English For Technical Students

AVIIATION ENGLISH FOR COMMUNICAION TECHNIQUE
AVIATION ENGLISH
FOR
COMMUNICATION TECHNIQUE
COURSE
D
E
V
E
L
O
P
E
D
B
Y
Drs. SUTARYANTO, MM
INDONESIA AVIATION TRAINING

CURUG
2021
Mar. 10, 22 1
TABLE OF CONTENT
PREFACE ii
01. ENGLISH VERB FORMS 04

Danger from the Sun 14
02. SIMPLE PRESENT TENSE 16
Bench Work 22
03. ENGLISH NOUNS 24
Safety in a Machine Shop 32
04. SIMPLE PAST TENSE and PAST PROGRESSIVE TENSE 34
Ben Greenberg and Wright Brothers 39
05. PRESENT PERFECT and PERFECT PROGRESSIVE TENSE 42
Heat Treatment 45
06. AUXILIARY VERBS 50
Metals and Their Properties 54
07. PASSIVE VOICE 57
Sheet Metal Work 61
08. CONDITIONAL SENTENCE 63
Safety in the Sky 65
09. ARTICLES 67
Welding 71
10. GERUND 74
Bench Work 79
11. BOTH. TOO. SOO, EITHER and NEITHER 81
12. COMPLEX SENTENCE 83
Soldering and Brazing 87
13. ADJECTIVES AND ADVERBS 90
The Boy Who Took a Short Cut 93
14. EXPRESSING FUTURE 95
15. QUESTIONS 97
16. REPORTED SPEECH 103
17. PRESENT and PAST PROGRESSIVE TENSE 109
18. HAVE SOMETHING DONE 115
19. USED TO STEM / STEM+ING FORM 116
20. HAD BETTER and WOULD RATHER 118
21. VERB GROUPS 120
IRREGULAR VERBS 123
MINIMUM REQUIREMENT 130
SAMPLE TESTS 132
Mar. 10, 22 2
PREFACE
We might sometimes find it difficult to get English books that could fulfill all our need.
However, we don’t promise to present complete English lesson for special purposes, but
we try to provide English lessons with some vocabularies and readings related to some
aviation knowledge or some sorts. Therefore, we cannot come directly to the point we
aimed at, but we would relate most of the lessons with some basic tenses we have to
master.
We’ve already known that English has many different tenses, and every tense has
different purposes and different meaning. However we don’t want to study all tenses in
this book, but only few of them that we consider most frequently used in daily
activities. Other topics related to aviation or readings related to daily activities will be
given proportionally.
Exercises related to subject matter are given with the purpose to enrich participant’
knowledge and encourage them to learn better. Some exercises seem too easy for
some participants, but they might be quite difficult for the others, therefore group work
would be suggested to minimize teacher’s roles and maximize participants’ participation.
The teacher should not take most portion of the class activity, but the participants
ought to take the most parts of the learning processes. The teacher may ask the
participants to read the learning material and wait for their request of explanation or
clarification. When they do not seem to be actively learning the material, the teacher
may ask questions to direct their attention to certain topic or main issue of the lesson.
When they can answer quite easily then the teacher can go on to the next question, but
if they are not able to answer it easily the teacher should then give clarification or brief
explanation, and followed by some other questions, etc.
A good teacher would give the participants’ freedom to learn their lessons and use their
time efficiently but not be the one who exclusively consumes all the time to explain the
lessons and let the participants fall asleep in class as what most teachers think he
should do.
Good participants on the other hands should actively learn the material and try to
understand the lesson by asking questions or clarification of some sort to show their
eagerness and enthusiasm to the lesson. Participants who ask more questions learn
more lessons than participants who do not ask any question.
We hope this book could give shortcut for the participants to learn English and could
give the teacher alternative material for his lesson. We believe that this book is far from
perfect; therefore critics from the readers are really expected.
the writer
Mar. 10, 22 3
Lesson 1
ENGLISH VERBS
A. Forms
A verb can be defined as “a word that expresses action or helps to make a

statement”. (John E. Warriner, English Grammar and Composition) . Most verbs in English have
regular “ed”- ending to their main forms (stem forms), but there are some verbs that do not
have “ed”- ending to their main forms. Verbs that have regular “ed”- ending to their main
forms (latter we will use the term stem forms), are called regular verbs and verbs that do
not have regular “ed”- ending to their stem forms are called irregular verbs.
1. Samples of regular verb forms.
Finite Non-finite STEM+ED form

STEM form STEM+S form STEM+ING form finite non - finite
abort aborts aborting aborted aborted
amend amends amending amended amended
alter alters altering altered altered
balance balances balancing balanced balanced
brake brakes braking braked braked
check checks checking checked checked
drift drifts drifting drifted drifted
drop drops dropping dropped dropped
earn earns earning earned earned
fix fixes fixing fixed fixed
follow follows following followed followed
ground grounds grounding grounded grounded
help helps helping helped helped
hope hopes hoping hoped hoped
intend intends intending intended intended
join joins joining joined joined
kick kicks kicking kicked kicked
lower lowers lowering lowered lowered
manage manages managing managed managed
narrow narrows narrowing narrowed narrowed
offer offers offering offered offered
perform performs performing performed performed
remain remains remaining remained remained
remember remembers remembering remembered remembered
settle settles settling settled settled
sort sorts sorting sorted sorted
talk talks talking talked talked
turn turns turning turned turned
update updates updating updated updated
upgrade upgrades upgrading upgraded upgraded
visit visits visiting visited visited
walk walks walking walked walked
work works working worked worked
Mar. 10, 22 4
2. Samples of irregular verb forms.
Some verbs in English are irregular and they have different patterns to make their stem+ed
forms. A few of them have only three different forms, others have four different forms and
some others have five different forms.
Finite Non-finite STEM + ED form

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

STEM form STEM+S form STEM+ING form finite non-finite
be (non-finite) was
am (finite) is being were been
are (finite)
Notes: For further examples of irregular verbs, see on appendix!
Mar. 10, 22 5
B. Verb - Derivation
We may sometimes use other words; such as nouns or adjectives to express actions or
activities. Of course, we do not use them instantly, but some of them need modification. Most
verbs that derive from nouns or adjectives are regular verbs, therefore they can easily be
added with an “ed”-ending to make their stem + ed forms.
You may have a sentence as:
- Mr. Brown greases the moving parts of the machine .

- The mechanic has greased the moving part of the component.
- The mechanic should grease the moving parts of the device.
- The hinges have to be greased to reduce friction, etc.
Here are some verbs that are derived from nouns and / or adjectives.
a. Verbs derived from nouns
Non-finite Finite and non-

Nouns To+stem form Stem+ing form finite stem+ed Remark
form
a book to book booking booked mendaftarkan

a chisel to chisel chiseling chiseled memahat
a drill to drill drilling drilled mengebor
a face to face facing faced menghadapi
a file to file filing filed mengikir
grease to grease greasing greased melumasi
a hacksaw to hacksaw hack sawing hacksawed menggergaji
a hammer to hammer hammering hammered menempa
a handle to handle handling handled menangani
a head to head heading headed mengarah
iron to iron ironing ironed menyeterika
a machine to machine machining machined memotong
a nail to nail nailing nailed memaku
an oar to oar oaring oared mendayung
an order to order ordering ordered memesan
paint to paint painting painted mengecat
a phone to phone phoning phoned menelpon
a rivet to rivet riveting riveted merivet
a rule to rule ruling ruled mengatur
a screw to screw screwing screwed menyekrup
a taxi to taxi taxiing taxied meluncur
water to water watering watered mengairi
etc dan lain lain
Notes: Most verbs derived from nouns are regular
Mar. 10, 22 6
b. Verbs from adjectives
Non finite Finite and non-finite

Adjectives Nouns To stem form Stem+ing form stem+ed form
deep - to deepen deepening deepened
short - to shorten shortening shortened
weak - to weaken weakening weakened
dark - to darken darkening darkened
light - to lighten lightening lightened
wide - to widen widening widened
tight - to tighten tightening tightened
loose - to loosen loosening loosened
smooth - to smoothen smoothening smoothened
hard - to harden hardening hardened
soft - to soften softening softened
white - whiten whitening whitened
long length to lengthen lengthening lengthened
high height to heighten heightening heightened
strong strength to strengthen strengthening strengthened
low - to lower lowering lowered
slow - to slow down slowing down slowed down
hurry - to hurry up hurrying up hurried up
etc.
Notes: Most verbs derived from adjectives end with –en , and they are regular.
English Verb Forms (Summery)
N The STEM The finite The non-finite The STEM-ED form

o form STEM-S form STEM-ING form FINITE NON-FINITE
01 study studies studying studied studied

work works working worked worked
02 do does doing did done

take takes taking took taken
03 be was
am is being were been
are
04 taxi taxies taxiing taxied taxied
05 fasten fastens fastening fastened fastened

widen widens widening widened widened
Mar. 10, 22 7
C. Type of English Verbs
English verbs can also be classified into three types as follows!
1. Linking Verbs
A linking verb is a verb that does not express an activity. When there is a sentence with a
linking verb, its subject doesn’t do any activity. The most common linking verb in English is
the verb form of “be” (be, am, is, are, was, were, been). The function of complement in this
kind of sentences is to qualify its subject. It’s sentence pattern is as follow:
Subject + Linking verb + complement.
The complement can be in the form of: a noun, pronoun, gerund, adjective, adverb of
place, adverb of time, or combination of them.
a. a noun, as in:
- Peter is an engine mechanic.
- That young lady is a stewardess.
- Those people are foot-ball players.
- Mr. Johan is a professional mechanic.
- That instrument is a tachometer.
b. a pronoun, as in:
- The man who missed called you yesterday is me.

- The woman that I love most is her.
- The book on that table is not mine.
- The class-room with air-conditioner over there is not theirs.
-
c. a gerund, or the STEM+ING form of a verb which is not used as a predicative verb, as
in:
- My favorite hobby is swimming.

- Our main task is assisting the manager.
- The most critical situation in flying is landing.
- His ambition is becoming a president.
- Your job here is serving customers.
- The easiest and cheapest exercise is jogging.
d. an adjective, as in:
- Flying in a large modern airplane is safe and convenient.

- To be a student at any stage is fun.
- Most cars produced by U.S.A. are tough and strong
- Most vehicles produced by Japan are simple and economical.
- Your sister looks (is) very happy.
- This coffee smells (is) delicious.
Mar. 10, 22 8
e. an adverb of place, as in:
- The nearest hospital is on Jln. Sudirman.

- The custom office is on the second floor.
- The canteen is on the basement.
- The health centers and services are up-stairs.
- The fuel indicator is on the dash-board.
- The office is at the end of this road.
- All passengers have been on board of Boeing 747 to Denpasar.
f. an adverb of time, as in:
- The day after tomorrow is Wednesday.

- The expected time of arrival is at ten forty.
- The duration of the course is ten months.
- Our estimated time of our economic recovery is 2008.
- The final examination is not now.
- The class is sometimes in the evening.
However there are some verbs that express perception can be used as linking verbs, but their
sentence patterns are different from the verb “be”. For further description will be given on
other chapters.
Examples:
a. You look very tired now.
b. It seems alright.
c. This milk tastes a little bit sour.
d. The flower smells good.
e. I feel a little bit tired today.
2. Intransitive verb
An intransitive verb is a verb that does not need any object when it is used as a predicate
of a sentence. It’s sentence pattern is as follow:
Subject + intransitive verb + adjunct
Examples:
a. They walk to the office everyday.
b. She speaks very slowly.
c. The thief runs away from the jail.
d. She smiles at every body.
e. Heat flows through conductor.
f. The first flight departed from Surabaya at four a.m.
g. This aircraft trainer couldn’t fly very high in the air.
Mar. 10, 22 9
3. Transitive verb
A transitive verb is a verb that needs an object when it is used as a predicate of a

sentence. When you don’t put any object after this kind of verb in a sentence, you make a
minimum requirement mistake. It’s sentence pattern is as follow:
Subject + transitive verb + object + adjunct.
Examples:
a. John drives a car to his office everyday.
b. The pilot made an emergency landing on the grass runway.
c. The air-traffic controllers control the traffic on and in the vicinity of an aerodrome.
d. The mechanics clean their tools after being used.
e. They make their standard procedures for their own safety.
f. We sometimes have to eat breakfast in our office.
g. The workers take a break at noon to have lunch and pray.
h. They should do the job well.
Notes: Most verbs are definitely intransitive, such verbs like: go, cry, or transitive, such verbs
like, do, read, finish, write etc., whilts others can be used transitively or intransitively
in sentences, as in:
a. We walk along the road on Sunday morning. (intransitive)

b. We walk our dog along the road on Sunday morning. (transitive)
c. The aircraft landed smoothly on the runway. (intransitive)
d. The pilot landed the aircraft smoothly on the runway. (transitive)
e. She sits quietly on the chair in front of the television. (intransitive)
f. She sits the baby of her neighbor to get extra pocket money. (transitive)
Based on their kinds of verbs above, English basic sentences can be classified into three
different patterns as follows:
ENGLISH BASIC SENTENCE
1 SUBJECT LINKING VERB COMPLEMENT + ADJUNCT

The aircraft is at parking stand 9 Alfa
Mr. Erwin
is an aircraft mechanic
2 SUBJECT INTRANSITIVE - + ADJUNCT
VERB
The plane is taxiing - to the runway for take-
off
The plane has departed - to Hasanudin Airport,
Makassar
3 SUBJECT TRANSITIVE OBJECT + ADJUNCT
VERB
The towing-car is pushing back the aircraft to the taxiway
Mar. 10, 22 10
The mechanic has inspected the aircraft
D. Finite and Non-finite Verbs.
Before we go on to the next topic, we would like to tell the term finite and non-finite verbs.
Finite has its lexical meaning as a verb that is used as a predicate that has limit of person,
number and tense. (Webster’s New World Dictionary, Third Edition, 1991). Therefore, the term
“finite” and “non-finite” in this book can be defined as follows:
1. A finite verb can be defined as a verb that changes its form when we change the subject
from singular to plural, or vice versa.
Examples:
 Edwin speaks English well.
 Edwin and Rudy speak English well.
 A mechanic works with tools.
 Mechanics work with tools.
The verbs: speaks, speak, works and work, are finite verbs because they change their
form when we change the subject from singular to plural, or vice versa. When the subject is
singular the verb has an s-ending, and when the subject is plural the verb does not have
an s-ending.
2. A finite verb can also be defined as a verb that changes its form when we change the
subject pronoun from I, we, you and they to he, she or it, or vice versa.
Examples:
a. I live in town.
b. He lives in town.
c. We don’t understand English well.
d. She doesn’t understand English well.
e. They watch television in the evening.
f. She watches television in the evening.
The verbs: live, lives, don’t, doesn’t, watch, and watches are finite verbs because they
change their form when we change the subject pronoun from I, we and they to he and
she, or vice versa .
3. A finite verb may also be defined as a verb that changes its form when we change the
tenses from present to past tense, or vice versa.
Examples:
a. John flies to Makassar twice a month.
b. John flew to Medan last week.
c. Johan doesn’t work late every day.
d. Johan didn’t work late yesterday.
e. Mr. William’s family has a picnic twice a year.
f. Mr. William’s family had a picnic last month.
Mar. 10, 22 11
g. I get up early on work-day.

h. I got up late today.
The verbs: flies, flew, doesn’t, didn’t, has, had, get up and got up are finite because
they change their forms when we change the tense from present to past tense, or vice versa.
All the definitions above can be combined into:
A finite verb can be defined as a verb that changes its form when we change the subject
from plural to singular, or the subject pronoun from I, we, you and they to he, she
or it, or when we change the tenses from present to past tense, or vice versa.
4. A non-finite verb, can therefore be defined as a verb that doesn’t change its form when
we change the subject or tenses.
Examples:
a. Andi doesn’t read newspaper at home.
b. Andi didn’t read newspaper at home yesterday.
c. Andi and his family don’t read newspaper at home.
d. I don’t read newspaper in the office.
e. He doesn’t read newspaper in the office.
The verb “read” in all sentences above is a non-finite verb, because they don’t change their
form when we change the subjects or tenses.
The stem + s form of an English verb is always finite, and the stem + ing form of an
English verb is always non-finite. While the stem and stem + ed forms can be finite or
non-finite.
In this book, we will often use the term: stem, stem+s, stem+ing and stem+ed to
indicate verb form rather than the term infinitive with / without to, past tense, present
participle, past participle, etc.
We will also use the term finite and non- finite to specify which verb form we refer to.
E. Overview
Before we study further about the use of verb forms in English in more detail, we will give you
brief examples of verb forms used in basic sentence pattern as follows.
1. Stem form may appear in:
a. Simple present tense after a plural subject or after a pronoun; I, we, you or they, as
finite stem form, as in:
- We write a progress report every week.
- Human beings need water to survive.
b. Imperative
Mar. 10, 22 12
An imperative consists of a non - finite stem form and other necessary words.
Here are some examples:

 Come here and sit down, please!
 Turn the light off, please!
 Check the oil gauge before starting the engine, please!
 Make a right turn after reaching 2000 feet!
 Climb to FL 350!
 Taxi to the apron via taxiway Bravo.
A negative imperative can be made by adding a verb “Do + not“ (Don’t) before a non-
finite stem form, as in:
o Don’t make any noise!
o Don’t leave the room without being locked.
o Don’t disturb a sleeping baby!
o Don’t enter the police lines!
o Don’t park the plane on the taxiway.
o Don’t work without safety helmet!
o Don’t drive your car without fastening your seat-belts!
c. A sentence after an auxiliary verb, as non-finite stem form:

- He will write a report this afternoon
- They might be in the library reading.
- They should collect the assignment today.
- This engine must be overhauled.
d. In a negative and interrogative statement after verb form of do (do, does or did), as
non-finite stem form, as in:
- I don’t write the report in English well.
- Does she write the report every month?
- Did they write the complaint on the log-book?
e. In verb combination with other verbs, or sentence patterns, as in:

- I want to go to a service station to have my car fixed.
- We need to drink enough water to be healthy.
- The government plans to build giant dam to protect citizen from the flood.
- Most men don’t like to be scolded before other people.
3. Stem+s form is used in simple present tense after a singular subject (including an
uncountable and abstract noun) or after a subject pronoun He, She or It.
- She writes a report at the end of a month.
- Erwin works forty hours a week.
- Beauty always attracts women attention.
- Airbus A-380 carries more than eight hundred and fifty passengers.
4. Stem+ing form is used in progressive tense after a verb form of “be “as in:
- She is writing a report in her office.
- She was writing a report in her office when I entered her room this morning.
- She has been writing a report for an hour.
- She will be writing a report by this time tomorrow.
Mar. 10, 22 13
5. Stem+ing form can also be used as gerund, as in:

- Being a student is always fun.
- The pilot should check the aircraft thoroughly before starting the engine.
- I couldn’t imagine flying an aircraft without instrument.
- That taxiing aircraft is leaving for Denpasar.
6. Finite stem+ed form is used in past tense as in:

- She wrote this report only this morning.
- They visited their family out of town last week.
- We did our assignment last week.
7. Non-finite stem+ed form is used in:

a. Perfect tense after a verb form of “have” (have, has, had, or having} as in :
- I have written the report requested by the manager.
- The boss has gone home.
- We have done all the job.
b. Passive voice after a verb form of “be” as in:

- The report is written in English.
- The report is being written in English.
- The report should be written in two languages.
- The report should have been written by the secretary.
Reading: This reading text will show you various form of English verbs used in a text. Read it
carefully and answer the questions that follow!
DANGER FROM THE SUN
This reading will give us a picture about the condition in outer space. This text was written
only a few years after the USA declared that their astronauts had landed on the moon.
1.
Men in space will face many dangers, both in their ships and on other worlds. We know
what most of these dangers will be and we know when they will happen. We know what will
cause them and we know what to do about most of them. But there is one that we still do not
know what to do about. This is a danger from the sun. It is caused by solar flares.
2.
These flares were first seen in 1855. They were viewed with instruments, but they couldn’t
be seen in plain light.
3.
A solar flare is a huge explosion on the sun. We don’t know why it happens. And we can’t
tell when it will happen. We just know that it does happen. A spot on the sun blows up and
there is a huge blast that throws out a storm of deadly rays.
Mar. 10, 22 14
4.
Rays from space are always moving toward the earth. The air around the earth keeps most
of the rays away from us. A solar flare adds more rays that cause what we call the “northern
lights” that cause huge magnetic storms on earth. Because of these storms, we can not hear
radio messages. But our air still protects us from serious danger from these storms.
5.
What of the men who will go far from the earth? Men in a ship would be protected by the
ship’s metal. But a man walking on the moon would be caught out in the storm caused by the
flare. There is no air to protect a man on the moon as there is on earth. The storm would kill
him.
6.
We can not see a solar flare as it happens. We could warn a man on the moon that a storm
was on the way. But we could not warn him more than an hour before the storm rained down
upon him. This would not give him much time to get to safety.
7.
We are now trying to learn the cause of these flares. Most of all we need to know when
they will take place. We must be able to warn men in space of storms to come. Unless we
can, these men will always be in danger of death from the sun.
(Ralf C. Case, Science Research Associates, Inc. 1969, USA.)
Exercise 1: Re-write all verbs used in the text and identify what form they are.
Example:
1. face : non finite stem form

2. know : finite stem form
Exercise 2: Choose the best answer from the options!
01. The danger from the sun lies in …………….

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

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

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

a. a blast on the moon
b. storms caused by solar flares
c. deadly rays from the earth
Mar. 10, 22 15
05. We need to know when solar flares will take place so that we can ………
a. warn men in space
b. stop them from happening
c. change them with deadly rays.
06. Men in space craft can be …………. from the rays.

a. in great danger b. protected c. killed
07. According to the text above, the story about Apollo 11 that has ever landed on the moon
should have been ………….
a. fake b. possible c. real
Exercise 3: Fill in the blank space in each case with a suitable word from the text.
01. There are many …………….. in spaceships to control their performance.

02. The force of the blast caused an ……………… at the mine.
03. Some snakes can kill you, their bites are ……………..
04. There are …………… of light coming through the windows.
05. The bird flew to the ………… of its nest.
06. An elephant is a ………………. animal.
07. Where on ……………. were you last Thursday?
Lesson 2
SIMPLE PRESENT TENSE
Sentence Patterns
Simple present tense has three different sentence patterns as follows;
a. Simple present tense with a single verb of be (am, is, and are)
Finite Subject Finite Nega- Complement

Verb “be” Verb “be” tion
I am at home on Sunday
John
--- She Is in the office every day
Students ---
They are in the class-room .
I am happy with the result of the test
Mar. 10, 22 16
He
--- She is not fond of mathematics.
They .
We are sorry about the accident
Am I all right
Is Peter
Isn’t he --- --- pleased with the news
Are you ?
Aren’t they smart
Notes:
1. The sentence pattern above can be described in general rule no. 1 as follows:
When the finite verb of a statement / sentence is a single verb “BE”, we just simply
add a word “NOT” after it (verb “BE”) to make a negative statement, and / or move
the finite verb “BE / BE-NOT” before its subject to make an interrogative statement.
This rule applies for simple present and simple past tense with a single verb “BE” only.
2. As mentioned on page 4 verb “be” can only be followed directly by either, a noun /
pronoun / gerund, adjective, adverb of place or adverb of time, as in:
- My brother is a mechanic. (a noun)

- The glasses on the table are mine. (a pronoun)
- His job is controlling the traffic. (gerund)
- This engine is very powerful. (an adjective)
- The departure time is seven thirty A.M. (an adverb of time)
2. Don’t ever use a verb form “be” together with / followed by non-finite stem form of
any other verb.
- Peter is like pop music. ( it should be: Peter likes pop music.)
- The mechanics are repair the engine in the garage. ( It should be: The
mechanics repair the engine in the garage.)
3. A verb be can only be followed by non-finite stem+ing form in progressive tense and
a non – finite stem+ed form in passive voice, as in:
- The plane is taxiing to the runway. (present progressive tense)

- The passengers are boarding the plane now. (present progressive tense)
- The plane is parked at the international terminal. (passive voice)
- Aircraft manual is written in English. (passive voice)
b. Simple present tense with a single verb other than “be”.
1). Simple present tense with a plural subject or subject pronoun; I, We, You or They.
Finite verb Subject Finite Verb

“Do” “do+not” Main verb in the stem form
Mar. 10, 22 17
Many people work forty hours a week

We live out of town
--- They --- speak Indonesian at work
You go to work by bus .
get home in the evening
Some workers speak local language at work
--- You do not live in town
They ( don’t ) start to work early .
Do those men stay at home on Sunday
Don’t the workers leave to work every day
you --- arrive home late every day ?
they watch television at home
2). Simple present tense with a singular subject or subject pronoun; He, She, or It.
Finite Verb Finite Verb

“Do” Subject “do+not” Main Verb
Mr. John works hard all day
Andi speaks English at work
--- He lives in town .
She --- stays at home on Sunday
The mechanic checks the engine regularly
The worker keeps the engine running
Mr. Brown work late every day
Miss. Ann does not speak local language at work
--- He (doesn’t) live in the village
She stay at home on weekend. .
Marry check the oil of the engine
Andi keep all the tolls in the box
Does the manager --- work on Sundays ?
Doesn’t she stay at home at night
drive a car to work
Note: The sentence pattern above can be described into general rule no. 2 as follows:
When the finite verb of a statement / sentence is a single verb other than ”BE”, we have to
change the finite verb to non-finite STEM form and add a finite verb DO-NOT after its subject
to make a negative statement, and / or add a finite verb “DO” (Do, Don’t, Does, Doesn’t,
Did, Didn’t) before its subject to make an interrogative statement.
Note:
- This rule applies to simple present and simple past tense with a single verb other than
“BE” only
- Negative interrogative is used when the parson who asks the question expects the answer
“Yes / Affirm / Affirmative”. (Affirm / Affirmative is used in radio telephony procedure)
Examples:
a. Isn’t this cell-phone yours?
b. Isn’t that aircraft we are going to fly?
Mar. 10, 22 18
c. Don’t you recognize that this object is classified as dangerous goods?

d. Doesn’t the pilot listen the clearance very well?
A lot of books and information are written and expressed in simple present tense. Therefore,
simple present tense has various meanings or uses, and among others are:
1. Simple present Actual
We can use simple present tense to tell an event or events that occurs at the moment of
speaking. The content of the information doesn’t refer to the past or to the future. It
refers only to limited time now. Therefore, it doesn’t mean in progress.
This following diagram will tell you the idea!
Now
Past X Future

a. The weather is very clear and visibility is more than ten kilometers.
b. Most students don’t understand this formula very well.
c. A lot of people are on vacation today.
d. Your sister looks very beautiful with her new dress.
e. Many passengers are in-line at the departure terminal to get their tickets.
f. This coffee is too hot to drink.
g. This engine doesn’t work well and needs to be repaired.
h. Your luggage is in the lost and found counter.
i. The active runway is 04 R. (zero fower right)
If you take a close look at all the sentences above, you will notice that those events occur
right now, and they don’t tell us anything in the past or the future.
Notes: This simple present actual is not the same with present progressive tense for some
reasons.
a. Some verbs are not normally used in present progressive tense, as verbs that express
the meaning of perception, such as: believe, understand, know, have, feel, hear,
posses, like, want, etc.
b. Present progressive tense emphasis that the event is in progress at the moment of
speaking. When we don’t emphasis the progress we’d better not use present progressive
tense.
We don’t need to say : ”The earth is rotating around the sun”, but it is enough to say:
“The earth rotates around the sun”.
Examples of present progressive tense:
- The aircraft has just landed and it is still taxiing to the apron.
Mar. 10, 22 19
- The plane hasn’t landed yet, it is still waiting for the clearance in the holding area.
- The airport authority delays its flight as it is still raining very hard.
2. Simple Present Habitual
We can use simple present tense to tell an event or events that occurs or happens from
time to time up to now as a habit. In some cases we may add adverbs of frequency such
as; always, usually, generally, often, sometimes, seldom, rarely, ever, never etc. These
adverbs come after a single verb be (is, are, am) or before a single verb other than be.
You can tell the idea from this diagram.
Now
Past XXXXXXXXXXXXXXXXXXXXXXXXXX …………………………… Future

b. This aircraft often has problem with its communication system.
c. It rains a lot in December and January in most parts of Indonesia.
d. Firemen don’t work hard every day.
e. Some students are often late for their class.
f. Government officials rarely go on strike.
g. Some university students drive cars to their campus.
h. Aircraft mechanics often work overtime in the hangar.
i. Many people don’t live in their own houses.
When you have to use adverb of frequency in this sentence, you should follow these common
rules:
- It comes after a single verb “be”
- It comes before a single verb other than “be”
- It comes before the second verb in a negative or interrogative statement of a simple
tense.
- It comes before the second verb in a verb group.
Examples:
- The traffic is always crowded at this time of the day.

- Garuda Indonesian Airways rarely cancels its flight.
- Does this aircraft often have trouble with its engine?
- The supervisor will always be in touch with you. (simple future tense)
- Some senior students are always making fun of others. (present progressive tense)
- Have you ever heard such stupid idea before? (present perfect tense)
- You should always take care of your own belongings. (simple tense with an auxiliary
verb)
3. Simple present neutral
Mar. 10, 22 20
We can use simple present tense to tell an event or events that happens or happen at any
time. It happened in the past, happens at present or happens in the future. The event
that the simple present tense tells has no limit of time.
You can tell the idea from the diagram bellow.

Now
Past XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX Future
01. All metals expand when heated.

02. A pilot flies an aeroplane.
03. High carbon steel is hard but brittle.
04. Gold is good conductor of heat or electricity.
05. Aluminum is light metal, and it doesn’t corotes.
06. High carbon steel is hard and brittle that doesn’t bend easily.
07. Hacksaws cut on the forward strokes.
08. Electric solders have their own element to heat the solder head.
09. The earth revolves one revolution in 365 days.
10. Electric current flows through conductors.
11. Head wind increases airspeed and fuel consumption.
12. Tail wind decreases airspeed and reduces fuel consumption.
4. Simple present future
Simple present tense may tell us an event or events that is / are going to happen in the
future. It didn’t happen in the past, it hasn’t happened yet, it doesn’t happen at present
either. We usually use this tense to tell that the event will happen based on a schedule or
a plan.
You can tell the idea of simple present future in the diagram bellow.
Now
Past X Future
a. We have examinations next week.

b. According to the academic calendar, we finish our course next year.
c. We celebrate our independent day next month.
d. The day after tomorrow is holiday.
e. The train leaves to Bandung in two hours.
f. He flies to Makasar via Surabaya tomorrow morning.
g. Garuda opens a new flight to Darwin next month.
h. They get married next month.
Mar. 10, 22 21
i. Indonesian people have their national election next year.

j. Garuda Indonesian Airways buys more Boeing 737 400 this year.
k. We don’t study English tomorrow.
l. We have long week-end next month.
Notes: Stem+s form is used for singular subject or subject pronoun He, She, or It in positive
statements.
Exercises 1: Rewrite the sentences bellow with the correct verb forms.
01. The students of Indonesian Civil Aviation Institute live in the dorms provided by the
government.
02. Pilot students not have much time to do physical exercise in the afternoon.
03. Indonesian school children study English at junior and high school.
04. English be not an interesting subject to some students.
05. Many people travel around the world by air nowadays.
06. Some Indonesian students speak English well.
07. Many people work for private companies in town.
08. Traffic jams happen almost every day in big cities around the world.
09. Some university students earn their own money to pay their school fee.
10. Education be the basic need of modern life.
11. Computer technology improve very rapidly.
12. Electricity play very important role for human life and convenience.
13. A lot of people move to big cities to get better life.
14. People in the country-side have to work hard to earn their money.
15. Young people not want to work hard to get their money.
16. January have the most rain in western part of Indonesia.
17. Sukarno – Hatta Airport be the largest airport in Indonesia.
18. Borobudur be a Buddhist temple located in Central Java.
19. Many people from different parts of Indonesia come to Jakarta to get a job.
20. Mr. Brown family often spend their week-end in the beach.
21. Foot-ball game be the most popular game in the world.
22. Every human being need water more than anything else.
23. Water solidify below zero degrees Celsius.
24. Gold conduct heat and electricity better than other metals.
25. High carbon steel be more brittle than low carbon steel.
26. Airbus 380 carry more than five hundred and fifty passengers on board.
27. Airbus 380 use material 14 % lighter than ordinary material used by other types of
aircraft.
28. Mechanics put their tools and instruments in the proper place.
29. A mechanic wear safety dress on his work.
30. A mechanic keep the floor in the workshop free from oil.
31. An electrician use solder to join wires in electrical workshop.
32. An antenna transmit radio waves through the air.
33. Engine instruments show the pilot how the engine is working.
34. Good circulated oil prevent the engine from overheated.
35. We use grease to reduce friction between components.
36. Firemen foam the runway to prevent fire during emergency landing.
37. Lubrication reduce friction between components.
Mar. 10, 22 22
38. Good and proper quality oil prevent the engine from being overheated.
39. A compass indicate directions.
40. Pilot use two way radio communication to communicate with airtraffic controllers.
Exercise2: Rewrite the sentences in exercise 1 above into negative and interrogative
statements.
Reading 3: Read this following text and answer the questions that follow!
BENCH WORK
1.
A fitter works in the fitting workshop. The operations that he performs include hacksawing,
chiselling and filing. He works on a heavy, rigid, bench which has vice bolted on it. He has
various hand tools to work with. These include files and chisels. The fitting workshop usually
contains a marking-out table and a drilling machine. The former is used for marking-out
before the operations mentioned above are performed. The latter is used for machining
holes in the work.
2.
For certain types of work, the fitter uses grinding machines. A surface grinder is used for
producing a smooth surface by removing small amounts of metal. This operation is called
finishing work, or producing a finish. In order to sharpen tools such as cold chisels and
screwdrivers an off hand-grinder may be used. For this kind of work, extreme accuracy is
not required. Both machines are operated by electricity.
3.
A basic operation in the fitting workshop is the cutting of metal bars to the approximate
length and shape required. For this operation a hacksaw is used. A hacksaw consists of a
steel frame and a blade. The blade can be made tighter or looser by turning a small wing nut
at one end of the frame. When this nut is tightened, the tension in the blade increased and
when it is loosened, it is decreased. There are different types of hacksaw blade according to
the number of teeth per inch. For general use, one with30 t.p.i is better. Some hacksaw
blades are made from steel which has been made harder throughout. Others, called flexible
blades, are hardened only along the teeth.
4.
Filing is one of the most important operations in bench-work. Different files are of length;
they vary also according to type and grade of cut; or they can be classified according to
shape – for example, round files, square files, and triangular files. All files consist of a body, a
tang and a handle which can be deteched. They are made from high carbon steel; they are
very brittle, and therefore can break easily. The cutting action of a file is like that of a saw. It
only cuts when it is moving forwards. The file should be pressed down with both hands on the
forward stroke. On the return stroke, it should be slightly raised.
(English in Workshop Practice , Oxford University Press, London 1975 )
Exercise: Contextual reference
These following sentences are taken from the text above. What nouns are represented by the
bold words below? The number in parentheses refers to the number of paragraph.
Mar. 10, 22 23
01. The former (1) is used for marking-out before the operations mentioned above are
performed.
02. The latter (1) is used for machining holes in the work
03. This operation (2) is called finishing work, or producing a finish.
04. For this kind of work (2), extreme accuracy is not required.
05. Both machines (2) are operated by electricity.
06. When it (3) is loosened, it (3) is decreased.
07. For general use, one (3) with 18 teeth per inch (t.p.i.) is satisfactory.
08. They (4) vary also according to type and grade of cut.
09. They (4) are made from high carbon steel.
10. The cutting action of a file is like that (4) of a saw.
Exercise 4: Comprehension exercise
Read these following statements and decide whether they are true or not true.
01. The fitter jobs are hacksawing, chiseling and filing.

02. Bench work has a vice bolted on it.
03. The hand tools that the fitter use is chisels and files.
04. The fitting work shop has a marking out table and drilling machine.
05. Grinding machines can be used for any type of work.
06. A fitter can use an off hand grinder for sharpening tools.
07. Hacksaw blades are made from steel which has been made harder throughout.
08. Filing is the most important operations in bench-work.
09. Files cut on forwards strokes.
10. Files are classified according to their shapes.
Exercise 5: Rephrasing
Re-write these following sentences, using words and constructions from the passage to
replace those words in bold printed.
01. A fitter works on a bench which has a vice attached to it with bolts
02. A machine which is used for drilling can usually be found in the fitting workshop.
03. A surface grinder is used for producing a finish on work.
04. An off-hand grinder may be used for sharpening tools in as the need to be very exact
in cutting the metal is not required.
05. A very important operation in bench work is hacksawing.
06. When the wing-nut of the hacksaw frame is made tighter there is an increase in the
tension in the blade.
07. Files are made of high carbon steel and can break easily.
08. Files can be divided into different groups according to length, shape, and type and
grade of cut.
09. The files should be pressed down with both hands as it is moving forward over the
metal, but as it is moving backward over the metal it should be slightly raised.
Mar. 10, 22 24
Lesson 3
ENGLISH NOUNS
A. Type of Nouns
Nouns can be defined as words used to name persons, places, things, or ideas. We
can classify English nouns into countable (unit) nouns and uncountable (mass) nouns.
Countable nouns are nouns that can be preceded directly by a plain number, like 1, 2, 3,
4, etc, whilts uncountable nouns are nouns that can’t be preceded directly by any plain
number like: 1, 2, 3, 4, etc.
Mar. 10, 22 25
ENGLISH NOUNS
UNCOUNTABLE NOUNS COUNTABLE NOUNS
fuel
grease
oil SINGULAR NOUNS PLURAL NOUNS
water
paper
furniture
metal a pen
wood a book
beer a pencil REGULAR PLURAL IRREGULAR
tea a chair PLURAL NOUNS
milk a table NOUNS
coffee a student
wealth a pilot books a child - children
health a nurse pens a foot - feet
condition an apple students a tooth - teeth
material an hour pilots a mouse - mice
an F.S.O. nurses a man - men
an L.C hours a woman - women
an M.C tables a fish - fish
chairs one beer - two beer
materials one coffee - two coffee
instruments - people
peoples one coffee - two coffee
one beer - five beer
Notes:
1. From the tables above we learn that English nouns can be classified into two main groups,
namely:
o Uncountable nouns are nouns that can not be preceded directly by a cardinal /
plain number, like 1, 2, 3, 4, etc. (water, fuel, coffee, furniture etc.)
o Countable nouns are nouns that can be preceded directly by a cardinal / plain
number, like: 1, 2, 3, 4, etc. (two books, four students, one table)
2. Countable nouns can be classified into a singular and plural noun.
Mar. 10, 22 26
o Singular nouns do not stand alone in sentences, their appearance must be preceded
by an article (a, an, the) or other determiner, such as: this, that, every, each, my,
his etc.
o Plural nouns have two possible forms:
 Regular nouns which can be added with an "s" or "es" ending, as in: books,
students, airplanes, mechanics etc.
 Irregular nouns are nouns that can not be added with an "s" or "es" ending to
their plural forms, as in: children, mice, police, people etc.
Some English nouns, however, can be used either as countable or uncountable.
There are some nouns in English that can be used both as uncountable or countable nouns.
There is usually a slight (sometimes a great) difference between the meaning of a noun used
as a countable noun and the same noun used as an uncountable noun. Sometimes the
difference is between a substance and an object, like cloth and a cloth. And sometimes the
difference is between a general idea and a particular example of a thing as in:
- On a hot afternoon there is not much activity in town.

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

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

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

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

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

 When there is a conflict between two people, an argument may occur.
 Yogyakarta is considered as a centre of culture.

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

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

 There has been a big demand of umbrellas in Bogor.
Mar. 10, 22 27
 Everyone talks a lot about development.

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

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

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

 He has many bad habits.
 Some people do not have much imagination.

 An artist should have a very strong imagination.
 Engine technology hasn’t made much improvement.

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

 This one is a better material than that one.
 Pressure is usually measured as weight per area.

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

 Physics is a science.
B. Noun Groups
1. Some nouns can be combined to make a noun group. The first noun has its function as an
attributive adjective. The second noun acts as the head word. The combination could have
the meaning as follows:
The possible definition / meaning of a noun group can be as follows:
- Head word with something : spring calipers

- Head word contains something : a nickel alloy
- Head word of something : the machine base
Mar. 10, 22 28
- Head word for something : a water tank

- Head word used for something : a punch hole
- Head word made from something : a wire brush
- Head word which uses something : a coke forge
- Head word shaped like something : a horseshoe magnet
- Head word operated / done by something : a hand file
From the noun construction above, we can make a simple definition for each of them as
follows:
- Spring calipers are calipers with a spring attached / joined at the top.
- A nickel alloy is an alloy which contains nickel as an important element.
- A punch hole is a hole on the anvil which is used for punching metal.
- A coke forge is a forging hearth which uses coke as fuel.
- A hand file is a file which is operated by hand (operated manually)
Exercise 1: Now define these following noun-groups!
01. aluminum alloy 19. a spring swage 37. a surface table

02. high-speed steel 20. a diamond-point chisel 38. a conveyor belt
03. pick-up tongs 21. hand forging 39. marking-out tools
04. wire bristle 22. asbestos gloves 40. overall buttons
05. a motor vehicle 23. a hacksaw blades 41. a gear box
06. a gas cylinder 24. manganese bronze 42. vernier calipers
07. a surface plate 25. a locking nut 43. heat treatment
08. screw threads 26. a hammer head 44. a machine bed
09. a depth gauge 27. machine tools 45. a cast iron stand
10. a wheel diameter 28. vee blocks 46. a hardie hole
11. a leather apron 29. wing nuts 47. a metal bar
12. a quenching tank 30. a metal joint 48. phosphor bronze
13. a sand mould 31. steel plates 49. a petrol tank
14. water pipes 32. the drive motor 50. a power hacksaw
15. a steel rule 33. press tools 51. silver soldering
16. sheet steel 34. power tools 52. a star wheel
17. air pipes 35. a pipe cutter 53. a gas regulator
18. a tool holder 36. a drill chuck guard 54. a lathe operator
However, some nouns can be combined as attributive adjectives in noun groups. When more
than one noun are used as attributive adjectives in a verb group, they could follow the order
as:
“Nationality, material, place and use + head word."
Notes:
- Use : refers to the use of the head word.

- Place : refers to a place or location of the head word.
- Material : refers to the material from which the head word is made of.
Mar. 10, 22 29
- Nationality : refers to names of country or nationality, or races of the head word.
Examples:
- a wooden interior panel
- a metal surgical instrument
- Indonesian wooden tables
- left landing gear
- rear business seats
- Indonesian rattan furniture
- Blora jati furniture
- port side wing
- starboard engine
2. An adjective that can be sub-modified by very, more or most (comparative or superlative

degree) can be combined with a noun to make a noun group, as in:
- a huge aircraft
- low cost
- an old aircraft
- A Luxurious Marine Ship
- an expensive flight, etc.
More than one adjective can be combined to make attributive adjectives in a noun group.
When there are more than one adjective are used as an attributive adjective in a verb group,
they ca follow the order as :
“Effect , size , condition , age and color ( noun ) + head word .”
Examples:
- dirty old black shoes
- dirty old black French leather shoes.
- a beautiful young lady
- a luxurious new car
- An old white and yellow Germany car
- a powerful large new car engine, etc
Among adjectives which are used as an attributive are non-finite stem+ing and non-finite
stem+ed form of verbs. The non-finite stem+ing form is used to modify that the head word
is active, whereas, the non-finite stem+ed form is used to modify that the head word is
passive.
Examples:
 cutting tools >>>>>> tools which cut something
 drilling machines >>>> machines which drill something
 lubricated bearings >>> bearings which are lubricated
 compressed air >>>>> air which is compressed
Mar. 10, 22 30
Exercise 2: Fill the blank in each case with the suitable verb from the list. The verb should be
formed into either the stem+ing (present participle) or the non-finite stem+ed
(past participle)
temper fit operate shape compress

machine strike scribe move season
harden measure cut ventilate lock
drive grind harden
01. A line parallel to a straight edge can be drawn with a …………………… block.
02. Vee blocks can be made from cast iron or …………………….. steel.
03. A ………………. ring should be placed on the handles of the tongs during a long
…………………….. job.
04. A well ……………………… forge is essential as the fumes given off from a coke fire are
poisonous.
05. It is important that correctly …………………… tongs are used to lift metal from fire to
anvil. For example, round-mouth tongs should be used to lift a metal bar at its end.
06. A hammer consists of a head and a shaft. The head is made from cast steel with a
……………………. pein and ……………………… face, and the shaft is usually made from well
…………………….. wood.
07. A chisel blunt ………………………… edge should be sharpened on an off-hand
…………………………. machine.
08. Hand ………………………… bench shears may be used for cutting sheet metal.
09. A power …………………. hacksaw is used for the rough cutting of metal bars.
10. Lathes are used for…………………………... processes when the work can be turned and cut
with a tool.
11. It is important that an overall with closely ………………………… sleeves should be worn in
the workshop.
12. Ties and scarves should not be worn as they can get caught in ………. machinery.
13. …………………… instruments like micrometers and vernier calipers should be kept in
boxes in order to prevent dust and rust forming on the instruments.
Exercise 3: Rewrite these following sentences by replacing or reconstruct the clause

underlined with / to noun groups.
Example: A hacksaw which is driven by power is used for the rough cutting of metal bars
and strips.
A power driven hacksaw is used for the rough cutting of metal bars and strips.
01. Guillotines which are operated by power can cut sheet steel to the correct length and
width.
02. The capstan lathe is so called because of the tool carrier which is shaped like a hexagon.
03. Power tools which are held in the hand must be properly earthed.
04. Welding which is done by an electric arc is extremely efficient as the temperature of the
spark between the two terminals of the electric circuit is approximately 3300 0 C.
05. The electrode, which is coated with a flux, itself provides the filler metal.
06. A bending machine which is of the roller type may be used for forming flat sheets into
cylindrical shapes.
Mar. 10, 22 31
07. Behind the forge there are valves which regulate the blast entering through the tuyere
and which control the temperature of the fire.
08. Cylinder blocks which are for motor vehicles are usually made of cast iron although
some are now made of aluminum.
09. The working face of an anvil, which is made of cast steel and has been hardened , is
where red hot metal is hammered into shape by the black-smith.
10. A bar which is made of mild steel and which has been hardened by work can be
restored to its original condition by the process of annealing.
11. Cylinders which contain air which is compressed are coloured grey and have a right
hand thread, whereas cylinders which contain acetylene gas which is inflameable have a
left hand thread and are coloured maroon.
12. Cutting tools which are made of high speed steel have great strength and toughness
and can be used at high temperatures.
C. Adverbs of Quantity
Type of nouns Statements

Uncountable Singular Plural Positive Negative Interrogative
No Adverbs
01 A lot of Yes No Yes Yes Yes Yes
02 Many No No Yes Yes Yes Yes
03 Much Yes No No Yes Yes Yes
04 A little Yes No No Yes Yes Yes
05 A few No No Yes Yes Yes Yes
06 Some Yes No Yes Yes No Yes*
07 Any Yes Yes Yes Yes* Yes Yes
08 A number No No Yes Yes No No
Examples:
a. A lot of cars are produced every year.
b. Much money is spent to re-build the town.
c. Many people don’t believe the space craft landing on the moon.
d. There is only a little food left after the party.
e. A few people have no money to buy food.
f. A number of people gather in the factory yard.
g. How many cars are produced in a day?
h. Any one can join this course.
Notes:
01. We use "some" in questions when we expect the answer “yes”, otherwise, if we don’t
expect any specific answer we use “any”.
 Excuse me, but I left my pen at home. Do you bring some pens with you?
 Do you have some friends to keep you informed?
 Do you have some money to buy me a drink?
 Do you have some suggestion?
Mar. 10, 22 32
02. Not a lot of, not many, and not much mean a few or a little. Whereas, not a few,
or not a little means a lot of, many, or much.
Examples:
 We don’t have a lot of time. (We have only a little time)
 Mr. Brown doesn’t have much money. (Mr. Brown has only a little money.)
 There are not many passengers in the train. (There are only some passengers
in the train )
 They don’t need only a little money to re-build the town. (They need a lot of (much)
money to re-build the town.)
Notes: Un-real subject THERE can be followed by either is, was, are or were depending on
the noun that follows. “is” and “was” are followed by either singular or uncountable
nouns. While "are and were" are followed by plural nouns.
Examples:
 There is a good film on TV 7 tonight.
 There was an accident on the factory line yesterday.
 There are too many passengers on the waiting room today.
 There were so many mistakes that made him upset.
D. Pronouns
English pronouns have different forms and usage. Let’s see this following table:
Subject Oblique Possessive form Reflexive

Type of pronouns form form Attributive Independen form
t
First person pronoun :
- singular I me my -- mine myself
- plural We us our -- ours ourselves
Second person pronoun
- singular You you your – yours yourself
- plural You you your -- yours yourselves
Third person pronoun:
Singular :
- masculine He him his -- his himself
- feminine She her her -- hers herself
- neuter It it its --- ----- itself
plural They them their -- theirs themselves
Examples in sentences:
01. We have to work at least forty hour a week. (subject form)

02. The manager always gives us work to do every day. (oblique form)
03. Our office opens at eight A.M. and closes at four P.M. (attributive possessive form)
04. This office is not as convenient as ours .(independent possessive form)
05. We have to accomplish the task ourselves, without the help of other groups. (reflexive
form)
06. Can you make other examples of your own? (attributive possessive form)
Mar. 10, 22 33
07. The workers leave their houses early to get to their office on time. (attributive
possessive form)
08. Mr. Brown prepares his breakfast himself before he leaves to work (attributive
possessive form and reflexive form).
09. The students collected their assignments before they left their classroom. (Attributive
possessive, subject, and attributive possessive form)
Read this following text and answer the questions that follow?
SAFETY IN A MACHINE SHOP
1.
Working in a machine shop is quite dangerous if you are not careful. An accident might
happen any time and it can be a messy and painful experience. Most accidents in a machine
shop are the result of carelessness. The victim should have known at the time that he should
not have done what he was about to do. He may have taken a chance. Sometimes he is lucky
and gets away with it; but most often he loses. The result could be : pain, loss of time and
money, broken tools and equipments, spoilt work, etc. Sometimes, he should suffer from
permanent disfigurement and disablement and of course lose his job.
2.
A skilled mechanic knows that he must not take any chance with the certainly of the
machine’s timing, nor with the power of its movement. There are basic rules for the
development of safe working habits. The rules must be understood and practiced until they
become a habit.
3.
Each machine has individual hazards to safety. A careful operator, however, would quickly
observe each potential danger and set up patterns of working habit that will keep him clear
of the dangerous practice.
4.
A mechanic should dress safely. He should wear nothing that could get caught on moving
job or machinery. He should wear safety glasses to protect his eyes from flying chips and
minute particles. He should keep the floor around his work free of oil and short pieces of
stock. He should keep or stack rough casting and finished work separately, and he should
handle sharp cutting tools with care.
5.
Every workman in a machine shop should be aware of the danger that surrounds him.
However, it is not enough to be aware of the danger instructed in the safety rules that apply
to his machine shop activity; he must also develop his own awareness of the importance of
avoiding accidents, and awareness of the possible hazards to safety that his job involves. As a
skilled mechanic, he should develop safe working techniques; keep alert of possible dangers
along his career.
(Adapted from Shop Theory, Mc Graw Hill, 1974, An Intermediate English Course
for Technical Students of Aviation, Prof. Dr. P. W. J. Nababan Cs, 1990)
Vocabulary List
messy : here: very bad, very serious
victim : a person who suffers from injury
take a chance : try one’s luck (coba-coba)
disfigurement : change its shape
stocks : small pieces
casting : metal melted and shaped into a mould
Mar. 10, 22 34
keep clear of : keep away from

chips : small pieces of things
minute : very small
alert : watchful
Exercise 4: Answer these questions based on the reading text above!
1. What usually causes accidents in a machine shop?

2. What might the result of accidents be?
3. Why shouldn’t a mechanic take any chance in a machine shop?
4. What must a mechanic do with safety rules?
5. How should a mechanic dress himself?
6. What should he do in a machine shop along his job?
7. Is it enough to understand safety rules in a machine shop to protect him from the danger?
Lesson 4
SIMPLE PAST and PAST PROGRESSIVE TENSE
Sentence patterns
Simple past tense has different patterns as follows;
1. Simple past tense with single verb be ( was , were )
Mar. 10, 22 35
Verb Subject Verb Nega- Complement

“Be) “be” tion
Mr. John sick last week
He was
She at home last night
--- The workers --- .
The students in the office this morning
We were
They there when the accident happened
Miss marry in the factory yesterday
Mr. Brown
My brother was very happy with the news
--- He .
Many people not worried about the future
They were
We very exhausted this morning
Peter quite brilliant
Was his brother
he sorry about the accident
Wasn’t she
--- bored with the lesson ?
Were Your sisters
Weren’t Her brothers tired with all the problems
in the hospital last month
Note:
This linking verb “was / were” shall be followed by either noun, pronoun, gerund, adjective,
adverb of place or adverb of time.
General Rule No.1
When the finite verb of a statement / sentence is a single verb “BE”, we just simply add
a word “NOT” after it (verb “BE”) to make a negative statement, and / or move the
finite verb “BE / BE-NOT” before its subject to make an interrogative statement.
Notes: Keep in mind that you never use was or were before finite stem+ed form of any other
verb. The verb be (is, are, am, was, and were) can be followed by the non-finite
stem+ed form in passive voice, but not finite stem+ed form.
Wrong examples:
a. I was studied English last night.

b. I was not listened to the news on the radio this morning.
c. They were not done the job well.
d. She was phoned me yesterday
Mar. 10, 22 36
e. My grandfather was passed away two years ago

f. We were stayed in the hotel last week.
2. Simple past tense with regular verbs
Finite verb “Did” Subject Finite verb “did not” Main verb
The workers worked hard all day yesterday
The students locked all the windows last night
The mechanics painted the house last month
--- We --- checked the instrument last month .
They oiled the engine last month
He greased the door hinge last week
Those men grease the door hinge last week
We did not study mathematics yesterday .
--- They (didn’t) work all day yesterday
the workers lock the door last night
Did you paint the fence last year
Didn’t they --- check the assignment last night ?
3. Simple past tense with irregular verbs
Finite verb Subject Finite verb “did Main verb

“Did” not)
Those people went to Padang last month
He did a lot of work yesterday
--- She had lunch in the canteen yesterday
They --- saw an accident on the road today .
heard the bell ring
We did not go to Medan last week
--- She do a lot of work today
They (didn’t) have breakfast this morning .
you see the film last night
Did they --- hear the explosion ?
Didn’t he write a report last week
General Rule no 2.
When the finite verb of a statement / sentence is a single verb other than ”BE”, we have to
change the finite verb to non-finite STEM form and add a finite verb DO-NOT after its subject
to make a negative statement, and / or add a finite verb “DO” (Do, Don’t, Does, Doesn’t, Did,
Didn’t) before its subject to make an interrogative statement.
4. Past Progressive Tense
Finite Subject Finite verb Nega- Main verb in the non-finite stem+ing
verb “Be” “be” tion form
Mar. 10, 22 37
John was inspecting an aircraft when the

He accident happened
--- Jim & Bob were --- chatting on the phone when some one .
We knocked on the door
Susan was refueling an aircraft when the fire broke
She not repairing the landing gears when it
--- We were started raining yesterday .
They
Was They driving a car when some one ran across
Wasn’t You the road. ?
Were he --- --- taxiing to the runway when the ATC
Weren’t she saw a wild animal walk on the bush
This sentence pattern can be described into general rule no.3 as follows:
When the finite verb of a statement / sentence is the first item / the first verb in a verb
group, we just simply add the word NOT” after it (finite verb) to make a negative statement,
and / or put the finite verb before its subject to make an interrogative statement.
Simple past tense is frequently used to tell a report of some experiences and other cases.
Therefore, simple past tense has different meanings and uses, and among others are as
follows:
1. Simple Past Actual
We use simple past actual to tell an event that occurred at certain time in the past. The
event might stand alone, and it has no reference to present moment.
If we figure out the time as a straight line, to the right refers to the future and to the left
refers to the past, we can draw the idea as follow:
Now
Past X Future
a. Peter was absent from class yesterday.

b. He went to a doctor to have a medical check-up yesterday.
c. My grandfather passed away more than ten years ago.
d. The train left the station five minutes late this morning.
e. I saw an accident on the way to my office this morning.
f. He made a few mistakes in the test this morning.
g. The plane to Makassar took off a minute ago.
h. All the workers worked overtime to accomplish the entire project.
i. The labor representative talked to the manager yesterday.
Mar. 10, 22 38
j. It rained very hard last night.

k. Did anybody hear the knock?
2. Simple Past Habitual
We use simple past habitual to tell an event that happened repeatedly in the past as a
habit. However, it doesn’t happen at present any more. The event has completed in the
past. We may often use an adverb of frequency such as; always, usually, generally,
normally, often, sometimes, seldom, rarely, never, etc. These adverbs come after a single
verb "be" or before a single verb other than "be"
You can tell the idea of simple past habitual as in the diagram bellow:
Now
Past XXXXXXXXXXXX Future
Here are some examples;
a. We often went to the cinema when we were at senior high school.

b. Accidents often happened before the invention of computer technology.
c. I rarely got extra pocket money from my father when I was at elementary school
d. People used pigeons to send message before the invention of telephone.
e. We went to senior high school by bicycle.
f. I never smoked cigarettes before.
g. When I was a child, my parents never had enough food for their family.
h. People traveled by ships before the invention of aeroplanes.
We may often use the pattern “used to + stem” to tell general habit in the past. However,
this pattern could not tell the event in more specific meaning.
Examples;
a. My father used to smoke before the doctor warned him the danger of smoking.
b. I used to go to school on foot.
c. I used to work in the rice field when I stayed with my grandparents in the village.
d. My grandparents used to grow rice in the field.
However simple past tense tells more specific habit rather than using the pattern “used to
stem”. Please compare these following sentences:
a. I used to smoke when I was at senior high school.

b. I smoked when I was at senior high school.
c. I always smoked after every meal when I was younger.
d. I usually smoked in the school canteen when I was at senior high school.
e. Peter often smoked at senior high school so that he often got some punishment
from his teacher.
Mar. 10, 22 39
f. Rudy sometimes smoked at senior high school but his teacher never recognized
him.
g. Rahmat seldom smoked at senior high school, but he started smoking when he got
a job in town.
h. Andi rarely smoked at senior high school and his parents were very proud of him.
i. Juned never smoked at senior high school, he would never try todo it.
h. Radian ever smoked at senior high school, but he vener smokes any more now.
The pattern “used to stem” appeared only once at the first sentence, but the simple past
tense appears nine times in which each sentence tells different meaning. From these
examples we learn that simple past tense has more specific meaning rather than using the
pattern “used to stem”.
3. Simple Past Narrative
Simple past narrative tells us series of events that happened one after another as parts of
a story in the past. The events didn’t happen at the same time, but they happened at
different time and they are related to each other to make part of story. The time
difference can be short (very short) or very long.
Look at this following diagram!
Now
Past X Future
X
X
a. We all woke up when we heard the bell ring.

b. All the students left the room as the teacher finished the lesson.
c. The passengers descended from the train as the train stopped at the station.
d. Peter got a job as soon as he graduated from his college.
e. They got married after they saved enough money.
f. The whole family moved to their new house before the accident happened.
When they happened at the same time, then you should not use simple past tense, but use
past progressive tense either both or one of them. When the event took longer period of
time, past progresssive tense is used, and simple past tense is used to tell the event that
occured at short time. Conjunction “while” is followed by progressive tense, whilts conjunction
“when” is followed by simple past tense.
Please take a look at these diagrams!

Now
past progressive tense
Past Future
X
simple past tense
Example:
 While we were watching television, someone knocked at the door loudly.

 The thief broke into our house while we were sleeping last night.
Mar. 10, 22 40
 We were at the table having dinner, when you called me last night.
 The lecturer was explaining the lesson seriously, when one of his students left the
class.
Now
Past Future

Examples:
 While John was watching television, I was doing my home-work.

 While the teacher was explaining the lesson, all the students were listening to him
carefully.
 While I was washing my car, my wife was preparing breakfast.
 While the aircraft was taxiing to the runway, the flight attendants were
demonstrating the emergency procedures.
Exercise 1: Re-write these following sentences into the correct past tense.
01. The plane to Makasar depart from the airport ten minutes ago.
02. The whole family watch television late last night.
03. She go shopping with all her sisters last Sunday.
04. They swim in the sea to break the national record last week.
05. The birds fly away when the hunter approach them.
06. Miss. Ann make a few mistakes in the test yesterday.
07. We shut all the windows when we notice strong wind approaching our village.
08. The mechanics keep their tools and instruments in the tool-box.
09. They cut metal-bars with hacksaws before they machine them out.
10. The pilot call the tower before he move his aircraft to taxi to the taxi-way.
11. The baby wake up when she hear someone opening the door.
12. She feel nervous when she hear the news.
13. No body take any notice about the robbery last night.
14. The mechanics clean the floor before they leave the work-shop.
15. My mother prepare our breakfast this morning.
16. Our foot-ball team win the last game only last night.
17. I lose the wallet that I buy last month.
18. Peter miss the first train so he is late for his work this morning.
19. The driver drive the car after he wash with clean water.
20. My sister forget to turn the light off before she leave to her office.
21. After she get there she try to phone her mother but she fail.
22. Only a few people learn foreign languages before.
23. The thief ride his motorbike dangerously in the busy street to avoid the police
chase.
24. However the police arrest him after he run into the lamp post.
25. The medical team drive the victims to the nearest hospital.
Exercise 2: Read this following text and answer the questions follow .
Mar. 10, 22 41
BEN GREENBERG and WRIGHT BROTHERS

By Owanna Dillingham
1.
“Of all the days for you to break!” Ben said to his bicycle. “Well, come on. Let’s get fixed.”
2.
He rolled his bike toward the bicycle shop. It’s a great day for a swim, he thought. But it’s
sure too far to walk to the creek. Ah, well, maybe the day isn’t going to be so bad. Maybe
Wilbur and Orvile will tell me more about the flying machine they’re building.
3.
Ben reached the shop, leaned his bike against the wall, and went inside. There was no one
there. “Wilbur! Orville!” he called.
4.
“Come in!” answered o voice from the back room. It was Orville, the younger Wright
brother.
5.
“Hi Ben,” he said. “What can we do for you?”
6.
“My front wheel’s loose.”
7.
“Let’s take a look,” said Orville. He followed Ben out the front door.
8.
As Orville bent to fix the bike, Ben said, “I told Dad about your flying machine. He laughed.
He doesn’t think you’ll ever build one. Then he told me to tell you not to fly too near the sun.
What did he mean?”
9.
Orville smiled. “It is an old story. A man named Icarus built himself some wax wings. But he
flew too high. The sun melted the wax, and Icarus fell into the sea.”
10.
“However, Wilbur and I don’t plan to fly quite that high, and we aren’t using wax. But we
will fly someday.”
11.
“I believe you will,” Ben said. “How are you coming along now?”
12.
“We’re trying to get a company to build us a motor. Most of the ones we’ve written to say it
can’t be done. But we are not giving up.”
13.
“Good,” grinned Ben. “Flying might be fun. Say, Orville, when you build your machine,
who’s going to fly first - you or Wilbur?”
14.
“Well, I don’t know. Wilbur says he should go first because he is older, but I told him that’s
not my fault. We’ll probably toss a coin.”
15.
“If you can’t decide,” said Ben, “I’ll go first.”
16.
Orville laughed. “O.K., Ben. But now why don’t you ride your bike? It’s fixed.”
17.
Few years later, a short conversation between an Air Mail pilot and a mail clerk at an air-
filed on a clear weather.
18.
“Here you are, Mr Greenberg,” said a mail clerk, “Air mail – New York to Chicago.”
19.
The pilot picked up the mail bag.
20.
“You guys have a lot of nerve,” said the clerk as the pilot climbed into the plane. “I’d never
go up in one of those.”
21.
“Don’t worry,” laughed the pilot. “I won’t fly too near the sun.”
22.
“What?”
23.
“Never mind.” It’s a private joke. See you soon.”
24.
“Yeah,” answered the clerk. “So long, Ben.”
(Science Research Associates, Canada, Inc.1969)

Questions
01. Icarus fell when he flew too near the sun because ……..
a. the heat melted his wax wings
b. he got tired
c. the sun blinded him
02. Wilbur said that he should fly the plane first because he ………….
Mar. 10, 22 42
a. was older
b. had worked harder
c. had won the coin toss
03. When Ben father said that the Wrights should not fly too near the sun, he was
a. helping them
b. making fun of them
c. worried about them
04. When Ben told the clerk that he would not fly too near the sun, he was …
a. making fun of the clerk
b. trying to tell the clerk that it was not much fun to fly
c. remembering his talk with Orville
05. When the Wright brothers began work on their flying machine, ……
a. most people thought they would fail
b. everyone knew that someday they would fly
c. Ben thought they were foolish
06. ……………….. flew an aeroplane as a professional pilot.

a. Wilbur Wright
b. Orvile Wright
c. Ben Greenberg
Find the word from the text that best fits the meaning bellow!
02. smiled (13) : …………

03. more likely than not (14) : …………
04. mail sent by airplane (18) : ……………
05. man who flies a plane (19) : …………
06. secret (23) : …………
Find the word from the paragraph that best fits the sentences bellow.
07. There are no fish in this ……… (2)

08. My ………. Changes when I get a cold.(4)
09. Most candles are made of ………. (9)
10. All of the ice cream has ………… (9)
(12)
11. The car will not start because there is something wrong with the ………….. starter
Lesson 5
PRESENT PERFECT and PRESENT PERFECT PROGRESSIVE TENSE
Sentence Patterns
1. Present perfect tense
Finite Finite Ne-

verb Subject verb ga- Main verb in the non-finite stem+ed form
Mar. 10, 22 43
“Have” “have” tio

n
Mr. Subroto cleaned the room
She --- turned the light off
He has repaired the broken device
--- Mechanics moved the truck away
We have --- written the report .
They
My friends
They dusted the floor
We have kept the tools in box
--- Mr. Sugeng re-painted the car
She not phoned the medical unit .
He has
Has Peter
Hasn’t he heard the latest news
--- re-decorated the room
Jake & Peter got the final report ?
Have you
Haven’t they
2. Present perfect progressive tense
Verb Subject Verb Nega- Verb Main verb in the non-finite

“Have” “have” tion “been” stem+ing form
Peter has chatting for two hours
--- Jane been
They have --- watching television for an hour .
We
Andi has listening to the news for an hour
--- She not been
You have typing letters for fifteen minutes .
Has he reading newspaper for two hours

Hasn’t she been
Have you --- traveling for two weeks ?
Haven’t they
These sentence patterns can be described into general rule no.3 as follows:
group, we just simply add the word NOT” after it (finite verb) to make a negative statement,
and / or put the finite verb before its subject to make an interrogative statement.
Usage / Meaning
Mar. 10, 22 44
Non-native English speakers have difficulties to understand and use of present perfect tense.
They sometimes confuse with simple past tense. Present perfect tense has significant
differences from simple past tense. Simple past tense tells when the event or events
happened, while present perfect tense tells what the result of the event or activity, or how
long the event or activity has taken place.
Please take a look at these following explanations!
1. We use present perfect tense to tell the result of the action. It doesn’t matter when it
happened, or when it happened is not important. The event might happen any time in
the past but its result still exists at present.
This following diagram will tell the idea!

Now
Past X Future
a. I have seen that film. (This sentence means that I know the story, the sequence, or
even the actor or actors in the film , and I don’t need to see it again )
b. I have had breakfast at home. (This sentence means that I don’t need any food to
eat at the moment )
c. The plane has taken off. (This sentence means that the plane is now not on the
ground, and you can’t board in, and you have to wait the next flight.)
d. Peter has gone home (Peter is not here now. It doesn’t matter when he went home)
e. John has locked the door. ( the door is locked now )
Based on this meaning, however you cannot say statements like these:
a. I have gone to bed.

b. I have gone to Bali before.
c. We have had breakfast this morning.
d. My grandfather has died ten years ago.
e. The plane has taken off an hour ago.
f. I have finished with my assignment last week.
g. The mechanic has replaced the broken component yesterday.
2. We use present perfect tense to tell an event that started at certain time in the past
and it continues to happen up to present moment. For this purpose we use adverb of
time preceded by a preposition "for” or "since". ‘For" is followed by the duration of the
event, while ‘since is followed by when the event started.
This diagram might tell you the idea of the examples above.
Now
Mar. 10, 22 45
Past Future
a. I have been here for an hour.

b. I have known him since we were at school.
c. They have worked for the same company for more than twenty years.
d. We have studied English for at least six years.
e. Mrs. Jackson has lived there since he was born.
f. The factory has been in operation for thirty years.
g. We have studied English for at least six years.
h. They have stayed in the same flat for two years.
i. I haven’t smoked since I was in hospital last year.
j. They have been friend since they first met in the college.
k. We have done this business for ages.
l. He has been popular since he was teenager.
m. Our manager has changed his car three times this year.
3. When we want to emphasis that the event is still in progress at the moment of
speaking we usually use present perfect progressive tense. However not all verbs can
be used in progressive tense. Therefore, do not use present perfect progressive tense
when you are not sure that the event is still in progress at the moment of speaking.
Using present perfect tense is much saver and easier than present perfect progressive
tense.
Look at this diagram!
Now
Past Future
a. He has been talking on the phone for more than fifteen minutes.
b. Edward has been working on his project since last year.
c. The students have been doing their experiment for three months.
d. They have been playing foot-ball on the field for two hours.
e. We have been waiting for the bus for fifteen minutes.
f. It has been raining heavily for three hours.
g. The ship has been sailing in the open ocean for three months.
Exercise 1: Re-write these following sentences into present perfect tense whenever possible.
When the sentence can’t be converted to present perfect tense, write "no
change"
Mar. 10, 22 46
01. The worker representatives talk to the manager yesterday.

02. The company sends its products to different countries in Europe.
03. Indonesia imported rice from China and Thailand last year.
04. Some well-known companies assist talented students all over the country.
05. The operation of International Airport Medan moved to Kualanamu early this year.
06. The government builds so many houses for lower class of society.
07. I got up this morning so I didn’t much time to have breakfast at home.
08. The train to Bandung left the station only five minutes ago.
09. The Governor of Jakarta inaugurated the bus-way few months ago.
10. The parliament agreed to reform the transportation system in Jakarta.
11. Many airlines took a challenge to improve their fleets.
12. A lot of people realize the importance of education.
13. However many of them do not send their children to the university.
14. The government persuades investors to expand their business in Indonesia.
15. The college used every effort to attract people to join its program.
16. Some universities open distance learning program.
17. The local authority persuades their employee personnel to improve their services
18. Only few people believe the importance of religion for their children.
19. Many university graduates do not develop their skills of entrepreneurship.
20. The education system doesn’t challenge the students to improve their writing skill.
21. Jakarta grows to be the most polluted city in the world.
22. The population of Jakarta doubled during the last ten years.
23. Housing complexes spread out of town in all directions.
24. The SAR team finds the location of the aircraft at the mountain bank.
25. The SAR team evacuates more than thirty dead bodies from the explosion.
Read this following passage then answer the questions!
HEAT TREATMENT
1.
A carbon steel bar will become hard and brittle if it is struck repeatedly when being worked.
A metal which has become work-hardened in this way can be made softer and more workable
again. The process of doing this is called annealing. It restores the metal to its original and
natural condition The process consist of heating the metal to the correct annealing
temperature and allowing it to cool slowly in sand. For low carbon steel the necessary
annealing temperature as about 900o C. Great care should be taken care not to overheat the
metal.
2.
A chisel needs to be hard in order to cut other softer metals. So it has to be hardened. This
process consists of heating the chisel to a cherry red color. After that, it is plunged vertically
into cold water, and moved about rapidly. This prevents cracking. This operation is called
quenching. It makes the steel very hard, but brittle.
3.
Brittleness can be reduced by tempering. The part to be tempered is first cleaned. The
metal is heated and different colors which appear on the metal noted. These are called
temper colors. The first to appear is yellow. This is followed by brown, and finally blue. The
right color for a chisel is purple. When this color has been reached, it should be immediately
quenched in water. The chisel is hard, but now less brittle.
Mar. 10, 22 47
(English in Workshop Practice, Oxford University Press, London, 1975)
Exercise 2: Based on the reading text above, what do the pronouns bold printed in these
following sentences represent?
01. What does the word “this” in the sentence “The process of doing this is called
annealing” refer to?
02. Idem ditto: It restores the metal to its original and natural condition.
03. Idem ditto: This process consists of heating the metal to a cherry red colour.
04. Idem ditto: This prevents cracking.
05. Idem ditto: It makes the steel very hard, but brittle.
06. Idem ditto: When this color is reached, it should be immediately quenched in cold
water.
Exercise 3: Read these following statements and decide whether the statements are true or
not true according to the text.
01. Work-hardened metal can be annealed to make it softer and more workable.
02. The result of striking a carbon steel bar repeatedly is that it becomes work-hardened.
03. The operation of plunging a steel bar into cold water after it has been heated is called
quenching.
04. A chisel must be hardened so as to cut other softer metals.
05. The hardening process makes a steel bar brittle.
06. When the metal is heated, the first temper color which appears is yellow.
07. A chisel which has been tempered is not suitable for cutting work.
Exercise 4: Rewrite the following sentences using the words or constructions from the text to
replace those printed in italics.
01. A chisel is plunged vertically into cold water and moved about after it has been heated to
a cherry red color.
02. The process of making a metal softer and more workable changes a metal back to the
condition it was before it became hardened.
03. Annealing can be performed on a carbon steel bar which has become hard and brittle
during work.
04. It is important that steel which is being annealed should not be made too hot.
05. The property which causes a metal to break easily can be reduced by heating the metal to
its correct temper color and quenching it
Exercise 5: Combine these following sentences or pair of sentences using the appropriate time
expression in bracket. Leave out words which are not necessary.
01. A carbon steel bar has been struck repeatedly. As a result it becomes work-hardened.
(when, before, after)
Mar. 10, 22 48
02. At the exact moment the temper colour reaches purple, the chisel is quenched in water.
(while, as soon as, until)
03. A mild steel bar has been annealed. Then it is tested for workability with a file. (before,
after, until)
04. The operations of hacksawing, chiselling and filing are performed in the fitting
workshop, but first the metal has to be marked out accurately on a marking out table.
(until, before, after)
05. The operation of drawing down is taking place. During this process the end which is
being forged is kept at a bright red heat. (while, as soon as, until)
06. Once sheet metal has been marked out and cut to size, it then has to be formed into its
final shape. (before, while, after)
07. A mild steel bar has been annealed. As a result it is restored to its original condition.
(while, after, until)
08. Metal is hardened. It can become brittle then .( as soon as, when, while )
09. A surface has been scraped by a scraper with strokes in one direction. Afterward it must
be scraped with strokes at 90o to the first ones. ( when, before, while )
10. If the wing nut at one end of a hacksaw is tightened, the tension of the blade is
increased. ( while, until when )
Description of an operation and its result
Study this following example!
Instruction : Heat chisel to correct temper colour. (purple)

Quench in water when correct colour is reached.
Result : This reduces the brittleness of the steel and it toughens the steel.
Description : The chisel is heated to the correct temper colour, which is purple. It is then
quenched in water when the correct colour is reached. It will be found
that the brittleness of the steel is reduced and the steel is toughened
Notes: The object of the verb is not always stated in the sentence, but we could understand
it from the context.
Exercise 6: Write description from the instruction and result follows!
01. Instruction : Heat chisel to cherry red colour.

Plunge vertically into cold water.
Move about rapidly to prevent cracking.
Result : This makes the chisel very hard but brittle
02. Instruction : Heat worked hardened steel bar to dull red.
Mar. 10, 22 49
Allow to cool slowly in sand or ashes.

Test with a file.
Result : This restores the metal’s malleability, which makes it workable again.
03. Instruction : Heat a mild steel component to bright red.

Dip in carbon rich mixture.
Repeat process to ensure sufficient carbon intake.
Result : The component absorbs carbon into its surface layer, which makes it very
hard when suitably heat treated.
04. Instruction : Heat a metal component to same temperature as for hardening.

Leave to cool slowly in draught-free air.
Result : This removes the stresses set up in the metal during cold working and it
returns the metal to its normal condition.
05. Instruction : Heat a metal bar at the part to be upset.

Strike end of bar with a hammer.
Result : This increases the thickness of the metal bar at the expense of its length.
06. Instruction : Heat a metal bar at the point to be drawn down.

Increase length of the bar by using a fuller.
Finish with a fatter.
Result : This increases the length of the bar but decreases the width and
thickness
More about Expressing Purpose
We often use the pattern “in order to stem”, “so as to stem” or “to stem” to express a
purpose.
Study these following examples!
- We should adopt the correct stance at the vice. Our reason for doing this is to maintain
our balance while filing.
These sentences can be rewritten:
a. We should adopt the correct stance at the vice in order to maintain our balance while
filing.
b. We should adopt the correct stance at the vise so as to maintain our balance while
filing.
c. We should adopt the correct stance at the vice to maintain our balance while filing.
d. The correct stance should be adopted at the vice to maintain our balance while
filing.
Exercise 7: Rewrite these following pair of sentences as examples above!
Mar. 10, 22 50
1. We should wear gloves when filing. The reason for wearing them is to protect our hands.
2. You should raise the file on the return stroke. By doing this will enable you to prevent the
dulling of the cutting teeth.
3. You ought to rub chalk into the teeth of the file during finishing work. The purpose of
doing this is to prevent bits of metal clogging the teeth.
4. You have to insert the hacksaw blade with the teeth pointing away from the handle. The
object of doing this is to cut material on the forward stroke.
5. Manufactures machine the top of a marking-out table flat. The object of doing this is to
provide a good working surface.
6. We first use a try-square and rule. Our purpose is to check the flatness of a surface, and
its squareness to the face of the work.
7. They use a false jaw of a softer metal or even wood. Our object of doing this is to avoid
damage to any finished surfaces on a work-piece by the hardened jaw pieces of the vice.
8. You should tighten the blades sufficiently. Doing this to avoid crooked hacksawing.
9. You should draw the lines on the work-piece with a scriber as fine as possible. The
purpose of doing this is to mark out accurately on the work.
10. We use a centre punch in conjunction with a hammer. Our purpose is to mark the location
of the holes to be drilled.
Lesson 6
AUXILIARY VERBS
Every book has different ideas about English auxiliary verbs. They have their own reasons to
describe them to the learners. But this following explanation will give you a simple, clear idea
about them. There are only five auxiliary verbs in English, as follows:
Mar. 10, 22 51
English Auxiliary Verbs
No Finite Stem Finite Stem + ed Indonesian meaning

form form
1 can could dapat, bisa, mungkin
2 may might boleh, mungkin
3 must ought to* harus, seharusnya, pasti
4 shall should seharusnya
5 will would akan, mau
When you want to use auxiliary verbs in sentences, you have to consider these following
characteristics:
1. An auxiliary verb never stands alone in sentences. It only assists other verbs in
sentences.
2. It is used before any other verbs in sentences.
3. The verb that comes directly after an auxiliary verb must be in the non-finite stem
form.
4. Only one auxiliary verb may appear in one simple sentence.
Here are examples of auxiliary verbs used in sentences. The left hand side box, sentences
without auxiliary verbs, whereas the right hand side box, sentences with auxiliary verbs.
Sentences without auxiliary verbs Sentences with auxiliary verbs
 The manager is in his office  The manager might be in his office

 He reads monthly progress report.  He will read monthly progress report.
 He is preparing material for the  He may be preparing material for the
meeting meeting.
 His secretary has arranged the  His secretary should have arranged the
meeting meeting.
 The schedule has been delivered to  The schedule should have been delivered
them. to them.
 This report was typed this morning.  This report ought to be typed this
morning.
 Some workers left the office early  Some workers might leave the office
early.
 She has been working there for ten  She may have been working there for ten
years. years.
 She is going to retire next year  She might be going to retire next year.
 A meeting is being prepared.  A meeting might be being prepared
Notes:
1. An auxiliary verb can be used in either present or past tense.
- The stem form of auxiliary verb is used in present tense. They cannot be used in past
tense.
- The stem + ed form of auxiliary verb is used in both present and past tense.
Mar. 10, 22 52
- When the finite stem + ed form is used in the present tense, it is used as a modal of
modesty.
2. The auxiliary verb "shall" is commonly used only for the subject pronoun I or We. However
for some reason, it can also be used for other subjects, as in:
- The government shall provide good education to its citizen / people.
- The airline operator shall equip its office with sufficient facilities for its operation.
Synonym
We sometimes feel insufficient to use only one auxiliary verb to express our idea, but we
couldn’t use more than one auxiliary verb in one simple sentence. The solution is to use its
synonym. We could use its synonym, since this synonym is not considered as an auxiliary
verb, therefore we don’t break the rules / charracteristics mentioned above.
 Can = be able to
 Must = have to
 Will = be going to
Here are examples:
a. The trainee should be able to accomplish the task themselves.

b. You must be able to solve the problem yourself.
c. At the end of the training, the participants will be able to overhaul a simple car engine
without difficulties.
d. They will have to do it without any help.
e. You might have to survive in the jungle your self in a plane crash.
f. The trainee may have to work in the isolated area far from the city.
g. The trainee will have to be able to accomplish the task himself.
h. The plane is going to depart for Makasar in ten minute.
Notes : When you have to use “have to” instead of “must”, please keep in mind that they
are not exactly alike. They have different meaning in negative statements. Please
take a look at these following examples.
a. You must not wear sandals or shoes in the mosque. (not, You don’t have to wear
sandals or shoes in the mosque.)
b. You don’t have to wear sarong in the mosque. ( not, You must not wear sarong in
the mosque )
c. You must not smoke in the petrol station. (no, You don’t have to smoke in the
petrol station.)
d. Drunk drivers must not drive cars on the road. (not, Drunk drivers don’t have to
drive cars on the road.)
e. You don’t have to be able to speak English well to join this college. (not, You
mustn’t be able to speak English well to join this college.)
Simple pattern of sentences using auxiliary verbs
Auxiliary Subject Auxiliary Nega- Main verb in the non-finite stem
Mar. 10, 22 53
verb verb tion form

The Students must
Mr. John will speak English in class
--- Peter and should --- .
Poltak could do the assignment in class
They
We will join the club
She must
--- I can work hard all day .
You should not
They may type the application form
John might
Must the students
Will they send the application by post
Won’t we --- --- ?
Could they check the operation list
Couldn’t he
Should she work very hard.
Shouldn’t
Notes:
1. General Rule no. 3
group, we just simply add the word “NOT” after it (finite verb) to make a negative
statement, and / or put the finite verb before its subject to make an interrogative
statement.
Auxiliary “ought to” is not commonly used in question, and its negative is “ought NOT to”
as in:
- Woman or infant ought NOT to sit near emergency window exit on commercial
aircraft.
- First officer ought NOT to handle maneuvering aircraft on the ground.
- Aircraft passengers ought NOT to carry any dangerous good into the passenger cabin.
2. We use “shall” in daily communication only after subject pronoun I or We, as in:
a. I shall see a doctor to have a medical check-up.

b. We shall deliver the message right away.
c. I shall call the doctor.
3. However, we may use “shall” for other subject in regulation, such as:
a. The government shall provide job opportunities to its citizens.

b. The government shall provide education free for its citizens.
Mar. 10, 22 54
c.The government shall build infra structure for transportation and other businesses.
4. We use "shall" and “should" in the interrogative statements to make an offer, as in:
a. Shall I sign the curriculum vitae?

b. Shall we collect the assignment today?
c. Should we make an appointment to see the manager?
d. Should I call you back later?
5. The stem+ed form of auxiliary verbs can be used in present tense as modal of
modesty, as in:
a. Mr. John might be in his office now.

b. I could speak English a little.
c. You ought to pay the fee before the tenth of every month.
d. You should understand the situation.
e. Would you give me a hand?
f. Could you do me a favor?
g. Might I use this computer to write a letter?
h. Should he be in the office before seven everyday?
Exercise 1: Add a suitable auxiliary verb in each sentence bellow to make it more
communicative!
01. A customer service gives excellent service to every customer.

02. A worker makes a mistake, but he / she doesn’t have to be blamed.
03. If you save your money in the bank, you get its interest annually or quarterly.
04. Every passenger shows his / her boarding pass before entering the departure lounge.
05. Airline passengers keeps their hand luggage on the rack over their heads.
06. A student borrows some books from the campus library.
07. A private company worker comes and leaves the office on time.
08. Pedestrians cross the busy road on zebra-cross paths.
09. The government provides biker-track to minimize pollution in the city.
10. A cleaning service personnel keep all facilities in public area clean and tidy.
11. Every training participant gets his / her training aids before the class begins.
12. Every person who swim in the public swimming pool wears swimming suit.
13. Every worker in the company gives excellent service to their customers.
14. A supervisor supervises his staffs to accomplish the job in time.
15. You improve your skills and knowledge to up-grade your profession.
16. Every aircraft passenger arrives at the airport two hours before departure time.
17. Based on safety regulation, a mechanic does not wear any ring on his finger at work.
18. For safety reason, a drunk driver does not drive a car on the road.
19. You don’t light cigarrette at petrol station to prevent any cause of fire.
20. We do not activate cellular phones at petrol station for safety reason.
21. All parents afford their children to get good education for their level.
22. Every citizen obey the government regulation to keep life more convenient.
23. The government provides equal job opportunities to its people.
24. The government builds infrastructures to create business for its people.
25. The government manages natural resources for the benefit of its people.
Mar. 10, 22 55
Exercise 2: Rewrite these following sentences using one of the verbs given in brackets.
Make any changes in the sentence that are necessary.
01. It is necessary that the guard on a drilling machine is in place before the machine is
switched on. (must, can, need)
02. It is advisable that welding equipment is carefully inspected for possible faults before it is
used. (may, should, can)
03. When the wing-nut at one end of a hacksaw frame is tightened, it is certain that the
tension in the blade is increased. (will, may, should)
04. It is permitted to make angle bends in sheet metal by hammering the metal in a vice.
(should, cannot, could)
05. Micrometers are precision-made instruments and it is therefore necessary to treat them
very carefully. (should, can, need)
06. It is recommended that a hacksaw blade with 30 t.p.i. is used to cut sheet metal.
(may, should, mustn’t)
07. While the end of a metal bar is being drawn down, keeping it at a bright red heat is
advisable. (may, needn’t, should)
08. It is permissible to use a surface grinder to produce a smooth surface on metal ( can,
should, ought to)
09. Where there is machinery with moving parts, it is a rule that sleeves are tightly rolled up
above the elbows. (shouldn’t, needn’t, must)
10. After a mild steel bar has been forged or improperly heat treated, it is possible to restore
it to its normal condition by the normalizing process. (can, must, will)
11. Using hand tools which are not properly earthed is forbidden. (needn’t, shouldn’t, mustn’t)
12. Wearing ties and scarves in the workshop is prohibited as they can get caught in moving
machinery. (should, needn’t, mustn’t)
13. It is essential that equipment used in electric arc welding is in good condition. (need, may,
must )
It is therefore advisable to inspect it regularly (should, may, can)
14. Before welding with oxy-acetylene equipment it is necessary to adjust the flame correctly
in order to obtain a good weld because too much oxygen is likely to contaminate the
weld. (will, must, ought) (should, must, will)
15. Unless the correct forging temperature has been reached it is definitely not possible to
forge the metal properly must not, will not, should not)
16. After annealing, a mild steel bar is certain to be malleable. (must, will, may)
17. It is possible to use hand-operated bench shears for the rough cutting of metal strips.
(will, must, may)
18. It is compulsory to wear safety shoes in the machine tool workshop. (need not, may,
must)
19. A well-ventilated forge is essential as the fumes given off from a coke fire are poisonous
(should, may, will) (Begin with: A forge …………..)
Read this following text and answer the questions that follow!
METALS AND THEIR PROPERTIES
Mar. 10, 22 56
We may distinguish two groups of metals. Those which contain mainly iron are called
ferrous metals, and those in which the basic material is a metal other than iron are termed
non-ferrous metals. The former include cast iron, wrought iron, and steel. Copper, tin, zinc
and lead are example of non-ferrous metals. When some metals are combined, they form an
alloy. Non-ferrous alloys include brass, which is made from copper and zinc, and bronze,
which is made from copper and tin.
Cast iron is really an alloy of iron and carbon. It is made from pig iron which has been re-
melted and made purer. Cast iron is, then, refined pig iron. The amount of carbon in cast iron
is reduced to between 2.5 and 4 per cent. As cast iron is very brittle, it will not bend. It can
not be forged, either. On the other hand, it can be easily shaped by casting and some
types can be easily machined. Cast iron can be used for making surface plates, vee
blocks and marking - out tables.
Steel is basically an iron – carbon alloy, too. It can be made by reducing the carbon content
of pig iron to amounts which are exactly known. It can also be made by adding known
amounts of carbon to almost pure iron. If only carbon is added, plain carbon steels will be
produced. If other elements are added, alloy steels will be produced. Stainless steel
contains both nickel and chromium, and the main element added to make most types of high
speed steel is tungsten.
Plain carbon steels can be classified according to their carbon content. Low carbon, or mild,
steel has up to 0.25 % carbon in it. It can be easily cut, filed and drilled, and it can be
forged. Medium carbon steel contains between 0.25 and 0.5 % carbon. It is darker and
stronger than mild steel; it can be used for things which have to be tough. High carbon steel
has a carbon content of 0.5 to 1.3 %. It is dark steel and it is very strong. It can be used for
making files, centre punches and hacksaws blades. It is known as tool steel.
Exercise 1: Study these following statements carefully and then write down whether they are
true or not true, according to the text above.
01. The basic material of ferrous metals is iron.

02. Metals can be combined to form an alloy.
03. Examples of non-ferrous alloys are brass and bronze.
04. Cast iron can be neither forged nor bent.
05. The carbon content of cast iron is 2, 5 and 4 %
06. Cast iron is made from pig iron which has been refined.
07. There is nickel and chromium in stainless steel.
08. Alloy steels contain element in addition to iron and carbon.
09. Mold steel has up to 0.25 % carbon in it.
10. Tool steel has up to 1.3 % carbon in it.
11. Medium carbon steel has a carbon content of between 0.25 and 0, 5 %.
12. Mild steel contains more than 0.25 % carbon.
Exercise 2: Learn these following sentences and find out what word or words in the text
above is represented by the word underlined / in bolt typed.
01. Those which contain mainly iron are called ferrous metals.
02. The former include cast iron, wrought iron and steel.
Mar. 10, 22 57
03. When some metals are combined, they form an alloy.

04. It is made from pig iron which has been re-melted and made purer.
05. On the other hand, it is easily shaped by casting and some types can be easily machined.
06. It is made by reducing the carbon content of pig iron to amounts which are exactly
known.
07. It can also be made by adding known amounts of carbon to almost pure iron.
08. It is easily cut, filed and drilled.
09. It is used for making files, centre punches and hacksaw blades.
10. It is known as tool steel.
Exercise 3: Re-write these following sentences by using the word or expression on the text to
replace those underlined.
01. The main element of ferrous metal is iron.

02. Non-ferrous metals which are combined include brass and bronze.
03. Cast iron is made from pig iron which has been re-melted and made purer.
04. Cast iron breaks easily.
05. Cast iron can be easily given a shape by pouring the molten metal into a mould .
06. Steel can be made by adding certain amount of carbon which is exactly known to almost
pure iron.
07. Plain carbon steels may be divided up into groups on the basis of their carbon content.
Lesson 7
PASSIVE VOICE
Mar. 10, 22 58
Passive voice has a unique structure and usage; therefore, we have to be very careful in
using it. In this unit we will discuss about passive voice in a bit different manner from those
other people do.
1. The basic structure of passive voice is as follows:
Passive subject + . . . . . . + verb form of be + non-finite stem + ed form + ……
Note : The space between the subject and the verb “be” can be filled with either auxiliary
verbs, verb form of have, verb form of be, or either both or three of them.
Look at these following examples of passive voice with the main verb “inspect”:
1. The aircraft that we are going to fly tomorrow is inspected in the hangar.
2. The aircraft that we are going to fly tomorrow was inspected in the hangar yesterday.
3. The aircraft that we are going to fly tomorrow is being inspected in the hangar.
4. The aircraft that we are going to fly tomorrow has to be inspected in the hangar.
5. The aircraft that we are going to fly tomorrow will be inspected in the hangar.
6. The aircraft that we are going to fly tomorrow should have been inspected in the
hangar.
7. The aircraft that we are going to fly tomorrow might be inspected in the hangar.
8. The aircraft that we are going to fly tomorrow will have to be inspected in the hangar.
9. The aircraft that we are going to fly to morrow should have been being inspected in
the hangar.
10. The aircraft that we are going to fly tomorrow might have to be inspected in the
hangar.
11. The aircraft that we are going to fly tomorrow has been being inspected in the hangar
since this morning.
12. The aircraft that we are going to fly tomorrow is to be inspected in the hangar.
2. Usage
Passive voice has limited usage; therefore we have to be careful to use it in practice. There
are at least two different usage of passive voice that we have to keep in mind.
a. We use passive voice when we don’t know the actor of the activity. For this
type of passive voice the “by agent" is not mentioned.
Examples:
- Borobudur temple was built in the sixth century.

- This aircraft was first operated fifteen years ago.
- Many people were killed during Iraqi’s war.
- A lot of buildings and houses were also destroyed during the war.
- Many cars are stolen every day.
- Budiarto Aerodrome was built before Indonesia got its independence.
Mar. 10, 22 59
b. We also use passive voice when we consider the object of the action is more
important than the actor or the other way around, the actor is considered
less important than the object of the action. And even the actor is known, but
it is often omitted from the sentence, except when it present is really needed or if it
is omitted influences the meaning.
Examples:
- The assignment should be collected today.

- A new airport is going to be built in Tenggarong, Kutai Kertanegara
- This room is not cleaned every day.
- Thousand new cars are sold every month.
- All the cars should be parked on the parking lot.
- English is taught at every high school in Indonesia.
- English is spoken by many peoples in the world.
- The test paper should be kept clean.
- The result of the examination will be announced two weeks from now.
- This aircraft should be overhauled immediately.
Here are some examples that some information in Indonesian seems to be passive, but not in
English, because they don’t fulfill any of the requirement above.
- You don’t translate Indonesian sentence: "Buku saya tertinggal di rumah" with "My
book is left at home", (passive voice), but "I left my book at home", ( active
voice.)
- Idem ditto: “Kaki saya patah” with: "My leg is broken". (passive voice), but "I broke
my leg". (active voice)
- Idem ditto: “Dompet saya hilang” with: “My wallet is lost”. (passive voice), but "I lost
my wallet" (active voice)
- Idem ditto: “Jari say terpotong pisau saat saya megupas buahl” with: “ My finger was
cut by knife when I pilled up some fruitl”. (passive voice), but “I cut my finger
when I pilled up some fruit”. (active voice)
From the examples above we learn that there are some active voices, even with transitive
verbs, can not be converted to passive voice.
Here are some active voices that are not normally converted to passive voice.
a. We have breakfast at six.

b. I don’t understand this symptom.
c. We brush our teeth at least twice a day.
d. I write a letter to my parents once a week.
e. I phone my girl-friend every day.
f. Most Indonesian people take a bath twice a day.
g. We watch television in the evening.
h. We listen to the news on the radio in the morning.
i. The children have to prepare their own meal.
j. We read newspaper before breakfast at home.
k. I wash my car every two days myself.
l. The children should make their own bed.
Mar. 10, 22 60
m. Students should review their lesson at home.

n. The pilot should contact the tower before starting the engine.
o. Every passenger should produce their identity card at the checking counter.
3. Meaning
There are least two basic meaning of passive voice.
a. State
When passive voice has this meaning, it tells the condition of the subject, and in some cases,
they are well-known as adjectives rather than as passive voice.
Examples:
a) The window is broken.

b) The workers are exhausted.
c) All the passengers are bored during their long flight.
d) Many books are written in English.
e) The car is parked under the tree.
f) All the windows are closed.
g) The door is not locked.
h) His house is painted green.
i) The engine is not well lubricated.
j) The landing gears were not extended.
k) The undercarriages were not retracted.
l) The main fuse was burned out.
b. Event
When passive voice has this meaning, it tells us the event or activity that is done to the
subject.
Examples:
a) This book was written in 1998.

b) The aircraft is being inspected in the hangar.
c) The exams will be held next week.
d) Mono-rail will be built in Jakarta to minimize traffic jam.
e) This room is dusted every day.
f) The plane should be checked thoroughly before every flight.
g) The truck is loaded with many kinds of materials.
h) The victim is driven to the nearest hospital.
i) Soekarno – Hatta Airport was built in 1980s.
j) Monorail should be constructed to reduce traffic jam in Jakarta.
k) Metal detectors must be re-installed to minimize terror in flight.
l) New method of farming must be developed to improve crops.
m) Wind shear on final approach was reported by the incoming traffic.
n) The terminal building should be enlarged to accommodate more passengers.
Mar. 10, 22 61
4. How to convert active to passive voice.
When you haven’t been familiar with the conversion of active to passive voice, these following
steps might help you.
a. Identify the subject and object of the sentence and then alter their position. When
either of them is a pronoun, make it agree with its new position.
b. Identify the main verb and add a verb form of "be" before it. The form of ‘be’ should
be the same form as the form of the main verb.
c. Make the first verb agree with the new subject.
d. Change the main verb to the non-finite stem + ed form ( past participle )
e. Add a preposition “by" before the new object, or leave them when they are not
important.
Examples:
- They are inspecting the aircraft in the hangar.

#. The aircraft are inspecting them in the hangar.
#. The aircraft are being inspecting them in the hangar.
#. The aircraft is being inspecting them in the hangar.
#. The aircraft is being inspected them in the hangar.
#. The aircraft is being inspected by them in the hangar.
#. The aircraft is being inspected in the hangar.
- The mechanics should keep the tools in the box.

#. The tools should keep the mechanics in the box.
#. The tools should be keep the mechanics in the box.
#. The tools should be keep the mechanics in the box.
#. The tools should be kept the mechanics in the box.
#. The tolls should be kept by the mechanics in the box.
#. The tools should be kept in the box.
- The government is going to build new toll roads.

#. New toll roads is going to build the government.
#. New toll roads is going to be build the government.
#. New toll roads are going to be build the government.
#. New toll roads are going to be built the government.
#. New toll roads are going to be built by the government.
- The government has opened a new toll road to link the two cities.
#. A new toll road to link the two cities has opened the government
#. A new toll road to link the two cities has been opened the government.
#. A new toll road to link the two cities has been opened by the government.
#. A new toll road to link the two cities has been opened.
Mar. 10, 22 62
Exercise 1: Rewrite these following sentences to passive voice whenever possible!
01. The firemen have extinguished the fire that burned down the building.
02. The mechanics have inspected the engine and it is serviceable now.
03. The driver should refuel the car before he parks it in the garage.
04. You should not leave the fuel tank empty to prevent the tank from corrosion
05. You should adjust the blow torch before you apply it for the job.
06. A blow torch heats the metal bar to dull red.
07. We transfer the angle we have measured to the work piece using a bevel gauge.
08. We punch small dots accurately along the scribed line.
09. We set the work up on the marking-out table.
10. We draw horizontal lines through the centers using a surface gauge.
11. We draw lines to through the centre, perpendicular to those already drawn.
12. I use a vernier height-gauge for accurate marking out.
13. He should grind a scriber to a sharp point before marking out.
14. He should also scribe lines on the work as fine as possible.
15. You should wipe the surfaces of bright mild steel to remove oil and grease when
marking out.
16. You should apply a marking-out medium, such as a solution of copper sulfate.
17. You should keep the surface of a marking-out table in perfect condition.
18. You must protect the surface of marking-out table with a film of oil when you are not
using it.
19. You should hold the scriber at an angle to the straight edge.
20. You have to incline the scriber in the direction of movement.
21. You should drill a hole on the work piece.
22. You have to place the work-piece as low as possible on vice.
23. A mechanic has to press the hacksaw slightly down on the forward stroke.
24. They have to release the pressure of the hacksaw on the return stroke.
25. Mechanics have to keep the surface of the working table clean of oil and dust.
26. The pilot shall lower the landing gears before he enters the final approach.
27. The pilot retracted the landing gears a few seconds after take off.
28. An authorized mechanic has checked the aircraft to be operated today.
29. The tower has contacted the fire brigade for an emergency landing.
30. The firemen shall use appropriate liquid to extinguish fire.
31. We divide troubleshooting procedures into sections related to engine areas.
32. An experienced mechanic should first determine the most probable cause of the
problem.
33. Mechanics should consider the recent history of the engine together with the engine’s
response to troubleshooting action.
34. Leaks in the oil system can cause fluctuating oil pressure.
35. We should include visual check to provide what should be the first step in verifying
and isolating engine problems.
Mar. 10, 22 63
Read this following text and answer the questions that follow.
SHEET METAL WORK
Sheet metal must possess the property of malleability. Once the material has been cut to
shape, bending and pressing operations are performed on it. It is very important that the
metal does not crack during these operations.
There are three main types of sheet metal. If an ingot of mild steel is rolled and pressed
while it is white hot, hot rolled sheet steel is produced. A further process, known as a cold
rolling, produces a surface which is brighter and which has a better finish. Another kind of
sheet steel is tin-plate. This is mild steel sheet which has been cold rolled and then plated
with a thin layer of tin. Iron or steel sheet can also be coated with zinc on each side. This
process is called galvanizing. The material produced is known as galvanized sheet iron or
steel. Both tin and zinc protect iron and steel from rust. Zinc gives a better protective coating
than tin does.
A sheet metal worker marks out metal while it is in a flat form. For this operation a knowledge
of geometry is required. The three – dimensional finished shape of an object never looks the
same as its shape when it is marked out on flat metal. It is essential to calculate and mark
off enough metal to allow for bending and folding. If such bending allowance is not made,
the metal will not be sufficient for the bending and folding operations. A scriber is usually
used for marking out. Tin-plate should not be scratched too deeply. If it is, the protective
coating may be removed.
Exercise 2: Re write the sentences below by changing the word printed in bold with the
word or construction from the text.
1. Once the material has been cut to shape, bending and pressing operations are performed
on it.
2. A further process, known as a cold rolling, produces a surface which is brighter and
which has a better finish.
3. This is a mild steel sheet which has been cold rolled and then plated with a thin layer of
tin.
4. This process is called galvanizing.
5. A sheet metal worker marks out metal while it is in a flat form.
6. The three-dimensional finished shape of an object never looks the same as its shape when
it is marked out on a flat metal.
7. If it is, the protective coating may be removed.
Exercise 3: Read these following statements and decide whether they are true or not true.
01. Once sheet metal has been cut to shape, it is bent and pressed.
02. The two operations in sheet metal work are bending and pressing.
03. The metal used in sheet metal work is malleable.
04. Cold rolling takes place after sheet metal has been hot-rolled.
Mar. 10, 22 64
05. Cold-rolled sheet steel has a brighter, better-finished surface than hot-rolled sheet steel.
06. Galvanized sheet steel has a coating of zinc on both sides.
07. Sufficient metal for bending and folding must be calculated and marked off.
08. A sector of a circle is marked out on a flat sheet in the shape of a cone.
09. Tin plate is usually marked out with a scriber.
Exercise 4: Rewrite the following sentences using words or construction from the text to
replace those printed in italics.
01. It is essential that the metal used in sheet metal work should have the property which
enables it to be drawn out or spread out.
02. Sheet steel which is rolled and pressed while it is white hot can be cold-rolled to
produce a brighter better finish.
03. Mild steel which has been cold-rolled and than plated with a thin layer of tin can be
marked out with a scriber.
04. Sheet steel which has a coating of zinc on each side is protected from rust by the zinc
coating.
05. A man who works with sheet metal must have a knowledge of geometry.
06. It is essential that sufficient metal for bending and folding should be calculated and
marked off.
07. If tin-plate is scratched too deeply with a scriber during marking-out operations, the tin
layer of tin which protects the mild steel sheet from rust may be removed.
Mar. 10, 22 65
Lesson 8
CONDITIONAL SENTECE
A conditional sentence consists of two clauses that are combined using a conjunction “if”. The
clause that begins with the conjunction “if” is called the sub-clause and the other clause is the
main clause. Based on their meaning, purpose and structure, conditional sentence can be
classified into three different types:
A. Probable Conditional Sentence
Structure : If – simple present tense, subject – will – non-finite stem form ……..
Usage
Probable conditional sentence is used to tell an event that may happen at present or
future in which the event is usually expected to happen or is likely to happen.
Examples:
a. If I have enough money, I will buy a new motor cycle.

b. If I pass all subjects, I will treat all of my friends.
c. If the weather is clear, we will go fishing in the sea.
d. Your manager will promote you to better position, if you work hard.
e. The workers will work better, if their manager gives them good motivation.
f. No one will go on strike, if every one is satisfied with their job.
Notes:
- The “if-clause” can be positioned before the main-clause or after the main-clause.
- And when we are sure that the event will happen, we may replace the conjunction
“if” with the conjunction "when" as in,
- When we finish our study, we will have a small party.

- You will understand the situation when you grow up.
- I will contact you when we start our meeting.
- “Unless” can be used in conditional sentence which means “if ……. not”
Examples:
- I will come to her party, unless I have a lot of work to do. (if I don’t have a lot of
work to do)
- She will not help you, unless you ask her to do so. (if you don’t ask her to do so)
- You won’t pass the exams, unless you study hard. (If you do not study hard)
- Unless they leave town, they will join the meeting. (if they don’t leave the town.)
B. Improbable Conditional Sentence
Mar. 10, 22 66
Structure: If – simple past tense, subject – would – non-finite stem form ……….
Usage:
There are three different usage of improbable conditional sentence as follows:
a. to tell an event that might happen at present or future, but it is not expected to
happen, or it is not likely to happen, as in:
 If the weather got worse, we would not go fishing.

 If our manager didn’t permit us, we would not do it.
 If the engine experienced overheated, the component would deteriorated it’s
function.
 If I didn’t pass the exams, I would try it again next semester.
 If the outer layer of the bearing surface were damaged, the material under this
surface would start to break into small particles.
 If you saw oil leakage on the engine or in the inlet, you could use the procedures
for excessive oil consumption to find the and correct the leak.
b. to tell an event that will not happen, because it is contrary to the fact, as in:
 If I were a pilot, I would fly around the world.
 If I were the manager, I would raise the worker salary.
 If I were a rich person, I would build houses for the poor.
 If I were a doctor, I would give my medical service free of charge for poor people.
c. to give someone advice, as in:
 If I were you, I would never go to battle-field.

 If I were you, I would get a job and go to college later.
 If I were you, I would not rent a house but build one.
Notes: The past tense of “be” is always “were” in this conditional sentence.
C. Impossible Conditional Sentence
Structure: If – past perfect tense, subject - would - have – non-finite stem+ed form …
Usage:
We use this impossible conditional sentence to tell an event that will never happen at
present or future, because the real event has already happened differently from the
conditioned mentioned.
Examples:
 The car would not have crashed into the river, if the driver had been careful.
 The international crisis would not have happened, if there hadn’t been a war.
Mar. 10, 22 67
 The number of victims would not have been so many, if the fire fighting and rescue
had been able to arrive on time.
 The coalition troops would not have attacked Iraqi, if President Bush had not given
them the order.
 I would have treated all of you, if I had got a job. (But I haven’t got any job)
 Adam Air flight form Surabaya to Manado wouldn’t have lost if she hadn’t flown into
bad weather.
D. Wish + past tense clause
We can use “wish" to express conditional situation. The clause that follows “wish clause”
should be in past tense, either simple past, past perfect or past auxiliary verb.
a. I wish I had a lot of money. (but, I don’t have much money)

b. I wish they had joined us in the class by now. (but, they haven’t joined us)
c. They wish I would help them to fix their house. ( but, I will not, because I am very
busy at the moment )
d. She wishes she could join the club. (but, she can not join the club.)
e. They wish they could send their children to high school. (but, they can’t)
f. I wish I were at home drinking hot coffee. (but, I am not at home.)
Reading
SAFETY IN THE SKY
In this lesson we will review on conditional sentences. There are different uses of conditional
sentences in English that we have to understand.
How would you like to fly a fighter plane? And what would you do if your plane were in
trouble? There is a way to get you safely out of the plane.
What would you do when your plane were flying high above the ground and you had trouble
with your plane? Here is what you would have to do. First you would have to bring your plane
down close to the ground. By doing this, it will give the plane time to slow down.
Then you would have to press the escape switch. At the same time the top above your head
will fall away. A rocket then would go off. This would send the seat and you up and out of the
plane. Fins would spring out of the seat that keeps you from rolling. They will slow your fall
too.
Then another rocket would go off that would get you out of the seat as you are falling. Your
parachute opens like a large flower that will bring you down to the ground safely.
You may ask what would happen if you were flying a fighter jet plane. A safe escape can also
be made from a jet plane.
Let’s say you are flying four times as fast as sound. Then you find you must get out of the jet
in a hurry. When you press the escape switch, several things will happen. First, your feet and
Mar. 10, 22 68
legs will be pulled back. Your body will be fastened to the seat. This is done so that you will
not hurt your back. Your helmet is fastened that will keep your head from turning.
At the same time, the bottom of the seat comes up. The doors and the top will close over
you. You are now in a little box. Above it, the top of the jet will then come off. Two rockets
will send your little box out of the jet. And all of this happens in two seconds. A parachute will
open and you will go down safely to the ground. High or low, fast or slow, pressing that one
switch will safe your life.
Exercise 1 Choose the best option!
1. To get safely to the ground from a plane that is in trouble, you would first ……
a. parachute
b. bring the plane down close to the ground
c. get into your little box.
2. Fins would spring out of the seat so that you ……………..

a. would not roll
b. could get to the ground faster
c. wouldn’t need to use a parachute
3. In a jet plane you can travel ……………..

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

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

a. the plane or the jet
b. the parachute
c. your life
Exercise 2: Find the synonym of the words in the list below from the words used in the
reading text above.
a. without harm : ………………………

b. wing-like or fanlike parts : ………………………
c. rise: move suddenly : ………………………
d. held firmly in place : ………………………
e. drawn: move by force : ………………………
f. small: not big : ……………………….
g. over : ……………………….
h. at this time : ……………………….
i. getting out: get free from : ……………………….
Mar. 10, 22 69
Lesson 9
ARTICLES
We have two important articles in English, namely definite article –THE, and indefinite article
A / AN.
Indefinite Article - a / an
We use article “a / an”, before a singular countable noun, in which “a” is used before a
word that begins with consonant sound, and “an” is used before a word that begins with
vowel sound.
Examples:
a book an important person

a class-room an unidentified flying object
a bicycle an F.A
a U.F.O. an hour
a university an F.S.O.
a flight attendant an L/ C
a horse an M.P.
a letter of credit an L.C.D
an umbrella an R&B
an interesting story an X – ray device
A /An has at least three different meanings.
1. Numerical meaning / numerical a / an.
The meaning of one for this article is very strong. When this singular noun is changed to
plural, this article “a/an” must be replaced with a number like: two, three, four, five, etc.
Examples
a. A week has seven days, and two weeks have fourteen days.
b. The cost of these apples is ten thousand rups /a kilogram therefore will be fifty
thousand rupiahs for five kilograms.
c. A dozen consists of twelve pieces while a gross consists of 144 pieces.
d. I drink a glass of milk for breakfast.
e. Mr. Smith smokes a pack of cigarettes every day.
2. Classical meaning / classical a / an
The article "a/an" in this meaning refers to the whole member of the class. When this singular
noun is changed to plural, this article is not replaceable.
Mar. 10, 22 70
Examples:
- A doctor should help his / her patient in curing the decease.

- Doctors should help their patients in curing the decease.
- An engine instrument shows the pilot how the engine is working.

- Engine instruments show the pilot how the engine is working.
- A helicopter takes off vertically.

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

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

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

- Drunk drivers are not allowed to drive their cars on the road.
3. Individualizing meaning / individualizing a / an.
The meaning one of this article is not very strong. When this singular noun is changed to
plural, the article “a/an” should be replaced with “some”, and it doesn’t refer to a specific
number.
Examples:
 There is a Chinese Restaurant in every big city in the world.

 There is a good book in the library.
 He used a hacksaw to cut this huge metal tube.
 I met an old friend at the party last week.
Those sentences above can be re-written in their plural form with no different meaning.
- There are some Chinese Restaurants in every big city in the world.
- There are some good books in the library.
- He used some hacksaws to cut this huge metal tube.
- I met some old friends at the party last week.
B. Definite article - the
Article – “the” can be followed by any noun. It can be followed by an uncountable noun,
countable singular noun, or countable plural noun. However, the noun must be definite, in
which the reader or listener should know which specific noun is referred to. Here are some
clues, when you have to use article “the” in your sentences.
1. Mentioned Before.
Mar. 10, 22 71
You may use article “the”, when the noun has been mentioned in the previous statement or
mentioned before.
Example:
 Last week, I bought a pen and a small dictionary. Now, I bring the dictionary
with me, but I miss the pen.
 I met an old man and young lady on a train station last week. The man was about
sixty years old and the lady was much younger. I thought the lady was the man’s
(his) daughter.
 I borrowed an English book and a dictionary from ICAI – library three months ago,
but I haven’t read the book and I lost the dictionary.
2. Defined by an adjective or adjectives.
You may use an article – the, when the noun followed is preceded by an adjective or
adjectives.
Examples:
 His office is at the main building.

 Mr. William drives the new car to his office and leaves the old car at home.
 Their office has moved to the new building.
 A pilot parked his plane on the north apron.
3. Qualified by a word, phrase or clause.
You may use article – the, when the noun qualified is followed by a word, phrase or
clause that gives more information about the noun.
Examples:
 The plane to London has just taken off.

 The road to International Airport is not smooth.
 The book I bought last week is missing.
 The opera performed in the National Gallery last night was beautiful.
4. Known from the text.
You may use article – the, before a noun that is known based on the text.
Examples:
 When I got home last night, the windows were still open.
 When I came here ten years ago, the wall was painted broken white.
 Being scolded by his teacher, Peter left the class without saying a word.
 When our teacher entered our class room, the board was full of writing.
Mar. 10, 22 72
5. Common knowledge.
You may put article “the” before a noun that is very common and specific that the person
to whom you write or speak knows exactly which noun you refer to.
Examples:
 The Nile runs from central Africa to the north coast and becomes the longest river
in the world.
 The Everest is the highest mountain in Asia.
 The earth moves around the sun once a year.
 The ozone layer protects our earth from the sun-heat.
Notes:
Most capital letter nouns do not have article before them, however there are some exception.
Some names of countries have their article “the" before them.
Examples:
 The United State of America

 The Nederland
 The Philippine
 The People Republic of China
 The United Kingdom
 The United Arab Emirates
 The United Arab Republic
C. The Omission of Articles
There might be some nouns that are not preceded by an article "a/an", or "the”. Here are
possible reasons of omitting articles in sentences.
1. You must not use a / an or the in the following cases:
a. When there is another word like “a / a” ‘or “the” ( Determiners) before the noun
(e.g. : my, his, her,……….. Peter’s, Edwin’s,...... this, that, these. those, some, any, no,
every, another, ……….. each, …… one, two, three, …… etc.
b. Before most capital letter noun.

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

 Human beings need water and oxygen to survive.
 Metal is good conductor of heat and electricity.
 Kindness is decreasing all the time.
Mar. 10, 22 73
b. Before countable plural nouns.

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

02. He lives in …. small flat at …. center of town.
03. Have you finished with ….. book you borrowed from the library last week?
04. There is …. beautiful garden behind her big house.
05. Did …. Police find …… person who set …… bomb few days ago?
06. We went out for …. Meal last night. ……… restaurant we went to was excellent
07. It was warm and sunny, so we decided to go to ….. beach last week-end.
08. This morning I had ….. boiled egg and toast for breakfast.
09. I went to …… shop and spoke to ….. manager.
10. As I was walking down the road I met …. old man with his walking stick standing near
…. lamp post.
11. There is no need to buy ……. milk. …….. milkman will bring it for us.
12. You should write your name on …. top of the paper.
13. You have to go to Paris and take …………… night train to Prustol.
14. These bags are made of …………… real leather.
15. Indonesia exports …… rubber and ….. liquid natural gas to ……… Japan.
16. It was …… pleasant journey, there was ………… excellent scenery all along ……. way
17. My old friend gave me some pieces of ………… silver from Kota Gede Jogyakarta.
18. ……… pilot parked his aircraft at parking stand no: 7.
19. ………. requested return to base due to hydraulic malfunction.
20. Tower requested …………… fire brigade to foam the runway for belly landing.
Read this following text and answer the questions that follow!
WELDING
1.
Originally, welding takes place in the forge. The metal, usually wrought iron, is joined by
hammering at a white heat. However, true welding is the joining of the metals by fusion. A
small area of the parent metal is melted together and allowed to solidify. Generally, a filler
metal of the same composition as the parent metal is used. As a result, really strong joint is
obtained.
Mar. 10, 22 74
2.
Oxy-acetylene welding is a dangerous process and protective gauntlets and apron must be
used and special goggles be worn. Oxygen and acetylene when mixed in the correct
proportion produce a flame as high as 3300 o C in its hottest part. Both gasses are carried by
a hose from cylinders to the blow pipe. Different size nozzles are available which enable the
welder to vary the heat of the flame and adjust its composition for reliable welds.
3.
Too much oxygen will cause brittleness in the weld whereas an excess of acetylene will
result in carburizing. However, an oxidizing flame is necessary for welding brass and bronze,
and carburizing flame when welding stainless steel. Another type of welding is electric arc
welding which produces an extremely hot spark of about 3300 o C between the work piece
and an electrode. The electrode supplies the filler metal and is coated with a suitable flux for
protection and cleaning.
4.
The welding of wrought iron and mild steel by hammering is still done in the forge. It is
performed by heating the shaped parts to the correct temperature and then hammering
them together. The temperature required to do this is higher than that for ordinary forging.
Wrought iron must be heated to a white heat (about 1350 o C). At this temperature the metal
is soft and bright white sparks can be observed. Mild steel should be welded at a slightly
lower temperature, a bright yellow heat.
5.
It is most important that the surface of the work is clean in order to obtain a good weld.
Thus, it is necessary to use flux. Sand is suitable for wrought iron and borax is commonly
used when welding mild steel. As the parts are hammered together, a slag, formed from the
liquid flux and impurities in the metal, must be forced out of the joint. Consequently, welding
should begin at the centre of the joint and proceed outwards towards the edge of the work.
These forces out the slag and leaves the welded surface clean.
6.
There are three type of joint used in hammer welding. Butt welds are difficult to produce by
hammering, but are common in oxy-acetylene welding. Scarf welds are the most common and
the easiest to do. Vee welds are very strong. It is important that the faces of the parts to be
joined should be properly shaped to facilitate the weld.
(Alan Mountford, English in Workshop Practice, Oxford University Press, 1975)
Answer these following questions based on the reading text above. However, the expected
answer is not merely from the text but also from your knowledge of welding experience.
01. How is true welding done?

02. How is true welding to be distinguished from forge welding?
03. Why is a welded joint strong?
04. Is it necessary to wear gauntlets and apron during oxy-acetylene welding?
05. Why is it necessary to wear goggles during oxy-acetylene welding?
06. How can a flame of 3300 o C produced in oxy-acetylene welding?
07. What causes brittleness in oxy-acetylene welding?
08. How does carburizing occur?
09. When is carburizing needed?
10. Why is desirable to be able to adjust the composition of the flame for particular welding
jobs?
11. How is the filler metal supplied in electric arc welding?
Mar. 10, 22 75
12. How can two wrought iron parts be forged welded?

13. What difference is there between the temperature necessary for hammer welding and
for ordinary forging?
14. At what temperature can white sparks be seen during heating operations?
15. Why is it important that the surface of the work must be clean?
16. What is the purpose of using sand when welding wrought iron?
17. Why is it necessary to remove the slag during welding operations?
18. Why does hammering move outwards from the centre of the joint?
19. Why scarf welds most common?
20. Among the three types of joints in hammer welding, which one is the strongest?
21. Can you define these following terms?
a. hammer welding
b. oxy-acetylene welding
c. filler metal
d. a carburizing flame
e. an oxy-acetylene flame
f. vee weld
Mar. 10, 22 76
Lesson 10
GERUND
We may sometimes be confused with stem+ing form of verbs, functioning as verbs, and stem
+ ing form not functioning as verbs. When stem+ing form is preceded by verb form of “be”
(is, am, are, was, were, been, or be) the ing form is mostly a verb in the progressive tense.
Otherwise if stem + ing form is not preceded by a verb form of “be”, then it is mostly not as
a verb or predicate of a statement, and of course it is not part of progressive tense.
We can then define a gerund as a verb in the stem+ing form which has the same function
as a noun when it is used in sentences. Here are the five different functions of gerund in
sentences.
1. As a SUBJECT of a statement, either stands alone or accompanied by other words.
Examples:
a. Fishing in the sea with a friend is fun.

b. Seeing is believing.
c. Being an air traffic controller is cool.
d. Learning English is sometimes difficult.
e. Working in a metropolitan city has higher risk than working in the village.
f. Being a well-known person could sometimes limit his / her freedom.
g. Collecting stamps is my favorite hobby.
2. As a COMPLEMENT in nominal predicate, either stands alone or accompanied by

other words.
Examples:
a. My favorite hobby is listening to pop music.

b. Your main task in this office is assisting the manager.
c. To work with English native speaker looks interesting.
d. The job that I hate most is working over time.
e. The activity that I don’t like most is waiting.
3. After a PREPOSITION
Examples:
a. Please turn the lights off before leaving the house.

b. My mother is very good at cooking.
c. Don’t ever enter somebody’s room without knocking the door.
Mar. 10, 22 77
d. The angry customer left the office without saying anything.

e. Please return all the tools and equipments to their proper place after using them.
f. I look forward to seeing you soon.
g. You can improve your skills by practicing.
4. As an ATTRIBUTIVE ADJECTIVE.
Examples:
a. There are so many people in the waiting room.

b. The family are having their dinner in the dinning room.
c. The children are learning to swim in the swimming pool.
d. The parking area is large enough to accommodate more than one hundred cars.
e. The blind man lost his walking stick.
f. That taxiing aircraft is leaving for Denpasar.
g. Some people believe the existence of flying saucers.
h. The fast rotating wheels produce heat.
i. The first typing machine was too big and heavy to carry around.
j. The landing gears of Lion Air flight 225 could not be retracted.
k. The refueling trucks should stand-by 24 hours to give excellent services.
l. Writing books are not popular in the era of electronic note books.
m. The pilot activates the regulating valves to extinguish the fire.
n. Generators produce alternating current of electricity.
5. After CERTAIN VERBS ( an OBJECT OF CERTAIN VERBS )
Examples:
a. My mother goes shopping almost every week-end.

b. Some people don’t enjoy staying in big cities.
c. Have you finished writing the report?
d. My grand father stopped smoking ten years ago.
e. You can imagine flying in a jet plane for ten hours non-stop.
f. I can’t stand sharing a room with people who smoke a lot.
g. Most people prefer staying in country side than in dense populated town.
h. I don’t like going out at night without a company.
i. Some people love traveling, but other people hate traveling.
j. I gave up drinking beer before the doctor advice.
Notes: For further explanations, look at these following examples.
a. When these following verbs are followed by other verbs, the verbs must be in the “stem +
ing” form. This construction is not influenced by tenses. They may appear in any tenses
and have no limitation.
enjoy suggest finish feel like give up can’t help
Mar. 10, 22 78
keep on consider leave off mind can’t stand imagine
 I enjoy swimming in the sea

 He suggested having a picnic on the beach
 Have you finished doing the assignment?
 I feel like taking a nap for a few minutes.
 I am going to give up smoking as soon as I can.
 My sister can’t help crying whenever she sees sad film.
 You have to keep on practicing to improve your skills.
 Would you consider accepting my offer?
 I plan to leave off working from this company next year.
 I don’t mind helping other people in need.
 I can’t stand working fourteen hours a day.
 I can’t imagine being jobless for years.
b. These following verbs can be followed by either “stem + ing” or “to stem” form of
other verbs. They don’t have different meaning whether they are followed by “stem +
ing” or “to stem” form.
begin continue intend love like

hate can’t bear prefer start
 They start reading newspaper in their office.

 They start to read newspaper in their office.
 They begin building the construction today.
 They begin to build the construction today
 I will continue watering the garden this afternoon.
 I will continue to water the garden this afternoon.
 We intend having a meeting this week.
 We intend to have a meeting this week.
 She loves playing piano.
 She loves to play piano.
 I like taking a walk in the country side.
 I like to take a walk in the country side.
 I hate getting late for a lecture.
 I hate to get late for a lecture.
 We can’t bear going out in wet or cold weather.
 We can’t bear to go out in wet or cold weather.
 They prefer having dinner at home to eating out in a restaurant.
 They prefer to have dinner at home than eating out in a restaurant
c. The verbs; stop, go on, and regret are normally followed by “stem + ing” form,
however, they can also be followed by “to stem” form for special meaning.
 It has stopped raining.

 She went on talking on the phone even her baby was crying.
 I regret changing my subjects that I couldn’t accomplish.
 I stopped to talk to Bob on my way home from work yesterday.
(I stopped my previous activity in order to talk to Bob.)
 She went on to tell me about her new house in town.
Mar. 10, 22 79
(She changed from her previous topic then to tell me about her new house in
town)
 I regret to tell you that the result of the test is not very good.
(I regret for what I am going to do telling you the result of……..)
d. While these following verbs; remember, forget, try, want, and need are usually
followed by “to stem” form rather than “stem + ing” form. They are followed by “stem +
ing” form for special meaning.
 Please, remember to post the letter tomorrow.

 Don’t forget to phone me when you get there.
 Don’t forget to remove the pitot cover before starting the engine.
 The pilot is trying to lower the landing gear manually.
 They want to up-grade the level of their vocabulary.
 Students need to practice a lot to improve their skills.
 The authority needs to lengthen the runway to accommodate larger aircraft.
When these verbs are followed by stem + ing, they mean something happened in the past.
 We remember going for a picnic in the rain last year.

 The pilot doesn’t remember applying his brake pedal during take-off run.
 She will never forget winning the championship.
 If you can’t reach the lamp, you can try standing on the table.
 This old house needs upgrading.
 These chairs are broken, and they want repairing.
However, in some cases the stem + ing form can appear as free adjuncts. A free adjunct is
as a group of words which are not part of the basic sentence structure and which describes
accompanying characteristics, conditions, states of actions, and which do not contain a finite
verb .
Here are some examples of free adjuncts containing stem + ing forms.
- Arriving at the station, we immediately hired a taxi and went to our hotel.
- Wishing to be helpful, I offered him my service.
- We walked over the hills, the moon shining brightly on our faces.
- He spent the whole day doing business.
- He nearly died laughing.
- We sat waiting on the sofa.
- They came walking down the road.
- Don’t be long unpacking!
- She was busy washing the carpet.
- She was late arriving at the meeting.
- The police got into the car and went exploring.
- I remembered John saying it was all right.
- I can’t imagine him making such a demand.
- I take the dog walking in the park.
Mar. 10, 22 80
Exercise 1: Write the correct form of the verb in bracket.
01. Could you please stop ( make ) so much noise?

02. Most people, now, don’t enjoy ( write ) letters.
03. A lot of jobs involve ( meet ) people.
04. I first considered ( take ) the job , but at the end I ( cancel ) it .
05. Jack gave up ( smoke ) after (be) told by his doctor about his health problem.
06. Some students haven’t finished ( do ) their assignment today.
07. The racers kept on ( run ) in spite of the rain.
08. If you cross the road without ( look ) around, you risk ( be knock ) down by passing
cars.
09. ( Travel ) by air is much safer than by trains.
10. Some people from West Papua are very good at ( fish )
11. They are also very fond of ( hunt ) wild animals in the jungle.
12. Don’t make any noise, or you will wake-up the ( sleep ) baby next door.
13. The pilot should check all the controls and instruments before ( start ) the engine.
14. Please, don’t forget ( make ) a phone call when you get there.
15. I really don’t mind ( help ) other people whenever it is necessary.
16. I‘d like ( talk ) to the manager if he doesn’t mind.
17. The manager doesn’t like ( be disturb ) at the moment.
18. Some people can’t stand ( stay ) in big cities, but other people prefer (live) there.
19. The car racers stopped ( take ) a rest for a few hours before they continued ( race ) for
the next stage.
20. The team director started ( explain ) the strategy of ( win ) the competition.
21. The aircraft started ( roll ) on the runway for take-off after the tower gave his clearance.
22. The aircraft continued (descend ) as all four engines flamed out.
23. Pilots don’t enjoy ( fly ) into the wind as they increase their fuel consumption.
24. The passengers were just starting their meal when they felt one of the engine stopped
( operate ).
25. The pilot forgot ( release ) the brake during take off that caused the tire explosion.
Mar. 10, 22 81
Reading
BENCH WORK
1.
A fitter works in the fitting workshop. The operations that he performs include hack sawing,
chiseling and filing. He works on a heavy, rigid, bench which has a vice bolted on it. He has
various hand tools to work with. These include files and chisels. The fitting workshop usually
contains a marking-out table and a drilling machine. The former is used for marking out
before the operations mentioned above are performed. The latter is used for machining
holes in the work.
2.
For certain types of work, the fitter uses grinding machines. A surface grinder is used for
producing a smooth surface by removing small amounts of metal. This operation is called
finishing work, or producing a finish. In order to sharpen tools such as cold chisels and
screwdrivers an off hand-grinder may be used. For this kind of work, extreme accuracy is
not required. Both machines are operated by electricity.
3.
A basic operation in the fitting workshop is the cutting of metal bars to the approximate
length and shape required. For this operation a hacksaw is used. A hacksaw consists of a
steel frame and a blade. The blade can be made tighter or looser by turning a small wing nut
at one end of the frame .When this nut is tightened, the tension in the blade increased and
when it is loosened, it is decreased. There are different types of hacksaw blade according to
the number of teeth per inch. For general use, one with 30 t.p.i is better. Some hacksaw
blades are made from steel which has been made harder throughout. Others, called flexible
blades, are hardened only along the teeth.
4.
Filing is one of the most important operations in bench work .Different files are of length;
they vary also according to type and grade of cut; or they can be classified according to
shape – for example, round files, square files, and triangular files. All files consist of a body, a
tang and a handle which can be detected. They are made from high carbon steel; they are
very brittle, and therefore can break easily. The cutting action of a file is like that of a saw. It
only cuts when it is moving forwards. The file should be pressed down with both hands on the
forward stroke. On the return stroke, it should be slightly raised.
(English in Workshop Practice, Oxford University Press, London 1975)
Contextual reference
What nouns are represented by the words bold printed below.
01. The former is used for marking out before the operations mentioned above are
performed.
02. The latter is used for machining holes in the work
Mar. 10, 22 82
03. This operation is called finishing work, or producing a finish.

04. For this kind of work, extreme accuracy is not required.
05. Both machines are operated by electricity.
06. When it is loosened, it is decreased.
07. For general use, one with 18 t.p.i. is satisfactory.
08. They vary also according to type and grade of cut.
09. They are made from high carbon steel.
10. The cutting action of a file is like that of a saw.
Exercise: Rephrasing
Re-write these following sentences, using words and constructions from the passage to
replace those underlined words.
1. A fitter works on a bench which has a vice attached to it with bolts

2. A machine which is used for drilling can usually be found in the fitting workshop.
3. A surface grinder is used for producing a finish on work.
a. 4. An off-hand grinder may be used for sharpening tools in as the need to be very
exact in cutting the metal is not required.
4. A very important operation in bench work is hack sawing.
5. When the wing-nut of the hacksaw frame is made tighter there is an increase in the
tension in the blade.
6. Files are made of high carbon steel and can break easily.
7. Files can be divided into different groups according to length, shape, and type and
grade of cut.
8. The files should be pressed down with both hands as it is moving forward over the
metal, but as it is moving backward over the metal it should be slightly raised.
Mar. 10, 22 83
Lesson 11
BOTH, TOO, SO, EITHER, and NEITHER
When we have two statements that have the same predicate either in positive or negative, we
can combine them by using; both, too, so, either or neither.
- Both sentences are positive.
When both sentences are positive, we can combine them by using a conjunction; both… and
….., … too, and so ……
1. John works hard. Peter works hard.
a. Both John and Peter work hard.

b. John works hard, and Peter does too.
c. Peter works hard, and John does too
d. John works hard, and so does Peter.
e. Peter works hard, so does John
2. I have been to Bali. Mr. William has been to Bali.
a. Both Mr. William and I have been to Bali.

b. Mr. William has been to Bali, and I have too.
c. I have been to Bali, and Mr. William have too.
d. I have been to Bali, and so has Mr. William.
e. Mr. William have been to Bali, and so have I
B. Both sentences are negative
When both sentences are negative we can combine them using a conjunction neither ….
nor, and …. either or and neither ……..
1. The students don’t understand the procedure. The teacher doesn’t understand the
procedure.
a. Neither the students nor the teacher understands the procedure.

b. Neither the teacher nor the students understand the procedure.
Mar. 10, 22 84
c. The teacher doesn’t understand the procedure, and the students don’t either.
d. The teacher doesn’t understand the procedure, and so do the students.
Notes: The finite verb depends on the second subject. If the second subject of present
tense is singular, a finite stem+s is used, and if the second subject is plural, a
finite stem form is used.
2. The executives should not violate the regulation. The citizens should not violate the
regulation
a. Neither the executives nor the citizens should violate the regulation.
b. The citizens shouldn’t violate the regulation, and the executives shouldn’t either.
c. The executives should not violate the regulation, and the citizen shouldn’t either.
d. The citizens should not violate the regulation, and neither should the executives.
e. The executives should not violate the regulation, and neither should the citizens
C. When one is positive and the other is negative statement, we can combine them using a
conjunction "but".
Here is an example:
1. The manager is paid well. The workers are not paid well.
a. The manager is paid well, but the workers are not.

b. The workers are not paid well, but the manager is.
The workers have to work hard. The manager doesn’t have to work hard.
a. The workers have to work hard, but the manager doesn’t.

b. The manager doesn’t have to work hard, but the workers do.
D. When they have the same subjects but different predicates, we can combine them by
using a pattern verb both ….. and ………. as in ;
- Bill likes traveling. Bill likes fishing.

- Bill likes both traveling and fishing.
E. Other combinations
- Bill : “I have to leave now”.

His friend : "So do I."
- Bill : "I don’t understand this problem".

Peter : "Neither do I"
- William doesn’t drink coffee. He doesn’t smoke cigarettes.
a. William doesn’t either drink coffee nor smoke cigarettes.

b. William neither drinks coffee nor smokes cigarettes.
Mar. 10, 22 85
Note: “Neither” means “not either” , so it is followed by positive statement.
Lesson 12
COMPLEX SENTENCE
A complex sentence is a sentence that consists of one main clause and one or more sub
clause or clauses. The sub-clause is often referred as an adjective clause or a relative
clause. It is called an adjective clause because it qualifies a noun, and it is also called a
relative clause because it begins with a relative pronoun, such as: who, whom, whose, which,
that or where.
How to construct complex sentences.
When there are two or more simple sentences that describe the same noun, we can combine
them into one complex sentence. To give you better way to construct complex sentences, it
will be better to follow these following steps.
a. Decide which sentence will be the main clause and which one will be the sub-clause.
b. Insert the sub - clause directly after the noun to be qualified, in which the two nouns
that appear in the sentences must be positioned close to each other.
c. When any of the nouns appear as its pronoun, the position of the pronoun must be
after the real noun.
d. Replace the second noun (pronoun) with a suitable relative pronoun.
e. When the noun is preceded by an indefinite article “a / an", it is usually changed with
a definite article "the".
Examples:
a. This machine was made in 1995. The mechanics try to overhaul it this week.
- The mechanics try to overhaul it this machine was made in 1995 this week.
- The mechanics try to overhaul this machine it was made in 1995 this week.
- The mechanics try to overhaul this machine that was made in 1995 this week.
b. Bill bought a new camera last week. Marry brings the camera to her campus today.
- Bill bought a new camera the camera Marry brings to her campus today last
week.
- Bill bought a new camera which Marry brings to her campus today last week.
- Bill bought the new camera which Marry brings to her campus today last week.
c. I first met Edward ten years ago. He works for a multi national company.
Mar. 10, 22 86
- I first met Edward he works for a multi national company ten years ago.
- I first met Edward who works for a multi national company ten year ago.
d. The company encourages every worker. He dedicates his life for the company.
- The company the company he dedicates his life for encourages every worker.
- The company where he dedicates his life for encourages every worker.
e. An old man rushed down the street. His house was on fire.
- An old man his house was on fire rushed down the street.
- An old man whose house was on fire rushed down the street.
- The old man whose house was on fire rushed down the street.
Exercise 1: Definition of an object
Study these following definitions and then do the same things with the other objects (tools or
instruments) that follow!
a. A vernier height gauge is an instrument which is used for measuring height very
accurately.
b. A vernier height gauge can be defined as an instrument which is used for measuring
height very accurately.
c. We can define a vernier height gauge as an instrument which is used for measuring
height very accurately.
d. An instrument which is used for measuring height very accurately is called (is known
as) a vernier height gauge.
No Name of tools / Class of tools / description

instruments instruments
01 A die tool used for cutting an external thread
02 Templates pattern used for the fast marking-out of difficult shapes
03 A lathe machine used for turning and cutting metal
04 Plug gauges instrument used for checking hole diameters
05 Soldering process used for joining metal to metal using a fusible
alloy
06 Silver steel ferrous metal contains 98% iron, 1% carbon and 0.5%
chromium
07 Conductivity property enables a metal to conduct heat or electricity
easily
08 A machine tool power driven designed to hold a work piece and cutting tool
machine and produce a finished surface
09 A compass instrument used for telling directions
10 A hand grinder tool used for making a smooth surface on a work
piece
11 A chisel tool used for chipping away an excess material on a
Mar. 10, 22 87
work piece
12 A hacksaw tool used for cutting metal bars or tubes
Exercise 2: Combine these following pair of sentences into complex sentences.

Combine them into two possible combinations whenever possible.
01. A fitter works on a heavy rigid bench. The bench has a vice bolted on it.
02. We use a surface grinder to produce a finish on metal. The metal has been cut on
another machine.
03. The working head of a soldering iron is made of copper. Copper is a good conductor of
heat.
04. Brass is non-ferrous alloy. Brass is made from copper and zinc.
05. Some metal is malleable. Metals can be spread out by hammering without cracking.
06. Some hacksaw blades are made from steel. The steel has been hardened throughout.
07. Low carbon steel contains up to 0.25 % carbon. Low carbon steel is known as mild
steel.
08. Plain steel can be recognized by a stream of long white spark produced when it is
ground on an emery wheel. Plain carbon steel has low carbon content.
09. Cables are called conductors. They carry electric current to the various machines and
tools in a factory.
10. Le legs of spring calipers are opened and closed by a screw. The screw is controlled by
an adjusting nut.
Short Forms of Relative Clause / Adjective Clause
A relative pronoun in complex sentences can be omitted in these following ways:
1. When it is followed by the subject of the sub-clause.

2. When it is followed by a single veb “be + complement” together with the verb “be”.
3. When it is followed by an auxilary verb by replacing the auxiliary verb with a
preposition to.
4. When it is followed by a verb form of “have” meaning possess, by replacing the verb
form “have” with a preposition "with".
5. When it followed by an active verb by changing the form of the verb to stem + ing
form.
6. When it is followed by a passive verb by omitting the first verb.
Examples:
a. The book that I borrowed from the library last week is missing. (followed by a
subject)
The book I borrowed from the library last week is missing.
b. Jakarta, which is the capital city of Indonesia, is located in the island of Java.
(followed by a single veb “be – complement)
Jakarta, the capital city of Indonesia, is located in the island of Java.
c. The airport security shall search the passengers who will board the aircraft.
(followed by an auxiliary verb)
The airport security shall search the passengers to board the aircraft.
Mar. 10, 22 88
d. The young lady who has long hair over there is on the first semester. (followed by a
verb “have”)
The young lady with long hair over there is on the first semester.
e. I like a young man who has good talent in art and music. (followed by a verb
“have”)
I like a young man with good talent in art and music.
f. The young man who is talking on the phone is the manager of this company.
(followed by an active verb)
The young man talking on the phone is the manager of this company.
g. The man who stole a motor-cycle in my office yesterday was arrested by the
police. (followed by an active verb)
The man stealing a motor cycle in my office yesterday was arrested by the
police.
g. The car that will be overhauled is being towed to the garage. (followed by passive
verbs / an auxiliary verb)
The car be overhauled is being towed to the garage.
The car to be overhauled is being towed to the garage.
i. The products that have to be exported to Japan should be well packed. (followed
by passive verbs)
The products to be exported to Japan should be well packed.
j. The mechanics are preparing the cars which are going to be shown in the
exhibition. (followed by passive verbs)
The mechanics are preparing the cars going to be shown in the exhibition.
k. The towing car towed the car that was parked at the ”no parking sign”. (followed
by passive verbs)
The towing car towed the car parked at the “no parking sign".
Exercise 3: Re-write these following sentences into short form of relative clause!
01. The plane that we are going to fly with has an engine trouble and it is still being
inspected in the hangar
02. The mechanic is checking the instrument that he installed only last month.
03. The last possiblity that the crews could do is to turn south to ditch in the Hindian Ocean.
04. All the citizens who live in the river bank should move to other safe area far from the
river.
05. The security personnel should be able to detect any suspicious objects that are carried
by passengers.
06. The hijacked aircraft shall be parked at a parking stand that is isolated from other
aircraft and aerodrome facilities.
07. A towing car will stand-by to tow the aircraft that experiences hydraulic problem after
landing out of the runway.
Mar. 10, 22 89
08. The cabin crew will usher the passenger who has medical or physical problem into the
aircraft in advance before other passengers.
09. The air traffic controller shall give priority to land to aircraft that experiences an
emergency, or unexpected condition.
10. The aircraft which is larger than Boeing 737 could not land at Budiarto Aerodrome.
11. A service vehicle shall follow the service lanes that were designed for their purpose for
safety reason.
12. The first step that we have to do is to make an orbit on the holding area to burn the
fuel before executing an emergency landing.
13. The authority shall build fences and open drainage around the aerodrome that have
functions to prevent unauthorized people or unexpected animals to enter the airside.
14. The authority will not allow passengers to carry even artificial weapon that could be
used to threat other passengers or aircrew into the cabin.
15. Customers will have to pay every service that they get from the hotel management.
16. People who concern with services will have to spend a lot of money for their privilege.
17. All the books that you borrow from the campus library must be returned before you
are graduated from this institution.
18. The aerodrome where this aircraft has to land is closed due heavy rain and bad
weather.
19. The cause of this aircraft accident that killed more than two hundred people is still
under investigation.
20. Based on the regulation, the authority could ground the pilot who doesn’t have
certificate of new English proficiency.
21. The pilot could refuse the clearance that is given by the air-traffic controller if he
considered not suitable for his flight.
22. All commercial aircraft should be equipped with weather radar that could be used to
detect any bad weather along its route.
23. Every luggage that will be loaded into commercial aircraft shall be scanned to ensure
that it doesn’t contain dangerous goods.
24. The new airport which is located in Kuala Namo will be operated before 2013.
25. A flight service officer shall calculate the weight of all luggage, passengers and fuel
that will be carried into the aircraft.
26. Sunda Bridge that will join Java and Sumatra Island should be completed before 2020.
27. A flight service officer will have to brief the pilot who will fly the aircraft.
28. A flight service officer should be able to arrange the schedule of all aircraft that are
operated by the company to provide high efficiency.
29. Appropriate aircraft scheduling could increase benefit that is earned by the company.
30. Minangkabau Airport which is the new airport in West Sumatra has the same runway
direction as Tabing Airport.
31. Airbus 380 that was first introduced to public only about two years ago experienced
engine problem shortly after take-off from Changi International Airport.
32. The new International Airport that the government is going to declare open in 2013 in
Kualanamo, North Sumatra is still in the process of finishing.
33. Adisutjipto Airport that is located in a crowded civilization in Yogyakarta will be
relocated to Kulon Progo.
34. The population of Jakarta, which is the capital city of Indonesia has doubled during
the last ten years.
35. The pilot of KLM Boeing 747 that colided with Pan Am Boeing 747 in Tenerife Island in
1977 is known as Holland Flight Inspector.
Mar. 10, 22 90
Exercise 4: Reading comprehension
SOLDERING AND BRAZING
Soldering and brazing are metal joining processes in which a fusible alloy such as solder or
spelter is bonded to the joint faces of the parent metals at a temperature below the melting
point of those metals. The difference between these processes is in the temperature range
over which they are performed, and consequently the kind of heating process, and the type
of filler metal used.
Soft soldering is done at temperatures between 183 o C and 327o C using solder as the filler
metal. Silver soldering, or hard soldering, however, is performed at temperatures between
650o C and 800o C using a silver alloy.
Brazing employs a fusible alloy called spelter and takes place at a still higher temperature –
between 850o C and 1000o C .Both soft and silver soldering can take place on the work-bench.
Brazing, however, is performed on a brazing hearth lined with special fire bricks.
Soft soldering is done when the strength of the joint is not primary importance. In view of the
good conductivity of solder, it is used extensively in electrical engineering, when connections
between wires have to be made. Soft soldering is also useful in metal work when sheet metal
joints have to be sealed so as to make them air or liquid tight.
Silver soldering produces a harder joint than soft soldering and is used when copper, steel or
brass components have to be soldered. When the joint between steel or copper parts is
required to be strong, brazing is the operation that is to be performed.
Soldering irons are used only in soft soldering and are of different sizes and shapes. There are
two main types of appliance. Plain irons, which are heated on a gas ring, and electric irons,
which have an internal element to heat up the working head. Both types have copper bits
attached to the head and both may be straight or hatchet shaped. For silver soldering and
brazing a gas torch is used to obtain the higher temperatures necessary. The gas is often
acetylene, which, mixed with air or oxygen, can produce a very hot flame.
Before any kind of soldering can be done, the soldering iron must be tinned. Tinning consists
of cleaning the soldering iron while it is hot, dipping it in a special flux and applying the
solder. Fluxes are of two kinds: those which protect the surface that has been cleaned, and
those which both protect the surface and help to clean it. The former, known as passive
fluxes, include rosin, tallow and gallipoli oil; the later, known as active fluxes, include zinc
chloride and sal ammoniac, or ammonium chloride.
Different fluxes should be used for different jobs. Tallow, for example, may be used when
joining lead pipes, while zinc chloride is used for tin-plate and uncoated steel. For electrical
work strips of solder can be obtained which already contain the flux.
Solder itself is an alloy of tin and lead. The proportions of these metals may vary. n solder
may have as much as 70% lead init: plumber’s solder, for soldering lead pipes , may contain
between 50% to 66% lead: tin man’s solder, on the other hand, has only 40% lead. Common
solder contains a trace of antimony. All solders, however, has a low melting point and are
very soft.
Mar. 10, 22 91
For silver soldering and brazing the solder alloys are not a mixture of lead and tin. Silver
solder has silver in it in addition to copper and zinc. Again, the proportions vary from 10% to
over 70% silver according to the type of metal to be soldered. Spelter for brazing is an alloy
of copper and zinc. For brazing cast iron, a spelter containing nickel may be used which both
strengthens the alloy and raises its melting point.
The flux for both these operations is usually borax. After silver soldering, the work should be
dipped in dilute sulfuric acid to remove the flux. This is called "pickling". When silver soldering
copper or brass parts, this operation can be done before soldering in order to clean the parts.
(Alan Mountford, English in Workshop Practice, Oxford University Press, 1975)
Questions to be answered. The answer of some questions can not be found from the reading
text but from your common knowledge.
01. How do metal joining processes differ according to temperature?

02. What is the difference between soldering and brazing?
03. What is the difference between soft soldering and silver soldering?
04. Give two reasons why soft soldering is employed in electrical work?
05. When do we use soft soldering?
06. When do we use silver soldering?
07. When do we use brazing?
08. Which operation should be chosen when the strength of the joint is important?
09. How is the head of soldering iron of plain irons heated?
10. How the head of electric soldering is be heated?
11. How is the high temperature of a brazing torch obtained?
12. What does tinning do to soldering iron?
13. What does flux do?
14. Why is a flux like zinc chloride known as an active flux?
15. What does silver solder consist of?
16. What property does solder have which makes it suitable for soldering work?
17. Why should spelter containing nickel be applied in brazing?
18. How can spelter be made stronger?
19. What is the different between brazing and welding?
20. Why is welding stronger than of brazing?
Mar. 10, 22 92
Lesson 13
ADJECTIVES AND ADVERBS
A. Adjectives
Adjectives are words that are used to modify nouns or pronouns. (Warriner John E.)
In sentences they may appear as:
1. a complement after a linking verb.

Examples:
a. This room is not very comfortable.

b. That car should be very expensive.
c. The lesson is quite interesting.
d. Living cost in small towns is inexpensive.
e. Learning English is sometimes boring.
f. Your brother looks very tired today.
2. An Attribute before a noun

Examples:
 Many people could not afford to buy an expensive car.

 We discussed an interesting topic yesterday.
 We enjoyed beautiful sceneries along the journey to Lake Toba.
 The company prepared wonderful landscapes outside the city.
 I met a beautiful girl in the seminar last week.
 The poor man was wearing old shoes, etc.
Notes: When two or more than one adjective are used before nouns they usually follow
certain order such as: effect, size, condition, age and colour.
Examples:
a. a beautiful young woman

b. dirty old black shoes
Mar. 10, 22 93
c. fashionable small modern hand phones

d. a medium size old aircraft
e. a convenient large modern new aircraft
f. a sophisticated brand new link simulator
Degree
Adjectives may be used either in positive, comparative or superlative degree.
1. Positive Degree
We use a positive degree to compare that two nouns or class of nouns have almost the same
value. If there is different value, the subject should therefore has a little less value that its
complement.
a. Jefry is as smart as his elder brother.( This sentence implies that Jefry is a little less
smart than his elder brother.)
b. Indonesian products are as good as Japanese products. (This sentence implies that
Indonesian products have a little worse than Japanese products.)
c. In a factory, workers are as important as the managers. (This sentence implies that
workers are a little less importance than the manager.)
2. Comparative Degree
Most adjectives with have only one or two syllables can be added with suffix -er ( -er ending),
and adjectives with have more than two syllables should be preceded by the word "more"
before it to make comparative degree. We use this adjective to compare between two different
nouns or class of nouns. The subject has more value than its complement.
 Jefry is taller than his younger brother.

 Boeing 747 is larger than DC 10.
 Petronas tower in Malaysia is taller than Monas in Indonesia.
 Land cruiser is more expensive than Kijang.
 A jet-plane is faster than turbo-prop plane.
 Studying in private schools is more expensive than in state schools.
 Traveling by train is more comfortable than traveling by bus.
3. Superlative Degree
Most adjectives with one or two syllables can be added by suffix “est" (or, an “-est” ending),
and those which have more than two syllables should be preceded by the word "most" before it
to make superlative degree. We use this adjective to compare more than two nouns, or group
of nouns.
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 Petronas tower is the highest / tallest building in Malaysia.

 Ragunan zoo is the largest zoo in Indonesia.
 Sukarno – Hatta airport is the largest and bussiest airport in Indonesia.
 Java Island is the most populated island in Indonesia.
 Bali is the most beautiful island in Indonesia.
 Pulau Ligitan is the northeast island that Indonesia has.
 Banda Sea is the deepest sea in East Indonesia.
 Toba Lake is the widest lake in Indonesia
4. Exception
There are some adjectives that don’t follow the rules above, among others are:
positive degree Comparative degree Superlative degree

- good better best
- bad worse worst
- little less least
- many more most
- stupid more stupid most stupid
- complex more complex most complex
- brittle more brittle most brittle
- rigid more rigid most rigid, etc
B. Adverbs
Adverbs can be defined as “words that used to modify verbs, adjectives or other adverbs”.
(John E. Warriner) Adverbs can also be defined as words that qualify verbs or other parts of
speech. There different kinds of adverbs in English. But in this topic we will discuss only
adverb of manner, and we don’t discuss other adverbs. Some adjectives can be used as
adverbs of manner with some changes.
1. Most adjectives can be added with – ly to form their adverbs of manner.
a. The young dancer danced in the stage very beautifully last night.
b. A drunk driver drove his car dangerously on high way yesterday.
c. The mechanics check all the equipments carefully to avoid danger.
d. The thief stupidly picked somebody’s hand-phone on the bus during the day.
e. The driver drove the bus slowly on a busy street.
f. He quickly left the house when he realized the danger of the fire.
g. John hurt his leg badly when he had an accident last month.
2. Some adjectives don’t change their form to make their adverbs.

Mar. 10, 22 95
a. The plane flew very low above the crowded spectators.

b. The jet-plane flies very high in the sky that you can see it with your bare eyes.
c. A deer can run very fast to avoid from the chase of tigers.
d. They came near to the source of the sound to make sure what they hear.
3. Some adjectives have their different adverbs for different meanings, as in:
a. We highly appreciate your idea, but we are sorry not to able to help you.
b. I nearly hit the telephone post when I drove my car in the rain.
c. I badly need the money to pay my school fee.
4. Adjective "good" change its form to make its adverb.
a. Peter speaks English well.
However, we may use “well” an adjective as in:
- I am very well, thank you.
Notes: Adverbs have their positive, comparative, and superlative degrees as adjectives do.
Examples:
- Jefry works more carefully than his brother.
- Peter drives his car much faster than John.
Reading: The Boy Who Took a Short Cut
The boys shouted and laughed happily as they ran about in the play ground. It was near the
end of term in a school in Germany about two hundred years ago. Soon school would be over
for a few weeks. No wonder they felt happy.
Their teacher watched them aimlessly from the classroom-window. He did not feel happy at all.
End of term for him meant a lot of work. He thought hard. What could he find for the boys to
do that would keep them quiet for a long time? Then he could deal with his own work.
All of sudden he had an idea. When the bell rang for end of playtime he was smiling. One by
one the boys came back to the classroom and sat at their desks quietly waiting for their
teacher.
“Listen, boys,” said the teacher. “I want you to take your pencil and write down all the numbers
from 1 (one) to 100 (a hundred). When you have done that , add them all up . And no talking,
mind."
The teacher smiled as the boys began their work. “That should keep them busy for a bit “, said
the teacher to himself. But he was wrong.
Mar. 10, 22 96
Five minutes later the slowest boy was still writing down the date. Most of the other boys had
just begun to add the numbers. One boy, however, put the pencil down.
“What the matter, Karl? “, asked his teacher.” Can’t you do it?”
“Yes, Sir,” replied the boy. “But I have finished. The answer is 5,050.”
Nobody in the room believed him. How could a boy of ten add up all those numbers in such a
short time? “Perhaps you had better tell us how you got the answer”, the teacher told him.
“It was easy.” said the boy. “First of all I added up 1 and 99, and that made 100. Then I added
2 and 98, and they came to 100 too. Then I kept adding 3 and 97, 4 and 96, and so on until I
got 49 and 51. Each time the answer was 100, and so I had 49 hundreds in all. That made
4,900. Then I added on the two numbers I left out, 50 and 100, and I got the answer 5,050 “
The teacher groaned. It seemed as if the boy was quite right. Now he would have to find
something else for them all to do!
Today we have forgotten the name of the teacher, but not the little boy who was so quick at
the sums. His name was Karl Gauss. Karl Gauss became a famous scientist. One of his greatest
interests was astronomy, the study of stars. Before he died in 1855, he had written 155 books.
(Peter Churchill, Science Research Associates Limited, Canada, 1969)
Exercise 1: Answer these following questions based on the reading text above
1. When was this story taken place?

2. Why were the boys so happy?
3. Why did the teacher feel unhappy?
4. Why did the teacher want the boys be quiet for a while?
5. What did the teacher tell the boys to do after they were back to their desks?
6. What did the teacher think when he had asked the boys to do their job?
7. How long did one of the boys finish his job?
8. Did everyone in the class believe of what the boy had done?
9. Was the boy right at his sums?
10. What was the teacher name?
11. Do you have similar method of mathematics calculation you have learnt?
12. What words from the text have similar meaning with?
a. made a happy sound : ……………………………….
b. pay attention : ………………………………..
c. come to the end of the work : ………………………………..
d. made unhappy sound not one person : ………………………………..
e. up to the time : ………………………………..
Mar. 10, 22 97
f. remember : ………………………………..
g. started :………………………………….
h. not hard, simple : …………………………………
i. answered : …………………………………
Lesson 14
EXPRESSING FUTURE
Previously we have learnt some ways of expressing future. In this lesson we will review it again
with some more constructions of expressing future, and among others are:
1. Simple present tense.
As we have known that we can use a simple present tense to tell activities that will happen in
the future based on a schedule or a plan, as in:
- We have semester examinations next week.

- Tomorrow is a holiday.
- We have national election next year.
- We don’t study English tomorrow.
- The government builds more airports in East Indonesia this year.
2. Will + non – finite stem form
We use the pattern “subject – will – stem form” to tell an activity that will happen in the future
as spontaneous response to other event or condition, or as conditional situation.
Example:
- Peter : I am sorry, but I think I have head-ache.

His roommate : Don’t worry, please relax and take a rest, I will get some aspirin for you.
- A teacher : Excuse me, but I don’t see any white-board marker here.
A student : That’s alright Sir, I will go to the office to get some.
- A father : Mom, do you have any sugar in the kitchen?

A mother : I am sorry, pa. But, I will get some from the shop.
Mar. 10, 22 98
3. be – going to - non – finite stem form
We use this pattern to tell an event that will happen in the future that has been decided or that
will happen soon.
Examples:
- Before Peter’s roommate leaves the room he says: Peter! I am going to go to the
drugstore to get aspirins, do you want me to get something else?
- Before the student leaves the class, he says: Excuse me, Sir, I ‘m going to go to the
office to get some white board markers, should I get something else?
- Before a mother leaves to the shop, she says to her husband: “I am going to go to the
shop to get some sugar, do you want me to get something else?
4. Present Progressive Tense
We can use present progressive tense to tell future when the preparation of the event has
already been in progress, as in:
- Peter and Susan are getting married next month.

- Jefry is going abroad to study engineering next year.
- The first semester students are having their semester exams next week.
- We can’t go downtown to see a movie tonight, we are having an examination
tomorrow.
- Peter takes an English course this semester to upgrade his English competence, because
he is going abroad to get his master degree next year.
Mar. 10, 22 99
Lesson 15
QUESTIONS
Questions play very important role in communication. You can imagine if you never ask
questions to the people around you, then you won’t get enough information you need, and if
people around you never ask question to you or to somebody else then there will be no
communication, and if this happened then the world would be very quiet and dull.
For this reason, we could never be free of asking and answering questions to keep our
communication running.
We can classify English questions into two main types.
1. Verbal questions
2. Pronominal questions
1. A Verbal question
A verbal question is a question that begins with a finite verb (finite verb “be”: am, is, are, was,
were, finite verb “do”; do, does, did, finite verb “have”; have, has, had, auxiliary verbs; can,
could, may, might, must, shall, should, will, would) We use this kind of question to ask
confirmation whether the information we have in hand is true or not true. Therefore the
expected answer of this question is either “yes”, or “no”. Beside this expected answer you may
answer this kind of question with other words or utterance meaning yes or no such as: sure,
why not, of course, ya, hm-hm, possible, etc, or if you don’t know the answer you answer it
with a short statement “I don’t know”.
Based on the structure there are three ways of constructing verbal questions , and since this
type of question is asking confirmation we should be aware that we have got the complete
information with us. Therefore, when we construct questions we always start with a statement
or a sentence.
Mar. 10, 22 100

1. When the finite verb of the statement or sentence is a single verb BE, we just simply put
the finite verb BE (am, is, are, was or were) before its subject to make a verbal
question. This rule applies to simple present and simple past tense.
Examples:
- The office is on Jln. Merdeka

 Is the office on Jln. Merdeka?
- The passengers are in the departure lounge.
 Are the passengers in the departure lounge?
- There was an accident at the end of the runway 12.
 Was there an accident at the end of the runway 12?
- A few passengers were sick due to bad weather along their flight.
 Were some passengers sick due to bad weather along their flight?
2. When the finite verb of the statement or sentence is a single verb other than BE, we
have to change the finite verb to the non-finite STEM form, and add a finite verb DO
(do, does, or did) before its subject to make a verbal question. This rule also applies to
simple present and simple past tense.
Examples:
 The traffic on the main road moves very slowly.

 Do the traffics on the main road move very slowly?
 One of the car stops at the middle of the road.
 Does one of the cars stop at the middle of the road?
 The train to Surabaya left the station an hour ago.
 Did the train to Surabaya leave the station an hour ago?
3. When the finite verb of the statement or sentence is the first item of a verb group,
we just simply put the first verb before its subject to make a verbal question. This
rule applies to all kinds of sentences / tenses, except simple present and simple past
tense.
Examples:
 The government is going to build a new rail - road from Cirebon to Jogyakarta.
 Is the government going to build a new rail-road from Cirebon to Jogyakarta?
 The passengers should fasten the seat-belt during take-off and landing.
 Should the passengers fasten the seat-belt during take-off and landing?
 All the instruments must be inspected due to their time schedules.
 Must all the instruments be inspected due to their time schedules?
 The plane to London has taken off.
 Has the plane to London taken off?
 The luggage has to be transported with great care.
 Does the luggage have to be transported with great care?
 The entire job should have been completed before the end of this year.
 Should the entire job have been completed before the end of this year?
Mar. 10, 22 101

 Some of the facilities are being up-graded at the moment.

 Are some of the facilities being up-graded at the moment?
 The factory has been running well since the first installment.
 Has the factory been running well since the first installment?
 The aircraft should have been flying more than ten hours non-stop.
 Should the aircraft have been flying more than ten hours non-stop?
A. Pronominal Question
A pronominal question is a question that begins with a question word, such as: who, whom,
whose, what, when, which, why, where, how …. We use a pronominal question to get our
information complete. Therefore the expected answer of this question is not “yes" or "no" but
a piece of information.
There are two different types of pronominal questions.
a. Question to get the information about the subject or part of the subject.
1. When we ask a question to get the information about the subject or part of the
subject, we just simply replace the part to be asked with the appropriate question
word, to make a pronominal question.
Examples:
1. (Some one) parked the car on the parking lot.

Who parked the car on the parking lot?
2. (A number of) people were killed during the Iraq war.

How many people were killed during Iraq war?
3. (Some one) should have inspected the whole projects.

Who should have inspected the whole projects?
4. (Certain amount of) money is needed to build the high way.

How much money is needed to build the high way?
b. Question to get the information about other parts of the subject.
2. When we ask a question to get the information about other parts of a sentence, we
have to follow these steps to make a pronominal question.
a. Change the statement to a verbal question.
b. Replace the part to be asked with an appropriate question word
c. Put the question word before the finite verb.
Examples:
1. Workers work in their factories at least forty five hours a week.

- Do workers work in their factories at least forty five hours a week?
- Do workers work in their factories how many hours a week?
Mar. 10, 22 102

- How many hours a week do workers work in their factories?
2. Passengers intending to continue their flight are requested to proceed to the transit
room located on the right side of the entrance gate.
- Are passengers intending to continue their flight requested to proceed to the transit
room located on the right side of the entrance gate?
- Are passengers intending to continue their flight requested to proceed to where.
- Where are passengers intending to continue their flight requested to proceed to?
3. Mechanics have to work based on maintenance manuals issued by the factory.

- Do mechanics have to work based on maintenance manuals issued by the
factory?
- Do mechanics have to work based on what?
- What do mechanics have to work based on?
4. People working for industrial technology must posses high skills and discipline
- Must people working for industrial technology posses high skills and discipline?
- Must people working for industrial technology posses what?
- What must people working for industrial technology posses?
5. University students should master at least one foreign language.

- Should university students master at least one foreign language?
- Should university students master what?
- What should university students master?
6. People without good knowledge and skills will not be able to compete in the
globalization era.
- Will people without good knowledge and skills not be able to compete in the
globalization era?
- Will people without good knowledge and skills not be able to compete when?
- When will people without good knowledge and skills not be able to compete?
C. Exception in Communicative Question
Practically in communication, we don’t have to follow the formal questions mentioned above.
There are some exceptions.
Among the exceptions is that a verbal question does not only expect confirmation but
information and action as well.
Examples:
1. Situation in informal meeting such as in canteen etc. a person ask you a verbal question
“Excuse me, do you have a match?" This question doesn’t request confirmation, but
request information and action of giving him a match to light his cigarette.
2. In a class-room activity, some one beside you ask you a question “Excuse me, do you
bring an extra pen?" This question ask you information whether you bring an extra
pen, and he /she want to borrow one.
Mar. 10, 22 103

3. May I have your name, please .This question request you to write your name on piece of
paper, or you can spell your name by alphabet.
4. Other exceptions are positive statement, but actually request something for other people.
Examples:
 It would be a pleasure if you could give me a hand.

 I would be very glad if you could tell me the way to the airport.
 I would be pleased if you could come to the meeting tomorrow.
 I wonder if someone can help me with this box.
 It would be very nice if you can move your car backward.
All the sentences above are not questions but they request you to give your response either
in words or action for the speaker benefit.
5. In radio telephony, a communication between pilots and air-traffic controllers.
a. They use an expression “Confirm” to request confirmation expecting an answer

“Affirmative / yes” or “Negative / No” as in:
- Lion 227. Confirm. Able to make direct RTB or burning fuel before landing?
- Lion 206. Confirm. Able to control your aircraft in flight?
- Indonesia 123. Confirm. Able to continue to destination, or divert to Juanda Airport?
- Supergreen 779. Confirm. Able to see the runway in use!
b. They use an expression “Request” to ask information, as in”
- Lion 206. Request endurance and POB?

- Jakarta Control. Indonesia 123. Request medical service on arrival for one sick
passenger!
- Juanda Tower. Lion 206 Request security officer for one un-ruled pax!
- Jakarta Approach. Sriwijaya 227. Request firemen stand-by for overheated portside
engine.
Exercise 1: Write pronominal questions which ask for the information which is bold printed in
the following sentences.
01. The border station is in the mountain top.

02. You must combine the two things before they boil.
03. A judge requires a legal education.
04. Journalists often need to use good judgment to write the news.
05. The representative showed us a variety of different things.
06. A new level of education has been reached.
07. This designer has great skill.
08. He has worked for the same company for twenty years.
09. One solution should have been reached before the meeting ended.
Mar. 10, 22 104

10. He made his remark to several people in his company.

11. The computer set in our office is broken.
12. The problem he has was too difficult to solve.
13. They related the story very imaginatively.
14. The training participants have got the training materials.
15. The mechanics will have to work late to accomplish their job.
16. The product buyers are mostly from neighboring countries.
17. The report should be written in two languages.
18. The result of the election will be announced next month.
19. The company has to gain its maximal profit.
20. A new type of disease threatens the whole community in that district.
21. The President Director promised to raise the salary of all employees.
22. Center runway lights will be installed at an international airport.
23. Airside shall be kept sterile for authorized personnel only.
24. The authority shall install instrument landing system in every international airport.
25. Aerobridge will be installed at every parking stand at international terminal.
Lesson 16
REPORTED SPEECH (INDIRECT SPEEC)
We sometimes have to retell someone’s statement to a second person. When we do this, we

use reported speech. The original statement, which is known as the direct speech, then must
be changed into reported speech. The clause that report the statement is then called
reporting speech. While the whole sentence is often known as the indirect speech. Here are
some examples of re-constructing indirect speech.
1. Imperative statement
When the direct speech is an imperative statement, then you just simply add a preposition
“to” before the direct speech to make a reported speech. The verb used in the reporting
speech is usually either tell or ask, or other suitable verbs depending on the message itself.
Study these following examples:
a. D.S. Joan says to Peter: “Turn the light off before leaving!”
R.S Joan asks Peter to turn the light off before leaving
b. D.S. Peter says to Edwin: “Check the oil before starting the engine!”
R.S. Peter tells Edwin to check the oil before starting the engine.
c. D.S The police say to the driver: “Fasten the seat-belt before starting the engine!”
R.S. The police remind the driver to fasten the seat-belt before starting the engine.
d. D.S. The tower said to the pilot : “Climb to six thousand feet after take off”
R.S The tower tells the pilot to climb to six thousand feet after take off.
2. Negative imperative
When the direct speech is a negative imperative, then you have to use a word “not to” to
replace the word “Don’t” to make a reported speech . The verbs used in this reporting
speech is either “tell” or “remind”, or other suitable verbs depending on its message.
Mar. 10, 22 105

Study these following examples:
a. D.S Mr. William says to the students : “Don’t leave the class before the bell rings!”
R.S Mr. William tells the students not to leave the class before the bell rings .
b. D.S Jack says to the children: “ Don’t touch the wet paint!”
R.S Jack reminds the children not to touch the wet paint
c. D.S Jane says to her friend: “Don’t miss the first train!”
R.S Jane reminds her friend not to miss the first train.
d. D.S John told his sister: “Don’t talk to a stranger”
R.S John told his sister not to talk to a stranger.
3. Positive statement
When the direct speech is a positive statement, we use a conjunction “that” to join the
reporting speech and its reported speech in the indirect speech. The verb used in the
reporting speech is either “say”, “tell”, or other suitable verbs.
Examples:
a. D.S. Parto says to Peter: “The price is right.”

R.S Parto says to Peter that the price is right .
b. D.S John says to his friends: “The service is excellent”.
R.S John tells his friends that the service is excellent .
c. D.S John says to Andi: “The young lady looks very beautiful.”
R.S John tells Andi that the young lady looks very beautiful.
4. Tenses
Since reported speech mostly tells something that occurred in the past, we usually use past
tense in the indirect speech. However the examples above can be re-written into:
 Parto said to Peter that the price was right.

 John told his friends that the service was excellent.
 John told Andi that the young lady looked very beautiful.
5. First Person Pronoun (I, me, my, mine, we, us, our, or ours)
When there is a first person pronoun in the direct speech, it must be replaced with the
pronoun of the subject of the reporting speech in the indirect speech.
Examples:
a. D.S Edwin said to his friends: “I will do my best”.

Mar. 10, 22 106
R.S Edwin said to his friends that he would do his best.

b. D.S The demonstrators said : “We demand our salary be raised by 150 %”.
R.S The demonstrators said that they demanded their salary be raised by 150 %.
c. D.S The employees told their supervisor: “The small salary has influenced our motivation”
R.S The employees told their supervisor that the small salary had influenced their
motivation.
6. Second Person Pronoun (you, your, or yours)
When there is a second person pronoun in the direct speech, it must be replaced with the
pronoun of the object of the reporting speech in the indirect speech. If the reporting
speech doesn’t have any object we can assume that the object is either “me”, or “us”
Examples:
a. D.S : Robert said to Jane: “I want to give you a surprise”.

R.S: Robert told Jane that he wanted to give her a surprise.
b. D.S: Brurry told his friends: “You don’t have to sacrifice your family for your dream”.
R.S: Brurry told his friends that they didn’t have to sacrifice their family for their dream.
c. D.S: Our teacher said: “You have to collect your assignment”.
R.S: Our teacher said that we had to collect our assignment.
d. D.S: The director said: “You must give your best service to customers”
R.S: The director said that we ought to give our best service to customers.
e. D.S : My supervisor said: “I don’t want you to make any other mistakes”.
R.S: My supervisor said that he didn’t want me to make any other mistakes.
7. Verbal Questions
When the direct speech is a verbal question, it should be changed to statement preceded by
the conjunction “if” or “whether .... not” in the indirect speech. The verb used in the
reporting speech is usually “ask” or other verbs suitable for its purpose.
Example:
a. Peter asked his friend: “Do you like it?”
Peter asked his friend if he liked it.
b. Peter said to John: “Will you join us to the party?”
Peter asked John if he would join him to the party.
c. The teacher asked his students: “Have you finished the assignment?”
The teacher asked his students whether they had finished the assignment or
not.
8. Pronominal questions
When the direct speech is a pronominal question, it should be changed to a statement in the
reported speech and use the question word as the conjunction in the indirect speech. The
verb used in the reporting speech is usually “ask” or other verbs suitable for its purpose.
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Examples:
a. John asked Marry: “Why didn’t you join our class last week?”
John asked Marry why she didn’t join his class the week before?
b. Erwin said to his girlfriend: “Who phoned you this morning?”
Erwin asked his girlfriend who phoned her this (that) morning.
c. Peter said to himself: “Why am I so stupid”
Peter wondered why he was so stupid.
9. Something / someone – be - reported - to - stem form
We may often use the pattern “something / someone – be – reported – to – stem” form to
report something has occurred.
Examples:
 “Bob Hasan is free.”

Bob Hasan is reported to be free.
 “The aircraft made a force landing.”

The aircraft is reported to have made a force landing
 “The company will export all its products to USA.”

The company is reported to export its products to USA.
 “All passengers have boarded the plane.”

All passengers are reported to have boarded the plane.
Verbs that can follow the pattern as the verb reported above are:
thought believed understood known

expected considered reported
Examples:
- Air-transportation is believed to get better and better in the future.

- The last flight is expected to arrive at seven P.M.
- Earthquake was reported to have occurred in West Papua.
- Mochamad Ali was known to be the best boxer in the world.
- Indonesia is considered to be the best market for motorcycles in Asia.
- Sundowner is considered to be a tough aircraft trainer.
- Adam Air flight from Surabaya to Manado was reported to have been missing over
Makasar strait early this year.
- The Tsunami that occurred in Aceh in December 2004 was reported to have killed
more than two hundred thousand people.
- More than twenty passengers were reported to have been killed in the aircraft
accident in Yogyakarta in March 2007.
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- The aircraft collision in Canary island in 1977 was known to be the worst aircraft
accident in the twentieth century.
Lesson 17
PRESENT AND PAST PROGRESSIVE TENSE
A. Present Progressive Tense
Before you learn about present progressive tense I had better remind you not to use this
tense when you are not very sure of what you are telling or writing about. This present
progressive tense has its pattern as follows:
Verb Subject Verb Nega- Main verb in the non-finite stem+ing form
“Be” “be” tion
I am
He watching the news on television
She is reading an article about child abused
We thinking of changing the subjects .
They are considering the offer
You talking about the future prospect of this company
I am traveling to different cities this year

She working on the educational project
He is developing a new method of group-working
We not evaluating the latest research .
You are writing the progress report
They driving to the nearest hospital
Am I walking through the jungle

Is he planting new type of grapes
Isn’t she moving to the new office tomorrow
Are you filming the evacuation of the accident ?
Aren’t they socializing the new regulation to the public
we preparing a family picnic
Usage / Meaning
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We may use present progressive tense for the following meaning:
1. The basic usage of present progressive tense is to tell an event or activity that is in
progress at the moment of speaking .We use this tense to emphasis that the event or
activity is really in-progress. When you don’t emphasis that the event or activity is
really in-progress you had better use simple present tense.
a. I am thinking of changing my subject to social science.

b. He is growing to be young man.
c. The passengers are boarding the plane now.
d. The disease is spreading to the whole island.
e. The plants are growing very slowly.
f. The police are directing the traffic on a busy cross-road.
g. A new method of farming is being developed in the laboratory .( passive voice )
h. The plane to Makasar is taxiing to the ran-way for take off.
i. The giant fire is burning the large factory in the middle of housing complex.
2. We may often use present progressive tense to tell an event or activity that is going to
happen in the short future. We use this tense to emphasis that the preparation for the
event or activity has been in progress.
Examples:
a. The first semester students are having their semester exams next week.
b. Mr. Joko is going abroad to get his Master Degree next year.
c. John and Mary are getting married next month.
d. Mr. Tampubolon families are moving to Medan this month.
e. She is celebrating her birth-day in Sheraton Hotel tonight.
3. We sometimes use present progressive tense to tell an event or activity that is

repeated, but it is not as a habit, or it is not meant as a positive habit. To do that, we
may add an adverb of frequency such as usually, often, never etc.
Here are examples:
a. The children are always making troubles in class.

b. Ted is always coming late for his class.
c. The trouble-maker worker is often complaining about the bad working condition
in this company.
d. This old machine is always making a strange noise.
e. Joseph is always coming home late recently.
f. Some T.V. stations are often broadcasting un-educated programs lately.
g. Large companies are sometimes violating the state regulation.
h. Business is always looking for the lack of regulation to get their maximum profit.
i. Some politicians are often using their economic power to beat their opponents.
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Exercise 1: Write the correct form of the verbs in bracket to either simple present tense or
present progressive tense. When both tenses are possible write them both.
1. Many people from villages (move) to big cities to get better lives.
2. Hipper-markets (spread) all over the large cities in the world.
3. People without good skills (face) a lot of problem to get a job.
4. Mastering English language ( be ) the key to enter the era of globalization
5. Many people, event who (work) in an international community, (not realize) the
importance of mastering English language.
6. In the era of globalization, English mastery (become) an important factor for the success
of individual person.
7. The government of Indonesia (face) new era of democracy.
8. Most people (hope) that the government (use) its capability to improve the economical
condition.
9. When the government (aware) of the power of its population, she will improve the
people’s knowledge and skills.
10. The power of the people (depend) on the level of their education.
11. The higher level of their education , the more power the government ( have )
12. The government (need) a lot of budget to raise the level of education of its people.
13. The government (have) to build many facilities to transport the people and goods.
14. They (build) roads, harbors and airports facilities.
15. They (equip) the airport with high technology equipments.
16. Domestic and foreign passengers (pass) the airport to travel around.
17. Importers (utilize) international liners to transport their goods.
18. The government (regulate) all these businesses to make everything run well.
19. To run all these activities, the government (recruit) people who (have) good skills and
knowledge.
20. We ( invite ) other countries to finance the development of many sectors in this
country.
B. Past Progressive Tense
In the previous lesson, we learnt that one of the use of simple past tense is to tell series of
events or actions that happened one after another to form a story. The events happened at
different time but they are related to each other to make a story.
When two events or actions happened at the same time, or happened at overlapped time we
can’t use simple past tense, or at least we don’t use simple past tense to tell both events or
actions.
There are two possible ways as follows:
1. When – simple past tense + past progressive tense.
The sub-clause “when – simple past tense” tells the event or activity that occurred in
short time, while the main clause “past progressive tense” tells the event or action that
occurred in longer time. The position of the main clause and the sub-clause is changeable.
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The main clause can be in front or behind the sub-clause. The other way around the sub-
clause can be positioned before or after the main clause.
The diagram below will tell the idea.

Now

Past Future
X
simple past tense
Examples:
 People were busy shopping in the mall when the bomb exploded.
 All members of the family were sleeping when their house caught fire last night
 The passengers were sleeping when the bus arrived at the station early this
morning
 The students were listening to their teacher patiently when the bell rang.
 When I arrived at my office this morning, the security personnel were having a
briefing.
 When I left to work this morning, all my children were still sleeping in bed.
 The plane was flying over the ocean when one of the engines flamed out.
 The plane was rolling for take-off when one of the tire exploded.
 The aircraft was taxiing to the runway when the tower received a phone call telling
them that there was a bomb in the cargo hold.
2. While - past progressive tense + past progressive tense.
When both events or actions took period of time and there was some overlapping time, then
we use past progressive tense to tell both events or actions. Again, the position of the main
clause and the sub-clause is changeable. The sub clause usually begins with a conjunction
“while”.
The diagram below will tell you the idea.

Now
Past future
Examples:
 While the teacher was explaining the lesson, the students were listening to him
carefully.
 While the passengers were enjoying their lunch, the flight attendants were giving
their assistance.
 While the plane was taxiing to the runway, the flight attendants were
demonstrating the emergency procedures.
 While the children were taking a nap, her mother was doing her house work.
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 While the mechanics were checking the plane, the passengers were waiting in the
departure lounge or doing window shopping in the duty-free shop.
 While the other people were having fun during the holydays the police were
controlling the traffic at busy crossroads.
 While I was washing my car, my wife was preparing breakfast in the kitchen.
 While the mechanic was tuning my car, I was enjoying some coffee in the canteen
near the garage.
 While I was waiting my wife shopping in the supermarket, I was searching some
books in the bookstore.
 The pilots were preparing for their flight while the passengers were boarding the
plane.
 While the mechanics were checking the aircraft, the passengers were waiting in
the departure lounge.
 While the captain was handling the plane, the flight engineer was trying to
overcome the problem with the hydraulic system.
 While the aircraft was manoeuvring (maneuvering) in the traffic pattern, the pilot
was burning the fuel to reduce its landing weight.
A. Structure
The sentence pattern of past progressive tense is as follow:
Verb Subject Verb Nega- Main verb in the non-finite stem+ing form
“Be” “be” tion
Edwin
I was washing the car when…………………
We working in the office ………….

They .
You were checking the engine ………….
I
traveling by car ……..
He was
She
writing a report while …………
We not
You .
talking on the phone when …….
They were
walking along the road when …………
Was John
Wasn’t Mary crossing the road when …………….
she
they listening to the news on the radio when
Were you ?
Weren’t the men watching TV when …………….
Notes:
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From the table above we learn that the verbs of the main clause consist of a verb form of
“be” (was, for singular subject or subject pronoun: I, he, she, or it, and were, for plural
subject or subject pronoun: we, you, or they) followed by the non-finite stem+ing form.
To make their negative statement, you just simply add the word "not" after the verb form of
"be".
To make an interrogative statement or verbal question, you just simply put the verb form of
"be” or “be + not" before its subject.
Exercise 2: Write the correct form of the verb in bracket to make either simple past or past
progressive tense.
a. I (get) up a bit late today.

b. (Do) you hear the knock at the door?
c. She (make) a few mistakes in the test that (worry) her very much.
d. While I ( have ) my breakfast this morning , I ( break ) my plate .
e. The students ( leave ) the class-room , when it ( start ) raining .
f. While the passengers ( board ) the plane , the flight attendants ( help ) with the
luggage.
g. While the ticket counter (preparing tickets, the passengers (stand) in the line.
h. The plane (take) before we (arrive) at the airport.
i. We ( arrive ) at the airport just in time , so we ( rush ) to the check in counter ( take )
the luggage on our both hands , and ( walk ) quickly to the boarding gate , ( show ) our
tickets to the cabin crew and ( board ) the plane .
j. The bus (run) very fast when a child (cross) the road to chase the kite.
k. The driver (try) to stop his vehicle, but it (be) too late.
l. While most students ( do ) their examinations , some others ( chat ) in the canteen
m. Traffic accidents often (happen) before the invention of modern transportation system.
n. Police (have) to direct the traffic at the middle of the cross-road, before the government
(install) traffic-lights
o. While one of the students (present) his paper on the seminar, the other students (take)
some notes.
p. I usually ( walk ) to school when I was at junior high .
q. Our teachers at senior high school often (give) us a lot of assignment to be done at
home.
r. Japan (rule) our country more that three years before 1945.
s. People often (use) pigeons to send their message in the old time.
t. People (take) much longer time to travel before the existence of air-transportation
system.
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Lesson 18
HAVE SOMETHING DONE
There are some activities that are not executed by its subject. The subject arranges for
someone else to do the activity for him. For this purpose we can use the pattern:
Subject + have + something + non-finite stem + ed form ………………..
- Mr. Brown has his car repaired in the garage.

(Mr. Brown doesn’t repair his car himself, but he asks someone to repair it for him)
- Peter has his hair cut once a month.

(Peter doesn’t cut his hair himself, but he asks someone to cut his hair for him)
- John goes down town to have his watch repaired.

(John doesn’t repair his watch, but he asks someone to repair his watch for him)
- Edwin is going to have his car re-painted this week.

(Edwin is not going to re-paint his car himself, but he asks someone to do it for him.)
- We want to have our breakfast served in our room.

(We don’t want to serve our breakfast ourselves, but we want someone to do it for us)
- Mary would like to have her room re-decorated for her wedding.
(Mary wouldn’t like to decorate her room herself, but she would like someone to decorate
it for her)
- We‘d like to have the eggs half-boiled.

(We wouldn’t like to half-boil the eggs ourselves, but we would like someone to half boil
them for us)
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- I would like to have two eggs half boiled for my breakfast today.
- The customers want to have all the products they bought delivered as soon as
possible.
Therefore the activity is not always arranged by its subject, it can also be done without
being arranged. For this case is a kind of incident, as in:
- I had my watch stolen last week.

- He had his glasses broken.
- They have their houses burned down.
- I have my house broken into last night.
The verb "get" can be used to replace “have"

- He got his car stolen on the parking lot.
- She got her hand hurt in the accident last week.
Lesson 19
USED TO STEM / STEM – ING
In the previous lesson we have learnt that we may use simple p ast tense to tell habit in
the past, as in: “My father often drove me to my school when I was at high school”.
From this sentence we learn that this simple past tense tells us that the event of “driving me
to school” happened repeatedly in the past as a habit . In the sentence: “I get up at five”,
From this sentence we also learn that this simple present tense tells us that the event “ get
up at five” happens repeatedly from time to time up to now as a habit.
There are some other sentence patterns that can be used to tell habit. Among others are as
follow.
A. Used to Stem Form
We use the pattern “used to stem form” to tell general habit in the past. The term
“general habit” refers to an activity that doesn’t refer to specific frequency.
- I used to smoke cigarettes when I was much younger.

- Ruben used to drink beer when he was at senior high school.
- Edwin used to leave school early before.
- The late president, Soeharto, used to help his father in the rice field.
All the activities above do not refer to specific frequency. We don’t know how often the
events happened. We don’t know: “how often I smoked, how often Ruben drank beer,
how often Edwin left school early" and we don’t know: "how often Soeharto helped
his father in the rice field. “
B. Be – used –to – stem + ing form
We use the pattern “be – used – to stem + ing form" to tell new present habit.
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Examples:
- We are used to getting home late lately.

- They are now used to having morning exercise with their senior students.
- He is now used to working late to accomplish his target.
- The workers are used to getting small salary after the company lost its markets.
- People in the villages are now used to being sacrificed by their leader in the city.
- People who work in Jakarta are now used to traveling by crowded train.
C. Be – Used –to – Something
“Be – used –to – something" means is not strange any more, as in:
- People working in Jakarta are now used to the bad traffic in city.
- People living in Jakarta are now used to the severe flood during the wet season.
- They are also used to bad pollution from the fumes produced by cars and factories.
D. Get – Used – to - Stem + ing Form
We use the pattern "get – used –to – stem + ing” form to express having new habit
either in the past, present or future. The examples below do not separate whether the events
happened in the past, present or future. You can just tell from the tenses used in the
sentences.
- After moving to the suburb, they got used to leaving the house early in the
morning.
- I have got used to driving to work since my driver left his job last year.
- They get used to traveling out of town nowadays.
- She is getting used to driving to her office.
- You will get used to living with limited budget when you leave your parents.
- We shall get used to spending less money to save for our own house.
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Lesson 20
HAD BETTER – WOULD RATHER
Structurally, both "had better" and "would rather” are followed by non-finite stem form.
When they are used to express negation , are simply added with the word “not” before the
stem form. And they are not normally used in questions. They both have similar meaning to
show preference. They both could be rewritten as ‘d better and ‘d rather.
- You’d better get a job first, and join the college latter.
- They’d better study hard or they would fail the exams.
- He’d better see the manager right away.
- I’d rather take a nap after lunch.
- They’d rather postpone the production until the other month.
- I’d better not take a quick decision.
- You’d better not be so hurry or you would miss something.
- We’d rather not tell her right away.
- I would rather not attend the meeting.
Prefer to stem / Prefer stem + ing form
The verb "prefer" can be followed either by to stem or stem+ing form. Moreover they can
be followed by nouns instead of verb. When the stem+ing is used to make comparison we
use a preposition "to" but the stem form is followed by "than” or "rather than"
Examples:
- We prefer pop music to serious one.

- I prefer Sundanese food to Padang food.
- He prefers to work in the field than to work in the office.
- She prefers to stay at home rather than to go shopping.
Mar. 10, 22 118

- They prefer watching television to studying English.

- I prefer living in the village to living in big cities.
Would prefer + to stem form
When the verb "prefer" is preceded by an auxiliary verb "would”, it is followed by to stem
form, as in:
- I’d prefer to stay at home rather than to go side seeing.
- I’d prefer to prepare lunch than to wash the dishes.
Would rather + someone + finite stem + ed form
"Would rather" can be followed by an object + finite stem + ed form to expect the
object to do something, as in:
- I’d rather you finished the job on time.

- I’d rather my wife had the dress washed today.
- John’d rather you did the job properly.
Exercise: Answer the situation using “had better" or “would rather"
1. You are going out for a walk with a friend. You think you should take an umbrella
because it might rain soon. What do you say?
2. Ann suddenly begins to feel ill. You think she should sit down and take a rest. What do
say to her?
3. You and your friend are going to the movie. You don’t have a lot of time, so you decide
to take a taxi. What do you say?
4. Tom has just cut his finger him self. He has to see a doctor. What do you say to him?
5. You are going to take a vacation, and you decide to take your car. You think it is
necessary to tune up the car. What do you say?
6. Somebody offer you a ride, but you want to walk. What do you say?
7. A friend of yours offers you something to drink. You like plain water than coffee. What
do you say?
8. An old friend asked you to spend the night in his house, but you don’t want to disturb
him. What do you say?
9. Your best friend wants to get married, but he hasn’t got any job yet. What is your
advice?
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Lesson 21
VERB GROUPS
Different tenses in English, except simple present and simple past tense, consist of at least
two up to five verbs construction. Basically when two or more verbs are combined into a
phrase without being separated by a preposition, they form a verb group. Most sentence
constructions we have discussed previously have their verb groups.
A. Formation of Verb Groups.
To make it easy, we would like to classify verbs in a verb group into five (5), which are
numbered from behind, and are numbered as follows:
1. The verbs in number 1, belongs to the main verbs of the sentences. They can be verbs
in the non-finite stem, (when it is preceded by an auxiliary verb) stem+ing, (When
it is preceded by verb of “be” in the progressive tense) or stem+ed form, (when it is
preceded by verb form of “be” in passive voice, or preceded by the verb form of
“have” in perfect tense).
2. The verb in number 2, is the verb form of “be”. The form of “be” in this position is
determined by its subject or tenses, or the verb that comes before it. The verb “be” in
this position is followed by non-finite stem+ed form of the main verb (verb number
1). This formation is used in passive voice.
3. The verb in number 3, is also verb form of “ be”.The form of this verb, “be”, also
depends on its subject or tenses or the verb that comes before it. The verb “be” in
this position is followed by non-finite stem+ing form of either “be” (being) or the
Mar. 10, 22 120

non-finite stem+ing form of the main verb (verb number 1). When a sentence
contains the verb in number 3, it must be progressive tense.
4. The verb in number 4, is the verb form of “have”. The form of “have” depends on its
subject or tenses, or the verb that comes before it. When there is other verb, mostly
an auxiliary verb, that comes before it, the form of “have” remains “have” Any verb
that comes directly after “have” in this position, must be in the non-finite stem+ed
form (past participle).
5. The verb in number 5, is an auxiliary verb or its synonym. The form of the verb in
number 5 depends on tenses or mood. Auxiliary verbs are not influenced by any
subject. Any verb that comes after auxiliary verb must be in the non-finite stem
form.
The formulae of verb groups
5 4 3 2 1
can
may be be non-finite stem form
must am am (5-1)
shall are are non finite stem + ing form
will have is is (3–1, 4-3-1, 5-3-1, 5-4-3-1)
could has being being non-finite stem + ed from
Subject might had was was (2-1, 3-2-1, 4-2-1, 4-3-2-1, 5-
ought to were were 2-1, 5-3-2-1, 5-4-2-1, 5-4-3-
should been been 2-1, -passive voice,
would 4-1, 5-4-1 - perfect tense)
Examples of possible combination of verb groups
5 4 3 2 1
The project - - - is executed this month.
The project - - - was executed last moth.
The project - is being executed right now.
The project - - was being executed by this…
The project - has - been executed -
The project - had - been executed when…..
The project - has been being executed since….
The project - had been being executed when …
The project should - - be executed soon.
The project might - be being executed now.
The project ought to have - been executed this month.
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The project ought to have been being executed by now.

The government - - is - executing the project this month.
The government - - was - executing the project when …..
The government - has - - executed the project .
The government - had - - executed the project when…..
The government Must/should/ - - - execute the project this month.
Will
The government should have - - executed the project this month.
The government should have been - executing the project this month.
The government - has been - executing the project since …..
The government - had been - executing the project when …
The government will - be - executing the project by this….
Notes:
1. Verb 5 is followed by non-finite stem form.

2. Verb 4 is followed by a non-finite stem+ed form.
3. Verb 3 is followed by a non-finite stem+ing form.
4. Verb 2 is followed by a non-finite stem+ed form.
5. Verb 1 is either in the non-finite stem, stem+ing or stem+ed form.
Further examples
You may compare these following pairs of sentences. The sentences in list A have their basic
tense and the sentences in list B have additional auxiliary verbs.
A. Sentences without auxiliary verbs B. Sentences with auxiliary verbs ( verb number 5)
The manager is in his office. The manager might be in his office.(5-1)
He reads the monthly progress report. He will read the monthly progress report. (5-1)
Some workers left the office early. Some workers might leave the office early.(5-1)
They do it again. They will do it again. (5-1)
She is going to retire next year. (3-1) She might be going to retire next year. (5-3-1)
He is preparing material for the He may be preparing material for the meeting.
meeting. (3-1) (5-3-1)
He was having dinner when I got there He might be having dinner when I got there
yesterday.(3-1) yesterday. (5-3-1)
His secretary has arranged the His secretary should have arranged the meeting.
meeting. (4-1) (5-4-1)
She had done the job when you arrived She might have done the job when you arrived
there last week.(4-1) there last week. (5-4-1)
She has been working there for ten She may have been working there for ten years.
years. (4-3-1) (5-4-3-1)
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She had been working for the same She might have been working for the same
company for ten years when she retired company for ten years when she retired last year. (5-
last year. (4-3-1) 4-3-1)
The schedule has been delivered to The schedule should have been delivered to
them. (4-2-1) them.(5-4-2-1)
This report was typed this morning. (2- This report ought to be typed this morning. (5-2-1)
1)
A meeting is being prepared now. (3- A meeting ought to be being prepared now.(5-3-
2-1) 2-1)
IRREGULAR VERBS
A. Verb Forms
Different from Indonesian verbs that do not change their form when we use them in
sentences, English verbs change their form when we change the subject or tenses. Though
most verbs in English have regular “ed”–ending to their main forms (stem forms), there are
some verbs that do not have “ed” -ending to their main forms.
Verbs that have regular “ed” –ending to their main forms (latter we will use the term stem
forms), are called regular verbs, and verbs that do not have regular “ed”-ending ‘to their
stem forms are called irregular verbs.
1. Samples of regular verb forms

STEM form STEM+S form STEM+ING form finite non - finite
Mar. 10, 22 123

chisel chisels chiseling chiseled chiseled

drift drifts drifting drifted drifted
earn earns earning earned earned
fix fixes fixing fixed fixed
follow follows following followed followed
hand hands handing handed handed
hope hopes hoping hoped hoped
intend intends intending intended intended
join joins joining joined joined
lower lowers lowering lowered lowered
manage manages managing managed managed
offer offers offering offered offered
remain remains remaining remained remained
settle settles settling settled settled
2. Irregular verb forms
Most English verbs are regular that can be added by an ending –ed to make their finite and
non-finite stem+ed forms. However, there are some verbs in English that are irregular and
they have different patterns to make their finite and non-finite stem+ed forms. Since most
English verbs are regular, however it is better to use the same term for both regular verbs
and irregular verbs.
So in the list of irregular verbs we also use the term: stem, finite stem+s, non-finite
stem+ing, finite stem+ed, and non-finite stem+ed ir finite and non-fininte stem+ed form
have the same form as their stem form, others have four different forms, in which the non-
finite stem+ed forms are the same as the finite stem+ed forms, and some others have five
different forms, in which they have different forms for their finite and non-finite stem+ed
form, while the verb “be” has eight different forms.
Here are examples:
a. Irregular verbs with three different forms
STEM form Finite Non-finite STEM+ED form

STEM+S form STEM+ING form finite non-finite
bet bets betting* bet bet
broadcast broadcasts broadcasting broadcast broadcast
burst bursts bursting burst burst
cast casts casting cast cast
cost costs costing* cost cost
cut cuts cutting cut cut
hit hits hitting hit hit
hurt hurts hurting* hurt hurt
let lets letting* let let
put puts putting put put
Mar. 10, 22 124

reset resets resetting reset reset

set sets setting set set
shed sheds shedding shed shed
shut shuts shutting* shut shut
split splits splitting* split split
spread spreads spreading spread spread
thrust thrusts thrusting* thrust thrust
upset upsets upsetting upset upset
Notes: Some stem+ing form of the verbs above are not frequently used in daily English.
d. Irregular verbs with four different forms
1) They change their sound and spelling in their stem+ed form

bring brings bringing brought brought
buy buys buying bought bought
catch catches catching caught caught
fight fights fighting fought fought
seek seeks seeking sought sought
teach teaches teaching taught taught
think thinks thinking thought thought
2). They do not change their vowel sound and ends with a “t” ending
STEM form Finite Non_finite STEM+ED form

bend bends bending bent bent
build builds building built built
burn burns burning burnt burnt
deal deals dealing dealt dealt
dream dreams dreaming dreamt dreamt
dwell dwells dwelling dwelt dwelt
learn learns learning learnt learnt
lend lends lending lent lent
rend rends rending rent rent
send sends sending sent sent
smell smells smelling* smelt smelt
spell spells spelling spelt spelt
Mar. 10, 22 125

spend spends spending spent spent

spoil spoils spoiling spoilt spoilt
3). Their vowel sound changes to short sound in the stem+ed form

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

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

dig digs digging dug dug
cling clings clinging clung clung
fling flings flinging flung flung
Mar. 10, 22 126

hang hangs hanging hung hung

sling slings slinging slung slung
slink slinks slinking slunk slunk
spin spins spinning spun spun
stick sticks sticking stuck stuck
strike strikes striking struck struck
sting stings stinging stung stung
stink stinks stinking stunk stunk
string strings stringing strung strung
swing swings swinging swung swung
win wins wining won won
6). Their vowel sound changes to short and sounds differently from the stem form.

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

light lights lighting lit lit
slide slides sliding slid slid
hear hears hearing heard heard
sit sits sitting sat sat
stand stands standing stood stood
understand understands understanding understood understood
e. Irregular verbs with five different forms
1). Change their vowel sound in both stem+ed form follow the pattern “E” to “A”
STEM form Finite STEM+S Non-finite STEM+ED form
Mar. 10, 22 127

form STEM+ING form finite non-finite

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

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

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

break breaks breaking broke broken
choose chooses choosing chose chosen
freeze freezes freezing froze frozen
speak speaks speaking spoke spoken
steal steals stealing stole stolen
wake wakes waking woke woken
weave weaves weaving wove woven
5). Their vowel sound of non-finite stem+ed change back to the stem form end with “en”
ending.
Mar. 10, 22 128


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

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

become becomes becoming became become
come comes coming came come
do does doing did done
draw draws drawing drew drawn
lie lies lying lay lain
see sees seeing saw sen
sew sews sewing sewed sewn
show shows showing showed shown
sow sows sowing sowed sown
Mar. 10, 22 129

d. This verb “be” has eight different forms.

be
am is being was been
are were
MINIMUM REQUIREMENTS
Whenever you speak or write English you must check to make sure that you do not make any
of grammar mistakes listed below. These points of grammar are minimum requirements.
Freedom from these mistakes is the lowest possible standard which will be accepted.
1. Concord
a. You should use the masculine and feminine pronouns correctly. (“My sister goes to
school. He is in the third grade.” contain a minimum requirement mistake)
b. You should use the correct singular and plural forms for verbs and pronouns. (“Things
that interferes …..”, “A teacher want …..”, “Tell this pupil to put their book ….” All
contain minimum requirement mistakes.)
Mar. 10, 22 130

c. You should use the correct forms of the nouns after the following words:
- one, a/an, each, another, every, are followed by countable singular nouns;
- two, three, etc., both, many, these, those, a few, are followed by countable
plural nouns.
- this, that are followed by singular countable or uncountable nouns:
- much is followed by an uncountable noun.
(“many book”, “each trees”, “another music”, and “this houses” all contain
minimum requirement mistakes.)
2. Finite Verb
You should make sure that every simple sentence and the principle clause (or “main
statement”) in every complex sentence contains a finite verb. (“He happy.”, “The man who
I met tall.”, and He shown me a book.” all contain minimum requirement mistakes.)
3. Tenses
You should not change the tense from present to past or from past to present unless you
have a good reason. (“When the students are ready, he taught the next step”, contains a
minimum requirement mistake.)
4. Verb Groups
You should make sure that the verbs in questions and negative constructions have the correct
form. (“He does not allowing ….” And “Did he liked ….?” Contain minimum requirement
mistakes.)
5. Articles
a. If you use a singular countable noun, you should put a/an or the or a similar word
before it. (“He put book on the table.” Contain a minimum requirement mistake.)
b. If you use an uncountable noun or a plural countable noun, you should not put a/an
before it. (“He gave me a useful information.” Contain a minimum requirement mistake.)
c. If you use the name of a person, town or country, you should not use a/an or the in
front of it. (“A Mary left from the Jakarta.” Contain two minimum requirement mistakes.)
Whenever you write English you must check to make sure that you do not make the mistakes
in punctuation and spelling listed below:
6. Punctuation:
Mar. 10, 22 131

a. You should use a capital letter at the beginning of every sentence, a full stop at the end
of every statement and a question mark at the end of every question.
b. You should use a capital letter to begin the name of a person, town or country.
c. You should make sure that you use the possessive apostrophe correctly. (The pupils
effort …”and “its name ….” Both contain minimum requirement mistakes.)
7. Spelling
a. You should make sure that you use the words “there” and “their”, and “then” and
“than” correctly.
b. When a word ends in p, t, d, m, n, l and has a short vowel sound in its final syllable, the
consonant should be doubled when –able, -ed, -ing are added. When the final syllable
contains a long vowel sound, the consonant should not be doubled.
c. If you use a word which spells the sound /i:/ with the letters i and e, you should use this
rule for their order: I before e, but not after c. (There is one common exception: seize.)
R.L. Fountain, New Zealand Colombo Plan Adviser in the teaching of English Yogyakarta, Indonesia,
1971.
SAMPLE TEST
ATTENTIONS:
- Do not write anything on this question sheet.
- Write all your answer and identification on the answer sheet provided by the
supervisor.
- Read the instruction carefully before you decide your answer.
- Choose the best option A, B, C, or D in each case. There might be more than one
correct answer, but only one is the best.
1.
Read this following text carefully and then Energy is needed for all our activities. We
answer the questions that follow! can store energy in different forms. It is
then released and used. Food, oil, petrol,
PHYSICS gas and electric batteries all produce useful
Mar. 10, 22 132

energy. Our largest energy source is the 03. Fossils are the remains of plants and
sun. It supplies us with free energy. But animals. They are found deep below the
we can not use solar energy for many of earth’s surface. After millions of years,
our activities; for example, eating, driving, the fossils change to coal, gas and oil,
flying, or communicating by radio or and we call these …………. (1)
television. We have to use energy from a. conversion
other sources, such as fossil fuels. This, of c. fossil fuels
course, costs money. b. wasted energy
d. photosynthesis
2.
Energy is always changing from one
form to another. For example, the 04. We use fossil fuels because …………. (1)
chemical energy in food changes in our a. we don’t have enough solar energy
bodies to heat. This enables us to do
work. If we climb stairs, the chemical b. solar energy is very expensive
energy changes to potential energy. If we c. we can’t use solar energy for all
run, the chemical energy changes it activities
kinetic energy. d. we can use solar energy for eating,
drinking, flying or communicating
3.
The total amount of energy remains the
same. Energy is neither created nor 05. The sun supplies us with free energy.
destroyed. This is called conservation of a. independent
energy. However, when energy changes b. uncontrollable
from one form to another, some of the c. without pay
energy is wasted. So the amount of useful d. unrestricted
energy is always less after a change. Its 06. Energy is always changing from one
uselessness or entropy increases. form to another. The ………… in food
changes in our bodies to heat. (2)
4.
Finally, our present sources of energy a. chemical energy
are limited. We must use less energy. We b. electrical energy
also need to find ways of using alternative c. nuclear energy
energy sources. d. mechanical energy
A. Choose the best option in each 07. If we climb the mountain, the chemical
case! energy changes to …………… energy. (2)
a. potential
01. Most of our energy comes from a b. kinetic
gigantic nuclear reactor. (1) c. gravitational
a. the nuclear power station d. mechanical
b. the atomic power
c. the sun 08. When a car is moving, it has “motion
d. the oil energy” or …………….energy. (2)
a. potential
02. Unlike our income of energy, our b. kinetic
capital of energy comes from……. (1) c. gravitational
a. sunlight d. mechanical
b. wind
c. waves and tides 09. The kinetic energy or the moving car is
d. inside the earth wasted or lost, when the driver ………..
a. backs up the car
b. turns the car
Mar. 10, 22 133

c. ignites the engine b. kinetic

d. applies the brakes c. income
d. capital
10. The conservation of energy means
that you …………. (3) 17. Conservation of energy can mean the
a. can create and destroy energy ……………. of energy. (3)
b. can’t create energy a. production c. saving
c. can’t destroy energy b. use d. wasting
d. can neither create nor destroy
energy
18. The scientific meaning of conservation
11. Low quality energy can do …………… is that energy is ………….. destroyed. (3)
high quality energy. a. neither created nor
a. as many useful jobs as
b. more useful jobs than b. either created or
c. less useful jobs than c. created but not
d. better than d. not created but
12. When energy changes take place, 19. Nuclear energy can possibly be used to
some of the energy is always substitute ………… as a source of energy
…………… (3) since the latter are disappointing.
a. degraded a. fossil fuels
b. wasted b. solar energy
c. produced c. the waterfall
d. conserved d. photosynthesis
13. A power station changes energy in 20. The safer source of energy such as the
coal to …………energy. sun, the wind, and the sea are usually
a. potential called ………………….. energy sources. (4)
b. mechanical a. capital
c. nuclear b. potential
d. electrical c. dangerous
d. alternative
14. Scientists call the increase in
uselessness, after an energy change,
an increase in ………. (3) B. These following numbers are not related
a. thermodynamics to the text above. These questions will
b. entropy ask you about grammatical terms and
c. conservation usage.
d. conversion
21. This aircraft ………….. trouble with its oil
15. Energy from ……….. enables us to pressure.
cook. a. always has
a. food c. gas b. has always
b. petrol d. coal c. is always have
d. are always have
16. Energy source from gas, food, petrol,
oil and fossil are called ………………. 22. The mechanics ………………… repairing
the electrical system of the aircraft.
a. potential a. has finish
b. have finish
Mar. 10, 22 134

c. has finished b. fuel strainer

d. have finished c. fuel selector
d. carburetor
23. An authorized mechanic should ………
the logbook of the aircraft every day. 30. A device used for filtering solid
a. signature impurities out of fuel before reaching
b. sign the carburetor is called a ……………………
c. to sign a. sediment
d. to signing b. fuel strainer
c. drain cock
24. The aircraft ………… regularly to keep d. fuel selector
them serviceable.
a. shall be inspect 31. Red lights usually indicate …………………
b. shall to be inspect a. hazards
c. should be inspected b. obstacles
d. must be inspection c. danger areas
d. all of them
25. Every aircraft ………………. with flight
and engine instruments. 32. Which sentence is not passive voice?
a. is equipment a. The logbook should be signed by an
b. is equipped authorized mechanic.
c. are equipment b. This aircraft must be inspected.
d. are equipped c. The engine is being overhauled.
26. A turbo-prop plane ………………. more d. The aircraft is rolling on the runway.
efficient than a jet plane for low speed
and short distance flight. 33. Which question is not correct?
a. is considered a. Who is responsible for the
b. are consider maintenance of this aircraft?
c. is considering b. Who checked this aircraft this
d. are considering morning?
c. Where the mechanics keep their
27. When an engine runs out of oil, it tools?
…...... d. When did the mechanic last check
a. will be cooled this aircraft?
b. will be running
c. must be running 34. Aircraft manuals ……………… in English
d. will be overheated or language used by the factory
nationality.
28. The pilot couldn’t contact the tower, a. are written c. writes
because the radio was ……………….. b. is written d. are writing
a. out of order
b. out of date 35. Friction between components ………… by
c. out of work lubrication.
d. out side a. could be reduce
b. could reduce
29. A device that is used to mix and c. is reducing
regulate the flow of fuel before it d. could be reduced
reaches the engine is called a
…………….
a. fuel liner
Mar. 10, 22 135

36. A micrometer …………..… the outside 43. Aircraft engines ………………….. or they
diameter of small metal objects with would be overheated.
precision of 0,001 mm. a. must be well lubricated
a. can measure b. must be lubricate well
b. can measuring c. must be well lubricating
c. can measures d. must well be lubricate
d. can be measured
44. A fuel gauge ………………… the pilot how
37. The oil strainer ……………….… at every much fuel remaining in the tank.
oil change. a. is tell
a. should be take out and clean b. telling
b. should be taken out and clean c. tells
c. should be taken out and cleaned d. is told
d. must be take out and clean
45. The aircraft .................. is towed to the
38. The gaskets of the oil strainer maintenance hangar.
………………. each time it is removed. a. to be overhauled
a. shall be replace b. that will be overhauled
b. shall replace c. going to be overhauled
c. shall be replaced d. all are correct
d. shall be replacing
46. The engine oil could …..……….. by
39. The door hinges ………………. at every removing the plug in the oil strainer
lubrication service. bottom plate.
a. must be oil c. must oil a. be drain c. drain
b. must to be oil d. must be oiled b. be drained d. be draining
40. The dust and dirt …………..… from the
door hinges at every lubrication 47. The engine ……………… must be warm
service. to ensure complete drainage.
a. must be removed a. that will be drained
b. must be removing b. be drained
c. must to be removed c. to be drained
d. have to be remove d. all are correct
41. The door cylinder locks ……………. with 48. The engine …………… with the correct
graphite by blowing a small quantity volume and suitable type of oil.
of powdered graphite through the key a. must be refilled
hole. b. must refill
a. should be treated c. should refill
b. are treat d. have to refill
c. should treat
d. are treating 49. Micrometers are precision-made
instruments and therefore they ………
42. You ……………..… the window glass treated very carefully.
with warm water and shampoo. a. should be c. might be
a. can clean b. would be d. must not be
b. can be cleaned
c. can cleaning 50. Where there is machinery with moving
d. can be cleaning parts, sleeves ……….... up above the
elbows.
Mar. 10, 22 136

a. must be tightly rolled b. The passenger have been on board

b. could be tightly roll more than ten minutes.
c. would be tightly rolling c. Mr. Dullah has worked for Garuda
d. must be rolling tightly Indonesia for 1980.
d. The victims have been evacuated to
51. Ties and scarves.................... in the the nearest hospital.
workshop as they can get caught in
moving machinery. 58. Which passive voice is correct?
a. must not be worn a. The engine should be well lubricate
b. can not be wearing to prevent overheated.
c. may not be wearing b. The mechanics should be inspected
d. could be worn the aircraft thoroughly.
c. The broken spare parts should be
52. Mechanics .............. safety shoes replaced with the new ones.
in the machine tool workshop to d. The aircraft in trouble should be
prevent any possible accident. giving priority to land.
a. must be wear
b. might be wear 59. Which question is correct?
c. can be wear a. Who installed this instrument?
d. should wear b. Who do install this instrument?
c. Who did install this instrument?
53. Mechanics ………… hand tools which d. What installed this instrument?
are not properly earthed.
a. don’t have to use 60. What …………………… of this engine?
b. will not use a. has the mechanic replace
c. would not use b. has the mechanic replace
d. should not use c. have the mechanics replaced
54. Mechanics ................ good d. the mechanics have replaced
knowledge of physics and arithmatics.
a. should possessed
b. must possesses
c. have to possessed
d. ought to possess
55. All airport facilities ..................... by

professional mechanics.
a. will be maintain
b. shall be maintain
c. should be maintained
d. should be maintaining
56. The navigational aids of an aerodrome

shall ................ every six months.
a. be calibrate c. calibrate
b. be calibrated d. be calibrating
57. Which sentence is right?

a. The aircraft has taken off five
minutes ago.
Mar. 10, 22 137

ENGLISH FOR TECHNICAL STUDENTS – SUTARYANTO – ENGLISH FOR TECHNICAL STUDENTS
MULTIPLE CHOICE ANSWER SHEET
NAME : ……………………………… SUBJECT : ……………………………….

COURSE : …………………………….. DATE : ………………………………
NO A B C D E NO A B C D E
01 31
02 32
03 33
04 34
05 35
06 36
07 37
08 38
09 39
10 40
11 41
12 42
13 43
14 44
15 45
16 46
17 47
18 48
19 49
20 50
21 51
22 52
23 53
24 54
25 55
26 56
27 57
28 58
29 59
30 60
NUMBER OF QUESTIONS :
NUMBER OF RIGHT ANSWERS :
PERCENTAGE RIGHT :
RAW SCORE :
EXAMINER :
FOR INTERN USE ONLY – FOR INTERN USE ONLY Mar. 10, 22 138

English For Technical Students

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AVIIATION ENGLISH FOR COMMUNICAION TECHNIQUE

INDONESIA AVIATION TRAINING

01. ENGLISH VERB FORMS 04

A verb can be defined as “a word that expresses action or helps to make a

1. Samples of regular verb forms.

Finite Non-finite STEM+ED form

2. Samples of irregular verb forms.

Finite Non-finite STEM + ED form

Finite Non-finite STEM+ED form

Notes: For further examples of irregular verbs, see on appendix!

You may have a sentence as:

- Mr. Brown greases the moving parts of the machine .

a. Verbs derived from nouns

Non-finite Finite and non-

a book to book booking booked mendaftarkan

Notes: Most verbs derived from nouns are regular

b. Verbs from adjectives

Non finite Finite and non-finite

English Verb Forms (Summery)

N The STEM The finite The non-finite The STEM-ED form

01 study studies studying studied studied

02 do does doing did done

05 fasten fastens fastening fastened fastened

C. Type of English Verbs

English verbs can also be classified into three types as follows!

Subject + Linking verb + complement.

- The man who missed called you yesterday is me.

- My favorite hobby is swimming.

- Flying in a large modern airplane is safe and convenient.

e. an adverb of place, as in:

- The nearest hospital is on Jln. Sudirman.

f. an adverb of time, as in:

- The day after tomorrow is Wednesday.

Subject + intransitive verb + adjunct

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

Subject + transitive verb + object + adjunct.

a. We walk along the road on Sunday morning. (intransitive)

ENGLISH BASIC SENTENCE

1 SUBJECT LINKING VERB COMPLEMENT + ADJUNCT

The mechanic has inspected the aircraft

D. Finite and Non-finite Verbs.

g. I get up early on work-day.

All the definitions above can be combined into:

1. Stem form may appear in:

Here are some examples:

c. A sentence after an auxiliary verb, as non-finite stem form:

e. In verb combination with other verbs, or sentence patterns, as in:

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

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

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

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

DANGER FROM THE SUN

(Ralf C. Case, Science Research Associates, Inc. 1969, USA.)

1. face : non finite stem form

Exercise 2: Choose the best answer from the options!

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

02. A solar flare is ……………..

03. The earth is protected from the sunrays by ………….

04. Men in space are in danger of being caught in ……………………

06. Men in space craft can be …………. from the rays.

01. There are many …………….. in spaceships to control their performance.

Simple present tense has three different sentence patterns as follows;

Finite Subject Finite Nega- Complement