional credential attesting to five years experience as a management consultant, or five years experience in a field of specialty related to the consulting agreement, 6accalaureate or Aicenciatura degree, Mathe/ati"ian including statistician$ 6accalaureate or Aicenciatura degree, Range /anager+ Range "onser'ationist 6accalaureate or Aicenciatura degree, Resear"h assistant !orking in a post-secondary educational institution$ 6accalaureate or Aicenciatura degree, S"ienti(i" te"hni"ian+ te"hnologist 1, a theoretical kno!ledge of any of the follo!ing disciplines- agricultural sciences, astronomy, biology, chemistry, engineering, forestry, geology, geophysics, meteorology, or physicsG and /, the ability to solve practical problems in any of those disciplines, or the ability to apply principles of any of those disciplines to basic or applied research, So"ial $orker 6accalaureate or Aicenciatura degree, S!l'i"ulturist including forestry specialist$ 6accalaureate or Aicenciatura degree, Tea"her + .ollege or Bni'ersit! 6accalaureate or Aicenciatura degree, Tea"her + Se/inar! 6accalaureate or Aicenciatura degree,

<1 Te"hni"al %ubli"ations $riter 6accalaureate or Aicenciatura degree, or post-secondary diploma or post-secondary certificate, and three years experience, Brban %lanner including geographer$ 6accalaureate or Aicenciatura degree, @o"ational "ounselor 6accalaureate or Aicenciatura degree, Medical'.llied 1rofessionals Dentist 7,7,3,, 7,M,7,, 7octor en 2dontologia or 7octor en 8irugia 7ental or state'provincial license, Dietitian 6accalaureate or Aicenciatura degreeG or state'provincial license, Medi"al laborator! te"hnologist 6accalaureate or Aicenciatura degreeG or post-secondary diploma or post secondary certificate, and three years experience, Nutritionist 6accalaureate or Aicenciatura degree, O""u%ational thera%ist 6accalaureate or Aicenciatura degreeG or state'provincial license, Phar/a"ist 6accalaureate or Aicenciatura degreeG or state'provincial license, Ph!si"ian teaching or research only$ M,7,, 7octor en Medicina- or state'provincial license, Ph!siothera%ist+ %h!si"al thera%ist 6accalaureate or Aicenciatura degreeG or state'provincial license, Ps!"hologist 3tate'provincial licenseG or Aicenciatura degree, Re"reational thera%ist 6accalaureate or Aicenciatura degree, Registered nurse 3tate'provincial license or Aicenciatura degree, @eterinarian 7,#,M,, 7,M,#,, or 7octor en #eterinariaG or state'provincial license, 3cientist Agri"ulturist agronomist$ 6accalaureate or Aicenciatura degree,

</ Ani/al breeder 6accalaureate or Aicenciatura degree, Ani/al s"ientist 6accalaureate or Aicenciatura degree, A%i"ulturist 6accalaureate or Aicenciatura degree, Astrono/er 6accalaureate or Aicenciatura degree, Aio"he/ist 6accalaureate or Aicenciatura degree, Aiologist 6accalaureate or Aicenciatura degree, .he/ist 6accalaureate or Aicenciatura degree, Dair! s"ientist 6accalaureate or Aicenciatura degree, Ento/ologist 6accalaureate or Aicenciatura degree, E%ide/iologist 6accalaureate or Aicenciatura degree, &eneti"ist 6accalaureate or Aicenciatura degree, &eo"he/ist 6accalaureate or Aicenciatura degree, &eologist 6accalaureate or Aicenciatura degree, &eo%h!si"ist including 2ceanographer in Mexico and the Bnited 3tates$ 6accalaureate or Aicenciatura degree, #orti"ulturist 6accalaureate or Aicenciatura degree, Meteorologist 6accalaureate or Aicenciatura degree, Phar/a"ologist 6accalaureate or Aicenciatura degree, Ph!si"ist including 2ceanographer in 8anada$ 6accalaureate or Aicenciatura degree, Plant Areeder 6accalaureate or Aicenciatura degree,

<< Poultr! s"ientist 6accalaureate or Aicenciatura degree, Soil s"ientist 6accalaureate or Aicenciatura degree, Foologist 6accalaureate or Aicenciatura degree, EDB.ATIONA) AA.K&ROBND Ph.D. #ndiana *niversity 1:N: Colklore Institute M.Ed.E". *niversity of )awaii, 1:;M, Master of 5ducational 8ommunications M.).S. *niversity of $ashington, 3chool of Aibrarianship, 1:;@ A.A. #ndiana *niversity, 1:;/, .nthropology 1:N;-1:N:G 1::@--.d(unct 1rofessor, Bni'ersit! o( ,ashington ?raduate 3chool of Aibrary and Information 3cience /LLL-present Instructor, )esle! .ollege 3torytelling, 1:N:-/LL/ 8hildren%s Aibrarian, 6othell Eegional, King .ount! )ibrar! S!ste/ Eetired 1::K-:N !inter +uarters$ Culbright 3cholar, Western Aanguages 7epartment, Mahasarakha/ Bni'ersit!, Mahasarakham, "hailand 1:;K-1:N; .hildrenEs librarian school and public libraries- 3an Crancisco, 2ahu, 3ingapore, Mountain #ie! Eegional Aibrary 3ystem childrenDs consultant$, Montgomery 8o,Maryland, SE)E.TED KE*NOTES; ,ORKS#OPS; PER0ORMAN. ES In-ser'i"e training8 .rkansas 3tate Aibrary t!ice$G Aouisville 1ublic AibraryG Aos .ngeles 1ublic Aibrary- Eiverside 1ublic AibraryG 6everley =ills 1ublic AibraryG 6oston 1ublic AibraryG Ientucky Aibrary .ssociationG 4ebraska 3tate AibraryG Miami-7ade 8ountyG Montgomery 8ounty MarylandG 8uyahoga 8ounty Aibrary 3ystem, 8leveland, 2hioG 4e! )ork 1ublic Aibrary t!ice$G 42A. Eegional Aibrary 3ystemG 4anaimo, 6,8, public libraryG #ancouver, 6,8, 1ublic Aibrary t!ice$G Madison, WisconsinG Malaysia 3tate Aibrary, Iuala AumpurG 3abah 3tate Aibrary three times$G 3ara!ak 3tate Aibrary t!ice$G 1enang 3tate AibraryG 4orthern Malaysia Aibrary .ssociation, .lor 3etarG "okyo Iodomo "oshokanG Ienya 4ational AibraryG Tamaleo 3torytellerDs, 4airobiG 7e!an 6ahasa, Iuala AumpurG 3eattle .rt MuseumG .sian .rt Museum of 3an CranciscoG 6urke Museum, 3eattleG Industrial Aight and Magic, 3an Eafael, 8a,

EMP)O*MENT #ISTOR*

<@ In-ser'i"e training (or %ublishers8 =einemann, =ong Iong, /LLNG 5ast O West 6ook 8ompany, "ai!an, /LLN, .on(eren"e $orksho%s .merican Aibrary .ssociation, .ssociation for Aibrary 3ervice to 8hildren Colklore 1re-8onferenceG 3outh 7akota Aibrary .ssociationG 4ational .ssociation for the 1reservation and 1erpetuation of 3torytelling 8onference three times$G .ssociation for the 5ducation of )oung 8hildren, 8onference, Cairbanks, !orkshops$ 8anadian Aibrary .ssociation .nnual 8onference, #ancouver, !orkshops$G 6ritish 8olumbia Aibrary .ssociationG Illinois Eeading 8ouncil /LL:G International Eeading .ssociation 8onference, /LL<G 1ublic Aibrary .ssociation, /LL/G 35."82 teacher conference, Iuala AumpurG 5.E823 teacher conference, 6angkokG 58I3 AibrarianDs 8onference /LLN, 6erlinG 58I3 4ice /LLMG .rabian Eeading .ssociation, 6ahrain /LL:G .I3. 3!a0iland O Iampala /LLM, Bni'ersit! ,orksho%s 8hiang Mai BniversityG 3chool of Aibrary and Information 3cience, 3ongkhlaG 3chool of Aibrary and Information 3cience, 8hulalangkornG 8onsultant, 3torytelling MasterDs program, "exas WomenDs, 7enton, "exasG Bniversitas Islam 4egari, 9akartaG 8apital 4ormal Bniversity, 6ei(ingG "eachersD "raining 8ollege, Iuala AumpurG Bniversity of 4ebraska, IearneyG Ienyatta Bniversity, International s"hool 'isits 727 schools tour, ?ermanyG 1aris International 3chool, .merican 3chool of 1aris, International 3chool of Auxembourg t!ice$G Whakatane 7istrict 3chools tour, 4e! TealandG 3ingapore .merican 3choolG International 3chool of EioG =ong Iong International 3choolG 6runei International 3choolG 9akarta International 3choolG International 3chool of ManilaG 8altex 3chools 3umateraG 3hanghai 8ommunity International 3choolsG ; schools in =ong Iong and 4e! "erritoriesG International 3chool of 1ragueG .merican International 3chool of 6udapestG .merican 3chool of Warsa!G .merican International 3chool, #iennaG .merican International 3chool of EotterdamG International 3chool of 6russels t!ice$G International 3chool of .msterdamG 6en(amin Cranklin International 3chool, 6arcelonaG .merican 3chool of 6arcelonaG .merican 3chool of 6ilbaoG International 3chool of 3tuttgartG 6erlin International 3choolG 6onn International 3choolG International 3chool of ?enevaG 4orth 9akarta International 3choolG Western .cademy of 6ei(ingG 3hekou International 3choolG 6ogor International 3choolG .ustralian International 3chool-IndonesiaG 8anggu 8ommunity 3chool Bbud$G Ienya International 3choolG .merican International 3chool, 7hakaG .merican International 3chool of ?uang0houG International 3chool of Bganda, International tours Indonesia schools, orphanages, universities$, four tours, 9apan schools, stage-performances, !orkshops, libraries$ five tours$G 3abah < tours$G "hailand-Aaos-Malaysia !ith ?erry Cierst$G "bilisi, ?eorgia schools, libraries, library school, childrenDs

<K theater$G 5uropean schoolsG 6ra0il-.rgentinaG 8ubaG MexicoG "ai!anG =ong IongG 3ingaporeG 6arcelona-6ilbaoG Madrid public library tour /LLM, B3 5mbassy tours !ith ?erry Cierst, /LLM, /LL:$ 0esti'als and "a/%s 3torytelling 8amp- Mo-"ell storytelling group, Aake of the 20arks, MissouriG Clorida 3torytelling 8amp /LLLG Eio "ellabrationG "hree Eivers 3torytelling Cestival, 1ittsburghG 3t, Aouis 3torytelling CestivalG 6ro!ard 8ounty Aibrary 3ystem 3torytelling CestivalG 1ortland, Maine 3torytelling Cestival, =at )ai 8hildrenDs 3torytelling 8ampG 9akarta 3torytelling Cestival t!ice$G 9ornadas 8ontarte Cestival, 8ubaG ?listening Waters 3torytelling Cestival, Masterton, 4e! Tealand t!ice$G #ancouver 3torytelling Cestival < times$G 2maha 3torytelling CestivalG 3tories by the 3ea Cestival, 4e!port, 2regon t!ice$G Corest 3torytelling Cestival, 1ort .ngeles, W. t!ice$G .ll 9apan 3torytelling CestivalG .ustralian 4ational 3torytelling CestivalG 3ingapore 3torytelling Cestival < times$G .rtistic 7irector, Iing 8ounty Aibrary 3ystem 3toryCest International, .ugust /LLL, /LL1, /LL/, /LL<,G "eller-in-residence, International 3torytelling 8enter /LL<G Iuga Museum 8hildrenDs Cestival, /LLK, /LL;G =ong Iong Aiterary Cestival, /LL@, /LL;G Bbud Writers and Eeaders Cestival, /LL;G ZZI .niversario de los 4arradores de 3anta 8atarina, 8iudad de MYxico, /LLNG Iearney .rea 3torytelling Cestival, /LLNG 3ri Aanka Aiterary Cestival /LL:, Ke!notes 4ational 3torytelling 4et!ork 8onference, /LL@G 4ebraska Aibrary .ssociationG Whole Aanguage 8onference, .ugustana 8ollege, 3ioux Calls, 37G 6ritish 8olumbia "eachersD 8onference, "errace 68G 6ritish 8olumbia 3chool Aibrarians .ssociation, 1rince ?eorge, 6,8,G 8hildrenDs Aiterature .ssociation 8onferenceG 3haring the Cire 3torytelling 8onference, 3immons 8ollege, 6ostonG Maine Aibrary .ssociation 8onferenceG Bniversity of Wisconsin, Madison, 8hildrenDs Aiterature 8onferenceG .I3. 8onferences 3!a0iland and Iampala /LLMG ".E. .rabian Eeading .ssociation$ 8onference, 6ahrain /LL:, AOARD+.OMMI TTEE ,ORK A/eri"an 0olklore So"iet! 8hildrenDs Colklore 3ection, Aeso% A$ard .o//ittee, ,ashington State 0olkli(e .oun"il 8harter Member, 3teering 8ommittee 1:M/-1:MN, and 1:M:-1::/ #ice-8hair 1:MK-1:M; .hair, 1:M:-1::1 A/eri"an )ibrar! Asso"iation, .ssociation for Aibrary 3ervice to 8hildren 0il/ A$ard 8ommittee 1:NM-1:M/ .alde"ott A$ard 8ommittee 1:M< 1lanning 8ommittee Colklore 1re-8onference 1:M: Seattle Stor!teller5s &uild 6oard member 1:MM-1::;

<; #ice-1residentG 1resident OrganiGed Traditional Tellers .on(eren"es 1HI9; 1HII National Stor!telling Asso"iation formerly the 4ational .ssociation for the 1reservation and 1erpetuation of 3torytelling [4.113G no! 4ational 3torytelling 4et!ork$ 6oard of 7irectors 1:M1-1:M@ OrganiGed Annual .on(eren"e held in 3eattle 1::< Re-organiGation Task 0or"e 1::M

AOOKS A* MAR&ARET READ MA.DONA)D A* *EAR O0 PBA)I.ATION PBA)I.ATIONS 0OR EDB.ATORS STOR*TE))ER S "W54") "5AA.6A5 ".A53- .B7I5485 1.E"I8I1."I24 C2AI".A53 C2E "=5 65?I44I4? 3"2E)"5AA5E, =,W, Wilson, 1:M;, Ee-issued .merican Aibrary .ssociation, /LL@, W=54 "=5 AI?="3 ?2 2B"- /L 38.E) ".A53 "2 "5AA , =,W, Wilson, 1:MM, 622I3=.EI4?- 1L1 1E2?E.M3 "2 B35 WI"= 1E538=22A5E3, Aibrary 1rofessional 1ublications'3hoestring, 1:MM, A22I 6.8I .47 355- "W54") AI#5A) ".A53 C2E ?54"A5 "5AA5E3, =,W, Wilson, 1::1, "=5 2E)Z MBA"I8BA"BE.A C2AI".A5 35EI53- "2M "=BM6, 2ryx, 1::<, "=5 3"2E)"5AA5E%3 3".E"-B1 622I, .ugust =ouse, 1::<, 3torytelling World .!ard, 1::K, 85A56E."5 "=5 W2EA7- "W54") MBA"I8BA"BE.A C2AI".A53, =,W, Wilson, 1::@, 622I1A.)- 1L1 8E5."I#5 "=5M53 "2 3=.E5 WI"= )2B4? 8=IA7E54, Aibrary 1rofessional 1ublications'3hoestring, 1::K, 3=.I5-I"-B1 ".A53- 3tories to 3ing, 7ance, 7rum and .ct 2ut, .ugust =ouse, /LLL, "=E55 MI4B"5 ".A53 , .ugust =ouse, /LLK, CI#5 MI4B"5 ".A53, .ugust =ouse, /LLN, "5AA "=5 W2EA7- "5AAI4? .8E233 A.4?B.?5 6.EEI5E3, Aibraries Bnlimited, /LLN,

ABDIOTAPES J

"B8I-M5-I4 ".A53- 657"IM5 3"2EI53 CE2M .E2B47

<N @IDEO "=5 W2EA7, !ith Eichard 3cholt0, autoharp, .ugust =ouse, 1::N, 828IE2.8= 1.E")> !ith Eichard 3cholt0, autoharp, Aive Music Eecordings, 1:::, Ee-issue .ugust =ouse, /LLK, C." 8." .47 CEI5473, With Eichard 3cholt0, autoharp, .ugust =ouse, /LL/, M.65A. "=5 8A5#5E, 4arrated by Margaret Eead Mac7onald, 7#7, 4utmeg Media, /LL;, 4otable 8hildrenDs Cilm /LL;, AI""A5 E223"5ED3 7I.M247 6B""24, 4arrated by Margaret Eead Mac7onald, 7#7, 4utmeg Media, /LLM, FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFF 8=IA7E54D3 622I3"=5 3II" 622I- 1L1 3II"3 CE2M II73, Ainnet 6ooks'3hoestring, 1::L, 15.85 ".A53- W2EA7 C2AI".A53 "2 ".AI .62B", Ainnet 6ooks' 3hoestring, 1::/, *6est 6ooks for )oung .dults, 1::/* 4e! )ork 1ublic AibraryG *4otable 1::/ 8hildren%s "rade 6ook in the Cield of 3ocial 3tudies* 4ational 8ouncil for the 3ocial 3tudies'8hildren%s 6ook 8ouncil, "=5 2A7 W2M.4 W=2 AI#57 I4 . #I45?.E 62""A5, illustrated by 4ancy 7una!ay Co!lkes, .ugust =ouse, 1::K, 3torytelling World .!ard, 1::K, 3outhern 6ooks 8ompetition, =onorable Mention, 1::K, "B8I-M5-I4 ".A53- 657"IM5 3"2EI53 CE2M .E2B47 "=5 W2EA7, Illus, by )vonne Ae6run 7avis, .ugust =ouse, 1::;, 1arents 8ouncil .!ard, 1::;, 3A21> . W5A3= C2AI".A5 , illus by )vonne Ae6run 7avis, Culcrum, 1::N, "=5 ?IEA W=2 W2E5 "22 MB8=- . C2AI".A5 CE2M "=.IA.47, Illus, by )vonne Ae6run 7avis, .ugust =ouse, 1::M, 4otable 1::M 8hildrenDs "rade 6ook in the Cield of 3ocial 3tudies, 4ational 8ouncil for the 3ocial 3tudies'8hildrenDs 6ook 8ouncil, 1arentDs 8ouncil .!ard, 1::M 1I8II4D 15.3, Illus, by 1at 8ummings, =arper8ollins, 1::M, 1arenting Maga0ine Eeading Magic .!ard, 1::M, 8hildrenDs choice a!ard list for Wisconsin, /LLL, "ennesee #olunteer .!ard, /LLL voted by children of state$, .#I)DREN5S 5.E"= 8.E5- W2EA7 C2AI".A53 "2 ".AI .62B",

<M AOOKS Ainnet 6ooks, 1:::, "=5 E2B47 622I- E2B473 II73 A2#5 "2 3I4? by Margaret Eead Mac7onald and Winifred 9aeger, Illus, )vonne Ae6run 7avis, Ainnet 6ooks, 1:::, "=5 C." 8."- . 7.4I3= C2AI".A5, Eetold by Margaret Eead Mac7onald, Illus, by 9ulie 1aschkis, .ugust =ouse, /LL1, 1arentDs 8ouncil Eecommended, /LL1, 1arentDs 8hoice 3ilver, Call /LL1, M.65A. "=5 8A5#5E, Illus, "im 8offey, .lbert Whitman, /LL1, .6. 1ick of "he Aists, 3pring /LL1G 1arentDs 8hoice ?old, 3pring /LL1, .esop .ccolade, 4e! )ork 1ublic Aibrary 1LL 6ooks for 3haring, /LL1, )oung readerDs choice lists in Washington 3tate and Indiana, . =54, . 8=I8I, .47 . 3"EI4? ?BI".E, Ilus, 3ophie Catus, 6arefoot 6ooks, /LLK$, 82459I"2> . C2AI".A5 CE2M 1.4.M., Illus, ?eraldo #alYrio, .ugust =ouse, /LL;, ?2 "2 3A551 ?58I2> . C2AI".A5 CE2M 6.AI, Illus, ?eraldo #alYrio, .ugust =ouse, /LL;, "B49BE> "B49BE> "B49BE> . Colktale from 1alestine, Illus, .lik .0ourmanian, Marshall 8avendish, /LL;, 4otable 8hildrenDs 6ook /LL;, "=5 "554) W554) 621> Illus, 7iane ?reenseid, .lbert Whitman, /LL;, "=5 2A7 W2M.4 .47 =5E 1I?, .n .ppalachian Colktale, Illus, 9ohn Ian0ler, =arper8ollins, /LLN, "=5 AI""A5 E223"5ED3 7I.M247 6B""24, Illus, by Will "erry, .lbert Whitman, /LLN, "=5 ?E5." 3M5AA), 3A2665E), 3M.AA-"22"= 72?, . Colktale from ?reat 6ritain, Illus, by 9ulie 1aschkis, .ugust =ouse, /LLN, 3torytelling World .!ard, /LLN, 6."D3 6I? ?.M5, Illus, by 5ugenia 4obati, .lbert Whitman, /LLM, 3BEC W.E> Illus, ?eraldo #aler\o, .ugust =ouse, /LL:, 82B4"I4? 724I5)3- .n .rabic 8ounting "ale, With 4adia 9ameel "aibah, Illus, 8arol Aiddiment, .lbert Whitman, /LL:, "22 M.4) C.IEI53, Illus, 3usan Mitchell, Marshall 8avendish, /LL:,

<: ADB)T TRADE AOOKS . 1.E54"%3 ?BI75 "2 3"2E)"5AAI4?, =arper8ollins, 1::K, 3torytelling World .!ard, 1::;, op, Eeissued by .ugust =ouse, /LL1, ?=23"A2E5 2C "=5 1.8ICI8 42E"=W53", .ugust =ouse, 1::K,

EDITED

I472453I.4 C2AI".A53 by Murti 6unanta, Aibraries Bnlimited, /LL<, "=.I ".A53, "eachers Idea 1ress' Aibraries Bnlimited, 1::@$ 8o-authored !ith 3upaporn #athanaprida, 3torytelling World .!ard, 1::;, CE2M "=5 WI473 2C M.4?BI"2, 6y 5lvia 1Yre0, "ranslated by 1aula Mart\n, Aibraries Bnlimited, /LL@, .esop .!ard, /LLK, 6E.TIAI.4 C2AI".A53, 6y Aiva de .lmeida, Aibraries Bnlimited, /LLK, .esop .ccolade, /LL;, A.2 C2AI".A53, 6y Wa(uppa "ossa, !ith Iongdeuane 4ettavong, Aibraries Bnlimited, /LL:, "=5 3I4?I4? "21- "ales from Malaysia, 3inapore, and 6runei, Aibraries Bnlimited, /LL:,

0O)K)ORE RE0EREN.E TOO)S

"=5 3"2E)"5AA5E%3 32BE85622I- . 3B6958", "I"A5, .47 M2"IC I475Z "2 C2AIA2E5 82AA58"I243 C2E 8=IA7E54 4eal-3chuman'?ale Eesearch, 1:M/$ .A. E"37 6est Eeference 6ook 1:M/, "=5 3"2E)"5AA5ED3 32BE85622I, 1:M<-1:::, With 6rian 3turm, ?ale Eesearch, /LL1, .nne I00ard .!ard, 3torytelling World .!ard, "=5 C2AIA2E5 2C W2EA7 =2AI7.)3, ?ale Eesearch, 1::1, N<: page resource, 8urrent edition is not edited by MEM, Cirst edition only !as my !ork,

0O)K)ORE STBD*

38I1I2 3"2E)"5AAI4?- ".AI I4 . 32B"=5E4 I47I.4. 82MMB4I"), Aanham, M7- Bniversity 1ress of .merica, 1::;, "E.7I"I24.A 3"2E)"5AAI4? "27.)- .4 I4"5E4."I24.A 32BE85622I, Aondon'8hicago- Cit0roy 7earborn, 1:::, "54 "E.7I"I24.A "5AA5E3, Bniversity of Illinois, /LL;,

@L )O.A) #ISTOR* 38I1I2, I47I.4.- "=E5.73 CE2M "=5 1.3", Cairfield, Wa,- )e ?alleon 1ress, 1:MM,

PBA)I.ATIONS IN 0REN.#

+hoisir la ,ai-: +ontes et ,roverbes des . +oins du /onde, 6onneville- ?rad, /LL<, 3oignons #otre "erre- @1 contes et proverbs de @ coins du monde, 6onneville- ?rad, /LLK, 0ithan ,hunban 'up 1anlaonithan by Wa(uppa "ossa and Margaret Eead Mac7onald, Mahasarakham, "hailandMahasarakham 3torytelling 1ro(ect, 1::;G Storytelling as a /eans of ,reservation of 2anguage and +ulture in the ,rocess of Teaching and 2earning 3Thai4English5. Wa(uppa "ossa and Margaret Eead Mac7onald, Mahasarakham, "hailandMahasarakham 3torytelling 1ro(ect, 1::N, ,arent6s 'uide to Storytelling. +uentos 7ue 8an y 8ienen by Margaret Eead Mac7onald, "ranslated by 1aula Mart\n, ,arent6s 'uide to Storytelling 1attate 9getoyo: 1odomotachini%hanashi 0o 1atari;ata 'uidobu;;, "rans, Eyoko 3ato, "okyo.mu 3hobo, /LL/, 9;ari 'a 1ieta Sono!$hen the 2ights 'o %ut: <= Scary Tales to Tell "okyo- .mu 3hobo, /LL/, /otto to %hanahi to 9sobou 2et6s ,lay with Story Some /ore, 6y Masako 3ueyoshi and Margaret Eead Mac7onald, "okyoIsseisha, /LLK, Storyteller6s Start4up >oo;, "rans, Masako 3ueyoshi and )ukari 3ueyoshi, "okyo- Isseisha, /LL;, Sanpun;an de 1ateru %hanashi ?Three /inute Tales@ "rans, by Eyoko 3ato, "okyo- .mu 3hobo, /LLN, ?ohunkan de Iatareru 2hanashi --Motto Iikasete> Mi0ikai 2hanashi Cive Minute "ales$, "rans, by Eyoko 3ato, "okyo .bu 3hobo, /LL:, /abela the +lever. Montesorri Iorea 8o,, Atd,, /LL<, ,eace Tales =aneon 8ommunity, /LL@, Aat +at, ?itan 1ublications, /LLN,

PBA)I.ATIONS IN T#AI

PBA)I.ATIONS IN SPANIS# PBA)I.ATIONS IN CAPANESE

PBA)I.ATIONS IN KOREAN

PBA)I.ATIONS IN AA#ASA INDONESIA PBA)I.ATIONS IN .#INESE

,eace Tales: $orld Aol;tales to Tal; 9bout +erita4+erita ,erdamaian )ogyakarta- 1enerbit Ianisius, Earth +are: $orld Aol;tales to Tal; 9bout, 8erita-8erita 1elstarian Aingkungan, )ogyakarta- 1enerbit Ianisius, "he 1arentDs ?uide to 3torytelling, "aipei, "ai!an- 5asy O West 6ook 8o,, Atd,, /LLN, Includes t!o 87Ds of authorDs voice, "hree Minute "ales, "aipei, "ai!an- 5ast O West 6ook 8o,, Atd,, /LLN, Includes t!o 87Ds of authorDs voice,

@1

PBA)I.ATIONS IN 0INNIS# Iana, tipu (a kitara, =elsinki- #auDkir(a, /LLN

PBA)I.ATIONS IN NOR,E&IAN 5i h]ne, en kylling og en liten gitar, 3tavanger- ?oDboken, /LLN PBA)I.ATIONS IN S,EDIS# 5n h^na, en kyckling och en liten gitar, Malm^- ?oDboken, /LLN .ONTRIABTOR TO AOOKS 9 >eginner6s 'uide to Storytelling, 5ditor Iaty Eydell, 4ational 3torytelling 1ress'4ational 3torytelling 4et!ork, /LL<, _.fter telling, 5valuation` pp,<<-<K, The 9rts, Education, and Social +hange: 2ittle Signs of )ope Mary 8lare 1o!ell and #ivien Marco! 3peiser, editors, 4e! )ork- 1eter Aang, /LLK, _5ngendering 8ultural 1ride "hrough 3torytelling` by Margaret Eead Mac7onald and Wa(uppa "ossa, pp, 1:-/@, The )ealing )eart: +ommunities 6y .llison M 8ox and 7avid =, .lbert, 4e! 3ociety 1ublishers- /LL<, _"he ?irl Who 8runched 6ones` pp,<<-<@, /ore Beady4to Tell Tales by David )olt and >ill /ooney Aittle Eock, .I- .ugust =ouse, /LLL, _"ale of the Ainani 6easts` pp, 1@@-1K<, %nce *pon a Aol;tale: +apturing the Aol;lore ,rocess with +hildren, edited by ?loria ", 6latt, 4e! )ork- "eachers 8ollege 1ress, 1::<, Cinding Colklore, pp, KL-;L, Beady4to4Tell Tales by David )olt and >ill /ooney Aittle Eock, .I- .ugust =ouse, 1::@, _3trength` pp, The Storyteller6s 'uide: Storytellers Share 9dvice for the +lassroom, >oardroom, Showroom, ,odium, ,ulpit and +enter Stage, by 6ill Mooney and 7avid =olt, Aittle Eock, .ugust =ouse, 1::;, Tales as Tools: The ,ower of Story in the +lassroom by The 0ational Storytelling 9ssociation, 9onesborough, "enn- 4ational 3torytelling 1ress, 1::@, _Making "ime for 3tories` pp,:-1LG

@/ _"he "heme of 1eace in Colktales` pp, 1LN-1L:G _6ooks about 1eace` pp, /L@-/LK, $e 2i;e 1ids: 9 /ulticultural Storyboo;, 8ompiled by 9eff 6ro!n, ?lenvie!, Ill- ?ood)ear6ooks, 1::K, 3torytelling Motifs for the 3tories pp,N1-NK, $ritings 9bout 8i )ilbert, by )er Ariends, ed, by 9anet )oder, Aushootseed Eesearch, 1::/, Making a =ome- .n Intervie!, pp, K-N, 2iterary Aeast: The Aamous 9uthor6s +oo;boo; Iing 8ounty Aibrary 3ystem Coundation, /LL:, _.unt 3allyDs 8reamed 8orn,` recipe

SE)E.TED REPRINTS O0 M* ,ORK IN

+ra(y 'ibberish and %ther Story )our Stretches by 4aomi 6altuck Ainnet, 1::@, a"he "eeny Weeny 6op,D +reating ,eace, >uilding +ommunity by 9udith 6achay, 1eace 5ducation Coundation, 1::N, a4ot 2ur 1roblemD, Discover S;ills for 2ife ?r, ;, .merican ?uidance 3ervice, 1::;, a4ot 2ur 1roblem,D ?r, @, .merican ?uidance 3ervice, 1::;, a.rgument 3ticksD, ?r, <, .merican ?uidance 3ervice, 1::;, a"he 3nipe and the Mussel,D Elements of 2iterature, =olt Einehart and Winston, 1::N, color photo of 1eace "ales and promotional paragraph$ Spoo;y Stories for a Dar; C Stormy 4ight by .lice Ao!, =yperion, 1::@, *Aittle 6uttercup,* Storytelling /aga(ine, Call, 1:M: a"he Wi0ard 8lip,D cover story$G 3pring, 1::M aItDs 4ot 2ur 1roblemDG Winter, 1::: a=olding up the 3kyD cover story$G 9uly'.ugust 1::: a6east and "reeDG 9anuary'Cebruary /LLL a8urupira,D Teachers' Bead 9loud 9nthology, ?rade I by Margaret =, Aippert Macmillan'Mc?ra!-=ill, 1::<, a?randfather 6ear Is =ungryD and aIan(i-9o the 4estlings,D Teachers' Bead 9loud 9nthology, ?rade < by Margaret =, Aippert Macmillan'Mc?ra!-=ill, 1::<$, %"he Aittle Eooster and the "urkish 3ultan* and *"he ?unni!olf, .udio-tape for Teachers' Bead 9loud 9nthology ?rade M by Margaret =, Aippert Macmillan'Mc?ra!-=ill, 1::<$, %"he 6ear 8hild* 9 $orld of 2iterature, 8hristian 3chools International, 1::K, _4ot 2ur 1roblem`, _"he 4eighborDs 3hifty 3on,`

@<

A.ADEMI. PAPERS

3elf-"alk in 3cipio, .merican Colklore 3ociety, 1:MK Imagery in 3outhern Indiana 3torytelling, .merican Colklore 3ociety, 1:MN . Colktale goes to the Inauguration, .merican Colklore 3ociety, 1::<, 3triving for 8ultural .uthenticity- . 3torytelling 1ro(ect in Mahasarakham, "hailand, .merican Colklore 3ociety, 1::M, Corum, 1roblems and 1leasures of Motif-Indexing, With 6rian 3turm, .merican Colklore 3ociety, /LL1, Aecture- _Why "hey "ell- "en "raditional "ellers 3peak` .merican Colklore 3ociety, 2ctober /LL@,

A,ARDS AND #ONORS

Outstanding Author J Stor!teller A$ard 2KK1-2KK2 Washington 2rgani0ation for Eeading 7evelopment IE.$, Talking )ea'es )iterar! A$ard 4ational 3torytelling 4et!ork, /LLL, 0ulbright S"holar 1::K-:N, Mahasarakham, "hailand, )eadershi% A$ard 4ational 3torytelling .ssociation, 1::M,

AIO&RAP#I.A ) ESSA*S AAOBT MAR&ARET READ MA.DONA)D IN

Something 9bout the 9uthor, v, :@, 1p1@/-1@K, ?ale Eesearch, 1::MG +ontemporary 9uthors, 4e! Eevision 3eries, v, K; ?ale Eesearch, 1::M, +ontemporary 9uthors, v,11L , ?ale Eesearch, 1:M@G Storytellers: 9 >iographical Directory of D<= English4Spea;ing ,erformers $orldwide by 8orki Miller and Mary 5llen 3nodgrass, McCarland, 1::M, !!!,storyteller,net'tellers'mreadmacdonald' very brief bio and brief statement of philosophy, also one story from my 87 and audio intervie!, !!!,personal,interkan,net'braven'macdonald,html lengthy intervie! about the role of a childrenDs librarian as author of childrenDs books,

@@

2.1.1. Sa/%les o( .urri"ulu/ @itae

.urri"ulu/ @itae

Ea(
KN ?reenhills 3underland

4ahal
Corest =all 3E1/ @87

"- LNN<; 1/<@K;, 5- rnahalNchotmail,com General Management (Retail Sales - Service Station) B u s i n e s s
Team Leadership - Salesmanship

Development -

Possessing a wealth of sales management experience and a proven ability of successful sales and business development, consistently achieving significant year-onyear sales targets and growth !ccomplished in training and motivating other sales managers to provide a high level of customer service Believing that good team leadership and a hands-on approach to management brings increased standards and profits

Areas o( E7%ertise " #eneral management " $ar%eting and promotions " $erchandising " Business development " Team building - leadership " Stoc%
control " $aximi&ing profits management " Purchasing

AA =#ons> 6usiness .dministration /LL1 #ND 8omputing for 6usiness 1::: Professional Experience and Significant Achievements 0ran"hisee
2KKK - Present British Petroleum Service Station, Newcastle City Centre.

" $anagement training " Budgeting " 'ustomer service Edu"ation

" Property

(esponsible for a )* hour service station in the busy +ewcastle 'ity 'entre ,perating within strict budgets -mploying, training and supervising up to ./ sales staff but very much a hands on operation " 0ncreased sales volume by a significant 1223 in the shop " Total increase in turnover in excess of 4. $illion p a " (ecruited staff, introduced induction programme and delivered training " Turned this failing business around to a very profitable concern " 5on over 4)222 in bonuses in a league of over 62 other retail sales managers

0T Systems +etwor% -ngineer - 'ustomer Support

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Possessing developed s%ills that have been gained through establishing and developing full 0T pro7ects, networ%s and infrastructures from initial conception to completion -xperience covers customer liaison, design, testing to successful implementation within budget, scope, timescales and process limitations -xtensive L!+, 5!+, 8ardware, Software experience 5or%ing cross-functionally within a customer focused, multi-site environment, maintaining the delivery of 0T services and technology pro7ects 9p-to-date on 0T developments

Areas o( E7%ertise
" " " " Technical Support 5!+s : L!+s !ctive Directory ;arious !pplications " " " " +etwor% !dministration Team building - leadership (eal time systems TP$ Pro7ect $anagement " " " " Trouble shooting Problem solving Security Disaster (ecovery

Edu"ation M.SE IAM AS?KK ))A =#ons> 8ertified 3ystems 5ngineer "rained for 4e! Bsers, 1::: /-/$ Aa! 7egree 1::K Professional Experience and Significant Achievements Net$ork Su%%ort Te"hni"ian
University of Cambridge Deskto and Network Su ort !echnician. 2KKK - Present

/LLL

The ,rgani&ation comprises of different operating systems inc luding

5indows )222 Serversw, +T* Servers +ovell +etware Servers 0 determine the exact nature of problems <.st to /rd line support= Providing for end-users and support to over .122 users based in 1 locations Providing expedient error corrections and solutions whilst wor%ing on pro7ects in a variety of support and development roles !ccomplished in setting and meeting deadlines, planning and developing methods for computeri&ing a range of business tas%s Providing support of 0T hardware, software and networ%s Trouble shooting, administration and support of 5indows )222 Server and $S -xchange on Dell hardware at all levels >irst, second and third line support

" " " "

" ,ptimum trouble shooting and problem solving abilities developed " $anaging the email system and ensuring the appropriate level of anti-virus protection "esearch and #nvestigative $ork " Pro7ect Team $ember implementing a 5indows )22/ !ctive Directory Structure " !ssisted in the building of a 5indows )222 Domain with (!0D 1 Servers " Secure remote access networ% connection using P' anywhere

@;

2.1.?.0a"ts and 0igures Indonesia 0a"ts J 0igures

.a%ital .it!8 9akarta &N ?M"$ .hie( o( State8 1resident 3usilo 6ambang )B7=2)242, .urren"!8 Indonesian rupiah Ma:or )anguages8 6ahasa Indonesia, 5nglish, 7utch, 9avanese, and other local dialects, Pri/ar! Religions8 Muslim, 1rotestant, Eoman 8atholic, =indu, 6uddhist, Main Air%orts8 6ali- 7enpasar 713$ 4gurah Eai$, 9ava- 9akarta 8?I$ 3oekarno-=atta$ Indonesia .oastline8 K@,N/L km Po%ulation8 "he population of Indonesia !as estimated at /<N,K1/,<K/ in /LLM, 0a/ous Tourist Attra"tions8 6ali, Bbud, 9akarta, 4orth 3ula!esi and Ialimantan, Aest Ti/e to @isit8 6et!een May to 3eptember, ,eather and .li/ate8 "he climate is hot and humid year-round in coastal areas, "he dry season from 9une to 2ctober, and the rainy season starts from 4ovember ends in March, Islands in Indonesia8 "here are total 1N,KLM islands in Indonesia, 2ut of these five are large islands and rest are small in si0e, Ialimantan K<:,@KL s+,km$G 3umatra @N<,;L; s+,km$, 1apua @/1,:K/ s+,km$, 3ula!esi 1M:,L<K s+,km$ and 9ava including Madura 1</,L<K s+,km$,

@N

,orld 0a"ts and 0igures

1 / < @ K ; N M : 1L .ountr! Po%ulation =To% 1K> 8hina 1,/N<,111,/:L India 1,L/:,::1,1@K Bnited 3tates /NM,LKM,MM1 Indonesia //M,@<N,MNL 6ra0il 1N@,@;M,KNK Eussia 1@K,@NL,1:N 1akistan 1@@,;1;,;<: 6angladesh 1<1,/;:,M;L 9apan 1/;,NN1,;;/ 4igeria 1/;,;<K,;/; .ountr! Po%ulation =Aotto/ 1K> =oly 3ee #atican 8ity$ M:L "uvalu 1L,::1 4auru 1/,LMM 1alau 1:,L:/ 3an Marino /N,<<; Monaco <1,M@/ Aiechtenstein </,K/M 3aint Iitts and 4evis <M,NK; .ntigua and 6arbuda ;;,:NL .ndorra ;N,;/N

Aandung
"he 8olumbia 5ncyclopedia, 3ixth 5dition d /LLM d 8opyright 6andung or 6andoeng , city 1::L pop, /,LKM,1//$, capital of 9ava 6arat prov,, W 9ava, Indonesia, near the "angkuban 1rahu volcano, Cormerly the administrative and military head+uarters of the 4etherlands 5ast Indies, it is the third largest city in Indonesia, an industrial hub, a famous educational and cultural center, and a tourist resort kno!n for its cool, healthful climate, Counded by the 7utch in 1M1L, 6andung became important !ith the arrival of the railroad in the late 1:th cent, 6andung is a textile center and the site of the country%s +uinine industry, !hich uses the cinchona gro!n on nearby plantations, 2ther manufactures include ceramics, chemicals, rubber products, aircraft, and machinery, "he city is the seat of a textile institute, the 1asteur Institute, a technological institute, several universities, and a nuclear research center, 4earby is the Malabar radio station, one of the most po!erful in 35 .sia, "he 6andung 8onference of .frican and .sian nations, !hich ultimately led to the establishment of the 4onaligned Movement , !as held there in 1:KK, 8ite this article 1ick a style belo!, and copy the text for your bibliography,

.ountr! Eussia 8anada Bnited 3tates 8hina

)argest .ountries b! Area =s6. k/> Total Area =)and 3 )and Area ,ater> 1N,LNK,/LL s+, km ;,K:/,MMM s+, miles :,:N;,1@L s+, km <,MK1,MNN s+, miles :,;/:,L:1 s+, km <,N1N,MN: s+, miles :,K:;,:;L s+, km <,NLK,@N< s+, miles 1;,::K,MLL s+, km ;,K;/,/<1 s+, miles :,//L,:NL s+, km <,K;L,<LL s+, miles :,1KM,:;L s+, km <,K<;,<KN s+, miles :,</;,@1L s+, km <,;L1,L11 s+, miles

O"eans o( the ,orld 1acific 2cean 1KK,KKN,LLL s+, km ,ater Area .tlantic 2cean N;,N;/,LLL s+, km Indian 2cean ;M,KK;,LLL s+, km N:,@LL s+, km 3outhern 2cean /L,</N,LLL s+, km <L,;KN s+, miles .rctic 2cean 1@,LK;,LLL s+, km NKK,1NL s+, km /:1,KNM s+, miles @NL,1<1s+, km 1M1,K// s+, miles /NL,KKL#ighest s+, km Mountains on ea"h .ontinent .sia Mount 5verest 1L@,@;/ s+, miles

@M
6ra0il .ustralia India .rgentina Ia0akhstan 3udan M,K11,:;K s+, km <,/M;,K@; s+, miles N,;M;,MKL s+, km /,:;N,:;/ s+, miles <,/MN,K:L s+, km 1,/;:,<;M s+, miles /,N;;,M:L s+, km 1,L;M,</1 s+, miles /,N1N,<LL s+, km 1,L@:,1N@ s+, miles /,KLK,M1L s+, km :;N,K1; s+, miles M,@K;,K1L s+, km <,/;K,1<K s+, miles N,;1N,:<L s+, km /,:@1,<K1 s+, miles /,:N<,1:L s+, km 1,1@N,:NK s+, miles /,N<;,;:L s+, km 1,LK;,;;1 s+, miles /,;;:,MLL s+, km 1,L<L,M<@ s+, miles /,<N;,LLL s+, km :1N,<:K s+, miles KK,@KK s+, km 3outh /1,@1/ s+, .merica miles ;M,:/L s+, km 4orth /;,;11 s+, .merica miles <1@,@LL s+, km .frica 1/1,<:< s+, miles <L,/LL s+, km 5urope 11,;;L s+, miles @N,KLL s+, km .ustralia'2ceania 1M,<@L s+, miles 1/:,M1L s+, km .ntarctica KL,1/1 s+, miles M,MKL metersG /:,L<K feet .concagua ;,:;L metersG //,M<@ feet Mount McIinley ;,1:@ metersG /L,</1 feet Mount Iiliman(aro K,:;< metersG 1:,K;< feet Mount 5lbrus K,;<< metersG 1M,@M1 feet 8arstens0 1yramid K,L<L metersG 1;,KL/ feet #inson Massif @,M:N metersG 1;,L;; feet

8omplete Aist

To% 1K B.S. Metro%olitan Areas 4e! )ork-4o, 4e! 9ersey-Aong Island, 4)Aos .ngeles-Eiverside-2range 8ounty, 8. 8hicago-?ary-Ienosha, IA-I4-WI 8M3. Washington-6altimore, 78-M7-#.-W# 8M3. 3an Crancisco-2akland-3an 9ose, 8. 8M3. 1hiladelphia-Wilmington-.tlantic 8ity, 1 6oston-Worcester-Aa!rence-Ao!ell-6rockto 7etroit-.nn .rbor-Clint, MI 8M3. 7allas-Cort Worth, "Z 8M3. =ouston-?alveston-6ra0oria, "Z 8M3.
8omplete Aist /@L Metro .reas

To% 1K Brban Agglo/erations "okyo, 9apan 1:,MN;,@MM Mexico 8ity, Mexico 1K,;LM,MM; 3ao 1aulo, 6ra0il M,;@/,1NK 4e! )ork, B3. N,/L;,K1N Mumbai 6ombay$, India ;,NLL,NK< Aos .ngeles, B3. K,:N1,M;L 8alcutta, India K,M/N,;K@ 3hanghai, 8hina K,@<M,NK; @,;M<,L1< 7haka, 6angladesh @,</L,L@1 7elhi, India /;,@@@,LLL 1M,L;;,LLL 1N,:;/,LLL 1;,N</,LLL 1;,LM;,LLL 1<,/1<,LLL 1<,LKM,LLL 1/,MMN,LLL 1/,K1:,LLL 1/,@@1,LLL

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KOMPETENSI DASAR 2.?

Menceritakan peker(aan di masa lalu dan rencana ker(a akan datang 2.?.1.Telling about Past e'ents 0A)) 2KKH 2n 3eptember 1@th 4W. presented special guest speaker Eon 29 1arson, 7irector of .ugust WilsonDs /a BaineyEs >lac; >ottom for our theme _Where IDm Crom,` Eon 29 1arson, director of 8ourt "heatreDs current play, /a BaineyEs >lac; >ottom, talked about the play and led a discussion on his experience in directing the only .ugust Wilson play to be set on the 3outh 3ide of 8hicago, In 3eptember 4W. presented Writing about Music, t!o !orkshops led by 5rin =ogan. 5rin =ogan led 4W. !riters through exercises to put !ords to the memories, feelings, stories, and associations they have !ith particular songs or musicians, 5rin !orks for the .rt Institute and last year she published a book, 3piral 9etta, about road trips and art, 3he is currently !orking on a book about learning to play the fiddle, In 3eptember 4W. hosted 6ookmaking !ith 3ue 5leuterio and Ian Weaver, "his special <-session !orkshop led by professional folklorist 3usan 5leuterio and bookmaker'artist Ian Weaver helped participants to capture and document family roots and community histories in a handmade book,

SBMMER 2KKH
2n 9uly 1Kth 4W. (oined the anti-violence community to present a special !orkshop facilitated by 7onna Iiser that resulted in an anthology delivered to the Illinois ?eneral .ssembly, In Bsing 2ur 1ens> 7onna Iiser lead the group to develop stories that sho! the individual impact of violence and the necessity of maintaining full funding for services that help survivors, 2n 9uly 1@th, 4W. presented a film screening of Dislocation and discussion at the =yde 1ark .rt 8enter, Dislocation isa documentary by 3udhir #enkatesh, In it, 3udhir follo!s AeeAee and 8huck, t!o people !hose families had been living in 8hicagoDs Eobert "aylor =omes public housing development for decades but !ere suddenly given 1ML days to move, 7iscussion !as led by Mary 1attillo, professor at 4orth!estern and author of the books >lac; on the >loc;: The ,olitics of Bace and +lass in the +ity and >lac; ,ic;et Aences, 2n 9uly :th, 4W. hosted a special 8ollage Workshop !ith Irista Cranklin at the =yde 1ark .rt 8enter. Bsing visual images and !ords, participants created collages exploring the places they are from,

SPRIN& 2KKH
In partnership !ith "he Illinois =umanities 8ouncil, the 4e!berry Aibrary, the 8hicago Metropolitan .gency for 1lanning, and the 6urnham 1lan 8entennial on 9une <Lth, 4W. presented t!o !riters at .he"king the &auge8 The )ega"! and 0uture o( Oil and ,ater Poli"! event at the 4e!berry Aibrary, Sharon ,arner and Nedra Mi7on opened the program reading personal stories of ho! these large, systematic issues affect us as individuals and communities,

KL

2n 9une ;th, 4W. presented 1K !riters for the Kth consecutive year at 8hicago "ribune%s 1rinters Eo! Ait Cest, Writers read narratives, poetry, and personal accounts focused on issues involving choices directly, on individual !hat !e choose to eat or !here !e live and !ork$ or collective !ar, democracy, environment, prison system$ levels, "his 3pring, four pieces from the Fournal of %rdinary Thought 3F%T5 !ill be featured in the study guide for the ?oodman "heatreDs production of Magnolia W Eegina "aylorDs play about an .tlanta family during the 8ivil Eights movement, "he authors !ill attend the production and, using the guide, participate in a post-sho! discussion !ith the cast and students, "he 4eighborhood Writing .lliance 4W.$ presented t!o 6lues 1oetry !orkshops in May !ith poet "yhimba 9ess, "aking inspiration from individual, family, and community histories, 9ess led 4W. participants through the creation of blues poems, a kind of !riting rooted deeply in 8hicagoDs tradition and music, 2n May Mth, 4W. celebrated the genius of Eafael =ernande0 Marin, 1uerto Eican composer and musician in a collaborative performance !ith the Ao!ell 3chool 6and and the 1uerto Eican 8ommunity 8hoir, as !ell as readings from 4orma Mateo and 5dmee 8appas #ele0 of the 3an Aucas Writing Workshop, 2n May 1st /LL:, three 4W. !riters W 8hristelle 5vans, Aarry 9ackson, and 9ohn Uuirk W read at the release party for .E5. 8hicago eM- LE'er!bod!Es &ot Mone! Issues.M "heir pieces ans!ered the +uestion _=o! does money affect you, and ho! does it affect the choices you make about your life and !ork?` "hese !ere published, along !ith pieces from over ten more 4W. !riters, in that issue of .E5., =ere, !eDve posted all the submissions in full, 2n .pril 1Kth , 4W. and 9ane .ddams =ull =ouse partnered to present ,ho 0ra/ed Se7 EdN an informal speed-dating style chit-chat on reproductive choice, abstinenceonly education, and sex ed using film clips and response boards, 2n .pril Nth, 4W. (oined the Cane Adda/s #ull #ouse to present RePROdu"ti'e ChoiceNN an engaging and lively 3oup soap box on the topic of- What does choice really mean as it relates to reproductive rights and (ustice? Who gets to choose? If reproductive services are legal but accessible only to some, does one really have reproductive choice? =o! does the framing of the issue of choice in media influence our thoughts and the predominant public discourse? 2n .pril /nd, 4W. partnered !ith "he Cield Museum and the Bniversity of 8hicago%s 8ivic Ino!ledge 1ro(ect to host a special !orkshop to explore !hat the environment means in an urban setting, and ho! !e can !ork together to create environmentallyfriendly communities, 3hort film clips and other interactive materials !ere used to help participants think about ho! the *environment* plays a role in their everyday lives,

WI4"5E /LL:
2n Cebruary /Kth, 4eighborhood Writing .lliance presented The .hoi"es that Make #istor!, a special !orkshop that focused on ho! !e, as individuals and as a society, choose to represent our histories, led by Eyan =ollon using =o!ard Tinn%s 9 ,eople's )istory of the *nited States 2n Cebruary 1:th, 4W. partnered !ith 9ane .ddams =ull-=ouse Museum to present the film screening of *3oul Cood* follo!ed by dialogue !ith activist Aa7onna

K1 Eedmond on the topic of food anc community, including the *food deserts* on 8hicago%s West and 3outh sides, 2n Cebruary Kth, 4W. hosted *8hoosing 1eace,* a special !orkshop !ith 8ode 1ink and folklorist 3usan 5leuterio, 1articipants discussed the choices made regarding !ar, shootings and community violence, and gun restrictions and acessibility - and ho! !e can chose peace and peaceful resistance,

3imple 1ast "ense

Simple ,ast Tense digunakan untuk fakta-fakta atau peristi!a-peristi!a yang ter(adi di masa lampau, 8ontoh

I %la!ed tennis !ith some guys from !ork yesterday, We sta!ed in 3hanghai for five days,

Iata ker(a simple past tense kata ker(a bentuk ke-/$ yang reguler dibentuk dengan menambahkan _4ed` pada akhiran kata ker(a, 8ontoh

(ump -f (umped- "he dog (umped over the fence, !alk -f !alked- I !alked // kilometers yesterday, !ork -f !orked- We !orked together as la!yers for 1K years,

Kegunaan 3imple past tense digunakan untuk menyatakan sebuah tindakan yang telah selesai dilakukan, 8ontoh

We !atched a movie at the !eekend kami menonton film di akhir pekan$ 3he arrived on "hursday dia tiba hari Iamis$

Waktu spesifik harus dinyatakan atau diisyaratkan, 8ontoh

# wal;ed to wor; this morning - 7alam kalimat ini !aktunya disebutkan # wal;ed to wor; - 7alam kalimat ini !aktu tidak disebutkan, tetapi konteks kalimatnya dapat membuat kita memahami !aktu yang dimaksud yakni !aktu lampau$,

Kali/at negati( Ialimat negatif simple past tense dibuat dengan did dan not, Did adalah bentuk lampau dari kata ker(a to do, Did dan not sering disingkat men(adi didn6t, 8ontoh- I arrived in Aondon on Monday -f I didnEt arrive on 3unday, - "hey stayed at the #ivaldi =otel -f "hey didnEt stay at the 8arlton =otel, Iarena _did` merupakan bentuk lampau, maka kata ker(a utama tidak mengalami perubahan, 8ontoh

We didnEt live in Italy, Did adalah bentuk lampau sehingga live tidak dirubah men(adi bentuk lampau, We didnEt lived in Italy, Ialimat ini tidak benar

Kali/at bertan!a

K/ 1ertanyaan dibuat dengan menempatkan did sebelum sub(ek, 8ontoh

)ou lived in 9apan -f Did you live in 9apan? "hey stayed at the #ivaldi =otel -f Did they stay at the #ivaldi =otel?

Iata ker(a utama (uga tidak berubah tidak diganti men(adi bentuk lampau$, contoh- )ou lived in 9apan -f Did you lived in 9apan? tidak benar$ - )ou lived in 9apan -f Did you live in 9apan? benar$ Kata ker:a tidak beraturan

Simple ,ast Tense digunakan untuk fakta-fakta atau peristi!a-peristi!a yang ter(adi di masa lampau, 8ontoh

I %la!ed tennis !ith some guys from !ork yesterday, We sta!ed in 3hanghai for five days,

Iata ker(a simple past tense kata ker(a bentuk ke-/$ yang reguler dibentuk dengan menambahkan _4ed` pada akhiran kata ker(a, 8ontoh

(ump -f (umped- "he dog (umped over the fence, !alk -f !alked- I !alked // kilometers yesterday, !ork -f !orked- We !orked together as la!yers for 1K years,

Kegunaan 3imple past tense digunakan untuk menyatakan sebuah tindakan yang telah selesai dilakukan, 8ontoh

We !atched a movie at the !eekend kami menonton film di akhir pekan$ 3he arrived on "hursday dia tiba hari Iamis$

Waktu spesifik harus dinyatakan atau diisyaratkan, 8ontoh

# wal;ed to wor; this morning - 7alam kalimat ini !aktunya disebutkan # wal;ed to wor; - 7alam kalimat ini !aktu tidak disebutkan, tetapi konteks kalimatnya dapat membuat kita memahami !aktu yang dimaksud yakni !aktu lampau$,

Kali/at negati( Ialimat negatif simple past tense dibuat dengan did dan not, Did adalah bentuk lampau dari kata ker(a to do, Did dan not sering disingkat men(adi didn6t, 8ontoh- I arrived in Aondon on Monday -f I didnEt arrive on 3unday, - "hey stayed at the #ivaldi =otel -f "hey didnEt stay at the 8arlton =otel, Iarena _did` merupakan bentuk lampau, maka kata ker(a utama tidak mengalami perubahan, 8ontoh

We didnEt live in Italy, Did adalah bentuk lampau sehingga live tidak dirubah men(adi bentuk lampau, We didnEt lived in Italy, Ialimat ini tidak benar

Kali/at bertan!a

K< 1ertanyaan dibuat dengan menempatkan did sebelum sub(ek, 8ontoh

)ou lived in 9apan -f Did you live in 9apan? "hey stayed at the #ivaldi =otel -f Did they stay at the #ivaldi =otel?

Iata ker(a utama (uga tidak berubah tidak diganti men(adi bentuk lampau$, contoh- )ou lived in 9apan -f Did you lived in 9apan? tidak benar$ - )ou lived in 9apan -f Did you live in 9apan? benar$ Kata ker:a tidak beraturan .da banyak kata ker(a simple past tense yang tidak beraturan irregular verbs$ dalam bahasa Inggris, yakni tidak ditambahkan -ed, 6erikut beberapa kata ker(a tidak beraturan yang paling umum, be - !as'!ere become - became begin - began break - broke bring - brought build - built buy - bought catch - caught choose - chose come - came do - did dra! -drea eat - ate feel - felt fight - fought find - found fly - fle! forget - forgot get - got give - gave go - !ent have - had hear - heard hit - hit kno! - kne! learn - learnt'learned leave - left lose - lost make - made meet - met pay - paid read - read ride - rode run - run say - said sell - sold send - sent shut - shut sing - sang sit - sat sleep - slept smell - smelt'smelled speak - spoke stand - stood s!im - s!am take - took teach - taught tell - told think - thought understand - understood !ear - !ore !in - !on !rite - !rote

/,@,/,"elling about future tense

0uture tense adalah tense yang meru(uk ke masa depan, dan masa depan mengandung ketidakpastian uncertainty$, maka dalam pengungkapannya future tense terbagi atas tingkat kepastian sebagai berikut 1, .kan ter(adi di masa depan tetapi mengandung kemungkinan gagal, I !ill go to 9akarta nexth month, 3aya akan pergi ke 9akarta bulan depan tetapi belum pasti$ 3he !ill help her mother, .ni !ill !rite a novel

K@ /, .kan ter(adi di masa depan dan sudah ada persiapan, I am going to repair the fence tomorro!, mungkin sudah membeli peralatan untuk memperbaiki$ 3he is going to continue studu in =avard Bniversity, 8hris 9ohn is going to defence his title in "exas, <, Bntuk mengungkapkan tingkat kepastian yang tidak mungkin batal digunakan bentuk tense 0BTBRE .ONTINBOB3, 6entuk kalimatnya samadengan present continuous, I am going to 6andung tomorro!, "hey are playing football this evening, =e is reading your article soon, I am buying the car tomorro!, CB"BE5 824"I4B2B3 seakan-akan menempatkan kondisi present continuous kondisi yang sedang berlangung$ sedang ter(adi di masa depan,

Simple 2uture 3ense

I will sing "he si/%le (uture tense is often called $ill, because !e make the simple future tense !ith the modal auxiliary $ill,

#o$ do $e /ake the Si/%le 0uture TenseN

"he structure of the simple future tense issub(ect & auxiliary verb WIAA invariable $ill & main verb base @1

Cor negative sentences in the simple future tense, !e insert not bet!een the auxiliary verb and main verb, Cor +uestion sentences, !e exchange the sub:e"t and au7iliar! 'erb, Aook at these example sentences !ith the simple future tensesub:e"t & I & )ou 3he We au7iliar! 'erb !ill !ill !ill !ill you they not not /ain 'erb open finish be leave arrive !ant the door, before me, at school tomorro!, yet, on time? dinner?

? Will ? Will

KK When !e use the simple future tense in speaking, !e often contract the sub(ect and auxiliary verbI !ill you !ill he !ill she !ill it !ill !e !ill they !ill I%ll you%ll he%ll she%ll it%ll !e%ll they%ll

Cor negative sentences in the simple future tense, !e contract !ith $on5t, like thisI !ill not you !ill not he !ill not she !ill not it !ill not !e !ill not they !ill not I !on%t you !on%t he !on%t she !on%t it !on%t !e !on%t they !on%t

=o! do !e use the 3imple Cuture "ense?

No Plan
We use the simple future tense !hen there is no plan or decision to do something before !e speak, We make the decision spontaneously at the time of speaking, Aook at these examples

=old on, I5ll get a pen, We $ill see !hat !e can do to help you, Maybe !e5ll sta! in and $at"h television tonight,

In these examples, !e had no firm plan before speaking, "he decision is made at the ti/e o( s%eaking, We often use the simple future tense !ith the verb to think before it

I think I%ll go to the gym tomorro!, I think I !ill have a holiday next year, I don%t think I%ll buy that car,

Predi"tion

K; We often use the simple future tense to make a prediction about the future, .gain, there is no firm plan, We are saying $hat $e think $ill ha%%en, =ere are some examples

It $ill rain tomorro!, 1eople $on5t go to 9upiter before the //nd century, Who do you think $ill get the (ob?

Ae
When the main verb is be, !e can use the simple future tense even if !e have a firm plan or decision before speaking, 5xamples

I5ll be in Aondon tomorro!, I%m going shopping, I $on5t be very long, ,ill you be at !ork tomorro!? 4ote that !hen !e have a plan or intention to do something in the future, !e usually use other tenses or expressions, such as the %resent "ontinuous tense or going to,

2.?.1.Sa/%les o( Personal )etter

1ersonal Aetters
Personal letters, such as letters to your family and friends, are often written more like conversations. You can write a letter to thank someone, or congratulate them, share family and school news, pass on interesting information, describe what has been happening, or communicate humorous stories. If you have friends or family who live a distance from you, why not write them a letter to keep in touch? Even if they live close by, a letter is a special way of showing you are thinking about them. You can format a personal letter any way you like, but there are a few important elements that you need to include, such as: ate ! the date you are writing the letter Your name and address "reeting ! your hello to the person you are writing to #ontent ! why you are writing, news and information. $ake sure you spell words correctly, check a dictionary if you are not sure, or try an on!line version www.dictionary.com.au #losing ! the way you end your letter %ignature ! you should sign your name to make it personal and friendly P.%. ! stands for postscript. you can use a P.%. to add something at the end of the letter that you forgot to say earlier. & P.%. always comes at the bottom of the letter, below your signature

New Letter Writing Interactive 'his is a fun way to learn about letter writing, check out the sample letters, helpful hints and the fantastic letterhead designs to choose from. Sample Letter

KN
(ave a look at this sample letter )pdf *+kb, for ideas of an appropriate layout and the important elements to include. You will need &dobe &crobat on your computer to display this file. If you cannot access the file, call -. -. -/.

Englis# "orres ondence Letter %am les T#e Aorm of A Letter

"he form of a letter is very important, If a letter has a correct form, It !ill be appealing to the eye and easy to read, 4ormally, it has K parts -! =eading *! 3alutation 8! 6ody :! 8losing D! 3ignature =eading "he heading of a letter gives the !riterDs address, street, state'province, and country if needed $, and the date, It normally goes in the upper right-hand corner of the first page, "he follo!ing is the heading of a letter, 1/<@ Woodland .ve, 1uyallup, Washington :M<N1 9anuary ;, /LLM 3alutation "he salutation is the greeting, It is usually follo!ed by a comma in personal letter, It begins at the left-hand margin, "he follo!ing is the typical salutations in friendly letters, 7ear Mother, 7ear .unt Iim 7ear Eachel, 7ear 1rofessor Eyder 6ody "he body of a letter is the content of a letter, It should have introduction, development, conclusion, "he ideas of the letter should be organi0ed in paragraphs, 8losing 5ach of the follo!ing closing has slightly different meaning, )ou can choose one that best conveys your thoughts, 2nly the first !ord of the closing is capitali0ed, It is follo!ed by a comma, 3incerely, )our son'daughter'niece'nephe!'etc,, 3incerely yours, .ffectionately, )ours, Condly, )ours truly, Warmly, )our friend, With love, 3ignature

KM 3ign the name that the person being addressed is familiar !ith, 7o not place any punctuation after signature,

&usiness Letters +arts of A &usiness Letter

1. !etter "ead A letter head consists of a name and address of a firm t#at sends a business letter! It sometimes consists of tele #one number) address of branc# of offices) names of "E?! It is usually rinted on t#e to of t#e a er! E1am les $ a! EB@LET E &R?T LTC --D 2ALAB %;.AIBCA, &ABC;B@( IBC?BE%IA

b! @??@LE >ILL% IB"?R+?RATI?B :FF B?RT, /ARREB AVEB;E %GRA";%E *) BE/ G?R. Arancois "artland +resident +#one $ -:FF

Establis#ed $ -F58

2. #ate !ine It consists of date) mont#) year or (mont#) date) year)! If t#ere is no Letter ,ead) make sure you ut t#e name of t#e city before t#e date line! E1am les $ *8rd Bovember) -FFF or Bovember *8rd) -FFF *H 2uly) -FFF or 2uly *H) -FFF

If t#ere is no letter #ead in a letter) you must 'rite a full address of t#e sender) e1am le $ --D 2alan %ukainda#) &andung 2une *Ht#) *99F

K: $. %nside Address It usually consists of 8 or : lines) $ T#e name of a erson or t#e firm you are 'riting to! Bumber) t#e name of t#e street T#e name of city ( A country '#en a licable) E1am les $ >r! +rana +ramudya --D 2alan %etia &andung >mes! Robert T#om son E Audrey --*) Co'ning %treet London E!"! *) England &. 'alutation (ritish 'tyle E1am les$ Cear %ir) %ir) Cear %irs) Cear >adam) >esdames) A)erican 'tyle E1am les$ Cear %ir$ %ir$ @entlemen$ Cear >adam$ >esdames$ If you kno' t#e erson you are 'riting to) you can use t#e style belo' '#ic# is more ersonal or informal$ Cear >r! ,erdianto) >y dear >adam Tiara) *. 'ub+ect !ine 'ub+ect !ine is usually ca italiIed and underlined$ E1am les$ ,"-AP ,R.%'- /0 ',A1#%1A2%A ',A1#%1A2%A1 2A,A/%01 3. (ody of the !etter (ody of the !etter consists of 8 aragra #s $ t#e o ening aragra # t#e content aragra # t#e closing aragra # 4. ,o)pli)entary ,losing ,o)ple)entary ,losing usually consists of * lines$ ,losing Words 5 -xpressions 1a)e of 6ir) E1am les$

;L 7ours truly8 Wisnu 9 1inda !/# /ruly 7ours8 Wisnu 9 1inda !/#

:. 'ignature !ine

Sa/%les o( In(or/al )etters 2

My dear Margaret, =ere it is summertime, and the birds are singing and the flo!ers are blooming and the bees making honey, and !e havent been fishing yet, Well, there is only one more month till 9uly, and then !e !ill go, and no mistake, I thought you might !rite and tell me about the high !ater round 1ittsburgh sometime ago, and !hether it came up to !here you live or not I !ould like very much to hear from you oftenerG it has been more than a month no! since you !rote, Write soon and tell me ho! you are, and !hen school !ill be out, for !e !ant plenty of holidays in 9uly, so !e can have a good time, I am going to send you something nice the last day of this !eek, What do you guess it !ill be? Aovingly, 1apa "his is a letter !ritten by .merican short story !riter 2, =enry to his daughter Margaret,$

Went!orth 1lace, "uesday Morn, Cebruary M, 1M/L

My dear Canny, I had a slight return of fever last night, !hich terminated favorably, and I am no! tolerably !ell, though !eek from the small +uantity of food to !hich I am obliged to confine myself- I am sure a mouse !ould starve upon it, Mrs, Wylie came yesterday, I have a very pleasant room for a sick person, . sofa bed is made up for me in the front parlor !hich looks on to the grass plot, =o! much more comfortable than a dull room upstairs, !here one gets tired of the pattern of the bed curtains> 6esides I see all that passes for instance no!, this morning if I had been in my o!n room I should not have seen the coals brought in, 2n 3unday bet!een the hours of t!elve and one I descried a 1ot boy, "hen goes by a fello! !ith a !ooden clock under his arm that strikes a hundred and more, "hen comes the old Crench emigrant !ith his hands (oined

;1 behind on his hips, and his face full of political schemes, "hen passes Mr 7avid Ae!is, a very good natured, good-looking old gentleman, !ho has been very kind to "om and ?eorge and me, .s for those fello!s the 6rick makers they are al!ays passing to and fro, I must not forget the t!o old maiden Aadies in Well Walk !ho have a Aap dog bet!een them that they are very anxious about, It is a corpulent little beast !hom it is necessary to coax along !ith an ivory-tippd cane, 8arlo our neighbor Mrs, 6ra!ns dog and it meet sometimes, Aappy thinks 8arlo a devil of a fello! and so do his mistresses, )ou shall hear from me again the day after tomorro!, )ours .ffectionately, 9ohn Ieats "his is a letter !ritten by famous 5nglish poet 9ohn Ieats to Canny 6ra!ne !hom he !anted to marry but could not due to his illness,

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