General English Fetty

Learning Materials

Author: Dr. Fetty Poerwita Sary, M.Pd.

General English

Language Center

Telkom University

2014

Disclaimer: Some of the contents in this course book are taken from published sources and they are acknowledged properly in the reference. No part of this document may be copied, reproduced, printed, distributed, modified, removed, and amended in any form by and means without prior written authorization of the Language Center of Telkom University. Copyright © LaC Telkom University

Table of Content

Chapter 1: Tenses 1

Chapter 2: Making Questions in English 25

Chapter 3: Passive Voice 58

Chapter 4: Sentence 70

Chapter 5: Paragraph Building 82

Chapter 6: Reading Skill 1 102

Chapter 7: Reading Skill 1 124

References 139

L a n g u a g e C e n t e r o f T e l k o m U n i v e r s i t y

Page 1

CHAPTER 1

TENSES

Objectives: Students are expected master Tenses as a basic knowledge and foundation of

learning English.

Things can happen now, in the future or in the past. The tenses show the time of an action or state of

being as shown by a verb. The verb ending is changed (conjugated) to show what time it is referring to.

Time can be split into three periods The Present (what you are doing), The Past (what you did) and The

Future (what you are going to do, or hope / plan to do ).

The tenses we use to show what time we are talking about are split into the Simple, Continuous and

Perfect tenses.

In English we use two tenses to talk about the present and six tenses to talk about the past. There are

several ways to talk about the future some of which use the present tenses, these are:

Verb Tense Overview with Examples

Simple Present Simple Past Simple Future

I study English every day. Two years ago, I studied English

in England.

If you are having problems, I will

help you study English.

I am going to study English next

year.

http://www.learnenglish.de/PictureIt/tensespage.htm#PresentTense

http://www.learnenglish.de/PictureIt/tensespage.htm#PastTenses

http://www.learnenglish.de/PictureIt/tensespage.htm#FutureTenses



http://www.learnenglish.de/grammar/tensetext.htm#Simple

http://www.learnenglish.de/grammar/tensetext.htm#Continuous

http://www.learnenglish.de/grammar/tensetext.htm#Perfect

http://www.englishpage.com/verbpage/simplepresent.html

http://www.englishpage.com/verbpage/simplepast.html

http://www.englishpage.com/verbpage/simplefuture.html





Page 2

Present Continuous Past Continuous Future Continuous

I am studying English now. I was studying English when you

called yesterday.

I will be studying English when you

arrive tonight.

I am going to be studying English

when you arrive tonight.

Present Perfect Past Perfect Future Perfect

I have studied English in

several different countries.

I had studied a little English

before I moved to the U.S.

I will have studied every tense by the

time I finish this course.

I am going to have studied every tense

by the time I finish this course.

Present Perfect

Continuous Past Perfect Continuous Future Perfect Continuous

I have been studying

English for five years.

I had been studying English for

five years before I moved to the

U.S.

I will have been studying English for

over two hours by the time you arrive.

I am going to have been studying

English for over two hours by the time

you arrive.

Simple Tenses

The simple tenses are used to show permanent characteristics of people and events or what happens

regularly, habitually or in a single completed action.

Continuous Tenses

The continuous tenses are used when talking about a particular point in time.

http://www.englishpage.com/verbpage/presentcontinuous.html

http://www.englishpage.com/verbpage/pastcontinuous.html

http://www.englishpage.com/verbpage/futurecontinuous.html

http://www.englishpage.com/verbpage/futurecontinuous.html

http://www.englishpage.com/verbpage/presentperfect.html

http://www.englishpage.com/verbpage/pastperfect.html

http://www.englishpage.com/verbpage/futureperfect.html

http://www.englishpage.com/verbpage/futureperfect.html

http://www.englishpage.com/verbpage/presentperfectcontinuous.html

http://www.englishpage.com/verbpage/pastperfectcontinuous.html

http://www.englishpage.com/verbpage/futureperfectcontinuous.html

http://www.englishpage.com/verbpage/futureperfectcontinuous.html


Page 3

Perfect Tenses

Sometimes you need to give just a little bit more information about an action or state...and that is where

the perfect tenses come in.

The perfect tenses are used when an action or situation in the present is linked to a moment in the

past. It is often used to show things that have happened up to now but aren't finished yet or to

emphasize that something happened but is not true anymore. When they end determines which of them

you use.

Perfect tenses are never used when we say when something happened i.e. yesterday, last year etc. but

can be used when discussing the duration of something i.e. often, for, always, since etc..

The Future Tenses

Discussing the future in English can seem complicated.The present simple, present continuous,

present perfect simple and the present perfect continuous can all be used and often it is possible to

use more than one structure, but have the same meaning.

1. SIMPLE PRESENT TENSE

The simple present tense is used to discuss permanent situations and the frequency of events.

To have Short form Other Verbs (to work)

I have I've I work

he has he's He works

she has she's She works

it has it's It works

you have you've you work

we have we've we work

they have they've they work

http://www.learnenglish.de/grammar/tensesimpresfut.htm

http://www.learnenglish.de/grammar/tenseprescontfut.htm

http://www.learnenglish.de/grammar/tensepresperffut.htm

http://www.learnenglish.de/grammar/tensepresperffut.htm


Page 4

Statements

+

Statements

- Questions

Short answer

+

Short answer

-

I work. I don't work. Do I work? Yes, I do. No, I don't.

He works. He doesn't work. Does he work? Yes, he does. No, he doesn't.

She works. She doesn't work. Does she work? Yes, she does. No, she doesn't.

It works. It doesn't work. Does it work? Yes, it does. No, it doesn't.

You work. You don't work. Do you work? Yes you do. No, you don't.

We work. We don't work. Do we work? Yes we do. No, we don't.

They work. They don't work. Do they work? Yes they do. No, they don't.

Regular or permanent situations

When something happens regularly or is a permanent situation we usually use the simple present tense. When using the simple present the verb (with the exception of the auxiliary verbs) remains in the dictionary form (verb + s with he/she/it).

Simple Present Timeline

For example:

Q) "Where do you live?" A) "I live in Germany."

Q) "Where does he live?" A) "He lives in Germany."

Q) "What do you do?" A) "I'm a teacher."

Q) "What does he do?" A) "He's a teacher."

http://www.learnenglish.de/grammar/VERBTEXT.htm#AuxVerbs


Page 5

Frequency

The simple present tense is also used to show how often something happens with adverbs of frequency - always, usually, often, sometimes, occasionally, seldom, rarely, never, etc.... And when discussing daily, weekly, monthly etc. routines.

For example:

"I always get up at 6.00."

"I never drink coffee before 12.00."

"I work on my website every day."

"Every Monday and Thursday I go to the gym."

We also use the simple present to ask for and give instructions or to discuss a series of actions.

For example:

Q) How do I make pancakes?" A) Well, first you take 4 eggs and crack them into a bowl, then you weigh out 4 oz. of flour and sieve it into the eggs. etc.

The simple present tense can also be used to discuss future events.

2. PRESENT CONTINUOUS TENSE

When we talk about events that are actually happening now, we use the present continuous tense. This

is formed by using the stem of the verb and adding -ing to the end, for example the verb "work"

becomes "working". In some cases you need to alter the spelling a bit for example the verb "die"

becomes "dying".

Statements

+

Statements

- Questions

Short answer

+

Short answer

-

I'm working. I'm not working. Am I working? Yes, I am. No, I'm not.

He's working. He isn't working. Is he working? Yes, he is. No, he isn't.

She's working. She isn't working. Is she working? Yes, she is. No, she isn't.

It's working. It isn't working. Is it working? Yes, it is. No, it isn't.

You're working. You aren't working. Are you working? Yes you are. No, you aren't.

We're working. We aren't working. Are we working? Yes we are. No, we aren't.

They're working. They aren't working. Are they working? Yes they are. No, they aren't.

http://www.learnenglish.de/grammar/adverbfreq.htm



http://www.learnenglish.de/grammar/tensesimpres.htm#SimPresFut

http://www.learnenglish.de/spelling/spellingtext.htm#prefixes


Page 6

Present Continuous Timeline

For example:

Q) "What are you doing?" A) "I'm building a website."

We also use the present continuous tense to talk about things that are happening around now but

are temporary.

For example:

Q) "What are you doing these days?" A) "Unfortunately I'm working a lot."

It is also used to describe trends or situations that are happening but may be temporary.

For example:

"Nowadays more and more people are shopping on the Internet."

...and habitual actions (usually negative).

For example:

"He's always cleaning his car."

The present continuous tense can also be used to discuss future events:

Note:-

The present continuous is usually used with doing verbs (verbs of action) not with verbs of state. The

following verbs are not used in the continuous form:-

Conditions: belong, cost, need, own, seem

Feelings: like, love, hate, want, wish

Beliefs: believe, feel, know, mean, remember, think, understand

http://www.learnenglish.de/grammar/tenseprescont.htm#PresConFut


Page 7

EXERCISE 1: SIMPLE PRESENT OR PRESENT CONTINUOUS

Using the words in parentheses, complete the text below with the appropriate tenses:

A Trekking Journal

November 12, 1997

Today (be)________________the second day of my trek around Mount Annapurna. I am exhausted

and my legs (shake)_________________; I just hope I am able to complete the trek. My feet (kill,

really)__________________me and my toes (bleed)_______________, but I (want,

still)_______________to continue.

Nepal is a fascinating country, but I have a great deal to learn. Everything (be)_____________so

different, and I (try)_________________to adapt to the new way of life here. I (learn) ____________a

little bit of the language to make communication easier; unfortunately, I (learn, not)-

____________foreign languages quickly. Although I (understand, not)_______________much yet, I

believe that I (improve, gradually)_________________.

I (travel, currently)______________with Liam, a student from Leeds University in England. He

(be)______________a nice guy, but impatient. He (walk, always)______________ahead of me and

(complain)______________that I am too slow. I (do)______________my best to keep up with him, but

he is younger and stronger than I am. Maybe, I am just feeling sorry for myself because I am getting

old.

Right now, Liam (sit) ______________with the owner of the inn. They (discuss) __________ the

differences between life in England and life in Nepal. I (know, not)______________the real name of the

owner, but everybody (call, just)____________ him Tam. Tam (speak) _______________English very

well and he (try)_______________to teach Liam some words in Nepali. Every time Tam

(say)______________ a new word, Liam (try)______________to repeat it. Unfortunately, Liam (seem,

also)_____________ to have difficulty learning foreign languages. I just hope we don't get lost and

have to ask for directions.

EXERCISE 2

Next week, my friends and I____________ (go) camping in the woods. I _____________ (organize) the

food, because I______________ (like) cooking. Dave _____________ (have) a big car with a trailer, so

he _____________ (plan) the transportation. Sam ____________ (bring) the tent – he __________

(go) camping every year, so he___________ (have) a great tent and lots of other equipment. My

wife___________ (think) we're crazy. She______________ (like) holidays in comfortable hotels, so

she____________ (take) a trip to Paris instead.


Page 8

3. SIMPLE PAST

The simple past tense is used to talk about actions that happened at a specific time in the past.

You state when it happened using a time adverb.

You form the simple past of a verb by adding -ed onto the end of a regular verb but, irregular verb

forms have to be learned.

To be

Statements

+

To be

Statements

-

Questions ?

I was. I wasn't. Was I?

He was. He wasn't. Was he?

She was. She wasn't. Was she?

It was. It wasn't. Was it?

You were. You weren't. Were you?

We were. We weren't. Were we?

They were. They weren't. Were they?

Regular Verb (to work)

Statements

+

Regular Verb (to work)

Statements

-

Questions

Short

answer

+

Short

answer

-

I worked. I didn't work. Did I work? Yes, I did. No, I didn't.

He worked. He didn't work. Did he work? Yes, he did. No, he

didn't.

She worked. She didn't work. Did she

work?

Yes, she

did.

No, she

didn't.

It worked. It didn't work. Did it work? Yes, it did. No, it didn't.

You worked. You didn't work. Did you

work? Yes you did.

No, you

didn't.

We worked. We didn't work. Did we work? Yes we did. No, we

didn't.

They worked. They didn't work. Did they

work?

Yes they

did.

No, they

didn't.

http://www.learnenglish.de/grammar/adverbtime.htm

http://www.learnenglish.de/grammar/tensesimpast.htm#reg

http://www.learnenglish.de/grammar/VERBTEXT.htm#IrregVerbs


Page 9

Simple Past Timeline

For example:

"Last year I took my exams."

"I got married in 1992."

It can be used to describe events that happened over a period of time in the past but not now.

For example:

"I lived in South Africa for two years."

The simple past tense is also used to talk about habitual or repeated actions that took place in

the past.

For example:

"When I was a child we always went to the seaside on bank holidays."

4. PAST CONTINUOUS TENSE

We use the past continuous tense to describe a past action over a period of time.

Past Continuous Timeline

For example:

Q) "What were they doing yesterday?" A) "They were working all day."

It can be used to describe what someone was doing at a particular point in time.

For example:

Q) "What were you doing at 7.30 last night?" A) "I was watching television."


Page 10

The past continuous can also be used to show that an activity frequently took place over a

period of time.

Q) "What did you do on holiday?" A) "I went skiing a lot."

Often the past continuous is mixed with the past simple to show what was happening when

something happened. The past continuous refers to the longer event and the simple past to

the event that interrupted it.

For example:

"I was driving to work when I crashed my car."

or

As I was driving to work, I crashed my car."

EXERCISE 3: SIMPLE PAST OR PAST CONTINUOUS

Using the words in parentheses, complete the text below with the appropriate tenses. 1. A: What (you, do) _______________ when the accident occurred?

B: I (try) _______________ to change a light bulb that had burnt out.

2. After I (find) ______________ the wallet full of money, I (go, immediately) _____________ to the

police and (turn) ______________ it in.

3. The doctor (say) _______________ that Tom (be) _____________ too sick to go to work and that

he (need)______________ to stay at home for a couple of days.

4. Sebastian (arrive) ______________at Susan's house a little before 9:00 PM, but she (be, not)

______________ there. She (study, at the library)_________________ for her final examination in

French.

5. Sandy is in the living room watching television. At this time yesterday, she (watch, also)

_____________ television. That's all she ever does!

6. A: I (call) _____________ you last night after dinner, but you (be, not) ___________ there. Where

were you?

B: I (work) ____________ out at the fitness center.


Page 11

7. When I (walk) _____________ into the busy office, the secretary (talk) ____________ on the

phone with a customer, several clerks (work, busily)____________ at their desks, and two

managers (discuss, quietly) ______________ methods to improve customer service.

8. I (watch) ______________ a mystery movie on TV when the electricity went out. Now I am never

going to find out how the movie ends.

9. Sharon (be) _____________ in the room when John told me what happened, but she didn't hear

anything because she (listen, not)______________.

10. It's strange that you (call)_______________ because I (think, just)____________ about you.

11. The Titanic (cross)_____________ the Atlantic when it (strike)____________ an iceberg.

12. When I entered the bazaar, a couple of merchants (bargain, busily) ______________ and

(try)_____________ to sell their goods to naive tourists who (hunt)____________ for souvenirs.

Some young boys (lead)_____________ their donkeys through the narrow streets on their way

home. A couple of men (argue)____________ over the price of a leather belt. I (walk)

____________ over to a man who (sell) ___________ fruit and (buy) ______________ a banana.

13. The firemen (rescue) _____________ the old woman who (be) ____________ trapped on the third

floor of the burning building.

14. She was so annoying! She (leave, always) _______________ her dirty dishes in the sink. I think

she (expect, actually) _____________ me to do them for her.

15. Samantha (live) _____________ in Berlin for more than two years. In fact, she (live)

_____________ there when the Berlin Wall came down.


Page 12

5. PRESENT PERFECT SIMPLE

The present perfect simple tense is used to talk about a past time, which has very strong meaning

for the present.

Present Perfect Simple Timeline

For example:

Q) Where's Jane?

A) She has gone out. She should be back in an hour.

We form the present perfect simple by using the auxilliary verb have/has and the -ed form of

the regular verb (the past participle) irregular verb forms have to be learned:

Statements

+

Statements

- Questions

Short answer

+

Short answer

-

I've worked. I haven't worked. Have I worked? Yes, I have. No, I haven't.

He's worked. He hasn't worked. Has he worked? Yes, he has. No, he hasn't.

She's worked. She hasn't worked. Has she worked? Yes, she has. No, she hasn't.

It's worked. It hasn't worked. Has it worked? Yes, it has. No, it hasn't.

You've worked. You haven't worked. Have you worked? Yes you have. No, you haven't.

We've worked. We haven't worked. Have we worked? Yes we have. No, we haven't.

They've worked. They haven't worked. Have they worked? Yes they have. No, they haven't.

The present perfect simple is used to discuss events that have just been completed at the

moment of speaking.

For example:

Q) Have you done your homework?"

A) "Yes, I've just finished it."

It is often used to suggest that a past action still has an effect upon something happening

in the present.



Page 13

For example:

"The pound has fallen against the dollar."

It is also used to discuss unfinished time.

For example:

Q) Have you done your homework today?

A) No, I haven't done it yet.

Note - You are talking about today and today isn't finished, so you may do your homework

later!

Q) Have you ever been to England?"

A) "Yes I have."

Note - You are talking about something that has happened in your life and your life isn't

finished!

You can also use the present perfect to discuss something from the past but you don't

want to say exactly when.

For example:

Q) "Are you learning any languages?"

A) "Yes, I've begun to learn English."

This tense is often used to discuss events that have been happening over a period of

time, but aren't finished yet.

For example:

Q) "How long have you studied English for?"

A) "I've studied English for 2 years now."

However it is better (grammatically speaking) to use the Present Perfect Continuous to

express yourself in this way.

For example:

Q) "How long have you been studying English for?" A) "I've been studying English for 2 years

now."

!Note It is always for a length of time and since a point in time.

http://www.learnenglish.de/grammar/tensepresperfcont.htm


Page 14

EXERCISE 4: SIMPLE PAST OR PRESENT PERFECT TENSE

Using the words in parentheses, complete the text below with the appropriate tenses.

1. A: Did you like the movie "Star Wars?"

B: I don't know. I (see, never) _______________ that movie.

2. Sam (arrive) _____________ in San Diego a week ago.

3. My best friend and I (know) ______________ each other for over fifteen years. We still get together

once a week.

4. Stinson is a fantastic writer. He (write)______________ ten very creative short stories in the last

year. One day, he'll be as famous as Hemingway.

5. I (have, not)____________ this much fun since I (be) _____________ a kid.

6. Things (change) ____________ a great deal at Coltech, Inc. When we first (start) ______________

working here three years ago, the company (have, only) ____________ six employees. Since then,

we (expand) ____________ to include more than 2000 full-time workers.

7. I (tell) _____________ him to stay on the path while he was hiking, but he (wander)

_____________ off into the forest and (be) ____________ bitten by a snake.

8. Listen Donna, I don't care if you (miss) ______________ the bus this morning. You (be)

______________ late to work too many times. You are fired!

9. Sam is from Colorado, which is hundreds of miles from the coast, so he (see, never)

____________ the ocean. He should come with us to Miami.

10. How sad! George (dream) _____________ of going to California before he died, but he didn't make

it. He (see, never) ____________ the ocean.

11. In the last hundred years, traveling (become) ____________ much easier and very comfortable. In

the 19th century, it (take) _____________ two or three months to cross North America by covered

wagon. The trip (be) ____________ very rough and often dangerous. Things (change) __________

a great deal in the last hundred and fifty years. Now you can fly from New York to Los Angeles in a

matter of hours.

12. Johnny, I can't believe how much you (change) ___________ since the last time I (see)

____________ you. You (grow) ___________ at least a foot!

13. This tree (be) ____________ planted by the settlers who (found) ____________ our city over four

hundred years ago.


Page 15

14. This mountain (be, never) _____________ climbed by anyone. Several mountaineers (try)

___________ to reach the top, but nobody (succeed, ever) ___________. The climb is extremely

difficult and many people (die) ___________trying to reach the summit.

15. I (visit, never) ___________ Africa, but I (travel) _____________ to South America several times.

The last time I (go) ___________ to South America, I (visit) ___________ Brazil and Peru. I

(spend) _____________ two weeks in the Amazon, (hike) ____________ for a week near Machu

Picchu, and (fly) ____________ over the Nazca Lines.

6. PRESENT PERFECT CONTINUOUS TENSE

The present perfect continuous tense is often used (with for or since) to describe how long

something has been happening up to now.

Present Perfect Continuous Timeline

For example:

Q) How long have you been studying English?"

A) I've been studying English for four years."

Note - You can just say "For four years."

Q) How long have you been living in Germany?

A) I've been living here since 1998.

Note - You can just say "Since 1998".

The present perfect continuous is also used to refer to an event that may or may not be finished

when it's effect can be seen now.

For example:

Look! It's been snowing.

Note - It's not necessarily snowing now but you can see the effect (the snow on the ground).

You should also use the present perfect continuous when talking about how long you have been

doing your current job or working on unfinished projects:


Page 16

For example:

I have been working at BT for three years.

We have been exporting to China since 1999.


EXERCISE 5: PRESENT PERFECT OR PRESENT PERFECT CONTINUOUS


Robin: I think the waiter (forget) ____________ us. We (wait) ______________ here for over half an

hour and nobody (take) ______________ our order yet.

Michele: I think you're right. He (walk) ______________ by us at least twenty times. He probably thinks

we (order, already) _________________.

Robin: Look at that couple over there, they (be, only) ____________ here for five or ten minutes and

they already have their food.

Michele: He must realize we (order, not) _____________ yet! We (sit) ___________ here for over half

an hour staring at him.

Robin: I don't know if he (notice, even) ___________ us. He (run) ___________ from table to table

taking orders and serving food.

Michele: That's true, and he (look, not) ______________ in our direction once.

7. PAST PERFECT SIMPLE

The past perfect simple tense is used to go further back in time when we are already talking about

the past. It can make it clear that something had already happened at the time we are talking

about.

Past Perfect Simple Timeline


Page 17

We form the past perfect simple by using the auxilliary verb had and the -ed form of the regular verb

(the past participle) irregular verb forms have to be learned:

Statements

+

Statements

- Questions

Short answer

+

Short answer

-

I'd worked ... I hadn't worked ... Had I worked ...? Yes, I had. No, I hadn't.

He'd worked ... He hadn't worked ... Had he worked ...? Yes, he had. No, he hadn't.

She'd worked ... She hadn't worked ... Had she worked ...? Yes, she had. No, she hadn't.

It had worked ... It hadn't worked ... Had it worked ...? Yes, it had. No, it hadn't.

You'd worked ... You hadn't worked ... Had you worked ...? Yes you had. No, you hadn't.

We'd worked ... We hadn't worked ... Had we worked ...? Yes we had. No, we hadn't.

They'd worked ... They hadn't worked ... Had they worked ...? Yes they had. No, they hadn't.

For example:

"I had already done the shopping by the time she came home."

"I was late for work, by the time I arrived the client had already left."

The past perfect simple can be used to show how often something happened in the past.

For example:

I'd visited the city many times before.

It can also be used to express unfulfilled wishes or dreams. Sometimes called the Third

Conditional.

For example:

"If I had won the lottery I would have bought a new car." Note: If I had done something I would have

done something else.


http://www.learnenglish.de/grammar/conditional3.htm




Page 18

8. PAST PERFECT CONTINUOUS TENSE

The past perfect continuous tense is used to talk about longer situations that continued up to the

moment in the past we are talking about.

Past Perfect Continuous Timeline

For example:

"By the time I left England we had been living in Bristol for five years."

"Her back was sore because she had been sitting at the computer all day."

It is also used to say how long something went on for, up to a time in the past.

For example:-

We apologised because we had kept them waiting for 3 hours.

We apologised because we had kept them waiting since lunchtime.


EXERCISE 6: Past Perfect OR Past Perfect Continuous


I'm sorry I left without you last night, but I told you to meet me early because the show started at 8:00. I

(try) ______________ to get tickets for that play for months, and I didn't want to miss it. By the time I

finally left the coffee shop where we were supposed to meet, I (have) ____________ five cups of coffee

and I (wait) _____________ over an hour. I had to leave because I (arrange) _______________ to

meet Kathy in front of the theater.

When I arrived at the theater, Kathy (pick, already) _______________ up the tickets and she was

waiting for us near the entrance. She was really angry because she (wait) _____________ for more


Page 19

than half an hour. She said she (give, almost) _____________ up and (go) ____________ into the

theater without us.

Kathy told me you (be) ______________ late several times in the past and that she would not make

plans with you again in the future. She mentioned that she (miss) ___________ several movies

because of your late arrivals. I think you owe her an apology. And in the future, I suggest you be on

time!

EXERCISE 7: PRESENT PERFECT OR PAST PERFECT OR PRESENT PERFECT CONTINUOUS

OR PAST PERFECT CONTINUOUS


1. It is already 9:30 PM and I (wait) ___________ here for over an hour. If John does not get here in

the next five minutes, I am going to leave.

2. I was really angry at John yesterday. By the time he finally arrived, I (wait) ____________ for over

an hour. I almost left without him.

3. Did you hear that Ben was fired last month? He (work) ____________ for that import company for

more than ten years and he (work) ____________ in almost every department. Nobody knew the

company like he did.

4. I (see) ____________ many pictures of the pyramids before I went to Egypt. Pictures of the

monuments are very misleading. The pyramids are actually quite small.

5. Sarah (climb) ____________ the Matterhorn, (sail) __________ around the world, and (go)

____________ on safari in Kenya. She is such an adventurous person.

6. Sarah (climb) ______________ the Matterhorn, (sail) _____________ around the world and (go)

____________ on safari in Kenya by the time she turned twenty-five. She (experience)

_____________ more by that age than most people do in their entire lives.

7. When Melanie came into the office yesterday, her eyes were red and watery. I think she (cry)

_________________.


Page 20

9. SIMPLE FUTURE TENSE

DISCUSSING THE FUTURE USING GOING TO

We say something is going to happen when it has already been planned.

For example:

Q) Are you going to fly to Germany?

A) No, we're going to drive.

We also use it to show something has already been decided.

For example:

"We're going to buy a new car next year."

We also use going to when we can see something is about to happen.

For example:

"Look at that cloud. I think it's going to rain."

"Watch out! He's going to crash into that tree!"

You can also use going to to predict the future based upon the evidence now.

For example:

"It looks as though Manchester United are going to win the European cup.

"I think my friend Louise is going to have a baby."

!Note

Thanks to Ken Anderson for pointing out the following:

"I'm going to Germany." isn't really the future tense. You would have to say "I'm going to go to

Germany."


Page 21

DISCUSSING THE FUTURE USING SHALL/WILL

When we give information about the future or predict future events that are not certain we

usually use shall/will.

For example:

Q) Who do you think will win the election?" A) "I'm not sure but I think the current party will win."

We can also use shall/will to make promises for the future.

When leaving work I would say - "Goodnight, I'll (I will) see you tomorrow."

Shall/Will is often used when we just decide to do something.

For example:-

The phone is ringing - If I decide to answer the phone I would say - "I'll (I will) get it."

It can also be used in formal situations to express planned events and is preferred in formal written

English.

For example:-

The party will start at 10.00pm.

We sometimes use the simple present form to discuss future events. Especially when talking about

official events that happen at a set time such as timetables, meetings, itineraries, programmes etc.

For example:

Q) "What time does the train leave?" A) "It leaves at 17.30."

Q) "What time does the meeting begin tomorrow?" A) "It begins at 8.00am."

Q) "What time do you arrive at the airport tomorrow?" A) "I arrive at 6.30pm."

http://www.learnenglish.de/grammar/tensesimpres.htm


Page 22

10. FUTURE CONTINUOUS TENSE

USING THE PRESENT CONTINUOUS FOR THE FUTURE

The future continuous tense is the present continuous tense recycled. It is often used to ask about

and discuss future arrangements or plans with just the addition of a future time, but you only

use it when these arrangements are certain.

For example:

Q) What are you doing next week?" A) "I'm working."

Q) What's he doing tomorrow?" A) "He's playing tennis."

The present continuous tense is also used to talk about and make future appointments and

arrangements using the words go or come....

For example:

Q) When are you coming to see me?" A) "Next week."

Q) What are you doing tomorrow?" A) "I'm going to the dentist."

...and using verbs of arrival and departure.

"We're arriving in London at 2.30."

"The train leaving from platform one is the 2.45 to Edinburgh."

THE FUTURE CONTINUOUS (WILL BE DOING)

The use of 'will be doing' in a sentence is often referred to as the future continuous. It is used to talk

about activities that will be happening at a particular time or over a particular time in the future.

For example:

Next week we will be having a party. Can you come?

You can also use it (or the present continuous form) to talk about future plans.

For example:

We will be leaving here at 7.30pm.


Page 23

EXERCISE 8: WILL / BE GOING TO


1. A: Why are you holding a piece of paper?

B: I (write) _____________ a letter to my friends back home in Texas.

2. A: I'm about to fall asleep. I need to wake up!

B: I (get) ______________ you a cup of coffee. That will wake you up.

3. A: I can't hear the television!

B: I (turn) _________________ it up so you can hear it.

4. We are so excited about our trip next month to France. We (visit) _______________ Paris, Nice

and Grenoble.

5. Sarah (come) ______________ to the party. Oliver (be) ________________ there as well.

6. Ted: It is so hot in here!

Sarah: I (turn) _____________ the air-conditioning on.

7. I think he (be) ______________ the next President of the United States.

8. After I graduate, I (attend) ___________________ medical school and become a doctor. I have

wanted to be a doctor all my life.

9. A: Excuse me, I need to talk to someone about our hotel room. I am afraid it is simply too small for

four people.

B: That man at the service counter (help) ____________ you.

10. As soon as the weather clears up, we (walk) _______________ down to the beach and go

swimming.

11. FUTURE PERFECT TENSE

Discussing the future using the present perfect simple form

You can use the present perfect simple form to say that something will have happened by a certain time

in the future.

"This time next year I will have finished my exams."


Page 24

Discussing the future using the present perfect continuous form (also known as the future

perfect continuous using will have been doing).

You can use the present perfect continuous form to say how long something will have been happening

by a certain time in the future.

"This time next year I will have been teaching English for 9 years."


Page 25

CHAPTER 2

MAKING QUESTIONS IN ENGLISH

Objectives: Students are expected to make questions by using What, When, Where, Who, Why, How dan Auxiliary Verb correctly and able to apply those types of questions in their activities.

DIAGNOSTIC TEST

PART I

Directions: In the space provided, write the letter (C) if you consider that the question and response

are written correctly, or write the letter (I) if you consider that they are incorrect. Look at the examples

provided!

Examples: __C__ a. Do you have a car? Yes, I do.

__I__ b. Does she walk to school? No, she don’t.

_____ 1. Are he a student from the University of Puerto Rico? Yes, he is.

_____ 2. Have they traveled to United States before? No, they haven‘t.

_____ 3. Were the boys playing basketball last week? Yes, they were.

_____ 4. I am from Humacao? No, I‘m not.

_____ 5. She can go the park with her friends? Yes, she does.

_____ 6. Are we answering a diagnostic test right now? Yes, we are.

_____ 7. Why she does study so much? Because she wants to have good grades.

_____ 8. Where you do work on Sundays? I work at a gas station.

_____ 9. When does he play guitar? He plays guitar in the evenings.

_____ 10. Do what you think about the professors at the IMT? They are very good.

_____ 11. Is how she driving her motorcycle? She‘s driving it very carefully.

_____ 12. Had she thought about the plan? No, she hadn‘t.

_____ 13. When have we met before? We met last year at the graduation ceremony.

_____ 14. Where has you been all this time? I have been everywhere.

_____ 15. Is Martha working late this afternoon? No, she doesn‘t.

_____ 16. What are we cooking for dinner? We‘re cooking lasagna.

_____ 17. Did they celebrate Christmas in their country? Yes, they do.

_____ 18. Where you do live now? I live in Ponce.


Page 26

PART 2 A: Writing YES / NO questions in English

Directions: Read the sentences below carefully (look at the subject and the verb tense). Then choose

the correct (and/or appropriate) YES/NO question for each one.

1. Many students from the IMT are taking final exams these days.

a. Do many students from IMT take final exams these days?

b. Does many students from the IMT take final exams these days?

c. Are many students from the IMT taking final exams these days?

d. Are many students from the IMT take final exams these days?

2. The other professors and I work very hard to help the students.

a. Do we work very hard to help the students?

b. Why do we work very hard?

c. How do they work to help the students?

d. Do they work very hard to help the students?

3. My classmates are thinking a lot to answer this test.

a. Are they thinking a lot?

b. Why are they thinking a lot?

c. Are we thinking a lot?

d.Why are we thinking a lot?

4. All of my friends want to pass this class with good grades.

a. Do they want to pass this class with good grades?

b.Do we want to pass this class with good grades?

c.Are we going to pass this class with good grades?

d.Are they going to pass this class with good grades?

e.Does they want to pass this class with good grades?

5. Victor and his parents visited the zoo last November.

a. Do Victor and his parents visit the zoo last November?

b. Did Victor and his parents visit the zoo last November?

c. Does Victor and his parents visit the zoo last November?

d. When did Victor and his parents visit the zoo?


Page 27

6. The hurricane will move slowly through the Caribbean zone.

a. Is the hurricane moving slowly through the Caribbean zone?

b. Does the hurricane move slowly through the Caribbean zone?

c. Will the hurricane move slowly through the Caribbean zone?

d. Will move the hurricane slowly through the Caribbean zone?

7. Last year, many employees complained about the working conditions.

a. Why did the employees complained about?

b. When did the employees complained about the working conditions?

c. Does the employees complained about the working conditions last year?

d. Did the employees complain about the working conditions last year?

8. She answers the questions faster than anyone else?

a. Does she answer the questions faster than anyone else?

b. How does she answer the questions?

c. Did she answer the questions faster than anyone else?

d. Do she answers the questions faster than anyone else?

9. My mother sent me to the supermarket to buy milk and coffee.

a. Did she send me to the supermarket to buy milk and coffee?

b. Did my mother sent me to the supermarket to buy milk and coffee?

c. Does she send me to the supermarket to buy milk and coffee?

d. Did I send my mother to the supermarket to buy milk and coffee?

10. The students understand these skills very well.

a. Does he understand these skills very well?

b. Does the student understands these skills very well?

c. Do the students understand these skills very well?

d. Do the student understands these skills very well?


Page 28

______________________________________________________________________________

Match the following questions with their respective (correct and appropriate) answers.

11. Are you watching television at home?

12. Does the woman play tennis in the mornings?

13. Did the airplane arrive on time at the airport?

14. Is he answering the exam correctly?

a. No, he isn‘t.

b. No, he didn‘t.

c. Yes, I am.

d. Yes, I do.

e. No, she is not.

f. Yes, she does.

g. Yes, it did.

h. No, it isn‘t.

______________________________________________________________________________

Part 2 B. Writing Information questions in English

Directions: Read the sentences below carefully. Then choose the correct (and/or appropriate)

INFORMATION question based on the underlined information for each one.

15. The information came later in the afternoon.

a. How did the information come?

b. When did the information come?

c. Why did the information come?

d. Where did the information come from?

e. When does the information come?

16. The players were practicing the new techniques selected by their coach.

a. Where were the players practicing?

b. Why were the players practicing?

c. When did the coach select the practice?

d. What were the players practicing?

e. How many techniques were the players practicing?

17. All the schools closed their doors because of the government crisis.

a. When did all the schools close their doors?

b. How did all the schools close their doors?

c. Why did all the schools close their doors?

d. Did all the schools close their doors because of the government crisis?


Page 29

18. The economic government crisis has affected the emotional state of many Puerto Ricans.

a. What has the economic government crisis affect?

b. What has the economic government crisis affected?

c. What does the economic government crisis affected?

d. Who did affect the economic government crisis?

19. The children play basketball in the backyard.

a. Where the children play basketball?

b. When do the children play basketball?

c. Where does the children play basketball?

d. Where did the children do play basketball?

20. Puerto Rico is sponsoring the next Pan-American Tournament in the city of Mayaguez.

a. Who does Puerto Rico is sponsoring in the city of Mayaguez?

b. When is the next Pan-American Tournament in Puerto Rico?

c. Where is Puerto Rico sponsoring the next Pan-American Tournament?

d. Why is Puerto Rico sponsoring the next Pan-American Tournament in the city of

Mayaguez?

21. Teachers, supervisors, and school directors are evaluating the programs carefully.

a. Who evaluating are the programs carefully?

b. How are they evaluating the programs?

c. How do they evaluate the programs?

d. Are they evaluating the programs carefully?

22. The boy swam about 500 meters in the swimming pool.

a. How many meters did the boy swim in the swimming pool?

b. How many meters did the boy swam in the swimming pool?

c. How many meters does the boy swim in the swimming pool?

d. How many meters did the boy swimmed in the swimming pool?


Page 30

23. Women bought more books than men last year.

a. What did women buy more than men last year?

b. What women bought more than men last year?

c. Why does woman buy more books than men last year?

d. Who buy more books last year?

24. This exam is driving me crazy right now.

a. Who is driving me crazy right now?

b. What is driving me crazy right now?

c. Why is this exam driving me crazy right now?

d. Is this exam driving me crazy right now?

______________________________________________________________________________

Match the following questions with their respective (correct and appropriate) answers.

25. Where is the team playing tonight?

26. Why does the girl cry everyday?

27. When do we finish this semester?

28. What are the politicians doing right now?

a. No, they aren‘t.

b. Because she‘s sad.

c. In Cayey.

d. Very carefully.

e. Next week.

f. Yes, she does.

g. Absolutely nothing.

h. The next team.


Page 31

GENERAL REVIEW

In any language of the world or in any kind of communication process that exist, there are always going

to be only two kinds of questions possible: yes/no questions and information questions. All types of

conversations, under any circumstances, will have people asking and waiting for a yes or no response

or for some kind of information response in order to establish communication with others. There is no

other kind of question that one can ask. With this in mind, we must consider that one critical aspect of

learning a second language (in this case English) is to master effectively the proper construction of

yes/no questions and information questions in order to function successfully in both the spoken and

written language.

One important aspect that students cannot miss when making questions in English is the recognition of

the different persons in English (figure 1) since they require an exact subject-verb agreement in the

sentence in order to be syntactically correct.

English

SINGULAR

Indonesia English

PLURAL

Indonesia

1st

person I Saya 1st

WE Kami

2nd

person YOU Kamu 2nd

YOU Kalian

3rd

person HE, SHE, IT Dia (laki-laki,

perempuan), Dia

(benda/ binatang)

3rd

THEY Mereka

Notice how in the English language the 2nd

person singular, YOU, and the 2nd

person plural YOU are

practically the same and they will function in the same way for syntactical and structural purposes

although they represent different numbers.

Another consideration that you must pay particular attention to is that of recognizing the persons in a

sentence. Sometimes, students make mistakes when making a question by not understanding who or

what is the right subject of the sentence. Here is a list of helpful hints that you may need to know before

making a question!


Page 32

1. Help your thinking process by converting your subjects into pronouns: the beautiful lady =

she; the old car = it; the elephant =it; Mary and Carlos =they

2. Eliminate clauses to reveal the real subject –During Christmas last year, Dina went to Paris. In

this statement, the subject is Dina (she) after the initial clause.

3. Be aware of compound subjects (the conjunction and between names often means it is a

compound (plural) subject requiring a plural verb agreement).

a. a. My brothers and I = We

b. b. Mrs. Vega and her students = They

c. c. Karla, Martha and her brother =They

4. Be aware of special cases of plural nouns (men, women, children, fish, etc.)

5. Identify the noun in the noun phrase –the exhausted player of the Olympic team…

How does the 1-2-3-4-5 format works

With the use of this module, students will get acquainted with an easy and practical way to formulate

questions in English. This method is so handy and functional that no one can forget it afterwards. The

method is called the 1-2-3-4-5 format! This format arranges all questions (yes/no and information

questions) in any verb tense into a sequence of numbers. A number (from 1-5) is assigned to one

particular syntactic structure or part of the sentence in the following order.

1= interrogative expressions of information (Where, When, What, Why, How, Who,

How many, How much, and others)

2= interrogative expressions of yes/no questions

(Do, Does, Did, Am, Is, Are, Have, Has, Had, Will, Can, May, Should, others)

3= subject of the sentence (noun phrase –may include articles, adjectives, etc.)

4= main verb (verb phrase –one or more words)

5= sentence complements (direct object, indirect object, CC)


Page 33

This is how the format looks!

1 2 3 4 5

(information)

interrogative

expression

Yes/no

interrogative

expression

Subject of the

sentence (noun

phrase)

Main verb

(verb phrase)

Sentence

complements

Now, let‘s look at the previous statement inside the format box.

1 2 3 4 5

Luis works in a store.

Most sentences in English will fall in this format. The noun phrases, verb phrases, or, in most cases, the

sentence complements may be longer, but they will fit in this exact sequence 3-4-5 in a given sentence

most of the times.

In the same way, the format arranges the yes/no questions. (figure 2)

1 2 3 4 5

Does Luis work in a store.

Notice how the expression does fits perfectly in the number two spot to make the yes/no question and

then, the rest of the statement follows the format accordingly just like a normal sentence. Not all English

yes/no questions will begin with the expression does. This is just one example of the format! As you

move through the different units of content of the module, you will be able to recognize and practice the

different structures of several other kinds of sentences. Consequently, you have to be careful in making

the proper grammatical changes when necessary as they will be explained to you. Nevertheless, you

will notice that the 1-2-3-4-5 formula will always help you to remember how to keep your English syntax

correct at all times when making questions without any problems.


Page 34

Now, before we start with the first unit, let‘s look at the format one more time to see how it

accommodates the information question!

(figure3)

1 2 3 4 5

Where does Luis Work?

Notice how the interrogative expression where fits in the number one spot to make the information

question, followed by the expression does in number two, then Luis –the subject, in the third spot, and

then, work –the main verb, in its respective number four spot. In this instance, there‘s no information in

block five because it is precisely the information that is being asked –where. Remember…we will never

use these boxes when writing formally, but if you keep a mental picture of where to place each part of

the sentence, you can never go wrong! Now, it‘s time to begin your module; learn a lot and enjoy it!

A. The 1-2-3-4-5 format with the verb to be

Like in any language, there are many instances in which the verb to be is used for many reasons. In

these sentences the verb is called a linking verb or most commonly known by linguists as copula verbs.

In other words, these verbs do not carry or bring about any action on behalf of the subjects; they

indicate a state of being, a condition or a description of the subjects and not a performance. Most of the

times, the verb to be provides a description or a location for the subject. The 1-2-3-4-5 format applies

perfectly to all of these sentences whether they are in the simple present tense, simple past tense or in

future tense.


Page 35

Let‘s look at the following examples of sentences with the verb to be:

simple present simple past simple future

I am Indonesian.

You are a student.

She is beautiful.

We are tired.

You are intelligent.

They are at home.

I was a little child before.

You were very sick yesterday.

He was a rich man.

We were afraid last night.

You were lost.

They were in the classroom.

I will be famous someday.

You will be a father soon.

It will be cloudy tomorrow.

We will be professionals. You

will be there tonight.

They will be future stars.

When the verb to be is used in simple present and simple past sentences, students must be aware of

the variations of the verb depending on the persons (subject and verb agreement). As it shown on the

examples, in the simple present, the 1st

person singular I agrees with am, the 2nd

person singular YOU

agrees with are, the 3rd

person singular SHE, HE, and IT agree with is, and all the plural persons WE,

YOU, and THEY, agree with are as well.

In the simple past tense, however, there are only two changes: the 1st

per. sing. I, and the 3rd

per. sing.

he, she, and it agree with was, while all the other persons you, we, and they agree with were.

In the simple future tense, there are no changes at all, since all persons agree with will be.

This is important information, because if you want to use the 1-2-3-4-5 format effectively, you must

know how to identify the verb tense of the sentence and, therefore, you must recognize the proper

subject and verb agreement. In this case, the verb to be is always the main verb.


Page 36

Let‘s see how it looks! The first step is to place some of the sentences in the format box. Remember…

once you identify the subject of the sentence, then you place it in the 3rd

block!

1 2 3 4 5

I

He

They

am

was

will be

Indonesian.

a rich man.

future stars

Now comes the easy part. When you have to make a yes/no question with these sentences, all you

have to do is move the main verb (to be) to the number two spot and the other parts will stay in their

respective numbers. Don‘t forget to capitalize properly and to add the question mark (?) at the end! The

word I is always capitalized in English!

Here‘s how it looks.

1 2 3 4 5

am

was

will

I

He

They

be

Indonesian?

a rich man?

future stars?

Notice that in the case of the simple future tense, the auxiliary will takes the number two spot as the

yes/no interrogative expression, and be remains as the main verb in # 4. This is the same principle for

all verb phrases of two or more words as you will see in the next units of the module. Here are the

responses for these questions:

positive answer negative answer

Am I Indonesian? Yes, I am. No, I’m not.

Was he a rich man? Yes, he was. No, he wasn’t.

Will they be future stars? Yes, they will. No, they won’t.


Page 37

Let‘s look at the same example in the format box!

Line (a) sentence. Line (b) yes/no question. Line (c) information question.

1 2 3 4 5

a. I am Indonesian

b. Am I Indonesian?

c. What am I?

Notice that in the format, all syntactic structures remain in their respective spots with no alterations.

This is what you need remember always when writing questions. In this question the only answer

(information) that you can provide is the nationality Indonesian. In other examples, you can use other

interrogative expressions: how to ask for a condition (How is John? He’s sick.), where to ask for a

place or location (Where is Carmen? She is in her room.), or who to ask for an identity of someone or

something (Who is him? He is my cousin.) When is used to ask for a date or time, and why to ask for a

reason. The expressions how many and how much ask for quantities.

Well, this first lesson was very easy! And all the others are too! It‘s time for you to begin practicing with

the 1-2-3-4-5 format. In the following page, you have a series of practice exercises to assess your

knowledge of this first unit –sentences with the verb to be (am, is are, was, were).

Practice exercises: The 1-2-3-4-5 format with the verb to be

Exercise 1A :yes/no questions with the verb to be

Directions: In your notebook, or in a separate sheet of paper, write a correct yes/no question for the

following statements. Then, write the appropriate answer for each one.

1. The students from the IMT are very intelligent.

2. This first unit was really easy.

3. Mrs. González, the school director, was absent yesterday.

4. Tomorrow will be a hot day.

5. My mother and my father are in St. Thomas this week.

6. I am responsible, honest, and friendly.

7. Lisa‘s dog is her best friend.

8. Some professors were lost in the discussions.


Page 38

Exercise 1B : Information questions with the verb to be

Directions: Write a correct information question for the following statements based on the underlined

information.

1. Some classes are more complicated than others because of the content.

2. The 3101 students are in the English laboratory.

3. Maritza is a student from the University of Puerto Rico.

4. The package will be there tomorrow morning.

5. The weather will be cloudy and windy this weekend.

Exerice 1C: yes/no questions, information questions and responses with the verb to be

Directions: Match the questions with their respective answers.

1. Where is the blue car?

2. Is Sandra happy with her baby?

3. Were they confused with the lessons?

4. Where were they yesterday?

5. Who is that young lady?

6. Are you OK?

a. At the National Art Museum.

b. Yes, they were.

c. She‘s the new English professor. .

d. It‘s in the driveway.

e. No, they aren‘t

f. No, I‘m not

g. Yes, she is.

B. The 1-2-3-4-5 format with do and does (simple present)

Now that you know how to make questions with the verb to be, is time to move on to your next

lesson –the famous do and does! As you remember, the verb to be was useful to provide a

description, condition, or location of its subjects. But not all sentences will have a verb to be. There

are thousands of other sentences that will provide very important information about their subjects.

That important information is called action –this is the performance; what the subjects do. These

kind of sentences required action verbs such as: work, study, eat, dance, talk, watch, etc.

Like in Spanish, or in any other language, these action verbs change their grammatical

constructions depending on the verb tense (time –present, past, etc.), or depending on their

agreement with the subject. In this unit, you will practice with the simple present tense and its


Page 39

particular variation –the (s) form. Let‘s take a look at this group of sentences (all persons) in the

simple present tense. Remember the subject is always the third spot in the 1-2-3-4-5 format!

Persons 3 4 5

1st

sing. I work everyday.

2nd

sing. You work everyday.

3rd sing. She works everyday.

1st

plural We work everyday.

2nd

plural You work everyday.

3rd

plural They work everyday.

Notice how in all the persons the action verb work remains the same, except for the 3rd

person

singular which takes the (s) form –works. This is one special construction of the English language

that you have to remember very well. The 3rd

person singular (he, she, it) is always different with

the (S) form. Therefore, when you have to make yes/no questions and information questions in

English in the simple present tense, you must keep in mind this (s) difference.

Let‘s see how the 1-2-3-4-5 format works with the simple present tense! The first step is to place some

sentences in the format box. Remember… once you identify the subject of the sentence, then you

place it in the 3rd

block and the action verb in the 4th

block!

1 2 3 4 5

I

Carlos

Liz and Nancy

walk

writes

study

two miles on weekends.

very well.

at the IMT.


have to do is use the expressions do and does in the number two spot and the other parts will stay in

their respective numbers. The interrogative expression do is used for all the persons (I, you, we, they)


Page 40

except for the third person singular that takes the expression does. Don‘t forget to capitalize properly

and to add the question mark (?) at the end! The word I is always capitalized in English!


1 2 3 4 5

Do

I walk two miles on weekends.

Does

Carlos write

very well.

Do Liz and Nancy study at the IMT.

When does is used to begin questions, the verb keeps its basic form. There is no need to write the

(s) form in write because it is already marked in the interrogative expression does.

Here are the responses for these questions:

yes/no question positive answer negative answer

Do I walk two miles on weekends? Yes, I do. No, I don’t.

Does Carlos write very well? Yes, he does. No, he doesn’t.

Do Liz and Nancy study at the IMT? Yes, they do. No, they don’t.

As you may remember from the first unit, in English, you must finish the responses with the same

interrogative expressions that began the questions as it is shown above.

Don‘t forget that contractions are very common in English and particularly in negative expressions such

as don’t, doesn’t, isn’t, aren’t, wasn’t, etc.

The 1-2-3-4-5 format is very convenient and easy to remember with the information questions also.

Let‘s look at the same example in the format box!

Line (a) sentence. Line (b) yes/no question. Line (c) information question.


Page 41

1 2 3 4 5

a.

I

walk

two miles on weekends.

b.

Do

I

walk

two miles on weekends?

c. How many

miles

do I walk?

Sentences with action verbs could offer unlimited possibilities of information in the sentence

complements. For this reason, you will find a variety of information questions to be asked. Look at the

same sentence with different information and the possible information questions that you can ask.

I walk two miles with my friends on weekends because I want to stay in shape.

What do I do on weekends? I walk two miles…

With whom do I walk two miles on weekends? With my friends

When do I walk two miles? On weekends

Why do I walk two miles on weekends? To stay in shape

Practice exercises: The 1-2-3-4-5 format with do and does (simple present)

Exercise 1B: yes/no questions with do an does



1. Helen travels to Spain every summer.

2. Victor and Miguel play basketball at school every afternoon.

3. We need better computers in this laboratory.

4. Some professors teach their classes on line.

5. My sister and I take the bus to school every morning.

6. During the Holy Week recess, many students go to the beach.

7. Her dog eats bones, crackers, candy, and even ice cream!

8. He visits his mother on special days like Thanksgiving and Christmas.

no (S)

in verbs


Page 42

Exercise 2B : Information questions with do and does


information.

1. You work extra hours only because you want to.

2. Linda spends most of her free time speaking on her cel-phone.

3. My mother cooks rice and beans with fried chicken almost everyday.

4. The Governor of Puerto Rico lives in La Fortaleza building.

5. Hector and his fiends practice Tae-Kwon-Do in the evenings.

Exerice 3B: yes/no questions, information questions and responses with do and does


1. Where do you live?

2. How does she sing at school?

3. Do they travel by bus?

4. Does he know about Puerto Rico?

5. Why does Kim study so hard?

6. How much money do you need?

a. She does it very well.

b. A lot, I want to buy me a car.

c. No, he doesn‘t.

d. To pass the exam.

e. No, they don‘t.

f. No, I‘m not

g. In Humacao.

C. The 1-2-3-4-5 format with did (simple past)

Before you take a look at the format box, you must know one important aspect about action verbs

in the simple past. In the English language, verbs in their simple past tense are classified in two

categories: regular verbs and irregular verbs. Regular verbs form the past tense by adding the

suffixes –d or –ed at the end of the word. In this way, they keep the root of the word like in its basic

form (simple present). Look at the examples below that illustrate the simple present-simple past

conversion. REGULAR VERBS

play-played talk-talked dance-danced ask-asked need-needed

walk-walked wash-washed live-lived want-wanted study -studied


Page 43

On the contrary, irregular verbs form their past tense in many different ways but never with the

suffixes –d or –ed. Look at these examples of IRREGULAR VERBS!

eat –ate catch –caught see –saw throw –threw send –sent

go –went swim –swam break –broke think –thought write –wrote

However, when you have to make questions with the simple past tense it is very easy and it doesn‘t

matter if the verbs are either regular or irregular verbs. All you need to do is to recognize that the verb is

in the simple past tense. Let‘s look at the following sentences in the simple past tense.

I studied last night for my test. simple past regular verb

You traveled to Europe last month. simple past regular verb

She ate pizza and lasagna yesterday.. simple past irregular verb

We swam five miles across the lake. simple past irregular verb

They took the money from the chest. simple past irregular verb

Now let‘s put some sentences in the 1-2-3-4-5 format box.

1 2 3 4 5

I studied last night for my test.

She ate pizza and lasagna yesterday.

They took the money from the chest.


have to do is use the expressions did (to represent the past) in the number two spot and the other parts

will stay in their respective numbers. Then, the main verb in number four spot will change to its basic

form. In this case, the interrogative expression did is used for all the persons (I, you, she we, they).

Don‘t forget to capitalize properly and to add the question mark (?) at the end! The word I is always

capitalized in English!


Page 44


1 2 3 4 5

Did I study last night for my test?

Did she eat pizza and lasagna yesterday?

Did they take the money from the chest?

The answers to these questions follow the format accordingly.

Did I study last night for my test? Yes, I did. No, I don’t

Did she eat pizza and lasagna

yesterday?

Yes, she did No, she doesn’t

Did they take the money from the chest? Yes, they did. No, they didn’t.

.

Information questions are just as easy as yes or no/questions as you can see in the format below.

1 2 3 4 5 Answers

When did I study for my test? Last night

What did she eat yesterday? Pizza and …

What did they take from the chest? The money

Notice that 1-2-3-4-5 format remains the same for all situations. The grammatical structures that

change are the yes/no interrogative expressions and the verb constructions depending on the verb

tenses.

.

verb in basic form

did for all

persons, no

exceptions


Page 45

You must not forget this part! Students might think that a question like –What she eat yesterday? is

logical and grammatically correct. But by omitting the interrogative expressions on the number two spot

(do, does, did, etc.), the question is not grammatically correct. Remember that although these incorrect

expressions are acceptable in informal and casual situations, they become embarrassing and

discomforting in formal written works.

Last but not least, remember to change the verb to its basic form –especially the irregular verbs that

sometimes are confusing!

Practice Exercises: The 1-2-3-4-5 Format with did (simple past)

REMINDER: Check with the document of verb tenses (regular and irregular) for better

understanding of this exercise.

Exercise 1C: yes/no questions with did



1. Hugo found a baseball.

2. Alex, Yanitza, and Nelly presented their oral report on time.

3. They studied very hard for the College Board Exam.

4. During the practice, some players interrupted their coach.

5. The little kid broke the window with the basketball.

6. The TV showed the latest news.

7. Last summer, my brother and I went to Disney World.

8. Brenda thought about all her friends.

Exercise 2C: Information questions with did


information.

1. You washed your car last Saturday.

2. Roberto ran a 10k marathon last year.

3. My parents gave me a gift because I did good at school.

4. The wind blew harder yesterday.

5. Kathy cleaned her CDs in her room.


Page 46

Exerice 3C: yes/no questions, information questions and responses with did


1. Where did you go last summer?

2. Why did she write on her book?

3. Did he find the house?

4. When did they enter IMT?

5. Did Mónica practice last week?

6. What did Martha bring to the party?

a. In Humacao

b. Yes, she did.

c. A lot of things.

d. I went to Jamaica.

e. Because she didn‘t have a notebook.

f. No, he didn‘t.

g. Last semester

D. The 1-2-3-4-5 format with progressive (continuous) tenses

present and past progressive

In this unit, you will learn how to make questions with another very common verb tense that is used in

most conversations. These verbs, called the progressive or continuous tenses, are the ones that

provide a continuous action or an action that is (or was) in progress –action that is not finished. These

verb tenses are made up by the combination of an auxiliary verb to be + a main verb ending with the

suffix –ing.

In unit one, you learn about the subject and verb agreement between the persons and the verb to be,

so you shouldn‘t have any problems in recognizing them in the progressive tenses! Here are some

examples with both the present progressive and past progressive:

PRESENT PROGRESSIVE

I am working today.

You are singing right now.

She is dancing everyday.

We are watching the news.

They are preparing the luggage.

PAST PROGRESSIVE

I was working yesterday.

You were singing last night.

She was dancing last weekend.

We were watching the news.

They were preparing the luggage.


Page 47

Notice that the main verb remains the same (ing ending) for all the persons with no exceptions. The

only structure that changes is the auxiliary verb to be according to the respective person concurrence.

Later on, you will learn more about the structure and function of auxiliary verbs. One thing that is very

helpful to recognize a verb tense is the time markers –those expressions such as right now, yesterday,

everyday, last summer, etc. First, let‘s see some sentences in the format!

1 2 3 4 5

My friends and I were listening to the lecture yesterday.

The professor was correcting the papers carefully.

Cats and dogs are running all over the house.

Now, to make yes/no questions with the progressive tenses using the 1-2-3-4-5 format is very simple.

All you have to do is move the auxiliary verb to be to the number two spot as the yes/no interrogative

expression. All the other parts of the sentences will fall in their respective numbers. In these questions,

the main verb does not change its structure –it remains exactly as it is with the –ing suffix ending in all

persons.

Here is how it looks!

1 2 3 4 5

Am I working too hard nowadays?

Is he participating in a competition?

Are you and I considering our options?

Was the girl jumping in the river?

Were they playing with your friends

One aspect that you must not confuse is the function of the verb to be. In unit one, the verb to be was

the main verb of the sentence indicating a description, location, or condition of the subjects. In this

case, the verb to be is only an auxiliary verb that establishes the time for the main verb, which in turn,

indicates that the action is in progress with the –ing ending.

By this time in the module, you should know how to make information questions already. There is no

difference with the progressive tenses as you can see in the chart below.

No

changes


Page 48

1 2 3 4 5 Answers

How Am I working nowadays? Too hard.

In what Is he participating? In a competition

What Are you and I considering? Our options.

Where Was the girl jumping? In the river.

With

whom

Were they playing? with your friends.

In the second example, you can see that the interrogative expression what was modified to in what in

order to ask the question properly. You can make as many necessary adjustments and modifications as

you want as long as you keep the interrogative expression in the number one spot. Notice how

sometimes you can have more information, or no information at all, in the number five spot depending

on the question being asked. In a given conversation, you can ask for any type of information.

Therefore, you should have the right interrogative expression for each one.

Practice Exercises–progressive tenses

Exercise 1D: yes/no questions with present and past progressive tenses (ing)



1. The boys and girls are playing in the back yard.

2. Many students were paying attention to the news.

3. I was driving to Humacao, when the rain began.

4. My mother is cooking a delicious meal right now.

5. The weather is changing very rapidly nowadays.

6. The baseball team was showing some signs of fatigue.

7. Students from last year are receiving more benefits than us.

8. The candidate is looking for better opportunities to excel.

9. All of us are waiting for the bus.

10. Diana is thinking about getting a new job.

Exercise 2D: Information questions with progressive tenses


information.


Page 49

1. Luis is playing video games during lunch time with his friends.

2. This exercise is complicating my life right now.

3. Raquel was visiting Ponce last weekend with her family.

4. Christian and Raul were drinking beers at the party last Sunday.

5. We are taking a break to rest a little bit.

6. My dog is eating everything that he finds loose around the house.

7. She was answering the phone when you showed up at her house.

8. The cars are moving slowly down the avenue.

E. The 1-2-3-4-5 format with perfect tenses (have, has, and had)

Another verb tense that is used frequently in conversations is the perfect tense. This verb tense

indicates that an action has been completed over an extended period of time. Notice how in the

statement –She has worked all day (present perfect tense), the verb phrase has worked shows an

action that has already taken place during the whole day.

As you may remember from previous units, the third person singular (he, she, it) always shows a

difference in its verb construction. Therefore, in the present perfect tense, all persons need the auxiliary

verb have, except for the 3rd

p. singular that needs has. It is very similar to the do-does pattern. One

important aspect that you need to know is to identify the verb in its correct past participle (PP) form. In

regular verbs, the (PP) is the same construction as the past tense-worked –worked, but in irregular

verbs, there are many differences between the past and the (PP) form like in eat-eaten, swam-swum,

broke-broken, went-gone, etc.

No matter the construction of the verb phrase, the 1-2-3-4-5 format applies in the same way. Let‘s look

at few sentences with the present and past perfect tenses in the box.

As always, place your subject in number three, and the complete verb phrase goes in number four!

1 2 3 4 5

I have eaten in many restaurants.

He has participated in most of the events.

They had taken that test before.


Page 50

The construction of the verb phrases in these sentences follow the same pattern as in the progressive

tenses (unit four) where there was an auxiliary verb and a main verb in the verb phrase. For this

reason, you must follow the same pattern when formulating yes/no questions.

1 2 3 4 5

Have I eaten in many restaurants?

Has He participated in most of the events?

Had They taken that test before?

In this case, you move the auxiliary verb (have, has, or had) to the number two slot as the yes/no

interrogative expression and everything else stays in its respective place. You must not forget to write

the question mark at the end and, like in the progressive tenses, you keep your main verb (number

four) the way it is –you do not need to change the past participle form! Remember that in this sentences

the verbs have, has, had are functioning as auxiliary verbs and not as the main verb. You might find a

sentence like the following:

The answers for these questions will also follow all previous formats.

Yes/no question positive response negative response

Have I eaten in many restaurants? Yes, I have. No, I haven‘t.

Has he participated in most of the events? Yes, he has. No, he hasn‘t.

Had they taken that test before? Yes, they had. No, they hadn‘t.

Remember that these answers are useful for formal contexts such as written academic works and

talk, job interviews and the professional environment, or in contexts where politeness and courtesy

manners are expected. As result, in normal and casual conversations, you won‘t hear often people

expressing themselves with such formality when answering. To make information questions with the

perfect tenses (present perfect and past perfect) you will follow the same steps as before.

1 2 3 4 5 answers

Where have you been all day? At school.

Why has it rained so much lately? It‘s a cold front.

What had they done last month? Nothing really.

How have you lived in such conditions? I have survived.

How many hours has she spent there alone? About two hours.

Past participle

form

Keep verbs in

past participle


Page 51

You will place the information interrogative expression (or phrase if necessary) in the number one

spot, the auxiliary verb follows in number two and everything else stays in place. Make sure to leave

the verb in the past participle as shown in the table above. Notice that in the last question –how

many hours , the complete phrase was inserted in number one block without affecting or altering the

1-2-3-4-5 format!

Congratulations! You have finished the present perfect tenses lesson! It‘s time to work with your

practice exercises to see how much have you learned so far!

Practice exercises:

UNIT FIVE Present perfect tenses (have, has, and had)

Exercise 1E: yes/no questions with present and past perfect tense (have, has, had)



1. Francisco has finished his second year at IMT just in time.

2. Many countries around the world had voted against the proposal.

3. You have had a lot of problems lately!

4. Cinthia has answered all the exercises correctly.

5. We have slept all day long without any preoccupations.

Exercise 2E: Information questions with perfect tenses


information.

1. The children have played more video games today than yesterday.

2. Your uncle has traveled five times to Italy this year.

3. The professor and the students had decided to cancel the class because of the weather.

4. Today, I have eaten three slices of pizza, one sandwich, and two doughnuts.

5. Liza and her friends have vacationed in Las Vegas many times.


Page 52

Exercise 3E: yes/no questions and information questions with perfect tenses

Directions: Read the following set of questions and answers and determine if they are written properly

by writing the letter (c) if you consider they are correct, or the letter (I), if you consider they are

incorrect. Read carefully!

1. Where have Carlos works during the summer? He has worked at a gas station.

2. Have you seen that movie before? Yes, I did.

3. Why has she cried so much all night? Because she is sad.

4. When had you go to Orlando with your family? I went there last year.

5. Has she ever considered an offer like that one? No, she hasn‘t.

6. How many times have you had so many classes like this semester? Never.

7. Have they washing the car yesterday? No, they weren‘t.

8. Where have you been all day? I have been everywhere.

F. The 1-2-3-4-5 format with will and other modal or auxiliary verbs

In the very first unit of this module, you were introduced to the future tense of the verb to be –I will be a

professional someday. If you remember, to make a yes/no question in these cases, all you had to do

was to move the auxiliary verb will to the number two spot as the interrogative expression leaving

everything else in the statement exactly like it is –Will I be a professional someday? The main verb

remains in its basic form without any grammatical alterations.

Now in this last unit, you will see that the same pattern applies in the same way in both yes/no

questions and information questions when we use the 1-2-3-4-5 format for the future tenses

constructions. Let‘s take a look!

tense sentence 1 2 3 4 5

Simple future I will study next week When Will

will

I

I

study

study?

next

week?

Future

progressive

I will be studying all

night.

When Will

will

I

I

be studying

be

studying?

all night?


Page 53

* The future perfect and the future perfect progressive forms are rarely used in questions since the

future progressive tense basically covers these particular time frames.

This pattern of placing the auxiliary verb as the yes/no interrogative expression (number two) is also

applied for all the modal auxiliaries. The modal auxiliaries are those expressions used in the language

to modify the main verb‘s mode or condition. Let‘s take the following examples of sentences:

He plays baseball with my friends.

He will play baseball with his friends.

He can play baseball with my friends.

He must play baseball with my friends

He should play baseball with his friends.

He may play baseball with his friends.

When you have to make yes/no questions with sentences that use any kind of auxiliary verbs such as

will, can, may, should, must, the verb to be, or others, you will always place this auxiliary verb in the

number two spot as the yes /no interrogative expression and let the sentence continue its way. Always

remember that in these cases the main verb will keep its basic form –that is no (S) forms, no (d, ed)

past forms, no (ing) progressive forms, and no (PP) past participle forms.

Here are some examples!

1 2 3 4 5

Should we stop right now?

Can you take the exam tomorrow?

May I go to the bathroom?

The answers for these questions follow the same patterns studied before by ending with the same

expression used in the question –a touch of formality:

Yes, we should. No, we shouldn’t. Yes, I can. No, I can’t.

Information questions with auxiliary verbs will also follow the format in the same way as it shown in the

table below.

1 2 3 4 5 Answers

When should we stop ? right now

What can you take tomorrow? the exam

Where may I go? to the bathroom


Page 54

The modals (often referred to as verb auxiliaries) serve various and distinct functions in a sentence.

Sometimes, they may convey a message of present or future possibility (can, may, might, could), on

other occasions they can express an ability –past (could) or present (can), and they could also have

other functions as well.

Practice Exercises:

Exercise 1 E

Directions: Write a yes/no question for each of the following sentences. Then, write an appropriate

response for each one.

1. The mother must take her daughter to the doctor right away.

2. Some fashion models will sacrifice their appetite to stay in shape.

3. They should change their way of thinking before is too late.

4. My friends can give me whatever they want for my birthday party.

5. I could prepare dinner tonight for all of us.

6. We can run ten miles a day without getting tired!

7. I will remember this module for the rest of my life.

Exercise 2 E

Directions: Write an information question for the following sentences based on the underlined

information.

1. At the park, we can rent bicycles, skates, go-carts, and many other things.

2. Diana and Norma should participate more in class because they are very quiet.

3. I must reduce my socializing time in order to improve my grades.

4. Several students from UPRH could sing tonight at the concert.

5. I must talk to him peacefully.

6. Ramón can swim five to six miles everyday.

7. You should bring the hot dogs and the ketchup for tomorrow‘s party!

8. Roxanna must pay better attention to class because she doesn‘t understand the material well.

9. The chef will cook lasagna for all his friends this weekend.


Page 55

The negative form and other considerations when writing yes/no questions and information

questions in English.

Throughout the module, you have seen that responses to yes/no questions could either be positive or

negative responses. The negative responses simply carry the not expression at the end like in cannot,

am not, do not, did not, does not, are not, has not, will not, was not, etc. In order to facilitate the

communication process (both written and spoken), the English language relies on contractions

(mentioned in unit one) to construct the negative forms such as can’t, shouldn’t, doesn’t, won’t, didn’t,

don’t, isn’t, weren’t, etc.

In the same way, when you have to make questions in the negative form, you will simply add the

expression not next to the interrogative expression as illustrated below:

Do you have a boyfriend? Yes, I do. No, I don’t.

Don’t you have a boyfriend? Yes, I do. No, I don’t.

Are they painting the house right now?

Aren’t they painting the house right now?

The format is the same for all tenses and situations. Notice that this negative expression, whether in the

contraction form or separated, will always be placed in the number two position of the 1-2-3-4-5 format

along with the interrogative expression. When the questions are formulated in the negative form, the

responses will be either positive or negative just as if they were formulated in positive.

There are many other verb tenses and/or grammatical situations that were not covered in this module

because of their complexity (present perfect progressive, future perfect progressive, passive voice,

subjunctive mode, clauses, and others) and because they are not as common as the ones that you

studied. However, if you apply the principles and order of the 1-2-3-4-5 format, you will find out that it

applies and fits perfectly to all instances. The only variations will be the number of words used in each

block. For example, take a look at a sentence in the present perfect progressive.


Page 56

They have been playing under the sun since ten o’clock.

Once you identify that the verb phrase is composed of three words (have been playing), you

immediately find the auxiliary verb (have). Then, you know how simple it gets! You place it in the

second block and everything else falls in place. The same ordeal applies to the information question.

1 2 3 4 5

They have been playing under the sun…

Have they been playing under the sun…

Where have they been playing?

In all instances, when you identify the auxiliary verb in the verb phrase of the sentence, if you

remember the positions in the format, you should never go wrong about formulating questions in

English.

Verb phrase


Page 57

POST TEST

PART I . Matching Exercise

Directions: Match the questions from column A with their correct responses on column B

Read carefully! You have examples from all the units!

COLUMN A

Yes/no questions and information questions

COLUMN B

responses

1. Where are you from? a. Yesterday afternoon.

2. Have they seen that commercial before? b. Yes, they have.

3. Does she take care of her little brothers at night? c. At my neighbor‘s house.

4. Will Frank and Jessica go with us to the party? d. Yes, it has.

5. What did he say about that? e. Because the bus is late.

6. Do they think they are better than anybody else? f. About three hours.

7. When were they swimming? g. No, she didn‘t.

8. Did Karla bring her materials for the class? h. Yes, they are.

9. Is the professor checking attendance right now? i. She‘s very sad.

10. Has the weather changed lately? j. I‘m from San Juan.

11. Why are we waiting here for so long? k. No, we shouldn‘t.

12. Are they Americans? l. Yes, it does.

13. How many hours did you spend shopping? m. He said nothing.

14. Should we call the police right now? n. Yes, she was.

15. Are you taking your medicines everyday? o. Yes, they do.

16. How is she feeling about this situation? p. No, it isn‘t.

17. Was Nancy visiting her parents last week? q. No, she doesn‘t.

18. Where am I playing baseball on weekends? r. Yes, I am.

19. Does the package include the batteries also? s. Yes, he is.

20. Is this the last exercise of this module? t. No, they won‘t.


Page 58

CHAPTER 3

PASSIVE VOICE

Objectives: Students are expected to be able to use passive voice in the form of positive,

negative, and interrogative sentence and apply it correctly.

How the passive is formed:

SUBJECT FORM OF TO BE +

3rd FORM ADVERB, ...

The room is cleaned every day.

They are sold as pets.

A lot of guests are invited to a party.

SIMPLE PRESENT


Page 59

Put an active sentence into a passive one:

Subject Verb Object

Active: Bats eat insects.

Passive: Insects are eaten by bats.

Subject Verb by Agent

SIMPLE PAST

Subject Verb Object

Active: Tom saw the

burglars

Passive: The burglars were seen by Tom

Subject Verb by Agent

Subject of the active sentence → Agent of the passive sentence

Object of the active sentence → Subject of the passive sentence


Page 60

Tenses:

Tense Active Passive (form of to be + 3rd form)

Present tense invite / see am / is / are invited / seen

Past tense invited / saw was / were invited / seen

Future tense will invite / see will be invited / seen

Present perfect tense have / has invited / seen have / has been invited / seen

Past perfect tense had invited / seen had been invited / seen

EXERCISE 1

Put the sentences into passive voice.

1. They built these houses in 1902. (____________________________________________________)

2. She bakes a cake every Sunday. (____________________________________________________)

3. He broke the vase yesterday. (____________________________________________________)

4. I clean the shoes every Friday. (____________________________________________________)

5. We wrote the exercise an hour ago. (_________________________________________________)

6. They use this road very often. (____________________________________________________)

7. Thieves stole his car. (____________________________________________________)

8. They cancelled all the flights. (____________________________________________________)

9. Brian told the truth. (____________________________________________________)

10. She always loads the dishwasher. (__________________________________________________)

11. He sometimes does the shopping. (__________________________________________________)

12. The ambulance took Peter to hospital. (_______________________________________________)


Page 61

EXERCISE 2

1. He ________________ (offer) a new job last week.

2. The bridge________________ (blow off) yesterday.

3. This novel ___________________ (write) by Hemingway.

4. Flies___________________ (catch) by spiders.

5. All the trees___________________ (cut) down yesterday.

6. We_____________________ (tell) to go home now.

7. Their purse ________________________ (steal) yesterday night in the disco.

8. Rain_____________________________ (hold) up by fog.

9. He ____________________ (throw) out of the bar a week ago.

10. Pigs______________________ (use) to find truffles.

11. The old theatre __________________ (reopen) last Friday.

12. She _________________ (ask) about the accident by the police yesterday.

13. Rotten eggs_____________________(throw) at him last month in Bristol.

14. Mice ________________________ (catch) by cats.

15. I _____________________ (often / ask) for her address.


Page 62

EXERCISE 3

1. English ________________________ (speak) all over the world. (Present tense)

2. This quarrel _________________________ (forget) in a few years' time. (Future tense)

3. My pencil case__________________________(steal). (Present perfect)

4. We_________________________________ (never / beat) at badminton. (Present perfect)

5. This shirt _____________________________(make) in France. (Past tense)

6. The dogs __________________________ (keep) in house. (Present tense)

7. Her new book ________________________ (publish) next month. (Future tense)

8. Milk __________________________(use) to make butter and cheese. (Present tense)

9. They _______________________________ (take) to school. (Past tense)

10. Not a sound___________________________ (hear). (Past tense)

11. Some ink ___________________________ (spill) on the carpet. (Present perfect)

12. The thieves ___________________________ (arrest) by the police. (Past tense)

13. The homework_____________________________ (correct) by the teacher. (Future tense)

14. Her ring ___________________________ (find) under the bed. (Past tense)

15. I _____________________________ (offer) an interesting job. (Past tense)


Page 63

EXERCISE 4

Use the personal pronoun to start the sentence!

1. He has lent her the umbrella. (___She has been lent the umbrella by him _____________)

2. He gave me a good advice. (_____________________________________________________)

3. Dad promised us some money. (_____________________________________________________)

4. They'll give him a reward. (_______________________________________________________)

5. He told me the whole story. (____________________________________________________)

6. They have sent her the bill. (______________________________________________________)

7. She'll show us the way. (_______________________________________________________)

8. He has paid her a lot of money. (__________________________________________________)

9. Peter wrote it down correctly. (___________________________________________________)

10. Noise kept him awake. (______________________________________________________)

11. Dad sometimes takes me to the station. (______________________________________________)

12. She'll give me his address. (___________________________________________________)


Page 64

EXERCISE 5

1. He usually buys the tickets. (____________________________________________________)

2. We booked the flights. (____________________________________________________)

3. He opened the bottle easily. (____________________________________________________)

4. She cleans my shoes. (____________________________________________________)

5. They arrested the burglars. (____________________________________________________)

6. He wrote the note. (____________________________________________________)

7. They washed the car. (____________________________________________________)

8. She found the key. (____________________________________________________)

9. He sold his coin collection. (____________________________________________________)

10. We started a new system. (____________________________________________________)

11. Someone stole his car. (____________________________________________________)

12. They used the towels. (____________________________________________________)

13. We turned on the TV. (____________________________________________________)

14. She served tea at 4. (____________________________________________________)

15. The rain flooded the camp. (____________________________________________________)


Page 65

EXERCISE 6

1. Paul __________________________________ (send) to prison. (Future tense)

2. My brother___________________________________ (just beat) in the race. (Present perfect)

3. He _____________________________________ (tell) to wait outside. (Past tense)

4. I________________________________ (not pay) for the work. (Past tense)

5. Policemen_________________________________ (often ask) for the way. (Present tense)

6. They lawn___________________________________(cut) once a week. (Present tense)

7. We ____________________________ (ask) by the police. (Future tense)

8. The towels _______________________________ (not use). (Past tense)

9. He _________________________________ (not sell) the jewels. (Present perfect)

10. They___________________________________ (teach) French. (Present tense)

11. The fire brigade ________________________________ (phone) soon after the fire broke out.

(Past perfect)

12. You ____________________________ (laugh) at if you talk such nonsense. (Future tense)

13. All the fruits ___________________________ (eat up) by the guests. (Past tense)

14. The letter _______________________________(answer) tomorrow. (Future tense)

15. Stamps ___________________________ (sell) here. (Present tense)


Page 66

EXERCISE 7

Please put the correct passive form in the blank.

1. Many people begin new projects in January.

New projects __________________________________by many people in January.

2. They called the customers yesterday afternoon.

The customers ______________________________________yesterday afternoon.

3. We will give you a discount if you buy 100.

A discount _____________________________________ if you buy 100.

4. I have improved the presentation.

The presentation ___________________________________.

5. The president of the company is listening to his proposal.

His proposal ____________________________ to by the president of the company.

6. We have produced paper products since 1994.

Paper products ___________________________here since 1994.

7. All employees will read the memo.

The memo _____________________________by all employees.

8. My colleague sold the last one yesterday.

The last one _________________________________yesterday.

9. At this moment our boss is speaking to Sarah about always arriving late.

At this moment Sarah ______________________________to about always arriving late.

10. Many hospitals use our samples.

Our samples __________________________________by many hospitals.


Page 67

EXERCISE 8

Find the passive voice from this text. Then, describe the other company‘s profile using passive voice.

PT. Indonusa Telemedia (limited company) was established on May 7, 1997 by PT. Telekomunikasi

Indonesia, Tbk, PT. Datakom Asia, PT. Rajawali Citra Televisi Indonesia, and PT. Telekomindo

Primabhakti c.q. PT. Megacell Media with the share composition around 20%-30% each. The

company is engaged in service provision of Pay TV Cable spread in 5 cities (Jakarta, Bandung,

Semarang, Surabaya and Denpasar) and Pay TV Satellite nationwide and also internet service. The

company has started its operation since December 1999.

In May 2003, there was a change of ownership in which TELKOM had majority of share at 65,76%

and at this time that the company brand image ―TELKOMVision‖ was introduced. PT. TELKOM

continued to take acquisition process to the shares of PT. RCTI and PT. Megacell so that TELKOM

ownership was 95,68% in 2005 and that TELKOM started to seriously develop Telkomvision as one

of TELKOM strategic portfolio.

In 2006 the company restructuring was made by increasing the capital to make TELKOMVision

finance much sounder and also the change of organizers to be more suitable to the business

environment so as to be able to cope with and pursue other competitors who have made their

expansion in the business of media, entertainment and internet.

Along with technological development and changes in business environment, many more Pay TV

operators, with domestic and foreign investors, running their business in Indonesia signing the

beginning of competitive era in the business of media, entertainment and internet. The government

as the regulator has issued the UU (Law) No. 36 of 1999 on Telecommunications and the UU (Law)

No. 32 of 2002 on Broadcasting as a guide to run the business of media, entertainment and

telecommunications in Indonesia.


Page 68

The change of the regulation is a good moment for TELKOMVision to be able to improve

themselves in attaining much bigger opportunity in the media industry and telecommunications

services. This is in line with the telecommunications development that is directed to the convergence

of media technology and entertainment aiming at T I M E (Telecommunication, Information,

Multimedia and Entertainment) business management.

With the development in the media, entertainment and telecommunications services industry,

TELKOMVision, in cooperation with PT. TELKOM, DVB-H (Digital Video Broadcasting Handheld),

DVB-T (Digital Video Broadcasting Terrestrial), MMDS (Multi-channel Multipoint Distribution

Service), plans to continuously develop new products such as IPTV (Internet Protokol Television)

and with TELKOMSEL (3G) in cooperation of content distribution. Development of this product is the

realized commitment of TELKOMVision to meet the market demand.

In July 2007, TELKOMVision launched its first Pre-paid Pay TV service in Indonesia by making

upgrade to the Head End DTH, Change of LOGO and new Tagline with the motto “Ini Baru Beda“

(=This is different). The Pre-paid system enables the subscribers have freedom in enjoying the TV

shows with their own choice and affordable price.

By availability of infrastructure fully supported by majority shareholder, that is, PT. TELKOM as the

owner of 98,75% share in TELKOMVision and synergy of Telkom group and also good cooperation

with Content Provider, it is sure that TELKOMVision is able to give the best contribution to the

stakeholders. (Taken from www. Telkom.co.id)


Page 69

CHAPTER 4

SENTENCE

Objectives: Students are expected to be able to recognize Subject and Verb in a sentence, and

also make subject agree with its verb.

Our definition of a sentence earlier in the book stated that a sentence is an expression of a complete

thought and contains a subject, verb, and ending punctuation. A sentence may also have more than

one subject and more than one verb.

Review the following paragraph.

Exercise 1

Read the following paragraph and circle the subject(s) and verb(s) in each sentence. Then write by

each circled word an S for subject or V for verb.

Jenhua is a high school student at the Tongnae women‘s college. She lives in Pusan, but she was born

in a small town near Daegu. She lives with her father and mother. She has one brother and one sister.

Her brother is a doctor, and her sister studies English literature at Pusan University of Foreign

Languages. Jenhua wants to go to Korea university. She enjoys studying, and she also likes working

out at the gym.


Page 70

Exercise 2

Write an S or V where the question marks are to tell what is missing. Then write the missing words next

to the question marks.

Hospitals ? _______ places where people go when they are very sick.

People ? _______ there also when they have been hurt or injured in

an accident. ? _______ can be expensive unless you have insurance.

Most ? _______ hope they never have to go to a hospital.

Sentence Structure:

As stated in the previous section, some of the most simple sentences you will write will use the verb

‗be‘. Be connects or links the subject to more than just nouns, as in the previous exercise, but also to

an adjective or a place. On the previous pages we practiced writing with be, now we will practice using

it in the negative form.

Exercise 3

Write sentences with the words below. Use the correct form of be.

1. I / be / not / at school

________________________________________________________

2. you / be / a student

_______________________________________________________


Page 71

3. the students / be / not/ in class

________________________________________________________

4. my office / be / the 3rd floor / on

________________________________________________________

5. frogs / be / not / fish

_______________________________________________________

6. Dr. Park and I / be / friends

________________________________________________________

7. I / be / student / good / a

________________________________________________________

8. we / be / hungry

________________________________________________________

Exercise 4

Rewrite the following sentences. If possible, change all the nouns in parentheses to the plural form.

Complete the sentences with the correct form of the verb. You should use the simple present tense and

correct capitalization and punctuation.

1. the (woman) (be) smart

________________________________________________________

2. his (teeth) (be) white

________________________________________________________

3. the (child) (have) a (toy)

________________________________________________________

4. his (car) (be) expensive

________________________________________________________

5. the (air) (be) dirty in the big (city)

________________________________________________________

6. the (hotel) (be) outside the city

________________________________________________________


Page 72

SUBJECT AND VERB AGREEMENT

Basic Rule

The basic rule states that a singular subject takes a singular verb, while a plural subject takes a plural verb.

NOTE: The trick is in knowing whether the subject is singular or plural. The next trick is recognizing a singular or plural verb.

Hint: Verbs do not form their plurals by adding an s as nouns do. In order to determine which verb is singular and which one is plural, think of which verb you would use with he or she and which verb you would use with they.

Example: talks, talk Which one is the singular form? Which word would you use with he? We say, "He talks." Therefore, talks is singular. We say, "They talk." Therefore, talk is plural.

Rule 1

Two singular subjects connected by or or nor require a singular verb.

Example: My aunt or my uncle is arriving by train today.

Rule 2

Two singular subjects connected by either/or or neither/nor require a singular verb as in Rule 1.

Examples: Neither Juan nor Carmen is available. Either Kiana or Casey is helping today with stage decorations.


Page 73

Rule 3

When I is one of the two subjects connected by either/or or neither/nor, put it second and follow it with the singular verb am.

Example: Neither she nor I am going to the festival.

Rule 4

When a singular subject is connected by or or nor to a plural subject, put the plural subject last and use a plural verb.

Example: The serving bowl or the plates go on that shelf.

Rule 5

When a singular and plural subject are connected by either/or or neither/nor, put the plural subject last and use a plural verb.

Example: Neither Jenny nor the others are available.

Rule 6

As a general rule, use a plural verb with two or more subjects when they are connected by and.

Example: A car and a bike are my means of transportation.


Page 74

Rule 7

Sometimes the subject is separated from the verb by words such as along with, as well as, besides, or not. Ignore these expressions when determining whether to use a singular or plural verb.

Examples: The politician, along with the newsmen, is expected shortly. Excitement, as well as nervousness, is the cause of her shaking.

Rule 8

The pronouns each, everyone, every one, everybody, anyone, anybody, someone, and somebody are singular and require singular verbs. Do not be misled by what follows of.

Examples: Each of the girls sings well. Every one of the cakes is gone.

NOTE: Everyone is one word when it means everybody. Every one is two words when the meaning is each one.


Page 75

Rule 9

With words that indicate portions—percent, fraction, part, majority, some, all, none, remainder, and so forth —look at the noun in your of phrase (object of the preposition) to determine whether to use a singular or plural verb. If the object of the preposition is singular, use a singular verb. If the object of the preposition is plural, use a plural verb.

Examples: Fifty percent of the pie has disappeared. Pie is the object of the preposition of. Fifty percent of the pies have disappeared. Pies is the object of the preposition. One-third of the city is unemployed. One-third of the people are unemployed.

NOTE: Hyphenate all spelled-out fractions.

All of the pie is gone. All of the pies are gone. Some of the pie is missing. Some of the pies are missing. None of the garbage was picked up. None of the sentences were punctuated correctly. Of all her books, none have sold as well as the first one.

NOTE: Apparently, the SAT testing service considers none as a singular word only. However, according to Merriam Webster's Dictionary of English Usage, "Clearly none has been both singular and plural since Old English and still is. The notion that it is singular only is a myth of unknown origin that appears to have arisen in the 19th century. If in context it seems like a singular to you, use a singular verb; if it seems like a plural, use a plural verb. Both are acceptable beyond serious criticism" (p. 664).

Rule 10

The expression the number is followed by a singular verb while the expression a number is followed by a plural verb.

Examples: The number of people we need to hire is thirteen. A number of people have written in about this subject.


Page 76

Rule 11

When either and neither are subjects, they always take singular verbs.

Examples: Neither of them is available to speak right now. Either of us is capable of doing the job.

Rule 12

The words here and there have generally been labeled as adverbs even though they indicate place. In sentences beginning with here or there, the subject follows the verb.

Examples: There are four hurdles to jump. There is a high hurdle to jump.

Rule 13

Use a singular verb with sums of money or periods of time.

Examples: Ten dollars is a high price to pay. Five years is the maximum sentence for that offense.

Rule 14

Sometimes the pronoun who, that, or which is the subject of a verb in the middle of the sentence. The pronouns who, that, and which become singular or plural according to the noun directly in front of them. So, if that noun is singular, use a singular verb. If it is plural, use a plural verb.

Examples: Salma is the scientist who writes/write the reports. The word in front of who is scientist, which is singular. Therefore, use the singular verb writes. He is one of the men who does/do the work. The word in front of who is men, which is plural. Therefore, use the plural verb do.


Page 77

Rule 15

Collective nouns such as team and staff may be either singular or plural depending on their use in the sentence.

Examples: The staff is in a meeting. Staff is acting as a unit here. The staff are in disagreement about the findings. The staff are acting as separate individuals in this example. The sentence would read even better as: The staff members are in disagreement about the findings.

(Taken from http://www.grammarbook.com)

Remember:

Plural is more than one.

When the subject is plural, the verb DOES NOT have an "s".

When the subject is "I" or "you", the verb DOES NOT have an "s".

Singular is one. When the subject is singular the verb has an "s".

Examples:

I, you and plural words

I eat You eat We eat They eat Five dogs eat

Singular words

He eats She eats Robert eats

(HINT!!! The ONLY time you use an "s" is when the subject is "he", "she", or a person's name.)


Page 78

EXERCISE 1:

Choose the correct verb form to agree with the subject.

1. There _________ nine people on the team.

A. are B. is C. am

2. I ____ fifteen years old.

A. Are B. is C. am

3. He ___ the fastest runner on the team.

A. Are B. is C. am

4. You____ to be home by five o'clock.

A. Has B. have

5. I ___ a few dollars left.

A. Have B. has

6. They _____ a dog named "Spot".

A. Have B. has

7. She ____ an appointment with her doctor.

A. Have B. has

8. We _____ paper and pencils, but no glue.

A. Have B. has

9. I ____ home after school.

A. go B. goes

10. Mark _____ to work at 6:00 am. Go goes

A. go B. goes


Page 79

EXERCISE 2 (www. superteacherworksheets.com)

The subject of a sentence must agree with the verb.

Notice the verbs in the two sentences below.

Ben reads a book.

Ben and Sam read a book.

In the first sentence, only one person is reading, so the present tense verb is ―reads.‖ The verb (reads)

agrees with the subject (Ben). In the second sentence, two people are reading, so the present tense

verb is ―read.‖ The verb (read) agrees with the subject (Ben and Sam).

Read each sentence below. Choose the correct verb that agrees with the subject.

1. Billy _______________ to buy a new skateboard. (want, wants)

2. Those two boys _______________ to buy a new skateboards. (want, wants)

3. Grandpa _______________ a hamburger for dinner. (cook, cooks)

4. Grandma and Grandpa _______________ dinner together. (cook, cooks)

5. The dogs _______________ when the mail carrier comes. (growl, growls)

6. The brown dog _______________ when someone comes in. (growl, growls)

7. All three computers ______________ when you turn them on. (beep, beeps)

8. That computer _______________ when you turn it on. (beep, beeps)

9. The basketball _______________ across the court. (roll, rolls)

10. Three tennis balls _______________ across the court. (roll, rolls)


Page 80

EXERCISE 3

The underlined nouns and verbs should be changed, if incorrect. Verbs may need to be changed to

reflect singular or plural subjects. Cross out errors and write the correction above in the space above

them.

When morning came, they started again. Before they had gone far they heard a low rumble, as of the

growling of many wild animal. Toto whimpered a little, but none of the others was frightened, and they

kept along the well-trodden path until they came to an opening in the wood, in which were gathered

hundreds of beast of every variety. There were tiger and elephant and bear and wolf and fox and all the

other in the natural history, and for a moment Dorothy was afraid. But the Lion explained that the

animals was holding a meeting, and he judged by their snarling and growling that they were in great

trouble. (from The Wizard of Oz)


Page 81

CHAPTER 5

PARAGRAPH BUILDING

Objectives: Students are expected to be able to build a good paragraph, know how to make a

topic, main idea, supporting sentence and also can recognize the irrelevant sentence in a

paragraph.

PRE-TEST

1. What is the purpose of a topic sentence?

_______________________________________________________

2. A topic sentence is usually the __________ in a paragraph.

3. The sentences following the topic sentence in a paragraph are called ____________ sentences.

4. Supporting sentences must support the main idea of a _________.

5. The main of idea of sentence is stated in the _______ sentence.

Basic Concepts of Paragraph Building

Paragraph Building: Defining a Paragraph

A paragraph is a number of sentences written about the same topic. The main idea of the paragraph is

usually given in the first sentence.which is called the topic sentence. The topic sentence introduces

what the paragraph is talking about and limits the information that can be given in the other sentences

The other sentences add information to the topic and are called supporting sentences.

Topic Sentences: Introducing your Topic

Every paragraph must have a topic sentence. The main idea of the paragraph is usually given in the

first sentence and is called the topic sentence. It introduces what the paragraph is talking about (the

topic) and limits the information that can be given by the other sentences.


Page 82

In your paragraph about your day (the exercise below), the purpose of the topic sentence should be to

introduce your topic. A topic sentence should talk about the topic, not about what you intend or are

planning to write. Students often mistakenly begin a paragraph with sentences such as: I want to tell

you about . . . or I’m going to write about . . .or This paragraph is about . . . or Let me tell you

about . . .. These are not proper topic sentences as they do not really introduce the topic. They

introduce your intent, your writing plan, but not your topic.

Begin a paragraph with a topic sentence like this:

Exercise 1

Read each of the paragraphs below and write a topic sentence for that paragraph. Remember that the

topic sentence should introduce the main idea of the paragraph and will also limit what the other

sentences can talk about. Be sure the topic sentence is general enough to include all the sentences in

the paragraph.

1. Topic Sentence:

_________________________________________________________

The prizes are named after Alfred Nobel, the inventor of dynamite, who created the prizes in his will. He

donated a good portion of his estate to fund the prizes, decided who would judge the winners of each

award and also named the prize categories.

2. Topic Sentence:

_________________________________________________________

The topic of body odors is so offensive that most people will not tell another person he or she has bad

breath or body odor. You do not have to cover yourself with perfumes and chew gum constantly. It

should be enough to take a shower each day, wear clean clothes, and brush your teeth after meals.


Page 83

3. Topic Sentence:

_________________________________________________________

When flirting, you should express an interest in an activity which also interests the other person. Ask

them about themselves and in the course of the conversation tell them a little about yourself. Suggest

that they join you in a casual, non-romantic group activity.

4. Topic Sentence:

_________________________________________________________

Many governments sponsor several different types of gambling games, including instant-win scratch-off

type games, daily games and games where you have to pick three or four numbers. But the game with

the biggest jackpot is almost always called Lotto. This game usually involves picking the correct

numbers from a set of balls, with each ball numbered from 1 to 50.

5. Topic Sentence:

_________________________________________________________

In the last hundred years alone, there have been more than 1.5 million earthquake related fatalities.

Usually, it‘s not the shaking ground itself that claims lives -- it‘s the destruction of manmade structures

and the creation of other natural disasters, such as tsunamis, avalanches and landslides.

6. Topic Sentence:

_________________________________________________________

Think long and hard about the fact that a tattoo is permanent. What‘s "cool" at 18 might not be very

appealing on a 40-year-old. Also, tattoo removal is more painful and expensive than tattooing. The

process usually takes several sessions and offers varying results. Doctors say tattoos can be lightened

but not always completely removed.

Irrelevant Sentence

When you are writing a paragraph, it is important to write only about things related to the topic

sentence. When something is not related to the topic sentence it should not be in the paragraph, and it

is called irrelevant.


Page 84

Exercise 2:

Which sentences below are relevant or irrelevant to the topic? Write an r or an I on the space next to

each sentence to note if it is relevant (r) or irrelevant (i) to the topic sentence. Below the sentences

write why you think the irrelevant sentence does not belong with the others.

Example:

Topic Sentence: Seoul is a great town to visit on vacation.

___r__ 1. There are many museums and art galleries to see.

___r__ 2. The city is well-known for its many fine restaurants.

___i__ 3. The traffic jams in the city are terrible.

___r__ 4. It is an easy city to fly into from outside the country.

Sentence number 3 is irrelevant because it is not talking about something ―great‖ about Seoul.

I. Topic Sentence: Learning English is not always difficult.

_____ 1. Some teachers know how to make learning English fun.

_____ 2. Visiting English speaking countries can help you learn English faster and easier.

_____ 3. No matter where you learn English it is expensive to study.

_____ 4. Watching English language movies can be a lot of fun and very helpful.

Which sentence is irrelevant? Why?_________________________.

II. Topic Sentence: Football is my favorite sport.

_____ 1. Football is exciting to watch.

_____ 2. The game is easy to learn.

_____ 3. Football doesn‘t require expensive equipment.

_____ 4. Many people get hurt playing football.



Page 85

III. Topic Sentence: I love to watch science fiction movies.

_____ 1. Science fiction can tell us a lot about what tomorrow‘s world may be like.

_____ 2. Science fiction movies can teach us about science sometimes.

_____ 3. It is exciting to see the new ideas the writers come up with.

_____ 4. Movies are too expensive nowadays.


IV. Topic Sentence: Drunk driving should be punished more severely.

_____ 1. It.s okay to drive if you drink just a little bit.

_____ 2. Many people are hurt and killed by drunk drivers.

_____ 3. Drunk driving causes many accidents.

_____ 4. The accidents caused by drunk drivers increase the cost of insurance for all of us.


Exercise 3:

Read this paragraph carefully.

There are many reasons why parents should not hit their children. First of all, there is research that

shows that children who are hit by their parents will learn to hit their children. Hitting can also get in the

way of the child learning a new, more appropriate behavior. It also teaches children that hitting is an

appropriate way to express frustration or anger. Many children hit other children when they are angry.

What is the topic sentence of this paragraph?

_______________________________________


Page 86

Read the following paragraphs and answer the questions.

1. Children sick with a cold or the flu usually don‘t need to stay in bed all day. In fact, you probably

can‘t keep them there! They should avoid being too active and should rest often. Sometimes

parents are too busy to take care of their sick children. Simple and quiet games can help keep them

occupied. A Disney movie or video may help pass the time too.

What is the topic sentence?

________________________________________________________

Are there any irrelevant sentences? Which one? Why?

________________________________________________________

2. There are many reasons why students cheat on examinations. Some don‘t understand that it is

wrong. Others are under a lot of pressure to achieve. Still others find the work is too difficult and

don‘t know how to study. Many children are afraid they will be punished by their parents if their test

scores are too low. Studying is the best way to get a good score on an examination.

What is the topic sentence?

________________________________________________________

Are there any irrelevant sentences? Which one? Why?

________________________________________________________

Exercise 4

Each of the following paragraphs has a sentence that is irrelevant. Draw a line through that sentence.

Example: There are many things you can do to help the earth‘s environment. You can recycle

newspapers, clear plastic and aluminum cans. You can buy products made from recycled paper. Also,

you can purchases drinks in glass bottles or aluminum cans instead of plastic containers. Glass and

aluminum are easier to recycle. I enjoy recycling.


Page 87

1.

Responsibility is an important part of being an adult. We should meet our obligations by being reliable,

accountable, and dependable. We should follow through on our promises. It is important to be one time

for appointments that we have agreed to. I am often late for my appointments. Be someone your friends

can count on. Students should do their homework on time. By creating a habit of reliability, people

around us will see us as responsible individuals.

2.

Bird watching is a great hobby. Many birdwatchers began watching birds as children or young people.

Birds hold a fascination with many people because there are almost always birds around to see.

Butterflies are great to watch too. Birds are easy to learn to identify and fun to watch. Backyard bird

feeding is a good way to get started watching birds by bringing them to your yard.

Topic Sentence Review Exercises:

Exercise 5

Choose the best topic sentence for each of the following paragraphs and put an ‗x‘ on the line next to it.

1.

_____ a. Korea has a great variety of plant life.

_____ b. Korea is great!

_____ c. Korea is a nice place to visit.

There‘s more to Korean plant life than just rice, apple trees and pine trees. Because of the diversity of

Korean soil and environments, it has a wide variety of plants. A drive around the countryside will show

you what an interesting assortment of plants there are.

2.

_____ a. Flying in bad weather is difficult.

_____ b. Pilots do a lot of work.

_____ c. Pilots plan their flight carefully.

They check their plane to make sure that it is working properly. They also make sure that baggage or

cargo has been loaded correctly. They check the weather forecast to see if they will run into any bad

weather on their trip. They then decide what route they should take, and how high and fast they should

fly.


Page 88

3.

_____ a. Doctors work very hard

_____ b. Doctors have an effect upon all our lives.

_____ c. Doctors know a lot about medicine.

When we are sick, they tell us what we have. They give us medicine and other kinds of treatment. They

examine us and listen to us tell them how we feel. They tell us what is good for us to eat and how we

can have better hygiene.

4.

_____ a. Nepal has many colorful celebrations.

_____ b. Anyone can be a relative in Nepal.

_____ c. A day of feast in Nepal.

One in particular is the celebration called Tihar. This is a day when "sisters" honor their "brothers" by

giving tikka (a red powder mark on the forehead, which is a blessing). Quotes are around "sister" and

"brother" because in Nepal these words can mean any relative in the same age range: cousins, children

of in-laws, and so forth. During Tihar, special food is prepared and eaten, and everybody gets new

clothes.

Read the paragraph below and the statement that follow. Next to each statement mark 'SF' if you think that it is a SUPPORTING FACT of the text or 'Ml' if you think it is the MAIN IDEA. ln each pangraph, there is only one Main Idea.


Page 89


Page 90

Unity and Coherence in a paragraph

Maintaining unity in a paragraph necessitates that every sentence in a paragraph or every paragraph in

a composition should be closely related to the topic. A strong paragraph will eliminate sentences that do

not relate or help develop the paragraph‘s main idea. Thus, a unified composition will only have

paragraphs that are crucial to developing the thesis. Ask a peer reviewer to read the checklist below

and keep it in mind as they listen.


Page 91

Maintaining coherence in a paragraph or composition not only requires unity, but also a logical, smooth,

and natural flow from one idea to another. When this occurs, coherence has been established. There

are three key ways to create coherence in a paragraph or multi-paragraph text:

Unity

Unity Checklist

1. Does every detail I have selected support the main idea?

2. Have I organized the supporting details in the most logical way?

3. Have I included any sentences that are unnecessary because they simply restate the

main point without adding any new information or meaning?

4. Have I made the relationships between my ideas clear?

Coherence

(1) Arrange ideas to achieve emphasis

All the parts of the composition are not necessarily of equal importance in explaining your topic to your

audience. How you arrange and develop the paragraphs in the body of the composition should,

therefore, clearly indicate which ideas and details are most important. Place emphasis in one of these

three ways:

(1) direct statement

(2) by position – first and last body paragraphs or weakest to strongest idea

(3) by proportion – a topic may use several paragraphs if it has more value


Page 92

Maintaining Coherence

Various Methods of organizing supporting details and the most common purposes for each are listed

below. However, do not feel that you have to limit the organization of your writing to just what is shown

here.

� Chronological Order

� Spatial Order

� Order of Importance

� Cause and Effect

� Comparison and Contrast

� Explanation

� Classification

(2) Arrange ideas to achieve coherence

Body paragraphs should be well developed and arranged in a logical order. Use a pattern of

organization that is appropriate to the composition purpose and the audience.

Chronological Order

� Narrating a story

� Explaining a step-by-step process

� Relating a historical account

� Relating an incident or anecdote

Spatial Order

� Describing a scene or place


Page 93

Order of Importance

� Presenting facts, examples, reasons

� Writing persuasively

� Evaluating a subject

Cause and Effect

� Explaining scientific findings

� Explaining a historical event

Classification

� Analyzing literature, a speech, etc.

� Defining a subject

Maintaining Coherence

� Words that can be used to show LOCATION:

Against Among Away from

Beneath Between Beyond

In back of In front of Onto

Over Throughout Under

� Words that can be used to show TIME:

After As soon as At

Before Finally First

Immediately Meanwhile Second

Then Third Tomorrow

Until When Yesterday


Page 94

� Words that can be used to show SIMILARITIES:

Also As Furthermore

Like Likewise Similarly

� Words that can be used to show DIFFERENCES:

Although But Even though

However On the other hand Yet

� Words that can be used to EMPHASIZE A POINT:

Again For this reason In fact

To emphasize To repeat Truly

� Words that can be used to CONCLUDE:

As a result Finally In conclusion

In summary Therefore To sum up

� Words that can be used to ADD INFORMATION:

Additionally Also And

Another Equally important Finally

In addition Likewise Moreover

� Words that can be used to CLARIFY:

For instance In other words

That is To put in another way


Page 95

(3) Connect your ideas to achieve coherence

In an effective composition, the current of thought flows smoothly throughout the composition. Use one

or more types of transitional words or phrases to connect ideas within and between paragraphs:

(1) transitional expressions (see below)

(2) direct pronoun references

(3) repetition of key words

Building Descriptive Sentences

A common sentence structure for describing things is:

This type of sentence describes the characteristics or qualities of something.

Example 1:

To put variety in your writing you can also write the characteristic or quality first, use the preposition of,

and change the verb have to be. Then you must begin the sentence with the. Rewrite the follow

sentences using this structure:

Example 2:


Page 96

Rewrite the following sentences using the structure in Example 2.

1. An airplane has a long, sleek body.

________________________________________________________

2. A desk has a flat, hard surface.

________________________________________________________

3. A hotel has big, comfortable beds.

________________________________________________________

4. An eagle has strong, powerful wings.

_________________________________________________________

5. A giraffe has a long thin neck.

_________________________________________________________

Sentence Building Tools: Word Order

When writing sentences in English, there are several common ‗word orders‘ that can be used. One of

the most common is below.

Exercise 6

Put the scrambled sentences below into the following order:

Example 1:

Not every sentence will have a What, Where and When part.

1. English / in the library / every morning /Jenna / studies

____________________________________________________

2. in the math building / are studying / the students /for the test

____________________________________________________

3. a difficult language / Chinese / is / to learn

____________________________________________________

4. was stolen / this morning / his new BMW / from the parking lot

_____________________________________________________

5. on Friday / her new job / starts / she

_____________________________________________________


Page 97

TYPES OF SENTENCE

SENTENCES: SIMPLE, COMPOUND, COMPLEX

Experienced writers use a variety of sentences to make their writing interesting and lively. Too many

simple sentences, for example, will sound choppy and immature while too many long sentences will be

difficult to read and hard to understand.

SIMPLE SENTENCE

A simple sentence, also called an independent clause, contains a subject and a verb, and it expresses

a complete thought. In the following simple sentences, subjects are in yellow, and verbs are in green.

A. Some students like to study in the mornings.

B. Juan and Arturo play football every afternoon.

C. Alicia goes to the library and studies every day.

The three examples above are all simple sentences. Note that sentence B contains a compound

subject, and sentence C contains a compound verb. Simple sentences, therefore, contain a subject

and verb and express a complete thought, but they can also contain a compound subjects or verbs.

COMPOUND SENTENCE

A compound sentence contains two independent clauses joined by a coordinator. The coordinators are

as follows: for, and, nor, but, or, yet, so. (Helpful hint: The first letter of each of the coordinators spells

FANBOYS.) Except for very short sentences, coordinators are always preceded by a comma. In the

following compound sentences, subjects are in yellow, verbs are in green, and the coordinators and the

commas that precede them are in red.

A. I tried to speak Spanish, and my friend tried to speak English.

B. Alejandro played football, so Maria went shopping.

C. Alejandro played football, for Maria went shopping.

The above three sentences are compound sentences. Each sentence contains two independent

clauses, and they are joined by a coordinator with a comma preceding it. Note how the conscious use

of coordinators can change the relationship between the clauses. Sentences B and C, for example, are


Page 98

identical except for the coordinators. In sentence B, which action occurred first? Obviously, "Alejandro

played football" first, and as a consequence, "Maria went shopping. In sentence C, "Maria went

shopping" first. In sentence C, "Alejandro played football" because, possibly, he didn't have anything

else to do, for or because "Maria went shopping." How can the use of other coordinators change the

relationship between the two clauses? What implications would the use of "yet" or "but" have on the

meaning of the sentence?

COMPLEX SENTENCE

A complex sentence has an independent clause joined by one or more dependent clauses. A complex

sentence always has a subordinator such as because, since, after, although, or when or a relative

pronoun such as that, who, or which. In the following complex sentences, subjects are in yellow, verbs

are in green, and the subordinators and their commas (when required) are in red.

A. When he handed in his homework, he forgot to give the teacher the last page.

B. The teacher returned the homework after she noticed the error.

C. The students are studying because they have a test tomorrow.

D. After they finished studying, Juan and Maria went to the movies.

E. Juan and Maria went to the movies after they finished studying.

When a complex sentence begins with a subordinator such as sentences A and D, a comma is required

at the end of the dependent clause. When the independent clause begins the sentence with

subordinators in the middle as in sentences B, C, and E, no comma is required. If a comma is placed

before the subordinators in sentences B, C, and E, it is wrong.

Note that sentences D and E are the same except sentence D begins with the dependent clause which

is followed by a comma, and sentence E begins with the independent clause which contains no

comma. The comma after the dependent clause in sentence D is required, and experienced listeners

of English will often hear a slight pause there. In sentence E, however, there will be no pause when the

independent clause begins the sentence.


Page 99

COMPLEX SENTENCES / ADJECTIVE CLAUSES

Finally, sentences containing adjective clauses (or dependent clauses) are also complex because they

contain an independent clause and a dependent clause. The subjects, verbs, and subordinators are

marked the same as in the previous sentences, and in these sentences, the independent clauses are

also underlined.

A. The woman who(m) my mom talked to sells cosmetics.

B. The book that Jonathan read is on the shelf.

C. The house which AbrahAM Lincoln was born in is still standing.

D. The town where I grew up is in the United States.

Adjective Clauses are studied in this site separately, but for now it is important to know that sentences

containing adjective clauses are complex. (Taken from www.eslbee.com)

Exercise 6:

Decide whether these sentences are simple, complex, or compound.

_____ 1. The teacher walked into the classroom, greeted the students, and took attendance.

_____ 2. Juan played football while Juanita went shopping.

_____ 3. Juan played football, yet Juanita went shopping.

_____ 4. Although Mexico has the better football team, it lost.

_____ 5. The island was filled with many winding trails, a small lake, and dangerous wild pigs.

_____ 6. Naoki passed the test because he studied hard and understood the material.

Exercise 7:

_____ 1. Helen Keller was born in Tuscumbia, Alabama, in 1880 and died in 1968.

_____ 2. Until she was 19 months of age, her sight and hearing were normal.

_____ 3. At the age of 19 months, a severe illness left her deaf and blind.

_____ 4. When she was seven, she began her education in reading and writing with Anne

Sullivan of the Perkins Institute for the Blind.


Page 100

_____ 5. Through persistence and stubbornness, Anne breaks through Helen's walls of silence

and darkness and teaches her to communicate.

_____ 6. Helen Keller learned to read by the Braille system, and she learned to write by using a

specially constructed typewriter.

_____ 7. Later, she entered Radcliffe College and graduated with honors in 1904.

_____ 8. Helen Keller's story needed to be told, so in 1962, a beautiful movie was made about

her life.

_____ 9. ―If there were only joy in the world, we could never learn to be brave and patient." --

Helen Keller

_____ 10. "Life is either a daring adventure, or it is nothing."

-- Helen Keller


Page 101

CHAPTER 6

READING SKILL I

Objectives: Students are expected to be able to use some skills in reading so that these skills

can be helpful when they are reading.


Page 102


Page 103


Page 104


Page 105


Page 106


Page 107


Page 108


Page 109


Page 110


Page 111


Page 112


Page 113


Page 114


Page 115


Page 116


Page 117


Page 118


Page 119


Page 120


Page 121


Page 122


Page 123

CHAPTER 7

READING SKILL II

Objectives: Students are expected to be able to use some skills in reading so that these skills

can be helpful when they are reading.


Page 124


Page 125


Page 126


Page 127


Page 128


Page 129


Page 130


Page 131


Page 132


Page 133


Page 134


Page 135


Page 136


Page 137


Page 138

REFERENCE

Claudio, Anibal Munoz. 2006. An Easy Way To Make Questions in English. University of Puerto Rico.

Mikulecky, Beatrice. 1986. Reading Power. Boston University.

www.english-4u.de

www.ego4u.com

www.eslbee.com

www.learnenglish.de

www.grammarbook.com

latihan dikumpulkan dari berbagai sumber.

http://www.ego4u.com/

http://www.eslbee.com/

http://www.learnenglish.de/

Documents

General English Fetty