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Kunti Nugrahesty ; 10607062

B.

1. The thermometer takes exact measurements. – Precise.

2. The company commemorates the anniversary of this founding every year. – Honour.

3. Every manager must defend his or her budget. – Protect.

4. A salesperson must always keep a positive attitude. – Save.

5. Andrea offered a new slant on our sales problem. – Incline.

6. Speed is to be avoided on some jobs. – Quickness.

7. We must all work together to shape a new advertising campaign. – Form.

8. Ms. Yamada likes her computer assistants to test every program. – Examine.

9. Is there really a choice ? – Option.

10. The company’s decision to cut prices was brave. – Courageous.

D.

1. Do not forget the sales meeting at the end of the month.

Remember the sales meeting at the end of the month.

2. Don’t fail to ship this order by airfreight.

Make sure to ship this order by airfreight.

3. You forgot to provide a delivery date.

You forgot to provide a delivery due date.

4. We cannot deliver your order because our plant is closed until July 15.

We are pending your order because our plant is closed until July 15.

5. Do not lower the product’s quality.

Make higher the product’s quality.

6. Don’t anger customer by being late for an appointment.

Be nice even customer by being late for an appointment.

7. We cannot act on your request at this time.

We cannot deliver your request at this time.

8. We will not forget your special request.

We will not forget your important request.

9. We won’t know our prices until April 1.

We cannot give any information about our prices until April 1.

10. Never forget a customer’s preferences.

Always remember a customer’s preferences.

A.

1. Impartial, unbiased, objective = tidak memihak.

Fervent = Antusias

2. Entreat, beg, implore = menghimbau.

Offend = mengganggu.

3. Blossom, bloom, flower = berkembang.

Forbid = melarang.

4. Fabricate, shape, dodge = bentuk.

Fashion = gaya.

5. Meddle, interfere, tamper = ikut campur.

Invent = menemukan.

6. Revise, correct, remedy = memperbaiki.

Denounce = menuduh.

7. Coarse, gross, rude = kasar.

Refined = sangat sopan.

8. Guarder, wary, watchful = waspada.

Open = terbuka.

9. Principle, rule, regulation = peraturan.

Exception = penegcualian.

10. Routine, customary, irregular = terus menerus.

Uniform = seragam.

11. Speculate, theorize, guess = mengira-ngira.

Validate = benar.

12. Disclose, communicate, tell = memberi tahu.

Hide = bersembunyi.

13. Knowledge, learning, information = pengetahuan.

Fiction = karangan.

14. Significance, meaningful, serious = penting.

Unimportant = tidak penting.

15. Elementary, basic, pure = dasar.

Complicated = rumit.

sales letter

sales letter is an amazing sentences for selling a product. everyone could write sales letter if they want their product sold easily. and on thee sales letter, one of the most important thing is the headline. firstly, people see the headline, when your headline didn’t make some affections to your candidate customer then they will leave your product. so, its mean that you failed to sell yours.

because of that, you must to give a full effort on the headline of your sales letter. on headline, your message will be read firstly. from headline, all process of selling and buying happened. so, don’t be afraid to change your sale’s letter headline if your income still broke.

to write sales letter you should ;

a. determine who is your market ?

b. set your purpose of course.

c. set your appeals product that will be match with your market. what is the advantage of your product ? why people have to care about it ?

d. organize some facts plan.

example of sales letter :

BABIESPORRIDGEcompany.

“ WE SERVE YOUR BABIES EVERYDAY “

1111 Rose Avenue Street

New York, 9900

342-323-32311

February 26, 2011

Ms. Kunti Nugrahesty

7777 Boulevard of Broken Dreams

Brooklyn, 78557

Dear Mrs. Sagara,

How would you like to receive a healthy food and snack for your babies ? Read on ! This might be the most important letter you ever receive.

Here’s why you have to get it when all products of baby’s food made from unhealthy composition. So when your babies consume it, we never know what will happened because we didn’t understand exactly what they did on their product.

So that is why, BABIESPORRIDGEcompany serves you with a healthy one, from fresh material and right composition. Even you can choose or have consultation for it.

Do these results sound unbelievable? I thought so too.

With BABIESPORRIDGEcompany, you shouldn’t afraid to give your babies food and snack because you can control it by yourself. Even if you don’t have time to have face to face consultation with us, we can still in touch with you on the phone line. We serve your babies everyday, because its our pleasure. Please read the enclosed material immediately. It provides complete details on how you can take advantage of this exclusive offer.

Sincerely,

Kunti Nugrahesty

Customer Representative

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hari ini..

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gw ; *cuih-cuih.. GUBRAK dua kali !!

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hahahaha..

^^

annyong ! maaf buat olala..

udah lama diriku tak posting disini..

rasannya rindu sangat..

berapa bulan ya ?

ehm.. 3 bulan ? lebih kali yaaaaa...

okay.. mau cerita apa nih ?

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apa dong yang enak ?

hahahaa

gak jelas saya..

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malu sama blog yang saya sayang ini..

olala.. jangan marah ya.. karena saya melupakanmu sejenak..

sejenak ??

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iya..iya

sorry sorry ... sorry jek !

damai !! okaaaayyy ?

how to teach speaking ?

Many language learners regard speaking ability as the measure of knowing a language. These learners define fluency as the ability to converse with others, much more than the ability to read, write, or comprehend oral language. They regard speaking as the most important skill they can acquire, and they assess their progress in terms of their accomplishments in spoken communication.

Language learners need to recognize that speaking involves three areas of knowledge:

• Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right order with the correct pronunciation
• Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building)
• Social and cultural rules and norms (turn-taking, rate of speech, length of pauses between speakers, relative roles of participants): Understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason.

In the communicative model of language teaching, instructors help their students develop this body of knowledge by providing authentic practice that prepares students for real-life communication situations. They help their students develop the ability to produce grammatically correct, logically connected sentences that are appropriate to specific contexts, and to do so using acceptable (that is, comprehensible) pronunciation.

how to teach reading ?

Traditionally, the purpose of learning to read in a language has been to have access to the literature written in that language. In language instruction, reading materials have traditionally been chosen from literary texts that represent "higher" forms of culture.

This approach assumes that students learn to read a language by studying its vocabulary, grammar, and sentence structure, not by actually reading it. In this approach, lower level learners read only sentences and paragraphs generated by textbook writers and instructors. The reading of authentic materials is limited to the works of great authors and reserved for upper level students who have developed the language skills needed to read them.

The communicative approach to language teaching has given instructors a different understanding of the role of reading in the language classroom and the types of texts that can be used in instruction. When the goal of instruction is communicative competence, everyday materials such as train schedules, newspaper articles, and travel and tourism Web sites become appropriate classroom materials, because reading them is one way communicative competence is developed. Instruction in reading and reading practice thus become essential parts of language teaching at every level.

Reading Purpose and Reading Comprehension

Reading is an activity with a purpose. A person may read in order to gain information or verify existing knowledge, or in order to critique a writer's ideas or writing style. A person may also read for enjoyment, or to enhance knowledge of the language being read. The purpose(s) for reading guide the reader's selection of texts.

The purpose for reading also determines the appropriate approach to reading comprehension. A person who needs to know whether she can afford to eat at a particular restaurant needs to comprehend the pricing information provided on the menu, but does not need to recognize the name of every appetizer listed. A person reading poetry for enjoyment needs to recognize the words the poet uses and the ways they are put together, but does not need to identify main idea and supporting details. However, a person using a scientific article to support an opinion needs to know the vocabulary that is used, understand the facts and cause-effect sequences that are presented, and recognize ideas that are presented as hypotheses and givens.

Reading research shows that good readers

• Read extensively
• Integrate information in the text with existing knowledge
• Have a flexible reading style, depending on what they are reading
• Are motivated
• Rely on different skills interacting: perceptual processing, phonemic processing, recall
• Read for a purpose; reading serves a function

Reading as a Process

Reading is an interactive process that goes on between the reader and the text, resulting in comprehension. The text presents letters, words, sentences, and paragraphs that encode meaning. The reader uses knowledge, skills, and strategies to determine what that meaning is.

Reader knowledge, skills, and strategies include

• Linguistic competence: the ability to recognize the elements of the writing system; knowledge of vocabulary; knowledge of how words are structured into sentences
• Discourse competence: knowledge of discourse markers and how they connect parts of the text to one another
• Sociolinguistic competence: knowledge about different types of texts and their usual structure and content
• Strategic competence: the ability to use top-down strategies (see Strategies for Developing Reading Skills for descriptions), as well as knowledge of the language (a bottom-up strategy)

The purpose(s) for reading and the type of text determine the specific knowledge, skills, and strategies that readers need to apply to achieve comprehension. Reading comprehension is thus much more than decoding. Reading comprehension results when the reader knows which skills and strategies are appropriate for the type of text, and understands how to apply them to accomplish the reading purpose.

how to teach listening ?

Perhaps the most important study skill children learn is the ability to listen closely and comprehend what they have heard. As a teacher, students' listening skill levels can make a difference in their performance as well as the class atmosphere. By employing a variety of creative exercises, teachers can help students develop strong listening skills that will aid them throughout their academic careers.

Instructions

1. Step 1

   Introduce the concept of a "main idea." Read a short paragraph to the children. Ask the children to state in one phrase or sentence what the main idea of a story is. Practice summarizing main ideas by reading short stories or fables, asking the children what good titles to the story would be (such as, "Don't Be Selfish!" or "John's Trip to the Store").

2. Step 2

   Ask children to demonstrate listening by predicting the end of a story. Point out contributions that could not be possible according to previously disclosed facts. For instance, if you ask children to predict the end of "Three Little Pigs" you might point out that a prediction of "They run to the straw house!" would not make sense since the straw house was already blown down by the wolf.

3. Step 3

   Encourage children to listen for unfamiliar words and raise their hands to ask for definitions to increase their comprehension.

4. Step 4

   Play a record or tape recording of a children's song. Quiz the children on the song after playing it for the class.

5. Step 5

   Practice learning foreign words that require careful listening. Teach the class to count to 10 in Spanish, repeating the Spanish numbers after you as you say them.

6. Step 6

   Ask children to listen to a set of instructions (such as how to make a simple craft). Ask children to write down notes and then gather them into groups to compare notes and create a group guide to the topic.

7. Step 7

   Play listening games like "Simon Says" or "Hokey Pokey," varying your instructions so that children have to listen closely to succeed.