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LEARNING MODULE
ENGLISH
PROGRAM DIPLOMA III KEUANGAN
MUHAMMAD AGUNG DARLIANTO
SEKOLAH TINGGI AKUNTANSI NEGARA

TAHUN 2011
F O RE WO R D
Alhamdulillahirabbilalamin, Praise Allah SWT, The Lord of the universe, for

His precious blessing and nimat that finally the author managed to finish publishing
this Study Module of English exclusively for the students of Sekolah Tinggi Akuntansi
Negara.
Sincere gratitude has to be addressed to The Director of Sekolah Tinggi
Akuntansi Negara, Mr. Kusmanadji, for the opportunity given to the author to develop
himself by pouring the ideas, thoughts, and knowledges combined with all supporting
materials from the online and offline sources into this module dedicated to all
readers who are in need of information of English Grammar and especially to all
students of STAN. The greetings also go the authors supervisors and coleagues at
STAN, Mr. Fadlil Usman, Mr. Budi Setiawan, Mrs. Aisyah Nur Kustiani, Mrs. Nancy
G. Saija, Mrs. Dessy Bernawati, and also Titis and Ichsan who have been burdened
with so many questions and requests by the author regarding the writing and
compiling process.
Biggest thanks to all mates at Room C-108 (the Room of Inspiration) where
the author spent most of the time while working on the module, Mr. Bambang
Widjajarso for his restless spirit and precious motivation; Mr. Izzudin, Heri, Diah, Ira,
Vera, Mas Agus for being the very friendly buddies; and absolutely, Jeni Wardin, the
authors best man, for all his never ending accompanying the author, even on extra-
hours-working on holidays. To the authors family; parents (Darmojo and Erlina
Yusni), little brother (Chandra Kusuma), beloved wife (Risma Afriani), and the
adorable Princess Nada, the author thanks them so much for their all endless
supports. This hard work could not have been victoriously done without all of them.
Learning module is one of supporting materials in determining the quality of
the learning process standardization for subjects taught at Sekolah Tinggi Akuntansi
Negara. The presence of this learning module is expected to ease students in
understanding and comprehending the English subject in accordance with GBPP
(Teaching Program Outlines) that had been developed in such a way as to further
enhance the competence of the STAN graduates.
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This module contains minimum requirements to be met by readers and
students who would like to know, comprehend, and try to develop English language
as one of the crucial things to be mastered in this highly competitive era. That
includes important subjects, rules, and knowledges of English Grammar.
All materials in this module are written in English to encourage the readers
and the students to start using the language from the very first as learning by doing is
more likely to be better to improve ones verbal skill. The Review Exercises are also
provided at the end of every chapter to measure and evaluate the understanding of
the materials given. This module is also equipped with some useful supplements to
help the readers and the students to gain more for the knowing in learning.
Due to the great number of materials and discussion in English language, of
course, it takes time toward the completeness and the perfection of this module.
Improvement, additions and updates of the contents will continue to be performed.
The author welcomes all criticism, suggestions and constructive ideas to assist the
development of this module in the future. At the end, may this work be a great
contribution to Sekolah Tinggi Akuntansi Negara in particular and education world in
general.
Lets speak up in English!
Jakarta, 20 April 2011
Darlianto, Muhammad Agung
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TABLE OF CONTENTS
FOREWORD ............................................................................................................. 1
TABLE OF CONTENTS ............................................................................................ 3
LIST OF TABLES ..................................................................................................... 7
LIST OF ILLUSTRATIONS ....................................................................................... 8
CHAPTER I PARTS OF SPEECH ......................................................................... 10
Parts of Speech Classification ........................................................................... 10

Noun ............................................................................................................ 10
Pronoun ....................................................................................................... 13
Adjective ...................................................................................................... 13
Verb ............................................................................................................. 14
Adverb ......................................................................................................... 14
Preposition ................................................................................................... 15
Conjunction .................................................................................................. 16
Interjection ................................................................................................... 17
Derivative .......................................................................................................... 18
Sentences ......................................................................................................... 19
Articles............................................................................................................... 21
Indefinite Article ........................................................................................... 22
Definite Article .............................................................................................. 23
Determiner & Quantifier ..................................................................................... 24
Determiner ................................................................................................... 24
Quantifier ..................................................................................................... 25
Adjective Word Order ........................................................................................ 27
Participial Adjective............................................................................................ 27
Modals ............................................................................................................... 28
Chapter Review Exercise................................................................................... 30
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CHAPTER II TENSES ........................................................................................... 31
Present Tense ................................................................................................... 31

Present Simple ............................................................................................ 31
Present Progressive..................................................................................... 32
Present Perfect ............................................................................................ 33
Present Perfect Progressive ........................................................................ 34
Past Tense ........................................................................................................ 35
Past Simple.................................................................................................. 35
Past Progressive .......................................................................................... 36
Past Perfect ................................................................................................. 37
Past Perfect Progressive.............................................................................. 38
Future Tense ..................................................................................................... 38
Future Simple .............................................................................................. 39
Future Progressive....................................................................................... 40
Future Perfect .............................................................................................. 40
Future Perfect Progressive .......................................................................... 41
Past-Future Tense ............................................................................................. 42
Past-Future Simple ...................................................................................... 42
Past-Future Progressive .............................................................................. 43
Past-Future Perfect ...................................................................................... 43
Past-Future Perfect Progressive .................................................................. 44
CHAPTER III DEGREE OF COMPARISON .......................................................... 48
Introduction ........................................................................................................ 48
Positive/in-Line Comparison .............................................................................. 48
Comparative Comparison .................................................................................. 49
Superlative Comparison..................................................................................... 50
Common Exception ........................................................................................... 50
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CHAPTER IV PASSIVE VOICE ............................................................................ 52
General Pattern ................................................................................................. 52

Stative Passive .................................................................................................. 53
CHAPTER V QUESTION TAG .............................................................................. 55
CHAPTER VI CAUSATIVE ................................................................................... 58
CHAPTER VII CONDITIONAL & SUBJUNCTIVE ................................................. 60
Conditional ........................................................................................................ 60
Future Conditional........................................................................................ 60
Present Conditional...................................................................................... 61
Past Conditional ........................................................................................... 62
Zero Conditional .......................................................................................... 63
Subjunctive ........................................................................................................ 64
Expressing Hope, Desire, and Regret .......................................................... 64
Emphasizing The Importance of Doing Something....................................... 65
CHAPTER VIII DIRECT & INDIRECT SPEECH .................................................... 67
Direct Speech .................................................................................................... 67

Indirect/Reported Speech .................................................................................. 68
Indirect Statement ........................................................................................ 69
Indirect Command/Order/Request ............................................................... 72
Indirect Question .......................................................................................... 73
CHAPTER IX DEPENDENT CLAUSE .................................................................. 75
Introduction ........................................................................................................ 75
Classification ..................................................................................................... 76
Noun/Nominal Clause .................................................................................. 76
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Adjective Clause .......................................................................................... 77
Adverb Clause ............................................................................................. 78
Reduced Adjective Clause ........................................................................... 79
CHAPTER X GERUND & INFINITIVE ................................................................... 83
Introduction ........................................................................................................ 83
Gerund .............................................................................................................. 84
Infinitive ............................................................................................................. 86
CHAPTER XI PARAGRAPH WRITING ................................................................. 90
Introduction ........................................................................................................ 90
Writing A Good Paragraph ................................................................................. 92
SUPPLEMENT 1 READING COMPREHENSION ................................................. 96
SUPPLEMENT 2 CUMULATIVE REVIEW EXERCISE ....................................... 125
SUPPLEMENT 3 AMERICAN & BRITISH ENGLISH .......................................... 143
SUPPLEMENT 4 LIST OF PHRASAL VERBS ................................................... 146
REFERENCES ...................................................................................................... 161
THE AUTHOR ....................................................................................................... 163
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LIST OF TABLES
Table 1. Certain Plural Forms in English ..................................................... 11

Table 2. Pronoun List in English ................................................................. 13
Table 3. Examples of Tenses-Changing Verb ............................................ 14
Table 4. Examples of Adverb Usage in Sentences .................................... 15
Table 5. Several Commonly Used Prepositions ......................................... 15
Table 6. Several Examples of Interjection .................................................. 17
Table 7. Forms of Quantifier ....................................................................... 26
Table 8. Forms of Quantifier 2 .................................................................... 26
Table 9. Basic Rules of Tag Question ........................................................ 55
Table 10. Imperative Tag Question .............................................................. 56
Table 11. Exceptions in Tag Question .......................................................... 56
Table 12. Tenses Changes in Reported Speech .......................................... 70
Table 13. Pronoun Changes in Reported Speech ........................................ 70
Table 14. Adverb Changes in Reported Speech .......................................... 71
Table 15. Languange Choices in Writing ..................................................... 91
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LIST OF ILLUSTRATIONS
Illustration 1. Coordinative & Corelative Conjunction ........................................... 16

Illustration 2. Subordinative Conjunction .............................................................. 16
Illustration 3. Conjunctive Adverb ......................................................................... 17
Illustration 4. Noun, Adjective, Verb, and Adverb Forming with Affixes .............. 18
Illustration 5. Simple Sentence Formula .............................................................. 20
Illustration 6. Compound Sentence Formula ........................................................ 20
Illustration 7. Complex Sentence Formula ........................................................... 20
Illustration 8. Complex-Compound Sentence Formula ........................................ 21
Illustration 9. Present Simple Tense Formula ...................................................... 31
Illustration 10. Present Progressive Tense Formula ............................................ 32
Illustration 11. Present Perfect Tense Formula .................................................... 33
Illustration 12. Present Perfect Progressive Tense Formula ............................... 34
Illustration 13. Past Simple Tense Formula ......................................................... 35
Illustration 14. Past Progressive Tense Formula .................................................. 36
Illustration 15. Past Perfect Tense Formula ......................................................... 37
Illustration 16. Past Perfect Progressive Tense Formula ..................................... 38
Illustration 17. Future Simple Tense Formula ...................................................... 39
Illustration 18. Future Progressive Tense Formula .............................................. 40
Illustration 19. Future Perfect Tense Formula ...................................................... 41
Illustration 20. Future Perfect Progressive Tense Formula .................................. 41
Illustration 21. Past-Future Simple Tense Formula .............................................. 42
Illustration 22. Past-Future Progressive Tense Formula ...................................... 43
Illustration 23. Past-Future Perfect Tense Formula .............................................. 43
Illustration 24. Past-Future Perfect Progressive Tense Formula ......................... 45
Illustration 25. Positive/In-Line Comparison ......................................................... 49
Illustration 26. Comparative Comparison ............................................................. 49
Illustration 27. Superlative Comparison ................................................................ 50
Illustration 28. Exceptions in Comparison ............................................................ 50
Illustration 29. Passive Voice Formula ................................................................. 52
Illustration 30. Verbs Functioned as Adjectives in Stative Passive ...................... 53
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Illustration 31. Causative Sentence Formula ........................................................ 58
Illustration 32. Future / First Conditional Formula ................................................ 60
Illustration 33. Present / Second Conditional Formula ......................................... 61
Illustration 34. Past / Third Conditional Formula .................................................. 62
Illustration 35. Zero Conditional Formula ............................................................. 63
Illustration 36. Subjunctive Sentence Formula ..................................................... 64
Illustration 37. Direct Speech General Formula ................................................... 67
Illustration 38. Indirect / Reported Speech General Formula ............................... 69
Illustration 39. Indirect / Reported Command/Order/Request .............................. 72
Illustration 40. Indirect / Reported Question ......................................................... 72
Illustration 41. Noun Clause ................................................................................. 76
Illustration 42. Adjective Clause ........................................................................... 77
Illustration 43. Adverb Clause .............................................................................. 78
Illustration 44. Reduced Adjective Clause Clause ................................................ 79
Illustration 45. Gerund .......................................................................................... 84
Illustration 46. Infinitive ......................................................................................... 86
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CHAPTER
PARTS OF SPEECH
1
Special Instructional Objectives :
Students are expected to acknowledge, comprehend, and apply the basic and
advance rules of Parts of Speech in their daily oral and written english activities
and be able to master all related exercises to measure their understanding about
the materials.
A. Parts of Speech Classification

There are thousands of words in any language. But not all words have the same
function. For example, some words express "action". Other words express a "thing".
Other words "join" one word to another word. These are the "building blocks" of the
language. Think of them like the parts of a house. Concrete is used to make
foundations or base. Bricks are for the wall. Window frames are placed to build the
windows and door frames are created to make the doorways. To join all parts
togetherin a house, cement is used as the element. Each part of the house has its
own job. Building a sentence is not quite different from those analogies, different
types of words are used. Each type of word has its own job.
1. Noun
A noun is a word used to name a person, animal, place, thing, and abstract idea.
Nouns are usually the first words which small children learn. A noun can function in a
sentence as a subject, a direct object, an indirect object, a subject complement, an
object complement, an appositive, an adjective or an adverb.
Nouns can be further classified as countable nouns (which name everything that
can be counted (four books, two continents, a few dishes, a dozen buildings), mass
nouns or non-countable nouns) (which name everything that can't be counted (water,
air, energy, blood)), and collective nouns (which can take a singular form but are
composed of more than one individual person or items (jury, team, class, committee,
herd)).
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Below are given several brief facts about the use of singuar and plural nouns in
English:
Table 1. Certain Plural Forms in English
song songs
In general, the plural forms take s suffixes behind the nouns.
book books
box boxes We put es suffixes after the nouns with the ending letters of
glass glasses sh, -ch, -s, -z, dan -x.
baby babies
For the nouns ending with y, the last consonant are altered
fly - flies
using ies.
butterflies
man men
woman women
child children There are some nouns which have irregular forms of plural.
ox oxen
foot feet
echo
hero Some nouns ending with o, the plural forms will be taking es
potato at the end of the words.
tomato
auto
kangaroo
Some nouns ending with o, the plural forms will be taking only
kilo
s at the end of the words.
memo
radio
mosquito
Some nouns ending with o, the plural forms may take both s
tornado
and es at the end of the words (although the most common
volcano
ones are the es).
zero
knife
leaf Nouns ending with f and fe are taking ves ending in their
self plural forms.
thief
belief
chief Some nouns ending with f and fe are only taking s ending in
cliff their plural forms.
roof
deer
fish
Some nouns have exactly the same singular and plural forms.
sheep
shrimp
phenomenon
(phenomena) Some nouns adapted from foreign language take their plurals
fungus (fungi) from their original forms.
datum (data)
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Generally, countable nouns have characteristic of being able to be preceded by
a/an article in their singular forms and be ended with -s/-es in their plural forms. In
the contrary, such rule is not applicable to the uncountable nouns. Most of
uncountable nouns include abstract noun which simply has no physical form,
untouchable, and apparently, uncountable.
Some of the uncountable nouns are stated below:
1. mass/collective noun;
(baggage, clothing, equipment, food, fruit, furniture, garbage, hardware,
jewelry, junk, luggage, machinery, mail, makeup, money/cash/change,
postage, scenery, traffic)
2. fluid;
(water, coffee, tea, milk, oil, soup, gasoline, blood)
3. solid things;
(ice, bread, butter, cheese, meat, gold, iron, silver, glass, paper, wood, cotton,
wool)
4. gas;
(steam, air, oxygen, nitrogen, smoke, smog, pollution)
5. particle;
(rice, chalk, corn, dirt, dust, flour, grass, hair, pepper, salt, sand, sugar,
wheat)
6. abstract noun;
(beauty, confidence, courage, education, enjoyment, fun, happiness, health,
help, honesty, hospitality, importance, intelligence, justice, knowledge,
laughter, luck, music, patience, peace, pride, progress, recreation,
significance, sleep, truth, violence, wealth, advice, information, news,
evidence, proof, time, space, energy, homework, work, grammar, slang,
vocabulary)
7. language;
(Arabic, Chinese, English, Spanish)
8. academic subject;
(chemistry, engineering, history, literature, mathematics, psychology)
9. recreation;
(baseball, soccer, tennis, chess, bridge, poker)
10. some activities;
(driving, studying, swimming, travelling, walking)
11. natural phenomena
(weather, dew, fog, hail, heat, humidity, lightning, rain, sleet, snow, thunder,
wind, darkness, light, sunshine, electricity, fire, gravity)
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2. Pronoun
A pronoun is often defined as a word which can be used instead of a noun. For
example, instead of saying John is a student, the pronoun he can be used in place
of the noun John and the sentence becomes He is a student. We use pronouns
very often, especially so that we do not have to keep on repeating a noun.
Table 2. Pronoun List in English
Person Subject Object Possessive Intensive / Reflexive
1st I me mine Myself
2nd you you yours Yourself
3rd he/she/it him/her/it his/hers himself/herself/itself
Person Subject Object Possessive Intensive / Reflexive

1st We us ours Ourselves
2nd You you yours Yourselves
3rd They them theirs Themselves
3. Adjective
An adjective modifies a noun or a pronoun by describing, identifying, or
quantifying words. An adjective usually precedes the noun or the pronoun which it
modifies. An adjective can be modified by an adverb, or by a phrase or clause
functioning as an adverb.
A given occurrence of an adjective can generally be classified into one of four
kinds of uses:
1) Attributive adjectives are part of the noun phrase headed by the noun they
modify; for example, happy is an attributive adjective in "happy people". In
English, attributive adjectives usually precede their nouns in simple phrases,
but often follow their nouns when the adjective is modified or qualified by a
phrase acting as an adverb
2) Predicative adjectives are linked via a copula or other linking mechanism to
the noun or pronoun they modify; for example, happy is a predicate adjective
in "they are happy" and in "that made me happy."
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3) Absolute adjectives do not belong to a larger construction (aside from a
larger adjective phrase), and typically modify either the subject of a sentence
or whatever noun or pronoun they are closest to; for example, happy is an
absolute adjective in "The boy, happy with his lollipop, did not look where he
was going."
4) Nominal adjectives act almost as nouns.
4. Verb
A verb is often defined as a word which shows action or state of being. The verb
is the heart of a sentence - every sentence must have a verb. One of the most
important things about verbs is their relationship to time. Verbs tell if something has
already happened, if it will happen later, or if it is happening now. For things
happening now, we use the present tense of a verb; for something that has already
happened, we use the past tense; and for something that will happen later, we use
the future tense.
Table 3. Examples of Tenses-Changing Verb
Present Past Future
Look looked will look
Move moved will move
Talk talked will talk
Present Past Future

See saw will see
Hear heard will hear
Speak spoke will speak
5. Adverb
An adverb can modify a verb, an adjective, another adverb, a phrase, or a clause.
An adverb indicates manner, time, place, cause, or degree and answers questions
such as "how," "when," "where," "how much". While some adverbs can be identified
by their characteristic "ly" suffix, most of them must be identified by untangling the
grammatical relationships within the sentence or clause as a whole. Unlike an
adjective, an adverb can be found in various places within the sentence.
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Table 4. Examples of Adverb Usage in Sentences
Do it now. I always do my homework
I will see you then. We sometimes get confused.
They will be here soon. He usually gets good grades.
I can't meet you today. I never went skiing.
Let's go tomorrow. She rarely eats a big breakfast.
They told me yesterday. He was once on TV.
Have you traveled recently? He saw the movie twice.
6. Preposition
A preposition describes a relationship between other words in a sentence. In it,
words like "in" or "after" is rather meaningless and hard to define in mere words.
Table 5. Several Commonly Used Prepositions
about concerning onto
above despite on top of
according to down out
across during out of
after except outside
against except for over
along excepting past
along with for regarding
among from round
apart from in since
around in addition to through
as in back of throughout
as for in case of till
at in front of to
because of in place of toward
before inside under
behind in spite of underneath
below instead of unlike
beneath into until
beside like up
between near upon
beyond next up to
but* of with
by off within
by means of on without
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7. Conjunction
A conjunction is a word that "joins" or connects other words or groups of words.
We may also state that a conjunction joins two parts of a sentence. Conjunctions
have three basic forms:
Single Word
(and, but, because, although)
Compound (often ending with as or that)
(provided that, as long as, in order that)
Correlative (surrounding an adverb or adjective)
(so...that)
Conjunctions have two basic functions or "jobs":
Coordinating conjunctions (always come between the words or clauses
that they join) are used to join two parts of a sentence that are grammatically
equal
Subordinating conjunctions (usually come at the beginning of the
subordinate clause) are used to join a subordinate dependent clause to a
main clause.
Illustration 1. Coordinative & Corelative Conjunction
and ; or; both...and; not onlybut also;

eitheror; neithernor
Illustration 2. Subordinative Conjunction

after in order (that) unless
although insofar as until
as in that when
as far as lest whenever
as soon as no matter how where
as if now that wherever
as though once whether
because provided (that) while
before since why
even if so that how
even though supposing (that) than
if that inasmuch as
in case (that) though till
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Illustration 3. Conjunctive Adverb
after all in addition next

also incidentally nonetheless
as a result indeed on the contrary
besides in fact on the other hand
consequently in other words otherwise
finally instead still
for example likewise then
furthermore meanwhile therefore
hence moreover thus
however nevertheless
8. Interjection
Interjection is a big name for a little word. Interjections are short exclamations like
Oh!, Um or Ah! They have no real grammatical value but we use them quite often,
usually more in speaking than in writing. When interjections are inserted into a
sentence, they have no grammatical connection to the sentence. An interjection is
sometimes followed by an exclamation mark (!) when written.
Table 6. Several Examples of Interjection

Interjection Meaning Example
expressing pleasure "Ah, that feels good."
expressing realization "Ah, now I understand."
Ah
expressing resignation "Ah well, it can't be heped."
expressing surprise "Ah! I've won!"
Alas expressing grief or pity "Alas, she's dead now."
expressing pity "Oh dear! Does it hurt?"
Dear
expressing surprise "Dear me! That's a surprise!"
"It's hot today." "Eh?" "I said it's
asking for repetition
hot today."
Eh expressing enquiry "What do you think of that, eh?"
expressing surprise "Eh! Really?"
inviting agreement "Let's go, eh?"
Er expressing hesitation "Lima is the capital of...er...Peru."
expressing greeting "Hello John. How are you today?"
hello, hullo expressing surprise "Hello! My car's gone!"
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calling attention "Hey! look at that!"
Hey
expressing surprise, joy etc "Hey! What a good idea!"
Hi expressing greeting "Hi! What's new?"
expressing hesitation,
Hmm "Hmm. I'm not so sure."
doubt or disagreement
expressing surprise "Oh! You're here!"
oh, o expressing pain "Oh! I've got a toothache."
expressing pleading "Oh, please say 'yes'!"
Ouch expressing pain "Ouch! That hurts!"
"Uh...I don't know the answer to
Uh expressing hesitation
that."
uh-huh expressing agreement "Shall we go?" "Uh-huh."
um, umm expressing hesitation "85 divided by 5 is...um...17."
expressing surprise "Well, I never!"
Well
introducing a remark "Well, what did he say?"
B. Derivative
An English word can consist of three parts: the root, a prefix and a suffix. The root
is the part of the word that contains the basic meaning (definition) of the word. The
root is the base element of the word. A prefix is a word element that is placed in front
of a root. A prefix changes the word's meaning or makes a new word. A suffix is a
word element that is placed after the root. The suffix changes the word's meaning as
well as its function (use). Prefixes and suffixes are called affixes because they are
attached to a root.
Illustration 4. Noun, Adjective, Verb, and Adverb Forming with Affixes
anti-; auto-; bi-; co; counter-; dis-; ex-; hyper-; in-;

inter-; kilo-; mal-; mega-; mis-; mini-; mono-; neo-;
out-; poly-; pseudo-; re-; semi-; sub-; super-; sur-;
tele-; tri-; ultra-; under-; vice-; -tion/-sion; -er; -ment;
-ant/-ent; -age; -al; -ance/-ence; -ery/-ry; -or; -ism; -
ship; -ity; -ness; -cy; -logy; -nomy; -ure; -hood
-al; -ent; -ive; -ous; -ful; -less; -able; un-; im-; in-; ir-; il-;
non-; dis-; -ish; -ed; -ing
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re-; dis-; over-; un-; mis-; out-; be-; co-; de-; fore-; inter-
; pre-; sub-; trans-; under-; en-; -ise; -ate; -fy; -en; -ed;
-ing
-ward, -ly, adverb of time, place, manner, frequency

and others
C. Sentences
A sentence is defined an expression in natural language, and often defined to
indicate a grammatical unit consisting of one or more words that generally bear
minimal syntactic relation to the words that precede or follow it. A sentence can
include words grouped meaningfully to express a statement, question, exclamation,
request, command or suggestion.
Based on the structure (the number and types of finite clauses), sentences are
divided into four different types:
a. A simple sentence consists of a single independent clause with no
dependent clauses;
b. A compound sentence consists of multiple independent clauses with no
dependent clauses. These clauses are joined together using conjunctions,
punctuation, or both;
c. A complex sentence consists of at least one independent clause and one
dependent clause;
d. A complex-compound sentence (or compound-complex sentence)
consists of multiple independent clauses, at least one of which has at least
one dependent clause;
While based on the purpose, sentenced can be classified as:
a. A declarative sentence or declaration, the most common type, commonly
makes a statement: "I am going home."
b. An interrogative sentence or question is commonly used to request
information "When are you going to work?"
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c. An exclamative sentence or exclamation is generally a more emphatic form
of statement expressing emotion: "What a wonderful day this is!"
d. An imperative sentence or command tells someone to do something: "Go to
work at 7:30 in the morning!"
1. Simple Sentence
A simple sentence is a sentence structure that contains one independent clause
and no dependent clauses.
Illustration 5. Simple Sentence Formula
My aunt enjoyed taking the hayride with you.

China's Han Dynasty marked an official recognition of Confucianism.
2. Compound Sentence
A compound sentence is composed of at least two independent clauses. It does
not require a dependent clause. The clauses are joined by a coordinating conjunction
(with or without a comma), a correlative conjunction (with or without a comma), a
semicolon that functions as a conjunction, or a conjunctive adverb preceded by a
semicolon. A conjunction can be used to make a compound sentence. The use of a
comma to separate two independent clauses is called a comma splice and is
generally considered an error (when used in the English language).
Illustration 6. Compound Sentence Formula
The clown frightened the little girl, and she ran off screaming.
The Freedom Riders departed on May 4, 1961, and they were determined to
travel through many southern states.
3. Complex Sentence
A complex sentence is a sentence with one independent clause and at least one
dependent clause.
Illustration 7. Complex Sentence Formula
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After Mary added up all the sales, she discovered that the lemonade stand
was 32 cents short.
While all of his paintings are fascinating, Hieronymus Bosch's triptychs, full of
mayhem and madness, are the real highlight of his art.
4. Complex-Compound Sentence
A complex-compound sentence or compound-complex sentence is a sentence
with at least two independent clauses and one or more dependent clauses (also
known as subordinate clauses).
Illustration 8. Complex-Compound Sentence Formula
Catch-22 is widely regarded as Joseph Heller's best novel, and because

Heller served in World War II, which the novel satirizes, the zany but savage
wit of the novel packs an extra punch.
We decided that the movie was too violent, but our children, who like to watch
scary movies, thought that we were wrong.
D. Articles
Article is is a word that combines with a noun to indicate the type of reference
being made by the noun. Articles are usually characterized as either definite or
indefinite. A definite article indicates that its noun is a particular one (or ones)
identifiable to the listener. It may be the same thing that the speaker has already
mentioned, or it may be something uniquely specified. The definite article in English
is "the". An indefinite article indicates that its noun is not a particular one (or ones)
identifiable to the listener. It may be something that the speaker is mentioning for the
first time, or its precise identity may be irrelevant or hypothetical, or the speaker may
be making a general statement about any such thing. The indefinite article in English
is "a" and "an".
The form an is used before words that begin with a vowel sound (even if
spelled with an initial consonant, as in an hour), and a is used before words that
begin with a consonant sound (even if spelled with a vowel, as in a University).
21 | P a g e
1. Indefinite Article (a/an)
In English, the indefinite articles are "a, an, some, any." They are "indefinite"
because they do not refer to a particular thing as "the" does, but simply refer
to an object or person in a non-specific way, that is, we do not specify
exactly to which person or object we are referring to.
A white house on a green hill.
A cat ate the sardine
It is normal to use the indefinite article when we mention someone or
something for the first time in our conversation or text.
I've finally got a good job.
We bought a new computer and it was cheap.
Would you like a drink?
"A" and "an" are also used to refer to a particular member of a group or
class.
She is an English teacher.
He wants to be a dancer.
John is an Englishman.
We also use the indefinite article to talk about price / weight, speed.
This car does 240 km an hour.
It is 10 euros a kilo.
Certain numbers in English require the presence of an indefinite article.
A hundred, a thousand, a million
With singular nouns, after the words "what" and "such".
What a day!
What a shame!
She's such a beautiful girl.
Meaning "one", referring to a single object or person.
I'd like an orange and two lemons please.
The burglar took a diamond necklace and a valuable painting.
22 | P a g e
2. Definite Article (the)
The definite article is used before singular and plural nouns when the noun is
specific or particular. The signals that the noun is definite, that it refers to
a particular member of a group.
The dog that bit me ran away.
"The" is used to refer to something which has already been mentioned.
An elephant and a mouse fell in love. The mouse loved the elephant's
long trunk, and the elephant loved the mouse's tiny nose.
The is required when the noun it refers to represents something in the
abstract.
The United States has encouraged the use of the private automobile as
opposed to the use of public transit.
We use the definite article with certain kinds of proper nouns.
Geographical places
the Sound, the Sea of Japan, the Mississippi, the West, the Sahara
Pluralized names (geographic, family, teams)
the Netherlands, the Bahamas, the Hamptons, the Johnsons, the New
England Patriots , the Kusmanadji, the STANERS
Public institutions/facilities/groups
the Wadsworth Atheneum, the Sheraton, the House, the Presbyterian
Church, the hospital, the PLASMA
Newspapers
the Times, the Jakarta Post, the Media Indonesia
Nouns followed by a prepositional phrase beginning with "of
the leader of the gang, the president of our club, the Head of Marketing
We use the definite article with names of rivers, oceans, and seas; points
on the globe; deserts, forests, gulfs, and peninsulas.
the Nile, the Pacific; the Equator, the North Pole; the Sahara, the Persian
Gulf, the Green Forest, the Korea Peninsula
23 | P a g e
We DO NOT use the definite article (the) with:
names of most countries/territories
Italy, Mexico, Bolivia; however, the Netherlands, the Dominican Republic,
the Philippines, the United States
names of cities, towns, or states
Seoul, Manitoba, Miami
names of streets
Washington Blvd., Main St.
names of lakes and bays
Lake Titicaca, Lake Erie except with a group of lakes like the Great Lakes
names of mountains
Mount Everest, Mount Fuji except with ranges of mountains like the Andes
or the Rockies or unusual names like the Matterhorn
names of continents
(Asia, Europe)
names of islands
(Easter Island, Maui, Key West) except with island chains like the
Aleutians, the Hebrides, or the Canary Islands
E. Determiner & Quantifier

1. Determiner
Determiners are words placed in front of a noun to make it clear what the noun
refers to. They may clarify:
to define something or someone
to state the amount of people, things or other nouns
to state possessives
to state something or someone is specific
to state how things or people are distributed
to state the difference between nouns
to state someone or something is not specific
24 | P a g e
Determiner can be classified into:
Definite and Indefinite articles
the, a, an
Demonstratives
this, that, these, those
Possessives
my, your, his, her, its, our, their
Quantifiers
a few, a little, much, many, a lot of, most, some, any, enough, etc.
Numbers
one, ten, thirty, etc.
Distributives
all, both, half, either, neither, each, every
Difference words
other, another
Question words
Which, what, whose
Defining words
which, whose
2. Quantifier
Like articles, quantifiers are words that precede and modify nouns. They tell us
how many or how much. Selecting the correct quantifier depends on your
understanding the distinction between Count and Non-Count Nouns. Quantifiers are
words that are used to state quantity or amount of something without stating the
actually number. Quantifiers answer the questions "How many?" and "How much?"
Quantifiers can be used with plural countable nouns and uncountable nouns.
There are 3 main types of quantifiers.
quantifiers that are used with countable nouns;
quantifiers that are used with uncountable nouns;
quantifiers that are used with either countable nouns or uncountable nouns.
25 | P a g e
Table 7. Forms of Quantifier
Countable Uncountable Examples
Much I don't have much money.
X
Many I don't have many apples.
X -
We know few people in the area. I would
Few
X - like to get to know more.
We know a few people in the area. I know

A few
X - enough people to keep me happy.
I know little English. I am going to have a

Little
- X problem getting around England.
I know a little English, at least enough to

A little
- X get England.
Enough I have enough money.
X X
Plenty I have plenty of money.
X X
Table 8. Forms of Quantifier 2

many, both,
much, less, some, any, most, several, each,
little, a little, more, all, a lot of, few/fewer/fewest, every, any,
very little no, none of the a few, one of the, a one
couple of
Count
singular XX
Count
plural XX XX
Non-count
XX XX
26 | P a g e
F. Adjective Word Order
In forming a noun phrase, adjectives always go before nouns in English. There
are rules about putting the right order of each different adjective before the noun. The
orders are:
1. Numbers 7. Humidity
one, two, first wet, dry
2. Opinion/judgement 8. Shape
clever, beautiful, funny, lazy round, square, pointed
3. Size/appearance/length 9. Colour
big, tall,short, long white, pink, blue
4. Weight 10. Nationality or origin
slim, fat, skinny British, Sudanese, Egyptian
5. Age 11. Material
young, new, old synthetic, cotton, metal, paper
6. Temperature 12. Purpose & defining adjectives
hot, cold, warm engagement ring, shopping trolley,
gardening gloves, sunny day
Several examples of adjective word order in sentences are as follow:

The interesting, small, rectangular, blue car is parked in my space.
My father lives in a lovely, gigantic, ancient, brick house.
I have an annoying, small, circular, American, tin, alarm clock waking me up.
They all received several dazzling, small, ancient, gold coins.
She owns a stunning, large, old, brown dog named Boris.
G. Participial Adjective
The participial adjectives are a major subclass of adjectives. They can be
distinguished by their endings, either er or ing. Some exceptions to the rules
include misunderstood and unknown, which also function like these special
adjectives even though they do not end in ed. They are called participial adjectives
because they have the same endings as verb participles.
27 | P a g e
These adjectives are really meant to function like any other adjective: they help to
describe a noun. They might come from a verb form, or they might merely imitate the
structure, but they always function as a descriptive adjective.
Several examples of participial adjectives are given below:
The tempting cookie platter made my mouth salivate.
The fascinating book was a thrilling read.
The interesting story made a compelling point.
Sally was bored by the conversation.
I am tired today, and my work is really tiring.
My frustrating experience at the restaurant made me angry.
I have been agitated long enough.
H. Modals
A modal verb (also modal, modal auxiliary verb, modal auxiliary) is a type of
auxiliary verb that is used to indicate modality. They are used to moderate the main
verb, that is to enhance or restrict the verb to a certain context. Modals are followed
by only the base form of the verb and are not used alone unless there is a clear
connection to a main verb. Below are some common modals in English.
may had better

polite request (only with I or we) advisability with threat of bad
result
formal permission
less than 50% certainty (be) supposed to
might expectation
unfulfilled expectation
less than 50% certainty
polite request (rare) must
should strong necessity

prohibition (negative)
advisability
95% certainty
90% certainty (expectation)
have to
ought to
necessity
advisability
lack of necessity (negative)
90% certainty
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(be) going to can
100% certainty (prediction) ability/possibility
definite plan (intention) informal permission
unfulfilled intention informal polite request
could impossibility (negative only)
past ability used to
polite request repeated action in the past
suggestion (affirmative only) past situation that no longer exists
less than 50% certainty shall
impossibility (negative only) polite question to make
(be) able to suggestion
future with I or we as Subject
ability
would
preference
repeated action in the past
polite for want (with like)
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CHAPTER REVIEW EXERCISE
Find and correct the mistake!

1. It was so difficult for American Indians to negotiate a peace treaty in their native
A B
language that they used a universal understood form of signs language. No error
C D E
2. The Professor was considering postponing the examination until the following
A B C
week because the students confusion. No error.
D E
3. Mira accidentally cut her while she was chopping the vegetables the moment
A B C
you were not home. No error.
D E
4. Accountancy is a branch of mathematical science that is useful for
A B C
discovering the causes of success and failure in business. No error.
D E
5. The manager was frustrated when he learnt about the disappointed results of
A B C
the training course for the employees. No error.
D E
6. Bacterias are the smallest living things which are simple organism that
A B C
consist of one cell. No error.
D E
7. Physiocrats, is a group of French thinkers and writers, developed the idea of
A B C
the economy as a circular flow of income and output. No error.
D E
8. Kalimongso Daily Digest is one of the most well known newspaper in town
A B
for it always serves the latest and most reliable news. No error.
C D E
9. We have only a little money left that we simply cant afford to buy anything for
A B C
our dinner tonight. No error.
D E
10. The properly role of government provides a starting point for the analysis of
A B C
public finance in a country. No error.
D E
11. Eventhough his disabilities force him to be not as strong as common people,
A B C
the young man never gave up his spirit in learning. No error.
D E
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CHAPTER
TENSES
2
advance rules of Tenses in their daily oral and written english activities and be
able to master all related exercises to measure their understanding about the
materials.
A. Present Tense
In general, Present Tense is used to express action at the present; a state of
being; an occurrence in the (very) near future; or an action that occurred in the past
and continues up to the present.
1.1. Present Simple
Present Simple is used to express permanent actions, actions that happen on a
regular basis, general facts, statements that are always true, existence, feeling, static
verbs, general actions.
Illustration 9. Present Simple Tense Formula
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Several examples of Present Simple Tense in sentences are given below:
My brother always goes to scholl at 7 in the morning.
She doesnt come to this group discussion too often.
Do they know that they are all grown ups who ought to behave politely?
My grandfather is a patriot who once fight for this nations independence.
They are not the the students of this institution.
What do I have to do to make up my mistakes to you?
Why does she have to come to scholl on this holiday?
1.2. Present Progressive (Continous)

Present Progressive (Continous) is used to elaborate the idea of temporary
actions, an action which is going to be happened in the near future, an action which
is happening/in progress at the time of speaking/writing, a future action which is
planned.
Illustration 10. Present Progressive Tense Formula
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Several examples of Present Progressive Tense in sentences are given below:
I am working on my Chemistry project right now.
Anita and her friends are playing in the garden.
They are not watching the program on the television.
Why aren't you doing your homework?
I surely need money now, would you please lend me some?
This book belong to Rani; they are not mine.
I remember the formula now; we have to provide extra salt on the recipe!
1.3. Present Perfect

Present Perfect is used to express an action which has connection with the past,
the exact time of the action is not known, the action is not completed at the time of
speaking/writing, the action happened before expected, the action has been repeated
numerous time, and is expected to be repeated in the future.
Illustration 11. Present Perfect Tense Formula
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Several examples of Present Perfect Tense in sentences are given below:
They have moved into a new apartment.
I have flown on an airplane many times.
So far this week, I have had two tests and a quiz.
I think I have met him once before.
There have been many earthquakes in California.
Have you read the book yet?
Nobody has ever climbed that mountain.
1.4. Present Perfect Progressive (Continous)

Present Perfect Progressive (Continuous) is an absolute-relative tense that refers
to a time located in the future, relative to a contextually determined temporal
reference point that itself must be located in the past relative to the moment of
utterance.
Illustration 12. Present Perfect Progressive Tense Formula
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Several examples of Present Perfect Tense in sentences are given below:
I have been sitting here since seven oclock.
It has been raining all day.
She has been thinking about changing her major.
My back hurts, so I have been sleeping on the floor lately.
Andrew has been working at the same store for about ten years.
They have been talking for the last hour.
She has been working at that company for three years.
What have you been doing for the last 30 minutes?
James has been teaching at the university since June.
B. Past Tense
In Past Tense, the verb is used to express action, activity, state or being in the
past of the current moment (in an absolute tense system), or prior to some other
event, whether that is past, present, or future (in a relative tense system).
2.1. Past Simple
Past Simple is used to express the idea that an action started and finished at a
specific time in the past. Sometimes, the speaker may not actually mention the
specific time, but they do have one specific time in mind.
Illustration 13. Past Simple Tense Formula
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Several examples of Past Simple Tense in sentences are given below:
I saw a movie yesterday.
Last year, I didn't travel to Korea.
Did you have dinner last night?
I finished work, walked to the beach, and found a nice place to swim.
He arrived from the airport at 8:00 and checked into the hotel at 9:00.
Shauna studied Japanese for five years.
2.2. Past Progressive (Continous)

Past Progressive (Continuous) is used to indicate that a longer action in the past
was interrupted. The interruption is usually a shorter action in the Simple Past.
Remember this can be a real interruption or just an interruption in time.
Illustration 14. Past Progressive Tense Formula
Several examples of Past Progressive Tense in sentences are given below:

I was watching TV when she called.
When the phone rang, she was writing a letter.
While we were having the picnic, it started to rain.
What were you doing when the earthquake started?
I was listening to my iPod, so I didn't hear the fire alarm.
Last night at 6 PM, I was eating dinner.
I was studying while he was making dinner.
Were you listening while he was talking?
Thomas wasn't working, and I wasn't working either.
36 | P a g e
2.3. Past Perfect
Past Perfect is used to express the idea that something occurred before another
action in the past. It can also show that something happened before a specific time in
the past.
Illustration 15. Past Perfect Tense Formula
Several examples of Past Perfect Tense in sentences are given below:

I had never seen such a beautiful beach before I went to Kauai.
I did not have any money because I had lost my wallet.
Tony knew Istanbul so well because he had visited the city several times.
We had had that car for ten years before it broke down.
George had repaired many cars before he received his mechanic's license.
She had visited her Japanese relatives once in 1993 before she moved here.
37 | P a g e
2.4. Past Perfect Progressive (Continous)
Past Perfect Progressive (Continuous) is used to show that something started in
the past and continued up until another time in the past. "For five minutes" and "for
two weeks" are both durations which can be used with the Past Perfect Continuous.
Notice that this is related to the Present Perfect Continuous; however, the duration
does not continue until now, it stops before something else in the past.
Illustration 16. Past Perfect Progressive Tense Formula
Several examples of Past Perfect Tense in sentences are given below:

They had been talking for over an hour before Tony arrived.
She had been working at that company for 3 years when it went broke.
How long had you been waiting to get on the bus?
Mike wanted to sit down because he had been standing all day at work.
Jason was tired because he had been jogging.
Sam gained weight because he had been overeating.
Betty failed the final test because she had not been attending class.
Chef Jones had been preparing the restaurant's fantastic dinners for two
years before he moved to Paris.
The restaurant's fantastic dinners had been being prepared by Chef Jones for
two years before he moved to Paris.
C. Future Tense
Future Tense marks the event described by the verb as not having happened
yet, but expected to happen in the future (in an absolute tense system), or to happen
subsequent to some other event, whether that is past, present, or future (in a relative
tense system).
38 | P a g e
3.1. Future Simple
Simple Future has two different forms in English: "will" and "be going to."
Although the two forms can sometimes be used interchangeably, they often express
two very different meanings. "Will" often suggests that a speaker will do something
voluntarily. Will is also usually used in promises. "Be going to" expresses that
something is a plan. It expresses the idea that a person intends to do something in
the future. It does not matter whether the plan is realistic or not. Both "will" and "be
going to" refer to a specific time in the future and can express the idea of a general
prediction about the future.
Illustration 17. Future Simple Tense Formula
Several examples of Future Simple Tense in sentences are given below:

I will send you the information when I get it.
Will you help me move this heavy table?
He is going to spend his vacation in Hawaii.
Who are you going to invite to the party?
The year 2222 is going to be a very interesting year.
Are you ever going to meet Jane?
Shell be the next best Indonesian Idol.
Will you make dinner?
I will call you when I arrive.
39 | P a g e
If I am elected President of the United States, I will make sure everyone has
access to inexpensive health insurance.
I will be an artist when I am grown up.
3.2. Future Progressive (Continous)

Future Progressive is used to indicate that a longer action in the future will be
interrupted by a shorter action in the future; and to express the idea that two actions
will be happening at the same time. The actions are parallel. Unlike Simple Future
forms, Future Progressive forms are usually interchangeable.
Illustration 18. Future Progressive Tense Formula
Several examples of Future Progressive Tense in sentences are given below:

When I arrive at the party, everybody is going to be celebrating. Some will be
dancing. Others are going to be talking. A few people will be eating pizza, and
several people are going to be drinking beer. They always do the same thing.
While Ellen is reading, Tim will be watching television.
You are still going to be waiting for her when her plane arrives.
I will be watching TV when she arrives tonight.
Tonight at 6 PM, I am going to be eating dinner.
3.3. Future Perfect

Future Perfect is used to express the idea that something will occur before
another action in the future. It can also show that something will happen before a
specific time in the future; and to show that something will continue up until another
action in the future.
40 | P a g e
Illustration 19. Future Perfect Tense Formula
Several examples of Future Perfect Tense in sentences are given below:

The project is going to have been completed before the deadline.
By Monday, Susan is going to have had my book for a week.
How many countries are you going to have visited by the time you turn 50?
By the time I finish this course, I will have taken ten tests.
I am not going to have finished this test by 3 o'clock.
By next November, I will have received my promotion.
3.4. Future Perfect Progressive (Continous)

Future Progressive is used to show that something started in the past and
continued up until another time in the future. The tense is quite similar to Present
Perfect Progressive and Past Perfect Progressive except that most part of the action
is going to be done and finished in the future.
Illustration 20. Future Perfect Progressive Tense Formula
Several examples of Future Perfect Progressive Tense in sentences are given

below:
You will have been waiting for more than two hours when her plane finally
arrives at the airport.
41 | P a g e
They will have been talking for over an hour by the time Thomas arrives.
How long will you have been studying when you graduate?
Jason will be tired when he gets home because he will have been jogging for
over an hour.
The mural is going to have been being painted by the famous artist for over
six months by the time it is finished.
D. Past-Future Tense
The forms of the past future tense are similar in structure and implication to
those of the present or future tense, only the auxiliary verb will or shall appears in
its past form would or should. They find their basic use in indirect quotations,
where they are really conversions from the corresponding present forms in direct
quotations to suit the sequence of tense.
4.1. Past-Future Simple
Past-Future Simple basically expresses about a future plan in the past. The
characteristic is the change of the modals will/shall into would/should.
Illustration 21. Past-Future Simple Tense Formula
Several examples of Past-Future Tense in sentences are given below:

If I had more time, I would come and see her for the last time.
On my last vacation, I had this lovely dream that I would visit Eiffel Tower, yet
all was just a dream.
Professor McGonagall should take the responsibilty when the trial was
conducted a year ago, but he didnt.
I might find my way home if I didnt lose my map.
Were I to be elected the Chairman of the organization, I would elaborate my
programs in re-structuring the management.
42 | P a g e
4.2. Past-Future Progressive (Continous)
Past-Future Progressive is used to state about a situation where an action was
going to be done in the past time. In other words it can be described as a plan that
was about to be happenning in the near future of the past.
Illustration 22. Past-Future Progressive Tense Formula
Examples of Past-Future Progressive Tense in sentences are given below:

This time last year, she would be studying Economics at the University of
Toronto.
When I arrived home last night, my daughter would be watching TV.
While the president would be giving his speech last Monday, the audience
would be listening to him carefully.
I would not be discussing English with my classmates at 2 p.m. last Friday.
Would she be copying the materials at 10 oclock this morning?
4.3. Past-Future Perfect

Past-Future Perfect generally expresses an idea that an action would be finished
in the past. This kind of tenses is commonly used to express regret and wish for
something in the past in case another activity didnot happened which interrupt the
action or even caused the action not to be done at all. Past-Future Perfect is well
known as the result clause for Past Conditional.
Illustration 23. Past-Future Perfect Tense Formula
43 | P a g e
Several examples of Past-Future Perfect Tense in sentences are given below:
I predicted that by 3 p.m. yesterday, I would have finished reading this book.
I thought Barcelona would have scored three goals when the first half was
over. Because its opponent was tough, however, it didnt score even a single
goal.
They thought he would have already bought a gift before he went to his
girlfriends birthday party last night.
He wouldnt have got an accident, if he had not driven fast.
She thought that she wouldnt have read the entire book before she went to
campus yesterday afternoon.
If I had asked come earlier, I would have bought the last copy of the book.
If man had shown concern towards the Earth, it would not have been polluted
to the present extent.
John left for the front; by the time he should return, the field would have been
burnt to stubble.
We would have arrived on time If we walked faster
I thought I would have already fallen asleep by the time Joni got home last
night. I dont know why I was still awake when he did.
We expected that dads plane wouldnt have arrived yet by the time we got to
the air port yesterday. But we were late because the traffic was so terrible.
Because of an immigration documentation problem, my dad knew that he
wouldnt have been home when my mom gave birth last month.
Did they think that he would have bought a gift before he went to his
girlfriends birthday party last night?
4.4. Past-Future Perfect Progressive (Continous)

Past-Future Perfect Progressive is a time form which state about an action that
would be started in the past, would be being done in a certain time of the past, and
would be continued until some other time in the future of the past.
44 | P a g e
Illustration 24. Past-Future Perfect Progressive Tense Formula
Examples of Past-Future Perfect Progressive Tense in sentences are:

It was predicted that when Mr. Dodi retired last month, he would have been
working for this company for forty-five years.
She never expected that she would have been waiting for her boyfriend for 2
hours last night.
I thought I would have been being at school only for 6 hours yesterday. In
fact, I had to wait for another hour because my dads car broke down on the
way to the school.
I was completely sure that on August 17, I would have been living in this
house for 10 years sharp.
I expected that I would have been sleeping for 8 hours last night but I was
awoken by my neighbors long big fight at 1 a.m. It was very loud and I
couldnt fall asleep till morning.
If your neighbor hadnt had a long big fight last night, would you have been
sleeping for 4 hours last night?
If Mr. Dodi were still strong, would he have been working for this company for
more than fifty years?
Did she expect that she would have been waiting for her boyfriend for 2 hours
last night?
45 | P a g e
Change the verbs in the brackects into their correct forms!

1. Usually, I (work) as a secretary at ABT, but this summer I (study) French at a
language school in Paris. That is why I am in Paris.
2. I'm sorry I can't hear what you (say) because everybody (talk) so loudly.
3. Justin (write, currently) a book about his adventures in Tibet. I hope he can
find a good publisher when he is finished.
4. The business cards (be, normally) printed by a company in New York. Their
prices (be) inexpensive, yet the quality of their work is quite good.
5. Sebastian (arrive) at Susan's house a little before 9:00 PM, but she (be, not)
there. She (study, at the library) for her final examination in French.
6. Sandy is in the living room watching television. At this time yesterday, she
(watch, also) television. That's all she ever does!
7. When I (walk) into the busy office, the secretary (talk) on the phone with a
customer, several clerks (work, busily) at their desks, and two managers
(discuss, quietly) methods to improve customer service.
8. When I entered the bazaar, a couple of merchants (bargain, busily) and (try)
to sell their goods to naive tourists who (hunt) for souvenirs. Some young
boys (lead) their donkeys through the narrow streets on their way home. A
couple of men (argue) over the price of a leather belt. I (walk) over to a man
who (sell) fruit and (buy) a banana.
9. Since computers were first introduced to the public in the early 1980's,
technology (change) a great deal. The first computers (be) simple machines
designed for basic tasks. They (have, not) much memory and they (be, not)
very powerful. Early computers were often quite expensive and customers
often (pay) thousands of dollars for machines which actually (do) very little.
Most computers (be) separate, individual machines used mostly as expensive
typewriters or for playing games.
10. Did you hear that Ben was fired last month? He (work) for that import
company for more than ten years and he (work) in almost every department.
Nobody knew the company like he did.
46 | P a g e
11. Matt and Sarah (have) some difficulties in their relationship lately, so they
(go) to a marriage counselor. I hope they work everything out.
12. John (work) for the government since he graduated from Harvard
University. Until recently, he (enjoy) his work, but now he is talking about
retiring.
13. I was really angry at John yesterday. By the time he finally arrived, I (wait)
for over an hour. I almost left without him.
14. Times (change). Computers (become) powerful machines with very
practical applications. Programmers (create) a large selection of useful
programs which do everything from teaching foreign languages to
bookkeeping. We are still playing video games, but today's games
(become) faster, more exciting interactive adventures. Many computer
users (get, also) on the Internet and (begin) communicating with other
computer users around the world. We (start) to create international
communities online. In short, the simple, individual machines of the past
(evolve) into an international World Wide Web of knowledge.
15. When I (get) to the party, Sally and Doug (dance), John (make) drinks, Sue
and Frank (discuss) something controversial, and Mary (complain) about
something unimportant. They are always doing the same things. They are
so predictable.
16. Thomas is an author. He (write) mystery novels and travel memoirs. He
(write) since he was twenty-eight. Altogether, he (write) seven novels, three
collections of short stories and a book of poetry.
17. We were late because we had some car problems. By the time we (get) to
the train station, Susan (wait) for us for more than two hours.
18. Every day I (wake) up at 6 o'clock, (eat) breakfast at 7 o'clock and (leave)
for work at 8 o'clock. However, this morning I (get) up at 6:30, (skip)
breakfast and (leave) for work late because I (forget) to set my alarm.
19. By this time next summer, you (complete) your studies and (find) a job. I, on
the other hand, (accomplish, not) anything. I (study, still) and you (work) in
some new high paying job.
47 | P a g e
CHAPTER
DEGREE OF COMPARISON
3
advance rules of Degree of Comparison in their daily oral and written english
activities and be able to master all related exercises to measure their
understanding about the materials.
A. Introduction
The Degrees of Comparison in English grammar are made with the Adjective
and Adverb words to show how big or small, high or low, more or less, many or few,
etc., of the qualities, numbers and positions of the nouns (persons, things and
places) in comparison to the others mentioned in the other part of a sentence or
expression.
She works as meticulously as you do.
Antonio is not as clever as Andy.
The challenge in my second year of the college is getting harder and harder.
My bike is the same colour as yours.
Anita is more diligent than Rita.
Widya is absolutely the most beautiful girl I have ever known.
The more we tried to conquer the ocean, the more it fought us back.
B. Positive/In-Line Comparison
The Positive/In-Line Comparison can be used to compare two people, places, or
things that are equal or different in some way; and to compare two actions that are
equal or different in some way. Sometimes, it is common not to mention both parts of
the comparison since the meaning is quite clear from the context.
48 | P a g e
Illustration 25. Positive/In-Line Comparison
C. Comparative Comparison
The Comparative Comparison is used when the focus is the difference between
people, places, and things. There are 5 major types of comparative
comparison,namely:
1. using er suffix and than after the adjective/adverb;
(common way of forming comparison with some common 1 or 2 syllable(s)
word)
2. using more and than with the adjective/adverb;
(common way of forming comparison with some common 2 or more syllables
word)
3. using er suffix or more but without than;
(when it is clear which things that are compared)
4. repeated comparative;
(to talk about change; an increase or decrease)
5. double comparative
(to show cause and effect)
Illustration 26. Comparative Comparison
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D. Superlative Comparison
The focus of the superlative Comparison is to single out people, places, and
things from other people, places, and things. The common characteristics of
superlative comparison include the using of the word most and the adding est after
the adjective or the adverb. Sometimes, the superlative comparison can also be
followed by a clause which takes the Present Perfect form with the word ever.
Illustration 27. Superlative Comparison
E. Common Exceptions
Some words below do not take any suffix or any other word before them, but
have changes in their spelling and pronunciation; different from the original form.
Illustration 28. Exceptions in Comparison
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Change the verbs in the brackects into their correct forms!

1. This flower is (beautiful) than that one.
2. This is the (interesting) book I have ever read.
3. Non-smokers usually live (long) than smokers.
4. Which is the (dangerous) animal in the world?
5. A holiday by the sea is (good) than a holiday in the mountains.
6. It is strange but often a coke is (expensive) than a beer.
7. Who is the (rich) woman on earth?
8. The weather this summer is even (bad) than last summer.
9. He was the (clever) thief of all.
10. She greeted me (polite) of all.
11. She smiled (happy) than before.
12. This girl dances (graceful) of all.
13. Could you write (clear) ?
14. Planes can fly (high) than birds.
15. He had an accident last year. Now, he drives (careful) than before.
16. Jim can run (fast) than John.
17. Our team played (bad) of all.
18. He worked (hard) than ever before.
Combine the ideas given into a double comparative!

1. As he got older, he became more and more bad-tempered.
2. He worked hard. He felt very bad.
3. When we think of the exam, we get more and more excited.
4. As this road gets busier, it becomes more and more dangerous.
5. When you get near to the Equator, the temperature becomes high.
6. If she stays in England a long time, her English will be very good.
7. When I write fast, my writing becomes illegible.
8. As I try hard to study, I just dont understand the materials.
9. When you feel better, you may find yourself comfortable.
10. The weather is getting hotter when the it reaches April in this city.
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CHAPTER
PASSIVE VOICE
4
advance rules of Passive Voice in their daily oral and written english activities
the materials.
A. General Pattern
The passive is particularly useful (even recommended) in two situations:
1. when it is more important to draw attention to the person or thing acted upon;
2. when the actor in the situation is not important;
The passive voice is used to good effect in a paragraph in which we wish to shift
emphasis from what was the object in a first sentence to what becomes the subject in
subsequent sentences. The Passive can only be formed by an Active-Transitive verb
(the verb that needs an object). The passive can also be formed using modals.
Illustration 29. Passive Voice Formula
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B. Stative Passive
Stative Passive is a type of Passive Voice which describes the result of the
action rather than describes the action. Some characteristics of the form include no
physical actions that are in progress (the action has been done before) and no by-
phrase (not necessarily needed). The past participle verbs used in stative passive
function as adjectives. Below are given some verbs (functioned as adjectives)
commonly used to form the stative passive:
Illustration 30. Verbs Functioned as Adjectives in Stative Passive
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Change the sentences into Passive!

1. Julia rescued three cats.
2. The students handed in the reports.
3. Maria crashed into the blue car.
4. Alex learned the poem.
5. Steven has forgotten the book.
6. The mechanic has not repaired the DVD recorder.
7. They play handball.
8. Sue puts the rucksack on the floor.
9. The girls had lost the match.
10. The teacher is not going to open the window.
11. Kevin asked Dennis a question.
12. She gives him a box.
13. The waiter brought Fred a big steak.
14. The teacher told us a joke.
Choose the correct answer!

1. I'll never forget the earthquake (was happening /that happened) in Italy. It
(occurred was occurred) on April 6, 2009.
2. We (married / got married) in 2007, so I may say that we (are married /
married) now.
3. When I saw the original of Renoir's painting 'Le Moulin de la Galette' in the
museum, I was so absorbed (on / at / in / from / with) it that when my
husband tapped me on the shoulder, I jumped out of my skin.
4. According to the survey, some teenagers are addicted (from / at / about / with
/ to shopping and need treatment.
5. We are obliged (from / with / for / about / to) my sister and her husband for
looking after our daughter when we go to America.
6. Marie Antoinette, the last Queen of France, is best remembered (about / for /
to / from / of) reportedly saying, "Let them eat cake." when she was told that
the peasants of Paris were rioting because they had no bread to eat.
54 | P a g e
CHAPTER
QUESTION TAG
5
advance rules of Question Tag in their daily oral and written english activities
the materials.
A tag question is a special construction in English. It is a statement followed by a

mini-question. The whole sentence is a "tag question", and the mini-question at the
end is called a "question tag". We use tag questions at the end of statements to ask
for confirmation. They mean something like: "Am I right?" or "Do you agree?" They
are very common in English. The rules, including the exceptions are illustrated below.
Table 9. Basic Rules of Tag Question
+ -
Positive statement, negative tag?
Snow is white, isn't it?
- +
Negative statement, positive tag?
You don't want to lose me, do you?
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Table 10. Imperative Tag Question
Tag Question Notes
Invitation Take a seat, won't you? polite
Help me, can you? quite friendly
Help me, can't you? quite friendly (some irritation?)
Close the door, would you? quite polite

Order
Do it now, will you? less polite
with negative imperatives only will

Don't forget, will you?
is possible
Table 11. Exceptions in Tag Question

I am right, aren't I? aren't I (not amn't I)
You have to go, don't you? you (do) have to go...
I have been answering, haven't I? use first auxiliary
treat statements with nothing,

Nothing came in the post, did it?
nobody etc like negative statements
Let's go, shall we? let's = let us
He'd better do it, hadn't he? he had better (no auxiliary)
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Provide the appropriate Tag questions!
1. She is collecting stickers, _______ ?
2. We often watch TV in the afternoon, _______ ?
3. You have cleaned your bike, _______ ?
4. John and Max don't like Maths, _______ ?
5. Peter played handball yesterday, _______ ?
6. They are going home from school, _______ ?
7. Mary didn't do her homework last Monday, _______ ?
8. He could have bought a new car, _______ ?
9. Kevin will come tonight, _______ ?
10. I'm clever, _______ ?
11. The car isn't in the garage, _______ ?
12. You are John, _______ ?
13. She went to the library yesterday, _______ ?
14. He didn't recognize me, _______ ?
15. Cars pollute the environment, _______?
16. Mr. Pritchard has been to Scotland recently, _______ ?
17. The trip is very expensive, _______ ?
18. He won't tell her, _______ ?
19. Hugh had a red car, _______ ?
20. Teresa is an accountant, _______ ?
21. Jacques and Alicia are students, _______ ?
22. You and I are busy right now, _______ ?
23. We must lock the doors, _______ ?
24. You wouldn't want to invite my Dad, _______ ?
25. Let's go for a walk, _______ ?
26. Close the window for me, _______ ?
27. Please deliver these gift to your parents, _______ ?
28. Lets attend Prof. Mariams seminar, _______ ?
29. Its going to rain soon, Irma, so please just stay inside, _______ ?
30. Everything for our camping plan has been set, _______ ?
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CHAPTER
CAUSATIVE
6
advance rules of Causative in their daily oral and written english activities and be
able to master all related exercises to measure their understanding about the
materials.
Causative is an expression of an agent causing, letting, making or forcing a

subject to perform an action or to be in a certain condition. It expresses the idea of
someone causing someone to do something or something to take place. Causative is
devided into Active and Passive Form which is actually different in the using of the
verb.
Illustration 31. Causative Sentence Formula
Several examples of causative sentences are:

I have my brother apply for that prestigious scholarship.
Yesterday, Maria made her old laptop repaired at that gadget store.
Mr. Kusmanadji let the students prepare their final paper in English.
The teacher get the students to finish their paper at home.
Last night, Irma get the report taken by her staff.

58 | P a g e
Provide the correct verb form for each sentence!

1. Instead of buying a new bicycle, why don't you have your old one (fix).
2. My mom always makes me (clean up) my room on Saturday mornings.
3. Your car engine is making some strange sounds. Why don't you have a
mechanic (look) at it?
4. We should get Ben (buy) us some concert tickets when he goes to get his.
5. The government requires new drivers (display) a sticker with a large N on it
on their cars for the first couple of years.
6. When I was little, my parents always made me (walk) to school because they
thought it was too lazy to take the bus.
7. Yesterday I had my car (repair).I found a good mechanic on the Internet.
8. Are you having your room (clean) now? Let's go for a walk then!
9. She has always wanted to have red curly hair.She is having her hair (do).
10. I am going to have the mechanic (repair) my car.
11. My right leg really hurt, so I went to the doctor's to have it (examine).
12. I am going to have the gardener (water) my plants.
13. I had my sister (check) this maths exercise.She loves trigonometric functions.
14. I am going to have Peter (look at) my old computer.Perhaps he will be able to
mend it.
15. I am going to have the hairdresser (dye) my hair.
Give the appropriate Causative verb!

1. I _______ my uncle to fix my car when it gets damage.
2. She _______ her sister take care of the children
3. Yesterday Sara _______ Sam to clean her room
4. I always _______ a professional cut my hair
5. We usually _______ our brother to decor the house.
6. She will _______ a professional paint the house
7. Yesterday they _______ Mario to clean the rug.
59 | P a g e
CHAPTER
CONDITIONAL & SUBJUNCTIVE
7
advance rules of Conditional & Subjunctive in their daily oral and written
english activities and be able to master all related exercises to measure their
A. Conditional
Conditional Sentences are also known as Conditional Clauses or If Clauses.
They are used to express that the action in the main clause (without if) can only take
place if a certain condition (in the clause with if) is fulfilled. All conditional sentences
contain a dependent clause and an independent clause. The dependent clause
usually begins with if; it expresses a condition. The independent clause expresses a
result of the condition. The if-clause is usually first, but the order of the clauses is
usually not important. There are three types of Conditional Sentences which are
commonly known, namely Future, Present, and Past Conditional.
1.1. Future Conditional
The first conditional/future conditional (also called conditional type 1) is a
structure used for talking about possibilities in the present or in the future.
Illustration 32. Future / First Conditional Formula
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Some rules about the future conditional include:
The verb used in if and result clause are the bare infinitives (without to);
Be forms used in the future conditional for the if clause are the present forms;
It is also possible to use another form of future tense (be going to) for the
result clause;
When if clause is positioned as the beginning of the sentences, do not forget
to insert the comma (,) between the two clauses;
The negative form for the if clause use do not/does not, am/is/are not followed
bare infinitive, while for the result clause the negative form only take not after
the modal;
The fact or the meaning of the future conditional mostly refer to possibility or
probability in the present or the future, therefore there will often be perhaps,
possibly, or probably words in the fact sentences.
Several examples of Future/First Conditional are displayed below:
If I go to my friend's house for dinner tonight, I will take a bottle of wine or
some flowers.
(I am still at home, but there is a possibility that I am going to my friends
house, and there is also possibility that I will take a bottle of wine or some
flowers.)
If the weather is nice, she is going to walk to work.
(The speaker is still not sure whether the weather is nice, but there is a
possibility that she will walk to work when the weather is fine.)
If you help me move tomorrow, I will buy you dinner.
(There is a possibility of your helping me tomorrow.)
1.2. Present Conditional
The present conditional describes a situation now that isn't true or isn't
happening. It is used to talk about what people normally do in real-life situations.
Illustration 33. Present / Second Conditional Formula
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Some rules about the present conditional include:
The verb used in if clause is the past form (V2 / past modal), while for the
result clause is the bare infinitive preceeded by past modal;
Be used in the present conditional for the if clause is were. Was is
incommonly used in English (only some Americans);
The negative form for the if clause use did not + Verb1 or were not followed
bare infinitive, while for the result clause the negative form only take not after
the modal;
The fact or the meaning of the present conditional is always contrary to the
mentioned sentence. The meaning or the fact is in the present tense form.
Several examples of Present/Second Conditional are displayed below:
If she had more time today, she could meet her friend for lunch.
(She doesnt have enough time, therefore she cannot meet her.)
If I knew how to sing, I could probably make a little money playing guitar on
the weekends.
(I am not too good in singing and i hope I will be better next time.)
If the penguin could talk, he would probably tell us human beings to stop
changing the climate.
(The penguin cannot talk and it cannot tell us what it thinks about.)
1.3. Past Conditional
The Past Real Conditional describes what people used to do in particular real-life
situations. It suggests that the habits have changed and you do not usually do these
things today.
Illustration 34. Past / Third Conditional Formula
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Some rules about the past conditional include:
The verb used in if clause is the past perfect form (had + V3 / past perfect
modal), while for the result clause is the present perfect (have + V3/been)
preceeded by past modal;
Be used in the present conditional for the if clause is been preceeded by had;
The negative form for the if clause use had not + Verb3 or had not been,
while for the result clause the negative form take past modal + not before the
present perfect form;
The fact or the meaning of the present conditional is always contrary to the
mentioned sentence. The meaning or the fact is in the past tense form.
Several examples of Present/Second Conditional are displayed below:
If you had told me the truth, I would have believed you.
(You didnt tell me the truth, therefore I didnt believe you.)
If he had worked harder, he'd have received a better grade.
(He didnt receive good grade since he didnt work hard.)
I would have bought that computer if it had been cheaper.
(The computer was expensive that I didnt buy it.)
1.4. Zero Conditional
The zero conditional is a structure used for talking about general truths; things
which always happen under certain conditions.
Illustration 35. Zero Conditional Formula
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Several examples of Zero Conditional Sentences are:
If you cross an international date line, the time changes.

(This always happens; every time someone crosses a date line.)
If it rains, the grass gets wet.
(This is basically always true; the rain makes the grass wet.)
Wood doesn't burn if there is no air.
(This is a scientific fact; wood needs air in order to burn.)
B. Subjunctive
Subjunctive discussed in this chapter focuses more on the using of wish, as if, as
though, and would rather to express hope, desire, or regret which is contrary to the
fact that happens at present or occurred in the past. It can also state about an action
that is not really happening or is not true, or sometimes in other words is called
hypothetical sentence. Another usage of subjunctive is to emphasize the importance
of doing something. There are certain verbs or expression that commonly followed by
subjunctive.
2.1. Expressing Hope, Desire, and Regret
To express hope, desire, or regret in english, it is common to use the word wish,
as if/as though, or would rather. The form for each word is not too different. For the
word wish, it is generally accepted that the sentence after the wish cannot be in
future form, but may refer to future meaning.
Illustration 36. Subjunctive Sentence Formula
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Several examples of the above subjunctive formulas are displayed below:
Noel wishes he had visited the Sorbonne when he was in Paris.
We wish we had been kinder to her before she got sick.
They wish they hadnt spent so much money on their shopping trip.
I'd rather you didn't tell anyone what I said.
"Do you mind if I smoke?" "I'd rather you didn't."
She answered all the questions confidently as if she had read all the materials
from the textbook.
2.2. Emphasizing The Importance Of Doing Something
This type of subjunctive is only noticeable in certain forms and tenses. It can be
used in positive, negative, continuous and passive forms. Regarding the forms for
following some certain verbs, many english language experts classify them as that-
clause (dependent clause) though the meanings are slightly different.
Certain verbs followed by subjunctive include:
advise (that) ask (that) command (that) demand (that)
desire (that) insist (that) propose (that) recommend (that)
request (that) urge (that) suggest (that)
Certain expressions followed by subjenctive include:
It is best It is crucial (that) It is desirable (that)
It is essential It is imperative (that) It is important (that)
It is recommended It is urgent (that) It is vital (that)
It is a good idea It is a bad idea (that)
Several examples of this type of subjunctives are displayed below:
Donna requested Frank come to the party.
The teacher insists that her students be on time.
It is crucial that you be there before Tom arrives.
The boss insisted that Sam not be at the meeting.
We suggested that you be admitted to the organization.
It is crucial that a car be waiting for the boss when the meeting is over.
Professor William suggested that Wilma should study harder for the final
exam.

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Provide the correct verb form for each sentence!

1. You wouldn't have been angry if you (know) the reason.
2. We'll send for the doctor if he (feel) worse.
3. Unless they turn the radio off I (go) mad.
4. Unless it is a nice day we (not go) anywhere.
5. The grass would look better if you (take care) of it.
6. If I had tried it again I think that I (be) successful.
7. If I had a car I (go) to my parents every week.
8. If I (bring) my coat I wouldn't have been so cold.
9. If he (take) my advice he wouldn't have ended up in prison.
10. I wouldn't have ordered dinner for you if I (know) you weren't hungry.
Complete the sentences by using your own words!

1. If he studied the new words, __________.
2. You would have slept much better __________.
3. If you wait a minute, __________.
4. The teacher will not be happy __________.
5. If I were you, __________.
Provide the proper conditional for each situation or fact!

1. Dr. Mercer decided not to accept the research grant at Harvard because he
is going to take six months off to spend more time with his family.
2. She will take care of the children for us next weekend because her
business trip was canceled.
3. She is not worried about the conference tomorrow because she is not
giving a speech.
4. They are not releasing the prisoner next month because there was so much
public opposition to his parole.
5. I will not help you study for your test because you have spent the last two
weeks partying and wasting time.
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CHAPTER
DIRECT & INDIRECT SPEECH
8
advance rules of Direct & Indirect Speech in their daily oral and written english
A. Direct Speech
Direct speech is quoted speech that is presented without modification, as it might
have been uttered by the original speaker. In direct speech, various punctuation
conventions are used to separate the quoted words from the rest of the text: this
allows a reader to follow whats going on. The words from the speaker are given
between quotation marks (" ") in writing.
Illustration 37. Direct Speech General Formula
The basic writing rules of direct speech are as below:

The words that are actually spoken should be enclosed in inverted commas;
Hes very clever, you know.
Every time a new speaker says something, you should start a new paragraph;
They think its a more respectable job, said Jo.
I dont agree, I replied.
There should be a comma, full stop, question mark, or exclamation mark at
the end of a piece of speech. This is placed inside the closing inverted
comma or commas;
Can I come in? he asked.
Just a moment! she shouted.
67 | P a g e
If direct speech comes after the information about who is speaking, you
should use a comma to introduce the piece of speech, placed before the first
inverted comma;
Steve replied, No problem.
If the direct speech is broken up by information about who is speaking, you
need a comma (or a question mark or exclamation mark) to end the first piece
of speech and a full stop or another comma before the second piece (before
the inverted comma or commas).
Youre right, he said. It feels strange.
Thinking back, she said, I didnt expect to win.
No! he cried. You cant leave now!
B. Indirect/Reported Speech
Indirect Speech (also referred to as 'reported speech') refers to a sentence
reporting what someone has said. There are some important things to be taken into
account in forming an indirect speech. The things include the reporting verbs, the
tenses changes, the pronoun changes, and the adverb changes. Reporting verbs are
crucial since they determine whether the subordinate clause will be change. In
general, if the reporting verbs are in present form, it is not necessary to alter the
tenses of the subordinate clause. However, if the reporting verbs are in past form
then there will be changes in the subordinate clause. Sometimes, there are also
special rules for special cases of sentences. Some of the details are:
If the sentence reported is something which is still true, it is not necessary to
change the verb.
D: "My car is bigger than yours."
R: He said his car is / was bigger than mine.
If the event is past tense, and the reporter sees the event from the same
viewpoint as the original speaker, it is not necessary to change the tense.
D: "The earthquake happened at half past seven."
R: The radio said that the earthquake happened at half past seven.
68 | P a g e
Modal verbs could, might, would, should, ought, had better usually do not
change in reported speech.
D: "I should go to the dentist."
R: He said that he should go to the dentist.
If the report is in question, the subject comes before the verb.
D: "Where are you going?"
R: He asked me where I was going.
The auxiliary verbs do/does/did are not used, except in negative questions.
D: "Who doesn't like cheese?"
R: She asked me who didn't like cheese.
To report yes/no questions the reported speech will use if or whether.
D: "Do you want me to come?"
R: I asked him if he wanted me to come.
To report a command/order/request, simply put to infinitive (to+verb1) for
positive sentence or not + to + infinitive (not + to + verb1).
D: Rita orderd her students, "Study hard for your exam!"
R: Rita ordered her students to study hard for their exam.
2.1. Indirect/Reported Statement

The important things to remember is that the changes in the subordinate clause
depend on the reporting verb. If the reporting verb is in present form, there is no
change in the subordinate clause. If the reporting verb is in past form, there will be
some changes in the subordinate clause. the changes include tenses, pronoun, and
adverb. All of the changes below are used for all types of indirect/reported speech
(positive, negative, interrogative, and imperative).
Illustration 38. Indirect / Reported Speech General Formula
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The commonly used reporting verbs for statement forms are as follows:
acknowledge add admit announce answer
argue assert believe claim complain
conclude confess declare deny exclaim
explain indicate maintain mean note
observe promise remark repeat reply
report say state suggest tell
warn write
The tenses changes are:
Table 12. Tenses Changes in Reported Speech
Some of the pronoun changes are:
Table 13. Pronoun Changes in Reported Speech
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While the adverb changes are as displayed below:
Table 14. Adverb Changes in Reported Speech
Some examples of reported speech sentences in statement forms are as follow:

Frank declared: " I am thinking about moving"
Frank declared he was thinking about moving
She said: " I have just seen an old friend of mine"
She said she had just seen an old friend of hers.
He asked: "Paul, how long have you been studying English?"
He asked Paul how long he had been studying English
Anna declared:" I will be announcing my engagement next month"
Anna declared she would be announcing her engagement the following
month
He says the test is difficult.
She has said that she watches TV every day.
Jack will say that he comes to school every day.
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2.2. Indirect/Reported Command/Order/Request
Some rules concerning the forming of Imperative Indirect/Reported Speech are:
Imperative Indirect/Reported Speech applies the base form of the verb
preceeded by to (to + V1). It uses infinitive verb to report:
Instructions;
Commands;
Requests;
Invitations.
To form the negative imperatives, use negative infinitive (not + to + V1).
Illustration 39. Indirect / Reported Command/Order/Request
The reporting verbs used for imperative indirect/reported speech which mean
instructions, commands, requests, or invitations include:
advise ask caution command
demand instruct invite order
say tell urge warn
Some examples of indirect/reported speech in imperative forms are:
He warned us to come early to the meeting.
They instruct us to finish our paper soon.
Prof. Schmit demanded us not to forget to keep working on our project.
2.3. Indirect/Reported Question
The most important rule in forming indirect question is that there will be no
question mark/question form in the sentences (this type of question is also known as
embedded question) although there is a question word in it.
Illustration 40. Indirect / Reported Question
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Indirect questions can be formed by using some reporting verbs or some
common expression introducing embedded questions. If an expression is in a form of
a question with a question mark at the end of the sentences, remember that the
question mark is for the expression, not the indirect question. The common reporting
verbs are:
ask inquire question want to know wonder
While the common expression used to preceed the indirect questions are:
I dont know... I dont understand... I wonder...
Im not sure... I cant remember... I cant imagine...
It doesnt say... Id like to know... I want to understand...
Id like to find out... We need to find out... Lets ask...
Do you know...? Do you understand...? Can you tell me...?
Could you explain...? can you remember...? Would you show me...?
Who knows...?
Several examples of indirect questions or embedded questions are:
He asked if I knew the name of the participants.
The officers of the summit inquired us to provide our invitations.
She doesnt know where the boss had gone for the past three days.
Do you know who set this decoration?
Can you tell me when the next flight leaves?
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Provide the correct indirect speech for each sentence!

1. David : "There is an excellent band playing later on."
2. Christine : "I saw Amy at the bank on Monday."
3. The driver : "I'm going to turn right at the traffic lights."
4. Shop assistant: "Are you looking for something special?"
5. The doctor : "I'll send you the results as soon as they arrive."
6. Charles: "I didn't have time to do my homework."
7. Jason and Victoria: "We will do our best in the exams tomorrow."
8. Patricia: "My mother will celebrate her birthday next weekend."
9. Frank: "How much pocket money does Lisa get?"
10. Andrew: "Will Mandy have lunch with Sue?"
11. Karen: "Don't play football in the garden!"
12. Jamie: "Don't eat so much junk food!"
13. Are you coming with us? he asked me.
14. He asked, When do you intend to make the payment?
15. Do you come from China? said the prince to the girl.
16. The poor man exclaimed, Will none of you help me?
17. Which way should I go? asked the little girl.
18. Alladin said to the magician, What have I done to deserve so severe a
punishment?
19. Dont you know the way home? I said to her.
20. Do you write a good hand? the teacher said to the student.
21. Have you anything to say on behalf of the accused? said the judge finally.
22. Have you anything to tell me, little bird? asked Ulysses.
23. Who are you, sir, and what do you want? they asked.
24. The king was impressed with the magician and asked, What can I do for
you?
25. She asked, What is it that makes you stronger and braver than other men?
26. Can you solve this problem? he asked me.
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CHAPTER
DEPENDENT CLAUSE
9
advance rules of Adjective Clause, Adverb Clause, and Noun Clause in their
daily oral and written english activities and be able to master all related exercises
to measure their understanding about the materials.
A. Introduction
A dependent clause (also called a subordinate clause) is a clause that cannot
stand alone, because something about it implies that there is more to come. On its
own, a dependent clause is left hanging, its meaning incomplete. It must be
combined with an independent clause in order to form a complete sentence. In this
chapter, three types of dependent clause are going to be described; Noun/Nominal
Clause, Adjective clause, and Adverb Clause. Another part of the discussion would
be Reduced Relative Clause.
Several examples of dependent clause are displayed below:
Before the trial ended, but after the judge ruled on the defense motion,
defense counsel preserved her objection for appeal.
Because I was late, I had to run all the way to school.
When Jim studied in the Sweet Shop for his chemistry quiz, it was very noisy.
While Bailey slept on the sofa in front of the television, Samson, the family
dog, gnawed on the leg of the coffee table.
Diane decided to plant tomatoes in the back of the yard where the sun blazed
the longest during the day.
When a six-foot snake slithered across the side walk, Rhonda gasped.
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B. Classification
2.1. Noun/Nominal Clause.
A noun clause is an entire clause that takes the place of a noun in another clause
or phrase. Like a noun, a noun clause acts as the subject or object of a verb or the
object of a preposition. Noun/Nominal clauses may begin with interrogatives:
who whom what which whoever why
whomever whatever when where how
Illustration 41. Noun Clause
Several examples of noun clause are:

That George learned how to swim is a miracle.
Whether Fred can get a better job is not certain.
We didnt know Billy would jump.
Can you tell me if Fred is here?
The truth is Billy was not very smart.
The question is whether other boys will try the same thing.
Billy didnt listen to what Mary said.
He wants to learn about whatever is interesting.
He is happy that he is learning English.
We are all afraid that the final exam will be difficult.
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2.2. Adjective Clause.
An adjective clause is a dependent clause which takes the place of an adjective
in another clause or phrase. Like an adjective, an adjective clause modifies a noun
or pronoun. The words used in adjective clause include who, which, that, whose,
whom, where, and when.
Adjective clauses can be restrictive or nonrestrictive. A restrictive adjective
clause contains information that is necessary to identify the noun it modifies. If a
restrictive adjective clause is removed from a sentence, the meaning of the main
clause changes. A restrictive adjective clause is not separated from the main clause
by a comma or commas. Most adjective clauses are restrictive; all of the examples of
adjective clauses above are restrictive. For example:
People who cant swim should not jump into the ocean.
A nonrestrictive adjective clause gives additional information about the noun it
modifies but is not necessary to identify that noun. If a nonrestrictive adjective clause
is removed from a sentence, the meaning of the main clause does not change. A
nonrestrictive adjective clause is separated from the main clause by a comma or
commas. The relative pronoun that cannot be used in nonrestrictive adjective
clauses. The relative pronoun cannot be omitted from a nonrestrictive clause. For
example:
Billy, who couldnt swim, should not have jumped into the ocean.
Illustration 42. Adjective Clause
Several examples of adjective clause are:

People who are living in glass houses should not throw stones.
Mary applied for a job that was advertised in the paper.
The building where he works is new.
The girl whose mother won the lottery is excited.
Yesterday I met rina to whom I fell in love with two years ago.
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2.3. Adverb Clause
An adverb clause (also known as an adverbial clause) begins with a
subordinating conjunction (such as if, when, because, although) and includes a
subject and a predicate. Like a single-word adverb, an adverbial clause describes a
verb (in the sentence's main clause). Adverb clause may give explanation about
place (where), time (when), cause (why), purpose (why), concession (why
unexpected), or condition (what circumstance).
There some subordinative conjunction often used in adverb clause. Those
conjunctions define time, place, cause and effect, contrast, and condition.
Time:
after, before, when, while, as, by the time, whenever, since, until, as soon
as, once, as long as
Place:
where, in which, on which
Cause and Effect:
because, now that, as, as long as, in as much as, so (that), in order that
Contrast:
although, even though, though, whereas, while
Condition:
if, unless, only if, whether or not, even if, providing (that), provided (that), in
case, in the event (that)
Illustration 43. Adverb Clause
Several examples of adverb clause are:

After he took lessons, George could swim well.
Billy drowned because he couldnt swim.
Although he isnt interested in food, Fred works as a cook.
You must practice if you want to write well.
Although Jay has a Master's degree, he works as a store clerk.
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2.4. Reduced Adjective Clause
Adjective clauses can be reduced to phrases. The relative pronoun must be the
subject of the verb in the adjective clause. Adjective clauses can be reduced to
phrases in two different ways depending on the verb in the adjective clause. The first
one is by substituting the relative pronoun of the adjective clause with bare V-ing for
the predicate (for active meaning sentence). The second option is by substituting the
relative pronoun of the adjective clause with bare V3 (past participle form of verb) (for
passive meaning sentence).
Illustration 44. Reduced Adjective Clause Clause
Other examples of reduced adjective clause are displayed below:

Children playing in the streets may get run over.
STAN students attending DINAMIKA program must register by Friday.
Students not practicing their English during class time today will be punished.
The plane leaving at 6:03 was delayed today.
All the students wishing for a better grade are here studying hard.
The students waiting for their funding from the government were
disappointed.
The books lying on the floor are mine.
I can't find my notebook containing all my addresses.
She has never met the lecturer leading today's seminar.
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Provide the correct answer based on the information given!

1. What time is it?
I would like to know _______ .
2. Why dont they like go dancing?
_______ is a mystery.
3. Who left open the door of the car?
He doesnt saw ________ .
4. Who is the lady in the black dress?
I wonder to know __________ .
5. Whose car is this?
Does he know __________ ?
6. What time did the flight arrive?
She would like to know __________ .
7. How much cost the T-shirt?
Tom didnt ask __________ .
8. Which one is the capital of India?
__________ was the question that the teacher made.
9. When is mothers day?
Melissa doesnt remember __________ .
10. Why she couldnt take the bus on time?
Her mother can understand __________ .
Provide your own words to complete the sentences!
1. I feel that __________ .
2. I wonder if __________ .
3. You are lucky that __________ .
4. It is a fact that __________ .
5. I doubt that __________ .
6. I am worried that __________ .
7. I don't know if __________ .
8. I am amazed that __________ .
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Choose the best answer!
1. I took my car to the garage. My husband asked me where ________.
(A) is my car
(B) my car was
(C) my car is
(D) was my car
(E) is your car?
2. The old lady must have a lot of cats. I don't know how many ________ .
(A) cats does she have
(B) does she has cats
(C) she has cats
(D) cats she has
(E) cats has she
3. Do you know ____________ from the earth? I have no idea.
(A) how far the moon is
(B) how far is the moon
(C) how the moon is far
(D) if how far the moon is
(E) whether how is the moon far
4. Your brother is playing his music too loud. I can't hear what ___________ .
(A) is saying your brother
(B) that your brother is saying
(C) is saying your brother
(D) your brother is saying
(E) your brother says
5. When I left home, my uncle gave me advice. He said __________ give up.
(A) I shouldn't
(B) that shouldn't
(C) don't
(D) that I don't
(E) no
6. Jill didn't want to go there. Her husband insisted that _________ with him.
(A) she come
(B) she came
(C) she had come
(D) she comes
(E) she has come
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7. My boss wants this report immediately. He demanded that it _________
ready by 5:00.
(A) is
(B) will be
(C) be
(D) was
(E) should be
8. Did he tell you where __________ the report when you finish?
(A) should you put
(B) you to put
(C) you put
(D) to put
(E) will you put
9. My friend predicted _____________ receive a lot of praise for my work.
(A) that I would
(B) that I
(C) what would I
(D) what I
(E) that I will
10. My friend saw an accident. He told me ____________ at the scene of the
accident.
(A) if he'd seen
(B) what he saw
(C) what he'd seen
(D) whether he saw
(E) that he'd seen
11. Is it true that all movies will be available online? _______ is wonderful!
(A) That all movies will be available
(B) All movies will be available
(C) Due to the fact that all movies will be available
(D) It is that all movies will be available
(E) Being available all movies
12. Can you tell me how to fix my computer? That depends on ____________
an old computer.
(A) have you
(B) whether you have
(C) that have you
(D) if have you
(E) about your having
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CHAPTER
GERUND & INFINITIVE
10
advance rules of Gerund & Infinitive in their daily oral and written english
A. Introduction
Both gerunds and infinitives can be nouns, which mean they can do just about
anything that a noun can do. Although they name things, like other nouns, they
normally name activities rather than people or objects. Gerunds and infinitives can
function as subject and object. They can also follow some expressions and adjective.
Below are given examples of the using of gerunds and infinitives.
Reading helps you learn English.
The best thing for your health is not smoking.
She wants to go to a movie.
Mary needs to talk about her problems.
I decided not to go.
The most important thing is not to give up.
I saw him going up the stairs.
We had problems finding our way back home.
Its easier to swim downstream.
The discussion about gerunds and infinitives mostly deal with the verbs,
adjective, or expression related to them. There are some words which can only be
followed by gerunds, some can only be followed by infinitives, but some other words
can be followed by either gerunds or infinitives. However, sometimes for the words
followed by either gerunds or infinitives, there are differences in the meanings.
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B. Gerund
Gerund may function as subject and object. It may also follow adjective,
preposition, and noun. Gerund is always singular and is followed by third person
singular singular form of the verb when it is placed as subject. It is also common to
find gerund following go expression. Since gerund is a noun, it can also be placed as
object of possesive adjective pronoun.
Illustration 45. Gerund
List of the verbs followed by gerunds are:

admit advise anticipate appreciate
avoid cant bear cant help celebrate
complete consider delay deny
detest discontinue discuss dislike
endure enjoy feel like finish
forgive imagine justify keep
mention mind miss postpone
practice propose quit recall
recollect recommend regret report
resent resist risk suggest
tolerate understand
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List of preposition combinations followed by gerunds are:
(be) excited about (be) worried about complain about/of
dream about/of talk about/of think about/of
apologize for blame (someone) for forgive (someone) for
have an excuse for have a reason for (be) responsible for
thank (someone) for keep (someone) from prevent (someone) from
prohibit (one) from stop (someone) from believe in
(be) interested in participate in succeed in
(be) accused of (be) capable of for the purpose of
(be) guilty of instead of take advantage of
take care of (be) tired of insist on
(be) accustomed to in addition to (be) committed to
(be) devoted to look forward to object to
(be) opposed to (be) used to
Some expressions followed by gerund are:

have fun/a good time have trouble/difficulty
have a hard time/difficult time spend + time expression/money
waste + time expression/money sit + place expression
stand + place expression lie + place expression
find + pronoun catch + pronoun
There are some expression with go followed by gerund which include:

go boating go bowling go camping go dancing
go fishing go hiking go jogging go running
go sailing go shopping go sightseeing go skating
go skiing go skydiving go swimming
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C. Infinitive
Infinitive (to + V1) can be used both as subject and object. There are some verbs
that can be followed by an infinitive directly but there are also some other verbs
which need an object before the infinitive. To form the negative infinitive, simply place
not before the infinitive. However, the most important thing to remember is that the
negative infinitive sentence may have a very different meaning from a sentence with
a negative main verb.
Illustration 46. Infinitive
List of the verbs followed by infinitive are:

afford agree appear arrange ask
attempt beg care choose consent
claim decide demand deserve expect
fail grow hesitate hope hurry
learn manage mean need neglect
offer pay plan prepare pretend
promise refuse request regret seem
struggle swear volunteer wait want
wish yearn
List of verbs followed by Pronoun + Infinitive are below:

advise allow ask beg cause
challenge convince dare encourage forbid
force hire instruct invite need
order permit persuade remind urge
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List of common adjectives followed by infinitive are below:
glad to happy to pleased to delighted to content to
relieved to lucky to fortunate to sorry to sad to
upset to proud to ready to ashamed to disappointed to
prepared to anxious to eager to willing to motivated to
determined to careful to hesitant to reluctant to afraid to
likely to certain to surprised to amazed to astonished to
shocked to stunned to
List of verbs that can be followed either by gerund or infinitive are:

attempt begin bother cant stand cease
continue forget go on hate intend
like love prefer regret remember
start stop try
List of Perceptive Verbs (verbs that can be followed either by gerund or bare
infinitive (without to-) are:
see notice watch look at observe hear
listen to feel smell taste overhear
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Put Gerund, Infinitive, or Bare Infinitive to replace the word in the bracket!
1. I can't imagine Peter (go) by bike.

2. He agreed (buy) a new car.
3. The question is easy (answer).
4. The man asked me how (get) to the airport.
5. I look forward to (see) you at the weekend.
6. Are you thinking of (visit) London?
7. We decided (run) through the forest.
8. The teacher expected Sarah (study) hard.
9. She doesn't mind (work) the night shift.
10. I learned (ride) the bike at the age of 5.
11. We decided (buy) a new car.
12. They've got some work (do).
13. Peter gave up (smoke) .
14. He'd like (fly) an aeroplane.
15. I enjoy (write) picture postcards.
16. Martha asked me if I fancied(go) to the party.
17. The principal ordered him(stop) (shout).
18. The man threatened (crash) the vase.
19. I cannot delay(write) to him any longer.
20. He keeps(complain) about different things.
21. I regret(not/tell) you earlier.
22. As soon as they had finished (eat) they went to school.
23. I just cannot (persuade) him(tell) the truth.
24. You need not(urge) us (do) it.
25. I absolutely adore (play) the piano.
26. He really desires(go) to that country.
27. I will manage(persuade) him (come)
28. All of us would prefer (speak) to each other more than (write) a test.
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Put Gerund, Infinitive, or Bare Infinitive to replace the word in the bracket!
1. After a short break they will resume (work).

2. I can (swim) very well.
3. I will not forget (send) your letter.
4. They plan (finish) (build) the ground floor this week.
5. I want (talk) to you.
6. I cant help(cry). I am very sad.
7. I will help you (explain) your parents what has happened.
8. They cannot (postpone) (get) married.
9. I have already warned you (not/do) it ever again.
10. I will better choose (not/go).
Complete the text with either Gerund or Infinitive!
Yuri was in his first year at university, studying History. He was rather a lazy
student, and he tended to avoid (work) whenever he could. In the middle of the
semester, his history professor gave out an assignment, due in two weeks. Yuri
intended (do) the assignment, but he postponed (write) it for a week. The
following week, he forgot (do) it. The night before the assignment was due, he
suddenly remembered it, and rushed to the library. He tried (read) as much as
possible on the topic, but there wasn't enough time. Yuri considered (ask) for
more time to do his paper, but the History professor was known to be very
tough on students, so finally he decided (cheat) and copy his paper from
somewhere else. He found an old article on the same topic, and quickly typed it
out. The next day, he submitted the paper.
The following week, he was alarmed (see) the professor approaching him,
looking angry.
"Is this your own work, or did you copy it?" asked the professor. Yuri denied
(copy) the paper.
"If you expect me (believe) that, you must be very stupid," said the
professor. "Every word is taken from an article I wrote myself five years ago.
Did you really think I would forget (write) it?"
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CHAPTER
PARAGRAPH WRITING
11
advance rules of Paragraph Writing in their daily written english activities and
be able to write a short structurized paragraph based on the given topics to
measure their understanding about the materials.
A. Introduction
A paragraph is a self-contained unit of a discourse in writing dealing with a
particular point or idea. A paragraph consists of several sentences that are grouped
together. This group of sentences together discusses one main subject. In an essay,
each paragraph explains or demonstrates a key point or thought of the central idea,
usually to inform or persuade. In fiction, each paragraph serves to advance the plot,
develop a character, describe a scene or narrate an actionall to entertain the
reader. All paragraphs support each other, leading the reader from the first idea to
the final resolution of the written work.
Basically, a paragraph has three principal parts. These three parts are the topic
sentence, body sentences, and the concluding sentence. A topic sentence usually
comes at the beginning of a paragraph; that is, it is usually the first sentence in a
formal academic paragraph. Not only is a topic sentence the first sentence of a
paragraph, but, more importantly, it is the most general sentence in a paragraph. It
means that there are not many details in the sentence, but that the sentence
introduces an overall idea that you want to discuss later in the paragraph.
When a reader reads a topic sentence, there must be a possibility that questions
exist. The second part of a paragraph, the supporting sentences, will elaborate the
whole idea to back up the topic sentences with all posible answers to the questions.
They are called "supporting" because they "support," or explain, the idea expressed
in the topic sentence.
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In formal paragraphs, sometimes exists a sentence at the end of the paragraph
which summarizes the information that has been presented. It is known as the
concluding sentence. It is acceptable to consider concluding sentence as a sort of
topic sentence in reverse. Not all academic paragraphs contain concluding
sentences, especially if the paragraph is very short. However, if the paragraph is
very long, it is a good idea to use a concluding sentence.
In addition to having a particular kind of structure, academic paragraphs are
different from "ordinary writing" (such as letter writing). There are certain kinds of
expressions which are not allowed to be used. For example, in formal essays,
contractions such as don't or aren't is prohibited. Instead, most of the words are
written in full, for example, do not and are not.
Table 15. Languange Choices in Writing
INFORMAL (Common) FORMAL (Acceptable)
don't do not
doesn't does not
aren't are not
weren't were not
can't cannot
couldn't could not
won't will not
I, my, you, the writer, the writers
d like would like
Id been the writer had been
The woman you are talking about is The woman about whom you are talking
my boss. is my boss.
Neither of the answers are correct. Neither of the answers is correct.
Im really into hockey. I really enjoy hockey.
Psychobabble is a set of repetitive verbal
Psychobabble is a bunch of crap that
formalities that obfuscates the lucidity of
confuses people.
comprehension it feigns to advance.
The use of first and second person in formal essays must also be avoided. That
is, do not use the pronouns I or you. The pronouns we and us are sometimes used
in formal essays in some major fields, but in general they should not be applied
unless it is certain that they are customary in the field and/or allowed by the report
supervisor. It is safer to simply use the third person.
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B. Writing A Good Paragraph
There are several things to be remembered in writing a paragraph, a good and
"readable" paragraph. Those are not compulsory things, yet wise things to keep in
mind to practice and master a good writing skill. Some of them are:
There are no hard-and-fast rules for how long a paragraph should be.
Instead, make sure there are natural breaks. Each paragraph should contain
one main idea and whatever writing supports it;
If a paragraph looks like it is getting too long, it may be rephrased or
separated into two new ones;
The most important thing to remember is that the essay or article is already
interesting. Let the interest shines through in the writing;
Adjust the writing to its purpose. The paragraph should be written in a style
that suits initial aim;
Simply leave out things that are not related or relevant to the paragraph;
Spelling and grammatical errors can detract from even the most well-planned
writing. Use a spell-checker or ask someone to read the work should there be
any hesitation;
Learning what a paragraph is by experience will train the ability to divide
writing in appropriate parts by feel;
Format the paragraphs appropriately and consistently;
Some steps below may also be an option to start practicing writing. Follow the
points and never stop trying to write other new things.
Determine the purpose of the paragraph. This is the most important part. The
paragraph should communicate what the writer wishes to say or explain.
Strictly differ the type of writing which is going to be taken to precautiosly
apply the appropriate language and words.
Start the paragraph with the main idea. Asking a question is a good way to
draw readers in. It may also state a general statement and give details to
back it up or expand on the point. The main idea could be stated using one of
the four types of sentences.
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Develop the idea further in the next few sentences. Go into more detail on
one or two aspects mentioned in the opening paragraph. Try not to cover
more than one or two main ideas in each paragraph.
As the writing continues, address each new idea or group of ideas in a new
paragraph. Start each paragraph with a topic sentence and build it with
supporting sentences.
Use transition words to show the relationship of different ideas in your writing.
Transition words can a good help to compare and contrast, show sequence,
show cause and effect, highlight important ideas, and progress smoothly from
one idea to the next.
Vary the structure of the sentences.
Tie together any loose ends in a final, concluding sentence.
Reread and proofread the writing. Change it if it does not say what it is
intended.
Practice! Like any process, writing paragraphs gets easier as the trials go
more of it.
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Decide which paragraph shows more focus in its sentence development

and provide the reasons and evidences!
1. When I first brought my cat home from the humane society she was a
mangy, pitiful animal. It cost a lot to adopt her: forty dollars. And then I had
to buy litter, a litterbox, food, and dishes for her to eat out of. Two days after
she came home with me she got taken to the pound by the animal warden.
There's a leash law for cats in Fort Collins. If they're not in your yard they
have to be on a leash. Anyway, my cat is my best friend. I'm glad I got her.
She sleeps under the covers with me when it's cold. Sometimes she meows
a lot in the middle of the night and wakes me up, though.
2. When I first brought my cat home from the Humane Society she was a
mangy, pitiful animal. She was so thin that you could count her vertebrae
just by looking at her. Apparently she was declawed by her previous
owners, then abandoned or lost. Since she couldn't hunt, she nearly
starved. Not only that, but she had an abscess on one hip. The vets at the
Humane Society had drained it, but it was still scabby and without fur. She
had a terrible cold, too. She was sneezing and sniffling and her meow was
just a hoarse squeak. And she'd lost half her tail somewhere. Instead of
tapering gracefully, it had a bony knob at the end.
Decide which paragraph shows stronger coherence in its sentence

development and provide the reasons and evidences!
1. For me, the worst thing about waiting tables is the uniform. All the
waitresses had to wear this ugly brown striped jumper. The shirts were
polyester. Sometimes someone you know comes in. Now I have a job in an
office.
2. For me, the worst thing about waiting tables was the uniform. At the last
place I worked, all the waitresses had to wear an ugly brown striped jumper.
Underneath it we had to wear an even uglier polyester shirt. Sometimes
someone I knew would come in and I'd feel embarrassed by my outfit. Now
I have a job in an office, where I can wear my own clothes.
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Give a brief description / explanation / interpretation to each image with
your own words in a paragraph with the minimum of 100 words!
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SUPPLEMENT
READING COMPREHENSION
1
A. Reading 1
ACCOUNTANCY
Accountancy is the process of communicating financial information about a
business entity to users such as shareholders and managers. The communication is
generally in the form of financial statements that show in money terms the economic
resources under the control of management; the art lies in selecting the information
that is relevant to the user and is reliable. Accountancy is a branch of mathematical
science that is useful in discovering the causes of success and failure in business.
The principles of accountancy are applied to business entities in three divisions of
practical art, named accounting, bookkeeping, and auditing. Accounting is defined by
the American Institute of Certified Public Accountants (AICPA) as "the art of
recording, classifying, and summarizing in a significant manner and in terms of
money, transactions and events which are, in part at least, of financial character, and
interpreting the results thereof."
Accounting is thousands of years old; the earliest accounting records, which date
back more than 7,000 years, were found in Mesopotamia (Assyrians). The people of
that time relied on primitive accounting methods to record the growth of crops and
herds. Accounting evolved, improving over the years and advancing as business
advanced.
Early accounts served mainly to assist the memory of the businessperson and
the audience for the account was the proprietor or record keeper alone. Cruder forms
of accounting were inadequate for the problems created by a business entity
involving multiple investors, so double-entry bookkeeping first emerged in northern
Italy in the 14th century, where trading ventures began to require more capital than a
single individual was able to invest.
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The development of joint stock companies created wider audiences for accounts,
as investors without firsthand knowledge of their operations relied on accounts to
provide the requisite information. This development resulted in a split of accounting
systems for internal (i.e. management accounting) and external (i.e. financial
accounting) purposes, and subsequently also in accounting and disclosure
regulations and a growing need for independent attestation of external accounts by
auditors.
Today, accounting is called "the language of business" because it is the vehicle
for reporting financial information about a business entity to many different groups of
people. Accounting that concentrates on reporting to people inside the business
entity is called management accounting and is used to provide information to
employees, managers, owner-managers and auditors. Management accounting is
concerned primarily with providing a basis for making management or operating
decisions. Accounting that provides information to people outside the business entity
is called financial accounting and provides information to present and potential
shareholders, creditors such as banks or vendors, financial analysts, economists,
and government agencies. Because these users have different needs, the
presentation of financial accounts is very structured and subject to many more rules
than management accounting. The body of rules that governs financial accounting is
called Generally Accepted Accounting Principles, or GAAP.
(Source: http://en.wikipedia.org/wiki/Accounting )
Questions:
1. How does communication take form in Accountancy?
2. What is the core connection between accountancy and math as science?
3. How was the earlier journey of Accountancy concerning the trading ventures
issue?
4. What is the main cause of the creation of the term the language of business for
Accountancy?
5. What is the primary distinction between management and financial accounting?
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B. Reading 2
ECONOMICS
Economics is the social science that analyzes the production, distribution, and
consumption of goods and services. The term economics comes from the Ancient
Greek (oikonomia, "management of a household, administration") from
(oikos, "house") + (nomos, "custom" or "law"), hence "rules of the
house(hold)". Current economic models emerged from the broader field of political
economy in the late 19th century. A primary stimulus for the development of modern
economics was the desire to use an empirical approach more akin to the physical
sciences.
Economics aims to explain how economies work and how economic agents
interact. Economic analysis is applied throughout society, in business, finance and
government, but also in crime, education, the family, health, law, politics, religion,
social institutions, war, and science. The expanding domain of economics in the
social sciences has been described as economic imperialism.
Common distinctions are drawn between various dimensions of economics. The
primary textbook distinction is between microeconomics, which examines the
behavior of basic elements in the economy, including individual markets and agents
(such as consumers and firms, buyers and sellers), and macroeconomics, which
addresses issues affecting an entire economy, including unemployment, inflation,
economic growth, and monetary and fiscal policy. Other distinctions include: between
positive economics (describing "what is") and normative economics (advocating
"what ought to be"); between economic theory and applied economics; between
mainstream economics (more "orthodox" dealing with the "rationality-individualism-
equilibrium nexus") and heterodox economics (more "radical" dealing with the
"institutions-history-social structure nexus"); and between rational and behavioral
economics.
Economic writings date from earlier Mesopotamian, Greek, Roman, Indian,
Chinese, Persian, and Arab civilizations. Notable writers from antiquity through to the
14th century include Aristotle, Xenophon, Chanakya (also known as Kautilya), Qin
Shi Huang, Thomas Aquinas, and Ibn Khaldun.
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The works of Aristotle had a profound influence on Aquinas, who in turn
influenced the late scholastics of the 14th to 17th centuries. Joseph Schumpeter
described the latter as "coming nearer than any other group to being the 'founders' of
scientific economics" as to monetary, interest, and value theory within a natural-law
perspective.
Two groups, later called 'mercantilists' and 'physiocrats', more directly influenced
the subsequent development of the subject. Both groups were associated with the
rise of economic nationalism and modern capitalism in Europe. Mercantilism was an
economic doctrine that flourished from the 16th to 18th century in a prolific pamphlet
literature, whether of merchants or statesmen. It held that a nation's wealth
depended on its accumulation of gold and silver. Nations without access to mines
could obtain gold and silver from trade only by selling goods abroad and restricting
imports other than of gold and silver. The doctrine called for importing cheap raw
materials to be used in manufacturing goods, which could be exported, and for state
regulation to impose protective tariffs on foreign manufactured goods and prohibit
manufacturing in the colonies.
Physiocrats, a group of 18th century French thinkers and writers, developed the
idea of the economy as a circular flow of income and output. Physiocrats believed
that only agricultural production generated a clear surplus over cost, so that
agriculture was the basis of all wealth. Thus, they opposed the mercantilist policy of
promoting manufacturing and trade at the expense of agriculture, including import
tariffs. Physiocrats advocated replacing administratively costly tax collections with a
single tax on income of land owners. In reaction against copious mercantilist trade
regulations, the physiocrats advocated a policy of laissez-faire, which called for
minimal government intervention in the economy.
Modern economic analysis is customarily said to have begun with Adam Smith
(17231790). Smith was harshly critical of the mercantilists but described the
physiocratic system "with all its imperfections" as "perhaps the purest approximation
to the truth that has yet been published" on the subject.
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Smith discusses the benefits of the specialization by division of labour. His
"theorem" that "the division of labor is limited by the extent of the market" has been
described as the "core of a theory of the functions of firm and industry" and a
"fundamental principle of economic organization." To Smith has also been ascribed
"the most important substantive proposition in all of economics" and foundation of
resource-allocation theory that, under competition, owners of resources (labor,
land, and capital) will use them most profitably, resulting in an equal rate of return in
equilibrium for all uses (adjusted for apparent differences arising from such factors as
training and unemployment).
In Smith's view, the ideal economy is a self-regulating market system that
automatically satisfies the economic needs of the populace. He described the market
mechanism as an "invisible hand" that leads all individuals, in pursuit of their own
self- interests, to produce the greatest benefit for society as a whole. Smith
incorporated some of the Physiocrats' ideas, including laissez-faire, into his own
economic theories, but rejected the idea that only agriculture was productive.
In his famous invisible-hand analogy, Smith argued for the seemingly paradoxical
notion that competitive markets tended to advance broader social interests, although
driven by narrower self-interest. The general approach that Smith helped initiate was
called political economy and later classical economics. It included such notables as
Thomas Malthus, David Ricardo, and John Stuart Mill writing from about 1770 to
1870. The period from 1815 to 1845 was one of the richest in the history of economic
thought.
While Adam Smith emphasized the production of income, David Ricardo focused
on the distribution of income among landowners, workers, and capitalists. Ricardo
saw an inherent conflict between landowners on the one hand and labor and capital
on the other. He posited that the growth of population and capital, pressing against a
fixed supply of land, pushes up rents and holds down wages and profits. Thomas
Robert Malthus used the idea of diminishing returns to explain low living standards.
Human population, he argued, tended to increase geometrically, outstripping the
production of food, which increased arithmetically. The force of a rapidly growing
population against a limited amount of land meant diminishing returns to labor.
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The result, he claimed, was chronically low wages, which prevented the standard
of living for most of the population from rising above the subsistence level. Malthus
also questioned the automatic tendency of a market economy to produce full
employment. He blamed unemployment upon the economy's tendency to limit its
spending by saving too much, a theme that lay forgotten until John Maynard Keynes
revived it in the 1930s. Coming at the end of the Classical tradition, John Stuart Mill
parted company with the earlier classical economists on the inevitability of the
distribution of income produced by the market system. Mill pointed to a distinct
difference between the market's two roles: allocation of resources and distribution of
income. The market might be efficient in allocating resources but not in distributing
income, he wrote, making it necessary for society to intervene.
(Source: http://en.wikipedia.org/wiki/Economics )
Questions:
1. Where did the term economics originally come from?
2. What does economics basically elaborate?
3. What were the core ideas stated by the Physiocrats?
4. Why did the Smiths era of scientific argument noted as the era of economics?
5. Who was considered as the most rival to Smiths theory?
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C. Reading 3
TECHNOLOGY IN ACCOUNTING TODAY
Information technology seems to be the buzzword today. Ever since the
introduction of the personal computer, it has done a great job of taking the world by
storm, and businesses have adapted it, transferring their paper records to computer
hard drives. It is not uncommon for accounting graduates these days to have a deep
background in certain office suites such as Excel, Word, and even Access.
It's almost essential for those in accounting jobs to have these skills, especially
considering the number of records that are being kept in programs like Excel. The
thing is: Excel isn't a program that you can just pick up and learn. It can sometimes
take years of practice to actually get the hang of it, as there are all kinds of intricate
commands and functions, some of which can actually involve visual basic scripting.
Accounting careers have definitely become more complicated, but they just get
more complicated as you work your way up the corporate ladder. While moving
upward used to just be dependent on business knowledge and the ability to speak,
now you need all of that, and the ability to work some of the more complicated
systems. One of these systems is SAP, a piece of database software that many
companies use to keep track of their expenses, employee records, and compliance
information.
It is important for those in accounting careers to know that SAP is not an easy
program to operate. While you don't need to be able to code it, you do need to be
able to extract data from it and be able to get work done. On top of that, you're going
to need to know more than just the basics of the computer, you're going to need to
have an in-depth information about how it works, that way your work flow won't be
interrupted if something happens to go wrong.
Fortunately there are many different technology related courses you can take in
order to be up to speed. There are SAP certification tests and courses which can be
taken as well, and these will definitely make you more promotable within a company.
On top of that, they will actually make you essential to the company as most of those
in clerk jobs are not SAP certified, or at least not to a huge extent.
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Now that you know what it takes to be successful in clerk jobs and accounting
jobs these days, you need to act on it. You can do this by learning everything you
can, regarding technology, making sure that you focus on database software. To add
to this, you need to fill out your resume in a manner that highlights your computer
skills along with your accounting skills. As always, make sure that you have an
attractive cover letter which tells your employer what type of resume he's about to
look at. With any luck you will get the employer excited, which is almost a guarantee
that you'll get the job, so long as the excitement doesn't stop after the first line of the
resume. There are plenty of accounting careers out there, just make sure that you're
prepared to get the one you want, and you can prepare by learning as much as
humanly possible!
(Source: http://www.accountingcrossing.com)
Questions:
1. Why is it so important to master information technology for accounting
professionals?
2. According to the text how does accounting become more complicated
nowadays?
3. What do you know about SAP?
4. Why are accounting professionals demanded to know much about computer?
5. According to the text above, what are the elegant manners of impressing
employers?
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D. Reading 4
CORPORATE FINANCE
Corporate Finance is the field of finance dealing with financial decisions that
business enterprises make and the tools and analysis used to make these decisions.
The primary goal of corporate finance is to maximize corporate value while
managing the firm's financial risks. Although it is in principle different from managerial
finance which studies the financial decisions of all firms, rather than corporations
alone, the main concepts in the study of corporate finance are applicable to the
financial problems of all kinds of firms.
The discipline can be divided into long-term and short-term decisions and
techniques. Capital investment decisions are long-term choices about which projects
receive investment, whether to finance that investment with equity or debt, and when
or whether to pay dividends to shareholders. On the other hand, short term decisions
deal with the short-term balance of current assets and current liabilities; the focus
here is on managing cash, inventories, and short-term borrowing and lending (such
as the terms on credit extended to customers).
The terms corporate finance and corporate financier are also associated with
investment banking. The typical role of an investment bank is to evaluate the
company's financial needs and raise the appropriate type of capital that best fits
those needs. Thus, the terms corporate finance and corporate financier may be
associated with transactions in which capital is raised in order to create, develop,
grow or acquire businesses.
Achieving the goals of corporate finance requires that any corporate investment
be financed appropriately. As above, since both hurdle rate and cash flows (and
hence the riskiness of the firm) will be affected, the financing mix can impact the
valuation. Management must therefore identify the "optimal mix" of financingthe
capital structure that results in maximum value.
The sources of financing will, generically, comprise some combination of debt
and equity financing. Financing a project through debt results in a liability or
obligation that must be serviced, thus entailing cash flow implications independent of
the project's degree of success.
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Equity financing is less risky with respect to cash flow commitments, but results in
a dilution of share ownership, control and earnings. The cost of equity is also typically
higher than the cost of debt, and so equity financing may result in an increased
hurdle rate which may offset any reduction in cash flow risk.
One of the main theories of how firms make their financing decisions is the
Pecking Order Theory, which suggests that firms avoid external financing while they
have internal financing available and avoid new equity financing while they can
engage in new debt financing at reasonably low interest rates. Another major theory
is the Trade-Off Theory in which firms are assumed to trade-off the tax benefits of
debt with the bankruptcy costs of debt when making their decisions. An emerging
area in finance theory is right-financing whereby investment banks and corporations
can enhance investment return and company value over time by determining the
right investment objectives, policy framework, institutional structure, source of
financing (debt or equity) and expenditure framework within a given economy and
under given market conditions. One last theory about this decision is the Market
timing hypothesis which states that firms look for the cheaper type of financing
regardless of their current levels of internal resources, debt and equity.
(Source: http://en.wikipedia.org/wiki/Corporate_finance )
Questions:
1. What do you know about corporate finance?
2. Hows the procedure of capital investment decisions?
3. What is the function of studies the financial decisions?
4. According to the text above, what are the elegant manners of corporate finance
and corporate financier?
5. What is the major theory of the Trade-Off Theory?
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E. Reading 5
PUBLIC FINANCE
The proper role of government provides a starting point for the analysis of public
finance. In theory, under certain circumstances private markets will allocate goods
and services among individuals efficiently (in the sense that no waste occurs and that
individual tastes are matching with the economy's productive abilities). If private
markets were able to provide efficient outcomes and if the distribution of income were
socially acceptable, then there would be little or no scope for government.
National defense is one example of non-rival consumption, or of a public good.
"Market failure" occurs when private markets do not allocate goods or services
efficiently. The existence of market failure provides an efficiency-based rationale for
collective or governmental provision of goods and services. Externalities, public
goods, informational advantages, strong economies of scale, and network effects can
cause market failures. Public provision via a government or a voluntary association,
however, is subject to other inefficiencies, termed "government failure."
Under broad assumptions, government decisions about the efficient scope and
level of activities can be efficiently separated from decisions about the design of
taxation systems (Diamond-Mirlees separation). In this view, public sector programs
should be designed to maximize social benefits minus costs (cost-benefit analysis),
and then revenues needed to pay for those expenditures should be raised through a
taxation system that creates the fewest efficiency losses caused by distortion of
economic activity as possible. In practice, government budgeting or public budgeting
is substantially more complicated and often results in inefficient practices.
Government can pay for spending by borrowing (for example, with government
bonds), although borrowing is a method of distributing tax burdens through time
rather than a replacement for taxes. A deficit is the difference between government
spending and revenues. The accumulation of deficits over time is the total public
debt. Deficit finance allows governments to smooth tax burdens over time, and gives
governments an important fiscal policy tool. Deficits can also narrow the options of
successor governments.
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Public finance is closely connected to issues of income distribution and social
equity. Governments can reallocate income through transfer payments or by
designing tax systems that treat high-income and low-income households differently.
The Public Choice approach to public finance seeks to explain how self-interested
voters, politicians, and bureaucrats actually operate, rather than how they should
operate.
(Source: http://en.wikipedia.org/wiki/Public_finance )
Questions:
1. What is the meaning of Market failure in the text?
2. What are the differences of "Market failure" and Government failure?
3. Why the violation occurred on private market?
4. What the function the deficit finances for government?
5. According to the text above what the meaning of Public Finance?
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F. Reading 6
MARKET STRUCTURE
The market structure definition as proposed by Wikipedia goes as "market
structure (also known as market form) describes the state of a market with respect to
competition." The product type (homogeneous/ heterogeneous) also plays a
significant role in determining the form and extent of competition. Let's take a look at
each of these four major types of market structure one by one.
Perfect Competition: A perfect competition market structure is characterized by
the presence of an infinite number of buyers of homogeneous products and an
equally infinite number of sellers. The price of such a product is decided by the
automatic demand-supply mechanism. The price of the product would be fixed at
such a price at which the buyer can willingly afford to purchase the product and the
seller is willing to supply the product. Therefore, the point of intersection of the
demand and supply curves that denotes the point of equilibrium between the two is
taken as the price of the product.
Monopoly: This market structure is characterized by the presence of a single
seller or manufacturing enterprise for a single product that lacks any close substitute,
thereby ruling out any sort of competition. The number of buyers is large and due to
the fact that a single seller holds monopoly of production and supply of a particular
product which has no close substitute, the price of such a product is determined by
the seller and the buyers have no other option but to agree to pay such a price if they
wish to procure that product. Chief among all characteristics of monopoly is the
absence of an alternative product or supplier for the buyer. Present day monopoly
market structure examples include SAQ (Socit des alcools du Qubec) and LIPA
(Long Island Power Authority).
Monopolistic Competition: This is a form of imperfect competition where there are
many sellers and many buyers but the product in question is neither homogeneous
nor heterogeneous - each seller differentiates the same product a bit, say, add or
remove a feature, so as to influence the price. This is where customized products
come into picture.
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Say, for instance, there are 5 firms selling bathing soap. Firm #1 sells a
moisturizing soap for dry skin, Firm #2 sells astringent soap for oily skin, Firm #3
sells antiseptic soap, Firm #4 sells anti-pimple soap and Firm #5 sells exfoliating
soap. Each of these firms uses the same basic material that is used for soap in their
products but each adds a different feature to it in order to suit the needs of different
customers. This way, although the price of each firm's offering differs from the others,
each firm manages to have its own share of customers in the market.
Oligopoly: The oligopoly market structure is characterized by the presence of a
few suppliers or sellers to fulfill the demands of a large number of buyers. In this
market setup, we can see various competitive tactics by these few suppliers to attract
maximum customers towards their product. Such tactics, the visible oligopoly
characteristics, may include manipulating the marketing mix in such a way as to
outstrip the marketing efforts and revenue earnings of the other competitors. Price
wars and promotional battles are common in an oligopolistic market structure.
Number Price
Market Market Entry Basis of
of Influencing Product Type
Structure Barriers Competition
Suppliers Power
Perfect
Infinite None Homogeneous None Price
Competition
Unique Product,
Extremely
Monopoly One Absolute No Close No Competition
High
Substitutes
Monopolistic Somewhat
Many Somewhat Differentiated Product Attributes
Competition Low
Price, Product
Limited Owing Homogeneous/ Somewhat
Oligopoly Few Attributes,
to Competition Differentiated High
Promotion, etc.
That was a simplified overview of the major types of market structure, complete
with a comparative analysis of their mutual differences. While perfectly competitive
set ups (also known as pure competition) do not exit in reality and it is indeed a
hypothetical situation, examples of the other three forms can be seen all around the
world. For instance, newspaper, gas, electricity and other public utility vendors
exercise absolute monopoly in small towns. Similarly, the automobile, soft drinks,
computers and cereal industries fall under oligopoly. Fast food and retail chains
make up the monopolistically competitive segment. Hope this concluding example
helps you in grasping the essence of each of these market structures.
(Source: http://www.buzzle.com/articles/market-structure.html )
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Questions:
1. Whats the characteristic of the monopoly market?
2. What about the state of the market price on the perfect competition?
3. What is type of goods sold on the market monopoly?
4. Whats distinguished the oligopoly market with the other?
5. What's the equation of the five markets in the text above?
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G. Reading 7
INTERNATIONAL TRADE
International trade is exchange of capital, goods, and services across
international borders or territories. In most countries, it represents a significant share
of gross domestic product (GDP). While international trade has been present
throughout much of history (see Silk Road, Amber Road), its economic, social, and
political importance has been on the rise in recent centuries.
Industrialization, advanced transportation, globalization, multinational
corporations, and outsourcing are all having a major impact on the international trade
system. Increasing international trade is crucial to the continuance of globalization.
Without international trade, nations would be limited to the goods and services
produced within their own borders.
International trade is in principle not different from domestic trade as the
motivation and the behavior of parties involved in a trade do not change
fundamentally regardless of whether trade is across a border or not. The main
difference is that international trade is typically more costly than domestic trade. The
reason is that a border typically imposes additional costs such as tariffs, time costs
due to border delays and costs associated with country differences such as
language, the legal system or culture.
Another difference between domestic and international trade is that factors of
production such as capital and labour are typically more mobile within a country than
across countries. Thus international trade is mostly restricted to trade in goods and
services, and only to a lesser extent to trade in capital, labor or other factors of
production. Then trade in goods and services can serve as a substitute for trade in
factors of production.
Instead of importing a factor of production, a country can import goods that make
intensive use of the factor of production and are thus embodying the respective
factor. An example is the import of labor-intensive goods by the United States from
China. Instead of importing Chinese labor the United States is importing goods from
China that were produced with Chinese labor.
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Traditionally trade was regulated through bilateral treaties between two nations.
For centuries under the belief in mercantilism most nations had high tariffs and many
restrictions on international trade. In the 19th century, especially in the United
Kingdom, a belief in free trade became paramount.[citation needed] This belief
became the dominant thinking among western nations since then. In the years since
the Second World War, controversial multilateral treaties like the General Agreement
on Tariffs and Trade (GATT) and World Trade Organization have attempted to
promote free trade while creating a globally regulated trade structure. These trade
agreements have often resulted in discontent and protest with claims of unfair trade
that is not beneficial to developing countries.
Free trade is usually most strongly supported by the most economically powerful
nations, though they often engage in selective protectionism for those industries
which are strategically important such as the protective tariffs applied to agriculture
by the United States and Europe.[citation needed] The Netherlands and the United
Kingdom were both strong advocates of free trade when they were economically
dominant, today the United States, the United Kingdom, Australia and Japan are its
greatest proponents. However, many other countries (such as India, China and
Russia) are increasingly becoming advocates of free trade as they become more
economically powerful themselves. As tariff levels fall there is also an increasing
willingness to negotiate non tariff measures, including foreign direct investment,
procurement and trade facilitation.[citation needed] The latter looks at the transaction
cost associated with meeting trade and customs procedures.
Traditionally agricultural interests are usually in favour of free trade while
manufacturing sectors often support protectionism.[citation needed]This has changed
somewhat in recent years, however. In fact, agricultural lobbies, particularly in the
United States, Europe and Japan, are chiefly responsible for particular rules in the
major international trade treaties which allow for more protectionist measures in
agriculture than for most other goods and services. During recessions there is often
strong domestic pressure to increase tariffs to protect domestic industries. This
occurred around the world during the Great Depression. Many economists have
attempted to portray tariffs as the underlining reason behind the collapse in world
trade that many believe seriously deepened the depression.
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The regulation of international trade is done through the World Trade
Organization at the global level, and through several other regional arrangements
such as MERCOSUR in South America, the North American Free Trade Agreement
(NAFTA) between the United States, Canada and Mexico, and the European Union
between 27 independent states. The 2005 Buenos Aires talks on the planned
establishment of the Free Trade Area of the Americas (FTAA) failed largely because
of opposition from the populations of Latin American nations. Similar agreements
such as the Multilateral Agreement on Investment (MAI) have also failed in recent
years.
Companies doing business across international borders face many of the same
risks as would normally be evident in strictly domestic transactions. For example,
Buyer insolvency (purchaser cannot pay);
Non-acceptance (buyer rejects goods as different from the agreed upon
specifications);
Credit risk (allowing the buyer to take possession of goods prior to payment);
Regulatory risk (e.g., a change in rules that prevents the transaction);
Intervention (governmental action to prevent a transaction being completed);
Political risk (change in leadership interfering with transactions or prices); and
War and other uncontrollable events.
(Source: http://en.wikipedia.org/wiki/International_trade )
Questions:
1. According to the text above what the meaning of International Trade?
2. Whats the meaning of PDB?
3. Whats the difference of international and domestic trade?
4. Whats the function of General Agreement on Tariffs and Trade (GATT) and
World Trade Organization for international trade?
5. Whats the role of Agriculture for International Trade?
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H. Reading 8
FOREIGN EXCHANGE MARKET
The foreign exchange market most often called the forex market, or simply the
FX market is the most traded financial market in the world. We like to think of the
forex market as the Big Kahuna of financial markets. The forex market is the
crossroads for international capital, the intersection through which global commercial
and investment flows have to move. International trade flows, such as when a Swiss
electronics company purchases Japanese-made components, were the original basis
for the development of the forex markets.
Today, however, global financial and investment flows dominate trade as the
primary non-speculative source of forex market volume. Whether its an Australian
pension fund investing in U.S. Treasury bonds, or a British insurer allocating assets
to the Japanese equity market, or a German conglomerate purchasing a Canadian
manufacturing facility, each cross-border transaction passes through the forex
market at some stage.
More than anything else, the forex market is a traders market. Its a market thats
open around the clock six days a week, enabling traders to act on news and events
as they happen. Its a market where half-billion-dollar trades can be executed in a
matter of seconds and may not even move prices noticeably. Try buying or selling a
half billion of anything in another market and see how prices react.
While commercial and financial transactions in the currency markets represent
huge nominal sums, they still pale in comparison to amounts based on speculation.
By far the vast majority of currency trading volume is based on speculation traders
buying and selling for short-term gains based on minute-tominute, hour-to-hour, and
day-to-day price fluctuations.
Estimates are that upwards of 90 percent of daily trading volume is derived from
speculation (meaning, commercial or investment-based FX trades account for less
than 10 percent of daily global volume). The depth and breadth of the speculative
market means that the liquidity of the overall forex market is unparalleled among
global financial markets. The bulk of spot currency trading, about 75 percent by
volume, takes place in the so-called major currencies, which represent the worlds
largest and most developed economies.
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Additionally, activity in the forex market frequently functions on a regional
currency bloc basis, where the bulk of trading takes place between the USD bloc,
JPY bloc, and EUR bloc, representing the three largest global economic regions.
(Source: Currency Trading for Dummies )
Questions:
1. Whats the manner of foreign exchange market?
2. According to the text whats the meaning of the Forex market?
3. According to the text above, what are the elegant manners of major currencies?
4. Whats the underlying of currency trading?
5. Theres a term in activity in the forex market currency block. Can you elaborate
the term?
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I. Reading 9
HEALTH INSURANCE
We take a look at the health insurance basics. Types of health insurance,
choosing a plan, and getting a free health insurance quote are covered. Health care
costs continue to rise and many people dont have the means to pay for their medical
expenses. Those that start out with a healthy savings account and no health
insurance, soon find their savings depleted and medical bills mounting.
Medical bills are one of the primary sources of debt for American families. When
you dont have family health insurance to cover you and your familys medical
expenses, your financial life can be ruined in no time. A premium is the amount you
(the policy holder) pay each month for health insurance. Its similar to auto and
homeowners insurance you pay.
The deductible is the amount you have to pay out of pocket before your health
insurance covers any expenses. If you have a $1,000 deductible, you will have to pay
$1,000 worth of expenses yourself before your insurance pays for anything.
Affordable health insurance often has a high deductible.
Health insurance providers often require you to make a copayment at the time of
service. Your copayment is an addition to the amount the health insurance company
pays for the service. If your copayment for a doctors visit is $25 and the price of the
visit is $125. You pay $25 and your insurance pays the remaining $100. Copayments
are also applied to prescriptions.
With coinsurance, your insurance provider pays a certain percentage of your
health bill and you pay the other percentage. Also known as percentage participation,
coinsurance rates are often stated a rate, like 80/20 or 90/10, or as a flat fee per
doctors visit. If your coinsurance rate is 80/20, your insurance provider pays 80% of
the service charge and you pay 20% of the service charge. Many health insurance
providers have a coinsurance cap that will limit your out of pocket expenses.
Exclusions are services that are not covered by the insurance company. Youll
have to completely cover any medical services that your health insurance does not
cover. Some examples are dental and eye coverage, cosmetic surgery, and pre-
existing conditions.
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A coverage limit is the maximum amount your health insurance will pay over a
period of time. The coverage limit might only apply to each year, or it can apply to the
lifetime of the insurance policy. Youll have to completely cover any expenses that
exceed the coverage limit.
Out-of-pocket maximums define the maximum amount of money youll pay out of
pocket for medical expenses during a period of time. Once you reach your out-of-
pocket maximum, the insurance provider completely covers the remaining expenses.
Some individual health insurance providers offer whats known as managed care
health insurance plans. Under managed care, there is a network or panel of health
care providers doctors, hospitals, and clinics that your insurance covers. Your
health insurance will only cover services if they are provided by one of these health
care providers.
(Source: http://www.themoneyalert.com/healthinsurance.html )
Questions:
1. According to text above, what is the essence of having a health insurance?
2. What is the acceptable meaning of the term deductible?
3. What is the difference between the term copayment and coinsurance?
4. Can you elaborate the meaning of exclusion based on the information given in
the text?
5. How does managed care differ from other types of insurance?
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J. Reading 10
ASEAN
The Association of Southeast Asian Nations, or ASEAN, was established on 8
August 1967 in Bangkok, Thailand, with the signing of the ASEAN Declaration
(Bangkok Declaration) by the Founding Fathers of ASEAN, namely Indonesia,
Malaysia, Philippines, Singapore and Thailand.
Brunei Darussalam then joined on 8 January 1984, Viet Nam on 28 July 1995,
Lao PDR and Myanmar on 23 July 1997, and Cambodia on 30 April 1999, making up
what is today the ten Member States of ASEAN.
As set out in the ASEAN Declaration, the aims and purposes of ASEAN are:
1. To accelerate the economic growth, social progress and cultural development
in the region through joint endeavors in the spirit of equality and partnership in
order to strengthen the foundation for a prosperous and peaceful community
of Southeast Asian Nations;
2. To promote regional peace and stability through abiding respect for justice
and the rule of law in the relationship among countries of the region and
adherence to the principles of the United Nations Charter;
3. To promote active collaboration and mutual assistance on matters of common
interest in the economic, social, cultural, technical, scientific and
administrative fields;
4. To provide assistance to each other in the form of training and research
facilities in the educational, professional, technical and administrative
spheres;
5. To collaborate more effectively for the greater utilization of their agriculture
and industries, the expansion of their trade, including the study of the
problems of international commodity trade, the improvement of their
transportation and communications facilities and the raising of the living
standards of their peoples;
6. To promote Southeast Asian studies; and
7. To maintain close and beneficial cooperation with existing international and
regional organizations with similar aims and purposes, and explore all
avenues for even closer cooperation among themselves.
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In their relations with one another, the ASEAN Member States have adopted the
following fundamental principles, as contained in the Treaty of Amity and
Cooperation in Southeast Asia (TAC) of 1976:
1. Mutual respect for the independence, sovereignty, equality, territorial integrity,
and national identity of all nations;
2. The right of every State to lead its national existence free from external
interference, subversion or coercion;
3. Non-interference in the internal affairs of one another;
4. Settlement of differences or disputes by peaceful manner;
5. Renunciation of the threat or use of force; and
6. Effective cooperation among themselves.
The ASEAN Vision 2020, adopted by the ASEAN Leaders on the 30th
Anniversary of ASEAN, agreed on a shared vision of ASEAN as a concert of
Southeast Asian nations, outward looking, living in peace, stability and prosperity,
bonded together in partnership in dynamic development and in a community of caring
societies.
At the 9th ASEAN Summit in 2003, the ASEAN Leaders resolved that an ASEAN
Community shall be established. At the 12th ASEAN Summit in January 2007, the
Leaders affirmed their strong commitment to accelerate the establishment of an
ASEAN Community by 2015 and signed the Cebu Declaration on the Acceleration of
the Establishment of an ASEAN Community by 2015.
The ASEAN Community is comprised of three pillars, namely the ASEAN
Political-Security Community, ASEAN Economic Community and ASEAN Socio-
Cultural Community. Each pillar has its own Blueprint, and, together with the Initiative
for ASEAN Integration (IAI) Strategic Framework and IAI Work Plan Phase II (2009-
2015), they form the Roadmap for and ASEAN Community 2009-2015.
(Source: http://www.aseansec.org/64.htm)
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Questions:
1. When was ASEAN originally established?
2. What do you think to be the elaboration of ASEAN aims and purpose of to
promote Southeast Asian studies?
3. Give some examples of ASEAN active collaboration and mutual assistance on
matters of common interest in the field of scientific and administrative?
4. What does the Treaty of Amity and Cooperation in Southeast Asia (TAC) mainly
regulate?
5. Based on the information stated on the text, what is The ASEAN Community?
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K. Reading 11
REALITY TELEVISION
Reality television is a genre of television programming which, it is claimed,
presents unscripted dramatic or humorous situations, documents actual events, and
features ordinary people rather than professional actors. It could be described as a
form of artificial or "heightened" documentary. Although the genre has existed in
some form or another since the early years of television, the current explosion of
popularity dates from around 2000.
Reality television covers a wide range of television programming formats, from
game or quiz shows which resemble the frantic, often demeaning programmes
produced in Japan in the 1980s and 1990s (a modern example is Gaki no tsukai), to
surveillance- or voyeurism- focused productions such as Big Brother.
Critics say that the term "reality television" is somewhat of a misnomer and that
such shows frequently portray a modified and highly influenced form of reality, with
participants put in exotic locations or abnormal situations, sometimes coached to act
in certain ways by off-screen handlers, and with events on screen manipulated
through editing and other post-production techniques.
Part of reality television's appeal is due to its ability to place ordinary people in
extraordinary situations. For example, on the ABC show, The Bachelor, an eligible
male dates a dozen women simultaneously, travelling on extraordinary dates to
scenic locales. Reality television also has the potential to turn its participants into
national celebrities, outwardly in talent and performance programs such as Pop Idol,
though frequently Survivor and Big Brother participants also reach some degree of
celebrity.
Some commentators have said that the name "reality television" is an inaccurate
description for several styles of program included in the genre. In competition-based
programs such as Big Brother and Survivor, and other special-living-environment
shows like The Real World, the producers design the format of the show and control
the day-to-day activities and the environment, creating a completely fabricated world
in which the competition plays out.
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Producers specifically select the participants, and use carefully designed
scenarios, challenges, events, and settings to encourage particular behaviors and
conflicts. Mark Burnett, creator of Survivor and other reality shows, has agreed with
this assessment, and avoids the word "reality" to describe his shows; he has said, "I
tell good stories. It really is not reality TV. It really is unscripted drama."
(Source: http://www.usingenglish.com/comprehension/8.html)
Questions:
1. Based on information above, what is Reality Television?
2. What does Reality Television cover?
3. What do critics say about Reality Television?
4. How does Reality Television keep potential to turn its participants into national
celebrities?
5. Why do some commentators said that the name Reality Television is inaccurate
for some description?
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L. Reading 12
MUSIC THERAPHY
Research has shown that music has a profound effect on your body and psyche.
In fact, theres a growing field of health care known as Music Therapy, which uses
music to heal. Those who practice music therapy are finding a benefit in using music
to help cancer patients, children with ADD, and others, and even hospitals are
beginning to use music and music therapy to help with pain management, to help
ward off depression, to promote movement, to calm patients, to ease muscle tension,
and for many other benefits that music and music therapy can bring. This is not
surprising, as music affects the body and mind in many powerful ways.
The following are some of effects of music, which help to explain the
effectiveness of music therapy:
Brain Waves: Research has shown that music with a strong beat can
stimulate brainwaves to resonate in sync with the beat, with faster beats
bringing sharper concentration and more alert thinking, and a slower tempo
promoting a calm, meditative state. Also, research has found that the change
in brainwave activity levels that music can bring can also enable the brain to
shift speeds more easily on its own as needed, which means that music can
bring lasting benefits to your state of mind, even after youve stopped
listening.
Breathing and Heart Rate: With alterations in brainwaves comes changes in
other bodily functions. Those governed by the autonomic nervous system,
such as breathing and heart rate can also be altered by the changes music
can bring. This can mean slower breathing, slower heart rate, and an
activation of the relaxation response, among other things. This is why music
and music therapy can help counteract or prevent the damaging effects of
chronic stress, greatly promoting not only relaxation, but health.
State of Mind: Music can also be used to bring a more positive state of mind,
helping to keep depression and anxiety at bay. This can help prevent the
stress response from wreaking havoc on the body, and can help keep
creativity and optimism levels higher, bringing many other benefits.
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Other Benefits: Music has also been found to bring many other benefits, such
as lowering blood pressure (which can also reduce the risk of stroke and
other health problems over time), boost immunity, ease muscle tension, and
more. With so many benefits and such profound physical effects, its no
surprise that so many are seeing music as an important tool to help the body
in staying (or becoming) healthy.
With all these benefits that music can carry, it's no surprise that music therapy is
growing in popularity. While music therapy is an important discipline, you can also
achieve benefits from music on your own. This article on music, relaxation and stress
management can explain more of how music can be an especially effective tool for
stress management, and can be used in daily life.
(Source: http://stress.about.com/od/tensiontamers/a/music_therapy.htm)
Questions:
1. What does research say about the effect of music to our body and psyche?
2. What is the effectiveness of music to our brain waves according to the text
above?
3. What kind of music do you think that can relax our breathing and heart rate in
common case?
4. What is your opinion toward the research result that music therapy may boost our
immunity?
5. As far as you concern, has this kind of therapy been practiced in Indonesia?
What about the result?
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SUPPLEMENT
CUMULATIVE GRAMMAR EXERCISE
2
PART A. VOCABULARY
(Choose the best answer to replace the underlined word!)
01. New foreign investment approvals in Indonesia fell by almost two-thirds between
1997 and 1999.
(A) development
(B) incensement
(C) outlay
(D) outburst
(E) outcome
02. As of 28 June 2010, the Indonesia Stock Exchange had 341 listed companies
with a mutual market capitalization of $269.9 billion.
(A) reluctant
(B) communal
(C) vital
(D) denial
(E) benefit
03. The government and House settled the distribution of the Special Autonomy Fund
for 2011 to be continued.
(A) accounted
(B) taken
(C) overcome
(D) published
(E) matured
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04. Sunk costs are money already spent and gone, which will not be recovered no
matter what course of action is taken.
(A) improved
(B) taken care
(C) cured
(D) concerned
(E) provided
05. Profit is the amount left over when expenses are subtracted by revenues.
(A) cash-flow
(B) liabilities
(C) accounts
(D) outflows
(E) outcomes
06. Endorsement can be described as a signature or stamp on the back of a check
transferring ownership.
(A) contract
(B) signatory
(C) assignment
(D) approval
(E) raise
07. Adjustments pictures the changes recorded on a worksheet to update general
ledger accounts at the end of a fiscal period.
(A) judgment
(B) valuation
(C) amendment
(D) concordance
(E) settlement
08. Current Assets are assets that expected to turn into cash within a year or less.
(A) possessions
(B) cash
(C) benefits
(D) goodwill
(E) stocks
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09. The amounts received by or due a company for goods or services it provides to
customers are also known as revenue.
(A) expense
(B) yield
(C) bribe
(D) gratification
(E) return
10. Accountancy is the process of communicating financial information about a
business entity to users such as shareholders and managers.
(A) legal
(B) market
(C) type
(D) unit
(E) doer
11. An accountant is a practitioner of accounting which is the measurement or
disclosure about financial information.
(A) research
(B) revelation
(C) enclosure
(D) appendices
(E) works
12. Economics is the social science that analyzes the production, distribution, and
consumption of goods and services.
(A) eating
(B) selling
(C) spending
(D) wasting
(E) ingestion
13. Debit and credit are formal bookkeeping and accounting terms.
(A) savings
(B) dwell
(C) draft
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(D) deduction
(E) debt
14. The matching principle is a culmination of accrual accounting and the revenue
recognition principle.
(A) zenith
(B) nadir
(C) pits
(D) equilibrium
(E) constancy
15. The general ledger can be supported by one or more subsidiary ledgers that
provide details for accounts in the general ledger.
(A) sublimates
(B) submission
(C) subsequent
(D) subordinate
(E) acquiescence
16. The statement of cash flows is useful in determining the short-term viability of a
company, particularly its ability to pay bills.
(A) body
(B) bankruptcy
(C) liquidity
(D) insolvency
(E) feasibility
17. Audit seeks to provide only reasonable assurance that the statements are free
from material error.
(A) remuneration
(B) assertion
(C) statement
(D) improvement
(E) adjustment
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18. The financial audit is one of many assurance or attestation functions provided by
accounting and auditing firms, whereby the firm provides an independent opinion
on published information.
(A) expansion
(B) examination
(C) collaboration
(D) corroboration
(E) elaboration
19. Internal auditing frequently involves measuring compliance with the entity's
policies and procedures.
(A) scheme
(B) fraud
(C) conformity
(D) eligibility
(E) capability
20. A business that makes or buys goods to sell must keep track of inventories of
goods under all accounting and income tax rules.
(A) provisions
(B) shares
(C) distribution
(D) supplies
(E) allotment
21. Generally Accepted Accounting Principles (GAAP) includes the standards,
conventions, and rules accountants follow in recording and summarizing
transactions, and in the preparation of financial statements.
(A) planning
(B) posing
(C) arranging
(D) assembling
(E) abridgement
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22. A Qualified Opinion report is issued when the auditor encountered one of two
types of situations that do not comply with generally accepted accounting
principles.
(A) suggestion
(B) outlook
(C) advice
(D) instruction
(E) order
23. Macroeconomists study aggregated indicators such as GDP, unemployment
rates, and price indices to understand how the whole economy functions.
(A) appended
(B) detached
(C) component
(D) unit
(E) cumulative
24. The use of professional ethics should be governed when providing a service to
the public.
(A) coped
(B) overcome
(C) summoned
(D) sentenced
(E) qualified
25. Governmental financial statements must be accompanied by required
supplementary information (RSI).
(A) temporary
(B) refinery
(C) recovery
(D) ancillary
(E) recuperation
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PART B. STRUCTURE & GRAMMAR EXPRESSION
(Choose the best answer for each question!)
26. Some people are convinced _______ something for their health by _______ on
energy bars or cornflakes.
(A) do; live
(B) do; living
(C) to do; living
(D) doing; to live
(E) doing; living
27. When the alarm _______, everyone proceeded calmly to the emergency exits;
the fire chief was very impressed with the organization of the drill.
(A) went off
(B) came out
(C) shut down
(D) lie down
(E) stroked down
28. Products which are made from natural earths and are _______ are known as
ceramics.
(A) being subject to high temperatures
(B) subjected to high temperatures
(C) subject to high temperatures
(D) subjecting to high temperatures
(E) having been subjected to high temperatures
29. It is generally true that the lower the stock market falls, _______
(A) higher the price of gold rises.
(B) the price of gold rises high.
(C) the price of the gold will rise.
(D) rises high the price of gold.
(E) the higher the price of gold rises.
30. There are three small rooms in the house. _______ serves as a kitchen.
(A) Smallest of that
(B) The smallest of which
(C) The smaller of which
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(D) The bigger of them
(E) Of which the smallest
31. Synthetic polymers may be _______ thermoplastic or thermosetting depending
on the action of tolylene diisocyanate.
(A) both
(B) but also
(C) as well as
(D) either
(E) even
32. A major problem in the construction of new building _______
(A) is that window has been eliminated while air conditioning system have not
been perfected.
(B) is they have eliminated windows and still dont have good air conditioning.
(C) is because windows are eliminated but air conditioners dont work good.
(D) is dependent on the fact that while they have eliminated windows, they are
not capable to produce efficient air conditioning systems.
(E) They will have eliminated windows and still dont have good air conditioning.
33. I am sure that their flight to New York was delayed _______ the heavy fog.
(A) since
(B) as it is
(C) due to
(D) despite
(E) in addition to
34. Our English teacher suggested that we _______ experiences when we were on
holidays in Bali.
(A) write a composition on our
(B) write a composition about our
(C) to write a composition on our
(D) should write composition on our
(E) should write a composition about our
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35. The acids, salts, and vitamins that fruits furnish are very helpful _______ a
balanced and healthful diet.
(A)to keep
(B) keep
(C) keeping
(D) to keeping
(E) being kept
36. The coach will have the rules _______.
(A) to be officially applied in the game
(B) be officially applied in the game
(C) been officially applied in the game
(D) being officially applied in the game
(E) to apply in the game
37. Centuries of erosion have exposed _____ rock surfaces in the Painted Desert of
northern Arizona.
(A) a rainbows coloring
(B) rainbow-color
(C) in colors of the rainbow
(D) colored like a rainbow
(E) rainbow-colored
38. Dust storms most often occur in areas where the ground has little vegetation to
protect _____ of the wind
(A) from the effects
(B) it from the effects
(C) to effect it from
(D) the effects from it
(E) it the effects
39. _______ of their size and weight, grizzly bears are remarkably nimble animals.
(A) Animals
(B) As animals
(C) To be animals
(D) For animals
(E) Those animals
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40. New words are constantly being invented _____ new objects and concepts
(A) to describe
(B) a description of
(C) they describe
(D) describe
(E) describing
41. The chief advantages of using satellite to predict weather _____ can survey vast
regions of the Earth at one time
(A) they
(B) is that they
(C) if they
(D) or not they
(E) that they
42. _____ types of guitars: acoustic and electric
(A) Basically, there are two
(B) Two basic
(C) Two of the basic
(D) They are two basic
(E) Basically, two
43. The water if the Gulf Stream may be ____ 20 percent warmer than the
surrounding water.
(A) as much
(B) much as
(C) much more as
(D) as more than
(E) as much as
44. All of Agnes Reppliers writings, ______ the most serious subjects, show her
sense of humor.
(A) even though those about
(B) despite those on
(C) even those on
(D) furthermore those on
(E) even that about
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45. I think Jane deserved to be fired for her __________.
(A) totally behavior irresponsible
(B) behavior totally irresponsible
(C) irresponsible totally behavior
(D) irresponsible behavior totally
(E) totally irresponsible behavior
46. The lecturer simply didn't know _______.
(A) which noun clauses to teach
(B) that noun clause to teach
(C) when noun clauses to teach
(D) which noun clauses teach
(E) why noun clauses to teach
47. Can you please tell me ________ ?
(A) what time the next bus arrives
(B) what time does the next bus arrive
(C) when does arrive the next bus
(D) when will the next bus arrive
(E) when the next bus does arrive
48. _____ will be invited to join us for lunch on Saturday
(A) Whoever came
(B) Whoever will come
(C) Whoever would come
(D) Whoever come
(E) Whoever comes
49. Washington once said that _______ have virtue to withstand the highest bidder.
(A) so few men
(B) so little
(C) a few men
(D) few men
(E) little men
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50. The police were greatly outnumbered by rioters, _______ ran into the hundreds.
(A) that figures
(B) its figures that
(C) whose figures
(D) that its figures
(E) those figures
PART C. READING COMPREHENSION

(Read the text carefully and choose the best answer for each question!)
TEXT 1
The more difficult task of ensuring global economic stability was assigned to the
IMF. Those who convened Bretton Woods had the global depression of the 1930's
very much on their minds. Almost three quarters of a century ago, capitalism faced
the most severe crisis to date. The Great Depression enveloped the whole world and
led to unprecedented increases in unemployment. At the worst point, a quarter of
America's workforce was unemployed. The British economist John Maynard Keynes,
who would later be a key participant at Bretton Woods, put forward a simple
explanation, and a corresponding simple set of prescriptions; lack of sufficient
aggregate demand explained economic downturns; government policies could help
stimulate aggregate demand. In cases where monetary policy is ineffective,
governments could rely on fiscal policies, either by increasing expenditures or cutting
taxes. While the models underlying Keynes' analysis have subsequently been
criticized and refined, bringing a deeper understanding of why market forces do not
work quickly to adjust the economy to full employment, the basic lessons remain
valid.
51. The IMF was assigned ______
(A) The task of accelerating economic growth of the world.
(B) The task of controlling inflation in the world economy.
(C) The task of ensuring economic stability in the world economy.
(D) The task of removing imbalances from the U.S.A.
(E) The task of handling money from developed countries.
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52. During the Great Depression _______
(A) Unemployment rate in the World was 25%.
(B) Unemployment rate in England was 20%.
(C) Unemployment rate in the U.S.A. was 25%.
(D) Unemployment rate in India was 20%.
(E) Unemployment rate in the World except U.S.A. was 20%.
53. According to Keynes, the cause for the unprecedented global depression of the
1930's was _____
(A) High interest rate in the USA.
(B) Low interest rate in the UK.
(C) Break down of the gold standard.
(D) Lack of sufficient aggregate demand.
(E) Break down of all economic standards.
54. Keynes' prescription to fight global depression was that _______
(A) The government should pursue active monetary policy.
(B) The government should pursue a combination of fiscal policy and monetary
policy.
(C) The government should pursue fiscal policy where monetary policy is in
effective.
(D) The government should have a policy of balanced budget
(E) The government should have a focused attention on monetary policy only.
55. The word unprecedented in above passage has the closest meaning to:
(A) unpredictable
(B) exceptional
(C) incidental
(D) subsidiary
(E) additional
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TEXT 2
Cooperation is the common endeavor of two or more people to perform a task or
reach a jointly cherished goal. Like competition and conflict, there are different forms
of cooperation, based on group organization and attitudes.
In the first form, known as primary cooperation, group and individual fuse, the
group contains nearly all of each individuals life. The rewards of the groups work
are shared with each member. There is an interlocking identify of individual, group
and task performed. Means and goals become one, for cooperation itself is valued.
While primary cooperation is most often characteristic of preliterate societies,
secondary cooperation is characteristic of many modern societies. In secondary
cooperation, individuals devote only part of their lives to the group. Cooperation itself
is not a value. Most members of the group feel loyalty, but the welfare of the group is
not the first consideration. Members perform tasks so that they can separately enjoy
the fruits of their cooperation in the form of salary, prestige, or power. Business
offices and professional athletic teams are examples of secondary cooperation.
In the third type, called tertiary cooperation or accommodation, latent conflict
underlies the shared work. The attitudes of the cooperating parties are purely
opportunistic; the organization is loose and fragile. Accommodation involves
common means to achieve antagonistic goals; it breaks down then the common
means cease to aid each party in reaching its goals. This is not, strictly speaking,
cooperation at all, and hence the somewhat contradictory term antagonistic
cooperation is sometimes used for this relationship.
56. What is the authors main purpose in the first paragraph of the passage?
(A) To explain how cooperation differs from competition and conflict.
(B) To show the importance of group organization and attitudes.
(C) To offer a brief definition of cooperation.
(D) To urge readers to cooperated more often.
(E) To persuade readers to abandon the form of cooperation.
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57. Which of the following statements about primary cooperation is supported by
information in the passage?
(A) Cooperation is not too important..
(B) It is most commonly seen among people who have not yet developed reading
and writing skills.
(C) It is an ideal that can never be achieved.
(D) It is usually the first stage of cooperation achieved by a group of individuals
attempting to cooperate.
(E) It was confined to prehistoric times.
58. According to the passage, why do people join groups that practice secondary
cooperation?
(A) To endure the business atmosphere.
(B) To defeat a common enemy.
(C) To associate with people who have similar backgrounds.
(D) To get rewards for themselves.
(E) To experience the satisfaction of cooperation.
59. Which of the following is NOT given as a name for the third type of cooperation?
(A) Tertiary cooperation
(B) Accommodation
(C) Opportunistic parties
(D) Latent conflict
(E) Antagonistic cooperation
60. Which of the following best describes the overall organization of the passage?
(A) The author describes a concept by analyzing its three forms.
(B) The author compares and contrasts two types of human relations.
(C) The author presents the points of view of three experts on the same topic.
(D) The author provides a number of examples and then draws a conclusion.
(E) The author defends one type of organization.
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PART D. ERROR ANALYSIS AND CORRECTION
(Find the mistake and correct the sentence!)
61. If only I set my alarm clock last night, I would not have been late for course and
get humiliated in front of the class.
62. A symbol of prosperity in the past, the old castle, stood firmly on the island,are
frequently visited by foreign tourists.
63. National income is defined as the total income earned, but not necessarily
received by all persons lived in a country during a periods of time.
64. Platos most last contribution to mathematics was his insistence on using
reasoning in geometry.
65. Some researchers believe that an unfair attitude toward the poors will contribute
to the problem of poverty in a country.
66. Professor Strahowsky, a noted scientist, was intrigued by the mysterious fish kill
in Summit Lake and undertook to study the reasons why did it occurred.
67. Harry is only a 22 year old man however he seems enough capable of being the
member of Parliament.
68. Could we please talk over it before you turn the whole idea down?
69. If I did set my alarm clock last night I wouldnt have been late for todays course.
70. Lynn wishes she has a chance to visit her aunty in Chicago after a long time of
not seeing each other.
71. Could you tell me when will the next train leave and where to buy the tickets?
72. Why would you rather stay home than to go out with your friends tonight?
73. You drove for seven hours today so I suggest that youd better not drive tonight.
74. The harder Sylvia tries to conquer those math problems, less she gets the solutions.
75. I know youre too busy to stay but I really look forward to see you again.
140 | P a g e
76. Getting enough rest is very important in order not falling asleep in class.
77. I am trying hard to persuade my sister to drive me but I cant make her to do it.
78. Joel giving up smoking has caused him to be irritable with his acquaintances.
79. They asked me what did happen last night, but I was unable to let them know.
80. All the scouts got theirselves ready for the long camping trip by spending weekends
living in the open.
81. Currently, I sit at my computer and try to do these English exercises.
82. While John's sitting on the bus going to work, he's reading the newspaper.
83. The little girl did cry when she fall and hurting herself.
84. She didn't knowing what was happened when she hearing that big bang.
85. Is Susan want to come with us to the movie?
86. Michael is needs a ride tomorrow. He's without a car for the week.
87. He arose his pen from the desk and starting to write.
88. When I saw my ex-boyfriend, he was very upset and he become angry with me.
89. I was waiting for the bus while there was an accident.
90. Even though he was sleepy, he went to bed and falling asleep immediately.
91. Since the weather was so cold, we were swimming in the outdoor pool and
shopped at the local open-air market.
92. If it snows tomorrow, I wear my warm jacket and am taking a hot drink with me.
93. Before leaving work for the day, the computer crashes and I lost all of my data.
94. Unless you are ill, we won't plan to go skiing over the holidays.
95. Upon I discovered that I had lost my purse, I am extremely upset.
96. Why don't you listening to me when I am tell you about a problem?
97. Lay down and take a rest. You're seem very tired.
98. I asked him not to rose his voice when he speaking to me.
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99. When I was shopping yesterday, I wasn't know that you were walked behind me.
100. When you call out, I am startle because I think I am alone.
101. In most parts of the world, people have an unreasonable fear of snakes.
Snakes, however, are beneficial to the environment because they kill many
small animals and other agricultural pest. It has been estimated, that if all the
snakes in India were killed, all crop yields, including wheat's, rice, sugar
cane's and fruit would decrease because of losses due to rats. Many people
fear of snakes because they think they are dangerous and aggression
towards people. The reality is that many are non-poisonous and fearing of
people, so peope don't usually see them unless you look for them.
102. While was at the bus stop, my friends drove by, stop, and give me a ride.
103. In the event that is a nice day tomorrow, we will take a picnic lunch and hike
around the lake.
104. They are planning to go to the mountains this weekend whether the weather
is nice or it is not nice.
105. While watching the concert, the amplifiers quit working and an electrical short
circuit caused a small fire backstage.
PART E. PARAGRAPH WRITING

(Choose one topic and write an essay with minimum of 3 paragraph about it!)
1. Child Labour
2. Erradicating Corruption
3. Improving National Education
4. Social Networking Sites
5. Sexuality Education in Schools

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SUPPLEMENT
AMERICAN & BRITISH ENGLISH
3
Listed below are few of the common words which are different in American and
British English. This is only meant to highlight some of the variety which exists within
English, and is not a complete list by any means. It also does not address different
vocabulary which is used in Australia, Canada, South Africa and India as well as the
Caribbean, Africa, and the many other places in the world which use English as the
language of commerce or government.
AMERICAN BRITISH
analyze analyse
apartment flat
apologize apologise
argument row
attorney barrister
baby carriage pram
band-aid plaster
bathrobe dressing gown
be on vacation be on holiday
burned burnt
can (of beans) tin (of beans)
center centre
check cheque
color colour
cookie biscuit
corn maize
curb kerb
defense defence
diaper nappy
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dreamed dreamt
drivers license driving license
drug store chemists
elevator lift
eraser rubber
flashlight torch
forever for ever
fulfill fulfil
gas, gasoline petrol
honor honour
hood of a car bonnet of a car
jail gaol
jewelry jewellry
labor labour
lawyer solicitor
license licence
line queue
liter litre
living room sitting room/drawing room
movie, theater cinema
muffler silencer
napkin serviette
nothing nought
odor odour
offense offence
overpass flyover
pacifier dummy
pants trousers
parking lot car park
potato chips crisps
pharmacist chemist
program programme
raise in salary rise in salary
realize realise
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rent hire
rest room public toilet/water closet
sausage banger
schedule timetable
sidewalk pavement/footpath
sink basin
skillful skilful
smelled smelt
soccer football
specialty speciality
spelled spelt
spoiled spoilt
story storey (of a building)
stove cooker
sweater jumper
theater theatre
tire tyre (of a car)
traveler traveller
truck lorry/van
trunk of a car boot of a car
vacation holiday
vest waistcoat
windshield windscreen
woolen woollen
zip code postal code
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SUPPLEMENT
LIST OF PHRASAL VERBS
4
A phrasal verb is a complex verb consisting of a simple verb and an adverb
particle. Phrasal verbs are different from prepositional verbs. A prepositional verb
consists of a verb and a preposition. Below are given some example of phrasal verbs
commonly used in English, both formal and informal.
Account for Answer for

- To explain - Be held responsible for a problem
Ache for - Speak on behalf of someone or from
- Want something or someone a lot knowing him or her
Act on Argue out
- To take action because of something - Argue about a problem to find a
like information received solution
Act out Ask after
- Perform something with actions and - Enquire about someone's health,
gestures. how life is going
- Express an emotion in your behavior Ask around
Act up - Ask a number of people for
- Behave badly or strangely information of help
Add on - Invite someone
- Include in a calculation Ask for
Add up - To provoke a negative reaction
- To make a mathematical total - Request to have or be given
- Be a satisfactory explanation for Ask in
something - To invite somebody into your house
Add up to Ask out
- Have a certain result - To invite someone for a date
Aim at Ask over
- To target - Invite
Allow for Ask round
- Include something in a plan - Invite someone
Angle for Auction off
- Try to get something indirectly, by - Sell something in an auction
hinting or suggesting Back away
Answer back - Retreat or go backwards
- To reply rudely to someone in Back down
authority - Retract or withdraw your position or
proposal in an argument
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Back into Be down
- Enter a parking area in reverse gear - Be depressed
Back off - Be reduced or less
- Retreat Be down with
Back out - Be ill
- Fail to keep an arrangement or Be fed up
promise - Be bored, upset or sick of something
Back out of Be snowed under
- Fail to keep an agreement - Have too much work
- Exit a parking area in reverse gear Be taken with
Back up - Like something
- Make a copy of computer data Be up to
- Support - Be good enough
- Drive a vehicle backwards - Doing something naughty or wrong
Bag out Bear down on
- Criticize - Move towards
Bail out Bear on
- Save, rescue - Influence, affect
- Remove water from something that Bear out
is flooded - Confirm that something is correct
- Jump out of a plane because it is - Confirm that something is correct
going to crash Bear up
Bail out of - Resist pressure
- Pay a bond to release someone from Bear with
jail - Be patient
Bail out on Beat up
- Stop supporting someone when they - Attack violently
are in trouble Beaver away
Bail up - Work hard
- Talk to someone and delay them Bed down
- Rob someone at gunpoint - Sleep somewhere less comfortable
Ball up than normal
- Confuse or make things complicated - Become established or successful
- Roll or form into a round shape over time
Balls up Belt up
- Spoil, ruin - Be quiet
Bank on - Fasten your seatbelt
- Count or rely on Bitch up
Barge in - Spoil or ruin something
- Enter a place and interrupt Black out
Bash in - Fall unconscious
- Break, damage or injure by hitting - Lose light
Be after Blank out
- Try to find or get - Censor text so words cannot be read
Be along - Have a temporary memory failure
- Arrive Boil down
- Simplify, reduce to the essentials
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Boil up Burst into
- Feel a negative emotion strongly - Catch fire very quickly
- Cook or heat something to boiling - Laugh, cry or clap loudly
point Buy off
Book in - Pay someone to stop them causing
- Make a reservation in advance trouble
- Check in at a hotel Buzz around
Boot up - Move quickly around a place
- Start a computer Buzz off
Boss around - Leave somewhere
- Use excessive authority to control Buzz off!
people - Go away (imperative)
Bounce into Call after
- Force someone - Name someone after somebody else
Break down Call forth
- End negotiations unsuccessfully - Make something happen
- Start crying Call off
- Stop working - Cancel
Break in - Order someone to stop attacking
- Go into a building to steal something Calm down
- Interrupt something - Stop being angry or emotionally
- Train a horse to be ridden excited
- Carefully use new products until they Carried away
are fully functional. - Get so emotional that you lose
Break off control
- Break a piece from something Carry on
- End a relationship - Continue
Break up Carry out
- Break into many pieces - Perform a task
- Close an educational institution for - Food bought from a restaurant to
the holidays take away
- Finish a relationship Cast aside
- Become inaudible over the telephone - Dispose, get rid of, ignore because
because of interference you no longer like something or
Breeze along someone
- Move easily and quickly Catch up
Breeze in - Get work, etc, up to date.
- Enter a place quickly - Reach someone who was ahead of
Bring along you
- Bring someone or something to Chalk up
certain place - To achieve something good
- Help someone improve Cheat on
Bring up - Be sexually unfaithful
- Mention - Deceive or betray, often in a sexual
- Raise a child and/or emotional context
Brush up Cheer up
- Improve a skill quickly - Be less unhappy
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Chicken out Dawn on
- Be too afraid to do something - Finally realize or understand
Chill out something
- Relax Die for
Choke up - Want something a lot
- Become tearfully emotional Die away
- Grip a handle farther from the end for - Become quieter or inaudible (of a
better control sound)
Chuck away Dig in
- Dispose of something you no longer - Start eating greedily
need or want - Excavate a protective shelter
Chuck in (military)
- Quit something Dig up
- Make a comment - Find something that is supposed to
Clean out be secret
- Tidy up thoroughly and throw away Dish out
unwanted things. - Serve food
- Cause someone to spend all their - Give something, usually when you
money shouldn't
Clean up - Criticize, when you can't take
- Tidy and clean criticism in return
- Profit, sometimes suddenly Dive in
Clear away - Start doing something, usually
- Leave a place without planning
- Remove or tidy - Start eating
Cling on Draw back
- Hold tight - Retreat, move backwards
Close up Dress down
- Completely close something - Dress casually
- Join together - Scold
- Move closer together Dress up
Come across - Dress very smartly
- Find by accident Drink up
- Agree to have sex with someone - Finish a drink
- The way other people see you Drop around
Come along - Visit someone, often without making
- Accompany an arrangement
- Move faster or keep up - Deliver
Come apart Drop by
- Break into pieces - Pay a brief visit
Come around Drop out
- Recover consciousness - Quit a course
Come from Ease up
- Country or town where you were - Relax, calm down
born Eke out
Come off - Make something like money last as
- When something breaks off long as possible
- Be successful
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End up Fix up
- Become or do something unplanned - Make an arrangement
End up with Flame out
- Get as a result of something - Fail
Eye up Flame up
- Look carefully at someone - Burn brightly
Face off Flip out
- Confront - Become very excited and lose
Fall apart control
- Break into pieces Fly by
- Become emotionally disturbed and - When time appears to move quickly
unable to behave normally Follow up
Fall back - Do something to check or improve
- Retreat an earlier action
Fall for - Find our about a problem and act
- Be attracted to somebody, fall in love Fool around
- Believe a lie or a piece of deception - Not be serious
Fart about - Be unfaithful
- Waste time doing silly things Freeze out
Fasten up - Shut out or exclude by unfriendly
- Close, attach treatment
Feed on - Force to retire or withdraw from
- Grow stronger membership, a job, etc
- Consume in an animal's diet Freshen up
- Give someone a particular food - Wash quickly and improve
Fight back appearance
- Defend yourself, resist an attack - Add more alcohol to a glass before it
- Try to control and emotion and keep is empty
it hidden - Quickly improve the appearance of
Figure on something
- Plan, expect Gear up
Figure out - Get ready for a busy period
- Find the answer to a problem Get along
Fill in - Have a good relationship
- Complete a form - Leave
- Substitute someone at work - Progress
Fill up - Criticize
- Fill something completely - Mean
Fire off - Be able to reach, find, access
- Send quickly, angrily or many (letter, - Use threats, payments, bribes, etc,
emails, etc) to affect someone's testimony or
- Shoot, fire a gun (usually repeatedly) decision
Fire up Grind up
- Start a computer - Reduce to small pieces
- Excite, become excited Grow apart
Fit up - Become distant, stop having a close
- Frame someone- make them look relationship because time, distance
guilty of something they haven't done
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Hack around Heat up
- Waste time - Make food hot
Hack into Help out
- Break into a computer system - Give assistance
Hack off Hide away
- Annoy - Put something in a place where it
Ham up won't be found
- Perform or act in an excessive way - Go or stay somewhere where you
to attract attention or amuse people won't be found or away from people
Hammer away at Hide out
- Work relentlessly - Go or stay somewhere to avoid
Hammer into being caught or found
- Repeat something over a period of Hinge on
time to make someone remember it - Depend very much or completely
Hammer out - Be an essential point for the
- Negotiate and reach an agreement development of a story
Hand back Hinge upon
- Return - Depend very much or completely
Hand down Hit back
- Pass on to the next generation - Attack or criticize
- Give a formal decision Hit for
Hand in - Get someone to pay or donate
- Submit work for appraisal money
Hand on Hit it off
- Give to someone else - Have a good relationship from the
- Transmit knowledge to the next first time you meet a person
generation Hit it off with
Hand out - Like someone from the first time you
- Distribute meet them
Hand over Hit on
- Give - Have an idea
Hang about - Talk to someone to try to attract
- Spend time somewhere not doing them sexually
much - Ask for money
Hang on Hit out at
- Wait - Respond angrily to criticism
- Hold tightly Hit upon
Hang onto - Have an idea
- Keep - Try to attract someone sexually
Hang out Hit with
- Spend time socially - Surprise someone with some
Hang out for information or news
- Wait or refuse to do something until Hold against
you get what you want - Have a grudge against someone, or
Hang over little respect
- Worry or trouble Hold back
- Not show emotion
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Hush up Kick off
- Try to keep something bad from - Start a game of football
becoming widely known - Die
Iron out - When trouble starts
- Remove small problems or - Argue, protest and refuse to co-
irregularities operate
Issue forth Kick out
- Come out of a place - Expel
Jabber away Kick up
- Talk fast or incomprehensibly - Cause trouble or pain
Jack around Kill off
- Make trouble for someone, fail to - Reduce or exterminate a population
keep promises by hunting, pollution, development,
Jack in etc.
- Quit, give up Kiss off
Jack up - Used to tell someone to go away
- Raise a car to be able to do - Consider something to be
mechanical work unimportant or inferior
- Increase sharply Kiss up to
Jam on - Try to get into someone's favor
- Apply or operate something forcefully Knock about
Jaw away - Beat someone
- Talk just for the point of talking rather Knock around
than having anything to say - Discuss casually
Jazz up Knock back
- Make something more interesting or - Cost someone a lot of money
attractive - Finish a drink quickly, drink a lot of
Joke around alcohol
- Be funny, or try to - Shock
Jot down Knock down
- Make a quick note - Demolish
Juice up - Hit and injure someone
- Make something more exciting or Knock it off!
perform better - Stop doing something annoying
Jump at Knock off
- Accept eagerly - Finish work for the day
Jump in - Reduce the price of something
- Enter a conversation - Reduce the time required to do
Jump on something
- Criticize, attack - Steal
Keel over - Produce or create something quickly
- Turn upside down Knock out
- Surrender, give in - Hit and make somebody
- Fall to the ground unconscious
Keep around - Sell, distribute
- Keep something near you Lash out
Keep away - Suddenly become violent
- Don't allow someone near something - React angrily
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Lay down Line up
- Establish rules or procedures - Arrange in a line
- Kill, murder - Arrange something in a line
Lay into - Arrange events for someone
- Criticize angrily Link up
Lay off - Connect, join
- Make an employee redundant Link up with
Lay on - Connect with someone or contact
- Organize, supply them
Lay out Listen out for
- Spend money - Listen for a particular noise or sound
Lead on Listen up
- Falsely or cruelly raise hopes - Pay attention (often used as a
Lead to command)
- Result in Live by
Leak out - Follow a belief system to guide your
- Become public knowledge behavior
Lean on Live down
- Put pressure on someone to get - Stop being embarrassed about
them to do what you want something
Leap at Live for
- Take an opportunity enthusiastically - Believe something is extremely
Leap on important
- Show interest in or try to use Live in
something to your advantage - Live in the place where you work or
Leap out at study.
- Be very noticeable Live it up
Leap upon - Have a good time by spending a lot
- Show interest in or try to use of money
something to your advantage Live off
Leave on - Use money earned
- Not turn off - Be financially supported
Leave out Live on
- Not include - Use money for basic necessities
Let down - Not be forgotten
- Disappoint, fail to keep an Live out
arrangement - Stay somewhere until you die
- Make clothes longer - Fulfill an ambition or fantasy
Let in - Not live at the place where you study
- Allow someone to enter or work
Let off Log in
- Not punish - Enter a restricted area on a
Let on computer system
- Tell a secret Log into
Let out - Enter a restricted area of a computer
- Allow to leave or go out system
- Make a sound Log off
- Make clothes bigger - Exit a computer system
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Log on Make for
- Enter a computer system - Head in a certain direction
Log out - Produce a result or situation
- Exit a computer system Make into
Look after - Change something into something
- Take care else
Look back Make it
- Think about the past - Arrive or get a result
Look down on Make it up to
- Have a low opinion of - Try to compensate for doing
Look for something wrong
- Try to find Make of
Look forward to - Understand or have an opinion
- Wait for or anticipate something Make off
pleasant - Leave somewhere in a hurry
Look in Make off with
- Make a quick visit - Steal
Look in on Make out
- Visit briefly to see if everything's all - Make a cheque payable to
right somebody
Look into - Pretend
- Research, investigate - Progress
Look on - Kiss and pet
- Watch something like a crime without - Discern a small detail
helping - Be able to see or hear something
Look on as - Understand someone's nature or
- Consider, regard personality
Look out Make over
- Be careful - Change appearance
Look over - Give money or possessions to
- Inspect someone in a legal way
Look round Make towards
- Inspect a house - Head in the direction
Look to Make up
- Expect, hope - Stop being angry with someone
Look up - Put on cosmetics
- Consult a reference work (dictionary, - Invent a story
phonebook, etc.) for a specific piece of Make up for
information. - Compensate
- Improve Mess over
- Find, trace an old friend - Treat someone badly
Look up to Mess up
- Respect - Spoil or ruin
Lose out - Make something untidy or dirty
- Be at a disadvantage - Cause mental, physical or emotional
Make after problems
- Chase Mock up
- Make a model of to show or test it
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Name after Pack up
- Give someone a name to remember - Stop doing something
another person - Finish work
Narrow down - Break down, stop working
- Remove less important options to - Collect things and put them where
make it easier to choose you keep them
Nip out Pair up
- Go somewhere quickly - Form a pair
Nod off Pass away
- Fall asleep - Die
Nose about Pass back
- Look for something hidden or secret - Return
Nose around Pass by
- Look around for evidence - Go past without stopping
Nose out - Visit briefly
- Find out, discover- usually - Miss an opportunity
information, secrets, etc Pass down
- Narrowly beat someone - Transmit information or give property
Note down to younger generations
- Write something short like a phone Pass for
number for future reference. - Be accepted as something, usually
Nut out when not
- Find an answer to a problem Pass off
Occur to - Convince something that something
- Enter one's mind is real
Open up - Happen in a certain way
- Start to talk freely about something Pass on
- Open a shop or business for the day - Give a message to someone
- Allow goods into a market - Decline an invitation or opportunity
Opt for - Die
- Choose Pass on to
Opt out - Change topic or subject
- Choose not to be part of something Pass out
Owe to - Faint, lose consciousness
- Be the reason for something - Distribute
Own up Patch up
- Confess - Fix or make things better
Pack away - Give an injured person basic medical
- Put something where it belongs treatment
Pack in Pay back
- Stop doing something - Repay money borrowed
- End a relationship - Take revenge on
- Fill a venue Pay for
- Break down, stop working - Purchase
Pack it in Play off
- Stop doing something (used as an - Play a game to decide who the
imperative) winner is
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Put up Run away
- Allow someone to stay at your house - Escape from people chasing you
for a night or a few days. - Leave home because of problems
- Increase prices, taxes, duties, etc. with other family members or to elope
Put up with Run down
- Tolerate - Hit a pedestrian with a vehicle
Reach out for - Lose energy or power
- Try to achieve something difficult - Criticize, disparage
Reach out to - Find the source or origin of
- Ask for help something
- Offer help Run for
- Try to communicate and establish - Campaign for a position
good relations with people Run in
Read off - Arrest, take to police station for
- Read a list aloud for someone to questioning
write down - Drive a new car carefully in order not
Read out to damage the engine
- Read aloud rather than silently - Pay a casual visit
Read up on - Insert
- Research Run into
Reason out - Cost
- Come to a conclusion or solution - Meet by accident
after some thought Run off
Reckon on - Make photocopies
- The minimum expected Run on
Reel in - Be powered by
- Catch a fish on a line and pull the Run out of
line to land - Have none left
- Attract people, especially customers, Run over
to get them to do what you want them - Explain quickly
to - Hit with a vehicle
Reel off - Exceed a time limit
- Quote statistics or facts rapidly Run through
- Score a lot of points or win a lot of - Practice a dramatic work like a play
games one after the other quickly
Ring back - Stab or wound deeply with a knife,
- Return a phone call sword, etc.
Ring off Run to
- Finish a phone conversation - Go to someone for help
Ring up - Include in things you like
- Telephone - Have enough money to buy
Rip off something, often negative
- Charge excessively or obtain money Run up
unfairly - Move quickly to where someone is
Roll on - Hoist, raise a flag
- When something continues to - Do or make something very quickly
happen - Spend a lot of money on credit
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Salt away Send in
- Save money - Order people into a place to handle a
Save on problem
- Reduce or avoid consumption to cut - Write to get information
costs Send off
Save up - Expel a sports player from a match
- For money for a particular purpose - Post a letter
- Collect or store something for future Ship off
use - Send someone away, often because
Scale back of a problem
- Make something smaller than Ship out
originally planned - Leave a place
Scale down Shoot away
- Make something smaller than - Leave somewhere quickly
originally planned Shoot back
Scale up - Return quickly
- Increase, make bigger Shoot for
Scare away - Have as a goal
- Frighten someone some much that Shoot off
they go away - Leave promptly and quickly
Scare off Sign for
- Make someone so frightened that he - Write a signature on behalf on
or she away someone
Scout about Sign in
- Look in different places for - Register in a hotel
something - Open a computer program that
Scout around requires a name and password
- Look in different places for - Write your name when entering a
something place
Scout out Sign into
- Search for something - Open a particular computer program
Scout round that requires a name and password
- Look in different places for Sign off
something - End a message
Scout up - Close a claim for unemployment
- Try to find someone for a task or benefit
requirement - Stop doing something to leave
Screw over - Give someone a letter to be away
- Treat harshly or cheat from work
Screw up Sign off on
- Do badly or fail - Give official approval
See about Sign on
- Arrange, consider - Open a claim for unemployment
See to benefit
- Deal with something - Agree to participate
Sell off - Start broadcasting
- Sell a business or part of it - Employ
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Stay up Take off
- Not go to bed - Make great progress
Step back - Reduce the price of an item
- Look at something from a different - When a plane departs or leaves the
perspective ground
Step down - Remove
- Leave a job or position so that Talk over
someone can take over - Discuss
- Reduce Tear away
Step forward - Stop someone doing something
- Offer help unwillingly
Step in - Remove a surface violently
- Get involved by interrupting Tear down
something - Demolish
Step on it Tee off
- An imperative used to tell someone - Start or launch an event
to go faster, especially when driving - Place a golf ball on a short plastic or
Step out wooden stick before hitting it at the
- Leave a place for a very short time start of a hole.
Step to - Annoy someone
- Confront Throw away
- Chat, talk to - Discard something when no longer
Step up needed
- Increase Throw in
Sum up - Join, accompany
- Summarize - Add something to a deal
Summon up Throw off
- Get the energy or courage to do - Remove item of clothing quickly
something - Get rid of
Swear by - Produce light or heat
- Have great confidence in Throw on
Swear down - Put clothes on quickly
- Promise that something is true Throw out
Tag along - Get rid of
- Accompany someone, especially if Throw away
they haven't specifically invited you - Discard something when no longer
Tag on needed
- Add an additional point to something Throw in
written or spoken - Join, accompany
Tag with - Add something to a deal
- Add a keyword link or bookmark to a Throw off
blog entry or webpage - Remove item of clothing quickly
Take after - Get rid of
- Look like, resemble - Produce light or heat
Take apart Throw on
- Take something to pieces - Put clothes on quickly
Take away Throw out
- Remove - Get rid of
158 | P a g e
Trade in Wait around
- Exchange something old as part of - Wait somewhere doing nothing
the price of something new Wait behind
- Leave your wife or husband to marry - Stay somewhere after other people
someone younger have left
Trade off Wait in
- Bargain, make a deal or compromise - Stay at home because someone is
- Accept something you don't really going to visit
want to get something you do want Wait on
Turn away - Serve people in a restaurant
- Not allow someone to enter a place - Sell goods in a shop
Turn down - Provide someone with everything
- Reduce volume, temperature, etc. they need or want
- Reject an offer, invitation, etc. - Wait for a result before being able to
Turn in make a decision
- Go to bed Wait out
Turn into - Wait till something has finished,
- Become usually something unpleasant
Turn off Wake up
- Stop a machine - Stop sleeping
Turn on Walk away from
- Cause someone to feel attraction or - Leave something you don't like
pleasure Walk away with
- Start a machine - Win easily
- Attack Walk out
Turn out - Leave work because of a dispute
- Produce with the management
- Produce an unexpected result - Leave a place angrily or because
- Stop a light you are not satisfied
- Attend Wash away
Turn over - When floods or waves completely
- Give to the authorities remove a structure, building, etc.
Turn to Wash down
- Try to get help - Drink in order to swallow something
- Take up a habit solid
Turn up Wash out
- Appear - Rain so heavily that an event has to
- Increase volume, temperature, etc. be cancelled
Type out Wash over
- Write a full or finished version of a - Suddenly experience a strong
text on a computer emotion
Use up Wash up
- Finish or consume all of something - Clean everything used to prepare
Vacuum up food and eat it
- Consume - Wash face and hands
Venture forth Watch out
- Leave somewhere safe or - Be careful (imperative)
comfortable
159 | P a g e
Water down Work on
- Make something weaker and less - Improve or develop
effective Work out
Wean off - End nicely
- Slowly stop a dependency on - Find the answer or solution
something Wrap up
Wear away - Cover in paper
- Erode, remove gradually - Dress warmly
Wear down - Finish
- Make something weaker Write down
Wear off - Make notes
- Stop having an effect Write in
Wear out - Send a letter to a TV station, etc.
- Use something until it stops working Write up
Weed out - Make complete written version
- Remove, get rid of Yack on
Weigh in - Talk continuously, especially if it is
- Have a certain weight (in sports like an annoying way
boxing) Yammer on
- Enter an argument forcefully - Talk continuously, especially if it is
Weigh up an annoying way
- Assess Yield to
Well up - Surrender
- Feel tears starting Zip up
- Feel an emotion strongly - Keep quiet
While away Zone out
- Spend time doing something - Not pay attention
because you have nothing better to do - Dissociate yourself from a situation
Whip into Zonk out
- Enter rapidly (as for a brief errand) - Fall asleep
Whip out Zoom in
- Remove quickly - Focus more closely
Whip out of Zoom in on
- Exit rapidly - Focus more closely
Whip through Zoom off
- Do something quickly - Go somewhere quickly
Whip up Zoom out
- Make food quickly - Focus less closer
- Mix liquid food quickly to make it
thick and creamy
- Make people feel more strongly
about something
Whisk away
- Take to another place quickly
White out
- Use correction fluid to cover a
mistake in a written text
160 | P a g e
REFERENCES
Azar, Betty Schrampfer. (2002). Understanding and Using English Grammar, Third
edition with Answer Key. New York: Pearson Education, Longman.
Azar, Betty Schrampfer. (2003). Fundamentals of English Grammar, Third edition

with Answer Key. New York: Pearson Education, Longman.
Brathwaite, Rudolph. (1995). Writing Through Grammar. McGraw-Hill.
Burnette, Dawn. (2003). Daily Grammar Practice. Peachtree City, GA: DGP
Publishing.
Comrie, Bernard. (1985).Tense. Cambridge, England: Cambridge University.
Crystal, David. (1980). A First Dictionary of Linguistics and Phonetics. Boulder, CO:
Westview.
Fuchs, Margaret, and Margareth Bonner. (2003). Grammar Express. Malaysia:

Pearson Education Limited.
Greenbaum, Sydney. (1996). Oxford English Grammar. Oxford: Oxford University

Press.
Gucker, Philip. (1966). Essential English Grammar. New York: Dover Publishing, Inc.
Hartmann, R.R.K., and F.C. Stork. (1972). Dictionary of Language and Linguistics.
London: Applied Science.
Hasibuan, Sofia Rangkuti. (2000). English Language Structure. Jakarta: Djambatan.
Krohn, Robert. (1973). English Sentence Structure. Michigan: The University of

Michigan Press.
Lyons, John. (1977). Semantics. Volumes I, II. Cambridge, England: Cambridge

University Press.
Mish, Frederick. (1991). Webster's Ninth New Collegiate Dictionary. Springfield, MA:
Merriam-Webster.
Murphy, Raymond. (1985). English Grammar In Use. Second Edition. England:

Cambridge University Press.
161 | P a g e
Oshima, Alice, and Ann Hogue. (1997). Introduction to Academic Writing: Second
Edition. New York: Longman.
http://eslus.com
http://grammar.ccc.commnet.edu
http://perso.wanadoo.es/autoenglish/gr.comp.i.htm
http://specialchildren.about.com/od/learningissues/ht/paragraph.htm
http://www.englishclub.com
http://www.howtowriteaparagraph.com/
http://www.nonstopenglish.com/allexercises/grammar/grammar-conditional.asp
http://www.usingenglish.com/reference/phrasal-verbs/b.html
http://www.wikihow.com/Write-a-Paragraph
http://www.wikipedia.org
http://www.writingcentre.uottawa.ca
162 | P a g e
THE AUTHOR
Nama : Muhammad Agung Darlianto

Alamat korespondensi : Serpong City Paradise
Blok G.12/5 Babakan Tangerang Selatan 15315
Unit Instansi : Umum
Telp./Faks : 021-7566770 / 021-7566770
HP : 081513142211
E-mail : agung.darlianto@yahoo.com
abinada@thedarlianto.com
Website/Blog : www.thedarlianto.com
Author started his career in teaching since his high school time by being an
English Instructor at well known public english course in his hometown, Bengkulu.
Continuing his education at a popular state university in Padang, West Sumatera, he
kept improving his career as a teacher at a national non-formal education center
there. After finishing his bachelor degree and enrolling at post graduate course at a
private university in Jakarta, he proceeded his work as an educator at the university
where he achieved his Master's degree and at Sekolah Tiinggi Akuntansi Negara in
which he found himself to be potential in writing.
At Sekolah Tinggi Akuntansi Negara, the author is given the responsibity for
handling english subject teaching and materials designing. Beside the English
Learning Module, the author has been working on some books related to English
learning and teaching, training, motivation, and some true-story-based novels which
are going to be published soon. The author has shown a restless dedication to the
teaching, training, and education world that he is willing to abdicate his life to the
better improvement of learning process at his institution.
163 | P a g e
164 | P a g e

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LEARNING MODULE

PROGRAM DIPLOMA III KEUANGAN

MUHAMMAD AGUNG DARLIANTO

SEKOLAH TINGGI AKUNTANSI NEGARA

Alhamdulillahirabbilalamin, Praise Allah SWT, The Lord of the universe, for

Jakarta, 20 April 2011

Darlianto, Muhammad Agung

TABLE OF CONTENTS ............................................................................................ 3

LIST OF TABLES ..................................................................................................... 7

LIST OF ILLUSTRATIONS ....................................................................................... 8

CHAPTER I PARTS OF SPEECH ......................................................................... 10

Parts of Speech Classification ........................................................................... 10

Present Tense ................................................................................................... 31

CHAPTER III DEGREE OF COMPARISON .......................................................... 48

General Pattern ................................................................................................. 52

CHAPTER V QUESTION TAG .............................................................................. 55

Chapter Review Exercise................................................................................... 57

CHAPTER VI CAUSATIVE ................................................................................... 58

Chapter Review Exercise................................................................................... 59

CHAPTER VII CONDITIONAL & SUBJUNCTIVE ................................................. 60

CHAPTER VIII DIRECT & INDIRECT SPEECH .................................................... 67

Direct Speech .................................................................................................... 67

CHAPTER IX DEPENDENT CLAUSE .................................................................. 75

CHAPTER X GERUND & INFINITIVE ................................................................... 83

CHAPTER XI PARAGRAPH WRITING ................................................................. 90

SUPPLEMENT 1 READING COMPREHENSION ................................................. 96

SUPPLEMENT 2 CUMULATIVE REVIEW EXERCISE ....................................... 125

SUPPLEMENT 3 AMERICAN & BRITISH ENGLISH .......................................... 143

SUPPLEMENT 4 LIST OF PHRASAL VERBS ................................................... 146

REFERENCES ...................................................................................................... 161

THE AUTHOR ....................................................................................................... 163

Table 1. Certain Plural Forms in English ..................................................... 11

Illustration 1. Coordinative & Corelative Conjunction ........................................... 16

A. Parts of Speech Classification

Person Subject Object Possessive Intensive / Reflexive

Present Past Future

and ; or; both...and; not onlybut also;

Illustration 2. Subordinative Conjunction

after all in addition next

Table 6. Several Examples of Interjection

hello, hullo expressing surprise "Hello! My car's gone!"

Illustration 4. Noun, Adjective, Verb, and Adverb Forming with Affixes

anti-; auto-; bi-; co; counter-; dis-; ex-; hyper-; in-;

-ward, -ly, adverb of time, place, manner, frequency

My aunt enjoyed taking the hayride with you.

Illustration 6. Compound Sentence Formula

Catch-22 is widely regarded as Joseph Heller's best novel, and because

E. Determiner & Quantifier

We know a few people in the area. I know

I know little English. I am going to have a

I know a little English, at least enough to

Table 8. Forms of Quantifier 2

Several examples of adjective word order in sentences are as follow:

may had better

should strong necessity

Find and correct the mistake!

1.2. Present Progressive (Continous)

1.3. Present Perfect

Illustration 11. Present Perfect Tense Formula

1.4. Present Perfect Progressive (Continous)

2.2. Past Progressive (Continous)

Several examples of Past Progressive Tense in sentences are given below:

Several examples of Past Perfect Tense in sentences are given below: