See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/329265516

ENGLISH-1,2,3

Book · November 2018

CITATIONS READS

0 10,192

1 author:

Khurotin Anggraeni
Institute for Islamic Studies (IAI) Pangeran Diponegoro Nganjuk East Java Indonesia
9 PUBLICATIONS   0 CITATIONS   

SEE PROFILE

Some of the authors of this publication are also working on these related projects:

THE ROLE TEAMWORK ON OVERCOME STUDENT’S BEHAVIORAL DEVIANT View project

Indonesian policy FULL-DAY SCHOOL perspective Management Islamic education View project

All content following this page was uploaded by Khurotin Anggraeni on 29 November 2018.

The user has requested enhancement of the downloaded file.

 UNDERSTANDING GRAMMAR

TENSES

Time refers to a point in real life at which something occurs. Tense

refers to the grammatical form of a verb, the form of a verb through
which a grammar indicates information about time. Kind of tenses
include:
2|English1,2,3
3|English1,2,3
4|English1,2,3
6|English1,2,3
 CHAPTER I

A. SIMPLE PRESENT
Uses of the simple present tense include:
1. Permanent truths; use the simple present for statements that are always
true Summer follows spring Gases expand when heated.
2. 'The present period'; use the simple present to refer to events actions or
situations which are true in the present period of time and which for all we
know may continue indefinitely What we are saying in effect, is 'this is the
situation as it stands at present' e.g My father works in a bank My sister
wears glasses
3. Habitual actions
 The simple present can be used with or without an adverb of time to
describe habitual actions, things that happen repeatedly e.g I get up at
7 John smokes a lot
 habitual actions by using the simple present with adverbs of indefinite
frequency or with adverbial phrases such as every day to more
practice

7|English1,2,3
  We commonly use the simple present to ask and answer questions
which begin with “How often” e.g How often do you go to the dentist?
- I go every six months
 Questions relating to habit can be asked with ever and answered with
never and sometimes not ever e.g Do you ever eat meat? - No I never
eat meat
4. Future reference
This use is often related to timetables and programmers or to events in the
calendar e.g
The exhibition opens on January 1st and closes on January 31st
The concert begins at 7.30 and ends at 9.30
We leave tomorrow at 11.15 and arrive at 17.50
Wednesday, May 24th marks our 25th wedding anniversary
5. Observations and declarations
We commonly use the simple present with stative and other verbs to make
observations and declarations in the course of conversation e.g
/ hope/assume/suppose/promise everything will be all right
I bet you were nervous /ust before your driving test
It says here that the police expect more trouble in the city
I declare this exhibition open
I see/hear there are road works in the street again
I love you I hate him
We live in difficult times - I agree

8|English1,2,3
 Table of structure Simple Present
Types Structure Examples

Verbal

+ Subject + V-1(s/es)+Object She speaks Arabic

- Subject +do/does +not +V-1+Object She does not speak Arabic

? Do/Does+ S +V-1+Object? Does she speak Arabic?

Subject
V-1, (-) do uses subject: I, you, we, they
V-1(s/es), (-)does uses subject : he, she, it, name
Nominal

+ Subject + is/am/are+ complement She is sad

- Subject + is/am/are + not +Complement She is not sad

? is/am/are + subject +complement Is she sad?

To be Is/am /are used to subject:

Is : He, she it, name
Am : I
Are : you, we, they
Complement includes: Adjective, noun, adverb, pronoun
Question word

S QWs + V-1 (s/es)+object Who speak English in the class?

V QWv +do/does + S + do? What do they do at home?

9|English1,2,3
 O QWo + do/does + S + V-1? What do the speak in the class?

A QWA +do/does +S +V-1? Where do the speak English?

B. PRESENT PROGRESSIVE
Uses of the present progressive tense include:
1. Actions in progress at the moment of speaking; We use the present
progressive to describe actions or events which are in progress at the
moment of speaking e.g He's working at the moment, so he can't come to
the telephone. Actions in progress are seen as uncompleted' e.g He's still
talking to his girlfriend on the phone.
2. Temporary situations; The present progressive can be used to describe
actions and situations which may not have been happening long, or which
are thought of as being in progress for a limited period: e.g What's your
daughter doing these days? - She's studying English at Durham University.
Such situations may not be happening at the moment of speaking: e.g
Don't take that ladder away Your father's using it (i.e. but perhaps not at
the moment). Temporary events may be in progress at the moment of
speaking: e.g The river is flowing very fast after last night's rain . We also
use the present progressive to describe current trends: e.g People are
becoming less tolerant of smoking these days
3. Planned actions: future reference; We use the present progressive [and be
going to] refer to activities and events planned for the future. We generally
need an adverbial unless the meaning is clear from the context e.g We're
spending next winter in Australia This use of the present progressive is also

10 | E n g l i s h 1 , 2 , 3
 commonly associated with future arrival and departure and occurs with
verbs like arrive, come, go, leave, etc. to describe travel arrangements e.g
He's arriving tomorrow morning on the 13 27 train The adverbial and the
context prevent confusion with the present progressive to describe an
action which is in progress at the time of speaking e.g Look' The train's
leaving
4. Repeated actions; The adverbs always (in the sense of 'frequently'),
constantly, continually, forever, perpetually and repeatedly can be used
with progressive forms to describe continually-repeated actions e.g She's
always helping people. Some stative verbs can have progressive forms with
always e.g I'm always hearing strange stories about him. Sometimes there
can be implied complaint in this use of the progressive when it refers to
something that happens too often e.g Our burglar alarm is forever going
off for no reason
Table of Structure of Present Progressive
Types Structure Examples

Verbal
+ Subject+ is/am/are + V-ing +Object We are studying now

- Subject + is/am/are +not +Ving+Object We are not studying now

? Is/am/are+ S +Ving+Object? Are you studying now?

Nominal
+ Subject + is/am/are+ being+complement I am happy

- Subject + is/am/are + not +being+ Complement I am not happy

11 | E n g l i s h 1 , 2 , 3
 ? is/am/are + subject +being+complement Are you happy?

To be Is/am /are used to subject:

Is : He, she it, name
Am : I
Are : you, we, they
Complement includes: Adjective, noun, adverb, pronoun
Question word
s QWs + is+ Ving +object? Who are sitting in your room

V QWv +is/am/are + S + doing? What is she doing in your

room?
O QWo + is/am/are + S + Ving? What is she reading?

A QWA + is/am/are +S +Ving? Where is she eating ?

Note:
how to add '-ing' to a verb ? We can add -ing to most verbs without changing the
spelling of their base forms. e.g beat/beating, carry/carrying, catch/catching,
drink/drinking, enjoy/enjoying, hurry/hurrying. If a verb ends in -e, omit the -e and
add -ing. E.g come/coming, have/having, make/making, ride/riding, use/using This
rule does not apply to verbs ending in double e.g: agree/agreeing. A verb that is
spelt with a single vowel followed by a single consonant doubles its final consonant
e.g hit/hitting, let/letting put/putting, run/running, sit/sitting Compare: e.g.
beat/beating which is not spelt with a single vowel and which therefore does not
double its final consonant. With two-syllable verbs, the final consonant is normally
doubled when the last syllable is stressed e.g for'get/forgetting, pre'fer/prefernng,
up'set/upsetting Compare: 'benefit/benefiting, 'differ/differing and 'profit/profiting
which are stressed on their first syllables and do not double their final consonants.
Note 'label/labelling 'quarrel/quarrelling, 'signal/signalling and 'travel/travelling
(BrE) which are exceptions to this rule. Compare: labeling, quarreling, signaling,
traveling. -ic at the end of a verb changes to -ick when we add -ing:

12 | E n g l i s h 1 , 2 , 3
 panic/panicking picnic/picnicking traffic/trafficking lie/lying die/dying, tie/tying

C. SIMPLE PRESENT VS PRESENT PROGRESSIVE

The present tense in typical contexts includes:
1. The simple present and present progressive in commentary
often used in commentaries on events taking place at the moment,
particularly on radio and television. In such cases, the simple present is
used to describe rapid actions completed at the moment of speaking and
the progressive is used to describe longer-lasting actions.
e.g MacFee passes to Franklyn Franklyn makes a quick pass to Booth
Booth is away with the ball, but he's losing his advantage
2. The simple present and present progressive in narration
When we are telling a story or describing things that have happened to us,
we often use present tenses (even though the events are in the past) in
order to sound more interesting and dramatic. The progressive is used for
'background' and the simple tense for the main events:
e.g I'm driving along this country road and I'm completely lost Then I see
this old fellow He s leaning against a gate I stop the car and ask him the
way He thinks a bit then says, 'Well, if I were you, I wouldn't start from here
3. The simple present in demonstrations and instructions
This use of the simple present is an alternative to the imperative, It
illustrates step-by-step instructions:
e.g First (you) boil some water Then (you) warm the teapot Then (you) add
three teaspoons of tea Next, (you) pour on boiling water 9

13 | E n g l i s h 1 , 2 , 3
4. The simple present in synopses (e.g. reviews of books, films, etc.)
e.g Kate Fox's novel is an historical romance set in London in the 1880's
The action takes place over a period of 30 years 9
5. The simple present and present progressive in newspaper headlines and
e.g. photographic captions
e.g The simple present is generally used to refer to past events: FREAK
SNOW STOPS TRAFFIC DISARMAMENT TALKS BEGIN IN VIENNA The
abbreviated progressive refers to the future. The infinitive can also be used
for this purpose [> 9.48.1]: CABINET MINISTER RESIGNING SOON (or: TO
RESIGN SOON)

The Differences Structure Simple Present and Present Progressive

type Simple present Present progressive

Verbal
+ Subject + V-1(s/es)+Object Subject+ is/am/are + V-ing +Object

- Subject +do/does +not +V- Subject + is/am/are +not +Ving+Object

1+Object
? Do/Does+ S +V-1+Object? Is/am/are+ S +Ving+Object?

Nominal
+ Subject + is/am/are+ Subject + is/am/are+
complement being+complement

- Subject + is/am/are + not Subject + is/am/are + not +being+

+Complement Complement

? is/am/are + subject +complement is/am/are + subject

+being+complement

14 | E n g l i s h 1 , 2 , 3
D. TIME SIGNAL
Simple present Present progressive

Everyday Generally Now

Always Occasionally Right now

Often Usually At present

Seldom Once a week Nowadays

Never Every This morning

Sometimes at the moment

On and off just

Steadily arrive, come, go, leave

Exercise 1

1. Someone's………….. at the door Can you answer it? (Knock )

2. What are you ……? - I'm just tying up my shoe-laces (do)
3. He's …….. to his girlfriend on the phone (talk)
4. She's at her best when she's ……….. big decisions (make )
5. Andi’ family …………. in the beach right now (picnic)

15 | E n g l i s h 1 , 2 , 3
 CHAPTER II

A. SIMPLE PAST
Uses of the simple past tense
1. Completed actions
We normally use the simple past tense to talk about events, actions or
situations which occurred in the past and are now finished They may have
happened recently (e.g Sam phoned a moment ago), or in the distant past
(The Goths invaded Rome in A.D. 410). A time reference must be given (e.g
I had a word with Julian this morning) or must be understood from the
context (e.g I saw Fred in town (i e when I was there this morning)). When
we use the simple past, we are usually concerned with when an action
occurred, not with its duration (how long it lasted)
2. Past habit
Like used to, the simple past can be used to describe past habits e.g
smoked forty cigarettes a day till I gave up (e.g smoked forty cigarettes a
day till I gave up)

16 | E n g l i s h 1 , 2 , 3
3. The immediate past
We can sometimes use the simple past without a time reference to
describe something that happened a very short time ago (e.g Jimmy
punched me in the stomach)
4. Polite inquiries, etc.
The simple past does not always refer to past time It can also be used for
polite inquiries (particularly asking for favours), often with verbs like hope
think or wonder Compare:
e.g I wonder if you could give me a lift
I wondered if you could give me a lift (more tentative/polite)
For the use of 'the unreal past' in conditional sentences
5. Adverbials with the simple past tense
The association of the past tense with adverbials that tell us when
something happened is very important. Adverbials used with the past
tense must refer to past (not present) time.
Almost all verbs, like the verbs in sentences, form their past tense by
adding the suffix ed. These verbs are called regular verbs. Some verbs,
however, do not follow this pattern. These verbs are called irregular verbs.
Some examples of irregular verbs are: see (past tense saw), write (past tense
wrote), and hit (past tense hit).

17 | E n g l i s h 1 , 2 , 3
 Table of structure Past Tense
Types Structure Examples

Verbal

+ Subject + V-2+Object She studied yesterday

- Subject +did +not +V-1+ Object She did not study yesterday

? Did + S +V-1+Object? Did she study yesterday?

V-2 look at in regular and irregular verb

Nominal

+ Subject + was/were + complement She was sick yesterday

- Subject + was/were + not +Complement She was not sick yesterday

? was/were + subject +complement? Was she sick yesterday

Subject was/were used to subject:

was : I, He, she it, name
were : you, they, we
Complement includes: Adjective, noun, adverb, pronoun
Question word

S QWs + V2 + object Who got gift yesterday?

V QWv +did + S + do? What did she do yesterday?

O QWo + did + S + V-1? What did she get yesterday?

A QWA +did +S +V-1? When she bring gift?

18 | E n g l i s h 1 , 2 , 3
B. PAST PROGRESSIVE
Uses of the past progressive tense include:
1. Actions in progress in the past
The past progressive to describe past situations or actions that were in
progress at some time in the past (e.g / was living abroad in 1987, so I
missed the general election, Often we don't know whether the action was
completed or not (e.g Philippa was working on her essay last night),
Adverbials beginning with all (e.g It was raining all night) and In the same
way, still can emphasize duration (e.g Jim was talking to his girlfriend on
the phone when I came in and was still talking to her when I went out an
hour later)
2. Actions which began before something else happened
The past progressive and the simple past are often used together in a
sentence. The past progressive describes a situation or action in progress
in the past, and the simple past describes a shorter action or event. The
action or situation in progress is often introduced by conjunctions like
when and as just as, while (e.g Just as I was leaving the house the phone
rang) We can often use the simple past to describe the action in progress,
but the progressive puts more emphasis on the duration of the action, as
in the second of these (e,g While I fumbled for some money, my friend
paid the fares)
3. Parallel actions
We can emphasize the fact that two or more actions were in progress at
the same time by using e.g. while or at the time (that)

19 | E n g l i s h 1 , 2 , 3
4. Repeated actions
This use is similar to that of the present progressive e.g When he worked
here, Roger was always making mistakes
5. Polite inquiries
This use is even more polite and tentative than the simple past e.g I was
wondering if you could give me a lift
Table of structure past progressive

Types Structure Examples

Verbal

+ Subject+ was/were + V-ing +Object She was crying in my shoulder

- Subject + was/were +not She was not crying in my shoulder

+Ving+Object
? was/were + S +Ving+Object? Was she crying in my shoulder?

Nominal

+ Subject + was/were + being+complement She was happy

- Subject + was/were + not +being+ Complement She was not happy

? was/were + subject +being+complement Was she happy?

To be was/were used to subject:

was : I, He, she it, name
ware : you, we, they
Complement includes: Adjective, noun, adverb, pronoun
Question word
S QWs +was+ Ving +object? Who was reading this book?

20 | E n g l i s h 1 , 2 , 3
 V QWv + was/were + S + doing? What was she doing

O QWo + was/were + S + Ving? What was she reading in my

room?
A QWA + was/were +S +Ving? Where is she reading book?

C. SIMPLE PAST VS PAST PROGRESSIVE

Typ Simple past Past progressive Versus

e
Verbal The simple past combines
with other past tenses,
+ Subject + V-2+Object Subject+ was/were + V- such as the past
ing +Object progressive and the past
perfect, when we are
- Subject +did +not +V-1+ Subject + was/were
talking or writing about
Object +not +Ving+Object the past. Note that the
? Did + S +V-1+Object? was/were + S past progressive is used
for scene-setting. Past
+Ving+Object? tenses of various kinds
Nominal are common in story-
telling, biography,
+ Subject + was/were + Subject + was/were +
autobiography, reports,
complement being+complement eye-witness accounts, etc.
- Subject + was/were + not Subject + was/were + not e.g On March 14th at 10
+being+ Complement 15 a.in I was waiting for a
+Complement bus at the bus stop on the
? was/were + subject was/were + subject corner of Dover Road and
West Street when a black
+complement? +being+complement
Mercedes parked at the
stop Before the driver
(had) managed to get out
of his car, a number 14
bus appeared.

21 | E n g l i s h 1 , 2 , 3
D. TIME SIGNAL , USED TO
Simple Past Past progressive

Yesterday At…….o’clock
Last night At…….last
This morning When
Two days ago while
many years ago as just as
Last………… all night
Every day last year all yesterday
……….ago all the afternoon
The other day
When
often
as recently as

USED TO
'Used to' to describe past states
Used to (not would) combines with be, have (possession) and other
stative verbs to describe past states (e.g / used to be a waiter, but now I'm a
taxi-driver), If we use past tenses instead of used to, we need a time reference
(e.g / was a waiter years ago, but now I'm a taxi-driver). We can refer to past
habit in the following ways (e.g When I worked on a farm I always used to get
up at 5 a m). “Would” can be used in place of used to, but, like the simple past,
it always requires a time reference.

22 | E n g l i s h 1 , 2 , 3
Exercise 2
1. I ……. The home work. (do)
2. He usually …….. the scientific book. (analyze)
3. Finishing my work, I …….to the beach and found a nice place to swim
(walk)
4. I am sorry Jane, yesterday I could not help you, because I was …….my
car (wash)
5. The fire was ….my house when my mother was cooking last night
(burn)

23 | E n g l i s h 1 , 2 , 3
 CHAPTER III

Simple future is with will followed by the main verb. The future tense
can also be expressed with the modal helping verb shall : followed by the base
of the main verb e.g. John shall study tomorrow. Shall has restricted use gein
American English: generally , it’s used only informal speech styles.
Consequently, we’ll ignore shall in our discussion here. Simple future is use to
future time and to make conditional sentences type 1, will explain below:

A. WILL VS GOING TO
Will
Will is used with all persons, but shall can be used as an alternative
with / and we in pure future reference. Will contracts to '// in writing and in
fluent, rapid speech after vowels (///, we'll, you'll, etc.). Will not contracts to //
not or “won t”, shall not contracts to “shan’t” : I/We won't or shan't go (I/We
will not or shall not go). When we use will/shall for simple prediction, they
combine with verbs to form tenses in the ordinary way e.g
Simple future : I will see
Future progressive : I will be seeing
Future perfect : I will have seen
Future perfect progressive : I will have been seeing

24 | E n g l i s h 1 , 2 , 3
 Uses of the 'will/shall' future; Will/shall' for prediction briefly
compared with other uses. Will and shall can be used to predict events, think
will happen, or to invite prediction (It will rain tomorrow Will house prices rise
again next year). 'Will' in formal style for scheduled events. Will is used in
preference to be going to (e.g The wedding will take place at St Andrew's on
June 27th). Other ways of expressing the future; We can express the future in
other ways, apart from will/shall (e.g be going to: I'm going to see him
tomorrow).
Table using “will”
Typ Simple future future progressive
e
Verbal
+ S + will/shall + V-1 + O S+will/shall+be+ V-ing +O

- S+will/shall +not +V-1+ O S+will/shall+not+be+ V-ing +O

? will/shall + S +V-1+O? will/shall + S + be +Ving+Object?

Nominal
+ S + will/shall + be+ C S + will/shall + be+being+ C

- S + will/shall + not+ be+ C S + will/shall + not+ be+ being + C

? Will/shall+ S + be + C? Will/shall + S +be +being +

complement
Time signal
Tomorrow At ….tommorow morning
Next week At the same time next week
Next time
Letter

25 | E n g l i s h 1 , 2 , 3
 To be will/shall used subject:
Will : he, she, it, name,
Shall : I/we

GOING TO

Form of the 'going to'-future; The “going to”-future is formed with

am/is/are going to + the base form of the verb. The pronunciation of 'going to'.
There can be a difference in pronunciation between be going to (which has no
connexion with the ordinary verb go) and the progressive form of the verb go.
e.g I'm going to have a wonderful time' going to is often pronounced in
everyday speech. [gənə]
Uses of the 'going to'-future
1. The 'going to'-future for prediction
This use ongoing to includes the present, whereas It will ram is purely
about the future. Alternatively, the speaker may have prior knowledge of
something which will happen in the near future (e.g They're going to be
married soon (Her brother told me.) A future time reference may be
added with such predictions (e.g It's going to rain tonight They're going to
be married next May) We usually prefer will to the going to-future in
formal writing and when there is a need for constant reference to the
future as in, for example, weather forecasts.
2. The 'going to'-future for intentions, plans, etc.
When there is any suggestion of intentions and plans, we tend to use the
going to-future rather than will in informal style. Intention can be

26 | E n g l i s h 1 , 2 , 3
 emphasized with adverbs like now and just which are generally associated
with present time (e.g I'm now going to show you how to make spaghetti
sauce). The use of be going to refer to the remote future is less common
and generally requires a time reference. If we want to be precise about
intentions and plans, we use verbs like intend to plan to propose to, rather
than going to (e.g They're going to build a new motorway to the west)
3. The 'going to'-future in place of the present progressive
The going to-future may be used where we would equally expect to have
the present progressive with a future reference (e.g I'm going to have
dinner with Janet tomorrow evening). we cannot use the present
progressive to make predictions. Though be going to can combine with go
and come, the present progressive is preferred with these verbs for
reasons of style. We tend to avoid going next to go or come (e.g. going to
go/going to come). I'm going/coming home early this evening 9
4. The 'going to'-future after "if The 'going to'-future after "if
We do not normally use will after if to make predictions, but we can use be
going to to express an intention (e.g If you're going to join us, we'll wait for
you) Be going to can often be used in the main clause as well (e.g If you
invite Jack, there's going to be trouble)

27 | E n g l i s h 1 , 2 , 3
B. PRESENT PROGRESSIVE AND SIMPLE PRESENT TO
EXPRESS FUTURE TIME
The present with a future reference is possible after hope (e.g I hope
she gets the job she's applied for). Time adverbials with the 'will/shall1 future
tense, some adverbials like tomorrow are used exclusively with future
reference; others like at 4 o'clock, before Friday, etc. are used with other
tenses as well as the future (e.g I'// meet you at 4 o'clock) Now and just can
also have a future reference (e.g This shop will now be open on June 23rd (a
change of date) I'm nearly ready I'll just put my coat on) For in + period of time
and by, not until
The use of 'am/is/are to' , “Be” to is used to refer to the future when
the actions are subject to human control. Thus statements such as I'm going to
faint or It's going to rain cannot be expressed with “be to”, which has
restricted uses: Formal arrangements/public duties (e.g OPEC representatives
are to meet in Geneva next Tuesday) Formal appointments/instructions (e.g
You're to deliver these flowers before 10) Prohibitions/public notices (e.g
You're not to tell him anything about our plans)

C. INTEND, PLAN, HOPE, BE ABOUT TO

These ways of expressing the future are concerned less with simple
prediction and more with intentions, plans, arrangements.
1. Intend and Plan
Intention and plans tend to use the going to-future rather than will in
informal style (e.g I'm going to practise the piano for two hours this

28 | E n g l i s h 1 , 2 , 3
 evening). Generally prefer will to going to when we decide to do
something at the moment of speaking (e.g We're really lost I'll stop and ask
someone the way)
2. Hope: Will/shall' to express hopes, expectations
The future is often used after verbs and verb phrases like assume, be
afraid, be sure, believe, doubt, expect, hope, suppose, think
e.g I hope she'll get the job she's applied for
Lack of certainty, etc. can be conveyed by using will with adverbs like
perhaps, possibly, probably, surely
e.g Ask him again Perhaps he'll change his mind
3. Be about to
These constructions are used to refer to the immediate future (e.g Look1
The race is about to start). On the point of conveys even greater
immediacy (e.g Look' They're on the point of starting'). The use of just with
about to and be on the point of increases the sense of immediacy, as it
does with the present progressive (e.g They're just starting' 9)

29 | E n g l i s h 1 , 2 , 3
D. EXERCISES 3
Fill the blank with shall, will and going to
1. I don't know if I ……….. see you next week
2. I……… buy you a bicycle for your birthday
3. ………. I get your coat for you?
4. ………. you hold the door open for me please?
5. Just wait – you…….. regret this'
6. The reception …….. be at the Anchor Hotel
7. I'm just ………. change I'll be back in five minutes
8. She says she's …………. be a jockey when she grows up
9. Tom'……….. be here soon
10. You and I ……… work in the same office

30 | E n g l i s h 1 , 2 , 3
 CHAPTER IV

A. PRESENT PERFECT VS SIMPLE PAST

The present perfect always suggests a relationship between present
time and past time e.g I've had lunch (probably) implies that I did so very
recently I had lunch an hour ago. In the present perfect tense, the time
reference is sometimes undefined; often we are interested in present results,
or in the way something that happened in the past affects the present
situation. The present perfect can therefore be seen as a present tense which
looks backwards into the past. Compare the simple past tense, where the time
reference is defined because we are interested in past time or past results.
Table of structure present perfect versus simple past
typ Present Perfect Simple past Differences
e
Verbal  I haven't seen
+ S + have/has + V-3 + O Subject + V-2+Object him this
- S+ have/has +not +V-1+ Subject +did +not +V-1+ morning (i.e. up
O Object to the present
? have/has + S +V-1+O? Did + S +V-1+Object? time: it is still
Nominal morning)
+ S + have/has + been+ C Subject + was/were +  I didn't see him

31 | E n g l i s h 1 , 2 , 3
 complement this morning (i
- S + have/has + not+ been Subject + was/were + not e. the morning
+C +Complement has now
? have/has + S + been + C? was/were + subject passed)
+complement?  Have you ever
Time signal flown in
Already Yesterday Concorde? (i e
…..just Last night up to the
…..yet This morning present time)
For Two days ago…..  When did you
since fly in Concorde?
(i.e. when,
precisely, in the
past)
To be Have/has used subject:
has : he, she, it, name,
have : I, you they, we

B. THE PRESENT PERFECT AND THE SIMPLE PAST WITH

SINCE AND FOR
Using since and for with the present perfect to refer to periods of time
up to the present. Since (+ point of time) can be:
 a conjunction: Tom hasn't been home since he was a boy
 an adverb: I saw Fiona in May and I haven't seen her since
 a preposition: I've lived here since 1980
Since , as a conjunction, can be followed by the simple past or present perfect:
 I retired in 1980 and came to live here I've lived here since I retired (i
e. the point when I retired: 1980)

32 | E n g l i s h 1 , 2 , 3
  I have lived here for several years now and I've made many new
friends since I have lived here (i.e. up to now)
For + period of time often occurs with the present perfect but can be used with
any tense. Compare:
 I've lived here for five years (and I still live here)
 I lived here for five years (I don't live here now)
 I am here for six weeks (that's how long I'm going to stay)

C. PRESENT PREFECT PROGRESSIVE VS PRESENT PREFECT

Uses of the simple present perfect tense. The present perfect is used in
two ways in English:
1. To describe actions beginning in the past and continuing up to the present
moment (and possibly into the future).
2. To refer to actions occurring or not occurring at an unspecified time in the
past with some kind of connection to the present
Actions, continuing into the present; The present perfect + adverbials
that suggest 'up to the present'. We do not use the present perfect with
adverbs relating to past time (ago, yesterday, etc.). Adverbial phrases like the
following are used with the present perfect because they clearly connect the
past with the present moment: before (now), It's the first time so far, so far
this morning, up till now, up to the present Adverbs like ever (in questions),
and not ever or never (in statements) are commonly (but not exclusively)
used with the present perfect:

33 | E n g l i s h 1 , 2 , 3
 Table of Present Prefect Progressive versus Present Prefect

typ Present Perfect Present perfect Express future

e progressive
Verbal I've planted
+ S + have/has + V-3 + O Subject + have/has+ fourteen rose-
been+ V-ing + Object bushes so far this
- S+ have/has +not +V-1+ Subject + have/has +not morning She's
O been +Ving+ Object never eaten a
? have/has + S +V-1+O? Have/has + S +been +V-ing mango before
+ Object? Have you ever
Nominal eaten a mango?
+ S + have/has + been+ C Subject + Have/has It's the most
+been + (being) + interesting book
complement I've ever read
- S + have/has + not+ been Subject + have/has + not [compare > 6.28.1]
+C +been+ (being) Olga hasn't
+Complement appeared on TV
? have/has + S + been + C? Have/has + subject before now
+been+being+
+complement?
Examples
Verbal Verbal
+ I have told you 3 times She has been doing task
- I have not told you 3 She hasn’t been doing
times task
? Have you tell me 3 Has she been doing task
times? ?
Nominal Nominal
+ She has been in the Ita has been happy
school until now

34 | E n g l i s h 1 , 2 , 3
 - She has not been in the Ita has not been happy
school until now
? Has she been in the Has ita been happy?
school until now?
Time signal
Already - For an hour until now  before (now),
…..just - Since 7 O’clock until  It's the first time
…..yet now so far
For - For…………….until now  so far this
since - Since……..until now morning,
 up till now,
 up to the present

To be Have/has used subject:

has : he, she, it, name,
have : I/we
The simple present perfect tense in typical contexts; The present
perfect is never used in past narrative. Apart from its common use in
conversation, it is most often used in broadcast news, newspapers, letters
and any kind of language-use which has connexion with the present.
Implied in newspaper headlines, letters, postcards, etc.

D. PAST PERFECT
Uses of the past perfect tense;
1. The past perfect referring to an earlier past
Combine these two sentences in different ways to show their
relationship in the past e.g

35 | E n g l i s h 1 , 2 , 3
  The patient died when the doctor arrived (i.e. the patient died at
the time or just after the doctor arrived)
 The patient had died when the doctor arrived (i.e. the patient was
already dead when the doctor arrived)
The event that happened first need not be mentioned first: “The
doctor arrived quickly, but the patient had already died”
2. The past perfect as the past equivalent of the present perfect
The past perfect sometimes functions simply as the past form of the
present perfect (e.g Juliet was excited because she had never been to
a dance before) This is particularly the case in indirect speech. Used
in this way, the past perfect can emphasize completion (e.g / began
collecting stamps in February and by November I had collected more
than 2000). Yet can be used with the past perfect, but we often prefer
expressions like until then or by that time.
3. The past perfect for unfulfilled hopes and wishes
We can use the past perfect (or the past simple or progressive) with
verbs like expect hope, mean, suppose, think want, to describe things
we hoped or wished to do but didn't (e.g I had hoped to send him a
telegram to congratulate him on his marriage, but I didn't manage it)
Obligatory and non-obligatory uses of the past perfect

36 | E n g l i s h 1 , 2 , 3
 Table of Past Perfect
Types Structure Examples

Verbal
+ Subject +had+ V-3+Object They had gone to London
yesterday morning
- Subject +had +not +V-3+ Object They had not gone to London
yesterday morning
? Had + S +V-3+Object? Had they gone to London
yesterday morning
V-2 look at in regular and irregular verb

Nominal
+ Subject + had +been + complement I had been too hungry to wait you
yesterday
- Subject + had + not +been+ Complement I had not been too hungry to wait
you yesterday
? had + subject +been + complement? Had you been too hungry to wait
me yesterday
Question word
S QWs + had + V3 + object? Who had got gift?

V QWv +had + S + done? What had she done?

O QWo + had + S + V-3? What had she got?

A QWA +had +S +V-3? When had she got?

Time signal when and after,

When as soon as,
After by the time that
Before

37 | E n g l i s h 1 , 2 , 3
Exercise 4
1. I …..told you 3 time
2. The storm ………gone
3. I ……..not ever gone to Jakarta
4. In 1703 Indonesia ……not been a country
5. …….she been in the school now?
6. ……..you ready take a bath
7. We ……..announced before we seized that house
8. We…….been a good team
9. I ……..not got married when you were 9 year old
10. …………...you transferred the money yesterday morning

THE CONCLUSION OF TENSES

38 | E n g l i s h 1 , 2 , 3
 Irregular Verbs
arise, arose, arisen eat, ate, eaten
awake,awaked/awoke,awaked/aw fall, fell, fallen
oke/awoken feed, fed, fed
babysit, babysat, babysat feel, felt, felt
bear, bore, borne/born fight, fought, fought
beat, beat, beat/beaten find, found, found
become, became, become fit, fit/fitted, fit/fitted
begin, began, begun flee, fled, fled
bend, bent, bent fly, flew, flown
bet, bet, bet forbid, forbad/forbade, forbidden
bid, bid, bid foresee, foresaw, foreseen
bind, bound, bound forget, forgot, forgot/forgotten
bite, bit, bitten forgive, forgave, forgiven
bleed, bled, bled freeze, froze, frozen
blow, blew, blown get, got, got/gotten
break, broke, broken give, gave, given
breed, bred, bred go, went, gone
bring, brought, brought grind, ground, ground
build, built, built grow, grew, grown
burn, burned/burnt, burned/burnt hang, hung, hung
burst, burst, burst hang, hanged, hanged
buy, bought, bought have, had, had
catch, caught, caught hear, heard, heard
cut, cut, cut hide, hid, hidden
deal, dealt, dealt hit, hit, hit
dig, dug, dug hold, held, held
dive, dived/dove, dived housebreak, housebroke,
do, did, done housebroken
draw, drew, drawn hurt, hurt, hurt
dream, dreamed/dreamt, input, input/inputted,
dreamed/dreamt input/inputted
drink, drank, drunk keep, kept, kept
drive, drove, driven kneel, knelt/kneeled, knelt/kneeled
dwell, dwelled/dwelt, know, knew, known
dwelled/dwelt lay, laid, laid

39 | E n g l i s h 1 , 2 , 3
lead, led, led retake, retook, retaken
leap, leaped/leapt, leaped/leapt rewind, rewound, rewound
leave, left, left rewrite, rewrote, rewritten
lend, lent, lent ride, rode, ridden
let, let, let rid, rid, rid
lie, lay, lain ring, rang, rung
lie, lied, lied rise, rose, risen
light, lighted/lit, lighted/lit run, ran, run
lose, lost, lost saw, sawed, sawed/sawn
make, made, made say, said, said
mean, meant, meant see, saw, seen
meet, met, met seek, sought, sought
mislay, mislaid, mislaid sell, sold, sold
mistake, mistook, mistaken send, sent, sent
misunderstand, misunderstood, set, set, set
misunderstood sew, sewed, sewed/sewn
mow, mowed, mowed/mown shake, shook, shaken
outgrow, outgrew, outgrown shave, shaved, shaved/shaven
overcome, overcame, overcome shear, sheared, sheared/shorn
overeat, overate, overeaten shed, shed, shed
oversee, oversaw, overseen shine, shined/shone, shined/shone
oversleep, overslept, overslept shoot, shot, shot
overthrow, overthrew, overthrown show, showed, showed/shown
panic, panicked, panicked shrink, shrank/shrunk,
pay, paid, paid shrunk/shrunken
picnic, picnicked, picnicked shut, shut, shut
plead, pleaded/pled, pleaded/pled sing, sang, sung
prepay, prepaid, prepaid sink, sank/sunk, sunk
proofread, proofread, proofread sit, sat, sat
prove, proved, proved/proven slay, slew, slain
put, put, put sleep, slept, slept
quit, quit, quit slide, slid, slid
read, read, read sling, slung, slung
rebuild, rebuilt, rebuilt slit, slit, slit
redo, redid, redone sneak, sneaked/snuck,
repay, repaid, repaid sneaked/snuck

40 | E n g l i s h 1 , 2 , 3
sow, sowed, sowed/sown understand, understood,
speak, spoke, spoken understood
speed, sped, sped undo, undid, undone
spell, spelled/spelt, spelled/spelt unwind, unwound, unwound
spend, spent, spent upset, upset, upset
spill, spilled/spilt, spilled/spilt wake, waked/woke, waked/woken
spin, spun, spun wear, wore, worn
spit, spit/spat, spit/spat weave, wove, woven
split, split, split weave, wove/weaved, woven
spread, spread, spread wed, wedded/wed, wedded/wed
spring, sprang/sprung, sprung weep, wept, wept
stand, stood, stood wet, wetted/wet, wetted/wet
steal, stole, stolen win, won, won
stick, stuck, stuck wind, wound, wound
sting, stung, stung wind, winded, winded
stink, stank/stunk, stunk withhold, withheld, withheld
strike, struck, struck withstand, withstood, withstood
string, strung, strung write, wrote, written
swear, swore, sworn
sweat, sweat/sweated,
sweat/sweated
sweep, swept, swept
swell, swelled, swelled/swollen
swim, swam, swum
swing, swung, swung
take, took, taken
teach, taught, taught
tear, tore, torn
tear, teared, teared
tell, told, told
think, thought, thought
thrive, thrived/throve,
thrived/thriven
throw, threw, thrown
thrust, thrust, thrust
undergo, underwent, undergone

41 | E n g l i s h 1 , 2 , 3
 CHAPTER V

Tenses information is always indicated by the first verb in the sentence,

excluding modals.

Modals always come first in sentences with more than one verb.) That is
because in general, modals do not carry clear tense information. Look at the
following examples:

I might do it tomorrow
I might have done it yesterday

Table of Structure of Modal

Types Verbal Nominal

+ Subject + Modal + V-1 + Object Subject + Modal + be +

Complement

- Subject + Modal + Not + V-1 + Subject + modal+ not +be

42 | E n g l i s h 1 , 2 , 3
 Object +complement

? Modal+ Subject + V-1 + Object Modal + Subject + Be +

complement

Kind of modal expresses to:

A. Ability possible permission ( can, could, may, might)

e.g
1. Ability
I can cook very well
I could not sing the song beautifully
2. Possible
I can call you if I have finished my work
I could not listen to what he said

Tia does come to the class, she may get up late

Shinta might not be angry
3. Permission
You can watch TV after doing your homework
You can borrow my novel tomorrow morning

You might meet your moom

May I ask you a question?
B. Permission and request (may, could, will, would, can)
1. Permission
I will help you
I will lend you the book

I would sleep last night, but it was too noisy

43 | E n g l i s h 1 , 2 , 3
 2. Request
Can I use your phone?
Could you please tell me where the nearest bank is?

Will you invite Clara to your birthday party?

Would you please show your ID card?

Would you please tell when the train leaves?

C. Advice (should, ought to, had batter)

You look so tired, you should take a rest
She should tell me where she will go
Should I give you the money?

You ought to study tonight

He ought not to be here.
We ought to do this homework

You had better study hard to pass the examination

You had better watch this film

D. Necessity (have to, have got to, must)

You must pay all of these.
You must not be late
You must come and taste it tomorrow

They sometimes have to work on Sunday

Do you have to speak English at work

I have to got to go now

He have got to visit his mom in hospital

44 | E n g l i s h 1 , 2 , 3
E. Logical conclusion (must, imperative sentences)
Since you do not practice seriously, you must not win the dance competition.
After studying all the day, you must be so tired

Imperative sentence (Concept of “understood you” as the subject of an

imperative verb with being the listener. The addition of please and a pleasant
tone of voice can make an imperative sentence quite polite as in “please open
the door”, but in wrong tone of voice can seem unfriendly or haughty. When
making polite request, however student can be assured they are using a high
level a politeness if they use would or could. E.g could you please open the
door?

F. Suggestion (Let’s, Why don’t)

Let’s rent a video
Let’s go to the beach instead
Let’s go to restaurant for diner

Why don’t you have a strong cup of tea?

Why don’t you put on a sweater?
Why don’t we go to beach?
Why don’t you take some aspirin?

G. Preferences (would rather, prefer, like better)

Subject + would rather + V1/infinitive/noun + noun /infinitive

What would you rather do (read a book) than watch TV?

She would rather stay home then go shopping

Subject + would prefer to + infinitive/noun +rather than+ infinitive/noun

45 | E n g l i s h 1 , 2 , 3
The would prefer to sing rather than dance
You did prefer to play ball rather than take a sleep

Subject + like +noun/gerunds +better than + noun/ gerunds

She like sing a song better than paling a guitar

They like coffee better than tea

Subject + had better +/not + infinitive

You had better study hard

You had better not work on Sunday

Exercise 5

1. She …….. sing pop song

2. He said that, he …..do the exam
3. You ……forget the embarrassing accident tomorrow
4. He said that he ……be late
5. ….you open the door
6. You……. Bring the umbrella before rain
7. You …….to come my party
8. You ……..study hard to pass the examination
9. They sometimes work on Sunday
10. I ……. To go now
11. My mother …….lemon to orange
12. We ……play card than play ball
13. They ……to sing rather than dance
14. She ………singing a song better than playing a guitar
15. You ………not work on Sunday

46 | E n g l i s h 1 , 2 , 3
UNDERSTANDING THE STRUCTURE

47 | E n g l i s h 1 , 2 , 3
48 | E n g l i s h 1 , 2 , 3
49 | E n g l i s h 1 , 2 , 3
50 | E n g l i s h 1 , 2 , 3
51 | E n g l i s h 1 , 2 , 3
52 | E n g l i s h 1 , 2 , 3
 CHAPTER I

J ust as you know a lot about word categories without necessarily realizing
that you do,you know a lot about combining words into phrases and
phrases into sentences, we all sense that the little boyforms a unit and
that laughed forms another unit. Units like these are called phrases.
phase is a group of related words forming a grammatical unit that does not
have both a subject and a main verb. Or A phrase is a group of words which
can be part of a sentence A phrase may take the form of.
A phrase is a group of two or more words that does not have the subject and
verb combination and does not form a predicate. It can contain a noun or a
verb, but does not have a subject or predicate. Essentially, a phrase provides
some sort of additional information or provides more context to the
sentences you write. A phrase can never stand alone as a sentence; however,
a phrase can nestle itself inside clauses that are either complete sentences on
their own or ones that are dependent on the rest of the sentence.
e.g change (word) A phrase may also contain a single word if that word is
defined as the principal component of the phrase: a change, a chemical
change, a popular chemical change, a popular chemical change of burning.
Kind of phase

53 | E n g l i s h 1 , 2 , 3
1. Noun phase
Noun phase: a phrase whose principal component is a noun, or its
replacement, a pronoun. It fulfills various grammatical functions with in a
sentence, such as subject, direct object, and indirect object.
A noun phrase can consist of a noun alone; the noun phrase will always
consist of a noun alone. Some sentences may have more than one noun
phrase (e.g, audiences, John). A noun phrase can consist of a determiner,
one or more adjectives, and a noun. The determiner and adjective(s) are
optional. Don’t forget that a noun phrase doesn’t have to have a
determiner. Here are some examples plus in which the noun phrases
(underlined) consist only of adjective (s) and a noun (e.g.Cold drinks are
delicious). A noun phrase can consist of just a pronoun, for example he or
them. Notice that you can have a determiner before a noun, (e.g the
monkey) but you’d never put one before a pronoun: *the he, for example,
is ungrammatical. We also do not usually put an adjective before a
pronoun (*pretty she, e.g is ungrammatical).
A noun phrase can have other words in addition to just a noun. Let’s see
what those other words can be:
Younger audiences : adjective + noun
The girl : determiner + noun
The little girl : determiner + adjective + noun
The cute little girl : determiner + adjectives + noun

54 | E n g l i s h 1 , 2 , 3
 Exercises 6
Under line the noun phrases in each of the sentences below. In this
exercise, the noun phrase will always consist of a determiner (any kind) +
noun. Some sentences may have more than one noun phrase. Sample:
My hat blew off in the wind.
a. His door man hailed taxi.
b. As the doctor toured the ward, a group of her interns went along.
c. Your daughter looks great in this picture.
d. Some people keep their jewelry in a safe deposit box.
e. Jack’s friend is an artist

Exercises 7
For each of the underlined noun phrases below, decideifitis: determiner +
noun or determiner+ adjective + noun.
Sample: He was not in are a son able mood. Determiner + adjective +
noun
a. The pleasure in his voice was real. _________________________
b. That annoying customer still got a good deal. __________________
c. Count your blessings! ___________________________
d. Jonathan’s jacket is brand new. ________________________
e. He plays with his new gadget everyday. ______________________

2. Preposition phase or Adverb phase

A prepositional phrase consists of a preposition plus a noun phrase, for
example in the closet. Here again are the common prepositions

55 | E n g l i s h 1 , 2 , 3
Exercises 8

56 | E n g l i s h 1 , 2 , 3
 Under line the prepositional phrases in the sentences below. A
sentence may contain more than one prepositional phrase. Look for
the preposition that begin search prepositional phrase.
Example: She could see the light of the fire in the darkness beyond her
tent.
a. Andy ran into the field across the road.
b. That first winter had been spent in New Hampshire.
c. She told the story of the night she first arrived at the house.
d. The lady in the red dress bought a bottle of perfume with her credit
card.
e. I met my long lost friend at the airport.

3. Verb phase
Verb phase is a phrase whose principal component is a main verb. Every
verb phrase contains a verb (e.g laughs, left), also a verb phrase can consist
of a verb plus a noun phrase, for example chased the ball (chased the
ball).)Butcan youseehowtheverb phrase can consist of a linking verb plus
an adjective (e.g is tall), A verb phrase can consist of a verb plus a
prepositional phrase (e.gdrove to the mall).

57 | E n g l i s h 1 , 2 , 3
Exercises 9
Here are the same sentences as in Test your self exercices 4 This time,
indicate if the verb phrase you’ve identified is: verb (alone), verb +
noun phrase, verb + adjective, verb + prepositional phrase, or verb +
noun phrase + prepositional phrase.
Sample: He prepared his speech. Verb+nounphrase
a. Your sister is a talented pianist _____________________________
b. Their doctor operates at that hospital
________________________

58 | E n g l i s h 1 , 2 , 3
 c. Robert threw himself into the battle. ________________________
d. The offer sounded unrealistic. ______________________________
e. Hismotherwenttothedrugstore. __________________________

4. Auxiliary Phrases
Auxiliary Phrases is a phrase whose principal component is a helping
(auxiliary) verb.
The basic helping verbs of English are:
a. can may shall will must could might should would
b. have has had
c. am are is was were be been being
What are some sentences with helping (auxiliary) verbs? Here are a few
examples, with the helping verb underlined:
a. She should study.
b. She has studied.
c. She is studying.
Does every sentence of English have a helping verb? Here are examples of
sentences that do not have a helping verb. Each only has a main verb,
which is underlined.
d. She studies everyday.
e. She studied everyday.
f. He leaves at 9 in the morning.
g. He left at 9 in the morning.

59 | E n g l i s h 1 , 2 , 3
a. Modal
One kind of helping verb is called a modal. The basic modals of English
are:

Some expressions are similar to modals but consist of more than one
word. They are called phrasal modals or periphrastic modals. Here are
some examples, underlined in the following sentences:
I am able to go.
I ought to go.
I am going to go.
I would like to go.
I have to go.
I need to go.
Notice that many of the phrasal modals have the same meaning as
one of the one word modals; for example:, am able to can, ought to
should, am going to will. Example: (I am able to go I can go). (I ought
to go I should go). (I am going to go I will go). Note also that phrasal
verbs end in to, which is followed by the base form of the verb.

60 | E n g l i s h 1 , 2 , 3
b. Perfect have
One kind of helping verb is the verb have. It has three forms: have, has,
and had. Have can be used as a helping verb or as a main verb. When
have is used as the main verb, it refers to the idea of possession. When
have is used as the helping verb, it is always followed by another verb.
Examples:
I have a comfortable bed.
She has a beautiful home.
That family had a lot of problems
c. Progressive be
One kind of helping verb is be. It has the following forms: am, is, are,
was, were, be, been, and being. Be and its forms can be used as a
helping verb or as a main verb. When be is used as the helping verb, it
is always followed by another verb.
Examples:
I am happy
She was an actress.
Those Broad way shows are great.
d. Combining auxiliary verbs
A sentence can have zero, one, or more than one helping verb. If there
is more than one, they will always be in the following relative order:
modal +have +be. Examples
She should have studied. (modal+have)
She may be studying. (modal+be)

61 | E n g l i s h 1 , 2 , 3
 She has been studying. (have+be)
She should have been studying.
Mary might have been looking at him.
e. The suffixes of auxiliary verbs
When the helping verb is progressive be, the next verb always has ing
added to its base form. Example: is sleeping. The ing verb form is called
the present participle. When have is the helping verb, the next verb
typically has ed or en added to its base form. Examples: has eaten,
have watched. The verb form following the helping verb have is called
the past participle.

When the helping verb is a modal, the next verb is always in its base
form. Example: can study. A noun that consists of a verb and the suffix
ing is called a gerund. Example: Entertain ing is fun.

62 | E n g l i s h 1 , 2 , 3
 Exercise 10
Decide whether or not each sentence has a helping verb. Look for the
main verb, which is underlined, and see if there’s a helping verb.
Helpingverb:NO Helpingverb:YES
Example :He talked about himself. ...................
1. They were arguing loudly. ................... ...................
2. The frog had jumped five feet. ................... ...................
3. You invited everyone. ................... ...................
4. I must buy some milk. ................... ...................
5. Harry lives in Europe. ................... ...................

5. Adjective phrase
Adjective phase is a phase that consist of an adjective and a modifier,
determiner and or intensifier. e.g angry with you, very beautiful
An adjective phase can interpret as one type phrase or phrase formed or
composed of an adjective. E.g The book with black cover is Julian’s book (
The book bound in black belonged to Julian)

63 | E n g l i s h 1 , 2 , 3
 CHAPTER VIII

C
lause is a structure that has a subject and adverb. There are two kind
of clause. It is independent and independent clause. An independent
clause is a main clause; it can stand alone as a sentence. A dependent
clause cannot stand alone as a sentence or subordinate clause. Clause is a
group of words consisting of a subject + finite verb (+ complementor object if
necessary). Characters of clause divide into three includes:

1. ADJECTIVE CLAUSES
An adjective clause is a dependent clause used an adjective: it modifies a
noun or a pronoun. These clauses are introduced by two different kinds of
word which always occur just after the noun that the clause modifies. An
adjective a little difference mean to a noun, it describes or gives
information about a noun. An adjective usually comes in front of noun.
Adjective clauses are usually introduction by the relative pronouns who,
whom, whose, which, that, when, where and why. These pronouns
function in noun position in the clauses they introduce.
Krakatao, which is a volcano on an Indonesian island, exploded
People, who lives 3,520 kilometers away heard the noise

64 | E n g l i s h 1 , 2 , 3
 The thousands whom the tidal wave killed lived on the island of java
People still speak of the day when explosion occurred
The ocean covered the place where the volcano had been
Only scientists can explain the reason why this disaster heppened
Notice that in the first of the preceding two sentences, the relative
pronouns (relatives because they relate to the noun they modify) function
as the subjects of the clauses the introduce. In the other sentence, the
relative pronoun is he direct object f the clause it introduces.
Punctuation adjective clauses
Notice that one of the adjective clauses gives in the illustration is set off by
comment, while the other are not. If a clauses is necessary to the meaning
of the sentence, it is said to be relative (essential) and requires to the
punctuation.
e.g the man who wrote about the explosion was an eyewitness
Omitting the subordinating word
Notice that the subordinator is often omitted from restrictive adjective
clauses.
The blast you read about occurred in 1883
This is the place we saw the accident
In the first of the preceding two sentences that or which has been omitted
after the world blest
Adjective clause divided into three:
1. Adjective clause as subject

65 | E n g l i s h 1 , 2 , 3
 Wherever to people as subject, which to thing or animals as subject
and that refers to people, animal or thing as subject
Example:
First sentence : The man is my close friend
Second Sentence: He helped she yesterday
The men who helped she is my close friend
The man that helped she is my close friend
2. Adjective clause as Object
Whom refers to people as object, which refers to things or animal as
object and that refers to people, thing and animal as object. Whom
comes at the beginning of an people, thing and animal as object.
Whom come at the beginning of an adjective clause. An adjective
clause immediately follow the noun it modifies.
An object pronoun can be omitted from an adjective clause. The
symbol Ø mean nothing goes here.
Example:
First sentence : the dog was dead
Second Sentence: I kick it yesterday
The dog that I kick yesterday was dead
The dog which I kick yesterday was dead
The dog Ø I kick yesterday was dead
3. Adjective clause as possession
Whose refers to show possession about people, thing and animals.
While refers to show possession about thing and animals.

66 | E n g l i s h 1 , 2 , 3
 Example:
First sentence : The film is about a spy
Second Sentence: His wife Betray him
The film is about a spy whose wife betray him
2. ADVERB CLAUSE

An Adverb clause is a dependent clause that function as an adverb, that is,

the entire clause modifies a verb, an adjective or another adverb. As with all
clauses, it contains a subject and predicate, although the subject as well as
the (predicate) verb may sometimes be omitted and implied. Ad adverb
clause is commonly, but not always fronted by a subordinate conjunction-
sometimes called a trigger word.
Compare
try hard, butI can never remember people s namesHowever hard I try Ican
never remember people s names Hard is an adverb, however hard I try is an
adverbial (or adverb) clause it is telling us something about (or 'modifying')
can never remember Adverbs can often be identified by asking and
answering the questions When? Where? How? Why?,etc and adverbial
clauses can be identified in the same way
time Tell him as soon as he arrives (When?)
place You can sit where you like (Where?)
manner He spoke as if he meant business (How?)
reason He went to bed because he felt ill (Why?)
Adverb clauses are divided into several groups according to the action or
senses of their conjunction

67 | E n g l i s h 1 , 2 , 3
 Type of Common Function Examples
clause Conjunction

Time Conjunction These clause: Say  Her goldfish died

answering the when something when she was
question “when?” happens by young
such as : when, referring to a  He come after
before, after, since, period or point of night had fallen
while, as, as long time or to another  We barely had
as, till, until etc or even gotten there
the paired when mighty
(correlative) casey struck out
conjunction
Hardly…when,
Scarcely…when
Barely…when
Sooner…Than
condition If, unless, lest Talk about If they lose weight
possible or during an illness,
counterfactual they soon regain it
situation and its afterwards
consequences
Purpose In order to, so that, Indicate the The had to take
in other that purpose of an some of his land

68 | E n g l i s h 1 , 2 , 3
 action so that they could
extend the
churchyard

Concessio Although, though, Make two Is used to read a

n while statement one of lot although I do
which contrast not get much time
with the other or for books now
makes it see,
surprising

Place Answering the Talk about the He said he was

question “where?”: location or happy where he
where, Anywhere, position of was
anywhere, something
everywhere.. etc

Cooperati As…..as, then, as State comparison Johan can speak

on of a skill, size or English as fluently
amount etc as his teacher

Manner Answering the Talk about I was never

question “how?”: someone’s allowed to do
as like, the way behavior or the thing as I wonted
way something is to do them
done

69 | E n g l i s h 1 , 2 , 3
 Results So…...that, Indicate the result My suitcase had
such……that (s) of an act or become so
event damaged that the
lid would not stay
closed

3. NOUN CLAUSES
A noun clause can be used like a noun. It can be a subject, predicate
nominative, direct object, appositive, indirect object, or object of the
proposition. Some of the English word that introduce noun clause are that,
whether, who, why, who, what, how, when, whoever, where and
Whomever .notice that some of these words also introduce adjective and
adverb clause. A clause is noun clause if a pronoun (he, she, it or they)
could be substituted for it.
Compare
He told me about the cancellation of the match
He told me that the match had been cancelled
Cancellation is a noun, that the match had been cancelled is a clause (it has
a finite verb) The clause is doing the same work as the noun, so it is called
a noun clause Like any noun, a noun clause can be the subject or (far more
usually) object of a verb, or the complement of the verb be or some of the
verbs related to be, such as seem and appear
I know that the match will be cancelled (object)

70 | E n g l i s h 1 , 2 , 3
 CHAPTER IX

C
Ompound divide into two are compound word compound sentence.
Compound word are formed when two or more words are put
together to form a new word with a new meaning. Compounds are
written something as one word (sunglasses), sometimes are two hyphenated
word (life-threatening) and sometime as two separate words (football
Stadion). Compound words fall within three categories and its not unusual to
find the some word in more than one group. Here are the three types of
compound words with an explanation and example of each:
 Closed compound words
Closed compound word are formed when unique words are joined
together. They do not have space between them and they generally
come to mind when we think of compound words ( e.g cannot,
firework, elsewhere, anybody, upside, weatherman, upstream…etc).
 Open compound words
Open compound words have a space between the words but when
they are read together a new meaning is formed (e.g Middle class, real
estate, full moon, grand jury, post office…etc)

71 | E n g l i s h 1 , 2 , 3
  Hyphenated compound
Hyphenated compound words are connected by hyphen. To avoid
confusion modifying compounds are often hyphenates, especially
when they precede a noun such as in the case of part-time teacher,
high-speed chase.

A Compound sentences has at least two independent clause. A compound

sentences includes at two independent clause. Either the noun (subject), verb
or predicate in this other sentence patterns can be compounded. A compound
sentence is one of four main sentences structure includes: complex sentences,
compound sentences, simple sentences and compound complex sentences.

The example
NOUN PHRASE VERB PHRASE

Noun + Noun Verb + Verb

The professor and his colleagues Read and study

He and his colleagues Lecture and teach
Neither Hellene nor her friend Read or study
Neither They nor she Reads or studies

There are examples of sentence with compound subject and compound

predicates. The subject part of the sentence is called the noun phrase: the part
of the sentence that expresses what is said of the subject is called the verb

72 | E n g l i s h 1 , 2 , 3
modifiers and connectors. In some sentence patterns, it also contains
complements and object.

Agreement and compound subjects

A compound subject may cause confusion in the agreement of the subject and
predicate.
1. If the parts of the compound subject are joined by and, whether they are
singular or plural, the plural form of the verb is used.
e.g The boys and the girls are playing
Mark and Helene approve
2. If the parts of the compound subject are singular and are joined by such as
connectives as or, nor, either-or, neither-nor not only-but also the singular
form of the verb is used
3. The pars of the compound subject joined by or, nor, either-or, neither-nor
not only-but also are different in number of person, the part nearest the
verb determines the number of the verb.

Agreement and collective noun

Occasionally, a noun that singular in form may be used in a plural sense
e.g The crown were waving their arms and shouting
The committee are arguing
Usually, however, nouns like class, group, committee, juryand so on called
collectives- are considered singular and the-s form of the verb is used with
them.

73 | E n g l i s h 1 , 2 , 3
 The committee is meeting
The jury has been dismissed

Verb form and auxiliaries that do not change form for agreement
The simple past form of the verb does not change when the person or number
of the subject change. The same thing is true of modal auxiliaries. In the
following sets of sentences, the auxiliaries remain constant regardless of the
person and number of the subject.
The students will listen
I must go to the bank
What can I do for you?
When two sentences are combined in a way that shows they are of equal
importance, the result is a compound sentences. Such a sentences contain two
complete subject-predicate construct.. each of the subject-predicate construct
could be an independent clause. To connect the independent clause, we use
one of the fallowing methods: 1
1. A coordinate conjunction (and, but, or, not, yet, so, for)
Coordinating conjunction such as and, or, but, and yet also be used to
connecting equal words or word groups. Some correlative conjunctions
consist of set of two or three word: both ….and, not only….but also,
either….or, neither…nor and whether…..or. e.g Both John and George are
well-qualified for the position

1
Ann hogue, The essentials of English A writer’s handbook. (Newyork: Pearson
education inc 2003)

74 | E n g l i s h 1 , 2 , 3
2. A conjunctive adverb (however, therefore, etc)
When connecting sentences with a conjunctive adverb, put a semicolon
before the adverb and comma after it. A conjunctive adverb also begin a
sentences; in that case of cause it does not have a semicolon before it.
However, it is still followed by comma.
3. A semicolon (;) or colon (:)
Connecting two clauses with a semicolon is effective when the two
sentences are both forceful. Note1. do not use a colon to separate the
verb from the rest of predicates, only use it when the part after the colon
restates or develops what come before. e.g my mother had a full-time job:
she always made sure that we had meals clean clothes and a secure place
to call home.
Note 2. Do not uses a comma in lists of only two items (e.g apples and
oranges) a comma will help the reader to know when one phrase has
added and the other has begun.
A View in table below
Table A conjunction
Conjunction Relationship expressed Conjunction adverb

And Addition Also, besides, furthermore, in

addition, moreover

But Contrast (complete) However, in contrast, on the

other hand

75 | E n g l i s h 1 , 2 , 3
 Or Choices Likewise, similarly

Nor Negative addition However, nevertheless,

nonetheless, still

So Cause- effect (result) As a result, consequently,

therefore, thus

Yet Contrast (surprise) (examples)For examples, for

instance

for Cause-effect (reason) Afterward, meanwhile, then,

subsequence

Exercises 12
1. Use a form auxiliaries be in each of the following blanks. Write the
sentence on a separate sheet of paper.
e.g The engineers and the company president are attending.
a. Both the teachers and the students _____________reading.
b. Neither Juan Nor Tim _____________reading.
c. Juan and Tim _______________talking.
d. Either Juan or Tim _________Leaving.
e. Prof. Ober and his students ____________vacationing.
f. Mr. and Mrs. Avery ______________vacationing.
g. Neither the students nor the professor __________ studying.
h. Neither the professor nor the students __________studying.
76 | E n g l i s h 1 , 2 , 3
 i. Mrs. Todd, together with the daughter ____________shopping.
j. Mrs. Todd and her daughter _________shopping.

2. Combine the following pairs of group of sentence into one sentence. They
will be noun + verb sentence with compound subject and /or compound
predicate. Make sure that subject and predicate agree. Use connector
gives. Write the new sentence on separate sheet of paper.
e.g The professor is talking. He is laughing (and)
The professor is talking and laughing
a. His students are listening. His students are writing.
b. Juan Arevalo is listening. Chris Todd is listening
c. Mark fisher is not listening. Mark fisher is not writing
d. He is dreaming. He is planning
e. Alice Novark is whispering. Marie Gambino is whispering
f. They are not listening. They are not writing.
g. Prof.Ober notice. The students notice
h. Tim work and studies. Cris work and studies
i. Helen is reading. Lorreine is reading
j. Juan is not speaking. Juan is not writing

77 | E n g l i s h 1 , 2 , 3
 CHAPTER X

S
entences in terms of theme and focus generally presumes that a
sentence begins with reference to 'given' information and proceeds to
provide 'new' information. But there are many occasions when we must
make statements whose content does not fall neatly into these two categories.
Let us assume that the originator of these sentences has in each case
put the focus where it was wanted. Nonetheless a certain awkwardness is
sensed where the recipient is expected to interpret a theme as entirely new
and unconnected with anything previously introduced. It is in these circums
Pances that it is convenient to have devices for providing some kind of dummy
theme which will enable the originator to indicate the 'new' status of a whole
clause, including its subject. Thus in place of [l], we might have. In serving to
bring the existence of an entire proposition (such as !hose in [I], [2], and [31 to
the attention of the hearer, the resultant constructions are known as
'exislential sentences', by far the commonest being the type introduced by
unstressed there, accompanied by the simple present or past of he.
A sentence is a complete unit of meaning When we speak, our
sentences may be extremely involved or even unfinished, yet we can still
convey our meaning through intonation, gesture, facial expression, etc When
we write, these devices are not available, so sentences have to be carefully

78 | E n g l i s h 1 , 2 , 3
structured and punctuated A written sentence must begin with a capital letter
and end with a full stop (.), a question mark (?) or an exclamation mark (!)
A /car is 'blocking my WAY)
Many 'students are in financial TROUBL
Quite a 'few 'species of 'animals are in 'danger of exli~ctionl
Sentence is minimally contains a subject and a main verb, except for
exclamations and imperatives.
A. Kind of Sentences:
1. Active Sentence; is sentences with the subject before the verb.
Example: Charley repaired this computer.
2. Passive Sentence; is sentences which do not have the subject before
the verb. Example: This computer was repaired by Charley. The passive
be helping verb is always placed after all the other helping verbs, right
before the main verb. Example: The table has been set by the waitress.
This kind of passive sentence, where the subject noun phrase is
missing, is called atruncated passive, Atruncated passive is a passive
sentence without the by and subject noun phrase. Example: The
proposal was discussed.

79 | E n g l i s h 1 , 2 , 3
3. Clause; is a group of words consisting of a subject + finite verb (+
complement or object
4. Compound Sentence; A sentence that is made up of two or more
sentences (clauses) joined by a coordinating conjunction (most
commonly and, or, and but) example: I felt restless after breakfast and
I wandered around the house.
In the English language, a compound sentence is composed of at least
two independent clauses. It does not require a dependent clause. The
clauses are joined by a coordinating conjunction (with or without a
comma), a correlative conjunction (with or without a comma), or a
semicolon that functions as a conjunction. A conjunction can be used
to make a compound sentence. The use of a comma to separate two
independent clauses in a sentence is accepted as part of the English
language. (e.g Example: My honey invited me to a cinema, but I do not
want to go.)

80 | E n g l i s h 1 , 2 , 3
Type of Sentence by Function
5. Declarative Sentence; is sentences that make a statement. A
declarative sentence states a fact and with a period/full stop.
Remember, a statement which contains an indirect question.
e.g Edward’s parents live on a farm.
I wonder if other dogs think poodles are members of a weird
religious cult
6. Exclamation; is intriguing sentences. Sentences that express strong
emotion or excitement, its ends with an exclamation mark.
e.g That’s silly!
In Washington, it’s dog eat dog. Academia it’s exactly the opposite!
What a beautiful girl
How lucky we are
7. Imperative Sentence; is sentences that give a command or polite
request, solicitation, warning, petition or prayer. It ends with an
exclamation mark or a period/ full stop.
e.g Don’t believe a word she says!
When a dogs runs at you, whistle for him
a. Command (e.g Be quite! ,Be Careful!...etc)
b. Invitation (e.g Let’s have a dinner! , let’s get party!...etc)
c. Warning (e.g Don’t be lazy! , Don’t be late!...etc)
d. Petition (e.g Open the door, Please! , Please Don’t say so!...etc)
e. Prayer (e.g God bless you!, Wish you happy!...etc)

81 | E n g l i s h 1 , 2 , 3
Type Affirmative sentences (serves news to declare an intention as
information)
8. Positive Sentence; expresses an assertion. Example: You have been
honest with me
9. Negative Sentence; A sentence is made negative by inserting not after
the first helping verb example: I am not going there next week. In
negative sentences, we use a form of do as the helping verb if the
sentence does not have any other helping verb. Example: He does not
like spaghetti.

10. Interrogative Sentence; is sentences that ask a question e.g Have you
accepted the fact that she’ll never move?
Interrogative sentences divide into 3 type of question:
a. A yes/no question is one that can be answered by ‘‘yes’’ or ‘‘no.’’
Example: Did you enjoy the music?
b. A wh question begins with one of the following wh words
(question words): when, where, what, why, which, who, whom,
how.(NB: Wh questions cannot be answered with a‘‘yes’’or ‘‘no.’’)
Example: Where is the meeting?

82 | E n g l i s h 1 , 2 , 3
 c. A tag question contains a statement followed by a tag, such as
could you? aren’t they? hasn’t he? Example: She is leaving soon,
isn’t she?
Type of sentence by structure
11. Simple Sentence. Means that they are sentences that are made up of
just one sentence. But sentences can be made up of more than one
sentence. Or a sentence that contains only one clause, that is, one
subject and one verb phrase. The smallest sentence-unit is the simple
sentence A simple sentence normally has one finite verb It has a
subject and a predicate Example: a the officer
Five simple sentence patterns
There are five simple sentence patterns Within each of the five groups
there are different sub-patterns The five patterns differ from each
other according to what (if anything) follows the verb
a. subject + verb My head aches
b. subject + verb + complement Frank is clever/an architect
c. subject + verb + direct object My sister enjoyed the play
d. subject + verb + indirect object + direct object The firm gave
Sam a watch
e. subject + verb + object + complement They made Sam
redundant' chairman
The examples listed above are reduced to a bare minimum To this
minimum, we can add adjectives and adverbs His old firm gave Sam a
beautiful gold watch on his retirement

83 | E n g l i s h 1 , 2 , 3
12. Complex Sentence; a complex sentence consists of at least two
sentences (clauses): a main clause and a dependent clause. The
dependent clause is a subpart of the main clause and adds information
to it. Example, with the dependent clause underlined: Sally visited her
before she moved.
Example difference between simple sentence and complex
sentence
It remains unknown (Simple Sentence)
Why they left town remains unknown (Complex
Sentence)
I know the truth (Simple Sentence)
I know that you’re right (Complex Sentence)
Complex sentence recall that, in a compound sentence, the clauses are
joined by a coordinating con junction such as and, or, and but. In a
complex sentence, the dependent clause is joined to the rest of the
sentence by a subordinating conjunction. The common subordinating
conjunctions of English are repeated here for reference.

84 | E n g l i s h 1 , 2 , 3
 A dependent clause is joined to another clause by a subordinating
conjunction such as although, if, where. The easiest way to identify a
dependent clause is to look for a subordinating conjunction and see if
it’s followed by a sentence. If it is, then the subordinating conjunction
plus the sentence directly following it is a dependent clause.
13. Complex- Compound Sentence; is a combination of a compound and a
complex sentence: it has at least two main clauses and at least one
dependent clause. Example: His friends were always there for William,
and he appreciated the help that they often gave him.
Examples
The cat lived in the backyard, but the dog, who knew he was superior,
lived inside the house.
Independent clauses:
• The cat lived in the backyard.
Dependent clause:
• who knew he was superior
14. Conditional sentence
The general information about conditionals; A condition is
something that has to be fulfilled before something else can happen If,
normally meaning 'provided that', is sometimes followed by then.
Conditions are often introduced by if, but can be introduced by other
words, Sometimes they are impossible (they did not or cannot happen.

85 | E n g l i s h 1 , 2 , 3
 Types of conditional sentences: Conditional sentences are
usually divided into three basic types referred to as Type 1, Type 2 and
Type 3. Each has its own variations, but the elements are as follows:

Exercises 12
Match the underlined word or words in each sentence to the appropriate
term, use each term only once.
Example: After Katie escorted her mother home, she went out to look for
work. Adverbial clause

1. Alexandra met a girl who lived in an apartment cross the street.

2. Do you feel that you can trust him?

86 | E n g l i s h 1 , 2 , 3
3. Kirk wrote out a receipt and then they signed it.
4. I have not actually seen a new version of that movie.
5. That robot can do all the things that the technician does but it can do
them better.
6. Remember to bring those papers.
7. The city was rebuilt by its residents.
8. The roads were built last year.
9. A treaty should be binding, shouldn’t it?
10. Why did Luke buy that house?

87 | E n g l i s h 1 , 2 , 3
88 | E n g l i s h 1 , 2 , 3
B. Sentence patterns: definitions of key terms
1. Direct or indirect
A direct object refers to the person or thing affected by the action of
the verb It comes immediately after a transitive verb (e.g
Please don t annoy me. Veronica threw the ball over the wall)
The direct object of a sentence is receiving the action. It can
usually be found by answering the question: ‘‘Who or what is
being acted upon or receiving the action?’’ The direct object
typically occurs immediately after the verb.
An indirect object usually refers to the person who 'benefits' from the
action expressed in the verb someone you give something to,
or buy something for It comes immediately after a verb (e.g
Throw me the ball. Buy your father a present)
The indirect object of a sentence can be found by answering
the question: ‘‘Who or what is receiving the direct object?’’
An indirect object can occur: (a) after the direct object (which
follows the verb), with to or for introducing it, or (b) before
the direct object (and after the verb), without to or for. For
example: Joan gave a present to Bill or Joan gave Bill a
present.(Bill is the indirect object in both sentences.) To help
you decide if a sentence has an indirect object, see if the
sentence can be changed from a pattern like The boys left a
note for their teacher to a sentence with a pattern like The
boys left their teacher a note, or vice versa.

89 | E n g l i s h 1 , 2 , 3
 If the direct object is a pronoun, it must come before the indirect
object. Example: My sister sent it to her friend,*My sister sent her
friend it.
2. Subject
The subject of the sentence is the doer of the action and
generally comes before the verb. It can be found by answering the
question: ‘‘Who or what is doing the action?’’. Generally, the subject is
at or near the beginning of the sentence. More specially, the subject is
the first noun phrase in the sentence.
e.g 1. John baked a cake.
2. You are going to grin and bear it.
If the main verb of the sentence is a linking verb, the subject is who or
what the sentence is about; the subject is found before the verb.
A subject pronoun is used when it is functioning as the
subject of the sentence. An object pronoun is used when it is
functioning as: (a) the direct object of the sentence; (b) the indirect
object of the sentence; (c) the object of a preposition. The subject of
commands is an understood or implied you.
3. Complement
follows the verb be and verbs related to be, such as seem, which
cannot be followed by an object A complement (e g adjective, noun,
pronoun) completes the sense of an utterance by telling us something
about the subject For example, the words following is tell us
something about Frank Frank is clever Frank is an architect)

90 | E n g l i s h 1 , 2 , 3
4. Transitive verb or Intransitive verb
Transitive verb is followed by an object A simple test is to put Who(m)?
or What? before the the question-form of the verb If we get
an answer, the verb is transitive
An intransitive verb is not followed by an object and can never be used
in the passive , Some intransitive verbs consist of more than
one part e g touch down (e.g My head aches The plane
touched down)
5. Pattern
Pattern Examples

a. subject + verb My head + aches

b. subject + verb + Frank + is + clever/an architect

complement or
Subject + 'be' +
complement
c. subject + verb + My sister + answered + the phone
direct object
d. subject + verb + indirect They + gave + him + a watch 1
object + direct object
e. subject + verb + object + They + appointed + him +
complement

91 | E n g l i s h 1 , 2 , 3
 chairman

f. Joining two or more The boss is flying to Paris His

subjects secretary is flying to Paris
The boss and his secretary are
flying to Pans Both the boss and his
secretary are flying to Pans

g. Joining two or more a. I met Jane I met her husband

objects, complements or I met Jane and her husband
verbs I met both Jane and her husband
b. It was cold It was wet
It was cold and wet It wasn't
cold
It wasn't wet It wasn't cold or
wet It was neither cold nor wet
c. We sang all night We danced all
night We sang and danced all
night

92 | E n g l i s h 1 , 2 , 3
The conclusion understanding structure

93 | E n g l i s h 1 , 2 , 3
 CHAPTER XI

A. UNDERSTANDING PARAGRAPH
What is a paragraph? A paragraph is normally a group of sentences that
express different aspects of the one idea, when the writer moves on to a new
idea, than a new paragraph is begun. Nevertheless, if a writer can express an
idea in one sentence and then moves onto a new idea, it is quite possible for a
paragraph to be composed of only one sentence.
A group or specially and intentionally related sentence, a though unit;
sentence that revolve around a single idea and is a writer’s attempt to develop
an idea or part of an idea. Organization of paragraph includes statement of the
main idea, elaboration of the main idea and supporting details and
restatement of the main idea summary of main ideas or conclusion.
B. TOPIC
Topic is the subject that the selection, to fine the topic sentence of a selection
ask the simple question “ who or what is selection about.
C. MAIN IDEA
Main idea Is a statement that tells the author’s point about the topic.
The main idea can usually be located if you can determine what the topic is.
The main idea provides the massage of given paragraph of the argument that is

94 | E n g l i s h 1 , 2 , 3
being made about the topic. In English paragraph, the main idea will most
likely be found in one of these five places:
1. In the first sentences
2. In the last sentences
3. In the middle of the paragraph
4. In two sentences of the paragraph
5. Not stated in the paragraph directly (Implied)

Main idea as a core of the main sentences, the understanding is the

result of the approach of the application not on the creative process of
authorship, because basically the main idea will be forcibly or naturally set out
clearly in the led.

95 | E n g l i s h 1 , 2 , 3
 CHAPTER XII

R
eference is relation between the expression of language. Reference
refers to the word the meaning of which directly refers to something
that can be real objects, events, processes, characteristics, symptoms
of something etc. the word is often to refers to what the speaker did. While
the term denote or semantic reference is used to refers to what is done by
word or phrase. The object described by the speaker (people) called the
reference. While described as semantic objects called denotation (potential of
word to get into the expression of language). Reference divided into two
namely the speaker reference and linguistic reference. Speaker reference
includes what the speaker addressed when delivering something and the
speaker reference could be asking to what the speaker indicated.

The theory of reference explain about the concept that exist to in this theory is
an expression referring to what is referred to as he explained about the
reference. The historical chain theory is that an expression refers to what
reference based o a historical relationship between the spoken word and gave
the title to the object with that names.

96 | E n g l i s h 1 , 2 , 3
 CHAPTER XIII

I
nference is the act or process that derives logical conclusion from premises
known or assumed to be true. The conclusion drawn is also called as
idiomatic. The laws of valid inference are studied in the field of logic
inference human (is how humans draw conclusions). Thinking indirect is a way
of thinking that uses the term medium which connects between the subject
and the predicate. Thoughts do not direct this as a form of reasoning,
induction and reduction. Inductive reasoning means of the various statement
of a general nature that can be deduced of general nature. Deductive
reasoning is thinking activity that is the opposite of inductive reasoning,
deductive is reasoning that departed from statement of a general nature
drawn conclusions that are special.2

A. Definition of inference synonym (consequence, deduction, deduction,

induction, conclusion, sequitur)3
1. The act or process of inferring such as the act of passing from one
proposition statement, or judgment considered as true to another whose
truth is believed to follow from that the former; the act of passing from

2
Chip S, Bayer inference in the tobit consored regression model (journal of economic
metric 1992) 5
3
Britannica. Encyclopedia

97 | E n g l i s h 1 , 2 , 3
 statistical sample data to generation (as value of population parameter)
usually with calculated degrees of certainty.
2. Something that is inferred especially a conclusion or opinion that is formed
because of know fact or evidence.
3. He premises and conclusion of a process of inferring.
4. English language learner define about inference is noun mean the act or
process reaching a conclusion about the something from known fact or
evidence or a conclusion or opinion that is formed because of known fact
or evidence.
B. Step of inference4
1. Identify an inference question
You will need to determine heather or not, actually being ask to make an
inference or reading test. The most obvious question will have the words
“suggest” “imply” or “infer” like this:
a. According to the passage, we can reasoning infer
b. Based on passage, it could be suggested that
c. Which of the following statement is best supported by the passage?
d. The passage suggests that this primary problem
e. The author seems to imply that
f. With which of the following statement would the author most likely
agree?
g. Which of the following sentences would the author most likely use to
add additional support to paragraph three.

44
Britannica. Encyclopedia

98 | E n g l i s h 1 , 2 , 3
2. Trust the passage
a. After have inference question and what exactly what an inference is,
you will need to let go of your prejudices and prior knowledge and use
the passage to prove that the inference you select is the correct one.
b. Inference on a multiple choice exam are different from those in real
life. Out in the real word, if you make an educated guess, your
inference could still be incorrect, but on a multiple choice exam, your
inference will be correct because you will use the details in the passage
to prove it. You have to trust that the passage offers you the truth in
the setting of the test and that one of the answer choices provided is
correct without stepping too far outside the realm of the passage.
3. Hunt for clues
Start hunting for clues supporting details, vocabulary character’s action,
description, dialogue and more to prove one of the inferences.
4. Narrow down the choices
a. Making correct inference on a multiple choice test is to narrow down
the answer choices.
b. Using clues from the passage, we can infer that nothing much was
“satisfactory”
5. Practice
To get really good at making inference, we need to practice making own

99 | E n g l i s h 1 , 2 , 3
 CHAPTER XIV

A. AFFIX
An affix is added to the rood of a word to change its meaning, an affix added to
the front of word is known as a prefix. One added to the back is known as a
suffix. Sometimes prefixes are hyphenated. Affixes are word part that change
the meaning of a roots or base word. Prefix and suffix are both of affixes.
1. Prefix
Prefix is the beginning put dawn of word to make new combination word
with different meaning to give information. Each prefix have different
mean, when prefix added in a root of word, prefix change the meaning of
word become new word has added.
Table of Prefix
Examples
Word Parts Meaning/ function
Root + Prefix
a— Not/ without Typical → atypical, moral
→amoral
ante— Before Room → anteroom
anti— Across; against Oxidant → antioxidant
auto— Soame; by oneself or by Automatically
itself
bi— Two Cycle → bicycle
bio— Life, living/science of living Biology
thing
Centi— Sen; Hundreds Meter→ centimeter
Con—/Co— With, together Connect, confide

100 | E n g l i s h 1 , 2 , 3
Contra— Resistance; prevention Caption →Contraception
Cross— Passing; traversing Country→ cross-country
Cyber— Something to do with IT; Crime →Cybercrime
internet
De— Down; away; opposite of Hydrate → dehydrate
dis— Not negative/ not opposite Able →disable
of
Eco— The associated with Tourism →Ecotourism
environment
En—/em— Cause to Able →enable
ex— Former; not any more Student → ex student
extra— More Ordinary → extraordinary
Fore— Before Cast → Forecast
Geo— The earth Geology
Hyper— Its excessive; to much of a Sensitive →Hypersensitive
thing; quality measure
Hemi— Half Sphere →hemisphere
il— Before the letter L;an Legal →Illegal
im— In become, im before the Patient →impatient
letter b man p
in— No; negative Competent →
incompetent
inter— Between; among Between beginning and
advance →intermediate
intra— In, between Cellular → intracellular
ir— Befor the letter r Regular → irregular
Kilo— Thousand Meter → kilometer
macro— Big Economic
→macroeconomic
Mega— Something unusual tau Byte →Megabyte
above average ; millions
multi— Many Color →multicolor
mis— Indicatives an error or Understand
mistake ;badly →misunderstand
Mid— In the middle Point → midpoint

101 | E n g l i s h 1 , 2 , 3
Micro— Very small Chip→ microchip
Mini— Small Market →minimarket
mono— One Atom → monatomic
Neo— New Fascist → neo-fascist
non— Not/ without Fiction → non-fiction
Out— Out over; better Side→ outside
over— In access :to much Slept →overslept
Photo— Associated with something Synthesis
generated by light →photosynthesis
Poly— Many Ester →Polyester
Pro— For; forward Motion → Promotion
pre— Before the letter L; an test →pretest
post— After Graduate → postgraduate
Psycho— From the mind or mental Metric →Psychometric
process
Quasi Divided Religious →quasi-religious
Re— Do again Count →recount
Retro— Looking past ;repeat Retrospective
Self— Self from or by yourself Critical →Self-critical
Semi— Half; Incomplete Circle → semicircle
Socio— Associated with societies Economic →socio-
economic
sub— Under Conscious →subconscious
Super— Over; above Market → Supermarket
Tele— Distance is novel → Tele-novel
Thermo— Associated with hot or Meter →Thermometer
temperature
Trans— Across Atlantic →transatlantic
Tri— Three or triangular Pot → Tripot
Ultra— Very Careful→ ultra-careful
un— Not negative / not, opposite Pleasant →unpleasant
of
Uni— One Verse →Universe
under— Less than normal; not cooker → under cooker
enough

102 | E n g l i s h 1 , 2 , 3
2. Suffix
Suffix is letter or category of letter added in the end of word or root (base
form of the word –can’t describe again) to result new word. Suffix is the
one of affix type besides prefix and infix. There are two kind of suffix that
are:
a. Derivational Suffix
If added in the end of word will determine part of speech. The new end
result by mean of process called derivation (process of decrease word
information) where the meaning is difference from word or rood
before.
Table of Derivational Suffix
Examples
Word Parts Meaning / Function
Root + suffix
Noun Suffixes
—acy
—age Result of action Marry → Marriage
—al/ —ial Having characteristic of nature →natural
—an A person doing something History →historian
—ion The action or condition of educate→ education
—ance State of Important
→importance
—ancy meaning of an act, religion; Brilliant →Brilliancy
quality
—ant
—ary
—ate
—ation Act; process Image→ imagination
—dom King →kingdom
—er A person or thing that does Teach → Teacher

103 | E n g l i s h 1 , 2 , 3
 a certain action
—ess
—ful To be full of Thank →thankful
—hood Being in state or time Child→ childhood
—ical Replacing noun ending History→ historical
letter y or ics
—ing
—ive Having nature of Create → Creative
—ment The action of condition of Advertise →
verb + ment =N advertisement
—monger Person who encourages War → war-monger
certain actives, especially
by problem
—ness The a condition of adj +ness Happy → happiness
—or A person or thing that does Operates →Operator
a certain action
—ory
—ology The sense of learning Social → sociology
something
—ship The action or condition of Scholar →scholarship
the art of
—th
—y Characterized by Rain →rainy
—gram Something that written or Small →diagram
draw
—ist The action or condition of Novel →Novelist
—sion The action or condition of
—speak Particular subject or area Market → marketing
business speak
—tion The action or condition of Invite → Invitation
—ty/ity A state or quality Possible →Possibility
—phon Sound; voice Talk → Telephone
—phile Enjoy or dislike something France → Francophile
—Self Reffering to the same My → myself
person or thing

104 | E n g l i s h 1 , 2 , 3
 Verb suffixes
—ate
—en To make cause to be Wider → Widen
—er/—or Person connected with Paint→ painter
—ify
—ize To cause to be or to National →
become Nationalize
—ship Sense of involvement Friend →friendship
among people
Adjective suffixes
—able Capable of Drink → drinkable
— Someone who could not Work →workaholic
aholic/oholic stop
—al Connected with relating to National
—ant
—ary
—ate
—ed To have done Play → Played
—en Made of Wood →wooden
—est The most Small→ Smallest
—esque Like or style of a person or Dali→dali-esque
their wors painting
—ful Having the characteristic of Care →careful
“noun +ful=adj’
—ic Having Poet →poetic
—ile
—ing V + ing = adj “geround” Interest →interesting
Nasionality or langusge having the qualiies
—ish of moreless; somewhat
Sweden → Swedish,
Childish
—istic
—ive This word indicate the type of Effect → Effective
action is very probably
—less Lock of not having Careful → careless
—like Similar to Child →childlike

105 | E n g l i s h 1 , 2 , 3
 —ly In the manner of this word Quick→ Quickly
tell how
—ous Change N into adj “having” Joy →joyous
—proof Have a nation of protecting Water →waterproof
the resistence or is not
demaged by certain
—ridden Full of something unpopular Guilt →Guild-ridden
;bad feelings mother
—ward
—wide
—y The existence or condition Rain →Rainy
“N+y=adj”
Adverb suffixes
—ever
—fold
—ily
—ly Character of Clear → clearly
—place
—ward/s Towards the front of the inward
place
—where
—wise Relationship with this Clock →clockwise
subject
OTHER
—ese Nationality or language Japan → Japanese
—logy/ology The science or study of Radiology

b. Infection suffix
If added the end of word give of variation grammatical without change
word class and drastic meaning (dispose can predicted)

106 | E n g l i s h 1 , 2 , 3
 Table of Infection suffix
Examples
Word Parts Characteristic / Meaning
Root + suffix
—s/es Plural noun Book → Books
Worker → Workers
Verb (3rd person singular) or Walk → Walks
pronoun like > Bill likes
cry > the baby cries
walk > Anne walks
Note: buy > the man buys
 If the singular form ends in carry > a truck carries
s, z, x, ch, or sh, add –es fix > she fixes
(e.g box > boxes match > pass > it passes
matches dish > dishes) notify > he notifies
 If the singular form ends in catch > she catches
y preceded by a consonant,
change y to ie and then add
–s (e.g baby > babies library
> libraries university >
universities butterfly >
butterflies)
 For nouns ending in o, the
regular plural form may be
formed by adding -esor by
adding -s. For some words,
both spellings are possible.
In this dictionary, each
entry for a noun ending in
ospecifies the correct plural
form or forms for that
word.
(e.g radio > radios potato >
potatoes tornado >
tornados or tornadoes)
 For all other regular nouns,

107 | E n g l i s h 1 , 2 , 3
 add -s to the singular form
to make the plural (e.g
table > tables boy > boys
television > televisions
valley > valleys)
—Ing As a progressive or Study →studying, swim
continuous → swimming
judge > judging
take > taking
ask > asking
carry > carrying
pay > paying
pursue > pursuing
hoe > hoeing
see > seeing
go > going
lie > lying
—d/ed Past tense verbs Land →Landed, wish
→wished
walk > walked
like > liked
judge > judged
try > tried
carry > carried measure
> measured
—est Superlative form Clever→ cleverest
—er Comparative Clever →cleverer

108 | E n g l i s h 1 , 2 , 3
UNDERSTANDING CONVERSATION

109 | E n g l i s h 1 , 2 , 3
110 | E n g l i s h 1 , 2 , 3
111 | E n g l i s h 1 , 2 , 3
112 | E n g l i s h 1 , 2 , 3
113 | E n g l i s h 1 , 2 , 3
 CHAPTER XV

Before we learn about make dialogue or conversation, speech and telling story,
we must understand about the theory of speaking such as the organ of the
speech first than learn about phonetic alphabet to get best conversation and
speech like a native speaker, you can see in the picture below:

114 | E n g l i s h 1 , 2 , 3
115 | E n g l i s h 1 , 2 , 3
116 | E n g l i s h 1 , 2 , 3
117 | E n g l i s h 1 , 2 , 3
118 | E n g l i s h 1 , 2 , 3
120 | E n g l i s h 1 , 2 , 3
A. Make Dialogue or conversation
Literary dialogues therefore are artefacts, and distanced from real
interactions on two levels. Because of the lack of potential, we might even say
the impossibility, of representing the fluid process of spoken exchanges on the
page, writers must adopt a conventional system for encoding interactions and
allow the reader to feel as if they are ‘hearing’ an interchange between living
people. A second factor which works to distance written, literary
conversational exchanges from real ones is the fact that they are constructed
with an ever-present eavesdropper in mind, the reader. Therefore, many
literary interactions are more helpful to this third party than actual
conversation overheard would be. In the next portion of analysis the issue of
the nature of the choices made by writers in terms of how interactions are
presented, and who is allowed to speak in them is discussed. The example of
further from actual dialogue
Statement : Here’s an object (Speaker 1, non-verbalized)
Assessment : It’s not a bead (Speaker 2) It’s more like an earring (Speaker
2) Conclusion : It’s the top of a fountain pen (Speaker 2)
Statement : Here’s an object (Speaker 1, non-verbalized)
Assessment : It’s like a paint chipping (Speaker 2)
Conclusion : We need to keep it in order to identify it further (Speaker 2)
Conversation in the data in this section are based on a short sample
originally produced in the spoken channel (and now transcribed into the
written channel for analysis or the nature of primarily aural/oral
communication in terms of the influence of the way the discourse is produced)

121 | E n g l i s h 1 , 2 , 3
an extract from a spontaneous conversation between friends. The extract
exemplifies non-public and interpersonally oriented language use, and has a
high potential for interactivity.
While the nature of the written channel makes it ideal for the
dissemination of ideas for public consumption in a stable, standardised and
conventional form, the spoken channel, being essentially transient and usually
shaped by its producers ‘on the hoof’ is more suited to nonpublic and
interpersonally oriented discourse. A second aspect of channel which was
isolated above was that of the different level of potential for interaction which
is offered by language used in the two channels. we can gain a sense of the
transient, interpersonally oriented discourse of the original channel. Three
levels of comparison—discourse, grammar and lexis—are each examined in
turn, and the influence of the way in which the language is produced, the
original channel, is considered.
A casual conversation between friends depends on co-operation
between the contributors whose input creates the discourse the nature of
casual conversation is bound up with the nature of the spoken channel. In the
face-to-face, spontaneous interactions of human beings we can witness the
means by which personalities are projected on to the world and relations
developed. The process of transcribing a section of a conversation has the
effect of presenting it for analysis as a completed art effect. Creative writers
often have a strong sense of the conversational interaction as a chance to
convey characters’ personalities, and use the representation of speech as a
tool for conveying important features of their key figures.

122 | E n g l i s h 1 , 2 , 3
Examples Dialogue and conversation:

123 | E n g l i s h 1 , 2 , 3
124 | E n g l i s h 1 , 2 , 3
125 | E n g l i s h 1 , 2 , 3
Example 2

126 | E n g l i s h 1 , 2 , 3
127 | E n g l i s h 1 , 2 , 3
128 | E n g l i s h 1 , 2 , 3
B. Make Speech

Speech is for many of us the primary, and certainly the most overt,
mode of human communication, while writing systems usually begin life as an
attempt to capture speech sounds, implying that’ speech is a primary medium,
while writing is derived from it. There’s another reason why analyzing and
transcribing speech is an activity properly distinct from the analysis of written
language.in speech there are accent and dialect (accent refers to spoken
features of English, then dialect refers to variations that include accent, but
also include features of syntax and vocabulary.
Typical features of actual interaction in speech. Spoken discourse with
a high interaction potential (as opposed to monologic discourse with a
restricted interaction potential, such as the lecture) tends to be a process of
‘give-and-take’, with participants having the opportunity to assess the reaction
of listeners, and work towards a consensus of meaning together as they speak.
Since the speakers are physically in each other’s presence, they have an
immediate sense of whether what is being said is understood, and this comes
both from non-linguistic actions such as gaze or eye-contact, and other,
linguistic, reassurance (called back-channel) such as voiced agreement. Co-
operation between speakers, showing an interaction between two friends,
gives a typical example of how speakers co-operate to create discourse.
Several points about naturally occurring exchanges can be seen. The
first is that that which looks chaotic on the page is not necessarily evidence of
a disrupted or messy conversation. Second is the fact that whereas we tend to
think of interaction in terms of speakers taking turns at speaking, and being

129 | E n g l i s h 1 , 2 , 3
individually responsible for a functional/ informational structure (a model
which writers tend to adopt when constructing dialogue), the process of actual
communication disrupts this neat picture since speakers often co-operate to
share, check or produce a meaning. Third is the notion that transcribed speech
retains strong evidence of the temporally dependent medium in which the
original discourse was produced.
When analyzing speech-written-down, that, for most speakers, if they
have a rough idea of what the other speaker meant—a kind of working
interpretation— they are usually more interested in the current utterance
(whether their own or another’s) and seeing whether this fits in with their
understanding of the discourse being produced, than in scrutinising the last
thing said in any great detail. In this sense, comprehending conversation in
which you are involved is a process of accretion and accommodation between
speakers, as an understanding of what is being said builds up through the
lifespan of the interaction. Using real speech as a model for literary exchanges.
Manipulating readers’ perceptions of speech to promote the joke. In speech
should be attention on many questions:
 How old are these speakers?
 Are both samples from the same speaker at different times?
 Are the speaker(s) male or female?
 What part of the country are they from?
 Are they highly educated or not?

130 | E n g l i s h 1 , 2 , 3
Example of outline speech:

131 | E n g l i s h 1 , 2 , 3
C. Telling Story
Is study to tell some history then retelling in front of the class with their style
language: Read the fiction text and do the exercises that follow.
CHINESE VASE
When I was a child I loved visiting my grandmother. I thought her
house was as beautiful as a palace and the garden seemed bigger than a park.
As I grew older the house and garden seemed smaller, but I still loved
visiting the old lady. There were so many lovely things to look at in the house.
Sometimes I played with the doll's house which was older than
Grandmother herself, at other times I looked at books which were lovelier and
more interesting than my children's books at home.
I loved her paintings and the old clock, but most of all I loved the big
Chinese vase which stood in the hall. It was taller than me, and I couldn't see
inside it. I walked round and round it looking at the beautiful ladies and the
birds and flowers and trees, and Grandmother often told me stories about
these ladies. She said that her grandfather had brought the vase with him
when he returned from a long voyage to China'.
When I married I took my sons to visit their great grandmother. They
were not as interested as I was in the beautiful books and the vase. They found
comics as attractive as old paintings, and pop music more exciting than the old
clock. They prefened playing football in the garden.
We live in a modern house, and I'm afraid my husband and I often
nag2 at the children. <Don't make the new carpet dirty! Be careful with the
new table. PhiliP!

132 | E n g l i s h 1 , 2 , 3
 Before she died, Grandmother gave me the vase l loved so much. It
looked beautiful in our modern hall.
One day l came home from the shops. The boys met me at the door.
<I'm as strong as George Bes, Mummy>, said Paul' <t got a goal and broke the
vase).
Philip tried to be more diplomatic than Paul. <It doesn't really matter,
does it? You told us it wasn't new. You aren't cross, are you?
Difficult word:
 China ['tJgrne]
 nag [nreg]
 get a goal
 to be cross

Answer the question

1. When did the narrator love visiting her grandmother?

2. Why did she like to visit her grandmother's house?
3. What did the narrator like in the house most of all?
4. What happened to the house and the garden as she grew older?
5. What did she do in the grandmother's house?
6. What was painted on the vase?
7. Where do the narrator and her family live at present?
8. Where was the vase taken to after the grand mother’s death?
9. How did the boys break the vase?
10. What did Philip say about the vase?

133 | E n g l i s h 1 , 2 , 3
Read the passage imitating the speaker's intonation.
When I married I took my sons to visit their great grandmother. They
were not as interested as I was in the beautiful books and the vase. They found
comics as attractive ds old paintings, and pop music more exciting than the old
clock, They preferred playing football in the garden.
we live in a modern house, and I'm afraid my husband and I often nag
at the children. <Don't make the new carpet dirty, Paul!> Be careful with the
new table, PhiliP!>
Before she died, Grandmother gave me the vase I loved so much. It I
looked beautiful in our modern hall.
One day I came home from the shops. The boys met me at the door
<I'm as strong as George Bes, Mummy>, said Paul' <t got a goal and broke the
vase)
Philip tried to be more diplomatic than Paul. <lt doesn't really matter
'does it? You told us it wasn't new. You aren't cross, are you?>'

134 | E n g l i s h 1 , 2 , 3
 CHAPTER XVI

T
here are many type of listening, various types of instructions like a test
of listening. The following instructions are typical of those you will find
in the IELTS Listening booklet. Read each of the instructions and
questions. Look at what the candidate did in both the Listening question
booklet and on the answer sheet. in this book will be presented various types
of instruction through conversation, song, news and movie.

135 | E n g l i s h 1 , 2 , 3
136 | E n g l i s h 1 , 2 , 3
137 | E n g l i s h 1 , 2 , 3
A. Conversation
Practice Listening Test 1
You will hear a number of different recordings and you will have to answer
questions on what you hear. There will be time for you to read the instructions
and questions and you will have a chance to check your work. All the
recordings will be played once only. The test is in four sections. Write all your
answers in the Listening question booklet. At the end of the test, you will be
given ten minutes to transfer your answers to an answer sheet. Now turn to
page 7 of this book.
STOP YOUR TAPE
You will see that there is an example which has been done for you. On this
occasion the conversation relating to this will be played first.
Jane :Hello Steve! How are you?

138 | E n g l i s h 1 , 2 , 3
Steve :Oh! I'm not too bad today, thank you Jane. And you? How did you go
in the exams?
Jane :I'm not sure I haven't got all my results yet, but I'm so glad we're
coming up to the end of the semester I really need a holiday, so I'm
going camping with some friends.
Jane is pleased about it being the end of semester, so you choose C 'the
semester ending'.
STOP YOUR TAPE
Section 1
STOP YOUR TAPE
Jane : Hello Steve! How are you?
Steve : Oh! I'm not too bad today, thank you Jane. And you? How did you go
in the exams?
Jane : I'm not sure I haven't got all my results yet, but I'm so glad we're
coming up to the end of the semester I really need a holiday, so I'm
going camping with some friends. What are you doing over the
semester break, Steve?
Steve : I haven't got any plans yet I don't really have enough money to fly
home. I suppose I could get a part-time job and earn some money, but
I don't really want to Then again, maybe I could start studying for next
semester.
Jane : Mmm, I thought about doing some summer courses, but I decided
that's not a good idea. I need a break or I'll get stale. I need to do
something completely different. You do too. Why don't you join me
with my friends on the camping trip?

139 | E n g l i s h 1 , 2 , 3
Steve : Well, I don't know really. Would your friends mind?
Jane : No, of course not. They'd be happy to have you along. We're going
down to the Royal National Park. Have you been there yet?
Steve : No, I haven't. It's somewhere south of Sydney isn't it?
Jane : Yes, it's about 30 kilometers south of Sydney. We'll he getting an early
tram from Central to Sutherland. It leaves Central at seven and goes to
Waterfall via Sutherland. Amin and Lucy are joining us there because
they live in Carmgbah.
Steve : Oh, I see. That is very early. And who did you say will join the tram at
Carmgbah?
Jane : No, not at Carmgbah. At Sutherland. Amin and Lucy. Then, from
Waterfall, we'll hike to where we're going to be spending the first few
days. That's at Gane beach.
Steve : What's the park like? Is it on the coast, or inland?
Jane : It's on the coast, but it's very big, over 15 000 hectares and there are a
couple of rivers, especially one big one, the Hacking.
Steve : Can you do anything on this river? Can we go on it?
Jane : Oh yeah, lots. You can hire boats - go boating - row boats.
Steve : Row boats. Hey, that sounds fun! Um, and what about scuba diving or
horse riding? Can we do any of those things?
Jane : Well there isn't much point in scuba diving around there as there aren't
any reefs or anything, so there's not much underwater life. And
because it's a national park, domestic animals aren't allowed.

140 | E n g l i s h 1 , 2 , 3
Steve : So what equipment do we need to bring with us if we're going? Do we
have to carry all our food for a week?
Jane : No. We've organized for the food to go down with a van, so we don't
have to carry too much. You know Dave's van. It's a camper with a
fridge and cooking things, so we needn't bother with that. But you'll
need to bring a sleeping bag. I've got an extra one I can lend you if you
haven't got one.
Steve : And what type of clothes should I bring? Like, what's the weather going
to be like?
Jane : Bathers. Definitely bathers 'cause there are beaches, and the river You
can swim in the river. There's some beautiful little swimming holes
with waterfalls in the river. Um ... good hiking boots, strong boots and
socks. I think you need a few pairs of socks because if they get wet it's
often difficult to dry them. Otherwise, whatever you prefer to hike in.
If you like shorts that's OK.
Steve : And what about my bicycle? Should I bring that?
Jane : Not really. Well, you could. There are places to cycle, but none of us
are cycling this time. But you will need a warm sweater or jacket for
the evenings.
Steve : So that's a bit of a pity. I rather like cycling, but not really on my own.
And do we have to book anything? Like the train, maybe?
Jane : No, we don't need to book the train. And we've already booked beds in
the youth hostel. We've booked eight beds and so far we've only got
six people, so it's fine for you to come along.

141 | E n g l i s h 1 , 2 , 3
Steve : And do we need a guide?
STOP YOUR TAPE
Circle the correct answer.
1 What does Jane plan to do during the break?
A fly home to stay with her family
B take summer courses
C take an overseas holiday
D go on a camping trip
2 Why can't Steve go home during the break?
A he has to earn some money to pay his fees
B he can't afford it
C he is taking a summer course
D he wants to study for next semester
3 Where will Jane and her friends go during the semester break?
A to Royal Island Park
B to the mountains
C to Royal National Park
D to Great Southern Park
4 Which route will the train follow?
A Central, Sutherland, Garie
B Sutherland, Caringbah, Waterfall
C Central, Waterfall, Sutherland, Garie
D Central, Sutherland, Waterfall
Questions 5 and 6 Circle TWO letters for each answer.
5 Which of the following does Jane suggest Steve should bring?
A diving gear B cooking equipment
C swimsuits D a sleeping bag
E plenty of food F his bicycle
6 What activities are they planning?
A boating B scuba diving
C bungee jumping D horse riding

142 | E n g l i s h 1 , 2 , 3
 E hiking F surfboard riding
Question 7 Write a NUMBER for the answer.
7 If Steve joins them, how many people will be going on the trip?
When you hear the words "Now listen carefully and answer questions 17

Section 2
Good evening I know many of you students are the proud owners of
your first motor vehicle and this evening I want to talk to you about some of
the things you can do to make sure your car or motorbike isn't stolen. I'll start
with a few facts and figures to put you in the picture. Car theft is a widespread
problem. In this country alone one car is stolen every 32 seconds. That's almost
a million cars each year. And of those, 40 per cent are never recovered. And
don't think that just because your car might be a bit old and beaten-up looking
no one will steal it. Any car can be stolen. Anywhere. Most thefts occur in
residential areas, often from the front of the house or even from inside the
garage Some areas that are especially dangerous are shopping centers and
parking lots, particularly at sports events. Most car thieves don't need to break
into the car. They usually gain entry through unlocked doors and many times
they find the key in the ignition. In fact, one in five stolen cars had the keys left
in the car. Isn't that amazing? Twenty per cent of drivers left the keys in the
ignition of an unlocked car! Who steals cars? Well, there are basically two
kinds of car or bike thieves - joyriders aged about 15 to 21, and professionals.
This last group usually needs less than one minute to break into a locked car
and they often steal cars to use in other crimes such as robberies. You are
much less likely to get your car back if it's stolen by a professional, and if it's

143 | E n g l i s h 1 , 2 , 3
stolen by a joyrider chances are it'll be a wreck when you do get it back
Joyriders have a very high accident rate.
STOP YOUR TAPE
SECTION 2 Questions 12-17
Questions 12-14 Complete the table according to the information given by the
police officer.

Questions 15-17 Write NO MORE THAN THREE WORDS for each answer.
What are the two kinds of car thieves?
15 …………………………………
16 ………………………………..
Which kind of car thief is likely to use a stolen car for committing a crime?
17 …………………………………

How to Answer - Demonstration

STEP 1- OVERVIEW OF THE INSTRUCTIONS

The instruction for questions 12—17 tells you to complete a table It does not
give you any information about what to write in the table. You will have to look
at the table itself to see what you need to write into it. Now look at the
instruction for questions 15—17 It tells you to answer in NO MORE THAN
THREE WORDS. This means that the answer might be one word, two words or

144 | E n g l i s h 1 , 2 , 3
three words, but it will not be four words. You should also know that these
answers never require a contraction like in font.

STEP 2 - READ THE QUESTIONS AND STUDY HOW YOU HAVE TO ANSWER

What you can expect to hear In this test you will hear a police officer giving a
talk about ways to prevent motor vehicle theft. By looking at the table for
questions 12— 14 you can see that the speaker will give some statistics about
motor vehicle theft. So you know you will be listening for numbers.

What you have to do Sometimes you will not hear numbers in exactly the form
of the questions. You might have to make a simple calculation, as you did for
question 7 in Section 1. If you use the time given for studying the questions,
you will know exactly what kind of information is needed. Then you can quickly
put the numbers in as you listen. Also, remember that you can write the
numbers as either numerals or words, or even a combination. So it would be
easier to write a number like 108 as a numeral, but a number like 5 billion as a
combination of a numeral and a word. In some tests you might have to answer
a question with a combination of numerals and letters, as might be used in a
car registration number or a student registration number. You will find an
example of this type of question in Practice Listening test 2 (page 36). Listening
exercise 1 on page 29 will give you practice in listening for numbers, letters and
names of places. Analyze questions 15-17. What can you expect to hear? What
do you have to do? What kind of information are they asking for? Actually, the
first question requires two answers, which is why it has two numbers. The key
words in this question are

145 | E n g l i s h 1 , 2 , 3
B. Song
Exercise 13
Complete the following news report using NO MORE THAN 3 WORDS OR
NUMBERS.
Give thanks to Allah

………….(1) thanks to Allah, ……….(2) the moon and the Stars

…………(3) Him all day for ……..(4) is and what ………(5)
Take Hold of your imaan, dont give it to shaitan
Oh you who believe………..(6) give thanks to Allah
Allahu Ghafur Allahu Rahim Allahu yuhibu al Mohsinin
huwa Khalikhuna huwa Razikhuna
wa hua ala kulli shaiin qadir
Allah ……….(7) Ghafur Allah is Rahim Allah is the one …….(8)
loves the Muhsinin
He is a……(9) He is a Sustainer and …(10) is the one who has
power over all.

146 | E n g l i s h 1 , 2 , 3
Exercise 15

We Will Not Go Down

(using song presentation method)
Am C
A blinding flash of white .. …………(1).
G Am
Lit up the s ky over Gaza ton ight
Am C
Peo ple …………… (2)for cove r
G Am
Not knowing wheth er ……….(3) dead or ali ve

Dm Am
They ……(4) with their tanks and their pl anes
Dm Am
With ravaging fiery fl ames
Dm F
……(5). nothing rema ins
C G
Just a v oice ……..(6) in the sm oky haze
F C
We …… ……(7) go d own
Am G
In the n ight, ……….(8) a f ight
F C
You can b urn up our mosques and our ho mes and our schools
Am G
But our ………..(9) will never d ie
Am G
We will not go d own
Am
In Gaza ton ight
Am C
…….. ……(10) and children al ike
G Am
Murdered and mass acred night after ….. ….(11`)
Am C
While the so- called leaders of ……..(12) af ar
G Am

147 | E n g l i s h 1 , 2 , 3
 Deb ated on who's wrong or r ight
Dm Am
But their ……….(13) words were in v ain
Dm Am
And the bombs fell down like acid r ain
G Am
But ….(14) the tears and the blood and the pain
C Em
.....(15) can s till hear that voice through the sm oky haze

148 | E n g l i s h 1 , 2 , 3

View publication stats