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The Author's Family Picture After His Graduation

I would like to extend my highly gratitude to the most beloved human in the world, my father, mother, brother and sister. Thank you for all you had given to me

This is the author's graduation picture

Guess and mention, who am I in this picture?

One day, we will make our dreams come true

She is my lovely girlfriend, who encourages me to write so many articles. She is the one who changes my life. We have a dream that is traveling around the world

Thursday, January 23, 2014

List of Examples (Recount Text)

Assalamualaikum Wr. Wb.


Today I'm going to share some examples about Recount Text. As we know, this text is very popular in our life, Recount text may be our note, personal diary, or social activity. First what is Recount text?

Let me answer with simple one, Recount Text is a text which retells events or experiences in the past chronologically. This text describes about the writer's personal experience which truly happens in his or her life. The experience may be horror, fun, etc.

The purpose or the social function of Recount text is to retell or to inform the reader about what was happened to the writer with series of events.

 The generic structures of Recount Text:
  1. Orientation       : In orientation, the paragraph usually introduces the participants, who are being involved in the text.
  2. Events                  : Usually there are many events may be occurred in Recount text, events may be started in the first paragraph, so it is not always started in the second paragraph. The events usually started with time signals, such as; first, second, then, finally, etc.
  3. Reorientation     : It is the closure of the events. Reorientation is optional, some text may not include this. If there is, usually in the last paragraph.

The language features of Recount Text

Language features is a characteristic of a text, to make it is easily recognized, what tense is used, and so on. 
  1. Introducing the participants
  2. Using chronological conjunctions, such as; first, second, then, etc.
  3. Using action verb, such as; went, arrived, ate, jumped, etc
  4. The important one is, using simple past tense.

The examples of Recount Text:

#1
A Day Visit to Yogyakarta

Last week, I went to Yogyakarta with my family. My father drove the car. My mother sat beside him. My sister and I sat in the back seats.

We woke up early in the morning. My father prepared the car in the garage while mother was preparing food for breakfast and some snacks for us. My sister and I packed some clothes. After everything got ready and we had our breakfast, we left the house at six o'clock.

It was about nine A.M. We arrived at Yogyakarta. First of all we visited our uncle. We stayed there for an hour. Then we went to Parangtritis beach. We got there at eleven o'clock. There were a lot of tourists because it was holiday. I saw many foreign visitors too. My parents watched us playing with sand in the beach. We did not swim and take a bath since the wave was rough. After having lunch, we went on our picnic to the museum and Malioboro shopping centre.

We drove back to Semarang at 7 o'clock and arrived home at ten. We were tired but happy.


#2
A Bomb in Plane

I am used to travelling by air but only on one occasion I felt frightened. After taking foo, we flew low over the city. It slowly wen high to the sky.

But suddenly it turned round and flew back to the airport. An air-hostess told us to keep calm and to get off the place quietly as soon as it landed. After we landed, the police searched the plane carefully. Everybody on board was worried and we grew curious about what was happening.

Later, we learned that there was a very important person on board. Earlier, somebody told the police that there was a bomb on the plane. Fortunately, they did not find a bomb and five hours later we were able to take off again.


# 3
Last Saturday, I woke up early. I didn't get up from my bed because there was no school. Suddenly, my telephone rang. It was my friend, Fanny. She asked me to go out at 10.00 o'clock. She wanted to buy something in the traditional market. So I hopped from the bed and headed to the shower.

Finally, we were out. In the street, I saw a piece of pink paper. I took it and we read it. We were shocked, it was a voucher for a four night tour to Lombok. The expired date was that day. To our surprised, the name was Fenita and the birth date was exactly the same as Fanny, my friend, and it was also valid for two persons. My God! We were thinking that maybe the paper just fell from the sky for us.

We were hurried to the tour agency that issued the voucher. The tour agency took care of everything. We went home and still couldn't believe what was going on. Two days later we were on the Senggigi Beach, Lombok.


Well, I think that's it for Recount text, I will post more examples later. And hopefully for teachers this will help them in designing appropriate material about Recount text, and for students they can understand what is the definition and its purpose, and what are the characteristics of it.


Wassalamualaikum Wr. Wb.



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Conducting Correlational Research

 

Research Design

In general, a correlational study is a quantitative method of research in which you have 2 or more quantitative variables from the same group of subjects, & you are trying to determine if there is a relationship (or covariation) between the 2 variables (a similarity between them, not a difference between their means). Theoretically, any 2 quantitative variables can be correlated (for example, midterm scores & number of body piercings!) as long as you have scores on these variables from the same participants; however, it is probably a waste of time to collect & analyze data when there is little reason to think these two variables would be related to each other.

Try to have 30 or more participants; this is important to increase the validity of the research.

Your hypothesis might be that there is a positive correlation (for example, the number of hours of study & your midterm exam scores), or a negative correlation (for example, your levels of stress & your exam scores). A perfect correlation would be an r = +1.0 & -1.0, while no correlation would be r = 0. Perfect correlations would almost never occur; expect to see correlations much less than + or - 1.0. Although correlation can't prove a causal relationship, it can be used for prediction, to support a theory, to measure test-retest reliability, etc.

Data collection:

You may collect your data through testing (e.g. scores on a knowledge test (an exam or math test, etc.), or psychological tests, numerical responses on surveys & questionnaires, etc. Even archival data can be used (e.g. Kindergarten grades) as long as it is in a numerical form.

Data Analysis:

With the use of the Excel program, calculating correlations is probably the easiest data to analyze. In Excel, set up three columns: Subject #, Variable 1 (e.g. hours of study), & Variable 2 (e.g. exam scores). Then enter your data in these columns. Select a cell for the correlation to appear in & label it. Click "fx" on the toolbar at the top, then "statistical", then "Pearson". When asked, highlight in turn each of the two columns of data, click "Finish", & your correlation will appear. Charts in any statistics textbook can tell you if the correlation is significant, considering the number of participants.

You can also do graphs & scatter plots with Excel, if you would like to depict your data that way (See Chart wizard).

Presentation of your results in a Research Report:

Use the standard APA style lab report. In the Introduction, briefly review past research & theory in your topic question (e.g. summarize current research on stress & academic achievement). Use APA referencing style to cite your sources. Then in the Method section, present a general description of the group of participants (their number, mean age, gender, etc.) in the Participants section, any materials you may have used (e.g. tests, surveys, etc.) in the Materials section, & in the Procedure section, note that your general research strategy was a correlational study, & describe your methods of data collection (e.g. survey, test, etc.).

In the Results section of the report, present your correlation statistic in both a table & in words, & note whether or not it is significant. If you have more than 2 variables to correlate, present a correlational matrix, showing the correlation between each of the variables. In the following example, 4 variables were correlated in one study. The correlation between Exam scores & hours of study, for example, is r = +.67, p <.01. This indicates a significant positive relationship between the number of hours of study & subsequent exam scores.








Number of hours of study & subsequent exam scores



Hours of study    +.67*                      -                            -
Stress level           - .45*                     -.10                       -
# of Piercings      -.15                         -.2                        +.18
                           Exam Scores      Hrs of Study        Stress level

* p < .01  


 In the Discussion section, relate your results to past or current research & theory you had cited & described in the Introduction. Do note the statistical significance of your findings, & limits to their generalizability. Remember that even if you did not obtain the significant differences you had hoped to, your results are still interesting, & must be explained, with reference to other research & theory.






This article was taken from Janet Waters at Capilano University Canada US


© Janet Waters
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Monday, June 3, 2013

Interactive Whiteboard for Modern Classrooms




Gone are the days when children used to sit facing those ugly-looking blackboards polluting the classroom with chalk dust. With the change in time, the needs of the students have also changed. Now they need smarter ways to study which may hold their interest and help them in retaining the knowledge for a longer period of time. And one such technology is interactive whiteboard.

The blessing of the modern-day technology, interactive whiteboard is more of an entertaining toy for the students that help them in learning faster in an interactive ambience. Internet sources have revealed that these digital whiteboards are creating a stir in classrooms as pupils enjoy learning and find it more interesting and lively. Teachers also praise the benefits of interactive whiteboards in the classrooms and appreciate the tangible improvements in students' participation in studies and various activities. However, people come up with many queries related to interactive whiteboards such as how to use such whiteboards, how do they enrich learning process, how can schools deploy these smart boards in classrooms and much more. Luckily we have answers for all these questions.

Let's delve deeper into the benefits of interactive whiteboards which make them an ideal choice of every educational firm.






Deploy Various Learning Styles

The introduction of interactive whiteboards in learning sector has created a revolution, a pleasing one. With effective use of this incredible technology teachers can encompass various teaching styles which may keep the attention of the students hooked. The main attribute of such digital boards is that it stresses on whole class teaching strategies and include an array of activities such as demonstration, prompting, probing and promoting questioning.


Enrich Demonstrations

They help the teachers in offering better demonstrations in a highly clear, efficient and dynamic way. As students visualize all that they listen, their understanding gets reinforced. With the implementation of abstract ideas and concepts in the classrooms, students learn to interact with a simulation and thus a smart classroom forms shape.


Increase Interaction

Electronic whiteboards promote interaction between teachers and students by engaging everyone in the same central focal point. Students show greater participation and learn the art of socializing and sharing thoughts and opinions with others. You see more number of hands rising to give answers and more cheerful faces eager to learn something new.


Software Choices

Interactive whiteboards are compatible with an array of educational software presenting various curriculum subjects in an interactive way with the help of multiple pictures, sounds, animation and brighter texts. Studying with the help of such software is completely a bliss for both teachers as well as students.





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Friday, May 31, 2013

Teaching Vocabulary; Interactive Word Wall Strategy

By Galih Ariffansyah


There are many ways to teach vocabulary, one of them is by using Interactive Word Wall. Before we explore what is Interactive Word Wall, I would like to explain what is the term of vocabulary first, then what is the Interactive word wall, then how to implement the strategy.


What is vocabulary?

According to ask.com (www.answers.ask.com) Vocabulary is the group of words that a person or group of people knows how to use. Another definition according dictionary.com. Vocabulary also is a group or stock of words used in a particular way by a certain group of people regarding their language. It is simply the words of a language.

                                 
The basic component in English is vocabulary, it is because the term of vocabulary states that vocabulary is made by the agreement of group of people regarding to their language. So, in another words, vocabulary refers to a word. Word is generally a vocabulary. 

In vocabulary, there are some words which is categorized into their part of speech. For example, "She" is a noun, that is a word which is also a vocabulary. Moreover, vocabulary always has meaning, there is no vocabulary without its meaning.

In Indonesia, when learning a new language, we expose to new words. For instance, we want to know what is the meaning of 'child' in English, if we do not know the meaning, then we can not use the word. In fact, in Indonesia, learning English is obligatory. Most of the students are still unaware about English. Meanwhile, the teacher has an important role to raise the students' awareness of English, especially about their vocabulary.

 

What is Interactive Word Wall?

A word wall is literacy tool composed of an organized (typically in alphabetical order) collection of words which are displayed in large visible letters on a wall, bulletin board, or other display surface in a classroom. The word wall is designed to be an interactive tool for students or others to use, and contains an array of words that can be used during writing or reading (on Wikipedia, 2013)

The interactive word wall strategy promotes a vocabulary rich-environment where walls are alive with words. The key to implementing this strategy is interactivity. The class walls are adorned with new and interesting words that the students learn through interacting with their texts, teacher, or their peers.

To promote interaction and dialogue, around the words, it is important to keep the words relevant, that is the posted words (on the wall) should be focal point for thinking about and noticing how and when they are used. It means that when the words are poster on the wall, they can always be used on students' needs in reading or writing where the words are frequently used and appeared (Patricia Antonacci & Catherine M. O'Collaghan, 2012: 105)


There are some tips to support our interactive word walls, (Patricia Antonacci & Catherine M. O'Collaghan, 2012: 105)
  1. Incorporate the Interactive Word Wall strategy as part of the word study instructional routine. It means whenever you teach English, promote the students to always use this strategy when they have any difficulties in words 
  2. Select the display wall carefully; making sure that it is at eye level and large enough to post the words. Teachers must create the word wall bigger so students can see clearly. 
  3. Decide on how you wish to display the words, such as alphabetically or organized by themes or content areas. There are many kinds of word wall example, there are alphabetically and themes, you can see, that is the example of alphabetical word wall, and that one is the theme word wall. 
  4. Write the words legibly on oak tag or paper, demonstrating appropriate handwriting. The teachers or students write the words in an oak tag or paper in a good handwriting, so other students can understand the handwriting.        

When to Use this Strategy?

This strategy can be used before, during, or after reading. The teacher may use the word wall to introduce new vocabulary prior to reading. During the reading, students are encouraged to find words that are unfamiliar and that should be placed on the word wall to learn. After reading, the class may also be used outside reading as a review or practice, such as when the teacher asks the students to “read the wall”, then they find the unfamiliar word on the word wall and they understand the meaning. As a result, word walls are resources for students and should be used when they are looking for new and interesting words to use in their writing.

How to Implement this Strategy?

  1. Establish a purpose for using the word wall. Word walls may be used to help students learn high frequency words, or they may be used to develop vocabulary around a theme. For example, themes for word walls may include the tropical rainforest, biography, or anything you want to teach. 
  2. Select the words that are targeted for instruction. Select a few words for teaching and post them on the wall. Words on the wall need to be spelled correctly and written legibly, as students will be encouraged to use the word wall as a resource for their reading and writing. 
  3. Before reading, teach the words. Engage students in a lively discussion of the words. Teachers may decide to write a brief meaning of the word. 
  4. After reading, students may post words to the word wall. Because word walls are effective when they are interactive, teachers guide discussion of the readings to include new and interesting words that student discovered in their readings. These words, along with their meanings, may bes posted on the word wall. 
  5. Initiate activity around the word wall. For the word wall to be effective, members of the learning community must use them. The teacher plays an important role in initiating activity that leads to interactive word walls. For example, using word walls as references in finding interesting words for writing and playing word games will encourage students to make the word walls their own. 

Students with Special Needs

Students with special needs benefit from practice and repeated exposure to new vocabulary words. Have students create personal word walls that are portable. Students design their own interactive word walls from a blank file folder. Using the four sides of the folder, they draw 26 boxes, one for each letter of the alphabet. They post words from their classroom word wall on their portable word wall as well as new words they learn from their own readings. Students may be encouraged to post additional words from their readings. Words will be available to them on demand, at home and in school. (Patricia Antonacci & Catherine M. O'Collaghan, 2012: 108)


Conclusion 

By using this strategy (Interactive Word Wall strategy) the student can choose their own words that they fell unfamiliar. And they may post it on the wall for their needs (writing or reading).
High frequency words in academic text also can be highly exposed to the students by using this strategy, so they can recognize it and always remember the words. Meanwhile,  this strategy is interesting and the words always can be seen and read on the wall.  



DOWNLOAD THE SLIDE FOR THIS ARTICLE  HERE!!!!!
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Tuesday, May 14, 2013

Macam - Macam Model Pembelajaran Bahasa Inggris


Hari ini saya akan mengulas tentang model - model pembelajaran yang dipakai guru dalam pengajaran di kelas.

Langsung saja, yang pertama ialah:

Examples Non Examples

Langkah - langkah:
  1. Guru mempersiapkan gambar-gambar sesuai dengan tujuan pembelajaran.
  2. Guru menempelkan gambar di papan atau ditayangkan melalui OHP/LCD.
  3. Guru memberi petunjuk dan memberi kesempatan pada siswa untuk memperhatikan/menganalisa gambar. 
  4. Melalui diskusi kelompok 2-3 orang siswa, hasil diskusi dari analisa gambar tersebut dicatat pada kertas.
  5. Tiap kelompok diberi kesempatan membacakan hasil diskusinya.
  6. Mulai dari komentar/hasil diskusi siswa, guru mulai menjelaskan materi sesuai tujuan yang ingin dicapai.
  7. Kesimpulan.

Picture and Picture

Langkah - langkah:
  1. Guru menyampaikan kompetensi yang ingin dicapai.
  2. Menyajikan materi sebagai pengantar.
  3. Guru menunjukkan/memperlihatkan gambar-gambar kegiatan berkaitan dengan materi.
  4. Guru menunjuk/memanggil siswa secara bergantian.
  5. Guru menanyakan alasan/dasar pemikiran urutan gambar tersebut.
  6. Dari alasan/urutan gambar tersebut guru memulai menanamkan konsep/materi sesuai dengan kompetensi yang ingin dicapai.
  7. Kesimpulan/rangkuman. 

 

Cooperative Script

Skrip kooperatif ialah metode belajar dimana siswa bekerja berpasangan dan bergantian secara lisan mengikhtisarkan, bagian-bagian dari materi yang dipelajari.

Langkah - langkah:
  1. Guru membagikan siswa untuk berpasangan.
  2. Guru membagikan wacana/materi tiap siswa untuk dibaca dan membuat ringkasan.
  3. Guru dan siswa menetapkan siapa yang pertama berperan sebagai pembicara dan siapa yang berperan sebagai pendengar.
  4. Pembicara membacakan ringkasannya selengkap mungkin, dengan memasukkan ide-ide pokok dalam ringkasannya. Sementara mendengar:
  5.  
    • Menyimak/mengoreksi/menunjukkan ide-ide pokok yang kurang lengkap.
    • Membantu mengingat/menghafal ide-ide pokok dengan menghubungkan materi sebelumnya atau dengan materi lainnya.
  6. Bertukar peran, semula sebagai pembicara ditukar menjadi pendengar dan sebaliknya. Serta lakukan seperti diatas.
  7. Kesimpulan siswa bersama-sama dengan guru.
  8. Penutup. 


Baiklah itulah sedikit ulasan saya tentang model-model pembelajaran yang saya ambil dari beberapa sumber, termasuk dari kuliah saya.

Selengkapnya anda dapat mengunduhnya di  sini
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Monday, May 6, 2013

Menerapkan Model Pembelajaran; Numbered Heads Together


 
A. Pendahuluan

Pertama-tama saya ingin mengucapkan banyak terima kasih kepada rekan-rekan saya yang telah membantu saya dalam menerapkan model pembelajaran Numbered Heads Together (NHT) ini di kelas PPL 1. Tidak lupa pula saya ucapkan terima kasih kepada dosen PPL 1 saya, Asmi Rusmanayanti, S.Pd. M.Sc. yang telah pertama kali mengenalkan model pembelajaran ini kepada saya. Dan dengan penuh antusias, saya mencari diberbagai media, salah satunya internet mengenai model ini. Akhirnya, dengan modal “paham”, saya langsung mempraktekannya di kelas micro teaching. Pada saat itu, saya berada di kelas Ibu Dra. Rina Listia, M.Pd.

B. Penerapan NHT di dalam kelas

Apa itu NHT ? NHT adalah suatu strategi model pembelajaran kooperatif yang menggunakan angka yang diletakkan diatas kepala dengan tujuan untuk memudahkan guru dalam mengeksplor aktifitas siswa dalam mencari, mengolah, dan melaporkan informasi dari berbagai sumber yang akhirnya dipresentasikan di depan kelas. Strategi ini pertama kali dikenalkan oleh Spencer Kagan pada tahun 1992.

Pada saat saya memakai metode ini, pertama saya membagi kelas menjadi beberapa kelompok. Masing-masing siswa dalam kelompok sengaja diberi nomor untuk memudahkan kinerjakerja kelompok, mengubah posisi kelompok, menyusun materi, mempresentasikan, dan mendapat tanggapan dari kelompok lain. Setelah itu tiap kelompok memberikan kesimpulan.

Secara sederhana dapat dijelaskan bahwa langkah-langkah yang dapat dilakukan dalam melaksanakan model ini adalah :

1.       Siswa dibagi dalam beberapa kelompok dan masing-masing siswa dalam setiap kelompoknya mendapatkan nomor urut. Pengalaman saya adalah, ketika dalam kelas PPL 1 saya membuat exercise yang didalamnya ada 5 soal, pertanyaan dimulai dengan W/H questions. Terdapat 25 siswa didalam kelas sehingga saya membagi mereka kedalam 5 grup, yang tiap grup beranggotakan 5 orang. Tiap orang ini bertanggung jawab dengan soal exercise nya.

2.      Guru memberikan tugas dan masing-masing kelompok mengerjakan permasalahannya. Tiap kelompok mendiskusikan bersama.

3.      Kelompok memutuskan jawaban yang dianggap paling benar dan memastikan setiap anggotanya mengetahui jawaban tersebut.

4.      Guru memanggil salah satu nomor secara random dan siswa yang bernomor tersebut melaporkan jawabannya. Dalam tahap ini, seluruh kelompok yang bernomor sama yang dipanggil guru harus siap. Tiap kelompok yang nomornya dipanggil memberikan jawaban mereka. Apabila tidak bisa menjawab, maka guru dapat memberikan punishment.

5.      Siswa dipersilahkan memberikan tanggapan apabila dirasa jawaban kelompok lain kurang tepat.

6.      Setelah siswa melaporkan hasil, guru mendiskusikan jawaban-jawaban yang telah dijawab siswa, dan memberi jawaban yang paling benar.

7.      Tiap kelompok memberikan kesimpulan (apabila diperlukan).

Adapun kelebihan dan kekurangan dari model pembelajaran ini, yakni:

Kelebihan

1.       Setiap murid menjadi siap semua
2.      Dapat melakukan diskusi dengan sungguh-sungguh
3.      Murid yang pandai dapat mengajari murid yang kurang pandai
4.      Terjadinya interaksi yang tinggi antara siswa dalam menjawab soal
5.      Tidak ada murid yang mendominasi dalam kelompok, karena adanya nomor yang membatasi.

Kekurangan

1.       Tidak terlalu cocok untuk jumlah siswa yang banyak karena membutuhkan waktu yang lama.
2.      Tidak semua anggota kelompok dipanggil oleh guru. Karena kemungkinan waktu yang terbatas.

C. Kesimpulan

Dari hasil pengamatan saya, dengan menerapkan model pembelajaran NHT ini, keantusiasan siswa dalam mempelajari materi guru sangat tinggi. Karena dirasa menarik dan “menegangkan’. Siswa diharuskan bertanggung jawab terhadap soal yang diberikan, sehingga memicu siswa menjadi aktif dalam menjawab. Disamping itu, dalam tiap kelompok mungkin terdapat siswa yang kurang pandai, dengan model pembelajaran ini, maka siswa yang kurang pandai dapat berdiskusi dengan siswa yang pandai, sehingga mereka dapat bersama-sama belajar.


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Friday, May 3, 2013

ADVERBS


What is an Adverb?


An adverb is a word that tells us more about a verb. It "qualifies" or "modifies" a verb (The girl sings beautifully). In the following examples, the adverb is in bold and the verb that it modifies is in italics.
  • Henry walks slowly.
  • Afterwards she smoked a cigarette.
  • Sue drives the car carefully.
But adverbs can also modify adjectives (Taufik is very clever), or even other adverbs (The task is really hard). Look at these examples:

  • Modify an adjective:
    - Galih is really handsome.
    - That was extremely kind of you.
  • Modify another adverb:
    - She drives really slowly.
    - He drives extremely fast

 Kinds of Adverb


A. Adverbs of Manner 

Adverbs of Manner tell us the manner or way in which something happens. They answer the question "how?". Adverbs of Manner mainly modify verbs.

  • He speaks slowly. (How does he speak? He speaks slowly)
  • They helped us cheerfully. (How did they help us?)
  • James Bond drives his cars fast. (How does James Bond drive his cars?)

B. Adverbs of Place

Adverbs of Place tell us the place where something happens. They answer the question "where?". Adverbs of Place mainly modify verbs.

  • Please sit here. (Where should I sit?)
  • They looked everywhere. (Where did they look?)
  • Two cars were parked outside. (Where were two cars parked.

C. Adverbs of Time

Adverbs of Time tell us something about the time that something happens. Adverbs of Time mainly modify verbs.

They can answer the question "when?":

  • He came yesterday. (When did he come?)
  • I want it now. (When do I want it?)

Or they can answer the question "how often?":

  • They deliver the newspaper daily. (How often do they deliver the newspaper?)
  • We sometimes watch a movie. (How often do we watch a movie?)

D. Adverbs of Degree

Adverbs of Degree tell us the degree or extent to which something happens. They answer the question "how much?" or "to what degree?". Adverbs of Degree can modify verbs, adjectives and other adverbs.

  • She entirely agrees with him. (How much does she agree with him?)
  • Mary is very beautiful. (To what degree is Mary beautiful? How beautiful is Mary?)
  • He drove quite dangerously. (To what degree did he drive dangerously? How dangerously did he drive?)

Adverbs of Manner lists Here

Adverbs of Place lists Here

Adverbs of Time lists Here

Adverbs of Degree lists Here





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