English For Obu 1

ENGLISH FOR AIRPORT OPERATION STUDENTS – INDONESIAN CIVIL AVIATION INSTITUTE
Lesson 1
ENGLISH VERB FORMS
Objectives: At the end of this lesson, the students are expected to:
1. understand the different forms of regular and irregular verbs in English.

2. be well informed that English verbs can be derived from nouns or adjectives.
3. be familiar with some irregular verbs used in general English for their level of
competence.
A. Verb Forms
Different from Indonesian verbs that do not change their form when we use them in
sentences, English verbs change their form when we change the subject or tenses.
Though most verbs in English have regular ed–ending to their main forms (stem forms),
there are some verbs that do not have ed-ending to their main forms. Verbs that have
regular ed–ending to their main forms (latter we will use the term stem forms), are
called regular verbs, and verbs that do not have regular ed-ending to their main forms
(stem forms) are called irregular verbs.
1. Samples of regular verb forms
Finite Non - finite STEM+ED form

STEM form STEM+S form STEM+ING form finite non - finite
abort aborts aborting aborted aborted
apply applies applying applied applied
drift drifts drifting drifted drifted
earn earns earning earned earned
fix fixes fixing fixed fixed
follow follows following followed followed
grasp grasps grasping grasped grasped
harm harms harming harmed harmed
hope hopes hoping hoped hoped
intend intends intending intended intended
join joins joining joined joined
load loads loading loaded loaded
manage manages managing managed managed
neglect neglects neglecting neglected neglected
negotiate negotiates negotiating negotiated negotiated
offer offers offering offered offered
plan plans planning planed planed
remain remains remaining remained remained
request requests requesting requested requested
settle settles settling settled settled
taste tastes testing tested tested
Notes: Most verbs that start with vowel i, a, and consonant j are regular .
REVISED SEPTEMBER 09TH, 2018 1

2. Samples of irregular verb forms
Some verbs in English are irregular and they have different patterns to make their
stem+ed forms. Since most English verbs are regular, we apply the terms used in regular
verbs for irregular verbs. A few irregular verbs have three different forms, others have
four and some others have five different forms.
Here are some examples:
Finite Non - finite STEM+ED form

STEM from STEM+S form STEM+ING form finite non-finite
become becomes becoming became become
bring brings bringing brought brought
buy buys buying bought bought
catch catches catching caught caught
do does doing did done
drink drinks drinking drank drunk
find finds finding found found
fly flies flying flew flown
go goes going went gone
get gets getting got got / gotten
give gives giving gave given
have has having had had
hear hears hearing heard heard
keep keeps keeping kept kept
learn learns learning learnt learnt
make makes making made made
mean means meaning meant meant
ring rings ringing rang rung
swim swims swimming swam swum
sing sings singing sang sung
teach teaches teaching taught taught
tear tears tearing tore torn
wear wears wearing wore worn
3. Verb Be
Verb be has eight different forms. Three for stem form (non-finite stem “be" and
finite stem form “am”, and “are”) One finite stem+s, non-finite stem+ing and
non-finite stem+ed form. Two for the finite stem+ed forms.
Finite Non - finite STEM + ED form

STEM form STEM+S form STEM+ING form finite non-finite
be was
am is being were been
are
For more information about irregular verbs can be seen on page 113, the list of irregular verbs!

B. Verb - Derivation
We may sometimes use other words such as nouns or adjectives to express actions or
activities. Of course, we do not use them instantly, but we need to change some of their
forms. Most verbs that derived from nouns or adjectives are regular verbs, therefore they
can easily be added with an ed-ending to make their stem+ed forms.
You may have a sentence as:
- Mrs. Brown is booking two airline tickets to Surabaya.

- She always books her tickets for Garuda Indonesia Airways.
- She also booked return ticked to Medan last week.
- She has booked another ticket to Makasar next week. etc.
Here are some common verbs that are derived from nouns and / or adjectives.
a. Verbs derived from nouns
Nouns To + stem Stem + ing Stem + ed Remark

form form form
a book to book booking booked mendaftar
a block to block blocking blocked me nutupi / halangi
a brake to brake braking braked mengerem
a chisel to chisel / chiseling chiseled / memahat
to chip chipping chipped
a drill to drill drilling drilling mengebor
a file to file filing filed mengikir
- foam to foam foaming foamed menyemprot dg busa
- grease to grease greasing greased melumasi
- ground to ground grounding grounded menahan
a hacksaw to hacksaw hacksawing hacksawed menggergaji
a hammer to hammer hammering hammered memukul
a head to head heading headed bergerak menuju
- iron to iron ironing ironed menyeterika
a jaw to jaw jawing jawed mengarah
a machine to machine machining machined memotong
maneuver to maneuver maneuvering maneuvered bermanuver
- paint to paint painting painted mengecat
- rain to rain raining rained menghujani
a rivet to rivet riveting riveted merivet
a roll to roll rolling rolled menggulung
a screw to screw screwing screwed menyekrup
a taxi to taxi taxiing taxied meluncur
a throttle to throttle throttling throttled menutup saluran bensin
- water to water watering watered mengairi
etc dan lain lain

b. Verbs from adjectives
Adjectives Nouns To stem form Stem + ing form Stem + ed form
deep depth to deepen deepening deepened

short shortness to shorten shortening shortened
weak weakness to weaken weakening weakened
dark darkness to darken darkening darkened
light lightness to lighten lightening lightened
wide width to widen widening widened
tight tightness to tighten tightening tightened
loose looseness to loosen loosening loosened
smooth smoothness to smoothen smoothening smoothened
hard hardness to harden hardening hardened
soft softness to soften softening softened
white white to whiten whitening whitened
high height to heighten heightening heightened
long length to lengthen lengthening lengthened
strong strength to strengthen strengthening strengthened
low lowness to lower lowering lowered
slow slowness to slow slowing slowed, etc.
C. Finite and Non-finite Verbs
Before we go on to the next topic, we would like to learn about finite and non-finite
verbs. There are some definitions about finite and non-finite verbs.
1. A finite verb is a verb that changes its form when we change the subject from
singular to plural, or vice versa.
Examples:
a. Edwin speaks English well.

b. Edwin and Rudy speak English well.
c. A mechanic works with tools.
d. Mechanics work with tools.
e. Peter doesn’t understand English.
f. His friends don’t understand English.
The verbs: speaks, speak, works, work, doesn’t, and don’t are finite verbs because
they change their form when we change the subject from singular to plural, or vice versa.
When the subject is singular the verb has an s-ending, and when the subject is plural
the verb does not have an s-ending.
2. A finite verb is a verb that changes its form when we change the subject pronoun
from: I, we, you, and they to he, she, or it, or vice versa.

Examples:
a. I live in a small town not far from Jakarta.
b. He lives in a small town far from Jakarta.
c. We don’t understand English well.
d. She doesn’t understand English well.
e. They watch television in the evening.
f. She watches television in the evening.
The verbs: live, lives, don’t, doesn’t, watch, and watches are finite verbs because
they change their form when we change the subject pronoun from I, we, and they to
he and she, or vice versa.
3. A finite verb is a verb that changes its form when we change the tenses from
present to past tense or vice versa.
Examples:
a. John flies to Makasar twice a month.
b. John flew to Makasar last week.
c. Jihan doesn’t work late every day.
d. Jihan didn’t work late yesterday.
e. Mr. William’s family has a picnic twice a year.
f. Mr. William’s family had a picnic last month.
g. I get up early on work-day.
h. I got up a little bit late today.
The verbs: flies, flew, doesn’t, didn’t, has, had, get up and got up are finite because
they change their forms when we change the tense from present to past tense, or vice
versa.
These three rules of finite verb can be combined into General rule:
A finite verb is a verb that can change its form when we change the subject from plural
to singular, or from subject pronoun I, We, You and They to He, She or it, or when
we change the tense from present to past tense, and vice versa.
4. A non-finite verb is a verb that doesn’t change its form when we change the subject
or tenses.
Examples:
a. Andi doesn’t read newspaper at home.
b. Andi didn’t read newspaper at home yesterday.
c. Andi and his family don’t read newspaper at home.
d. I don’t read newspaper in the office.
e. He doesn’t read newspaper in the office.
The verb “read” in all sentences above are a non-finite verb, because they don’t
change their form when we change the subject from singular to plural, or from subject
pronoun I to he, or even when we change the tense from present to past tense, or vice
versa.

The stem+s form of an English verb is always finite, whereas the stem+ing form of an
English verb is always non-finite. While the stem and stem+ed forms can be finite or
non-finite.
In this book, we will often use the term: stem, stem+s, stem+ing and stem+ed to
indicate verb form rather than the term infinitive with/without to, past tense, present
participle, past participle, etc. We’ll also use the term finite and non-finite to specify which
verb form we refer to.
Overview
Before we study further about the use of verb forms in English in more detail, we will give
you a brief examples of verb forms used in basic sentence pattern as follows.
1. Stem form may appear in;
a. Simple present tense after a plural subject or after a pronoun; I, we, you or
they, as in:
- We write a progress report every week.
- Aircraft passengers wait their departure in the departure lounge.
b. Imperative statement
An imperative consists of a stem form of a verb and other necessary words.
Examples:
1) Sit down!
2) Put off your shoes, please!
3) Fasten your seat belt, please!
4) Make a right turn after reaching 2000 feet!
5) Climb to flight level 350!
6) Taxi to the apron via taxiway Bravo.
A negative imperative can be made by adding a verb “Do+not” (Don’t) before the
stem form, as in:
1) Don’t leave the room without being locked.
2) Don’t enter police lines!
3) Don’t park your car at “no parking” sign.
4) Don’t ride a motor cycle without safety helmet!
5) Don’t drive your car without a driving license!
c. After an auxiliary verb, as in:

1) He will write a report this afternoon.
2) They might be in the library reading.
3) A passenger must show his boarding pass.
d. In a negative and interrogative statement after finite verb form of do.

1) I don’t write the report in English well.
2) Does she write the report every month?
3) Doesn’t john stay in the dormitory?

2. Stem+s form is only used in simple present tense after a singular subject
(included an uncountable and abstract noun) or after a subject pronoun He, She, or
It, as in:
a. She writes a report at the end of a month.
b. Erwin works forty hours a week.
c. The aircraft is at parking stand Alpha.
3. Stem+ing form
a. Stem + ing form is used in progressive tense, after a verb form of “be” as in:
1) She is writing a report in her office.
2) She has been writing a report for an hour.
3) She is standing at the bus stop waiting for her bus.
b. Stem + ing form can also be used as gerund, as in:

1) Travelling by air is safe and convenient.
2) Our main task is studying.
3) All incoming traffics are diverted to other airport.
4. Finite stem+ed form is used in simple past tense as in:
a. She wrote this report only this morning.

b. They visited their family out of town last week.
c. His secretary was absent from work last week.
5. Non-finite stem+ed form is used in:
a. Perfect tense after a verb form of “have” ( have, has, had, or having) as in:
1) We have written the accident report.

2) The aircraft to Manado has taken-off.
b. Passive voice after a verb form of “be” as in:
1) The report was written in English.

2) The report should be written in two languages.
Reading comprehension
Read this following text and then answer the questions that follow !
“Ladies and gentlemen, this is your flight attendant speaking. I wish to welcome you
aboard British Airways flight 624 to London. Please fasten your seat-belts and observe
the no smoking signs. We wish you a comfortable and pleasant journey.”
These, or similar words, along with emergency procedures, are spoken countless times
each day by flight attendants while the captain and his crew on the flight deck await taxi
and take-off instruction from the air traffic controllers.
While the passengers are getting ready for take-off and making themselves comfortable,
quite unaware of what is going on the flight deck, the pilot has tuned in to the ground
control frequency and requested taxi instruction and route clearance.
Pilot : Mirabel Ground Control. This is British Airways six two fower at ramp
two zero, ready to taxi, IFR London. Over.
Controller : British Airways six two fower. This is Mirabel Ground Control. Taxi to
runway tree zero via taxiway Romeo (R) two and Whisky (W) one.
Over.
Pilot : Taxi to runway tree zero via taxiway Romeo (R) two and Whisky (W)
one, British Airways six two fower.
When the ground controller has BA (British Airways) 624’s route clearance, he relays it
to the pilot.
Controller : British Airways six two fower. Route clearance.
Pilot : British Airways six two fower. Go ahead
Controller : British Airways six two fower. Cleared to London Airport via flight plan
route. Maintain flight level tree five zero. Over.
Pilot : Cleared to London Airport via flight plan route. Maintain flight level tree
five zero. British Airways six two fower.
Controller : British Airways six two fower. Clearance correct.
When flight BA 624 reaches the holding position clear of the runway 30 and is ready for
take–off, the pilot contacts the local controller in the tower cab.
Controller : British Airways six two fower cleared for take–off. Maintain runway
heading after take-off, over.
Pilot : Cleared for take-off. Maintain heading after take-off. British Airways six
two fower.
Controller : British Airways six two fower. Contact approach control one two fower
point six now, Over
Pilot : Contact approach control one two fower point six. British Airways six
two fower. Good day.
Answer these following questions based on the reading text above!
1. What is another name for a flight attendant?

2. Whom do you think the flight attendant speaks to?
3. What do the passengers of BA 624 have to do?
4. Why do the passengers have to observe the “no smoking sign”?
5. When do the passengers learn their emergency procedures?
6. What do you think emergency procedures are?
7. What does a pilot need before he moves his aircraft to taxi to the runway for take-
off?
8. What does the pilot get before he takes off and leaves the aerodrome?
9. With what single word does someone end a message on the radio?
10. By tuning in to 124.6 frequency , what controller does the pilot of BA 624 contact?
11. At what heading is runway 30? Runway 12? Runway 22? and Runway 04?
12. Why does an aircraft stand clear of the runway?
13. Why does the controller pronounce a number 4 “fower”?

14. How do you pronounce the number 9?
15. How do you pronounce the number 3?
16. How high does the BA 624 have to fly?
Vocabulary list:
- a flight deck : a cockpit, a console where a pilot works in flight
- a flight attendant : a stewardess or steward
- to observe : to take notice of (to observe >< to ignore)
- emergency procedures : safety procedures learned in case of an emergency
- to tune in to : to choose a frequency on the radio
- clearance : permission from an ATC to a pilot to taxi, take off, etc
- the ramp : the apron
- clear of runway : a short distance from the runway, and it doesn’t disturb
the flow of traffic on the runway
- heading : direction of the aircraft is pointed, the reference is north
- to contact : to get in touch with: to communicate with
- to relay : to pass on information
- unaware : do not aware / do not know / do not realize
Terms used to indicate directions. Degree is used to indicate direction, as 0 o or 360o to

indicate North, 90o to indicate East, 180 o to indicate South and 270 o to indicate West, and
other degrees in between.
North = 0 o ( 360 o )
Northwest Northeast
West = 270 o East = 90 o
Southwest Southeast
South = 180 o
Radio communication applied in aviation uses a little bit different in reading few
numbers and they are read digit by digit, such as in:
- 0 : oh, or zero /ZE - RO
- 3 : TREE, instead of three
- 4 : FOWer, instead of four
- 9 : NINer, instead of nine
Instead of thousand, they can also use hundred in radio communications, as in :

- 3,500 : thirty five hundred, instead of three thousand five hundred

- 1,700 : seventeen hundred, instead of one thousand seven hundred
- 2,300 : twenty tree hundred, instead of two thousand three hundred
- 3,900 : thirty nine hundred, instead of three thousand nine hundred
Therefore, to refer altitude (flight level) above 10,000 / 12.000 feet, we drop the last
two digits, as in:
 Fl 350 : 35 thousand feet (35.000 feet)

Thousand is also used, especially when they are not combined with other smaller
number, as in:
- 5,000 ft : five thousand feet
- 8,000 ft : eight thousand feet, etc.
In radio communication between pilots and air traffic controllers, a “dot” between
number is pronounced as decimal, as in:
- Contact tower on 118.7 (one one eight decimal seven)

- Contact ground control on 116.4 (one one six decimal fower.
Numbers are usually combined with alphabets, in which its reading is also different from
English alphabet in general.
Examples of alphabet reading in radio communication :
- A : Alfa / AL FAH - N : November / NO VEM BER

- B : Bravo / BRAH VOH - O : Oscar / OSS CAH
- C : Charlie / CHAR LEE - P : Papa / PAH PAH
- D : Delta / DELL TAH - Q : Quebec / KEH BECK
- E : Echo / ECK OH - R : Romeo / ROW ME OH
- F : Foxtrot / FORKS TROT - S : Sierra / SEE AIR RAH
- G : Golf / GOLF - T : Tango / TANG GO
- H : Hotel /HO TELL - U : Uniform / YOU NEE FORM
- I : India / IN DEE AH - V : Victor / VIK TAH
- J : Juliett / JEW LEE ETT - W : Whisky / WISS KEY
- K : Kilo / KEY LOH - X : X-Ray / ECKS RAY
- L : Lima / LEE MAH - Y : Yankee / YANG KEY
- M : Mike / MIKE - Z : Zulu / ZOO LOO
Further examples;
BA-264 : Bravo Alfa TOO six FOWer.

PK-206 : Papa Kilo TOO oh six
PK-AND : Papa Kilo Alfa November Delta
GA-490 : Golf Alpha FOWer NINer oh, etc.
Lesson 2
ENGLISH BASIC SENTENCE
Objectives: After learning this topic, students are expected to:

1. understand basic sentence patterns in English.
2. understand different types of English Verbs.
3. understand how to construct English sentence using different types of
English verbs.
Based on their kinds of verbs, English basic sentences can be classified into three different
patterns as follows:
ENGLISH SENTENCE
1. SUBJECT + LINKING VERB + COMPLEMENT
- The aircraft is at parking stand 9

- Mr. Erwin is an aircraft mechanic
2. SUBJECT + INTRANSITIVE VERB + ADJUNCT
- The plane is taxiing to the runway for take-off.

- The plane has departed to Hasanuddin Airport, Makasar
3. + + +
SUBJECT TRANSITIVE VERB OBJECT ADJUNCT
I
- The towing-car is pushing back the aircraft to the taxiway.
- The mechanic has inspected the aircraft.
A. Subject – linking verb - complement
A linking verb (copula) is a verb that functions chiefly as a connection between a subject
and a predicate complement (Webster’s New World Dictionary, 1991). This verb does
not usually express an activity. When there is a sentence with a linking verb, its
subject doesn’t do any activity. The most common linking verb in English is the verb form
of “be” (be, am, is, are, was, were, been). However, other verbs that do not express any
activity can also be used as a linking verb. The function of a complement in this kind of
sentence is to qualify its subject.
A verb form of "be" (am, are, is) can be followed by different words as follows:
a. a noun, as in:
1) Peter is an engine mechanic.
2) That young lady is a stewardess.
3) Mr. Johan is a professional mechanic.
4) He might be the captain of this aircraft.
b. a pronoun, as in:

1) Is this cellular phone yours?

2) The book on that table is mine.
3) The class-room with air-conditioner over there is ours.
c. a gerund (the STEM+ING / TO STEM form), as in:

1) My favorite hobby is swimming.
2) Our main task is assisting / to assist the manager.
3) The most critical situation in flying is landing / to land.
4) His ambition is becoming a president.
5) Your job here is serving / to serve customers.
6) The easiest and cheapest exercise is jogging.
d. an adjective, as in:
1) Flying in a large modern airplane is safe and convenient.

2) To be a student at Indonesian Civil Aviation Institute is fun.
3) Most cars produced by U.S.A. are tough and strong
4) Most vehicles produced by Japan are simple and economical.
5) Your sister looks (is) very happy.
e. an adverb of place, as in:
1) The nearest hospital is on Jln. Sudirman.

2) The custom office is on the second floor.
3) The health centers and services are up-stairs.
4) The office is at the end of this road.
5) All passengers have been on board of Boeing 747 to Denpasar.
f. an adverb of time, as in:
1) The expected time of arrival is at ten forty.

2) The duration of the course is ten months.
3) Our estimated time of our economic recovery is 2008.
4) The final examination is not now.
5) The class is sometimes in the evening.
However there are some verbs that do not express any activity can be used as linking
verbs, but their sentence patterns are different from the verb “be”. They follow the
pattern of single verbs other than “be”. For further description will be given on other
chapters.
Examples:
a. You look very tired now. (You are very tired now.)
b. It seems alright. (It is alright.)
c. This milk tastes sour. (This milk is sour.)
d. The flower smells good. (The flower / The smell of the flower is good)
e. Everything seems to be alright. (Everything is alright.)
f. I feel alright. (I am alright.)
B. Subject – intransitive verb + adjunct

As it was mentioned before that an intransitive verb is a verb that does not need any
object when it is used as a predicate of a sentence.
Examples:
1. The aircraft is taxiing to the runway for take off.

2. The aircraft was rolling at high speed when it collided with other aircraft.
3. The aircraft landed roughly on the grass runway but no body was injured.
4. The crash-car rushed to the site to extinguish the fire.
5. Passengers walked through metal detectors.
6. The aircraft landed on the wet runway and skidded over the shoulder of the
runway and stopped about 50 meters from the runway end.
C. Subject – transitive verb – object + adjunct.
A transitive verb is a verb that needs an object when it is used as a predicate of a

sentence. When you don’t put any object after this kind of verb in a sentence, you make a
minimum requirement mistake.
Examples;
1. John drives a car to his office everyday.

2. The pilot made an emergency landing on the grass runway.
3. Air-Traffic Controllers control the traffic on and in the vicinity of an aerodrome.
4. The mechanics clean their tools after being used.
5. They make their standard procedures for their own safety.
6. We sometimes have to eat breakfast in our office.
7. The workers take a break at noon to have lunch and pray.
Notes : However, some verbs can be used transitively and intransitively, as in:
1. The aircraft landed on the runway smoothly.

2. The pilot landed his aircraft on the runway smoothly.
3. The aircraft to Surabaya takes off at 9am.
4. You should take off your shoes before entering the mosque.
5. He flies to different cities in Indonesia.
6. He has flown Boeing 747 for more than 5.000 hours.
7. Our teacher speaks very slowly that we couldn’t hear her very well.
8. She speaks English quite fluently, etc.
Reading. This reading will show you various kinds of verbs (linking verb, transitive and
intransitive verb) used in a text. (v.t stands for transitive verb, v.i stands for
intransitive verb, and l.v stands for a linking verb.)
Text 1
A GOOD DAY’S WORK
One day a farmer who was well known (v.t) in his village as a very mean man, said (v.t) to a
hungry tramp, a homeless middle age man who goes (v.i) from place to place for a living, “I
will give (v.t) three meals and five dollars if you are willing (v.t) to do (v.t) a day’s work for
me”. This offer was accepted (v.t) by the hungry tramp, who was, of course, more
interested (v.t) in the meals rather than the money.
“You can have (v.t) your brunch first (brunch means late breakfast, but early lunch), and
then you can start (v.t) working,” said the farmer. After the farmer had given (v.t) him a very
small brunch, and the tramp finished (v.t) it, he said (v.t),” Now you can have (v.t) your dinner.
This will save (v.t) us a lot of time.” The tramp agreed (v.i) and ate (v.t) a poor dinner.
When the tramp had finished (v.t) his dinner, the farmer again said (v.t), “what would you
say (v.t) to having supper also while you are (l.v) about it?” “I will try (v.t) to enjoy (v.t) another
meal,” replied (v.t) the tramp. Then he had (v.t) his supper, which was (l.v) not a very filling
meal either.
When it was (l.v) over, the farmer looked (l.v) very pleased and said (v.t), “Now you can do (v.t)
a long day’s work, and I will give (v.t) the five dollars when you have finished (v.t) your work”
The tramp replied (v.t) calmly, “No, thank you, I never work (v.i) after my supper.” and he
rose (v.i) to leave.
---------
Answer the questions based on the reading text above!
1. The tramp ………..

a. did some work and ate three large meals
b. ate three good meals and did no work
c. did some work and ate three small meals
d. ate three poor meals and did no work
2. This offer means some …………..

a. money and food for doing no work
b. food and work for doing nothing
c. work and money for doing something
d. money and food for doing some work
3. “The tramp agreed” means the tramp

a. was willing to do what the farmer wanted
b. was not willing to do what the farmer wanted
c. didn’t know what the farmer wanted him to do
d. didn’t like the dinner
4. “While you are about it” means ………

a. while you are working. c. while you are at my farm.
b. if you are still hungry. d. while you are eating.
5. The tramp accepted the farmer offer because he ………….

a. was very hungry c. was not interested in the money
b. liked working d. was well known as a mean man
6. The farmer wanted to be sure the tramp ...

a. was happy and well fed and didn’t get too tired
b. ate very little and worked as long as possible
c. had enough strength to work hard for him
d. knew that he was a mean man
7. The tramp ate …………

a. all his meals at the wrong time of the day
b. all his meals at the right time of the day
c. only one of his meals at the right time of the day
d. only one of his meals at the wrong time of the day
8. The farmer was well known because he was

a. very rich c. very generous
b. very selfish d. very smart
9. The farmer looked very pleased because …

a. he thought the man would do his job for him
b. he had given the man his food
c. the man was healthy to do the job
d. the job has been done
10. We could assume that the tramp ………..

a. was very happy after that
b. was very sorry at the end
c. was still hungry
d. must be very hungry after all
11. In the end of this story ……………

a. the tramp got nothing from the farmer
b. the farmer got nothing from the tramp
c. neither of them had got something from each other
d. each of them had got something from the other
12. At the end of this story, we could assume that the farmer ………
a. must be very proud
b. should be very happy
c. might be very disappointed
d. None is reasonable
Text 2

January 10th, 2006
Mr. Jan Sinambela

Pipe and Pump Co.
Serang-Banten
Indonesia
Dear Mr. Sinambela
This letter is (l.v) to inform you of an embarrassing situation that has arisen (v.i), due to the
inexperience of one of our warehousemen. It seemed (l.v) that your December 15 order for
100 units of our Sonya pumps with a ¾ hp motor was mistakenly put (v.t) in a bin with
back orders.
We discovered (v.t) the error only today and have already packed (v.t) the pumps for
shipping. They will be picked (v.t) up later today by International Freight and should arrive
(v.i)
in a few days.
We are (l.v) very sorry for this inconvenience. As we have been getting (v.i) along with you
so far, we value (v.t) our association with you and would do (v.t) nothing knowingly to
jeopardize (v.t) it.
Please accept (v.t)

our apologies. We hope (v.t)
this delay has not caused (v.t)
you any
problem.
Yours,
AManangsang
Alfred Manangsang, President
Sonya Pump
Answer these following questions based on the text above!
1. Who do you think Mr. Sinambela is?

a. A manager of Pumps factory
b. President of Sonya Pump and Co.
c. A customer of Sonya Pump Factory
d. All of them
2. When did Mr. Manangsang find the error?

a. To day
b. On 10th January 2006
c. Last week
d. This morning
3. What happened to the order?

a. Lost in the mail

b. Misplaced at Sonya Pumps

c. Sent to the wrong address.
d. Not clearly written
4. When was the order sent?

a. January 10
b. Last week
c. December 15
d. Two months ago
5. Who was responsible for the problem?

a. Mr. Sinambela
b. The postman
c. Mr. Manangsang
d. The warehousemen
6. Mr. Manangsang shall be worried because

a. Mr. Sinambela is a new customer
b. Mr. Sinambela seems to always receive poor service
c. Mr. Sinambela complained to him
d. Mr. Manangsang is afraid of losing Sinambela’s business
Grammatical exercise
Identify all verbs used in these following sentences then specify whether they are used
transitively or intransitively!
1. Batavia Boeing 737 is taxiing to the runway for take off.

2. The mechanics have changed the broken components of the aircraft.
3. The aircraft is joining the holding pattern waiting for the clearance to land.
4. Every training participant can borrow some books from the campus library.
5. The pilot has to reduce the power before touching down the runway.
6. Our government should build more airports in eastern parts of Indonesia.
7. Air traffic service personnel should understand English well.
8. The airport manager should take the responsibility of keeping the airport free from
disturbance.
9. Mismanagement of public transportation must be responsible for air pollution in big
cities.
10. The government should provide job opportunities to every citizen.
11. Aviation security personnel will take care of the safety of passengers and their goods
in the airport.
12. Marshallers will assist the pilots to park their aircraft at the required parking stands.
13. Refueling trucks move on the apron through the service path provided by the airport
management.
14. Aircraft passengers should pay an airport tax before they enter the departure
lounge.
15. The airport manager may determine the fare of airport tax at their airport.
16. The pilot has to cancel his flight due to engine trouble of his aircraft.

17. The pilot of Batavia Boeing 737 400s decided to return to base due to hydraulic
failure.
18. The pilot tried to make a low pass over the runway to have his landing gear
observed by air traffic controllers.
19. The pilot f Merpati Airlines Fokker 27 experienced wind shear on his final approach.
20. The pilot informed the air traffic controllers the existence of wind shear at the end of
runway 12.
21. The airport manager plans to widen the apron next year.
22. The government agreed to lengthen the runway to accommodate Boeing 747.
23. The management shall facilitate the departure terminal with on line information
desk.
24. The airport management shall provide adequate information to all passengers.
25. The management shall update the airport facilities to cope the demand of air traffic
safety.
26. The pilot of Sri Wijaya Boeing 737 requests return to base due to engine trouble.
27. A towing car is towing an aircraft out of the runway.
28. A small aircraft is rolling on the runway for take-off.
29. Pilots and Air Traffic Controllers have minimum level four of English competence.
30. Instrument Landing System guides the pilot align his aircraft to the runway center
line.
31. The airport authority shall build several taxiways to give access to aircraft to vacate
the runway in its shortest way.
32. The authority shall install runway center line lights to facilitate pilots guidance at
night and during bad weather.
33. The authority will lengthen the runway to accommodate larger aircraft.
34. The ground control should park the aircraft based on their types.
35. The passengers shall board the aircraft fifteen minutes before departure.
36. Firemen shall stand-by at their post during airport operation.
37. The air traffic controllers have to divert all incoming traffics to other aerodromes.
38. The technicians shall install flood lights high enough to avoid temporary blinding the
pilots.
39. The authority shall establish apron markings to guide vehicles operating in the
airside.
40. The fire brigade shall foam 600 meter length of the runway for belly landing.
41. The pilots burn its aircraft’s fuel to prepare for their belly landing.
42. A pilot shall have 45 minutes reserved fuel before he departs to his destination.
43. A pilot shall carry fuel to his destination plus to his alternate aerodrome and
reserved fuel in his aircraft tank at departure.
44. Several earthquakes occur in different Indonesian regions every year.
45. Civil Aviation personnel shall hold certificate of training organized by the government
or private training organizations.
Lesson 3
SIMPLE PRESENT TENSE
Objectives: At the end of this lesson, the students are expected to be able to:
1. differentiate the meaning of simple present tense.
2. write simple present tenses correctly.
3. make negative statements in simple present tense.
4. make verbal questions / interrogative statements in simple present tense.
5. express ideas using simple present tense.
A. Structure
We use simple present tense more often than other tenses in English. Therefore, it is
essential to master simple present tense, as a basic knowledge to learn further tenses.
Structurally, simple present tense has three types.
1. Simple present tense with a single verb “be” (am, is, are)
As described in lesson 2 page 11 and 12 that a verb form of “be” (am, is, are, and later
also: was and were) can be followed by:
a. a noun, as a predicative adjunct / complement, as in:
1) Peter is a student of Indonesian Civil Aviation Institute.

2) That device is a two way communication radio.
3) The content of these containers are illegal objects.
4) The mounted building near the air terminal is a control tower.
b. a pronoun, as in:
1) This luggage is not mine.

2) The car parked in front of the gate is hers.
c. a gerund, as in;
1) The most critical situation in flying is landing.

2) His ambition is becoming an entrepreneur.
3) Our main activity in this campus is studying.
d. an adjective, as in:
1) Learning a foreign language is not easy.

2) Flying into bad weather is risky and dangerous.
3) Most cars produced by European countries are safe and comfortable.
4) Most vehicles produced by Japan are simple and economical.
e. an adverb of place, as in:

1) The custom office is on the second floor of the departure terminal.

2) The health center and service is up-stairs.
3) Your luggage is at the lost and found counter.
4) The hijacked plane is at remote parking stand.
f. an adverb of time, as in:
1) The expected time of departure is at ten forty.

2) The duration of the course is two weeks.
3) Our estimated time of our economic recovery is 2015.
The sentence pattern of simple present tense with a single verb “be” is as follows:
Verb “Be” Subject Verb “be” not Complement

I am very un-happy with the news
Mr. Brown quite pleased with the result of the test
Mary very surprised with the news
--- He is in the medical care unit
We -- in the health care unit
They are in the custom and emigration office .
You on the apron behind domestic terminal
I am quite convenient during the stay
Andi frightened with the threat
He is at home on work-days
--- She in the departure lounge
John & Peter not in the sport-hall on Friday
We are in the international terminal .
They very proud of the new invention
Am I in the tower cab
Andi very smart and diligent
Is he in the arrival terminal
Isn’t she --- --- in the meeting room
Are you in the airside ?
Aren’t they on the apron near the fire station
we at the super market
Notes:
- You just simply add the word “not” after the verb “be” to make a negative
statement, and you could move the verb “be” before its subject to make an
interrogative statement.
- You may use negative interrogative when you expect a “yes” answer.
General rule 1:
When the finite verb of a statement is a single verb “be”, we just simply add a word
“not” after it to make a negative statement, and or put the finite verb before its subject
to make an interrogative statement / verbal question.
2. Simple present tense with a single verb, other than “be”

As we have mentioned in lesson 2 page 13, that there are two types of verbs in English,
namely transitive and intransitive verbs. A transitive verb is a verb that needs an object in
a sentence, while an intransitive verb is a verb that doesn’t need any object in a
sentence. Some verbs are always transitive and some are always intransitive, while others
can be transitive or intransitive when they are used in sentences.
Examples :
a. Transitive verbs
1) Edwin never reads a book at home.

2) Peter often makes mistakes in a test.
3) The mechanics repair the engine of my car in the garage.
4) The aerodrome controllers control traffic at and in the vicinity of the
airport.
5) Mechanics change the oil of the engine regularly.
b. Intransitive verbs
1) I often go to bad late on weekend.

2) The planes take off every twenty minutes from Sukarno-Hatta Airport.
3) The plane taxies to the runway for take-off.
4) We live in a small village far from the city.
5) My father works for Garuda Indonesian Airways.
6) Electric current flows thought conductor.
7) They walk for more than an hour to get to their school.
8) The students Indonesian Civil Aviation Institute stay in the dormitory
provided by the government.
9) I get up early in the morning to help my mother preparing breakfast.
c. Transitive and intransitive verbs
1) The pilot lands the aircraft smoothly on the runway.

2) The plane lands smoothly on the runway.
3) John drives his car carefully.
4) John drives to work.
5) They run different courses for their business.
6) They run very fast.
7) He speaks English well that he was promoted to study abroad.
8) He speaks so loudly that surprised everybody.
9) She walks the dog every morning.
10) She walks ten kilometers every day to keep her healthy.
11) Mr. Arnold has flown different types of aircraft along his career.
12) Mr. Arnold has flown to different airports in Europe.
13) Johan grows rice in the rice field near his house.
14) Johan grows up in metropolitan city.

a. A simple present tense with plural subject or subject pronoun I, We, You, or
They.
When a subject of simple present tense is a plural noun or a pronoun: I, We, You or
They, then the verb is in the finite stem form or infinitive without to.
1) Many people move to big cities to get better job.

2) High school students in Indonesia learn English once a week at school.
3) Indonesian students who study abroad understand English better than those
who study at domestic university.
4) Pilots who fly international routes speak English better than those who fly
domestic ones.
5) I leave to work at seven almost every day.
6) We start our activity at eight and finish at four P.M.
7) You work harder than any body else in this company.
8) They get their money only when they work hard.
The sentence pattern of a simple present tense with a plural subject or a subject
pronoun: I, we, you, and they is as follows:
Finite Finite verb

verb “do” Subject “do+not” Main verb
Bill and Bob live in town
John and Mary
work ten hours a day
I .
We leave to work every day
They
travel a lot every year
drive to work on week-end
Those men
watch t.v at night only
Bill and Peter do not .
We (don’t) read a report almost every day
They
meet the customers every week
You
wax the car once a week
those people check the facilities once a month
those ladies
have a medical checked-up every year
Do you ?
Don’t they ride a bicycle to work every Friday
mechanics
start to work early every day
From this table you can learn that the verbs are in the stem form in the positive, negative
and interrogative statements. The negative statement has the additional finite verb “do
not/don’t” after its subject. Whereas the interrogative statement has the additional finite
verb “do or don’t” before its subject.
b. A singular subject or a subject pronoun : He, She, or It

When a subject of simple present tense is a singular noun (includes uncountable and
abstract nouns) or a pronoun: He, She, or It, then the verb is in the finite stem+s
form. The ending “s”, however, should follow the spelling rule.
1) The flight attendant requests the passengers to fasten the seat-belts.

2) A university student thinks more systematically than a high school student
does.
3) Peter gets home at night at week-end, but much earlier on other days.
4) A mechanic works with tools and instruments.
5) A doctor helps his / her patient to recover from illness.
6) He reads newspaper only on week-end at home.
7) She prepares breakfast and dinner herself for her family.
8) It makes sense that education is inexpensive in this country.
9) The tower gives the pilot clearance to maneuver in the maneuvering area.
The sentence pattern of a simple present tense with a singular subject or a subject
pronoun: He, She, or It is as follows:
Finite verb Finite verb

“does” subject “does+not” Main verb
Mr. Brown starts to work early every day
Peter drives to work every day
Joan writes a report every week-end
Our manager meets the manager once a week
--- The supervisor --- travels a lot every year
He stays in a hotel .
She checks all the equipment
works overtime on week-end
John start to work late on Monday
Rudy does not drive to work every week-end
--- He (doesn’t) write a report every month .
She meet the customers once a month
Bill travel a lot every year
Does Peter stay in an apartment
(Doesn’t) he --- check all the component ?
she work late every week-end
From this table you can learn that the verbs are in the finite stem+s form in the positive
statement, but changes their forms to non-finite stem forms in both negative and
interrogative statement. The negative statement has an additional finite verb “does not /
doesn’t” after its subject, and the interrogative statement has an additional finite verb
“does” or “doesn’t” before its subject.
General rule 2.
When the finite verb of a statement is a single verb other than “be”, we have to change to non-
finite stem form and add a finite verb “do-not” (don’t, doesn’t, or didn’t) before the verb to make a
negative statement, and or add a finite do before its subject to make an interrogative statement /
verbal question.

B. Usage and Meaning
Simple present tense may have different usage or meanings. There are four basic usage/
meanings as follows:
1. Simple Present Actual
Simple present tense could tell an event or activity that occurs at the moment of speaking.
The event or activity doesn’t refer to sometime in the past nor to the future.
You can see this idea in the diagram follows:
Now
Past X Future
a. Your luggage is now in the lost & found counter.

b. You look wonderful with this uniform.
c. The passengers are now in the departure lounge.
d. I don’t understand this formula.
e. They don’t believe what I have done.
f. I don’t have enough money to buy this furniture.
g. I like western music better than middle east one.
h. I need something to read or to spend the time.
i. This accident makes me crazy.
j. They work in the field outside.
Notes:
i. This simple present actual has slightly different in meaning from present
progressive tense that uses a verb “be + stem–ing form. For further information
will be discussed in the next unit.
ii. However, some English verbs that mean perception are not normally used in
progressive tense, and for this reason simple present tense is used instead of
present progressive tense.
Some verbs of perception:
believe belong to contain consider depend on exist feel

have hear hope know like love mean
remember see smell suggest suppose taste think
understand - want wish, etc
Examples:
a. I believe in God, the power of super natural.

b. She hates beer and cigarettes, but she loves music very much.
c. I love country music.

d. She likes pop music very much.

e. I understand the lesson quite well.
f. This coffee luwak tastes delicious.
g. The food served on the table smells delicious.
h. We need a lot of money to build a new airport.
i. Most community want to give charity for the poor.
j. They have their own power to build their culture, etc.
2. Simple Present Habitual
We may use simple present tense to tell an event or activity that occurs from time to time
in the past up to the moment of speaking or now. This event or activity may continue to
happen in the future, but it is not stated because of some reasons.
You can see the idea as shown in this diagram.
Now
Past XXXXXXXXXXXXXX………………………… Future
a. The main office in Jakarta opens at eight.

b. The first flight to Medan departs at seven fifteen A.M.
c. University students study English once a week.
d. All workers in this company work forty hours a week.
e. The driver picks up the President Director at his house at six.
f. The city buses operate twenty hours every day.
g. Most Indonesian students hesitate to write their experiences.
h. I don’t have much time to read newspaper at home.
i. All the children go to bed before ten on working days.
j. Do you drive to work every day?
For this purpose we may usually use adverbs of frequency such as; always, usually
normally, , generally, often, sometimes, seldom, rarely, ever, never, etc.
You use these adverbs after a single verb “be” as in:
a. I am always busy on week-end.

b. She is never at home on working days.
c. They are never late for school.
d. John is usually at home on Sundays.
e. The workers are always on time to start their activities.
f. The flight is rarely behind the schedule.
g. She is always on time for her class.
h. The train is sometimes out of schedules.
i. Lion Air is often behind the schedule.
j. Garuda Indonesian Airways is almost never behind the schedule.

But, you have to put them before a single verb other than “be” as in:
a. Our mother always prepares breakfast for us.

b. The flight to Makasar usually departs behind the schedule.
c. The manager rarely leaves the office early.
d. The workers always do their job as ordered.
e. I never trust a stranger.
f. The Metropolitan bus always passes and stops at the same terminal according
to the time schedule.
When a sentence has more than one verb, in a verb group, this adverb comes before the
second verb, as in:
a. They don’t usually work late on week-end.

b. We don’t often go to the cinema lately.
c. Do you ever meet your clients on week-ends?
d. Does she always say something to you before she leaves to work.
e. I will never trust you any more.
3. Simple Present Neutral
We often use simple present tense to tell an event or activity that has no limit of time.
The event or activity happened in the past, happens at present and future. Some people
use this sentence to tell the fact or natural event.
You can tell the idea as shown in this diagram.
Now
Past XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX Future
a. Wild animals live in the jungle.

b. One year has three hundred and sixty five days.
c. Two and two is / are four.
d. The earth goes / revolves around the sun.
e. Electric current flows through conductors.
f. Gold conducts heat or electricity better than other metals do.
g. Solid objects have definite shapes and volumes.
h. Liquid has a definite volume but indefinite shape.
i. Gas has an indefinite volume and shape.
j. Water flows from high level to lower one.
k. Oxygen moves to all directions.
l. The sun rises from east and sets at west.

4. Simple Present Future
We often use simple present tense to tell an event or activity that will happen in the
future. We usually use this simple present tense to tell that the event or activity will
happen based on a schedule or a plan.
You can tell the idea as shown in this diagram follows:

Now
Past X Future
Examples:
a. Indonesian people / We have general election next month.

b. This program finishes next year.
c. The government announces the result of the election three months after the
election.
d. The government continues to up-grade all school buildings this year.
e. We don’t study English tomorrow.
f. The school children have their long holidays next month.
g. Senior high school students have their examination next week.
Notes: You don’t have to use an auxiliary verb “will” or a verb “be–going to” when you
don’t have any good reason to use them. You may use them in the following
reasons.
1. We use “will” to tell a spontaneous action / conditional, as in this example:
Mr. Brown : I think I have serious head-ache.

Mrs. Brown : Don’t worry, just stay in bed. I will go to the drugstore to get some
aspirin for you. (Mrs. Brown will get some aspirin as a response to
her husband’s head-ache.)
2. We use “be–going–to” to tell that the action has been decided to be done, or will
happen in short future:
(A moment later, before Mrs. Brown leaves the room to get some aspirin, she
says)
Mrs. Brown : I am going to go to the drugstore to get some aspirin, do you
want me to get something else?
In this second expression, Mrs. Brown doesn’t use the auxiliary verb “will” to
express her wish, but uses “be going to go” (am going to go to the
drugstores).

Exercise: Underline the finite verb in each sentence and determine whether it is actual,
habitual, neutral or future meaning.
1. All Indonesian Civil Aviation Institute students live in the dormitory provided by the
government.
2. Pilot students don’t have much time to do physical exercise in the dormitory.
3. Indonesian children study English at junior and senior high school.
4. Many people travel by air nowadays.
5. Some Indonesian students speak English well.
6. Many people work for private companies in town.
7. Traffic jam happens almost everyday in big cities around the world.
8. Many university students earn their own money to pay their school fee.
9. Education is the basic need of modern life.
10. Computer technology improves very rapidly.
11. Electricity plays very important role for human life and convenience.
12. A lot of people move to big cities to get better life.
13. People in the country side have to work hard to earn their money.
14. Young people don’t want to work hard to get their money.
15. Many factories produce their products for export.
16. January has the most rain in western part of Indonesia.
17. Sukarno – Hatta Airport is the largest airport in Indonesia.
18. Borobudur is a Buddhist temple located in Central Java.
19. Many people from different parts of Indonesia come to Tangerang to get a job.
20. Mr. Brown family often spend their week-end in the beach.
21. My father loves foot-ball competition very much.
22. Foot-ball game is the most popular game in the world.
23. Every human being needs water more than anything else.
24. Water solidifies below zero degrees Celsius.
25. Security officers check every luggage carried by passengers.
26. Security officers scan every luggage to be loaded into the aircraft.
27. Security officers don’t let any unauthorized person enter the airside of an
aerodrome.
28. Flight Operation Officers help pilot to prepare their flight.
29. A cabin attendant demonstrates emergency procedures before every flight.
30. The first officer reads the flight procedure check list for his captain.
31. After a pilot gets his clearance, he increases the power and releases the brake for
take-off.
32. After landing, an aircraft vacates the runway via the nearest taxiway to the apron.
33. Most young people prefer to live in urban areas, in towns or cities rather than in the
villages.
34. Center runway lights help pilots to land his aircraft at night and during bad weather.
35. An authorized mechanic checks and releases aircraft to be operated for commercial
flights,

Exercise: Write the correct form of verb to make good sentences!!
1. Every passenger put their luggage in the scanner machine.

2. Aircraft passengers have to produce ID card at check-in counter.
3. The security officers watch every luggage thoroughly.
4. Every passenger proceed to the walk through metal detector.
5. Every one place their metal objects in a tray.
6. The scanner not damage any electronic equipment.
7. The security officer need to know the content of the box.
8. Many people from different countries travel by air nowadays.
9. You have to show the proof of purchase of your goods to the custom officer.
10. Some passengers carry too much liquor with them.
11. Corrosive material be as dangerous as explosive material.
12. This suitcase be too big to be carried into the cabin.
13. The airport mechanics check the machines regularly.
14. That machine operate well, and never break down.
15. All the workers take a rest at midday for lunch and pray.
16. The main office open at eight A.M and close at four P.M.
17. Airline operators operate passenger coaches at every airport.
18. Security Officers check every passenger’s luggage carefully.
19. Security Officers not permit passengers to bring any dangerous object on board.
20. Passengers wait for their flight in the departure lounge.
21. There be duty free shops at an international terminal.
22. Duty free shops sell their goods free of tax.
23. A security officer observe the people movement via TV monitor.
24. Every passenger get his boarding pass at check-in counter.
25. Airport buses operate twenty hours a day.
26. Non-airport taxies leave the airport after they drop their passengers at departure
terminal.
27. Airport taxies wait their passengers at parking lots provided by the airport authority.
28. Every worker who work at the airport wear different uniform and ID card.
29. Workers who work at different company wear different uniforms and ID cards.
30. Passengers with seat number above 20 enter the aircraft via rear door.
Read the passage carefully and then answer the questions that follow!
LABOR
1.
The shift from the goods sector to the service sector has changed labor relations
between employees and employers as well as our thinking regarding the development of
personnel.
2.
People visibly and tangibly provide services. The quality of the service is to large
extent determined by the personnel, not only by their knowledge and experience, but also
by their skills and attitudes, their customers-friendliness and their personal characteristics.
Recruiting and keeping personnel is thus vital if one is to gain, maintain and expand his
market position.

3.
This translate what Heskett calls the Service Profit Chain: good personnel policy leads
to good performance by motivated personnel, which produces a satisfied customer base,
an increase in turnover and increased profit, which can then be reinvested in the
personnel, after which the circle repeats itself.
4.
In the past fifty years, society has involved dramatically and our thinking and the
demands we make regarding the quality of life, our natural environment and labor have
changed.
5.
As the result of the current tight labor market, employees make new demands
regarding their work. Not only do they make demands in term of wages, but they also
make demands regarding the quality of their work, job satisfaction, safety and labor
conditions, having a voice and involvement, career options, options for growth and
training, and having a good balance between work and free time. The list goes on. This
new employee attitude will exact its toll from business managers. Increased demands will
be made on the managers’ leadership, in the area of a dynamic personnel policy for
example.
6.
The connection between education and business has to improve the given
requirements companies are posing, the tight labor market and the requisite changes in
the structure of businesses. There is a need for both generalists and specialists, and in the
hospitality industry employers is not only looking at knowledge, but also at skills and
attitude. Education has to focus much more on function profiles, on the requirements that
is made of future functions. A good interaction between companies and educational
institutions is necessary, and enterprises have to devote attention to training, to in-service
training and to the continuing education of their personnel.
(Simplified from Hospitality in motion, state of the art in service management, Prof.
Dr. Jan Hendrick Peters and Lenny van Ameijde, PT Gramedia, Jakarta 2003 )
1. What changed our thinking regarding the development of personnel?

2. What determine the quality of service?
3. Is it enough to posses good knowledge and experience to give good service to
customers? (Give your reasons)
4. Why do you think motivated personnel important?
5. Is job satisfaction considered important by personnel in a company? (Give your
explanation)
6. What demands do employees make / propose?
7. What is considered important in educational processes beside knowledge and skills?
8. Is it necessary to give additional / in-service training to employee?
9. What is your opinion about our national education system in Indonesia these days?

AUSTRALIAN VOTERS
For all young Australians who are neither certified as insane nor serving prison sentences
of a year or more, a solemn public duty follows hot on the heels of the excitement of their
twenty-first birthday. They have to register as voters.
Having done so, they cannot, as can some American or English adults if they so wish, then
forget all about it – voting is compulsory in Australia. Failure to vote without a “true, valid
and sufficient reason” can result in a fine for an Australian citizen. Australians have to vote
frequently, too, for in portion to its size, Australia is a much-governed country. For it ten
million persons it has seven parliaments – one for each of six states and one
commonwealth, or federal, parliament with representatives from all states. Every adult,
unless he lives in one of the two territories that do not have state status, have to do his
share in electing both state and federal representatives. What’s more, with only one
exception, these parliaments have two houses each and comprise among them 701
members.
This may seem a great many politicians to govern Australia’s relatively small population of
ten million, especially when one considers that 630 members of Britain’s House of
Commons govern forty million people. But just as government in the United States and
England developed gradually as the result of events in those two countries, so the
Australian system has developed in response to the needs of the nation.
(George King Elizabethan, 1961, “How Australian is Governed” Science Research Associates, Inc 1963.)
Answer these following questions in brief!
1. When do Australians get their right to vote?

2. Do Australians who are certified as insane have to vote?
3. Does every Australian who is kept in prison lose his right to vote? Give your
explanation!
4. Is voting compulsory in Australia?
5. What happen if an Australian fails to vote without a “true, valid and sufficient
reason”?
6. Do American people have to vote? Give your explanation!
7. How many states are there in Australia?
8. How many members of parliament does Australian have?
9. What was the number of population in Australia in 1961?
10. What is the number of population in Australia now if its population has doubled
during the last five decades?

Lesson 4
PRESENT PROGRESSIVE TENSE
1. understand the basic structure of present progressive tense.

2. be aware that present progressive tense has some possible meaning and usage.
3. be able to use present progressive tense for various purposes.
4. be able to express ideas using present progressive tense.
A. Structure
Present progressive tense has its pattern as follows:
Finite Subject Finite Nega- Main verb in the non-finite stem + ing form
verb “be” verb “be” tion
I am watching the news on television
He is reading an article about child abused
--- She thinking of changing the subjects
We --- considering the offer .
They are talking about the prospect of this company
You traveling to different cities this year
I am working on the educational project
She is developing a method of group -working
He evaluating the latest research
--- We not writing the progress report .
You are driving to the nearest hospital
They walking through the jungle
Am I planting new type of grapes
Is he moving to the new office tomorrow
Isn’t she --- --- filming the evacuation of the accident
Are you socializing the new regulation to the public ?
Aren’t they preparing for a family picnic
Notes:
1. From the tables above, we learn that the main verb is in the stem+ing form
preceded by the verb form of “be”.
2. You can make the statement to negative form by simply adding the word “not”
after the verb “be”.
3. You can make interrogative statement by simply moving the verb form of “be / be
–not” before its subject.
4. Of course, you may use negative interrogative when you expect a “yes” answer.
General rule 3 :
When the finite verb of a statement is the first item / first verb in a verb group, we just simply add
a word “not” after it to make a negative statement, and or move the finite verb before its subject
to make an interrogative statement / verbal question.

B. Usage/Meaning
We may use present progressive tense for the following meanings:
1. The basic usage of present progressive tense is to tell an event or activity that is in
progress at the moment of speaking. We use this tense to emphasis that the event or
activity is really in-progress at the moment of speaking. When you don’t emphasis that
the event or activity is really in-progress you had better use simple present tense.
a. I am thinking of changing my subject to social science.

b. He is growing to be a young man.
c. The passengers of Garuda 225 to Denpasar are still boarding the plane now.
d. The plants are growing very slowly.
e. A new method of farming is being developed in the laboratory. (passive voice)
f. The plane to Makasar is taxiing to the ran-way for take off.
g. Giant fire is burning the large factory in the middle of housing complex.
2. We may often use present progressive tense to tell an event or activity that is going to
happen in the short future. We use this tense to emphasis that the preparation for
the event or activity has been in progress at the moment of speaking.
Examples:
a. The first semester students are having their semester exams next week.
b. Mr. Joko is going abroad to get his Master Degree next year.
c. John and Mary are getting married next month.
d. Mr. Tampubolon families are moving to Medan this month.
e. This institute is graduating two hundred students next month.
f. The local government is building a new airport next year.
g. The British Airways is leaving for London Airport soon, and now the pilot is waiting
the tower clearance.
3. We sometimes use present progressive tense to tell an event or activity that is

repeated, but it is not as a habit, or it is not meant as a positive habit. To do that, we
may add an adverb of frequency such as: always, usually, often, etc.
Here are examples:

a. The children are always making troubles in class.
b. Ted is always coming late for his class.
c. Some workers are often complaining about the bad working condition in this
company.
d. This old machine is always making a strange noise.
e. T.V. stations are often broadcasting un-educated program lately.
f. Large companies are sometimes violating state regulations.
g. Business is always looking for the lack of regulation to get their maximum profit.
h. Politicians are often using their economic power to beat their opponents.

Exercise: Write the correct form of the verbs to either simple present tense or present
progressive tense. When both tenses are possible write them both.
1. Many people from villages move to big cities to get better lives.
2. Hipper-markets spread all over the large cities in the world.
3. People without good skills face a lot of problem to get a job.
4. Mastering English language be the key to enter the era of globalization.
5. Many people, event who work in an international community, not realize the
importance of mastering English language.
6. In the era of globalization, English mastery become an important factor for the
success of individual personals.
7. The government of Indonesia now, face new era of democracy.
8. Most people hope that the government use its capability to improve the economical
condition.
9. When the government aware of the power of its population, she will improve the
people’s knowledge and skills.
10. The power of the people depend on the level of their education.
11. The higher level of their education, the more power the government have.
12. Government need lots of budget to raise the level of education of its people.
13. The government have to build facilities to transport the people and goods.
14. They build roads, harbors and airports facilities.
15. They equip the airport with high technology equipments.
16. Domestic and foreign passengers use air transport to travel around.
17. Importers utilize international liners to transport their goods.
18. The government regulate all these businesses to make everything run well.
19. To run all these activities, the government recruit people who have good skills and
knowledge.
20. We invite other countries to finance the development of many sectors in this
country.
21. The pilot request a towing car to vacate the runway.
22. The fire brigade foam the runway for emergency landing.
23. The British Airways taxi to the runway for take off.
24. The aircraft descend to flight level 10,000 feet due to pressurizing system failure.
25. The British Airways Boeing 747 burn its fuel before it return to base due to landing
gear problem.
26. Many passengers stand in line before the check-in counter to get their boarding
pass.
27. Sorry, I couldn’t come to your party tonight. I have examinations tomorrow.
28. The plane has just landed, and it now, vacate the runway.
29. While some workers have their lunch in the canteen, John take a nap in a prayer
room.
30. A few workers complain about the bad working condition of the company.

Reading Comprehension
Read these following texts and then answer the questions that follow!
To : All staff
From : Management
Date : December 24, 2005
Subject : Company Policy on Smoking
We have received a number of complaints from our customers concerning discarded

tobacco waste on external walkways, around entrances, in the parking lots, and
elsewhere on company grounds. Our inspection supports the validity of the
complaints.
To remedy the situation, we are placing additional receptacles for tobacco waste at
strategic locations on the grounds, with the expectation that employees will respond
positively to our effort to reduce this abuse of our environment. We will monitor the
situation and hope that more severe measures to control tobacco waste will not be
necessary.
We appreciate employee cooperation in this matter.
Jim Parengkuan
JParengkuan
Personal Manager
1. Where was tobacco waste found before?

a. on external walkways c. at the entrance
b. in the parking lots d. all of them
2. Customers complained because of that......

a. the company personals are smoking
b. many people smoke in the company
c. improperly wasted Cigarette butts
d. the company service was not good.
3. The company inspector found out that.......

a. Many people smoking in company.
b. People smoking in their office.
c.Smokers need smoking facilities
d. The complaint was valid.
4. What action has the company taken to remedy the problem?

a. Smoking is banned in the company
b. More smoking areas are added in the company.
c. Employees have been urged to be more patient.
d. More containers of cigarette butts are placed on strategic places.

5. The management wishes................

a. No more complaint from customers.
b. Employee could keep the place clean.
c. No severe measure to control tobacco.
d. All of them are correct.
6. Which of these following suggestions is wise?

a. Smoking is banned around the country.
b. Smoking is not allowed in public places.
c. Smoking facilities shall be provided in public places.
d. Smoking is free in a free country.
Text 2
CONTROL T0WER
1.
The control of air traffic on, or in the vicinity of an aerodrome, is provided by the
control tower. In most cases the tower is located on top of the terminal building and,
is restricted to authorized personnel only. The aerodrome controller, who is located in
the “tower cab” , provides separation between aircraft that arrive and depart, and
also controls aircraft and vehicles that maneuver on the maneuvering area.
2.
Aircraft that approach the aerodrome, particularly those that operate under VFR
(Visual Flight Rules), generally contact the aerodrome controller while they are still
several miles away. The aerodrome controller will inform the pilots of the runway in
use, the wind direction and speed, the altimeter setting, as well as information on
other traffics in the area.
3.
When an aircraft approaches the aerodrome, the pilot may join the traffic circuit on
the downwind leg. The aerodrome controller then advises the pilot of his landing
sequence by giving such instruction as “you are number two to land following the
Cessna on final approach”, or “you are number tree following the 737 on base leg.”
4.
The tower’s “tools” include a number of radio transmitters and receivers that are
used to communicate with the pilots, and a signaling lamp to send control signals to
any aircraft that is not equipped with a radio, or when the radio is not working
properly.
5.
The tower’s radio equipment may be used with microphone and loudspeakers or
with a headset. There is a wind speed indicator and wind direction indicator at each
controller console. A further instrument is the altimeter setting indicator. It is from
this instrument that the controller advises the pilot of the current altimeter setting
which the pilot sets on his aircraft altimeter.
6.
At some busy airports an Automatic Terminal Information Services (ATIS) is
available to pilots of departing and arriving aircraft. This service consists of a
continuous radio broadcast on a special frequency of recorded and periodically
updated non-control information. Included is information regarding ceiling, and
runway in use. Where ATIS is not available, the tower provides this information.

(Aviation English for Air Traffic Controllers, I.C.A.O., 1981.)

Vocabulary list
- restricted :limited to authorized persons.

- tower cab : The upper part of the control tower where the aerodrome
controller works
- runway in use : the runway used at given moment for take off and landing.
- traffic circuit : A pattern that aircraft follow for landing consisting normally of
downwind leg, base leg, final approach.
- final approach : the last part of the traffic circuit prior to landing.
- signaling lamp : A light showing a red, white, or green signal for controlling
aircraft without a radio. ( it is also called “a light gun”)
- console : the furniture at the controller’s position holding instruments,
microphones, etc.
- maneuver : to move around.
- downwind leg : part of the traffic circuit opposite to the runway direction.
(an arriving aircraft might have to join the traffic circuit from the
crosswind leg, the highest level in traffic circuit perpendicular to
the runway in use, continues to downwind leg, opposite direction
to runway in use, down to base leg, perpendicular to the runway
in use, then to final approach, in line with the runway, to touch
down on the runway.)
- wind direction : the direction of which the wind is flowing.
- indicator : an instrument that shows the measurement of something.
Answer these following questions based on the text above!
1. What does a control tower do?

2. Where is the control tower usually located?
3. Why do you think the control tower is restricted to authorized personnel only?
4. Does a control tower have to control vehicles on the aerodrome area?
5. What do you think the maneuvering area of an aerodrome is?
6. What does the tower inform the pilot of approaching aircraft?
7. What is the main device that is used by the tower to communicate with the pilot?
8. When does a tower use a signaling lamp?
9. Why are wind speed and wind direction indicators needed?
10. Could you describe traffic pattern / traffic circuit of an aerodrome?

Lesson 5
SIMPLE PAST TENSE
Objectives: At the end of this lesson, students are expected to:
1. master the main structure of simple past tense.

2. be able to use the structure to express ideas correctly.
3. be aware that simple past tense has different meaning and usage and know
the limitation of its usage.
4. use past tense effectively in practice.
A. Structure
When we talk about simple past tense, then we could classify its structure into three
division as follows:
1. Simple past tense with a single verb “be”
Finite verb Finite verb Negation Complement

“be” Subject “be”
John at home last night
Mary was
in the hospital last week
I
--- We --- out side when the phone rang .
They were
there the day before yesterday
You
He surprised that time
She was
disappointed with the result of the test
I
--- We not at the place where it should be
You .
on vacation last week
They were
Was he here when the incident happened
Wasn’t she
in the location of the accident that time
you --- --- at the fire station when the plane landed ?
Were they
drunk when the bus hit the bridge
we
Weren’t Joe & Bill on air when the bomb exploded
Notes:
a. Similar with simple present tense the complement that may come after “Be” (was,
were) is either, a noun, pronoun, gerund, adjective, adverb of place, adverb of time.
b. When you want to make a negative statement, you just simply add the word “not”
after the verb “be”, to make a verbal question (interrogative statement) you just
simply move the verb “be” before its subject.
c. When you expect a “yes” answer, you just put the word “not” after the verb “be” to
verbal question (wasn’t or weren’t).
Read General rule no. 1

2. Simple past tense with regular verbs
Finite verb Finite verb

“Do” Subject “do+not” Main verb
Those men worked overtime last week
Mr. William studied geography yesterday
I locked all the windows last night
We listened to the news
--- You --- attended the lecture last week
They washed the car this morning .
He typed the assignment last night
Mary phoned the company director yesterday
John & Peter work late to day
They did not study mathematics yesterday
--- He She (didn’t) lock the door last night .
I listen the lecturer this morning
Bill wash the fire engine last week
Did he --- type the report to day
they phone the secretary today ?
Didn’t you attend the meeting yesterday
3. Simple past tense with irregular verbs, except “be”
Finite verb Subject Finite verb Main verb

“Do” “do+not”
Rachmat got a job last month
Bill & Bob did the job well
I had breakfast in the canteen this morning
--- We --- went to Surabaya two weeks ago
You flew to Makasar last week .
They heard the explosion a minute ago
He spoke to the manager this morning
She sent the message this morning
I get a good job
We did not do the job well
--- They (didn’t) have lunch at the canteen today .
He go to Medan last month
she fly to Jayapura last month
Did you hear any explosion today
Didn’t they --- speak to the company director today ?
send the message yesterday

Notes :
a. The verb in positive statement must be in the finite stem + ed form .

b. You have to change the finite stem+ed form to the non-finite stem form and add
a finite verb “did not” before it to make negative statements.
c. You must also change the finite stem+ed form of the verb to non-finite stem form
and add a finite verb “Did” or “Didn’t” before its subject, to make interrogative
statements, you may use negative interrogative, when you expect a “yes” answer.
d. The irregular verbs used in simple past tense do not have “ed ending”, but they
have different forms based on the list of irregular verbs. However this form is also
called finite stem+ed from.
B. Meaning or Usage
Simple past tense has four different usage or meaning. However we won’t discuss them at
once now, but we would like to discuss only three of them.
1. Simple Past Actual
We may use simple past tense to tell an event or activity that occurred at certain time in
the past. For this meaning, we don’t relate the event or activity to the present moment or
to other events or activities.
This diagram will help you understand the idea.
Now
Past X Future
a. My big brother graduated from a state university last year.

b. He got a job only a few months after the graduation.
c. Earthquake destroyed many buildings and houses in West Sumatra lately.
d. I saw an accident on the toll road on my way to the office this morning.
e. The accident injured several people on the side road.
f. The aircraft accident that happened at Bodiarto aerodrome on 19 April 2010 killed
two motorists.
g. This accident also injured the student and his flight instructor.
h. The flight instructor died in the hospital one week after the accident.
i. The government closed the chemical factory that polluted the main river last
month.
j. The pilot requested a medical assistant for his passenger on his arrival at Sukarno–
Hatta airport this morning.
k. My father joined his course at Civil Aviation Training Academy Curug twenty years
ago.

2. Simple Past Habitual
We often use simple past tense to tell an event or activity that occurred repeatedly in the
past as a habit. This event or activity does not happen at present anymore.
This idea can be described with this diagram.

Now
Past XXXXXXXXXXX Future
a. John smoked before he got married.

b. My elder brother and I often helped our parents in the field before.
c. When I was a student, I rode a bicycle to my school every day.
d. Aircraft accidents often happened before the invention of radar system.
e. My father sometimes gave us extra pocket money when I was at junior high school
f. Road accidents rarely happened before the year 1945.
However you may use the pattern “Subject + used – to stem form to tell general habit
in the past. This general habit does not tell the event or activity specifically. While
simple past tense can tell the habit more specifically than using the pattern “used – to
stem” form.
Here are some examples of general habit in the past, using “used – to stem” form.
a. Mr. Brown used to drink beer when he was much younger.

b. I used to walk to school when I was in the village.
c. He used to polish travelers’ shoes at the station to get some change for food.
d. My parents used to give me pocket money when I was at kindergarten.
e. Our grand parents used to drink herbal medicine to keep their body healthy.
Then you may compare these following sentences. The first sentence has the pattern
“subject – used to stem ….” and the others use simple past tense. The sentence with the
pattern “Subject – used to- stem” form has no further alternatives, but simple past tense
has several alternatives.
a. I used to smoke when I was at senior high school.

b. John smoked when he was at senior high school.
c. Peter often smoked when he was at senior high school and he often got
punishment by his teacher.
d. Budi sometimes smoked when he was at senior high school, but his teacher never
recognized him.
e. Rachmat seldom smoked when he was at senior high school, but he can’t give it
up now.
f. Rudy rarely smoked when he was at senior high school, but he smokes a lot now.
g. I ever smoked when I was at senior high school.
h. Johan never smoked when he was at senior high school, but he smokes a lot now.

3. Simple Past Narrative
We often use simple past tense to tell series of events or activities in the past as parts of
a story. We have to keep in mind that the events or activities did not happen at the same
time, but at different time. The time different can be short or very short, but can also be
long or very long. The most important thing is that the events or activities were related to
each others as part of the story.
Please look at this diagram!

Now
X (first activity)
Past X (second activity) Future
X (third activity)
Here are some examples.

a. I woke up when I heard someone knock the door last night.
b. All the students left the class-room as soon as the lecturer finished his lecture this
morning.
c. Soon after the plane stopped at the end of runway, the flight attendants opened
the emergency doors and the passengers managed to leave the plane
immediately.
d. The pilot called the tower to get his assistance before he finally made an
emergency landing.
e. Mr. Joseph decided to marry his wife after he got a good job and found a house
to live in.
f. Mr. Salim decided to stop smoking after his doctor warned him the danger of
nicotine to his lung.
g. Mr. Lukman finally retired from his job after he worked there for more than twenty
five years.
When two or more events happened at the same time in the past, they should not be
expressed using simple past tense. These following examples are not appropriate.
a. I washed my father’s car when my mother prepared our breakfast this morning.
b. We listened to our teacher when he explained the formula in class this morning.
c. The rest of my family watched TV when I studied English in my room last night.
Exercise: Re-write these following sentences into the correct past tense!
1. The plane to Denpasar leaves the parking stand ten minutes ago.
2. The aircraft rolls out for take-off after he gets clearance from the tower.
3. The pilot lowers the landing gears before the aircraft leaves base leg.
4. The pilot puts the engine into idle reverse after the aircraft touch down the
runway.
5. The birds breaks the right windshield of the aircraft at take-off.

6. The pilot reports wind shear on final approach runway 12.

7. We shut all the windows when we notice strong wind approaching our village.
8. The mechanics keep their tools and instruments in the tool-box.
9. They board the plane a few minutes before the pilot starts the engine.
10. The pilot requests clearance from the tower before he moves his aircraft to taxi to
the taxi-way.
11. The baby wakes up when she hear someone opening the door.
12. Most passengers feel nervous when they hear the aircraft fly into bad weather.
13. Nobody takes any notice that the aircraft lands at the wrong aerodrome.
14. The mechanics clean the floor leave the work-shop before they.
15. The flight attendants demonstrate the emergency procedures before the plane
takes off.
16. Peter misses the first train so he is late for his work this morning.
17. The driver dries the car with dry and clean cloth after he washes with clean water.
18. My sister forgets to turn the light off before she leaves to her office this morning.
19. After she gets there she tries to phone her mother but she fails.
20. The thief rides his motorbike dangerously on the street to avoid the police chase.
21. However the police arrest him after he runs into the lamp post.
22. The plane crashes on wooded area only a few seconds after take-off.
23. The fire fighting vehicles arrive at the site a few minute after the crash.
24. It takes almost thirty minutes to extinguish the fire.
25. The medical team drives the victims to the nearest hospital.
Read this following text about aircraft disaster in Canary Island in 1977, and then answer
the questions that follow.
DIDN’T THE PAN-AM CLEAR THE RUNWAY?
1.
Sunday on March 27, 1977 should have been no different to any other spring day at
Las Palmas Airport, with the usual frequent International flights departing and arriving
from all over Europe and from the other side of Atlantic. But at 1.15pm that afternoon,
the busy life of the airport passenger terminal was thrown into panic and confusion when
a small bomb planted by a terrorist exploded in a florist’s shop on the terminal concourse.
Airport authorities had been warned of the blast 15 minutes before, so although the bomb
caused a good deal of damage inside the terminal building, it was being evacuated at the
time and there were no fatalities. However, eight people were injured, one seriously.
2.
Unable to tell whether or not this further threat would eventuate, the local police had
no alternative but to instruct the civil aviation authorities at Las Palmas to close the airport
pending a thorough search for the second bomb. Their decision inevitably affected far
more than airport personnel and waiting passengers: numerous international flights,
inbound to Las Palmas from a variety of departure points, were approaching the Canary
Islands at the time, some of them within less than an hour’s flying time from Las Palmas.
3.
The difficulty was overcome by diverting all inbound Las Palmas traffic to Los Rodeos,
the other Canary Islands international airport, serving Santa Cruz on the island of
Tenerife, some 50 nautical miles to the northwest.

4.
Among the numerous flights from European ports diverted to Los Rodeos was a charter
trip flown by KLM’s Boeing 747 flight KL4805 on behalf of the Holland International Travel
Group. It departed from Schiphol Airport that morning at 9.31am local time carrying 234
passengers, mostly young people escaping the Northern European cold for a holiday in the
sunny warmth of the Canaries.
5.
Another traffic approaching the Canary Islands a Pan Am Boeing 747 N736PA flight
from New York were informed by Air Traffic Control that Las Palmas Airport on Grand
Canary was temporarily closed and their aircraft was to be diverted to Los Rodeos Airport
on Tenerife. For the crew, this was unwelcome news. Already they had been on duty for
the best part of eight hours and the diversion would inevitably add several more hours to
the trip.
6.
There were 364 passengers originated in Los Angeles, and 14 passengers from New
York, to consider. It was now nearly 13 hours since most of them had boarded the aircraft
at Los Angeles. They had experienced an hour and a half’s unexpected delay at Los
Angeles Airport before their departure late the previous afternoon. They were very tired
and the majority of them were no longer young.
7.
At 1.45 p.m. local time, the Pan American Boeing 747, N736PA, landed at Los Rodeos
and taxied to the holding area, parked directly behind the KLM Boeing 747.
8.
At around 4.30 p.m. local time Los Rodeos Tower called all waiting aircraft to advise
that Las Palmas Airport was now reopen again. Despite a rigorous search, no second
bomb could be found. In the Los Rodeos Airport terminal passengers who had left their
various aircraft were called over PA system to begin boarding again via the airport buses
provided. All the passengers from the KLM aircraft did so, except a travel guide for the
Holland International Travel Group, Miss Robina van Lanschot. She decided to stay
overnight at Santa Cruz. Her spur of the moment decision was to save her life.
9.
KLM Boeing 747 did first taxi to the runway 30 for take off on runway 12. While KLM
was lining up for takeoff, Pan Am Boeing 747 also taxied on the runway 30 requested to
leave off the runway at the third intersection. Taxiing in light rain and fog, Pan Am missed
the third intersection, and intended to leave off the runway at the next intersection,
taxiway 4.
10.
In rain and fog, at about 5.05pm, KLM Boeing 747 finished his pre-take-off check list,
and it began to inch forward, and the captain, Van Zanten held the aircraft on the brakes.
When the pilot called the tower telling that he is at take off, the tower gave the clearance
“OK, ...... standby for takeoff… I will call you.” Assuming the first word “OK”, the pilot was
concentrating fully on the take off, and rolled the aircraft on the runway for take off.
11.
Realizing that KLM was hurrying for take off, Pan Am 1736 PA was trying to leave off
the runway, but before he succeeded, the KLM Boeing 747 approaching in full speed was
also trying to lift over the other Boeing 747 but failed to do so. The main undercarriage
and No. 4 engine sliced off Pan Am’s fuselage top and the hump just behind the flight
deck. The KLM aircraft remained airborne for a few seconds before crashing back onto the
runway some 150 meters beyond, slid for 300 meters and then exploded into the flame.
This accident killed all the passengers and crews of KLM and most passengers of Pan Am
that brought to totally 583 people.
(Simplified from Macarthur Job, Air Disaster Volume 1)

A. Define these following words taken from the text using your own words!
1. the terminal concourse (1)

:
2. fatalities (1) :
3. eventuate (2) :
4. inevitably (2/5) :
5. escaping (4) :
6. unwelcome news (5) :
7. holding area (7) :
B. Fill in the space in each case with a word or phrase from the text to make the
sentence informative.
1. Quite a lot of aircraft ……….. and ………… at an airport should be well assisted by
the Air Traffic Controllers (1)
2. The pilot ………… his aircraft to the nearest aerodrome due to his engine trouble. (5)
3. Although the crash caused a great deal at damage, there were no………. (6)
4. While the passengers were ……… the aircraft, the pilot was preparing the flight. (8)
5. There was .................News from the tower that the Airport shall be closed due to
the explosion. (5)
6. The Pan Am Boeing 747 PA 1736 from Los Angeles carries more than 300
passengers most of them retirees, who were .......... - …….... young. (6)
7. The Pan Am Boeing 747 PA.1736 had an ………… delay for an hour and half at Los
Angeles before its departure to New York. (6)
C. Answer these following questions in short, plain and clear answers.
1. Why was Las Palmas temporarily closed on March 27, 1977?

2. What was the solution for the aircraft approaching Las Palmas when the Airport was
temporarily closed?
3. For what reason did most of KLM Boeing 747 passengers depart for Canary Islands?
4. How many passengers on board of Pan Am departing from Los Angeles?
5. Was the departure of Pan Am from Los Angeles on time schedule?
6. How many passengers on board of Pan Am when the collision occurred?
7. Was there any passenger from KLM Boeing 747 departed from Schiphol Airport
saved from the accident? How many passengers on board of KLM were killed in
the accident?
8. Would the collision have occurred if Pan Am Boeing 747 hadn’t missed the third
intersection to leave the runway?
9. Would the collision have occurred if the Air Traffic Controller used standard
phraseology? Give your explanation!
10. What do you think the main cause or causes of the accident at Tenerife in 1977?
Lesson 6
ENGLISH NOUNS

1. have better understanding about English nouns.
2. be able to differentiate countable from uncountable nouns.
3. have known most important nouns in English.
4. have learnt some common irregular nouns.
5. be able to use nouns in sentences.
A. Count and Non-count Nouns
Please look at this following diagram!
ENGLISH NOUNS
UNCOUNTABLE COUNTABLE
PLURAL
SINGULAR
REGULAR IRREGULAR
water an aircraft pilots a child two children

fuel a tower mechanics an aircraft four aircraft
grease a pilot airports a man five men
furniture a mechanic counters a woman two women
metal an hour stations one foot two feet
aluminum an airport tables a tooth four teeth
strength a taxi chairs a mouse seven mice
goodness a counter headsets a fish many fish
wood a runway runways one beer two beer*
jungle a taxi way taxiways one coffee four coffee*
coffee an apron lights -- the police
tea -- many people
drink
Notes:

1. From the tables above we learn that English nouns can be classified into two main
groups, namely:
o Uncountable nouns or mass nouns (Nouns that can not be preceded by a

cardinal number, like 1, 2, 3, 4, etc. (water, fuel, coffee, furniture etc.)
o Countable nouns or unit nouns (Nouns that can be preceded directly by a
cardinal number, like: 1, 2, 3, 4, etc. (two books, four students, one table)
2. Countable nouns can be classified into a singular and plural noun.
o Singular nouns do not stand alone in sentences, their appearances must be

preceded by an article (a, an, the) or determiner, such as: this, that, every,
each, my, his etc.
o Plural nouns have two forms:

 Regular nouns are nouns which can be added with an “-s/-es” ending, as in:
books, students, airplanes, mechanics, etc.
 Irregular nouns are nouns that can not be added with an “-s/-es” ending to
their plural forms, as in: children, mice, police, people, etc.
3. Some nouns can be used as either countable and uncountable.
There are some nouns that can be used both as countable or uncountable nouns. There
is usually a slight (sometimes a great) difference between the meaning of a noun used as
a countable noun and the same noun used as an uncountable noun. Sometimes the
difference is between a substance and an object, like cloth and a cloth. And sometimes
the difference is between a general idea and a particular example of a thing as in:
On a hot afternoon there is not much activity in town.

Dancing is an activity that I enjoy most.
Sometimes the meaning is quite different as in:
Youth means the time of one’s life when one is young.

A youth is a boy or a young man.
Here are some examples of nouns of this type in sentences:
 If we want to live peacefully we should avoid argument.

 They had an argument about salary.
 Efficient communication is necessary for modern civilization.

 Yesterday I received a communication from my old friend.
 We study composition once a week.

 We must write a composition every week.
 When there is conflict between people, trouble might occur.

 When there is a conflict between two people, an argument may occur.
 We should develop control over our emotions.

 He has a control of the language, which I admire.
 Yogyakarta is considered as a centre of culture.

 Java has a highly developed culture.
 There is not much delay, if the weather is fine.

 There has been a delay for a flight that goes to London.
 There is not much demand for rain-coats in Jakarta.

 There has been a big demand of umbrellas in Bogor.
 Everyone talks a lot about development.

 The telephone is a development which has made communication easier.
 If you can do it without difficulty, you probably know it well.

 We have to overcome many difficulties in order to send you to this school.
 Nothing can be done without discussion.

 We are having a discussion about our next programs.
 Most people think that education is the most important thing in life.
 He got a good education from the state school.
 You should have more experience before you would be a good technician.
 Flying in bad weather was an important experience.
 You can do it from habit.

 He has many bad habits.
 Engine technology hasn’t made much improvement.

 Electronic technology has made a great improvement.
 We need good material to build an airplane.

 This one is a better material than that one.
 Memory is important in learning.

 I have a very bad memory.
 Pressure is usually measured as weight per area.

 His head ached and he felt a strong pressure behind his eyeballs.
 Science has brought about great changes in our way of living.

 Physics is a science.
 Sport is good for our health.

 Football is a sport I enjoy watching.

B. Noun Groups
Most nouns do not stand alone in sentences, but they are accompanied by other words,
such as an article, adjective, other nouns, etc.
1. An article – noun head word
A singular countable noun never stands alone in sentences. It must be preceded by an

article (a, an, or the), or other words like article, such as: each, every, some, any, his ,
her, this, that, etc.
Examples:
 an aircraft an indicator
 an instrument an umbrella
 a fuselage his ticket
 our aircraft a stewardess
 the tower the runway
2. An article – noun – noun head word
A noun can sometimes be used to qualify other nouns. This noun can also be called as an
attributive adjective as it gives an attribute to the noun.
Examples:
a wing tip a taxi way
a tail section a taxiway light
an engine stand a runway threshold
an instrument panel a flight instrument
the seat belt the runway lights
the passenger seats the undercarriage bogie
the cargo aircraft the aerodrome facility
Notes: The noun that comes before the noun head word should always be in the stem
form (singular).
3. An article – adjective – noun head word
An adjective or adjectives may be used to qualify a noun. This adjective should be

positioned before the noun qualified. When there are more than one adjective, they might
be arranged from the noun head word backwards that follow the order: color, age,
condition, size and effect.
Examples:
 a luxurious hotel an economical small car
 a new aircraft a convenient new airport
 an inexpensive trip an comfortable transportation
 an international flight an effective new method
 the national flight the small comfortable house
 a huge modern aircraft a large luxurious house
 the attractive young public relation the minimum requirement
Notes:
- Some Stem + ing forms of verbs can be used as adjectives that indicate the nouns are
active, as in:
- an interesting subject
- a boring lesson
- tiring job
- a challenging opportunity
- Some Non finite srtem + ed forms of verbs can be used as adjectives that indicate the
nouns are passive, as in:
- a broken chair
- lubricated hinges
- spoken language, etc.
4. An article - noun head word – of – noun
Sometimes the noun head word is positioned before its qualifier and it is usually joined /
separated by a preposition “of”. The finite verb that comes after this kind of subject is
influenced by the noun head word, but not by the noun that appears near the finite verb.
Examples:
 the landing gears of that aircraft
 the entrance gate of the airport
 the port side windows of the aircraft
 the starboard engine of the aircraft
 the service of the company
 the hydraulic systems of the aircraft
 the right windshield of the aircraft
Examples in sentences:
- The legs of the table are broken.

- The cover of the student books is pink.
- Both portside engines of the aircraft were shut down.
- The luggage of transit passengers was unloaded too.
- The schedule of all aircraft personnel is printed one week in advance.
- The undercarriages of the aircraft were not retracted yet.
- The bird-strike broke the right windshield of the aircraft.
- The hydraulic systems of the aircraft enable the pilot to control the aircraft
easily.
Exercise: Rewrite the following words to make a noun group
1. a - hot – day – shining = ………………………………….

2. pointed – her – little – feet = …………………………………..
3. a - wind – clean – autumn = …………………………………..
4. fishing – best – the – ground = …………………………………..
5. pass – dangerous – mountain – a = ………………………………….
6. creatures – frightened – the – swimming = ………………………………….
7. squares – thick – wooden – two = ………………………………….

8. river – wild – a – mountain = ………………………………….
9. poles – long – the – forked = ………………………………….
10. long – whole – business – the = …………………………………..
11. hair – white – his – false = …………………………………..
12. lounge – departure – wide – modern – a = …………………………………..
13. small – old – red – car - a – German = …………………………………..
14. functional - car - small - modern - a = …………………………………..
15. a – engine – powerful – new - car = …………………………………..
16. electrical – an – drill – hand = …………………………………..
17. head – hammer – seasoned – a – wooden = …………………………………..
18. gears – rear – the – landing = …………………………………..
19. run-way – new – installed – lights – the = …………………………………..
20. footstep – an – light – odd = …………………………………..
21. lights - center – runway - line = ………………………………….
22. aircraft – body – wide – stand – parking = ………………………………….
23. coaches - passenger – airline - international = ………………………………….
24. lounge – domestic – departure - the = ………………………………….
25. passenger – pass – boarding – the = …………………………………..
C. Pronouns
Most English pronouns have five different forms. Each form is used differently in
sentences.
However, some pronouns have the same form for different position in sentences.
Let’s see this following table:
Type of pronouns Subject Oblique Possessive form Reflexive

form form Attributive Independen form
t
1st person pronoun:
- singular I me my -- mine myself
- plural We us our -- ours ourselves
2nd person pronoun
- singular You you your – yours yourself
- plural You you your -- yours yourselves
3rd person pronoun:
Singular:
- masculine He him his -- his himself
- feminine She her her -- hers herself
- neuter
It it its -- -- itself
Plural They them their -- theirs themselves

Examples in sentences:
1. I plan to get married before I am thirty years old. (subject form)

2. We have to work at least forty hour a week. (subject form)
3. The manager always gives us work to do every day. (oblique form)
4. The management doesn’t inform me about the change of the schedule. (oblique
form)
5. Our office opens at eight A.M. and closes at four P.M. (attributive possessive form)
6. This office is not as convenient as ours. (independent possessive form)
7. We have to accomplish the task ourselves, without the help of other groups.
(reflexive form)
8. You will have to work in an isolated area far from the city. (“You” as a subject of a
sentence)
9. Can you make other examples of your own? (attributive form)
10. You should do the exercise yourself. (reflexive form for singular form of you)
11. You ought to keep the office and equipments yourselves. ( reflexive for plural form
of you)
12. I usually meet her on the way home from the office. (oblique form of she)
13. I had to come to her house to send the message for her father. (attributive
possessive form of she)
14. The passengers should be responsible for the safety of their hand luggage.
(possessive form)
15. The passengers shall take the luggage to their taxies themselves to prevent from
losing them. (reflexive form)
16. She has to take care of her children herself after her husband passed away a few
years ago. (subject form, possessive form, reflexive form and possessive form)
Exercise: Fill the blanks with the correct form of pronoun in each case!
1. We have to get up before five and make ............ own beds before leaving .........
bedrooms to have other activities.
2. Our mother usually prepares breakfast for ............ family.
3. However, my father prepares ............ own dress for .............. .
4. Most Indonesian parents love .......... family very much.
5. We always have ............. breakfast in the dining room together in the morning.
6. My father usually has ............ lunch at his office.
7. I sometimes have ................ lunch at the canteen.
8. My mother and my little brother have ............ lunch at home.
9. The training participants should arrive at ............ classrooms a few minutes before
their class begins.
10. All participants enter .......... class rooms when ………… instructor arrives.
11. The workers park .............. motor cycles beside the factory building.
12. Peter rides ........... motor cycle to work every day.
13. Training participants have to keep ............ classrooms clean and tidy.
14. The senior students always remind ............ their juniors to clean ......... classrooms.
15. Susan has to help ................ mother at home after school.
16. She has to wash ............. own dresses and iron ............ dresses herself.
17. I also washed ............ own dresses myself when I was at home.
18. Mechanics have to keep ............... tools in the toolbox.

19. Electricians have to wear ............ safety shoes at .......... work.
20. A mechanic must roll .......... long sleeves tightly above ........ elbows at work.
21. A technician has to keep ............ hair short for .......... own safety.
22. A student shall not wear any ring on ........ finger when he practices in the
workshop.
23. Peter and his friends do ............ homework at the dormitory.
24. Return all the tools into ............. box
25. The librarians keeps the books on ........... shelves.
26. The custommers must show ……... ID-card when they register …... name at the
hotel.
27. When the guest leaves …….… room ..…… must leave …….. room-key at the front
desk.
28. A student should obey ………. school regulations, or ……..… will be grounded for …..
behavior.
29. The driver must not leave ……..… car without being locked.
30. A nurse should help and take care of ………… patients.
31. The passengers have to show ……….. boarding-pass when ……….. enter the aircraft.
32. An aircraft passenger has to show …….. ID card when ………….. checks in.
33. Aircraft passengers have to sit at ………….. seats based on ………….. seat number
indicated on ………….. boarding-pass.
34. Mr. Brown has to show ……………. baggage claim card when ………… picked up
…………… luggage at the airport of destination.
35. Junior pilot students have to carry ………… weight load over ……… backs to exercise
……………. physical fitness.
36. The junior students have to run along ……………. way to ………….. class-rooms and
back to …………….. dormitories.
37. Mechanics should keep ……………. tools in the toolbox when ………. not being used.
38. Every student has to keep ………….. body fit and healthy.
39. Every pilot has to upgrade ……….. skill and competence to familirise with new
technology applied at the aircraft.
40. A pilot has to rely on …………….. flight instruments when ………. flies into bad
weather.
41. A pilot should check ............... aircraft before every flight.
42. When an aircraft losses ............. one engine, ............ still be able to fly with ..........
other engine.
43. Each engine of an aircraft has ........... own individual system that doesn’t depend on
each other.
44. The passengers should not activate ........... cellular phones until ................. enter
the airport terminal building.
45. Every passenger shall remain in .......... and fasten ........... seatbelt when the aircraft
flies into bad weather.
46. The passenger is not allowed to remove the life jacket under ............... seat unless
the pilot or flight attendants tell ........ to do so during emergency landing in water.
47. The pilot should know how many passengers are on board of ............ aircraft.
48. The pilots should be able to detect any discrepancy of ......... aircraft along ......
flight.
49. The pilot shall fill the airport of destination and ......... alternate in ........... flight
plan.

50. The pilot could detect the existence of wind shear by recognizing the erratic reading
on ........... airspeed indicator.
51. When an aircraft experiences hydraulic problem ........... needs a little longer runway
to land and .......... has to be towed to vacate the runway after landing.
52. When a multi engine aircraft has one engine flamed out at take-off run, ........ is still
able to take off safely.
53. Children should be shown what ............. have to do and to pay respect to ..........
seniors.
54. When an aircraft has to make belly landing, .......... fuel should be burned out to
minimize the risk of fire after landing.
55. Every aircraft should fly at ........... own refered altitute to avoid collision.
D. Adverbs of Quantity
There are some adverbs of quantity that often accompany noun in daily English, and
among others are as shown in this following table.
Adverbs of Type of nouns Statements

No quantity Uncountable. Singular Plural Positive Negative Interrogative
01 A lot of Yes No Yes Yes Yes Yes
02 Many No No Yes Yes Yes Yes
03 Much Yes No No Yes Yes Yes
04 A little Yes No No Yes Yes Yes
05 A few No No Yes Yes Yes Yes
06 Some Yes No Yes Yes No Yes *
07 Any Yes Yes Yes Yes* Yes Yes
08 A number No No Yes Yes No yes
Examples:
a. A lot of cars are produced every year.

b. Much money is spent to re-build the town.
c. Many people don’t believe the space craft landing on the moon.
d. There is only a little food left after the party.
e. A few people have no money to buy food.
f. Do they have a lot of friends in this town?
g. Is there much fuel left in the fuel tank?
h. A number of people gather in the factory yard.
i. How many cars are produced in a day?
j. Any people can join this course.
k. Any donation will be a great help for the victims.
Notes:
1. We use "some" in questions before uncountable or countable plural noun when we

expect the answer “yes”, (We don’t use “some” before a singular countable noun.)

otherwise, if we don’t expect any specific answer we use “any”. (“Any” can be used
before an uncountable, singular countable or plural countable noun.)
Examples:
a. Excuse me, but I left my pen at home. Do you bring some pens with you?
b. Do you have some friends to keep you informed?
c. Do you have some money to buy me some drink?
d. Do you have some suggestion to sort out this problem?
e. Do you have any question?
f. Did you see any one hurt in the accident?
g. Are there any casualties in the crash?
2. Not a lot of, not many, and not much mean a few or a little. On the other way
around, not a few, or not a little means a lot of, many, or much.
Examples:
a. We don’t have a lot of time to discuss this problem. (We have only a little time)
b. We don’t have a lot of money to improve our education system. (We have limited
money to improve our education system.)
c. Mr. Brown doesn’t have much money at the moment. (Mr. Brown has only a little
money.)
d. There are not many passengers in the train. (There are only some passengers
in the train )
e. Not many people are able to send their children to university. (Only a few people are
able to send their children to university.)
f. They don’t need only a little money to re-build the town. (They need a lot of (much)
money to re-build the town.)
g. He didn’t make only few mistakes in the test. (He made a lot of / many mistakes.)
h. Not only a few houses were destroyed during the typhoon, but many of them were
flat on the ground.
Exercise: Fill the blank with suitable adverb of quantity!
1. …………… cars are parked at the parking lots of Sukarno Hatta international airport.
2. …………….. travel by air nowadays.
3. Airbus 380 can carry …………. passengers and their cargo.
4. Airbus 380 also need ……….. fuel to operates long distance flight.
5. The road are crowded by ……………. motor cycles during rush hour.
6. …………….. people followed the recruitment test for government official but only
……….. of them were accepted.
7. Sukarno Hatta Airport could afford …………. passengers at a time.
8. ……………. airports in East Indonesia could only afford ………… passengers at a time.
9. Only ………………. aerodromes in West Papua are equipped with precision runways
approaches.
10. Only ………….. runways in Indonesia were installed with runway center line lights.
11. Not ……….. aerodromes in Indonesia could afford wide body aircraft.
12. …………… Indonesian Airlines fly to neighboring countries like Philippine and Australia.
E. Determiners (Deictic – Items)
Determiners are words that come before any other modifiers in a noun group. Some of
them have been shown on previous table.
Please look at this following tables!
Before a countable Before a countable Before an

singular nouns plural noun uncountable noun
a/an Ya No No
every (another book)
another
each
one
this Ya Ya
that (this book) No (this water)
both
many No Ya No
a few (several books)
several
these
those
much No No Ya
a little (much water)
all
some No Ya Ya
most (all books) (some water)
a lot of
her, his, their, etc Ya Ya Ya
the (his book) (his books) (his water)
no
any
Further examples:
1. Anything could happen.

2. Do you need something to drink?
3. Both parties must make an agreement.
4. No one could have special privilege.
5. No shoes or sleepers are allowed in this laboratory.
6. No liquid is allowed to be carried into the cabin.

Exercise: Read this following text and answer the questions follow!
APRON AND GATE FACILITIES
1.
Aircraft parking positions are designed to accommodate the particular dimensions of
specific types of aircraft and may thus be unavailable to other aircraft with significantly
different dimensions. If the apron area is not large enough to allow safe maneuvering of
aircraft under established FAA, airline, and airport standards, capacity may be
constrained.
2.
If a parking position is not available at the terminal building, the aircraft may be
accommodated at a hardstand, and apron parking position made relatively permanent by
installation of ground power and sometimes fueling facilities. During periods of very high
demand, commercial service aircraft may have to be parked and serviced at remote
parking positions.
3.
Beyond the required basic physical compatibility between each airline’s aircraft fleet and
an airport’s gates, hardstands, and remote temporary apron parking locations, the
principal measure of service level for aircraft parking positions and gates is the time an
aircraft and its passengers may be delayed by gate area congestion. Some airport
professionals believe that apron configuration is one of the principal characteristics
influencing airport landside capacity.
1. How should a parking position be designed?

2. Should a parking position suitable for every type of aircraft?
3. What facility shall be installed at a parking position?
4. What is a hard stand for?
5. Does an airport gate influence the flow of air traffic in general?
6. Is the design of an airport gate considered important?
7. Do you think the apron configuration could influence the airport capacity?

Lesson 7
PRESENT PERFECT TENSE
Objectives: At the end of this lesson the students should:

- understand the basic structure of present perfect tense.
- know the purpose of using present perfect tense.
- be able to use present perfect tense to express their ideas correctly.
A. Structure
The basic structure of present perfect tense (4-1 verb group) consists of a subject
followed by the verb form of “have” (“has” comes after a singular subject, or subject
pronoun: he, she, or it, and “have” comes after a plural subject, or subject pronoun I,
we, you, or they) and non-finite stem+ed form.
Finite verb Finite verb Nega- Main verb in the non-finite

“have” Subject “have” tion stem+ed form
Mr. Subroto
Miss. Bono has cleaned the room
She ---
--- He turned the light off
Students .
Mechanics have repaired the broken device
We ---
They moved the truck away
My friends
They written the report
You have
We dusted the floor
--- Mr. Sugeng not .
Miss. Young kept the tools in box
She has
He re-painted the car
Peter phoned the ambulance
Has Joko
Hasn’t she heard the latest news
Jake & Peter --- ?
Have you re-decorated the room
Haven’t they
got the final report
Notes:
- We just simply add the word “not” after the verb form of “have” to make a
negative statement.
- We also just move the finite verb “have / has” before its subject to make an
interrogative statement.
- We can also use negative interrogative when we expect a “yes” answer.

B. Meaning/Usage
We use present perfect tense (4-1 verb group) to tell different meaning as follows.
1. We use present perfect tense (4-1 verb group) to tell the result of the action. It
doesn’t matter when it happened. The result of the action is considered more
important than when it happened.
Take a look at this diagram!

Now
Past Future

a. I have seen that film. (This sentence means that I know the story, the sequence,
or even the actor or actors in the film, and I don’t need to see it again)
b. I have had breakfast at home. (This sentence means that I am now full, and I
don’t need any food to eat at the moment)
c. The plane has taken off. (This sentence means that the plane is now not on the
ground, and you can’t board in, and you have to wait the next flight.)
d. Peter has gone home. (Peter is not here now. It doesn’t matter when he went
home)
e. John has locked the door. (The door is locked now)
f. The mechanics have repaired the engine. (The engine is now in good condition
and it is serviceable now.)
g. The passengers have boarded the plane. (They are now already in the cabin)
h. Oscar has graduated from the university. (Oscar graduated from the university
some time ago, might be a year or two years ago, and now he is now looking for a
job.)
Notes: We don’t use adverb of time for this meaning, since the purpose is to tell the
result rather than the time when the event took place. When you want to tell the
time when it happened you use simple past tense, not present perfect tense.
Don’t confuse with Indonesian language. In Indonesian language we combine
these two purposes together, but not in English.
2. We use present perfect tense (4-1 verb group) to tell an event or action that started
at certain time in the past and it continues to happen up to present moment. For
this purpose we use adverb of time preceded by a preposition “for” or “since”.
Preposition “For” is followed by the duration of the event, while “since” is followed
by when the event started.
The idea of this meaning can be seen on this diagram.

Now
Past Future
Here are some examples;
a. Mr. Johan has booked 15.000 flying hours for Boeing 737.
b. Mr. Sunaryo has been a captaincy on Boeing 747 for ten years.
c. They have worked for the same company for more than twenty years.
d. We have studied English for at least six years.
e. Mrs. Jackson has lived there since she was born.
f. The factory has been in operation for thirty years.
g. They have stayed in the same flat for two years.
h. I haven’t smoked since I was in hospital last year.
i. They have been friends since they first met in the college.
j. He has been popular since he was teenager.
In these sentences, we don’t emphasis whether the event or action is in progress or will
continue in the future or not. Even there is a possibility to continue, it is not necessary to
be stated.
C. Present Perfect Progressive Tense
When you emphasis that the event started at certain time in the past and it is still in
progress at the moment of speaking and might continue to the future, you use present
perfect progressive tense (4-3-1 verb group).
The basic structure of present perfect progressive tense (4-3-1 verb group) is as follows:
Finite verb Finite verb Nega Verb Main verb in the non-finite stem
“have” subject “have” -tion “been” +ing form
Peter has chatting for two hours
Jane been
--- They have --- watching television for an hour .
We
Andi has listening to the news for an hour
She not been
--- You have typing letters for fifteen minutes .
Has he reading newspaper for an hours
Hasn’t she --- been
Have you travelling for two weeks ?
Haven’t they
The main verb of present perfect progressive tense is in the non-finite stem+ing form
preceded by the verb form of “be” (been) which comes after the finite verb “have” (has
or have), depending on the subject that stands before it.

D. Meaning/Usage
As it is mentioned above that the use of present perfect progressive tense is to emphasis
that the event which started happening at certain time in the past and it is still happening
at the moment of speaking and there is a possibility to continue to happen in the future.
The idea of present progressive tense is as follows:

Now
Past Future
Here are some examples :

a. He has been talking on the phone for more than fifteen minutes.
(Now, he is still talking on the phone.)
b. Edward has been working on his project since last year.
(He is still working for the project now.)
c. The aircraft has been flying in the holding area for almost thirty minutes.
(The aircraft is still flying in the holding area now.)
d. The pilot has been trying to extend the landing gear for ten minutes.
(The pilot is still trying to extend the landing gears now.)
e. We have been waiting for the bus for fifteen minutes.
(We are still waiting for the bus now.)
f. She has been staying in the hospital for two weeks.
(She is still in the hospital now.)
g. The aircraft has been burning fuel for ten minutes to reduce its pay load before
landing.
(The aircraft is still burning its fuel now.)
h. The ship has been sailing in the open ocean for three months.
(The ship is still sailing in the open ocean now.)
i. Those people have been chatting for more than two hours.
(They are still chatting now.)
Exercise: Re-write these following sentences into present perfect tense (4-1/4-3-1 verb
group) whenever possible. When the sentence can’t be converted to present
perfect tense, write “no change”
1. The pilot of Garuda Boeing 737 400s gets his clearance for take-off.
2. The refueling truck leaves the apron after it finishes refueling the aircraft.
3. The towing car pushes back the aircraft for departure.
4. The fire brigade foams 600 meters of the runway for emergency landing.
5. The passengers wait for their flight at boarding lounge for more than an hour.
6. The cabin attendants just began to serve the meal for the passengers in first class.

7. Joan works as a cabin attendant for about three months, and she feels that it not
her job.
8. Though the government builds so many houses for lower class of society, there are
still many homeless people in town.
9. The Governor of Jakarta declared the bus-way open few years ago.
10. The parliament agreed to reform the transportation system in Jakarta.
11. Many airlines took a challenge to improve their fleets by operating low cost carrier
flights.
12. Many private colleges used every effort to attract people to join their programs.
13. The airport authority persuades their employee personnel to improve their services.
14. Many university graduates do not develop their skills of entrepreneurships .
15. The education system doesn’t challenge the students to improve their writing skill.
16. Jakarta grows to be the most polluted city in the world.
17. The population of Jakarta doubled during the last ten years.
18. Housing complexes spread out of town in all directions.
19. The cabin attendants ushered the passengers into the aircraft.
20. The plane just landed a few minutes ago and it is now taxiing to the apron.
21. The ground handling unloads the luggage from the aircraft.
22. The pilot disembarks his passengers on the runway for emergency.
23. The firemen extinguish the fire and rescue all the passengers.
24. The airport authority moves all airport operation to the new terminal.
25. When you finish filling in the form, you shall return it to the counter desk.
26. The cargo handling packs and handles the goods securely.
27. The flight attendant closes the door and the aircraft is ready to depart.
28. The air traffic controller delivers the flight clearance to the pilot.
29. The directorate general of civil aviation calibrates the aerodrome navigation aids.
30. The catering unit loads all necessary meal and beverage for the passengers and
flight crews for the next leg of flight.
Exercise: Read this following reading text and then answer the questions follow!
AIRPORT LIGHTING
1.
During the last thirty years, there has been a great development in the airport lighting
system for low visibility operation. Several new lighting systems such as runway touch
down zone, center line lighting and the precision approach category II lighting systems
have been developed, as well as improvements made to the quality of older lighting
systems.
2.
The most significant advance in airport lighting has been semi-flush “in-pavement
lighting”. The development of the “in-pavement” lamps has enabled lighting engineers to
place the lights where they will do the most good that are directly in the line of sight of
the pilot.
3.
Approach and runway lighting might be classified under four basic systems according to
the four types of runways, namely lighting for: non-instrument runways, for instrument
runways, for precision approach runways category I, and for precision approach runways
category II.

4.
The lighting systems serving at these different runways have become increasingly
complex. Lighting for non-instrument runways which are only used under good visibility
conditions may consist only of low intensity lighting along the runway edge. As visibility
deteriorates and instrument approaches are made, at least a medium intensity lighting
system would be required.
5.
For category I type operations, high intensity lighting would be required. Simple
approach lighting is no longer sufficient and a precision approach category II system
extending to 3,000 feet (914 meters) from the threshold is required. Also, the number of
threshold lights must be increased to provide a bolder signal.
6.
For category II operations, the approach lighting must be further intensified by the
addition of side row barrettes over the inner, 1,000 feet (305 meters). On the runway
itself, touchdown zone lighting must be provided for the first 3,000 feet (914 meters) of
runway and center line lighting for the entire length of the runway.
7.
Advances are also being made in taxiway lighting. Though, it is normally possible for
pilots to taxi with little external lighting to guide them. However, during low visibility
operations improved taxiing guidance is a necessity. Taxiway edge lights have been
standard on most aerodromes for a number of years.
8.
In the future the trend will be toward the installation of taxiway center line lights. In
addition to providing directional guidance to aircraft, taxiway center line lighting may be
selectively operated by ground controllers to indicate the route to be followed.
9.
At the busiest airports, center line lights may someday be supplemented by traffic
signals or red taxiway crossbars which can be used by ground controllers to further
regulate traffic flow. Studies have shown that ground guidance from a lighting system is
effective in very low visibilities and further work is being conducted to develop the
optimum system.
(Adapted from ICAO Bulletin, April 1970, An Intermediate English Course

for Technical Students of Aviation, Prof. Dr. P. W.J. Nababan 1990)
1. How long has the airport lighting system for low visibility operation been developed?
(1)
2. What do you know about “in-pavement lighting”? (2)

3. What is the advantage of “in-pavement lighting”? (2)
4. How are approach and runway lighting classified? (3)
5. What is the difference between runway lighting for non-instrument and instrument
runways? (4)
6. What type of runway that has runway center line lights? (6)
7. What is the different between runway lighting for precision approach category II
from precision approach category I? (6)
8. What is the standard of taxiway lighting system? (7)
9. What is the future trend for taxiway lights? (8)
10. Is that any possibility to use light system to control the aircraft taxiing on the
aerodrome? What is your reason? (8,9)

Lesson 8
ARTICLES

1. be able to differentiate the use of article “a” and “an”.
2. ba able to use article “the” for the proper noun.
3. know the meaning of “a/an” used in sentences.
4. know when they don’t have to use articles.
A. Indefinite Article A/An
We use an indefinite article, a/an, before a singular countable noun, in which “a” is used
before a word that begins with consonant sound (not a consonant letter), and “an” is used
before a word that begins with vowel sound. (not a vowel letter)
Some consonant letters do not sound like consonants, but they sound like vowel sound and
some vowel letters do not sound like vowel sound, but they sound like consonant sound .
Examples:
 a book an important person
 a class-room an unidentified flying object
 a letter of credit an L.C
 a U.F.O. an hour
 a Flight Service Officer an F.S.O.
 a fight attendant an F. A
 a Master of Ceremony an M.C.
 a university an R&B
 a rubber eraser an interesting story
 a letter of credit an X – Ray device
B. The Meaning of A/An
An indefinite article a/an doesn’t always mean one, as most people think, but there are
at least three different meanings as follows:
1. Numerical meaning/numerical a/an
The meaning of one of this indefinite article a/an is very strong. You can see this
meaning when you have to change the noun to plural, it must be replaced with a cardinal
number like: two, three, four, five, etc.
Examples:
a. A week has seven days , and two weeks have fourteen days.
b. The cost of these apples is ten thousand rupiahs / a kilogram therefore it will be fifty
thousand rupiahs for five kilograms.
c. A dozen consists of twelve pieces while a gross consists of 144 pieces.
d. A kilogram is equal to two pounds.
e. An hour is too long for me to do nothing.
2. Classical meaning /classical a/an
The article “a/an” in this meaning refers to the whole members of the class . It’s plural
form is simply added “-s/-es” to regular nouns and there is no replacement of “a/an’.
However you can sometimes use article “the” for its plural form, when you talk about
common knowledge. Both singular and plural forms of this article have the same meaning.
Examples:
a. A doctor should help his / her patient in curing the decease.
Doctors should help their patients in curing the decease.
b. A pilot should check his aircraft before a flight.

Pilots should check their aircraft before flights.
c. A helicopter takes off vertically.

Helicopters take off.
d. A student should study hard.

Students should study hard.
e. A teacher should help his/her students learn the lesson.

Teachers should help their students learn the lesson.
f. A drunk driver is not allowed to drive a car on the road.

Drunk drivers are not allowed to drive their cars on the road.
2. Individualizing meaning/individualizing a / an.
The meaning of one of this article is not very strong. The plural form of “ a/an” in this
meaning is some + a countable plural form, and it doesn’t refer to a specific number, as in:
a. There is a Chinese Restaurant in every big city in the world.

b. There is a good book in the library.
c. There is a duty-free shop in Sukarno-Hatta International Airport Tangerang.
d. I met an old friend at the party last week.
Those sentences above can be re-written in their plural form with no different meaning.
a. There are some Chinese Restaurants in every big city in the world.
b. There are some good books in the library.
c. There are some duty-free shops in Sukarno-Hatta International Airport Tangerang.
d. I met some old friends at the party last week.
C . A definite Article - THE

Article “the” can be followed by any nouns. It can be followed by either a countable singular
noun, countable plural noun, uncountable noun, including abstract noun. But as it is called
a definite article, the noun that comes after this article should have been recognized /
identified by the listener or reader.
We may use article “the” when we expect that the listener or reader understand which noun
we are referring to. Here are five reasons for using this definite article “the”.
1. Mentioned Before
You may use article “the”, when the noun has been mentioned in the previous statement or
mentioned before.
Example:
a. Last week, I bought a pen and a dictionary. Now, I bring the dictionary with me, but
I miss the pen.
b. I met an old man and a young lady in the station last week. The man was about
sixty years old and the lady was much younger. I thought the lady was the man’s
(his) daughter.
c. I borrowed an English book and a dictionary from ICAI – library three months ago,
but I haven’t read the book and I lost the dictionary.
2. Defined by an adjective or adjectives
You may use an article “the”, when the noun followed is preceded or defined by an
adjective or adjectives that differentiate the noun from other nouns.
Examples:
a. His office is at the main building.

b. Mr. William drives the new car to his office and leaves the old car at home.
c. Their office has moved to the new building.
d. The pilot parked his plane on the North apron.
3. Qualified by a word, phrase, or clause
You may use article “the”, when the noun qualified is followed by or qualified by a word,
phrase or clause that gives more information to differentiate the noun from other nouns.
Examples:
a. The plane to London has just taken off.
b. The road to International Airport is not smooth.
c. The book I bought last week is missing.
d. The opera performed in the National Gallery last night was beautiful.
4. Known from the text
You may use article “the”, before a noun that is known based on the text. The reader will
know which specific noun by the reference from the text, as in:

a. When I got home last night, the windows were still open.
b. When I came here ten years ago, the wall was painted broken white.
c. Being scolded by his teacher, Peter left the class without saying a word.
d. When our teacher entered our class room this morning, the board was full of writing.
5. Common knowledge
You may put article “the” before a noun that is very common and specific that the person
to whom you write or speak to knows exactly which noun you are referring to.
Examples:
a. The Nile runs from central Africa to the north coast and becomes the longest river
in the world.
b. The Jakarta National Monument was built during Sukarno regime.
c. The Everest is the highest mountain in Asia.
d. The earth moves around the sun once a year.
e. The ozone layer protects our earth from the sun-heat.
f. The Niagara Fall is located in the border between Canada and the United State of
America.
g. The Twin Tower Petronas are the highest building in Malaysia.
h. The Great Wall of China is one of seven wonders in the world.
i. Brietney’s concert was held in (the) Jakarta Convention Centre few weeks ago.
Notes:
Most capital letter nouns (name of people, names of countries, cities, places, etc) do not
need articles before them. However, when the noun refers to something specific, article
“the” is required. Some names of countries have their articles “the” before them.
Examples:
a. The United State of America

b. The Nederland
c. The Philippine
d. The People Republic of China
e. The United Kingdom
f. The Dutch
g. The United Arab Emirates
D. The Omission of Articles
There might be some nouns that are not preceded by an article “a/an”, or “the”. Here
are possible reasons of omitting articles in sentences.
1. You must not use either a/an or the in the following cases:

a. When there is another word like “a/an” or “the” (Determiners) before the noun
(e.g; my, his, her, ……….. Peter’s, Edwin’s, ……. this, that, these, those, some, any,
no, every, another, ……….. each, …… one, two, three, …… etc.
b. Before most capital letter noun

- Names of people: Mary, Peter, Edwin, Jordan, Bill, Mochamad, etc
- Names of countries and places: China, Indonesia, Brunei Darussalam, Iraq, Iran,
Jakarta, Yogyakarta, Bali, Selebes, Banten, etc.
2. You must not use “a/an” and you may often omit “the” in the following cases:
a. Before uncountable nouns

 Human beings need water and oxygen to survive.
 Metal is good conductor of heat and electricity.
 Kindness is decreasing all the time.
b. Before countable plural nouns.

 People need good places to live.
 Whales live in deep sea. (The whales live in deep sea)
3. You may often omit “a/an” or “the” after the first item in a list.
Example:
a. I put my book, pen, pencil, ruler and hand phone on my desk only a few minutes
ago, but now they are gone.
b. We pass the school, canteen, restaurant and post-office every day.
c. You may use a pen or ball-point to write a letter.
d. Mr. Wright usually drives his son and daughter to school in the morning.
e. He usually leaves his wallet, watch and ring on his table when he goes to the
prayer room.
Exercise: Fill the blank with a suitable article: a, an, the, or leave it blank!
1. He lives in ……… small flat at ……… centre of town.

2. Have you finished with ………. book you borrowed from the library last week?
3. There is ………. beautiful garden behind her big house.
4. Did ……... police find ………. person who set ………. bomb few days ago?
5. We went out for ………. dinner last night. ……… restaurant we went to was excellent.
6. It was warm and sunny, so we decided to go to ……... beach last week-end.
7. This morning we had ……….. boiled egg and toast for breakfast.
8. I went to ……….. shop that sells house hold appliances and spoke to ……….. manager.
9. As I was walking down the road I met ……... old man with his walking stick standing
near ………. lamp post.
10. You should write your name on ………... top of the answer sheet.
11. We have to go to Paris today and take …………… night train to Prustol.
12. These bags are made of …………… real crocodile leather.
13. Indonesia exports …….… rubber and ……... liquid natural gas to ……… Japan.
14. It was …..… pleasant journey, there was …..… excellent scenery all along ……. way.
15. My old friend gave me some pieces of …….… silver from Kota Gede Yogyakarta.

16. Passengers could collect their baggage at ………….. arrival terminal.

17. Aircraft passengers should present their boarding pass at …………. boarding gate.
18. …….. meal and beverage are not served at every domestic flight.
19. Sometimes, aircraft passengers could buy ……… souvenir in the aircraft.
20. No one is allowed to carry …………… dangerous goods in the cabin of a commercial
aircraft.
Exercise: Use the correct definite, indefinite articles, or leave blank in the memo
concerning credit bellow.
PRC Trading Ltd, PRC House London Road Manchester TR63LM
MEMORANDUM
To : All Branch Managers

From : The Chief Accountant
Subject : Credit Facilities
It has come to my notice that in …… past few months …….. considerable number of bad
debt have accumulated with ………. result that ……….. company has decided to control
…….. credit facilities more closely.
In ….. future ………. credit will only be allowed with …………… written permission from
Head Office and ……… decision to allow credit will be based on either ………… customer’s
previous trading record with us, or .…………… reference supplied.
Therefore, ………. customer’s application for …………… credit should be accompanied by

……… copy of his account with …….. branch concerned, and …………. reference.
Please let customers know that this procedure is used by most …….. companies in credit
transactions and is no way a reflection on their status.
Your co-operation in this matter will be appreciated.
B.L. Matterson
Bill Matterson
CHIEF ACCOUNTANT

Exercise: Read this following text and answer the questions follow.
MAYDAY, MAYDAY WE ARE NOT GOING TO MAKE THE AIRPORT!
With an hour’s fuel in reserve, an undercarriage malfunction in the circuit area would not pose any
great crisis. But in the course of preparations for an emergency landing, the crew appeared to “lose
the plot.” On final approach, fuel became exhausted and the DC-8 crashed short of the runway.
1.
United Airlines’ Flight 173 DC-8-61s, a domestic east – west transcontinental service
from New York to Portland, Oregon, via Denver, Colorado was being operated on
Tuesday, December 28, 1978. The long range aircraft capable of seating up to 257
passengers, the type had rendered excellent service since being introduced to the
airline’s longer routes 10 years before.
2.
The pilot in command was Captain Malburn McBroom, 52, an experienced pilot with
United Airlines for 27 years, and a captain since 1959. With a total of nearly 28,000 hours,
he had logged 5500 hours as captain on DC-8s. First officer Fodrick Beebe, 45, who had
been with the company for 13 years, had over 8000 hours’ experience, while the flight
engineer, Second Officer Forrest (“Frostie”) Mendenhall, 41, had 11 years’ service with
the company. In addition to his 3900 hours as a flight engineer, well over 2000 of which
were in DC-8, he was a qualified Commercial Pilot with multi engine ratings.
3.
The long 1500nm morning flight from John F Kennedy International Airport, New York,
across two thirds of United States to Denver, Colorado, was entirely without incident. At
this strategic inland airport, a major hub for so many internal air services in the USA, the
DC-8s’ tanks were replenished with 21,200kg of turbine fuel and the cabin refurbished for
the remaining two and a half hour flight to Portland, Oregon.
4.
Shortly after 2.30pm, Pacific Standard Time, 181 passengers, including six small
children, were ushered aboard under the care of the five cabin attendants, the four
engines were started, and the aircraft taxied out. On the flight deck, in addition to the
three crew members, was another company captain traveling as a passenger. He
occupied one of the two jump-seats.
5.
At 2.47pm, with First Officer Beebe flying the aircraft and Captain McBroom handling
the communications, the DC-8 took off from Denver and was cleared to Portland on its
IFR flight plan. The weather forecast was favorable and the planned time interval to
Portland was two hours 26 minutes, for an ETA of 5.13pm in clear weather conditions. As
the fuel required for the flight was 14,480kg, the aircraft was carrying a reserve of
6,720kg, adequate to cover the mandatory FAA requirement for a 45 minute reserve, plus
the company’s usual 20 minute contingency reserve.
6.
At about 5.09pm after the DC-8 had been cleared to descend to 6000 feet for visual
approach to runway 28, First Officer Beebe called for the flaps to be extended 15

degrees, then asked for undercarriage to be lowered. But, as the captain moved the
undercarriage selector to the down position, something went wrong. Instead of the usual
sound of the retraction mechanism in transit, followed by the normal moderate thump of
the wheels locking down, there was an immediate shudder and loud thump which shook
the whole aircraft, quickly followed by a second, lesser thump. At the same time the
aircraft yawed momentarily to the right.
7.
No “in transit” light illuminated on the instrument panel during this time, and only the
green nose leg lamp was now showing, with nothing to indicate that the main under-
carriage had extended at all. At this stage, the Portland Approach Controller, unaware of
the mal-function, called the descending DC-8 again: “United 173 heavy contact Portland
Tower now, 118.7.”
8.
Captain McBroom responded: “Negative, we’ll stay with you – we’ll stay at 5000 (feet).
We’ll maintain about 170 knots – we’ve got a gear problem. We’ll let you know.”
9.
This was the first indication to anyone on the ground that the DC-8 was in difficulties,
and Portland Approach immediately replied: “Roger, maintain 5000 – turn left, heading
200.” Two minutes later the Portland Approach controller added: “United 173 heavy, turn
left now, heading 100, and I’ll just orbit you out there until you get your problem right.”
10. Second Officer Mendenhall went back to the passenger cabin where, shining a torch
from the nearest cabin windows, he did his best to visually check the mechanical
indicators on the upper surfaces of both wings, which extend through the wing when the
main undercarriage is down and locked. They appeared to indicate the undercarriage had
extended, though he could not be entirely sure.
11. At 5.38pm, the captain contacted the company’s Line Maintenance Control Center in
San Francisco by radio to explain the undercarriage malfunction and what the crews
were doing to ensure that it was fully extended. He reported they had some 3200kg of
fuel on board and would hold for another 15 to 20 minutes while the cabin crews were
preparing the passengers for an emergency evacuation. Second Officer Mendenhall also
spoke to engineers at the symptoms of the undercarriage problem.
12. “OK – you estimate you’ll make a landing about five minutes past the hour?’ the San
Francisco Center asked finally, seeking confirmation of the time.
13. “Yes – that’s good ball park,” the captain responded, “I’m not going to hurry the girls.
We’ve got about 172 people on board and we want to take our time and get everybody
ready – and then we’ll go. It’s as clear as a bell here and no problem.
14. Still flying at 5000 feet, the DC-8 continued to orbit under the direction of Portland
Approach, maintaining a triangular pattern to the south, which kept it within about 20nm
of the airport. While the senior flight attendant was supervising preparation in the
passenger cabin, Second Officer Mendenhall was still trying to determine if the main
undercarriage had extended properly. But, with the time just on 5.47pm. First Officer
Beebe’s mind was on the DC-8 remaining fuel.
Flt Eng (looking out at the wing): I can see the red indicators from here, but I can’t tell if
there’s anything lined up.

Off Duty Capt: If I might make a suggestion, you should put your coats on…. both for
your protection and so you’ll be noticed…. So they‘ll know who you are. If it
gets hot, it sure is nice not to have bare arms.
Capt : If anything goes wrong, you just charge back there and get … off – OK?
Off Duty Capt (vacating his jump-seat in preparation for moving back into the passenger cabin):
I told the girl to put me where she wants me - I think she wants me at a wing
exit. With that, the Off Duty Captain left the flight deck to provide support to the
cabin crew.
15.
The time was now almost 5.49, and Beebe again asked about the remaining fuel
showing on the gauges. When Captain McBroom replied, “Five” (5000 pounds),
Mendenhall made a comment on the fuel pump lights, to which the captain responded:
“That’s about right – the feed pumps are starting to blink.” On this model DC-8, the total
useable fuel remaining when the inboard feed pump lights illuminate is 5000 pounds.
16.
When the company terminal at Portland Airport sought confirmation that the aircraft
would be landing at 6.05pm, Second Officer Mendenhall checked once more with the
captain: They want to know if we’ll be landing about five after,” The captain replied, “Yes”
and Mendenhall relayed this to the company. The time was now 5.54pm and the aircraft
was about 17nm south of the airport, heading northeast.
17.
Shortly after 6.01, Mendenhall returned from the cabin to the flight deck to report that
the crew would be ready for the landing in “another two or three minutes.” At this stage,
with the aircraft about five nm south of the airport on a southwest heading as it flew yet
another wide orbit, the Portland Approach controller asked the crew for a status report,
and how much longer it would be before the aircraft landed. This time Beebe replied the
call.
First Officer: Yeah – we have an indication our gear is abnormal – it’ll be our intention in
about five minutes. We would like the fire equipment standing by. Our
indications are the gear is down and locked, but we’ve got our people
prepared for an evacuation in the event that should become necessary.
APP : O.K - advice when you’d like to begin your approach.
CAPT : Very well – they’ve about finished in the cabin – I’d guess about another
three, four – five minutes.
APP : If you could give me souls on board and amount of fuel?
CAPT : 172 and about 4000 – well make it 3000 pounds of fuel and you can add to
that 172, plus six laps – infants.
18.
Then, a little after 6.06pm, by which time the aircraft was about 19nm southwest of
the airport, while McBroom was still speaking with the flight attendant about the
situation on the landing preparation, Beebe called out to Mendenhall: “I think you’ve just
lost number four …. Better get some cross-feeds open there or something.”
19.
Conflict and confusion reigned on the flight-deck for 15 seconds, then Beebe
exclaimed, “It flamed out!” McBroom immediately called Portland Approach to request a
clearance to Runway 28L. Portland Approach provided vectors for a visual approach to
runway 28L and instructed the aircraft to report when the airport was in sight.
FLT ENG
20.
: “We’re going to lose number three in a minute, too – It’s showing zero.”
CAPT : (emphatically) “You’ve got a thousand pounds – you’ve got to!”
FLT ENG : “5000 in there …. But we lost it!”
21.
After some attempt to get the cross-feeds open, the engines started for some time,
but not for long.
F/O (with frustration) : “Get this ### (expletive) on the ground!”
CAPT (to Approach Control) : “United 173 has the field in sight now – we’d like to turn left for
28L.”
APP : OK – maintain 5000 (feet)
FLT ENG : “We’re down to one on the totaliser. Number two is empty!”
APP : “Turn left, heading 360 – and verify you have the airport in
sight!”
CAPT : “We have the airport in sight!”
APP : “United 173 is cleared for visual approach – Runway 28L.”
22.
With the time was now almost 6.11pm, the aircraft is about 18 flying miles.
FLT ENG : “Boy- that fuel sure went to hell all of sudden _ I told you we had
four ( 4000 pounds).”
F/O (anxiously) : “Let’s take the shortest route to the airport!”
FLT ENG (urgently) : “We have lost two engines, guys! We just lost two engines – one
and two.”
APP : “United 173, contact Portland Tower 118.7 – you’re about eight
or niner flying miles from the airport.”
F/O : (with alarm) We can’t make anything!
CAPT : “OK – declare a Mayday!”
F/O (to APP) : Portland Tower, United 173, Mayday! We’re …. The engines are
flaming out – We’re going down! We’re not going to be able to
make the airport.”
23.
At 6.15pm, the DC-8, was now flying a heading of 345 degrees towards the airport,
but with all four engines finally starved of fuel, descended in darkness into a wooded area
of suburban Portland only six nm southeast of the runway threshold. Although the
aircraft was effectively destroyed by the numerous successive impacts, the greater part
of the long fuselage remained intact and no fire broke out, thanks no doubt to the fact
that no fuel remained. The aircraft skidded to a stop and 156 of its 190 occupants,
including four of the aircraft’s five flight attendants, were able to clamber from the
wreckage with only minor injuries. Ten occupants, all seated on the starboard side in the
forward section of the fuselage between the flight engineer’s station on the flight-deck
and row five of the passenger cabin, had been killed in the crash.
24.
The victims included the flight engineer himself, Second Officer Mendenhall, and the
senior flight attendants. A little girl of three was the only survivor of a family of five
travelling in this part of the cabin. Both her parents and her two sisters were killed, while
she suffered a broken leg and head injuries.
25.
Captain McBroom sustained a broken ankle and broken ribs, serious head lacerations,
and back injuries, while First Officer Beebe was seriously injured and in critical condition.
Twenty other passengers were also received serious injuries.
26.
From the wreckage was found that both main undercarriage legs had been wrenched
from their mountings, but were fully extended at the time of the crash. Examination of
the starboard main retraction mechanism revealed corrosion in the threads of an

attachment eyebolt which had pulled away from the actuator cylinder piston rod. The
nose leg had extended normally.
(Simplified from Macarthur Job, Air Disaster, Aerospace Publications Pty, Ltd. Australia)
A. Vocabulary Exercise
Find the synonym or define these following words statements using your own words!
01. He had logged 5.500 hours. (2)

2. replenished (3)
3. cabin refurbished (3)
4. ushered (4)
5. contingency reserve (5)
6. undercarriage (6)
7. No “in-transit” light illuminated (7)
8. symptoms (12)
9. Vacating his jump-seat (16)
10. It flamed out (21)
B. Reading Comprehension
Answer these following questions in brief!
1. How long has the captain of DC-8 61s flight 173 been captaincy at DC-8? (2)
2. Was the Flight Engineer, Forrest Mendenhall a pilot himself? (2)
3. Did he survive in the crash? (26)
4. How long was the flight from Denver to Portland estimated? (3/5)
5. How many people totally on board of DC_8 flight 173 from Denver? (4)
6. Did the aircraft carry sufficient fuel to its flight from Denver to Portland? (5)
7. What does the captain mean, when he reported to Portland Approach Control “ I’ m
not going to hurry the girls?” (14)
8. Did the captain of DC_8 flight 173 really concern about the number of passengers on
board? (14/19)
9. Did all the flight attendants survive from the crash? (25)
10. How many people were killed in the crash? (24)
11. How many crew members were killed in the crash? (25)
12. Do you think the aircraft should have crashed due to its malfunction of the
instrument indicators? Give your comment! (28)

Lesson 9
AUXILIARY VERBS
Objectives: At the end of this lesson students are expected to:

1. be able to mention auxiliary verbs correctly.
2. know the form of auxiliary verbs.
3. be able to use auxiliary verbs in various sentences correctly.
4. be able to substitute an auxiliary verb with other similar verbs.
5. know the different between must and have to.
A. Forms and Meaning
Every book has different ideas about English auxiliary verbs. They have their own reasons
to describe them to the learners. But this explanation will give you a simple idea about
English auxiliary verbs. There are only five auxiliary verbs in English, and they have their
finite stem and stem+ed form.
The finite stem form is only used in present tense, whereas, the finite stem+ed form is
used in past tense. However, the finite stem+ed form can also be used in present tense
as a modal of modesty.
Look at this table:
No Stem form Stem+ed form Indonesian meaning
1 can could dapat, bisa, mungkin

2 may might boleh, mungkin
3 must ought to harus, seharusnya, pasti
4 shall should seharusnya, akan
5 will would akan, mau
B. Characteristics of auxiliary verbs
English auxiliary verbs have special characteristics different from other verbs. These
characteristics determine the use of auxiliary verbs in sentences. There are four basic
characteristics that auxiliary verbs have, as follows:
a. An auxiliary verb never stands alone in sentences.

(It’s function is only to assist other verbs in sentences.)

b. It comes before any other verbs in sentences.

(No auxiliary verb should appear after other verbs in sentences.)
c. The verb that comes directly after an auxiliary verb must be in the non-finite
stem form.
(It doesn’t matter with tenses or its subject)
d. Only one auxiliary verb may appear in one simple sentence.
(When there are more than one auxiliary verb in simple sentence, there must be a
mistake)
Here are examples of auxiliary verbs used in sentences
The left hand side, sentences without auxiliary verbs, whereas the right hand side,
sentences with auxiliary verbs.
Sentences without auxiliary verbs Sentences with auxiliary verbs
- The manager is in his office. - The manager might be in his office.

- He reads the monthly progress - He will read the monthly progress report.
report.
- He is preparing material for the - He may be preparing material for the
meeting. meeting.
- His secretary has arranged the - His secretary should have arranged the
meeting. meeting.
- The schedule has been delivered to - The schedule should have been delivered to
them. them.
- This report was typed this morning. - This report ought to be typed this morning.
- Some workers left the office early. - Some workers might leave the office early.
- She has been working there for ten - She may have been working there for ten
years. years.
- She is going to retire next year. - She might be going to retire next year.
- A secretary is preparing a meeting. - A secretary must be preparing a meeting.
- A meeting is being prepared. - A meeting might be being prepared.
- The tower gives him priority to land. - The tower shall give him a priority to land.
- Most Indonesian people speak more - Most Indonesian people can speak more
than one language. than one language.
Sample pattern of sentences using auxiliary verbs
Auxiliary Subject Auxiliary Negation Main verb in the non-finite

verb verb stem form
The students must
Mr. John will speak English in class
--- We should --- .
They could do the assignment in class

We will
She must not join the club
--- I can .
You should work hard all day
Must the students type the application form

Will you
Won’t we --- --- send the application by post ?
Could they
Should check the operation list
Notes:
1. We use “shall” in daily conversation only after subject pronoun I or We.
Examples:
a. I shall see a doctor to have a medical check-up.
b. We shall deliver the message right away.
c. I shall call the doctor.
d. We shall discuss this problem next week.
However, you can use “shall” for other subjects for special purposes / meanings that are
usually applied in rules and regulation, as in:
a. The government shall provide job and opportunities to its citizen.
b. The airport authority shall calibrate its aerodrome navigational aids every six
months.
c. The government shall protect the minority in the society.
2. We use “shall / should” in the interrogative statements to make an offer.
Examples:
- Shall I sign the curriculum vitae?
- Shall we collect the assignment today?
- Should we make an appointment to see the manager?
- Should I call you back later?
-
3. The finite stem+ed form of auxiliary verbs can be used in present tense as modal of
modesty.
Examples:
- Mr. John might be in his office now.
- I could speak English a little.
- You ought to pay the fee before the tenth of every month.
- You should understand the situation.
- Would you give me a hand?
- Should we be in the office before seven everyday?

4. An auxiliary verb “ought to” is not normally used in interrogative statement, and in
negative statement is “ought not to”, as in:
- You ought not to carry a large luggage into the cabin.
- You ought not to take away the lifeguard of the aircraft.
←
C. Synonym
Some auxiliary verbs have their synonyms such as;
can ~ be able to
must ~ have to
will ~ be going to
Since their synonyms are not auxiliary verbs, they can be used together with other
auxiliary verbs in sentences and they can come after other verbs. We can even use more
than one of them in one simple sentence. They also differ in the way they change to
negative and interrogative statement. They don’t follow the pattern of auxiliary verbs in
their structure. In other words, these synonyms are used to replace auxiliary verbs in
which their existence is not possible.
Here are examples:
a. The trainee should be able to accomplish the task on time.

b. You must be able to solve the problem yourself.
c. At the end of the training, the participants will be able to overhaul a simple car
engine without difficulties.
d. They will have to do it without any help.
e. You might have to survive in the jungle yourself in a plane crash.
f. The trainee may have to work in the isolated area far from the city.
g. They are going to be able to do it themselves.
D. Differentiation:
When you have to use “have to” instead of “must”, please keep in mind that they are
not exactly alike. They have different meaning in negative statements.
Please take a look at these following examples!
a. You must not wear sandals or shoes in the mosque. (not, You don’t have to wear
sandals or shoes in the mosque.)
b. You don’t have to wear sarong in the mosque. (not, You must not wear sarong in
the mosque)
c. You must not smoke in the petrol station . (not, You don’t have to smoke in the
petrol station.)
d. Drunk drivers must not drive cars on the road. (not, Drunk drivers don’t have to
drive cars on the road.)
e. You don’t have to be able to speak English well to join this college. (not, You
mustn’t be able to speak English well to join this college.)

Exercise: Add suitable auxiliary verb in each case!
1. Pilots park their aircraft at the appropriate parking stands.

2. Service car follow the apron marking to prevent any accident.
3. The ground service personnel complete their task refurbishing the aircraft in fifteen
minutes.
4. Emergency procedures are demonstrated before every flight for commercial aircraft.
5. The runway lights are adjusted to avoid temporarily blinding the pilot and bright
enough at night or during bad weather.
6. Every passenger luggage is scanned to detect any dangerous goods.
7. Some dangerous goods is carried in commercial aircraft with special care.
8. Aircraft leaves the runway immediately after landing to provide maximal runway
serviceable time.
9. A pilot refuses to fly if the aircraft condition does not permit.
10. A pilot asks the controllers to observe his landing gear configuration if he has
landing gear problem.
11. A pilot asks runway foaming for belly landing if his landing gears are not perfectly
extended.
12. Though no one expect fire fighting brigade to work in action, they stand-by along
the airport operation.
13. Every airliner provide their ground handling facilities for their operation.
14. Every personnel who works in aviation business possesses a training certificate and
certificate of competence.
15. Aircraft not enter the runway without any clearance from the tower.
16. A pilot gets weather information from a weather forcaster at meteorological station.
17. A pilot refuses air traffic clearance if the clearance is not suitable for his flight.
18. The air traffic controller relays the present of wind shear reported by pilot to other
traffics in the vicinity.
19. The airport security monitor the activity of airport during the operation time of the
aerodrome.
20. The airport security is provided with closed circuit television to monitor the situation.
Exercise: Read this following text, and then answer the questions that follow!
THE EFFECT OF WEATHER ON AVIATION
1.
Except perhaps for local or very short flights, a pilot, before taking off, should obtain a
weather forecast, that gives him the weather condition which are expected along the
route of his flight and at his destination. Because weather conditions affect aircraft in
flight, to a considerable extent, special aviation forecast are provided by meteorologists
at weather offices all over the world.
2.
From a weather map, the forecaster can advise pilots of the weather conditions they
can expect to encounter during their flights. A high pressure area, for instance usually
mean good weather while a low pressure area usually involves one or more fronts that
could produce clouds and precipitation over many hundreds of miles.
3.
A pilot needs to know the weather direction and speed. A headwind will obviously
delay the arrival of flights and is to be avoided if at all possible. A tailwind on the other
hand, can be of great advantage as it can increase the ground speed and it could result
in a reduction in fuel consumption. Winds vary with altitude, and also from one place to
another, so information on winds is very important.
4.
Pilots will pay particular attention to a low pressure which lies en-route, and the weather
condition associated with that low pressure area. The associated cold or warm fronts
could involve clouds, thunderstorm, snow, rain, and turbulence.
5.
From his charts, the meteorologist can forecast where this weather will be at a certain
time in the future, and with the help of these predictions, the pilot will decide which route
to fly and when, and he will know what weather condition to expect. Should the forecast
be very bad, for example, dense fog or poor visibility due to snow, the pilot may decide
to postpone his flight. A pilot flying VFR would also cancel his flight because of low ceiling
or low overcast condition en route.
(Aviation English for Air Traffic Controllers course 291, 1981)
Vocabulary list

a. Weather forecast : Weather prediction

b. Meteorologist : A person qualified to predict a forecast of the weather
c. Low pressure area : An area as shown on a weather map when the weather
decreases toward the centre.
d. High pressure are : An area as shown on a weather map when the weather
increases toward the centre.
e. Precipitation : Rain, snow, hail or any water that falls to the ground in
liquid or solid form.
f. Headwind : The wind in the opposite direction to the travel of the
aircraft.
g. Tailwind : The wind in the same direction to the travel of the aircraft.
h. Ground speed : The speed of an aircraft measured on the ground. The
speed of an aircraft can be affected by a headwind that would
reduce it, or by tailwind that could increase the ground
speed.
i. Front : An imaginary line on the ground which marks the division of
the two air masses.
j. Cold front : A cold front is formed when a moving cold air mass meets a
stationary warm air mass.
k. Warm front : A warm front is formed when a moving warm air mass
meets a stationary cold air mass.
l. Ceiling : The base of the clouds which cover more that 50% of the
sky.
m. Overcast : The sky condition when 90% or more is covered by clouds.
Answer these following question in brief!
1. Should a pilot always get a weather forecast before his flight? (1)
2. What does a weather forecast tell the pilot? (2)
3. Why are weather conditions provided for the pilots? (1)
4. How can a forecaster advice a pilot of the weather condition? (2)
5. Does a pilot expect high pressure during his flight? Why? (2)
6. Why does a pilot need to know the wind direction and speed? (3)
7. Does a pilot prefer a headwind or a tailwind? Why? (3)
8. When should a pilot decide to postpone his flight? (5)
Lesson 10
ADJECTIVES and ADVERBS

1. know the difference between
adverbs and adjectives.
2. be able to form their
comparative and superlative degrees.
3. be able to use their degree in
sentences.
A. Adjectives
Adjectives are words that qualifies nouns. In sentences they may appear as:
1. a complement after a linking verb
Examples:
a. This room is not very comfortable.
b. That car should be very expensive.
c. The lesson is quite interesting.
d. Living cost in small towns is inexpensive.
e. Learning English is sometimes boring.
f. Your brother looks very tired today.
g. The new airport is very convenient.
2. before a noun as an attribute (attributive adjective)
Examples:
a. Only a few people can afford to buy expensive cars.
b. We have an interesting topic to be discussed in class.
c. We witnessed a beautiful scenery along the trip to Lake Toba.
d. A huge aircraft, Airbus 380 could carry more than five hundreds passengers.
e. This small, old aircraft is still reliable for training.
f. I could not answer the difficult questions in the test this morning.
g. Ulu Watu in Bali could be developed to be wonderful landscapes.
Notes: When two or more than one adjectives are used before nouns they usually
follow certain order such as: effect, size, condition, age and color. (ESCAC)
Examples:
a. That beautiful young woman is the secretary to the manager.

b. The old man was wearing dirty old black shoes.
c. Car producers are now developing fashionable small new cars.
d. That old man lives in a small dirty room.
e. Cellular factories are producing fashionable small modern hand phones
f. Garuda is now operating huge, luxurious, new aircraft.
g. I like a multipurpose, small, modern, new car.
h. Many young executives prefer all purpose vans.

B. Degree
Adjectives may be used either in positive, comparative or superlative degree.
1. Positive Degree
We use a positive degree to compare that two nouns or class of nouns have almost the
same value. The subject noun should therefore has a little less value that its complement.

a. Korean cars are as good as Japanese cars.
b. Domestic products are as good as Japanese products.
c. In a factory, workers are as important as managers.
d. The service of private airlines is not as excellent as government corporate airlines.
e. Most private schools are not as good as government schools.
2. Comparative Degree
Most adjectives with have only one or two syllables can be added with -er ending , and
adjectives with more than two syllables should be preceded by “more” before it to make
comparative degree. We use this adjective to compare between two different nouns or class
of nouns .

a. Airbus 380 is larger than Boeing 747.
b. Boeing 747 is larger than DC 9.
c. Petronas tower in Malaysia is taller than Monas in Indonesia.
d. Toyota Land Cruiser is more expensive than Toyota Kijang.
e. A jet-plane is faster than turbo-prop plane.
f. Studying in private schools is more expensive than in state schools.
g. Traveling by train is more comfortable than traveling by bus.
3. Superlative Degree
Most adjectives with one or two syllables can be added by -est ending, and those which
have more than two syllables should be preceded by “most” before it to make superlative
degree. We use this adjective to compare more than two nouns or class of nouns.
a. Petronas tower is the highest / tallest building in Malaysia.

b. Ragunan zoo is the largest zoo in Indonesia.
c. Sukarno – Hatta airport is the largest airport in Indonesia.
d. Java island is the most populated island in Indonesia.
e. Bali is the most beautiful island in Indonesia.
f. Pulau Ligitan is the northest island that Indonesia has.
g. Banda Sea is the deepest sea in East Indonesia.
h. Jakarta is one of the most polluted city in the world.
4. Exception
There are some adjectives that don’t follow the rules above, among others are:
- good better best
- bad worse worst
- little less least
- many more most
- wise more wise most wise
- stupid more stupid most stupid
- complex more complex most complex
- brittle more brittle most brittle
- rigid more rigid most rigid, etc
C. Adverbs
Adverbs are words that qualify verbs or other parts of speech. In this topic we will
discuss only adverb of manner, and we don’t discuss other adverbs. Some adjectives can
be used as adverbs of manner with some changes.
1. Most adjectives can be added with –ly to form their adverbs of manner.
a. The young dancer danced in the stage very beautifully last night.
b. A drunk driver drove his car dangerously on high way yesterday.
c. The mechanics check all the equipments carefully to avoid danger.
d. The thief stupidly picked somebody’s hand-phone on the bus during the day.
e. He quickly left the house when he realized the danger of the fire.
f. John hurt his leg badly when he had an accident last month.
2. Some adjectives don’t change their form to make their adverbs.
a. The plane flew very low above the crowded spectators.

b. The jet-plane flies very high in the sky that you can not see it with your bare eyes.
c. A deer can run very fast to avoid from the chase of tigers.
d. They came near to the source of the sound to make sure what they heard.
3. Some adjectives have their different adverbs for different meanings.
Examples:
a. We highly appreciate your idea , but we are sorry not to able to help you.
b. I nearly hit the telephone post when I drove my car in the rain.
c. I badly need the money to pay my school fee.
4. Adjective “good” changes its form to make its adverb, as in:

- Peter speaks English well.
Notes: Adverbs have their positive, comparative, and superlative degrees as adjectives
do.
Examples:
a. Jefry works more carefully than his brother.
b. Peter drives his car much faster than John.
c. Concorde flew fastest among any other air transportation.
Exercise: Write the correct form of the word underlined. The word might be an adjective
or adverb.
1. Please shut the door quiet, or you will wake the baby up.
2. Would you please be quiet, the students next room are having examinations.
3. This soup tastes nice, I think it was cooked by professional chef.
4. Mary’s mother cooks good.
5. We were relieved that she arrived safe after her long trip.
6. Do you often feel nervous before examinations?
7. The secretary looked at me angry, when I insisted to see the director.
8. I waited nervous in the waiting room before the interview.
9. Why were you so friend to every person and even to a stranger.
10. It rained continuous for three days that caused flood everywhere.
11. Everybody at the party was very colorful dressed.
12. Susan like wearing colorful clothes.
13. I thought the restaurant would be very expensive but it was reasonable cheap.
14. I tried hard to remember her name, but I couldn’t.
15. Surabaya is little populated than Jakarta, but it is hot.
16. Jakarta is the many populated city in Indonesia.
17. Traveling by train is convenient than traveling by bus.
18. Driving in a crowded street is little dangerous than driving in a high-way.
19. Learning a foreign language is much difficult than learning a mother tongue.
20. A jet-plane flies fast than a turbo plane.
21. I could hard believe that George was elected a Governor.
22. The plane flies high in the sky that we couldn’t see it clear.
23. He was serious injured that he should be treated in ICU for a few days.
24. The plane landed smooth on the runway and taxied slow to the parking lot.
25. The teacher speak so slow that we could hard hear her voice.
26. The aircraft has serious problem with its hydraulic systems.
27. The mechanics work serious to overcome the hydraulic problem.
28. The pilots could hard believe what has happened to his aircraft.
29. The pilot could see the runway quite clear before touched down.
30. The communication between pilots and air traffic controllers should be conducted in
correct standard phraseology.

Reading
SAFETY IN THE SKY
How would you like to fly a fighter plane? And what would you do if your plane was in
trouble ? There is a way to get you safely out of the plane.
When your plane is flying high above the ground and you have trouble with your plane.
Here is what you would have to do. First you would have to bring your plane down close
to the ground. By doing this will give the plane time to slow down.
Then you would have to press the escape switch. At the same time the top above your
head will fall away. A rocket then would go off. This would send the seat and you up and
out of the plane. Fins would spring out of the seat that keeps you from rolling. They will
slow your fall too.
Then another rocket would go off that would get you out of the seat as you are falling.
Your parachute opens like a large flower that will bring you down to the ground safely.
You may ask what would happen if you were flying a fighter jet plane . A safe escape can
also be made from a jet plane.
Let’s say you are flying four times as fast as sound. Then you find you must get out of the
jet in a hurry. When you press the escape switch, several things will happen. First, your
feet and legs will be pulled back. Your body will be fastened to the seat. This is done so
that you will not hurt your back. Your helmet is fastened that will keep your head from
turning.
At the same time, the bottom of the seat comes up. The doors and the top close over
you. You are now in a little box. Above it, the top of the jet will then come off. Two
rockets will send your little box out of the jet. And all of this happens in two seconds. A
parachute will open and you will go down safely to the ground. High or low, fast or slow,
pressing that one switch will safe your life.
(Science Research Associates. Canada 1969)
Exercise: Choose the best answer from the options given!
1. To get safely to the ground from a plane that is in trouble, you would first …
a. parachute
b. bring the plane down close to the ground
c. get into your little box.
2. Fins would spring out of the seat so that you ……………..

a. would not roll
b. could get to the ground faster
c. wouldn’t need to use a parachute

3. In a jet plane you can travel ……………..

a. faster than sound
b. slower than in a parachuter
c. only as fast as other planes
4. Your body is fastened to the seat so that …………

a. you will be able to see better
b. your head will not turn
c. your back will not be hurt
5. Pressing the switch can save ………………

a. the plane or the jet
b. the parachute
c. your life
Exercise: Find the synonym of the words in the list below from the words used in the
reading text above!
1. without harm : ………………………

2. wing like or fanlike parts : ………………………
3. rise : move suddenly : ………………………
4. held firmly in place : ………………………
5. drawn : move by force : ………………………
6. small : not big : ……………………….
7. over : ……………………….
8. at this time : ……………………….
9. getting out : get free from : ……………………….

Lesson 11
CONDITIONAL SENTENCES
Objectives: At the end of this lesson students are expected to:

1. understand the basic structure of conditional sentence.
2. be familiar with the types of conditional sentences.
3. know the usage of each conditional sentence.
4. make their own conditional sentences based on the practical reality.
A. Structure and Usage
Conditional sentences have three different types and structures, and they have different
meanings or purposes.
1. Probable Conditional Sentence

a. Structure
If simple present tense, subject - will - non-finite stem form ………
b. Usage
A probable conditional sentence is used to tell an event that may happen at present or
future and it is expected to happen or is likely to happen.
Examples:
a. If I have enough money, I will buy a new motor cycle.
b. If I pass all subjects, I will treat all of my friends at a fancy restaurant.
c. If our chief division permits us, we will have an informal meeting today.
d. If the weather is clear, we will go fishing with friends in the sea.
e. The aircraft will depart if the weather clears up.
f. Your manager will promote you for better position, if you work hard.
g. The workers will work better, if their manager gives them strong motivation.
h. No one will go on strike, if every one is satisfied with their job.
Notes:
1. The if–clause can be positioned before the main-clause or after the main-clause.
2. When we are sure that the event will happen, we may replace the conjunction “if” with
the conjunction “when” as in:
a. When we finish our study, we will have a small party.
b. You will understand the situation when you grow up.
c. I will come and visit you when you get married.
d. I will invite for dinner when I get my first salary.
“Unless” can be used in conditional sentence which means “if ……. not” , as in:
a. I will come to her party, unless I have a lot of work to do. (if I don’t have a lot of
work to do)
b. She will not help you, unless you ask her to do so. (if you don’t ask her to do so.)
c. Unless they leave town (If they don’t leave the town), they will be in a great
danger.
You may sometimes use “should” in the if-clause to indicate a little more uncertainty
that the use of simple present tense, but the meaning is basically the same.
Examples:
If I have enough money, I will buy a car.

If I should have enough money, I will buy a car.
Will you take the message, if anyone calls me?

Will you take the message, if anyone should call me?
If she comes to see me, you may ask her to wait for a few minutes.
If she should come here to see me, you may ask her to wait for a few minutes.
2. Improbable Conditional Sentence
a. Structure:
If simple past tense, subject - would - non-finite stem form …………
b. Usage:
There are three different usage of improbable conditional sentences as follows:
a. to tell an event that might happen at present or future, but it is not expected to
happen, or it is not likely to happen.
b. to tell an event that will not happen, because it is contrary to the fact.
c. to give someone advice
(However, sometimes it is difficult to differentiate whether it is meant that the
event will not happen and when it is used as an advise)
Examples:
a. If the weather got worse, we would not go fishing. (not expected)

b. If our manager didn’t permit us, we would not do it. (not expected)
c. If I won the prize, I would travel around the world. (it is not likely to happen)
d. If I were the manager, I would raise the worker salary. (contrary to the fact, I am
not the manager, or an advice to the manager)
e. If I were a rich person, I would build houses for the poor. (it isn’t likely to
happen)
f. If I were you , I would never go to battle- field. (advice)
g. If I were you, I would first get a job and go to college later. (advice)
3. Impossible Conditional Sentence
a. Structure:
If–past perfect tense, subject-would-have–non-finite stem+ed form …

b. Usage:
We use this impossible conditional sentence to tell an event that will never happen at
present or future, because the real event has already happened, and it is different
from the conditioned mentioned.
Examples :
a. The car would not have crashed into the river, if the driver had been careful.
(The car has already crashed into the river because the driver was not careful.)
b. The coalition troops would not have attacked Iraq, if President Bush had not given
them the order. (The coalition has attacked Iraq, because President Bush has given
the order.)
c. The international crisis would not have happened, if there hadn’t been a war.
(There was a war that caused international crisis)
d. You wouldn’t have met me, if you hadn’t joined this course. (You have joined this
course, and of course you have met me)
e. I would have treated all of you, if I had got a job. (But I haven’t got any job)
B. Omitting If
When the finite verb in the if-clause is either a single verb “were” or the first verb in a
verb group “had” and “should”, the conjunction if can sometimes be omitted by moving
the finite verb before its subject .
Examples:
- If I were you, I wouldn’t do it.

Were I you, I wouldn’t do it.
- If he were the manager of the company, I would quit from my job.

Were he the manager of the company, I would quit from my job.
- If he had been here last month, he would have got the promotion.
Had he been here last month, he would have got the promotion.
- If he should go abroad to study, I will have to get somebody to replace him.

Should he go abroad to study, I will have to get somebody to replace him.
Wish – Past tense clause

We can use “wish” to express conditional situation. The clause that follows “wish” should
be in past tense, either simple past, past perfect or past with an auxiliary verb.
a. I wish I had a lot of money.

(but, I don’t have much money)
b. I wish they had joined us in the class by now.

(but, they haven’t joined us)
c. They wish I would help them to fix their house.

( but, I will not, because I am very busy at the moment)
d. She wishes she could join the club.

(but, she can not join the club.)
e. They wish they could send their children to high school.

(but, they can’t)
f. I wish I had passed English examination.

(haven’t passed English examination)
Exercise: Make the correct verb form required to make conditional sentences in these
following sentences!
1. Water boils when you heat it up to 100o Celcius.

2. You get better marks on your exams if you study a little bit harder.
3. The airliner had to delay their flight if the weather didn’t clear up.
4. As a Moslem, I go to Mekah for a pilgrimade if I have enough money.
5. The accident at Budiarto Aerodrome on April 19 th 2010 did not happen if the
motorists understand the aerodrome regulations.
6. The government didn’t band the operation of Adam Air if the company followed the
safety regulation.
7. The aircraft moves out to taxi to the runway for take-off if the tower gives him
clearance to taxi out.
8. The training management drop the student out if he breaks the training regulation.
Read this text and answer the questions!

WHY WE WALK IN CIRCLES
1.
It is known fact that a person will move in a circle when he cannot use his eyes to
control his direction. Pitch-black nights, dense fogs, blinding snowstorms, thick forests –
all these can keep a traveler from seeing where he is going .Then he is unable to move
in any fixed direction, but walks in circles.
2.
Animals act the same way. You have probably heard the saying “running around like
a chicken with its head cut off”. A beheaded chicken actually does run around in circles.
Blind birds fly in circles. And a blindfolded dog will swim in circles.
3.
Norwegian biologist, F.O. Guldberg, decided that this problem of circular movement was
worth investigating. He collected many true stories on the subject.
4.
One of these stories tells of three travelers who got lost on snowy night. They left a
woodman’s hut and set out for their home, which was on the other side of a valley about
three miles wide. They started in the proper direction, but without knowing it they soon
swerved from their original path. By the time they should have reached home, they
were back at the hut instead. Undaunted, they started out once more, with the same
result. Four times they set out on a course straight across the valley. Each time they came
back to the very same hut, as though under some magic spell. Finally the tired travelers
gave up and waited at the hut until daybreak.
5.
Many of professor Guldbberg’s stories are about people rowing in the open sea during a
fog or on a dark and starless night. One group of rowers who tried to cross three miles of
water in foggy weather never succeeded in reaching their goal. Without knowing it, they
rowed in two large circles. When they finally went ashore they discovered that they were
at the spot they had started from.
6.
After studying many stories such as these, Professor Guldberg wrote an article for a
biological magazine. In it he discussed “Circular Motion as the basic motion of Animals” A
simple example will help you to understand his explanation of why we walk in circles.
7.
Have you ever wound up a toy automobile and started it off across the floor? Then
you know that it will rarely travel in a straight path. It will travel, instead, in some
kind of arc, or curve. If it is to travel in a straight line, the wheels on both sides have to
be of exactly equal size. If they are not, the little automobile turns toward the side with
the smaller wheels.
8.
Circular movement in walking is caused in much the same way. Usually a man walking
“will watch his steps “and “will look where he is going“. He needs his senses,
especially his eyes, to get to the point he intends to reach. When he cannot use his eyes
to guide his steps, he will walk straight only if he takes a step of the same length with
each foot.
9.
In most people, however, muscle development is not the same in both legs, so that it is
probable that the steps will be uneven. The difference may be so small that no one is
aware of it. But small as it is, it can cause circular movement.
10.
Let us suppose that a man’s left foot takes a step 20 inches long and that his right foot
takes a step 30 inches long. Now suppose he takes ten steps – five with his left foot and
five with his right foot. His left foot will travel 100 inches and his right leg will travel
150 inches. This sounds impossible. One foot cannot remain 50 inches behind the other.
What really happens? At each step the man turns a little bit to the left. Sooner or later he
makes a complete circle. The tracks of his feet, however, make two circles, one inside the
other. His left foot makes the smaller circle because it is taking smaller steps. His right
foot makes the larger circle because it is taking larger steps. This is why a person may
walk in an arc when he sets out in a straight line.
11.
The muscles of a man’s arms are no more identical than the muscles of his legs. This
explains why the rowers who set out to cross the lake at night rowed in a circle. By the
same rule, a bird’s wings do not develop evenly, and so it will fly in circles when blinded.
Thus, dear readers, our circular mystery has a very straight answer.
(Nathan A.Court, Science Research Associates, Inc.1963)

Choose the best answer from the options!
01. F.O. Guldberg was a ……………

a. professor b. biologist c. both a and b
2. Guldberg began his research by ………

a. studying blind birds b. watching a toy car c. collecting stories
3. The three travelers and the group of rowers were similar in that both ……
a. started out four times
b. had about three miles to travel
c. traveled in two large circles
4. A toy car will travel in a straight line if

a. it is placed on a level floor
b. all four wheels are the same size
c. the smaller wheels are in front
5. Normally, people walk straight by …

a. taking steps of exactly equal length
b. using their eyes to guide their steps
c. both a and b
6. If a man’s right leg is shorter that his left, when blindfolded he will …………
a. turn to the right
b. turn to the left
c. walk in a straight line
7. A right-handed person would tend to swim…………….

a. to the right b. to the left c. in a straight line
Find the synonym of these following words from the text above.
01. sturdy; firm (1)

02. sightless (2)
3. searching into (3)
04. turn aside (4)
05. set principle (10)
06. exactly the same (11)

Lesson 12
PASSIVE VOICE

1. understand the basic structure of passive voice.
2. understand the use of passive voice.
3. know how to convert active to passive voice.
A. Structure
Passive voice (2-1 verb group) has a unique structure and usage, however we have to be
very careful in using it. In this unit we will discuss about passive voice in a bit different
way.
The basic structure of passive voice (2-1 verb group) is as follows:
Passive subject + . . . . . + verb form of BE + non-finite stem+ed form + ……
Note:
The space between the subject and the verb “be” can be filled with either auxiliary
verbs, verb form of have, another verb form of be, or combination of them.
Look at these following examples:
1. All the products are exported to different countries in Europe.

2. All the products are being exported to different countries in Europe.
3. All the products will be exported to different countries in Europe.
4. All the products have been exported to different countries in Europe.
5. All the products should have been exported to different countries in Europe.
6. All the products were being exported to different countries in Europe when the fire
burned down the factory.
7. All the products will be able to be exported to different countries in Europe.
8. All the products will have been exported to different countries in Europe by the end
of this year.
9. All the products are going to be exported to different countries in Europe.
10. All the products might be exported to different countries in Europe.
11. All the products will have to be exported to different countries in Europe.
12. All the products might have been being exported to different countries in Europe.
B. Usage
Passive voice has limited usage, therefore we have to be careful when we use passive
voice in practice. There are at least two different usage of passive voice that we have to
keep in mind.

1. We use passive voice when we don’t know the actor of the activity . For this type
of passive voice the “by agent” is not mentioned.
Examples:
a. Borobudur temple was built in the sixth century.

b. Mr. Joko’s house was broken into last night.
c. Many people were killed during Iraq war.
d. A lot of buildings and houses were also destroyed.
e. Many cars are stolen every day.
2. We also use passive voice when we consider the object of the action is more
important than the actor, on the other words, the actor is less important than the
object of the action. And even the actor is known, it is often omitted from the
sentence, except when it is omitted it causes ambiguity or alters the meaning.
Examples:
a. The assignment should be collected today.

b. Thousand houses are built every year.
c. A new airport is going to be built in Kuala Namo North Sumatra.
d. The aircraft should be checked before every flight.
e. Thousand new cars are sold every month.
f. All the cars should be parked on the parking lot.
g. English is taught at every high school in Indonesia.
h. English is spoken by many peoples in the world.
i. The test paper should be kept clean.
j. The result of the examination will be announced two weeks after the exams finish.
From the examples above we learn that the actors are considered less important than the
object of the verbs, or the other way around, the objects of the verbs are considered
more important than the actors. Most “by agent” or actors in these sentences are not
mentioned.
When you don’t have any of these two reasons, you had better not use passive voice in
your statement.
Here are some examples that passive voice is unique and cannot be simply compared
with our language.
a. You don’t translate Indonesian sentence “Buku saya tertinggal di rumah” with “My
book is left at home”, (passive voice), but “I left my book at home”, (active voice)
b. Idem dito “Kaki saya patah” with “My leg is broken”. (passive voice), but “I broke
my leg.” (active voice)

c. Idem dito “Dompet saya hilang” with “My wallet is lost.” (passive voice), but “I
lost my wallet”. (active voice)
d. - Idem dito “Jari saya kepotong pisau” with “My finger was cut with a knife”
(passive), but “I cut my finger”. (active)
From the examples above we learn that not all active voice even with transitive verbs can
be converted to passive voice. Here are some active voice that are not normally converted
to passive voice.
a. We have breakfast at six.

b. I love my brothers and sisters.
c. I like pop music very much.
d. We brush our teeth at least twice a day.
e. I write a letter to my parents once a week.
f. I phone my girl-friend every day.
g. My father teaches English at high school.
h. We watch T.V. in the evening.
i. I listen to the news on the radio.
j. The children make their own bed.
k. The passengers disembarked the aircraft as the flight attendant opened the door.
C. Meaning
There are at least two basic meaning of passive voice.
a. State
When passive voice has this meaning, it tells the condition of the subject, and in most
cases the non-finite + ed form is known as adjectives.
Examples:
1) The window is broken.
2) The workers are exhausted.
3) All the passengers are bored.
4) Many books are written in English.
5) The aircraft is parked at parking stand bravo.
6) The cargo door is closed and locked.
7) The landing gears are well extended.
8) His house is painted green.
9) The engine is not well lubricated.
10) The runway 30 is vacated.
11) The program was well organized.
b. Event
When passive voice has this meaning, it tells us the event or activity that is done to the
subject.
Examples:
1) This book was written in 1998.

2) The car is being repaired in the garage.
3) The exams will be held next week.
4) Mono-rail will be built in Jakarta to minimize traffic jam.
5) This room is dusted every day.
6) The plane should be checked thoroughly before every flight.
7) The truck is loaded with many kinds of materials.
8) The victim is driven to the nearest hospital.
How to convert active to passive voice
When you haven’t been familiar with the conversion of active to passive voice, these
following steps will help you. These steps are imaginary ways of a process that we can
follow.
1. Identify the subject and object of the sentence and then alter their position. When
either of them is a pronoun, make it agree with it’s new position.
2. Identify the main verb and add a verb form of “be” before it. The form of be
should be the same form as the form of the main verb.
3. Make the first verb agree with the new subject.
4. Change the main verb to the non-finite stem+ed form (past participle)
5. Add a preposition “by” before the new object, or leave them out when they are
not important.
Examples;
1. They are inspecting the aircraft in the hangar.
#. The aircraft are inspecting them in the hangar. (subject–object replacement)

#. The aircraft are being inspecting them in the hangar.(additional “be”)
#. The aircraft is being inspecting them in the hangar. (subject-verb concord)
#. The aircraft is being inspected them in the hangar. (non-finite stem+ed form)
#. The aircraft is being inspected by them in the hangar. (additional prep. “by”)
#. The aircraft is being inspected in the hangar. (“by agent” omission)
2. The mechanics should keep the tools in the box.
#. The tools should keep the mechanics in the box. (subject-object replacement)
#. The tools should be keep the mechanics in the box. (additional “be”)
#. The tools should be keep the mechanics in the box. (subject-verb concord)
#. The tools should be kept the mechanics in the box. (non-finite stem+ed form)
#. The tolls should be kept by the mechanics in the box. (additional prep. “by”)
#. The tools should be kept in the box. (“by agent” omission”)
3. The government is going to build new toll roads.

#. New toll roads is going to build the government. (subject-object replacement)

#. New toll roads is going to be build the government. (additional “be”)
#. New toll roads are going to be build the government. (subject-verb concord)
#. New toll roads are going to be built the government. (non-finite stem + ed form)
#. New toll roads are going to be built by the government. (additional prep.“by”)
4. The government has opened a new toll road to link the two cities.
# A new toll road to link the two cities has opened the government. (subject-object
replacement)
# A new toll road to link the two cities has been opened the government. (additional
“be”)
#. A new toll road to link the two cities has been opened by the government.
(additional prep.”by”)
# A new toll road to link the two cities has been opened. (“by agent” omission)
Exercise: Rewrite these following sentences to passive voice whenever possible!
1. The airport management will lengthen the runway next year.

2. The Government Corporate “Angkasa Pura II” has built a new aerodrome in West
Sumatra.
3. Angkasa Pura II has also built a new air terminal in Sultan Mahmud Badaruddin II
Palembang.
4. Angkasa Pura I has moved the operation of air terminal in Juanda Surabaya to the
new building.
5. The airport management should improve the service to the users.
6. The management shall facilitate hot spots at the terminal to access information.
7. The airport management should provide facilities to disable persons.
8. The management should equip the firemen with fire resistant ware parks.
9. The security personnel have to check every passenger and his baggage at the
entrance gate.
10. Passengers shall not bring any weapon or dangerous goods into the cabin of
commercial aircraft.
11. The Search and Rescue team has located the aircraft position in Makassar Strait.
12. The S.A.R team has not found any dead bodies in the location of the crash.
13. The Search and Rescue team has evacuated more than two hundred victims of
motor ship in Java sea.
14. The passenger shall produce self identity when he books his ticket at ticket counter.
15. The pilot should calculate the total load of cargo, passengers and fuel before every
departure.
16. The government should facilitate bicycle tracks on the main roads in Jakarta.
17. The airport authority will have to install air conditioning system at all boarding
lounges.
18. The management is going to equip the boarding lounge with LED TV monitor.
19. Airline operators have to use rubber coated wheel chocks for his aircraft.
20. The tug driver has to fasten the seat belt when operating the vehicle.
21. The engineer shall design the taxiways to provide suitable access for aircraft to leave
the runway in the shortest time as possible.
22. The engineer has to construct the taxiway at spherical angle to the runway to enable
the aircraft to expedite taxi out of the runway.
23. The tower shall adjust the brightness of the runway light to avoid temporarily
blinding the pilot.
24. The fire brigade shall foam the runway for belly landing.
25. The authorize mechanic shall sign the aircraft maintenance log book everyday
operation.
Exercise: Read this following text and then answer the questions that follow!
KEEP YOUR EYE ON IT – I WILL STAY ON THE GAUGES
A difficult night approach to an island runway, gusting winds with an imminent storm, and a
captain who had not made an ILS approach in actual instrument conditions for nearly five months,
was an unfavourable enough combination. Add to this a copilot who omitted the required descent
calls – and the stage was set for disaster.
1.
Clipper Radiant N454PA a Boeing 707 was scheduled to operate Pan American World
Airways’ regular Trans Pacific service from Auckland, New Zealand, to Los Angeles,
California, on the night of January 30, 1974. The Clipper Flight 806 was scheduled to
land at two en route ports of call – Pago – Pago in American Samoa, and Honolulu.
2.
Ninety one passengers boarded the flight at Auckland, under the command of 52 year
old Captain Leroy Petersen, a senior Pan Am pilot of some 23 years’ service and more
than 17.000 hours’ experience. His seasoned flight crew comprised First Officer Richard
Gaines, 37, with more than 5.000 hours, Third Officer James Philips, 43, of similar
background, and Flight Engineer Gerry Green, with over 3.000 hours. All were well
experienced on the Boeing 707. Six female crew members, ranging in age from 24 to 34
looked after the passengers in the cabin.
3.
First Officer Gaines, because he was suffering from laryngitis, had been relegated to
the jump seat behind the Captain, and Third Officer Phillips had taken his place in the
copilot’s control seat. Phillips was a competent flight deck officer and approved for
landings in the course of normal line flying.
4.
But the Captain himself was only just getting back into his stride after more than four
months off work because of illness. In fact this Trans Pacific trip away from the USA to
Australia and New Zealand was his first after being returned to flying status by the
company’s medical department on January 15. Since that time he had undergone
refresher training in one of Pan Am’s flight simulators on January 18, and the following
day had completed three actual take-offs and landings in a Boeing 707 to re-qualify
himself for command flying on the aircraft type. Few days later he left on the first leg of a
trip that would take him and his crew to Australia and back over a period of 10 days.
5.
With the Captain flying the aircraft from the left hand seat, the Boeing 707 took off
from Auckland at 8.14pm Central Pacific Time and was cleared to Pago – Pago on its IFR
flight plan. The flight continued normally and three hours 40 minutes later, with Boeing
now cruising at Flight Level 330, Third Officer Phillips called Pago – Pago Approach Control
to report they were 160 nautical miles south.
6.
The Approach Controller informed the crew that there was overcast cloud at 1000 feet,
the visibility was 10 nautical miles (18.5 km), the temperature 25 degrees C, light rain was
falling, the wind was from the north – northwest at 15 knots, and the altimeter setting
was 1016 millibars. Two minutes later at 11.58 CPT (11.13 pm local time), he cleared the
aircraft for descent to the Pago – Pago VOR and the Boeing reported leaving Flight Level
330 on descent.
7.
At 11.35 pm the aircraft reported descending through 5,500 feet and that it had
intercepted the 226 degree radial of the Pago – Pago VOR. The approach controller
responded: “Understand inbound on the localizer, report about three miles out. No other
reported traffic. Wind 010 degrees at 15, gusting to 20.
8.
Four minutes later, the approach controller, looking through the window of his radio
room (The airport has no control tower, all communication with the aircraft, including
approach control, being handled from an airport building some 700 meters northeast of
the runway) as it began raining heavily, saw that the runway lights were no longer visible
and concluded the airport’s electrical power supply had failed. Immediately, he
transmitted to the aircraft: “Clipper 806, it appears we’ve had a power failure at the
airport.”
9.
At this stage the Boeing 707, on final approach, had just descended through 2,000
feet, a little over five nm (nine kilometers) from the runway threshold. The crew replied:
“We ‘re still getting your VOR and ILS, and the lights are showing.”
10.
The approach controller
(seeking confirmation) : “You can see the runway lights?”
Aircraft : That’s charlie (affirmative)
Approach controller : “We’ve got a bad rain shower here – I can’t see them from
my position here.”
Aircraft (just after 11.39) : We’re five DME now and they still look bright.”
Approach controller : “O.K – no other reported traffic. The wind is 030 degrees
at 20, gusting to 25. Advise clear of the runway.”
11.
The Boeing crew’s acknowledgement of this instruction a few seconds before 11.40
proved to be the last transmission from the aircraft. Two minutes later when it had not
landed as expected, and the approach controller could make no further radio contact with
it, he sounded the airport crash alarm.
12.
Because of the inaccessibility of the accident site, only one small firefighting vehicle
could struggle up the narrow jungle track about one kilometer from the runway threshold.
Only third officer Phillips and nine passengers, all suffering burns, had succeeded in
escaping from the fire, but Phillips and other four of the passengers died from the severe
burns over the next three days. Another passenger died nine days afterwards. All the
occupants who failed to escape from the burning aircraft died of smoke inhalation and
massive burns.
13.
None of the surviving passengers, all having been seated near the middle of the
cabin, who escaped from port side over wing exits, heard any evacuation instructions from
the cabin crew. Examination of the gutted fuselage showed that none of the main cabin
doors had been used for escape. The forward main door on the portside had been
opened about six centimeters, but the aft door remained closed. It was thought that
the doors might have been damaged by the impact, or that the panic of passengers
crowding against them prevented the cabin crew from opening it. The panic movement of
passengers to the front and rear doors only suggested they had not really absorbed the
preflight briefing, or they reacted without thinking.
14.
Some 1.7nm from the threshold, the approach path crosses Logotala Hill, elevation
400 feet, on which an NDB is located. The sloping terrain between Logotala Hill and the
runway is rocky and thickly covered with trees and dense jungle undergrowth.
(Adapted and simplified from Macarthur Job, Air Disaster Volume I, Australia 1996.)
Answer these following questions!
1. The Clipper Flight 806 destination was …………………….

a. Los Angeles
b. Honolulu
c. Pago – Pago
2. There were ………………….. on board of Clipper flight 806.

a. ninety one passengers
b. one hundred and one people
c. both a and b are right
3. Captain Leroy Petersen was ……………………

a. a well experienced pilot
b. a new captain of Boeing 707
c. an old pilot
4. Third Officer James Phillips was ………………………….

a. a well experienced pilot
b. well experienced co-pilot
c. had limited experience
5. There was ……………….. of local time from Central Pacific Time.

a. one hour different
b. forty five minutes different
c. Two hours different
6. The weather was …………………… at Pago – Pago at the time the aircraft approached
the runway.
a. clear
b. very bad
c. light rain
7. …………………….. were killed instantly on the crash site.

a. eighty two passengers
b. ninety one people
c. both a and b are right
8. …………………… died a few days later in the hospital.

a. Five passengers
b. Six people
c. Five passengers and one flight crew
d. All a, b, and c correct
9. Only …………………………….. survived from the crash.
a. Four passengers
b. Four people
c. None of flight crews
d. All a, b, and c are correct
10. There were …………… people totally killed in this accident.

a. One hundred and one
b. Ninety one
c.Ninety six
d. None is correct
11. There were so many casualties because ………

a. The exit doors were blocked
b. Panic passengers prevented the crews from opening the exit doors.
c.Passengers didn’t pay any attention to pre flight briefing
d. All are possibly correct
12. The fire could not be extinguished promptly because …………

a. The crash is at good distance from the runway
b. Only small fire fighting vehicle could reach the location
c.Both are possible
13. The survived passengers escaped from the aircraft through ……..
a. main port side doors
b. port side emergency exit
c.right side emergency exit
14. What do you think the cause of this accident? Give a brief explanation!
Could re-write all passive voices found in the reading text above!

Lesson 13
NUMBERS

 understand the two kinds of number in English.
 be able to use them in various information.
 be familiar with reading number for radio communication.
A. Introduction
Numbers in English have two forms, namely cardinal numbers, such as: one, two, three,
four, five, etc and ordinal numbers, like: first, second, third, fourth, fifth, etc. And in
addition, there is a number reading used in radio communication.
Cardinal numbers must have concord with the nouns they follow, as in: one house, two
houses, fifty-five houses, etc. While ordinal numbers don’t have concord with their nouns.
We may say: the first year, the second year, or the first five years.
B. Cardinal numbers
The number from one (1) to twenty (20) and also thirty (30), forty (40), etc. to ninety
(90) are single words. The other numbers less than a hundred (100) up to twenty-one are
written by joining two of the numbers with a hyphen (or a dash) as in: twenty-five,
sixty-one, eighty-seven, etc.
The word hundred, thousand, and million must have numerical article a, or another
number before them. These words do not stand by themselves. If the number is 100,
1000 etc, we often write a hundred, a thousand , instead one hundred or one
thousand. If the number is 300, 5000, etc., we do not add an ending “ s/es” to the word
hundred, thousand, etc. We write three hundred, five thousand (and not three hundreds
or five thousands), etc.
Numbers which are bigger than a hundred, a thousand, etc. usually have the word and
to join the last number, or after hundred as in:
- a hundred and three (one hundred and three) : 103

- ten thousand and five : 10,005
- five hundred and forty-three : 543
- Six thousand four hundred and twenty-four : 6,424
- Forty thousand four hundred and forty-four : 40,444
- but, one thousand two hundred : 1,200
(after thousand do not use “and”)
When there is no number before the words hundred, thousand, etc. we usually use the
plural form as in:
- Hundreds of people attended the conference.

- There are many thousands of people in town square.

- Millions of people are suffering from hanger this year.
When we use cardinal number to refer to year we usually read as follows:

1789 : seventeen eighty-nine
1987 : nineteen eighty-seven
1988 : nineteen eighty-eight
2004 : but, two thousand and four, etc.
Telephone numbers are said by giving each figure separately. If two of the same figure
come together we can say double, and figure zero said by the letter o (pronounced “oh”)
as in:
- 021 5986040 : oh two one five nine eight six oh four oh
- 021 598 6644 : oh two one five nine eight double six double four.
- 021 598 7666 : oh two one five nine eight seven triple six.
- 021 987 7776 : oh two one nine eight seven triple seven six.
- 0274 978 7777 : oh two seven four nine seven eight double seven double
seven.
Radio communication uses a little bit different in reading few numbers to avoid /
minimize misunderstanding and they are read digit by digit, such as in:
- 0 : oh or zero
- 3 : tree, instead of three
- 4 : fower, instead of four
- 9 : niner, instead of nine
- 569 : five six niner
- 624 : six two fower
- 340 : tree fower zero, etc.
Instead of thousand, they also use hundred in radio communications, as in:
- 3500: thirty five hundred, instead of three thousand five hundred.

- 1700: seventeen hundred, instead of one thousand seven hundred.
- 2300: twenty tree hundred, instead of two thousand three hundred.
- 4000: forty hundred, or four thousand.
These numbers are usually combined with alphabets, in which its reading also different
from English alphabet in general.
Further examples;
BA. 264 : Bravo Alpha two six fower
PK. 206 : Papa Kilo two oh six
PK - ANB : Papa Kilo Alpha November Bravo
GA - 493 : Golf Alpha fower niner tree, (Garuda four niner tree), etc
Hours:
11.10 : at eleven ten ( ten past eleven)
11.45 : at eleven forty five ( fifteen to twelve)
11.30 : at eleven thirty. (half pas eleven)
11.00 : at eleven hour ( eleven o clock /sharp)
C. Ordinal Numbers
Ordinal numbers are used when we want to show the order of something in relation to
others of the same kind. The ordinal number for one, two, three are first, second, third.
They are abbreviated into: –st, -nd, and –rd, as in 1 st, 2nd, and 3rd. The other ordinal
numbers are formed by adding the suffix “-th”, as in: 4th, 5th, 6th and 7th. But keep in
mind with the spelling rules as in: fifth, eighth, ninth, twelfth, twentieth, thirtieth,
fortieth, etc.
Ordinal numbers are usually defining, when they are used before nouns. For this case we
usually use article “the” before them, as in: The first class, the second floor, the fifth
semester, etc.
However they might be non-defining, and could be preceded by indefinite article “a / an”
as in:
- There is always a first time

- He tried a third time
- There is no a third wind, etc.
Reading Comprehension
CURRENT ISSUES IN AIRPORT SYSTEM DEVELOPMENT
1.
In recent years, a number of issues have arisen, especially in the Unites States,
concerning airport system development where the interests of several parties have come
into sharp conflict. One such group of issues relates to the strategic policy of the federal
government in developing of the airport system. Some have suggested that past federal
policy has placed too much emphasis on capital investment in new facilities and not
enough on methods to make more effective use of existing facilities.
2.
A second set of issues involves funding. Some observers have suggested that the federal
role has become too large and pervasive and that responsibility for airport development
should devolve either on the airports and their local sponsors or on state governments.
Other industry analysts, pointing to the success of airport privatization in other parts of
the world, have suggested that is the way to go in the future.
3.
Other issues arise from the legal and contractual arrangements traditionally concluded
between airports and airlines. These arrangements have evolved over several decades,
during a period of extensive federal regulation of the airlines. There is some concern that
these airport-airline agreements might be inappropriate in a deregulated era, either
because they might be too rigid to allow airports and airlines to meet new challenges or
because they might have anticompetitive features that do not allow the market to operate
freely.

4.
Another issue is the problem of aircraft noise, which has been a growing environmental
and political problem for many airports despite technological advances in reducing noise of
jet aircraft.
5.
Finally, there are issues surrounding the planning of future airport development,
particularly the timing and location of the demand growth and the role that the federal
government will play in defining and meeting airport needs.
(Alexander T. Wells, Ed. D. Airport Planning & Management, fourth Edition, USA, 2000)
1. What wrong with the federal government in the past related to the development of
airports?
2. Does the writer think that airport privatization will be the trend in the future?
3. What is the disadvantage of developing airport based on the airport–airline
arrangement?
4. Could the technological advances in reducing noise of jet aircraft eliminate the
problem of environmental and political problem?
5. What do you think will be the final solution of airport system development?

Lesson 14
QUESTIONS

1. understand kinds of English questions.
2. be able to ask verbal questions in various tenses.
3. be able to ask pronominal questions for various information needed.
4. be able to response communicative questions.
A. General
Questions play an important role in communication. You can imagine keeping your
activities without being asked or asking questions to each other. When nobody asks
questions then there is no social communication and life will be very quiet .And the most
important thing is that you won’t get specific information you need.
You can get specific information you need by asking question to others. From the
questions you ask, you will get the answer from others and of course the answer is the
information you need. Learning to make questions in English is not difficult, and you can
do it in relatively short time.
There are two basic types of questions in English.
B. Verbal Questions
Characteristics of verbal questions (interrogative statements):

.
1. A verbal question is a question that begins with a finite verb
2. When you ask in a verbal question, you expect a “yes” or “no” answer, or you
will get confirmation whether your information is right or not right.
3. The intonation of a verbal question is rising at the end.
4. The answer of a verbal question can be: “yes/no”, other words or nuances such
as, of course, sure, I’m afraid no, I think so, hm-hm, ya, or “I don’t know”
There are three possible ways of making verbal questions.
1. When the finite verb of a statement, either positive or negative, is a single verb
form of “be” (is, isn’t, am, are, aren’t, was, wasn’t, were, weren’t), we just simply
put the finite verb before its subject to make a verbal question. This rule applies to
simple present and simple past tense only.
Examples:
1. The office is on the second floor.
Is the office on the second floor?
2. All the tools are in the tool-box.
Are all the tools in the tool-box?
3. Some of the spare-parts you request are available now.
Are some of the spare-parts I request available now?

4. The food served in flight wasn’t excellent.
Wasn’t the food served in flight excellent?
2. When the finite verb of a statement is a single verb, other than “be”, we have to
change the verb to the non-finite stem form and add a finite verb “do” (do, does,
did) before its subject to make a verbal question. This rule also applies to simple
present and simple past tense only.
Examples:
- The bus to the airport leaves every fifteen minutes.
Does the bus to the airport leave every fifteen minutes?
- Nowadays, more people travel by air than by ship.

Nowadays, do more people travel by air than by ship?
- The government prepares the regulation of export & import.

Does the government prepare the regulation of export & import?
- Our President visited the location of the earthquake yesterday

Did our President visit the location of earthquake yesterday?
- The government distributed the basic needs for the victims.

Did the government distribute the basic needs of the victims?
3. When the finite verb of a statement is the first verb of a verb group, we just
simply put the first verb before its subject to make a verbal question. This rule
applies to most tenses except simple present and simple past tense, including
most passive voices.
Examples:
a. More people will need more job-opportunities in the future.

Will more people need more job-opportunities in the future?
b. The mechanics have fixed the broken part on the machine.

Have the mechanics fixed the broken part of the machine?
c. The secretary is making a preparation for the meeting today.

Is the secretary making a preparation for the meeting today?
d. All the luggage should have been loaded to the truck.

Should all the luggage have been loaded to the truck?
e. The police have been regulating the traffic on the road for more than two hours.
Have the police been regulating the traffic on the road for more than two hours?
f. The pilot will have to check the aircraft before departure.

Will the pilot have to check the aircraft before departure?
g. The student should return the book to the library after the examination.
Should the student return the book to the library after the examination?
C. Pronominal Questions
minal questions:
a. A pronominal question is a question that begins with a question word, such as;
who, whom, whose, what, when, where, which, why, how, how …
b. When you ask a question with a pronominal question, you expect a piece of
information as the answer.
c. The intonation of a pronominal question is falling at the end.
d. You should answer a pronominal question with a piece of information or / and
action as well.
e. You are not supposed to answer a pronominal question with “yes” , or “no”
answer.
We can differentiate pronominal questions into two types:
1. When you require the information about subject or part of the subject, you just
simply replace the part to be asked with the appropriate question word.
Examples:
a. …………. causes traffic jam worse and worse every day.
What causes traffic jam worse and worse everyday?
The answer can be: Indiscipline drivers do
b. ……….. accidents happen every year.

What accidents happen every year?
The answer can be: Air-traffic accidents do
c. ……….. air-traffic accidents happen every year.

How many air-traffic accidents happen every year?
The answer might be: At least ten air-traffic accidents happen every year.
d. ………. earthquakes occurred in Japan last year.

How many earthquakes occurred in Japan last year?
The possible answer can be: A hundred earthquake occurred in Japan last year.
e. ………… fuel is needed to run that huge ship.

How much fuel is needed to run that huge ship?
Possible answer is: A lot of fuel is needed to run that huge ship.
f. ……………… took the book by mistakes.

Who took the book by mistakes?
2. When you require information about other parts of sentences (except subject), you
have to follow these three steps to make a pronominal question.

- Change the statement to a verbal question.

- Replace the part to be asked with the suitable question word.
- Put the question word before the finite verb.
Examples:
1. You have to show something on your arrival at the head quarter office.
a. Do you have to show something on your arrival at the head quarter office?
b. Do you have to show what at your arrival at the head quarter office.
c. What do you have to show at your arrival at the head quarter office?
2. The mechanics will have to tow the car to someplace in the nearest town.
a. Will the mechanics have to tow the car to some place in the nearest town?
b. Will the mechanics have to tow the car where?
c. Where will the mechanics have to tow the car?
3. The government has provided a lot of things to overcome the problem of this city.
a. Has the government provided a lot of things to overcome the problem of the
city?
b. Has the government provided what to overcome the problem of this city?
c. What has the government provided to overcome the problem of this city?
4. The secretary phoned someone early this morning.

a. Did the secretary phone someone early this morning?
b. Did the secretary phone whom early this morning?
c. Whom did the secretary phone early this morning?
5. Peter did something before he left the office this afternoon.

a. Did Peter do something before he left the office this afternoon?
b. Did Peter do what before he left the office this afternoon?
c. What did Peter do before he left the office this afternoon ?
6. The luggage is going to be unloaded from the ship this evening ……

a. Is the luggage going to be unloaded from the ship this evening ….?
b. Is the luggage going to be unloaded from the ship this evening why?
c. Why is the luggage going to be unloaded from the ship this evening?
7. The aircraft engineer has to check the aircraft …………… before every initial flight.
a. Does the aircraft engineer have to check the aircraft ……. before every initial
flight?
b. Does the aircraft engineer have to check the aircraft how before every initial
flight?
c. How does the aircraft engineer have to check the aircraft before every initial
flight?
8. The victims of the aircraft crash could have been reduced if ……….
a. Could the victims of the aircraft crash have been reduced if ………
b. Could the victims of the aircraft crash been reduced How?
c. How could the victims of aircraft crash have been reduced?

D. Communicative Questions
Practically in communication, we don’t always have to follow the formal questions

mentioned above. People want to be practical, and they don’t want to follow strict rules.
For that reason, there are some exceptions.
1. Among the exceptions is that a verbal question that does not only expect confirmation
but information and or action as well.
Examples:
a. Situation in informal meeting such as in canteen etc. a person holding a cigarette

in his hand asks you a verbal question “Excuse me, do you have a match?"
This question doesn’t request confirmation, but requests information and action of
giving him a match to light his cigarette as well. So the response is not only an
answer yes or no, but an action of giving him a match or an explanation if you
can’t give him a match, as well.
b. In a class-room activity, someone beside you asks you a question “Excuse me,
do you bring an extra pen?" This question asks you information whether you
bring an extra pen or not, and he /she wants to borrow one from you.
c. Other situation in a hotel lobby when a receptionist speaks to hotel guest: “May I
have your name, please?” This question requests you to write your name on
piece of paper, or you can spell your name by alphabet. Or even, the receptionist
needs your ID card to be kept for the time your stay in the hotel.
2. Other exceptions are positive statements in the form of “if clause”, that actually
requests information or action from other people.
Examples:
a. It would be a pleasure if you could give me a hand.

b. I would be very glad if you could tell me the way to the airport.
c. I would be pleased if you could come to the meeting tomorrow.
d. I wonder if someone can help me with this box.
e. It would be very nice if you can move your car backward.
5. Sometimes the request is in the form of imperative statement, as in:
a. A : I need spare parts of my car.

B : Give me the made and year, and lists of what you need.
b. A : I want two single bed rooms for my sister and myself.

B : Let me see your ID cards and down payment for the first day.

All the sentences above are not questions but they request you to give your response
either in words or action for the speaker’s benefit.
Exercise: Write pronominal questions seeking for the information printed in Italic in the
following sentences!
1. The waving gallery is in the second floor.

2. The management should provide clear information to airport users.
3. You can collect your clothing from the laundry service in the afternoon.
4. The government should upgrade the runway and its facilities this year.
5. Everybody cheered when his team scored a goal.
6. Aviation personnel require a legal education.
7. Journalists often have to use good judgment to write the news.
8. The representative showed us a variety of different things.
9. A new level of education has been reached.
10. He has worked for the same company for twenty years.
11. One solution should have been reached before the meeting ended.
12. The new manager made his remark to several people in his company.
13. The computer set in our office is unserviceable.
14. The problem he has was too difficult to solve.
15. The writer related the story very imaginatively.
16. The training participants have got the training materials.
17. The mechanics will have to work late to accomplish their job.
18. The government loses its trust from neighboring countries.
19. The product buyers are mostly from neighboring countries.
20. Public opinion often deviated the judge’s decision.
21. The report should be written in two languages.
22. The result of the investigation will be announced next month.
23. Every company has to gain its maximal profit.
24. A new type of disease threatens the whole community in that district.
25. The President Director promised to raise the salary of all employee .
26. Nobody can predict the winner of the economic competition.
27. The pilot requests a towing car to vacate the runway.
28. The pilot requested a wheel chair for the injured passenger.
29. The crash cars are moving to the crash site to extinguish the fire.
30. The medical team stands by at the arrival terminal to assist the sick passenger.
31. The pilot was cleared to backtrack the runway to taxi to the apron.
32. The pilot requests push-back clearance to taxi to the runway for take-off.
33. The government corporate Angkasa Pura II has built a new airport at Padang West
Sumatra.
34. The management has moved all the activities to the new air terminal at Sultan
Machmud Baharuddin Palembang.
35. The management should equip the airport with aero bridges.
36. The apron should be furnished with enough flood lights.
37. The information desk should be equipped with online computers to provide updated
information the passengers.
38. The runway should be lengthened to accommodate wide body aircraft.
39. The engineer has to design taxiways to provide immediate access for aircraft to
vacate the runway.
40. The taxiway shall be designed at spherical angle to the runway to enable the aircraft
to vacate the run way with ease.
Exercise: Read this following text and then answer the questions that follow!.
1.
The train was rather full. At the last station before the frontier, a small man with a fat
stomach got into the train, carrying a big paper package. It was carefully packed, but the
feet of two ducks could be seen outside the paper. The man found an empty seat, put
the package on the floor, took out a newspaper and began to read.
2.
The other passengers knew that people were not allowed to take food across the
frontier, so they were very surprised that the man was foolish enough to leave the ducks’
legs where they could be seen so easily.
3.
When the train reached the frontier, a policeman came in to look at the passengers’
passport and to examine their luggage. Of course he saw the package with the ducks’ legs
at once and said, “I will have to take it away from the owner. Nobody is allowed to take
food out of the country.”
4.
“Well, then,” said the small man with the fat stomach, “hurry up and take it. We just
want to get home.” The policeman took the package and went on to the next carriage.
5.
At the next station, when they had safely crossed the frontier, the small man got up,
smiled at the other passengers and said, “I hope that the police will enjoy the ducks feet.
The rest of the package has nothing but rubbish in it”.
6.
Then he opened his coat and pointed to another paper package which he was carrying
under it. It was tied tightly over his stomach, which was not really fat. “I have the rest of
the ducks in this package,” he said happily.
Questions to be answered:
1. Put one word from the story in each empty place in these sentences.
a. The policeman took a ………….. of rubbish away from the small man. (1)
b. The small man ……… the rubbish and the ducks’ legs carefully in paper. (1)
c. When the policeman got home and began to ………… the parcel, he found that it
was full of rubbish. (6)
d. People are not allowed to cross the frontier unless they have …………. (3)
e. The small man was the ………… of the ducks. (3)
2. Find words in the story which mean the opposite of:

a. Not given permission (3) : ……………………………
b. Wise (2) : ……………………………
c. Did not get to (3) : ……………………………
d. Valuable things (5)
: …………………………….
e. Loosely (6) : …………………………….
3. Give short answers to these questions. The information on the answer might not be
written but implied from the text.
a. Why were the passengers surprised that the small man had left the ducks’ legs
where they could be seen?
b. Why do you think the small man left the package on the floor?
c. Why did the policeman take the package away?
d. Why did the small man look fat?
e. What do you think the policeman would find when he opened the package?
f. Why did the small man look happy when he got off the train?
g. What do you think the best title of this reading text?
4. Do you still remember about passive voice? Can you identify any passive sentence or
sentences in the story? Write all the passive clauses on separate plain paper!
5. Could you convert these following active to passive voices?
1. We will have to check every luggage carried by passengers at the entrance gate
of air terminal.
2. We have to inspect every area in the territory of the airport periodically.
3. The security personnel should be able to identify any dangerous goods carried
into the cabin.
4. The operator shall park non-scheduled aircraft at remote area.
5. Apron Movement Controllers should be able to prevent any possible danger
caused by non-standard vehicles operated in the aerodrome.
6. The tug driver should also fasten his seatbelt when operating his vehicle.
7. The ground personnel will have to place rubber protected chock at every landing
gear of parking aircraft.
8. The flight crews should have completed preflight checks before the cabin crews
usher the passengers into the aircraft.
9. The cabin crews should have demonstrated the emergency procedures before
take-off.
10. The ground handling personnel should remove the wheel chocks before he
pushes back the aircraft.
11. The security officer examines every luggage before the passengers enter the
check-in counters.
12. An airport authority shall provide isolated parking stands at the aerodrome for
emergency condition.
13. The airport authority shall establish standard procedures to deal with emergency
situation.
14. The management shall equip every personnel with standard precaution
equipments.

IRREGULAR VERBS
A. Verb Forms
Different from Indonesian verbs that do not change their form when we use them in
sentences, English verbs change their form when we change the subject or tenses.
Though most verbs in English have regular “ed”–ending to their main forms (stem
forms), there are some verbs that do not have “ed” -ending to their main forms.
Verbs that have regular “ed” –ending to their main forms (latter we will use the term
stem forms), are called regular verbs, and verbs that do not have regular “ed”-ending
‘to their stem forms are called irregular verbs.
1. Samples of regular verb forms
Finite Non-finite STEM+ED form

STEM form STEM+S form STEM+ING form finite non - finite
chisel chisels chiseling chiseled chiseled

drift drifts drifting drifted drifted
earn earns earning earned earned
fix fixes fixing fixed fixed
follow follows following followed followed
ground grounds grounding grounded grounded
hand hands handing handed handed
hope hopes hoping hoped hoped
intend intends intending intended intended
join joins joining joined joined
lower lowers lowering lowered lowered
manage manages managing managed managed
offer offers offering offered offered
remain remains remaining remained remained
settle settles settling settled settled
2. Irregular verb forms
Some verbs in English are irregular and they have different patterns to make their
stem+ed forms. Since most English verbs are regular, It is better to use the same term
for both regular verbs and irregular verbs. So in the list of irregular verbs we also use the
term: stem, stem+s, stem+ing, finite stem+ed, and non-finite stem+ed form.
A few irregular verbs have three different forms, in which the stem+ed form have the
same form as it stem form, others have four different forms, in which the non-finite stem

+ed forms are the same as the finite stem+ ed forms, and some others have five different
forms, while the verb “be” has eight different forms.
Here are examples:
a. Irregular verbs with three different forms
STEM form Finite Non-finite STEM+ED form

STEM+S form STEM+ING form finite non-finite
bet bets betting* bet bet
broadcast broadcasts broadcasting broadcast broadcast
burst bursts bursting burst burst
cast casts casting cast cast
cost costs costing* cost cost
cut cuts cutting cut cut
hit hits hitting hit hit
hurt hurts hurting* hurt hurt
let lets letting* let let
put puts putting put put
reset resets resetting reset reset
set sets setting set set
shed sheds shedding shed shed
shut shuts shutting* shut shut
split splits splitting* split split
spread spreads spreading spread spread
thrust thrusts thrusting* thrust thrust
upset upsets upsetting upset upset
Notes: Some stem+ing form of the verbs above are not frequently used in daily English.
b. Irregular verbs with four different forms
1) They change their sound and spelling in their stem+ed form

bring brings bringing brought brought
buy buys buying bought bought
catch catches catching caught caught
fight fights fighting fought fought
seek seeks seeking sought sought
teach teaches teaching taught taught
think thinks thinking thought thought

2). They do not change their vowel sound and ends with a “t” ending
STEM form Finite Non_finite STEM+ED form

bend bends bending bent bent
build builds building built built
burn burns burning burnt burnt
deal deals dealing dealt dealt
dream dreams dreaming dreamt dreamt
dwell dwells dwelling dwelt dwelt
learn learns learning learnt learnt
lend lends lending lent lent
rend rends rending rent rent
send sends sending sent sent
smell smells smelling* smelt smelt
spell spells spelling spelt spelt
spend spends spending spent spent
spoil spoils spoiling spoilt spoilt
3). Their vowel sound changes to short sound in the stem+ed form

bleed bleeds bleeding bled bled
breed breeds breeding bred bred
creep creeps creeping crept crept
feed feeds feeding fed fed
feel feels feeling felt felt
keep keeps keeping kept kept
kneel kneels kneeling knelt knelt
lead leads leading led led
lean leans leaning leant leant
leave leaves leaving left left
mean means meaning meant meant
meet meets meeting met met
read reads reading read read
say says saying said said
sleep sleeps sleeping slept slept
sweep sweeps sweeping swept swept
weep weeps weeping wept wept
hold holds holding held held

4). Change their sound in the stem+ed form to “oun”

bind binds binding bound bound
find finds finding found found
grind grinds grinding ground ground
wind winds winding wound wound
5). Change their sound in the stem+ed form to short vowel sound “A”

dig digs digging dug dug
cling clings clinging clung clung
fling flings flinging flung flung
hang hangs hanging hung hung
sling slings slinging slung slung
slink slinks slinking slunk slunk
spin spins spinning spun spun
stick sticks sticking stuck stuck
strike strikes striking struck struck
sting stings stinging stung stung
stink stinks stinking stunk stunk
string strings stringing strung strung
swing swings swinging swung swung
win wins wining won won
6). Their vowel sound changes to short and sounds differently from the stem form.

get gets getting got got
have has having had had
lay lays laying laid laid
make makes making made made
pay pays paying paid paid
lose loses losing lost lost
shoot shoots shooting shot shot
shine shines shining shone shone
sell sells selling sold sold
tell tells telling told told
7). Change their vowel sound indifferently

light lights lighting lit lit
slide slides sliding slid slid
hear hears hearing heard heard
sit sits sitting sat sat
stand stands standing stood stood
understand understands understanding understood understood
c. Irregular verbs with five different forms
1). Change their vowel sound in both stem+ed form follow the pattern “E” to “A”
STEM form Finite STEM+S Non-finite STEM+ED form

form STEM+ING form finite non-finite
begin begins beginning began begun
drink drinks drinking drank drunk
run runs running ran run
shrink shrinks shrinking shrank shrunk
sing sings singing sang sung
sink sinks sinking sank sunk
spring springs springing sprang sprung
swim swims swimming swam swum
2). Change their vowel sound to “or” and “orn”

bear bears bearing bore born /borne
swear swears swearing swor sworn
tear tears tearing e torn
wear wears wearing tore worn
wore
3). Their vowel sound change to “e” and “own”


blow blows blowing blew blown

fly flies flying flew flown
grow grows growing grew grown
know knows knowing* knew known
throw throws throwing threw thrown
4). Their vowel sound change to long sound “o” and an ending “en”

break breaks breaking broke broken
choose chooses choosing chose chosen
freeze freezes freezing froze frozen
speak speaks speaking spoke spoken
steal steals stealing stole stolen
wake wakes waking woke woken
weave weaves weaving wove woven
5). Their vowel sound of non-finite stem+ed change back to the stem form end with
“en” ending.

bite bites bitting bit bitten
hide hides hiding hid hidden
forbid forbids forbidding forbid forbidden
forgive forgives forgiving forgave forgiven
give gives giving gave given
drive drives driving drove driven
ride rides riding rode ridden
rise rises rising rose risen
write writes writing wrote written
beat beats beating beat beaten
eat eats eating ate eaten
fall falls falling fell fallen
6). Their vowel sound change indifferently and end in “en” ending for their non-finite
stem+ed form.

forget forgets forgetting forgot forgotten
tread treads treading trode trodden
melt melts melting melted molten
shake shakes shaking shook shaken
take takes taking took taken
7). They change their vowel and spelling indefferently

become becomes becoming became become
come comes coming came come
do does doing did done
draw draws drawing drew drawn
go goes going went gone
lie lies lying lay lain
see sees seeing saw sen
sew sews sewing sewed sewn
show shows showing showed shown
sow sows sowing sowed sown
d. This verb “be” has eight different froms.

be
am is being was been
are were

MINIMUM REQUIREMENTS
Whenever you speak or write English you must check to make sure that you do not make
any of grammar mistakes listed below. These points of grammar are minimum
requirements. Freedom from these mistakes is the lowest possible standard which will be
accepted.
1. Concord
a. You should use the masculine and feminine pronouns correctly. (“My sister goes to
school. He is in the third grade.” contain a minimum requirement mistake)
b. You should use the correct singular and plural forms for verbs and pronouns. (“Things
that interferes …..” , “A teacher want …..” , “Tell this pupil to put their book ….” All
contain minimum requirement mistakes.)
c. You should use the correct forms of the nouns after the following words:
- one, a/an, each, another, every, are followed by countable singular nouns;
- two, three, etc., both, many, these, those, a few, are followed by countable
plural nouns.
- this, that are followed by singular countable or uncountable nouns:
- much is followed by an uncountable noun.
(“many book”, “each trees”, “another music”, and “this houses” all contain minimum
requirement mistakes.)
2. Finite Verb
You should make sure that every simple sentence and the principle clause ( or “main
statement”) in every complex sentence contains a finite verb. (“He happy.”, “The man
who I met tall.”, and He shown me a book.”, all contain minimum requirement mistakes.)
3. Tenses
You should not change the tense from present to past or from past to present unless you
have a good reason. (“When the students are ready, he taught the next step”, contains a
minimum requirement mistake.)

4. Verb Groups
You should make sure that the verbs in questions and negative constructions have the
correct form. (“He does not allowing ….” And “Did he liked ….?” Contain minimum
requirement mistakes.)
5. Articles
a. If you use a singular countable noun, you should put a/an or the or a similar word
before it. (“He put book on the table.” Contain a minimum requirement mistake.)
b. If you use an uncountable noun or a plural countable noun, you should not put a/an
before it. (“He gave me a useful information.” Contain a minimum requirement
mistake.)
c. If you use the name of a person, town or country, you should not use a/an or the in
front of it. (“A Mary left from the Jakarta.” Contain two minimum requirement
mistakes.)
Whenever you write English you must check to make sure that you do not make the
mistakes in punctuation and spelling listed below:
6. Punctuation:
a. You should use a capital letter at the beginning of every sentence, a full stop at
the end of every statement and a question mark at the end of every question.
b. You should use a capital letter to begin the name of a person, town or coutry.
c. You should make sure that you use the possessive apostrophe correctly. ( The
pupils effort …”and “It’s name ….” Both contain minimum requirement mistakes.)
7. Spelling
a. You should make sure that you use the words “there” and “their”, and “then” and
“than” correctly.
b. When a word ends in p, t, d, m, n, l and has a short vowel sound in its final syllable,
the consonant should be doubled when –able, -ed, -ing are added. When the final
syllable contains a long vowel sound, the consonant should not be doubled.
c. If you use a word which spells the sound /i:/ with the letters i and e, you should use
this rule for their order: I before e, but not after c.
(There is one common exception: seize.)
(R.L. Fountain, Ne Zealand Colombo Plan Adviser in the

Teaching of English Yogyakarta, Indonesia, 1971)

SAMPLE OF ENGLISH TEST
INSTRUCTIONS:
1. Do not write anything on this question sheet.

2. Write all your answers on the answer sheet provided by the supervisor.
3. Do not spend too much time on one question, since you don’t have much time.
4. Check your answers once again before you hand the paper to the supervisor.
A. Read the passage carefully. Then choose the correct answer for each of the question that
follows
DANGER FROM THE SUN
Men in space will face many dangers, both in their ships and on other worlds. We know what most
of these dangers will be. We know when they will happen. We know what will cause them. We
know what to do about most of them. But there is one that we still do not know what to do about.
This is a danger from the sun. It is caused by solar flares.
These flares were first seen in 1855. They were viewed with instruments. They can’t be seen in
plain light.
A solar flare is a huge explosion on the sun. We don’t know why it happens. And we can’t tell when
it will happen. We just know that it does happen. A spot on the sun blows up. There is a huge
blast. This blast throws out a storm of deadly rays.
Rays from space are always moving toward the earth. This air around the earth keeps most of the
rays away from us. A solar flare adds more rays. The rays cause what we call the “northern lights”
and they cause huge magnetic storms on earth. Because of these storms, we can not hear radio
messages. But our air still protects us from serious danger from these storms.
What of the men who will go far from the earth? Men in a ship would be protected by the ship’s
metal. But a man walking on the moon would be caught out in the storm caused by the flare.
There is no air to protect a man on the moon as there is on earth. The storm would kill the man.
We cannot see a solar flare as it happens. We could warn a man on the moon that a storm was on
the way. But we could not warn him more than an hour before the storm rained down upon him.
This would not give him much time to get to safety.
We are now trying to learn the cause of these flares. Most of all we need to know when they will
take place. We must be able to warn men in space of storms to come. Until we can, these men will
always be in danger of death from the sun.
(Ralf C. Case, Science Research Associates, Inc. 1969, USA.)
Choose the best answer from the options!

1. The danger from the sun lies in ………

a. air around the earth b. solar flares c. huge rainstorms
2. A solar flare is ……………..

a. storm on the moon
b. blast in the air around the earth
c. big explosion on the sun
3. The earth is protected from the rays by ..

a. air b. water c. land
4. Men in space are in danger of being caught in ……………

a. a blast on the moon
b. storms caused by solar flares
c. deadly rays from the earth
5. We need to know when solar flares will take place so that we can ………
a. warn men in space
b. stop them from happening
c. change them with deadly rays .
6. Men in space craft can be … from the rays.

a. in great danger b. protected c. killed
7. According to the text above, the story about Apollo 11 that has ever landed on the moon
should have been ………….
a. fake b. possible c. real
B. Choose the best option a, b, c, or d that fits the sentence or question in each case!
8. Which information that does not have any limit of time?

a. DC-10 has three jet engines.
b. Most offices in Jakarta open at 9am.
c. I live in a small village not far from Tangerang.
d. We do an English test at the moment.
9. Which information in number 11 does not refer to the past or future?
10. Which information refers to present habit?

a. This coffee is too hot to drink.
b. I rarely go out on Sunday.
c. We have long holidays after these examinations.
d. We don’t understand this message.
11. Which information in number 13 refers to future?
12. “This coffee is too hot to drink” this information refers to……………
a. habitual meaning c. actual meaning
b. neutral meaning d. future meaning
13. “Some students don’t attend the class regularly” This information happens…………
a. all the time c. right now
b. some of the time d. in the future

14. Which sentence is simple present tense?

a. He put the book on the table.
b. Some passengers in the rear cabin heard the engine explosion.
c. The passengers have boarded the plane.
d. A pilot has to do an external check before he starts the engine.
15. Which sentence is simple past tense?

a. We have done this test for more then 10 minutes.
b. I have seen that film before.
c. I don’t feel well today.
d. Some passengers saw the fire on the port side engine.
16. Which of these following simple past tenses is wrong?

a. I saw an accident on the road today.
b. I got up late this morning.
c. I washed the car when my mother prepared breakfast this morning.
d. The students stopped chatting when the bell rang today.
17. Which information in number 19 tells series of events in the past as a part of story?
18. Most people ………… that an unidentified flying object really exists
a. is believe c. was believe
b. believe d. believed
19. I met an old friend in a reunion party last week. “an old friend” in this sentence may
mean………….
a. one old friend c. some old friends
b. all old friends d. none of them
20. Most students …………….. that learning that English is boring.

a. are feel c. are feeling
b. feels d. feel
21. No wonder that they…………….their English class very much.

a. are not enjoy c. does not enjoy
b. not enjoy d. don’t enjoy
22. Only some people………………..that English is an important language.

a. realize c. does realize
b. are realize d. are realizing
23. My sister, Marry……………….in a factory for 9 years.

a. is working c. worked
b. has worked d. was worked
24. She………………in a flat in center of a small town far from Jakarta.

a. live b. living c. is live d. lives
25. Mr. Brown …………… to this office to avoid traffic jam.

a. sometimes walks c. walks sometimes
b. sometimes is walks d. is walking sometimes
26. Mr. Subarjo ……………. because of traffic jam and of other reasons.
a. is late sometimes c. is sometimes late

b. sometimes is late d. late sometimes
27. Mr. and Mrs. Junaedi ………… married 1980, long before they moved to Jakarta.
a. have got c. got
b. has got d. were getting
28. We…………English for at least 6 years in junior and senior high school.
a. has studying c. studied
b. has studied d. was studying
29. The mechanics …………. the worn spare-parts of may car this morning.
a. was replaced c. were replacing
b. were replaced d. replaced
30. I am sorry. You can’t see Mr. John now. He…………home. He left his office an hour ago.
a. is going c. went
b. was went d. has gone
31. Andi …………. his time in the pub before he joined this college.
a. often spent c. spent often
b. often spends d. was often
32. Some students ………......... an English class last week.

a. didn’t attend c. were not attend
b. had not attended d. did not attended
33. Peter : “Hi. John. Let’s go to the canteen to have something to eat”.
John : “I am sorry, I …………....breakfast at home.
a. have already had c. don’t have already
b. not have had d. am not have
34. I ……….. my lunch only an hour ago.

a. have already has c. have had
b. have already have d. had
35. Our chief……………..in his office for more than an hour.

a. has been b. was c. is d. have been
36. Some University students ………… their own money to pay their fee.
a. are earn c. have
b. earn d. earns
37. Many pilot students made a lot of progress but a few of them ………..
a. are not c. were not
b. don’t d. did not
38. Mr. Brown : I think I couldn’t find any sugar in the kitchen now.
Mr. Brown : Don’t worry, I ………….. some from the nearest shop.
a. will to get c. get
b. will get d. am going to getting
39. You…………finish the job today. We still have a lot of time.

a. don’t have to c. must to finish
b. do not d. must not to finish
40. Helen : Hi John, why don’t we go to the cinema tonight?

John : I am sorry, but I …………. examinations tomorrow.
a. have c. am having
b. will have d. must to have
41. Peter : I think I need some stamps, Tom. And I ……….. the post office right now. Do you
want me to get something for you?
Tom : Yes, please, get some envelopes for me.
a. am going to c. going to go
b. will to go to d. will going to go
42. People………..smoke while refueling their cars in the petrol station.

a. shall not c. should not
b. must not d. none is inappropritae
43. Too many factories ……………. in Tangerang region that makes pollution worse.
a. build c. are built
b. will build d. have built
44. Since they are too many factories, pollution…………..

a. will be avoid c. is avoided
b. must be avoid d. can’t be avoided
45. ICAI students …………… to be in class 5 (five) minutes before the class begins.
a. supposes c. is supposes
b. are suppose d. are supposed
46. The assignment …………… before the end of the semester examinations.
a. should be collect c. should be collected
b. must to collect d. must not collected
47. The result of the test ……………..soon after the test been administered.
a. will announce c. is going announce
b. will be announced d. going to be announced
48. If the government hadn’t failed to maintain the political stability, it’s people ……………… from
economic problems.
a. wouldn’t suffer c. wouldn’t have suffered
b. would have suffered d. will have suffered
49. If the government has the ability to encourage good govern ethics, the economic situation
…………better and better.
a. will gradually improve c. will not improve
b. would gradually improve d. will not gradually improve
50. I ……………… for more than fifteen years now, and I don’t have any intention to give it up.
a. have been smoking c. have smoke
b. have smoking d. have to smoking
51. To satisfy the heavy smokers , many cigarettes …………… from countries that they have to
import their tobacco from Indonesia.
a. should be import c. should import
b. should be imported d. should be importing
52. In fact, there are many products that ………… from our neighboring countries, like Thailand,
Myanmar, Vietnam etc.
a. imported b. are import c. is imported d. are imported
53. In the era of globalization , the border between countries ………….. less important.
a. becomes b. becoming c. have become d. are becoming
54. People ………….. a job in countries that they like to stay in.
a. might be able to get c. might be able getting
b. might be able to getting d. may to get
55. But of course, only people with good skills ……….. to compete in the era of globalization.
a. will have a chance
b. will has a chance
c. will has chance
d. will be having a chance
56. If you want to get the same chance to compete, you …………… your skills and knowledge.
a. will have to improve c. would have to improving
b. will to improve d. have to improve
57. When I got home last night, I realized that …………… at my office.
a. I left my key b. My key was left c. My key is left d. I leave my key
58. Boeing 737-200 …………….. at Padang Bulan, Medan a few years ago.
a. crashed c. was crashed
b. was crash d. has crashed
59. The aircraft wouldn’t have crashed, if it …..

a. hadn’t been overloaded
b. hasn’t been overloaded
c. wasn’t overloaded
d. has been overloaded
60. An earthquake ……….. more than ten thousand people in Asia lately.
a. has killed c. was killed
b. was killing d. has to kill
61. Six military personals ……… in a helicopter accident in the attempt to rescue the earthquake
victims.
a. were kill c. were killed
b. killed d. have killed
62. Better regulation and instrumentation ……… to reduce and minimize aircraft accidents
a. should be established c. must be establish
b. should establish d. will establish
63. Almost every aircraft accident …………. the lost of material and human beings.
a. caused c. has caused
b. causing d. both a and c
64. Most aircraft accidents in the world so far ……………. by human factor.
a. was caused c. were causing
b. have been caused d. has been caused
65. Lack of discipline and communication ………….. to prevent accidents.

a.must be overcome and minimized
b.must be overcome and minimize
c. must overcome and minimize
d.must to be overcome and minimize
66. Good knowledge and skills alone ……....…… sufficient enough to prevent accidents.
a. are not c. is not
b. do not d. does not
67. Personnel awareness ................ the dominant factor to prevent accidents.

a. becomes c. become
b. has became d. will becomes
68. You might have to review your assignment if you …………. to collect it today.
a. fail b. failed c. have failed d. had failed
69. The aircraft would have to return to base if the airport of destination ………..
a. is closed b. was closed c. were closed d. closed
70. The government will not close the company unless the management ………….. the government
regulation.
a. obeys b. obey c. is obeyed d. disobeyed
GOOD – LUCK

REFERENCES
Alan Mountford, English in Workshop Practice, Oxford University Press, 1975.
Alan Staton, Written English for Business, Oxford University Press, 1990.
Andrews, RGH, Written English for Business, Oxford University Press, 1990.
Ashley, A, Business English Practice, Binarupa Aksara, 1986.
Azar, Betty Schrampfer, English Grammar, Longman, 1999.
Dhanny R. Cyssco, English Grammar Practice for TOEFL, Puspa Swara, 2000
Denis Ware, B.A., Linguaphone, Linguaphone Institute Limited, London, 19 --
Don H. Parker, S.R.A. Reading Laboratory, U.S.A. 1963.
Fountain,R.L., An English Language Course for First Year Students of English at

IKIP, Yogyakarta,1971 ( New Zealand Colombo Plan Adviser in teaching
of English, Yogyakarta, Indonesia, 1971)
Gerry Meister, English Teaching Materials for Second Year Students of English at
IKIP, Yogyakarta, 1971( New Zealand Colombo Plan Adviser in teaching of
English, Yogyakarta, Indonesia, 1971)
Macarthur Job, Air Disasters, Pirie Printer Pty. Ltd.,1996
Mariana Karim, Dra. M.A , dan Lilian Tejasudana, Dr., Business English , Karunika
Jakarta, 1986.
Pamela J. Sharpe, Ph. D, How to Prepare for the TOEFL TEST, The Oho State
University, Binarupa Aksara , Jakarta 2002
Raymond Murphy with Roann Altman, Grammar in Use, Cambridge University Press, 19
--
Santi Indra Astuti, Maya Amalia Oesman Palapah, Simple Step to TOEFL, Hi – Fest
Publising Jakarta, 2009
Steven A. Stupak, Seven Practice Tests, Achieving Higher TOEIC Test Scores, Prentice
Hall Asia ELT,1997

Warriner, John E., English Grammar and Composition, Harcourt, Brace & World, Inc,
1958
……………., Aviation English for Air Traffic Controllers, I.C.A.O., 1981.
BIOGRAPHY
Born in a small village about 23 kilometers west of

Yogyakarta on August 5th, 1951, the writer started his
education in an elementary school not far from his house
and finished it in 1965. He continued his junior high school
in Wates, the capital city of Kabupaten Kulon Progo for
three and half years before he could finish it in 1969. He
continued his education to senior high school in the same
town majoring mathematics and phisics and he graduated
from senior high in 1971. One year after he finished his
senior high school, he continued his education to a teacher
training college in Yogyakarta and finished his Bachelor of
Art in 1976.
In the same year he moved to Curug and worked for Lembaga Pendidikan dan Latihan
Perhubungan Udara (Civil Aviation Training Centre) as an English instructor. The writer
got his opportunity to join international training held by Federal Aviation Administration in
Oklahoma, United State of America in 1986. He attended courses such as: International
Instructor Training, Designing Programmed Instruction, Report Analysis and Consolidation,
Principle of Instruction, and Writing Improvement Courses.
By the year of 1990, he finished his Strata I degree majoring English Teacher Training at
Open University, and thirteen years later, in the year of 2003, he finished his Master
Degree majoring Human Recourses Management from Institute of Economics Science,
Jakarta.
Beside his main task at Civil Aviation Training Centre, now is known as Indonesian Civil
Aviation Institute, the writer has various experiences in teaching English at private
vocational schools since 1978 up to 2012, and he has ever taught English in a factory
training held by Politekhnik Gajah Tunggal for about ten years before 1998. The writer
has ever been a Principal of a private vocational school for some years in Curug and
appointed as Head of Management Training Division at Indonesian Civil Aviation Institute
for almost ten years since the year of 2000.
Before being retired, the writer was appointed as senior lecturer at Indonesian Civil
Aviation Institute, Curug Tangerang. He used to be an English language lecturer in Islamic
University of Syekh Yusuf Tangerang, and Institute of Social and Political Science -
Yuppentek, and at last, but not least at Private Institute of Administration Banten.

The writer is also a member of Government English Examiner for Air Traffic Service
personnel and Pilots in the subject of ICAO English Language Proficiency as the
requirement stated in International Civil Aviation Organization.

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ENGLISH FOR AIRPORT OPERATION STUDENTS – INDONESIAN CIVIL AVIATION INSTITUTE

1. understand the different forms of regular and irregular verbs in English.

1. Samples of regular verb forms

Finite Non - finite STEM+ED form

REVISED SEPTEMBER 09TH, 2018 1

2. Samples of irregular verb forms

Finite Non - finite STEM+ED form

Finite Non - finite STEM + ED form

REVISED SEPTEMBER 09TH, 2018 2

You may have a sentence as:

- Mrs. Brown is booking two airline tickets to Surabaya.

a. Verbs derived from nouns

Nouns To + stem Stem + ing Stem + ed Remark

REVISED SEPTEMBER 09TH, 2018 3

b. Verbs from adjectives

Adjectives Nouns To stem form Stem + ing form Stem + ed form

deep depth to deepen deepening deepened

C. Finite and Non-finite Verbs

a. Edwin speaks English well.

REVISED SEPTEMBER 09TH, 2018 4

REVISED SEPTEMBER 09TH, 2018 5

1. Stem form may appear in;

c. After an auxiliary verb, as in:

d. In a negative and interrogative statement after finite verb form of do.

REVISED SEPTEMBER 09TH, 2018 6

b. Stem + ing form can also be used as gerund, as in:

4. Finite stem+ed form is used in simple past tense as in:

a. She wrote this report only this morning.

5. Non-finite stem+ed form is used in:

1) We have written the accident report.

b. Passive voice after a verb form of “be” as in:

1) The report was written in English.

Answer these following questions based on the reading text above!

1. What is another name for a flight attendant?

13. Why does the controller pronounce a number 4 “fower”?

Terms used to indicate directions. Degree is used to indicate direction, as 0 o or 360o to

West = 270 o East = 90 o

Instead of thousand, they can also use hundred in radio communications, as in :

REVISED SEPTEMBER 09TH, 2018 9

- 3,500 : thirty five hundred, instead of three thousand five hundred

 Fl 350 : 35 thousand feet (35.000 feet)

- Contact tower on 118.7 (one one eight decimal seven)

Examples of alphabet reading in radio communication :

- A : Alfa / AL FAH - N : November / NO VEM BER

BA-264 : Bravo Alfa TOO six FOWer.

Objectives: After learning this topic, students are expected to:

1. SUBJECT + LINKING VERB + COMPLEMENT

- The aircraft is at parking stand 9

2. SUBJECT + INTRANSITIVE VERB + ADJUNCT

- The plane is taxiing to the runway for take-off.

A. Subject – linking verb - complement

REVISED SEPTEMBER 09TH, 2018 11

1) Is this cellular phone yours?

c. a gerund (the STEM+ING / TO STEM form), as in:

1) Flying in a large modern airplane is safe and convenient.

e. an adverb of place, as in:

1) The nearest hospital is on Jln. Sudirman.

f. an adverb of time, as in:

1) The expected time of arrival is at ten forty.

B. Subject – intransitive verb + adjunct

1. The aircraft is taxiing to the runway for take off.

C. Subject – transitive verb – object + adjunct.

A transitive verb is a verb that needs an object when it is used as a predicate of a