Saturday, 20 December 2014

What is Sentences, Clauses and Phrases

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Sentences
Sentences are groups of words that make complete sense. When you give me a sentence I know you have told me or asked me something complete.

Sentences can be short . . .
• Susan lives there.
• Where are you going?

or longer.
• Sedimentary rocks, wherever they are, tell us about ancient climatic conditions, and geological events that happened in the area during the time the sediments were deposited.

Sentences can be statements . . .
• John hasn’t paid his rent for two months.
• All these toys were made by Uncle Joe. 

or questions . . .
• Are you well?
• Have they finished painting the house?

or commands.
• Come to the office at ten.
• Stop!

Clauses and phrases
A clause is a group of words containing one finite verb. It is often only a section of a sentence. Here is a sentence with two clauses. 
  • You’ll need to speak to the person/who arranges the timetables. 
Together these clauses make a complete sentence. The first clause could be a sentence on its own, but the
second couldn’t unless we gave it an initial capital and a question mark.
Some sentences have only one clause.
  • He bought it this morning.
Some have more.
  • Old Alf revved the engine/and off they went towards the river mouth,/while we waited on the jetty/until they were out of sight./
A phrase is also a group of words. It is a looser structure than a clause. It is short, doesn’t have a finite verb (it may not have a verb at all) but it functions as a kind of unit. Here are some examples:

• under the table
• after the exams
• in the drawer
• hundreds of fish
• eating peanuts
• through the door

         We haven’t got far, but at this stage we will leave clauses and phrases for a while, and look instead at words, the raw material of our communications. When we have tried to identify and classify words, we will be able to return with greater understanding to consider clauses in more detail, and to examine their different kinds.

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GRAMMAR GAME

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DESKRIPSI PERMAINAN

Game atau permainan yang penulis terapkan dalam proses pembelajaran kali ini adalah GRAMMAR RACING. Game ini sebenarnya mengadopsi permainan kata dan kalimat yang seringkali dipraktekkan dalam kegiatan outbond dan permainan lomba merangkai kalimat atau ayat Al-Qur’an.
Secara rinci penjelasan game yang sudah diadaptasi tersebut diuraikan berikut ini.

1.        Nama Game         : GRAMMAR RACING       

2.        Deskrips               :
Permainan ini merupakan pertandingan antar kelompok dalam menyusun kalimat dari kata-kata acak yang telah disiapkan.

3.        Tujuan:
a. Tujuan Akademik   :  Memperkuat (reinforce) pemahaman siswa tentang Grammar yang telah diajarkan.
b. Tujuan Life Skills    :     - Meningkatkan kerjasama
                                     - Melatih membuat keputusan cepat
                                    - Menumbuhkan persingan sehat
                                    - Menyadari kekurangan diri
                                    - Menghargai kelebihan dan pendapat orang lain

4.        Alokasi Waktu                  : 2 X 45 menit
5.        Tempat                             : Luar Kelas    
6.        Alat dan Bahan   :
a.         Lembar foam (2 lembar), sebagai tempat menempel kartu-kartu kata
b.         Paku pines (thumb nail), untuk menempelkan kartu-kartu kata
c.         Kertas manila, dipotong segi empat + 10 x 4 cm2 sejumlah keperluan, bertuliskan kata-kata yang telah disiapkan
d.        Alat tulis spidol
e.         Stopwatch
f.          Lembar score

7.        Cara Permainan:
a.    Persiapan:
1)        Kartu-kartu dari potongan kertas manila ditulisi dengan kata-kata sesuai dengan kalimat-kalimat yang sudah disiapkan;
2)        2 lembar foam dipasang di tempat yang kokoh.
3)        Kartu-kartu bertuliskan kata-kata disiapkan di ats meja yang diletakkan di samping bawah foam.
b.    Pelaksanaan:
1)   Di awal permainan, guru menjelaskan tata cara permainan dan mengingatkan kepada siswa tentang grammar yang telah dipelajari.
2)    Siswa satu kelas dibagi menjadi 8 kelompok kecil, dan diberinama dengan nama-nama unik seperti: Animal Group, Flower Group, Planet Group, etc. Usahakan jumlah anggota tiap kelompok berjumlah sama.
3)   Masing-masing group diminta untuk menentukan urutan anggota 1 sampai 5 (sesuai jumlah anggota)
4)        Pertandingan antar group dilakukan dengan sistem gugur.
5)        Dua group diundi untuk melakukan pertandingan pertama.
6)        Dua group diminta berbaris dengan jarak yang cukup (kira-kira 5 m) dari foam.
7)    Setelah mendengar aba-aba dari wasit pertandingan (guru) anggota ke-1 kedua group berlari menuju meja dan foam di depannya. Mereka harus bisa menyusun kalimat dari kata-kata yang disediakan dengan cara menempelkan kartu-kartu kata di atas foam. Waktu yang disediakan hanya 1 menit.
8)      Setelah satu menit selesai, anggota ke-2 kedua group mendapat giliran untuk melakukan hal yang sama. Demikian seterusnya sampai seluruh anggota mendapat giliran.
9)    Setelah seluruh anggota group menyelesaikan tugasnya, dilakukan penskoran sebagai berikut: masing-masing kartu dari kalimat yang dinyatakan benar secara grammatical mendapat nilai 5. Sedangkan kartu yang salah atau yang menyebabkan kalimat menjadi salah diberi nilai -2 (minus 2).
10) Pemenangnya adalah group dengan nilai yang lebih tinggi. Group pemenang masuk babak berikutnya. Group yang kalah tereliminasi dan menjadi supporter saja.
11)  Begitu seterusnya permainan ini dilakukan oleh semua group hingga akhirnya mendapatkan 2 regu di babak final.
12)    Babak final dilakukan berbeda dengan babak penyisihan. Dua group finalis diminta untuk maju ke depan foam dan diberi waktu 5 menit untuk menyusun kamilat dari kartu kata yang telah disiapkan. Agar lebih menarik juri (guru) dapat menambahkan beberapa kartu kata baru.
13)   Pemenang akhir ditentukan dengan penskoran seperti babak terdahulu. Group dengan skor lebih tinggi menjadi juara.
14)    Catatan: setiap selesai satu babak pertandingan hasil penyusunan kalimat dibahas agar diketahui letak kesalahannya. Dengan demikian yang terjadi adalah di babak selanjutnya peserta akan bisa membuat kalimat yang makin baik dan makin baik.
SELAMAT MENCOBA....!

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What is ADVERB

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ADVERB
1 .What Is an Adverb?
Adverbs act as modifiers. The prefix “ad-” in the word adverb means “to,” “toward,” or “in addition to.” An adverb is a word that is used with a verb to expand its meaning.
Adverbs add to or modify the meaning of verbs and are classified as adverbs of time,location, manner, degree, and frequency.
Adverbs have many jobs to do. This section of the chapter introduces the main job adverbs perform: to modify verbs. Later in the chapter, we will cover how adverbs are used to modify both adverbs and adjectives.
2 Five Groups of Adverbs That Modify Verbs
Adverbs of Time
          Adverbs of time tell when an action happened, happens, or will happen. Some of the most commonly used adverbs of time include early, today, now, yesterday, before, soon, and tomorrow.
 
Adverbs of Location
Adverbs of location tell where an action happened, happens, or will happen. Here are some examples of adverbs of location: above, inside, here, there, and everywhere.
Adverbs of Manner
Adverbs of manner tell how something happened, happens, or will happen. Some commonly used adverbs of manner are loudly, carefully, well, quickly, and slowly.
Adverbs of Degree
Adverbs of degree tell to what extent an action happened, happens, or will happen. Here are some examples of this group of adverbs: completely, nearly, too, almost, very, and fully. The examples above show the importance of understanding adverbs: They tell you that the action did not happen in the end. Not just hit, but nearly hit. Not just forgot, but almost forgot.
Adverbs of Frequency
Adverbs of frequency tell how frequently an action happened, happens, or will happen. Some commonly used adverbs of frequency are always, often, sometimes, seldom, and never. These five groups of adverbs are the most commonly used adverbs that modify verbs.
3 Adverbs Used to Form Questions
The question words that help you to identify the time, location, or manner of an action are called interrogative adverbs. “When,” “where,” and “how” are used to form questions. They help you to identify the time, location, or manner of an action.
4 Placement of Adverbs
The placement of adverbs can vary greatly. Adverbs are usually placed directly after the verb. However, as the example I almost forgot my flippers shows, adverbs can also be placed before a verb. In the sentence She walked around the pool carefully, the adverb is placed after an object noun.
5. When Adjectives Become Adverbs
Most adjectives become adverbs by adding the suffix -ly. This -ly suffix is a useful indicator to help you identify adverbs. Even though the majority of adverbs are formed by adding –ly to an adjective, not all adverbs have this suffix. Some examples of adverbs that cannot be identified as adverbs by looking at a suffix are seldom, again, soon, almost, fast, and now.

6.  When Adverbs Modify Other Adverbs
The meaning of an adverb can be made stronger by adding a second adverb.
In the examples below, the adverbs very and really are used to modify other adverbs.
7.  When Adverbs Modify Adjectives
“Too” and “very” are commonly used adverbs of degree.They can modify adjectives as well as other adverbs.
Adverbs can be used to add more meaning to adjectives thatdescribe a noun. Here is an example, expanded step by step. In this example, the adverb very modifies the adjective bad. It explains to what extent Ben is a bad swimmer.
      Adverbs of degree can modify both other adverbs and adjectives.
8. Comparison with Adverbs and Adjectives
The form of an adverb or adjective sometimes changes to show degrees of quality. In grammar, these changed forms showing a difference in degree constitute the comparative form. There are three degrees of comparison in English:
1. The positive degree of an adjective or adverb describes a noun without comparing it to anyone or anything else.The positive degree of an adverb or adjective does not make a comparison.
2. The comparative degree shows that the quality as expressed by the adjective or adverb exists to a greater degree.
3. The superlative degree shows that the quality as expressed by the adjective or adverb exists to the greatest degree.
When adverbs or adjectives are used to compare, they change form or add new words to indicate degrees of quality.
There are many other forms of adjectives and adverbs not mentioned in this summary. Make sure you continue to expand this list in order to use comparatives correctly.
Reference.
Betty Scrhamfer Azar 1995: Basic English Grammar. Longman. USA
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