Makassar Islamic

University
Developed by: Sulviana, M.Pd.

2021
This course introduces students to study basic
English

BASIC ENGLISH for UNIVERSITY STUDENTS

 Brief Description

This course has been carefully designed to provide a lot of learning and practice on
various topics for basic English for 1st semester students. This course focuses on students'
understanding and mastery of Self-Introduction, Alphabet and Numbering, Part of Speech:
Noun and Pronoun, Part of Speech. : Verb, Part of Speech: Adjective and Adverb, Part of
Speech: Preposition and Determiner, Part of Speech: Conjunction and Interjection, Bits and
Pieces, Modals, Question Words, Simple Present Tense, Simple Past Tense, Simple Future
Tense, and Common Expression.
With this course, students are expected to be able to understand and master the basics
of using English. Students are able to use and apply basic English skills in an integrated
manner, especially in daily life. The learning process of this module entails lecturing, giving
task, discussion, test, Quiz, demonstration, mid test and final test. At the end of the semester,
there is a final semester test.

Table of Content

1
 Content Page
Cover
Brief Description 1
Table of content 2
Course outline and Course contract 3
Unit 1 Alphabet and Numbering 8
Unit 2 Part of Speech: Noun and Pronoun 16
Unit 3 Part of Speech: Verb 23
Unit 4 Part of Speech: Adjective and Adverb 27
Unit 5 Part of Speech: Preposition and Determiner 33
Unit 6 Part of Speech: Conjunction and Interjection 42
Unit 7 Common Expression 47
Unit 8 Bits and Pieces 53
Unit 9 Modals 55
Unit 10 Question Words 62
Unit 11 Simple Present Tense 69
Unit 12 Simple Past Tense 75
Unit 13 Simple Future Tense 77
Bibliography 80

Course outline and contract

Course out line : Basic English

2
Course code :-
Weighting : 2 study credits
Semester : 1st semester
Study program : English Department
Learning strategies : Strategies applied will include lectures, demonstration, class
discussion, and quiz.

Brief description : This course introduces students to the major literary genres
of narrative fiction (prose), poetry, and drama and examines
the interrelationships between language and aesthetic
experience. Literary works will serve as the basis for
studying of the ways in which writers consciously employ
language to create aesthetic expressions which reflect
experiences of the senses, emotions, intellect, and
imagination, as well as ways in which human experience
itself is shaped by language. This course is listed as a
writing course and as a general education course in
literature (Aesthetics Perspective).

Learning objective : After completing this course, the students will be able to:
a. Students are able to understand and master the basics
of using English.
b. Students are able to use and apply basic skills in
English in an integrated manner, especially in daily life.

Assessment Criteria
Grading components:
a. Assignments : 30%
b. Mid test : 20%
c. Demonstration : 20%
d. Final test : 30%

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 Score Range Grade in Letter Numeric Grade
80 – 100 A 4
65 – 79,99 B 3
45 – 64,99 C 2
20 – 44,99 D 1
0 – 19,99 E 0

NO Basic Competence Sub topic Time Reference

estimation
1 2 3 4 5
1 After completing this Pengantar: Kontrak 2x50’
course, the students will perkuliahan dan Self-
be able to: Introduction
Memperoleh
kesepakatan perkuliahan
antara dosen dan
mahasiswa
2 Mahasiswa mampu Alphabet dan Numbering 2x50’ Hand out
mengenali huruf abjad
dan penomoran dan
pembentukannya dalam
bahasa inggris
3 Mahasiswa mampu Part of Speech: Noun dan 2x50’
memahami Noun dan Pronoun
Pronoun serta
penggunaannya dalam
bahasa inggris
4 Mahasiswa mampu Part of Speech: Verb 2x50’
memahami Verb serta
penggunaannya dalam
bahasa inggris

4
5 Mahasiswa mampu Part of Speech: Adjective 2x50’
memahami Adjective dan dan Adverb
Adverb, serta
penggunaannya dalam
bahasa inggris
6 Mahasiswa mampu Part of Speech: Preposition 2x50’
memahami Preposition dan dan Determiner
Determiner, serta
penggunaannya dalam
bahasa inggris
7 Mahasiswa mampu Part of Speech: 2x50’
memahami Conjunction Conjunction dan
dan Interjection, serta Interjection
penggunaannya dalam
bahasa inggris
8 UTS
9 Mahasiswa memahami dan Common Expression 2x50’
mampu menggunakan
Common Expression
10 Mahasiswa dapat Bits and Pieces 2x50’
memahami penggunaan
bits and pieces
11 Mahasiswa dapat Modals 2x50’
memahami penggunaan
Modals
12 Mahasiswa dapat Question Words 2x50’
memahami penggunaan
kalimat dengan
menggunakan question
word
13 Mahasiswa memahami Simple Present Tense 2x50’
struktur dan penggunaan
kalimat Simple Present

5
 Tense

14 Mahasiswa memahami Simple Past Tense 2x50’

struktur dan penggunaan
kalimat Simple Past Tense
15 Mahasiswa memahami Simple Future Tense 2x50’
struktur dan penggunaan
kalimat Simple Future
Tense

16 UAS
Notes for Students:

i. You may not be more than 15 minutes late after the class begins.
ii. You have to wear shoes and dress ethically.
iii. If there is a paper at the end of meeting, you have to hand in the paper before the
next meeting begins.
iv. If you cannot attend the meeting due to health problem, you have to show the
health description from a doctor.
v. You may get permission not to attend one meeting only.
vi. If you do not attend the meeting where other students get paper, you have no
right to hand in the paper.
vii. If your attendance is less than 80% (less than 11 times), you have no right to sit
for the final test.
viii. The final semester test is held one time, and there is no remedial test.
ix. The students who get grade E are stated failed.

Lecturer,

Sulviana, M.Pd

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 UNIT 1: Alphabet and Numbering

A. Number
Number tells us whether there is just one thing or more than one.
1. Cardinal numbers
o From 1 to 12: one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve.
o From 13 to 19: These numbers end in –teen and the sound is /ti:n/ thirteen, fourteen,
fifteen, sixteen, seventeen, eighteen, nineteen. 20, 30, 40, 50, 60, 70, 80, 90: These
numbers end in –ty and the sound is /ti/ twenty, thirty, forty, fifty, sixty, seventy, eighty,
ninety
o To express tenths: You write a hyphen (-) after the tenth and then the unit: twenty-
one (21), twenty-two (22), twenty-three (23) ... forty-one (41), fifty-two (52), ninety-
eight (98)...
o To express hundreds: a/one hundred (100), two hundred (200) ...
o To join hundreds with tenths: You use and. two hundred and fifty-five (253) ...)
o To express thousands: a/one thousand (1000), two thousand (2000)...
o To express millions: a/one million (1,000,000), two million (2,000,000) ...

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Examples:
a / one hundred and two (102)
three hundred and twelve (312)
five thousand and ten (5,010)
two million, five hundred thousand (2,500,000)
six thousand, two hundred and seventy - nine ( 6,279)
two thousand, two hundred and twenty -two (2,222)
three thousand, three hundred and thirty -three (3,333)
One hundred and eighty-one (181)
One thousand, two hundred and fifty-four (1254)
sixty-five (65)
five hundred and sixty-seven (567)
2. Ordinal numbers
First, second and third are:

1st First
2nd Second
3rd Third

When you express ordinal numbers in writing, you use the cardinal number followed by the
last two letters of the word for the ordinal number.
Examples:
1st (first) 20th (twentieth)
2nd (second) 23rd (twenty third)
3rd (third) 40th fortieth
4th (fourth) 81st eighty-first
62nd sixty-second

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The ending of ordinal numbers from fourth (4th) to nineteenth (19th) is –th

4th Fourth
5th Fifth
6th Sixth
7th Seventh
8th Eighth
9th Ninth
10th Tenth
11th Eleventh
12th Twelfth
13th Thirteenth

14th Fourteenth
15th Fifteenth
16th Sixteenth
17th Seventeenth
18th Eighteenth
19th Nineteenth
Tenths, hundreds, thousands and millions also end in –th. Those cardinal numbers which end
in –y (20, 30, …) are changed into –ieth (20 th 40th, …) and so is the pronunciation changed
/ieθ/. The /θ/ sounds as in the word thing.

20th Twentieth
30th Thirtieth
40 th
Fortieth
80th Eightieth

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 In hundred, thousand and million you add -th in writing and the sound /θ/ (as in thing)

100th hundredth hʌndrədθ

1000th thousandth θaʊzənθ
1.000.000th Millionth mɪljənθ

The tenths are joined with a hyphen (-) just like cardinal numbers, but only the units take –th
(or –st as in first (1st), -nd as in second (2nd) or –rd as in third (3rd)

21st twenty-first
22nd twenty-second
23rd twenty-third
24th twenty-fourth
Exercise 1:
Write the numbers in figures!
1. thirty one: ...................................
2. forty-six: ...................................
3. ninety-two: ...................................
4. seventy-nine: ...................................
5. twenty-seven: ...................................
6. eight hundred and three: ...................................
7. five hundred thousand and sixty-four: ...................................
8. Seven hundred fifty: ...................................
9. One thousand two hundred twenty five: ...................................
10. Nine hundred and ninety nine: ...................................
Exercise 2:
Write the numbers in figures!
1. thirty-first =...................

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2. forty-sixth =....................
3. ninety-second =.................
4. fifth =..................
5. twenty-seventh =.....................
6. eight hundred and third =..................
7. four thousand and three hundredth =.................
8. five hundred thousand and sixty-forth =................
9. seventy-ninth =.............
10. fourteenth =.................

B. Alphabet
A common problem that is often faced when learning English is the difference in writing and
how to read a word based on the pronunciation of the alphabet that has been learned.
Sometimes people assume that English is a deceptive language where the pronunciation is
different from the writing or vice versa.

Example: The difference in the pronunciation of the letter U [yuw] in the words Scrub [skrΔb],
Nud [nuwd / nyuwd] and Nurse [nәrs], or the different pronunciation of the letter O [ow] in the
word Doctor [daktәr], Month [mΛnth], Moment [ mowmәnt], Morale [mә`rael] or the letter G
which is sometimes read J, and V which is read W and so on.

Difficulty in understanding the meaning of a word in everyday conversation can sometimes

lead to misunderstanding. This can be felt when we say a name, maybe we can easily
pronounce it, but the person being spoken to has difficulty pronouncing and understanding it.
To make it easier for people to talk to, spell the letters one by one. Example:

Anderson : What’s your name?

Siapa namamu?

Kuncoro : My Name is Kuncoro

Nama saya Kuncoro

Anderson : How do you spell it ?

Bagaimana mengejanya?

Kuncoro : K-u-n-c-o-r-o

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 K-u-n-c-o-r-o

Anderson : I see
Saya mengerti

Given the importance of the alphabet to know, memorize how to pronounce the 26 alphabets
below until you really master it.

Letter Phonetic Letter Letter Pronunciation

A Alpha Ei
B Bravo bi:
C Charlie si:
D Delta di:
E Echo i:
F Foxtrot Ef
G Golf dƷi:
H Hotel eitʃ
I India Ai
J Juliet dƷei
K Kilo Kei
L Lima El
M Mike Em
N November En
O Oscar oʊ
P Papa pi:
Q Quebec kju:
R Romeo a:
S Sierra Es
T Tango ti:
U Uniform ju:

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 V Victor vi:
W Whiskey d˄bәlju:
X X-ray Eks
Y Yankee Wai
Z Zulu zi:
(Read the alphabet list slowly)
 A as in "apple"
 B as in "boy"
 C as in "car"
 D as in "dog"
 E as in "ear"
 F as in "flag"
 G as in "great"
 H as in "house"
 I as in "insect"
 J as in "joy"
 K as in "kind"
 L as in "light"
 M as in "magic"
 N as in "night"
 O as in "orchestra"
 P as in "people"
 Q as in "question"
 R as in "red"
 S as in "sure"
 T as in "truck"
 U as in "unique"
 V as in "video"
 W as in "wow"
 X as in "xerox"

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  Y as in "yes"
 Z as in "zebra"
Quiz Time!
The teacher invites students who want to take the quiz to come to the front of the class. Then
the teacher asks to spell the names of his friends randomly. Students who can answer
correctly will get a plus point.

UNIT 2: Part of Speech: Noun and Pronoun

A. Noun

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A noun is a word that names a person, place, or thing. Nouns come in these varieties:
common nouns, proper nouns, compound nouns, and collective nouns.
1. Common nouns name any one of a class of person, place, or thing.
girl city food
2. Proper nouns name a specific person, place, or thing. Proper nouns are always
capitalized.
Barbara New York City Rice-a-Roni.
3. Compound nouns two or more nouns that function as a single unit. A compound noun can
be two individual words, words joined by a hyphen, or two words combined.
Individual words: time capsule
Hyphenated words: great-uncle
Combined words: basketball
4. Collective nouns name groups of people or things.
audience family herd crowd

Possessive Nouns In grammar, possession shows ownership. Follow these rules to create
possessive nouns.
1. With singular nouns, add an apostrophe and an s.
dog → dog’s bone
singer → singer’s voice
2. With plural nouns ending in s, add an apostrophe after the s.
dogs → dogs’ bones
singers → singers’ voices
3. With plural nouns not ending in s, add an apostrophe and an s.
men → men’s books mice → mice’s tails

Plural Nouns Here are the guidelines for creating plural nouns.
1. Add s to form the plural of most nouns.
cat → cats computer → computers
2. Add es if the noun ends in s, sh, ch, or x.
wish → wishes inch → inches box → boxes

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3. If a noun ends in consonant -y, change the y to i and add es.
city → cities lady → ladies
4. If a noun ends in vowel -y, add s. Words ending in -quy don’t follow this rule (as in
soliloquies).
essay → essays monkey → monkeys

Exercise 1:
Make group discussions and make 15 common nouns, compound nouns, proper nouns,
collective nouns. Each group must demonstrate the results and student representatives of
other groups will correct if there is something wrong.

Exercise 2:
Practice the pronunciation of -s/-es. Find the plural NOUN(S) in each sentence. Pronounce the
noun(s). Then read the sentence aloud.
1. There are twenty desks in the room.
2. Oranges are usually sweet.
3. Roses are beautiful flowers. Rose bushes are beautiful.
4. The weather is terrible. It's raining cats and dogs.
5. We are reading sentences aloud.
6. I like to visit new places.
7. We do exercises in class.
8. I need two pieces of paper.
9. Don wants three sandwiches for lunch.
10. At the zoo you can see tigers, monkeys, birds, elephants, bears, and snakes.
11. Department stores sell many sizes of clothes.
12. The students are carrying books and bookbags.
13. The teachers have their offices in this building.
14. Engineers build bridges.
15. People have two ears, two eyes, two arms, two hands, two legs, and two feet.
16. Square tables and rectangular tables have four edges.
17. My dictionary has 350 pages.

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18. I like apples, bananas, strawberries, and peaches.
19. There are three colleges in this city.
20. My apartment has cockroaches in the kitchen.

B. Pronoun
A pronoun is a word used in place of a noun or another pronoun. Pronouns help you avoid
unnecessary repetition in your writing and speech. A pronoun gets its meaning from the noun it
stands for. The noun is called the antecedent.
Although Seattle is damp, it is my favorite city.
Antecedent pronoun
There are different kinds of pronouns. Most of them have antecedents, but a few do not.

Quick Tip: The word antecedent comes from a Latin word meaning “to go
before.” However, the noun does not have to appear before the pronoun
in a sentence. It often does, though, to keep sentences clear and avoid misreading.

1. Personal pronouns refer to a specific person, place, object, or thing.

Singular Plural
First person I, me, mine, my we, us, our, ours
Second person you, your, yours you, your, yours
Third person he, him, his, she, they, them, their, theirs,
her, hers, it its

2. Possessive pronouns show ownership. The possessive pronouns are: your, yours,
his, hers, its, ours, their, theirs, whose. Is this beautiful plant yours? Yes, it’s ours.

Quick Tip: Don’t confuse personal pronouns with contractions. Personal

pronouns never have an apostrophe, while contractions always have an
apostrophe. Use this chart:

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 Pronoun Contraction

Yours you’re (you are)

Its it’s (it is)
Their they’re (they are)
whose who’s (who is)

3. Reflexive pronouns add information to a sentence by pointing back to a noun or

pronoun near the beginning of the sentence. Reflexive pronouns end in –self or –
selves.
o Tricia bought herself a new car.
o All her friends enjoyed themselves riding in the beautiful car.
4. Intensive pronouns also end in –self or selves but just add emphasis to the noun
or pronoun.
o Tricia herself picked out the car.
5. Demonstrative pronouns direct attention to a specific person, place, or thing.
There are only four demonstrative pronouns: this, that, these, those. This is my
favorite movie.
o That was a fierce rain storm.
6. Relative pronouns begin a subordinate clause. There are five relative pronouns:
that, which, who, whom, those.
o Jasper claimed that he could run the washing machine.
o Louise was the repair person who fixed the machine after Jasper washed
his sneakers.
Singular Plural Singular or Plural

Another both All

Anyone few Any

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 Each many More

Everyone others Most

Everybody several None

Everything Some

Much
Nobody
Nothing
Other
Someone
Anybody
Anything
Either
Little
Neither
no one
One
Somebody
Something
7. Interrogative pronouns ask a question. They are: what, which, who, whom, whose.
o Who would like to cook dinner?
o Which side does the fork go on?
8. Indefinite pronouns refer to people, places, objects, or things without pointing to a
specific one. The most common indefinite pronouns are listed in the chart on the
previous page
Exercise 3:
Complete the sentences. Use PRONOUNS (I, me, he, him, etc.).

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 Rita has a book. She bought it last week.
1. I know the new students, but Tony doesn't __________ know yet.
2. I wrote a letter, but I can't send __________ because I don't have a stamp.
3. Tom is in Canada. __________ is studying at a university.
4. Bill lives in my dorm. I eat breakfast with __________ every morning.
5. Ann is my neighbor. I talk to __________ every day.
6. __________and __________ have interesting conversations together.
7. I have two pictures on my bedroom wall. I like __________are beautiful.
8. Ann and I have a dinner invitation. Mr. and Mrs. Brown want __________ to come to
dinner at their house.
9. Judy has a new car. __________ is a Toyota.
10. My husband and I have a new car. __________ got __________ last month.

Exercise 4:
Complete the sentences. Use something, someone, anything, or anyone.*
 I have something in my pocket.
1. Do you have __________ in your pocket?
2. Ken doesn't have _________ in his pocket.
3. I bought __________ when I went shopping yesterday.
4. Rosa didn't buy __________ when she went shopping.
5. Did you buy __________ when you went shopping?
6. My roommate is speaking to __________ on the phone.
7. Yuko didn't tell __________ her secret.
8. I talked to __________ at the phone company about my bill.
9. Did you talk to __________ about your problem?
10. Kim gave me __________ for my birthday.

EXERCISE 5:
Complete the sentences by using anything, nothing, anyone, or no one.
1. Jim doesn't know __________ about butterflies.
2. Jim knows __________ about butterflies.

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3. Jean didn't tell __________ about her problem.
4. Jean told __________ about her problem.
5. There's __________ in my pocket. It's empty.
6. There isn't _________ in my pocket.
7. Liz went to a shoe store, but she didn't buy _________
8. Liz bought __________ at the shoe store.
9. I got __________ in the mail today. My mailbox was empty.
10. George sat quietly in the corner. He didn't speak to _________
UNIT 3: Part of Speech: Verb
The word ‘verb’ comes from the Latin verbum meaning ‘word’. Verbs are doing, being or
having words. Every sentence must have a verb. There are three basic types of verbs: action
verbs, linking verbs, and helping verbs.

The verb base

Sometimes a verb changes its form. Let’s look at the following sentences. The verb is
underlined in each one.
1. John should study.
2. John studied.
3. John is studying.
4. John studies.
You certainly can’t say, *John should studied, or John to studied, so how do we know that
studied is a verb? To test the word, you have to see if it can follow should or to in a different
form, not necessarily in the form that you see in a particular sentence. For example, if you see
John studied, ask yourself if there’s a different form of studied that can follow should or to. In
this case there is: John should study or John decided to study. So study and all its forms are
verbs. The form of the verb that follows should or to is called the base form or infinitive form.
The term infinitive is used to refer either to the base form alone (for example, study),or to the
to+base form (for example, to study). Let’s put each of these verbs into its base form. The
base form is bold.
5. working: (should, to) work.

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6. believed: (should, to) believe.
7. written: (should, to) write
8. wore: (should, to) wear
9. throws: (should, to) throw

Linking Verbs
Linking verbs join the subject and the predicate. They do not show action. Instead, they help
the words at the end of the sentence name or describe the subject. The most common linking
verbs include: be, feel, grow, seem, smell, remain, appear, sound, stay, look, taste, turn,
become. Look for forms of to be, such as am, are, is, was, were, am being, can be, have been,
and so on.
The manager was happy about the job change. He is a good worker.

Many linking verbs can also be used as action verbs.

Linking: The kids looked sad.
Action: I looked for the dog in the pouring rain.

Helping Verbs
Helping verbs are added to another verb to make the meaning clearer. Helping verbs include
any form of to be, do, does, did, have, has, had, shall, should, will, would, can, could, may,
might, must. Verb phrases are made up of one main verb and one or more helping verbs.
They will run before dawn. They still have not yet found a smooth track.

Transitive and intransitive verbs

Take a look at the following questions, each with an action verb.
1. What did you write?
2. Who did you annoy?
3. What did you throw? These are all perfectly fine questions and easy to answer, e.g.I wrote
a letter, I annoyed my neighbor, I threw a ball. Now compare the first group of questions to
the next group, each of which also hasan action verb.

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4. *What did you sleep?
5. *What did you die?
6. *Who did you arrive? These questions are all strange and can’t really be answered. That’s
because the verbs in this second group are verbs that do not act on anything. Thus, you
can see that there are two kinds of verbs. One kind, such as write, annoy, and throw, acts
upon something. Those verbs that act on something are called transitive verbs. Typically,
in statements, a transitive verb is followed by the noun (or noun phrase) that it is acting
upon. Other verbs, such as sleep, die, and arrive, do not act upon something. In fact,
these verbs can’t have a direct object. Notice that you can’t say, for example:*I usually
sleep the dog, *They’ll arrive the book. Those verbs that do not act on something and
appear in sentences that do not have a direct object are called intransitive verbs.

Exercise 1:
Put each of the verbs below into its base form. Simply find the form that follows should or to.
Sample: grew: grow.
1. wrote: .....................................................
2. talking: .....................................................
3. thought: .....................................................
4. considered: .....................................................
5. seen: .....................................................
6. investigates: ......................................................
7. spoken: ....................................................
8. married: ......................................................
9. decides: ......................................................
10. found: ......................................................

Exercise 2:
Decide if each of the verbs below is transitive or intransitive.
1. tell ...................
2. rise ...................
3. raise ...................

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4. fall ...................
5. publish ...................
6. proclaim ...................
7. vanish ...................
8. omit ...................
9. cry ...................
10. remove ...................

Exercise 3:
Underline the verbs in these sentences. All the verbs will be linking verbs. You may have to put
some in their base form to be sure.
Sample: She looked happy.
1. Barry will feel awful about it.
2. Melissa resembles her mother.
3. Zack sounded extremely angry.
4. The fish tasted undercooked.
5. You were not home early.
6. The final exam proved difficult.
7. That dinner smells so good!
8. The firefighters remain at the station all night long.
9. They stayed indoors throughout their ordeal.
10. By noon the weather turned nice.

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 UNIT 4: Part of Speech: Adjective and Adverb
A. Adjectives
Adjectives describe nouns and pronouns, adding color and clarity to sentences. For the most
part, you will find an adjective placed in front of the noun it modifies or describes:
A playful beagle won the competition. Playful is the adjective that describes the noun, beagle.
When two adjectives (playful, tan) describe a noun, they are usually separated by a comma:
A playful, tan beagle won the competition.

But adjectives may also come after the noun, as they do in the following sentence:
A beagle, playful and tan, won the competition.

Notice two things:

The commas are outside the two adjectives, and they are joined by and. Also notable is the
fact that this form puts more emphasis on the adjectives.
Adjectives can appear in a third place, which is after a linking verb. You will read much more
about this in the section on linking verbs, but for now recall that a linking verb links to another
word in the subject:
The beagle is playful.
Playful, the adjective, describes the subject, beagle. Playful is linked to the subject by the
linking verb is.

Comparison of Adjectives
Descriptive words follow a pattern when they are used in comparisons. For example:
One house is near.
A second house is nearer.
A third house is nearest.
The adjective near follows a linking verb, is, and describes the subject, house. In the second
sentence, two houses are compared and the adjective’s spelling changes: -er is added. In the
third sentence, three houses are compared. The spelling changes again: -est is added to
indicate more than two.

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So the changes for comparisons are simple. Just add -er for a comparison of two or -est for a
comparison of more than two. For example:

Describing Word Comparison of Two Comparison of More than Two

soon sooner soonest
funny funnier funniest
loud louder loudest
short shorter shortest

The preceding transformations were quite simple. The complication occurs when the adjective
has more than two syllables:

Wonderful wonderfuler wonderfulest

Sound strange? Most people would say these do. That is why we use the words more and
most instead of the awkward suffi xes, -fuler and -fulest:

wonderful more wonderful most wonderful

Now compare the adjectives in the following chart.

Describing Word Comparison of Two Comparison of More than Two

difficult more difficult most difficult
valuable more valuable most valuable
legible more legible most legible
sympathetic more sympathetic most sympathetic

Finally, some adjectives take completely different forms to express comparisons:

Describing Word Comparison of Two Comparison of More than Two

good better best

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bad worse worst
little (size) smaller smallest
little (amount) less least
much more most
far further furthest

Exercise 1:
Circle all the adjectives in the following sentences.
1. The smooth-haired dog is a beagle.
2. Lise is organized.
3. I have a well-informed friend.
4. Richard, tall and tan, returned from a long vacation.
5. A sleek car arrived at the front door.
6. The strapping quarterback fell to the ground.
7. His right knee was injured badly.
8. The loud, pulsing music tore through the small space.
9. An angry landlord rushed upstairs to complain.
10. A friend, gesturing and smiling, left the auction.

Exercise 2:
Correct the awkward forms in each of the following sentences.
1. My car is valuabler than hers.
2. This is the efficientest furnace we’ve ever owned.
3. Of all the grapes in the bunch, this is the worse.
4. On the other hand, the green grapes are the goodest.
5. Once I learned the first piece, my piano teacher gave me a difficulter piece to practice.
6. This is the enormousest house in the neighborhood.
7. In my family, I have the legiblist handwriting.
8. To win, you’ll have to be tenaciouser.

B. Adverbs

27
Using adverbs is another way of adding interest and color to your sentences. Adverbs are
frequently formed by adding -ly to an adjective. Add an -ly to the adjective sincere, and you
have formed an adverb: sincerely. However, not all adverbs end in -ly. Very, almost, quite,
always, and often are adverbs as well. Like an adjective, the adverb modifies or describes
another word. The difference between the two is that the adverb describes a verb, an
adjective, or another adverb. Adverbs usually follow the verbs they describe:
The beam tilted slightly to the left.
The adverb slightly describes the verb tilted.
The slightly faded shirt lay on the dresser.
The adverb slightly describes the adjective faded.
The very slightly faded shirt could still be worn.

The adverb very describes the adverb slightly.

We are accustomed to changing adjectives into adverbs simply by adding -ly: simple, simply.
That is a simple dress.
Simple describes the noun dress.
I simply want to dress for the occasion.
Simply describes the verb want.

Unfortunately, some adverbs don’t follow the -ly rule. They keep the same spelling. The words
that are often misused are fast and hard:
I run fast.
Fast is an adverb in this sentence; it describes the verb run.

Mel is a fast runner.

In this sentence, fast is an adjective that modifies the noun runner.

Mel runs hard.

Hard is the adverb that describes the verb runs.

Mel loves hard tasks.

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Hard is the adjective that describes the noun tasks.

Common Error
One of the most common errors occurs when people struggle to make the choice between
good and well. Because it is an adjective, the word good describes people, places, or things—
nouns. Good never describes an action. Well is the adverb form of good, so it describes an
action. The only exception occurs when referring to someone’s health:
Incorrect: We heard a very well speaker
Correct: We heard a very good speaker.

Incorrect: Chuck plays the guitar so good.

Correct: Chuck plays the guitar so well.

Incorrect: Chuck doesn’t feel so good today.

Correct: Chuck doesn’t feel well today. (Well refers to Chuck’s health.)

Exercise 3:
Circle the correct word to complete each sentence.
1. He plays basketball (good/well).
2. The (good/well) weather encouraged us to take a long walk.
3. Nina hasn’t been (good/well) since she left the office with a fever.
4. It’s a (good/well) thing she went home.
5. Fortunately, everyone in the office has stayed (good/well).
6. Billy cleaned the fl oor and did such a (good/well) job!
7. He works on his own very (good/well).
8. After having the fl u, I didn’t feel (good/well) for three weeks.
9. When Jenna was a toddler, she was so (good/well) at playing alone.
10. I saw such a (good/well) movie this weekend.

29
 UNIT 5: Part of Speech: Preposition and Determiner
A. Preposition
Prepositions are used to express the relationship of a noun or pronoun (or another
grammatical element functioning as a noun) to the rest of the sentence. The noun or pronoun
that is connected by the preposition is known as the object of the preposition. Some common
prepositions are in, on, for, to, of, with, and about, though there are many others.

Now take a look at some examples:

The child held the toy over her head.

30
The preposition over introduces the phrase over her head. Head is the object of the
preposition. You can see that the phrase over her head tells where the child held the toy, so it
acts as an adverb that describes the verb held.

The officers in the boardroom prepared for a long meeting.

The preposition in introduces the phrase in the boardroom. The phrase describes which
officers are being talked about. The word officers is a noun. What part of speech describes a
noun? An adjective does, and therefore this prepositional phrase acts as an adjective,
describing a noun.

We met in the boardroom.

The preposition in introduces the phrase in the boardroom. In the boardroom describes where
we met. The prepositional phrase acts as an adverb, describing met.

We found termites under the porch.

The preposition under introduces the phrase under the porch. What does this prepositional
phrase tell you? It tells you where the termites were found. The prepositional phrase describes
the verb found; thus it acts as an adverb.

Category Preposition Example sentences

Time at, in, on, for, during, since, • “There is a film at noon we
by, until, before, after, to, could see.” (adjectival)
past • “We’re meeting him in an
hour.” (adverbial)
Place at, in, on, by/near/close to, • “The cat on the roof was
next to/beside, between, hissing at us.” (adjectival)
behind, in front of, • “Try looking behind the
above/over, below/under shed.” (adverbial)
Direction or to, from, over, under, along, • “The house down the road
Movement around, across, through, into, is being sold.” (adjectival)

31
 out of, toward(s), away from, • “They drove across the
onto, off, up, down country.” (adverbial)
Agency by, with • “The book by the famous
author is a big hit.”
(adjectival)
• “Her heart is filled with
emotion.” (adverbial)
Instrument or by, with, on • “The journey by boat is long
Device and arduous.” (adjectival)
• “He hit the nail with a
hammer.” (adverbial)
Reason or for, through, because of, • “I have a separate computer
Purpose on account of, from for work.” (adjectival)
• “They left early because of
the storm.” (adverbial)
Connection of, to, with • “A well-written cover letter to
employers helps your chances
of being hired.” (adjectival)
• “I think she decided to go with
Victor.” (adverbial)
Origin From, of • “Tom is of German descent.”
(adjectival)
• “We started our trip from Italy.”
(adverbial)

Exercise 1:
Underline the prepositions in the sentences below. There may be more than one.
Sample: My friends are going with me.
1. Let’s go into the dining room.
2. It was the dumbest thing he did in his entire life.

32
3. Felice was having dinner on the patio.
4. She ran to the candy store.
5. I looked for you during the intermission.
6. We were flying over Europe.
7. Lenore looked beneath the rock.
8. She found the pot of gold.
9. I sit over the rainbow?
10. He appeared at the right place at the right time.

Exercise 2:
Underline the prepositions with a solid line and the nouns with a squiggly line in each of the
sentences below.
Sample: There’s a small house near the field.
1. A uniformed guard stood near the massive entry way.
2. She leaned out the window and waved to the large crowd.
3. The older woman from Chicago had already left.
4. She staggered into the store.
5. Carissa sat at the computer in a large room.
6. Are you going to the prom with Stan?
7. Mike always gives a nice present to his wife on her birthday.
8. Please don’t ask how my day at the office was!
9. I couldn’t open the door of my car without my key.
10. Let’s meet at or near midnight.

B. Determiners
Determiners are used to introduce a noun or noun phrase. There are several classes of
determiners: articles, demonstrative adjectives, possessive adjectives, interrogative adjectives,
distributive determiners.
Determiners do two things. First, they signal that a noun or noun phrase will follow. Then, they
give information about the item. They may tell us whether the item is general or specific, near
or far, singular or plural; they can also quantify the item, describing how much or how many

33
are referred to; or they can tell us to whom the item belongs. We’ll look at each class of
determiners separately.
Articles
There are two types of articles in English: the definite article, the, and the indefinite article,
a/an. We’re just going to cover the basic rules regarding when to use definite and indefinite
articles. If you would like to learn more, please see the section on Articles.
The
In general, we use the definite article, the, to refer to an item or individual that is specific and
unique. For example:
• “Close the door quietly; the baby is sleeping.” (There is a specific door.)
• “Please pass the salt.” (The speaker is requesting specific salt.)
• “Jen is the woman wearing red.” (There is a unique individual wearing red clothing who is
identified as Jen.)
A/an
The indefinite article, a/an, is used to precede a noun that is not a specific person, place, or
thing. Instead, it indicates that it is a general member of a class of nouns. For example:
• “I’d love to have a pet dog.” (No specific or unique dog is being discussed.)
• “I heard that a famous musician is going to be there.” (The musician is unspecified because
he or she is unknown.)
• “She had never been in an airplane before.” (The speaker is talking about airplanes in
general, rather than a specific aircraft.)
Note that a is used before consonant sounds, and an is used before vowel sounds.

Demonstrative Adjectives
Demonstrative adjectives, or demonstrative determiners, are used to specify which item or
individual is being referred to when it could be confused with others of the same type. There
are four demonstrative adjectives, which we choose from based on whether they introduce a
singular noun or a plural noun, and whether the item is near or far in relation to the speaker.
Near Far
Singular this That

34
 Plural these Those

For example:
• “This pen is mine.” (The pen is nearby, perhaps in my hand.)
• “That penis mine.” (The pen is far away, perhaps across the room.)
• “These pens are mine.” (The pens are nearby.)
• “Those pens are mine.” (The pens are far away.)

Possessive Adjectives
Possessive adjectives, also known as possessive determiners, are used to indicate whom an
item belongs to. The possessive adjectives are:
Singular Plural
1st Person my Our
2nd Person your Your

3rd Person His / her / its Their

For example:
• “My house is on Steven Street.” (The house belongs to me.)
• “Please give your sister back her pencil.” (The pencil belongs to her.)
• “Look at the dog! Its tail is wagging like crazy!” (The tail belongs to the dog.)
• “Can you fix the table? Its leg is wobbly.”* (The leg belongs to the table.)
*Note that according to certain styles, its is typically only used when the owner is animate,
such as the dog in the example above. To avoid using its with inanimate objects, some writers
would use the … of the … structure.
For example:
• “The leg of the table is wobbly. Can you fix it?”

35
In addition to the possessive adjectives listed, we can also create possessive determiners from
nouns using apostrophes. We attach the possessive apostrophe to the end of the noun or
pronoun that names the owner. If the noun is singular, the apostrophe is usually followed by an
“s.”
This possessive noun introduces and modifies the owned object, and so it is considered a
determiner as well. For example:
• “Dave’s car could use a bit of work.” (The car belongs to Dave.)
• “Could you help me find Jen’s keys for her?” (The keys belong to Jen.)
• “My parents’ house is on a beautiful lake.” (The house belongs to my parents.)
To learn more about using apostrophes to indicate possession, see the chapter on
Apostrophes.

Interrogative Adjectives
Like all adjectives, interrogative adjectives (also known as interrogative determiners) modify
nouns and pronouns. English has three interrogative adjectives: what, which, and whose. They
are called “interrogative” because they are usually used to ask questions. For example:
• “What book are you reading?
• “Which shirt are you going to buy?”
• “Whose computer is this?”
In each of the examples, the interrogative adjective modifies the noun it immediately precedes:
book, shirt, and computer.
To learn more, please see the section on Interrogative Adjectives in the chapter about
Adjectives.

Distributive Determiners
Distributive determiners, also known as distributive adjectives, are used to refer to individual
members within a group or within a pair. The distributive determiners are each, every, either
and neither. They are used to modify singular nouns or noun phrases.
Each
Each is used when one condition applies to all members of a group equally. For example:

36
• “Each student must attend a meeting with a guidance counselor.” • “Each person in my family
does a fair share of the chores.”
• “Please give a pen and paper to each attendee.”

Every
Every is also used when a condition applies to all members of a group. It can normally be used
interchangeably with each. For example:
• “Every student must attend a meeting with a guidance counselor.”
• “Every person in my family does a fair share of the chores.”
• “Please give a pen and paper to every attendee.”
However, every puts a slight emphasis on the group as a whole, while each emphasizes the
individual.

Either
Either is used when a condition applies to one or the other in a pair. When we use either, we
imply that there are two options.
• “Either girl could win this competition.” (There are two girls. One will win.)
• “We could give the new collar to either dog.” (There are two dogs. One will receive the new
collar.)
• “Either book would be a great present.” (There are two books. One will be chosen as a gift.)

Neither
We use neither to state that not one or the other option is viable. For example:
• “Neither book would be a great present.” (There are two books; both would be unsuitable as
gifts.)
• “Neither table will fit in our kitchen.” (There are two tables; both are too large for the kitchen.)
• “Neither question is easily answered.” (There are two questions; both have difficult answers.)

Exercise 3:
Insert the determiners ‘a, an and the’, in the blanks.
1. Who is ………. Chief Minister of Haryana?

37
2. Do not touch ……….egg.
3. ………. tiger is fearful.
4. He is ………. honest man.
5. Bring me ………. book lying on the table.
6. An elephant is ………. huge animal.
7. I reached ………. railway station in time.
8. Her father is ………. M.P.
9. He has lost ………. pen I gave him yesterday.
10. My father is ………. doctor.

Exercise 4:
Fill in the blanks with appropriate determiners.
1. ………. purse is hers. (that, those)
2. She lives with her family in ………. flat. (these, this)
3. Would you move ………. glass towards me? (those, that)
4. Here is a dog. ………. tail is bushy. (it’s, its)
5. ………. parents are yearning to see her. (she’s, her)
6. ………. bag is lost. (he’s, his)
7. ………. house is newly built. (their, them)
8. ………. school stands on the road side. (ours, our)
9. You are welcome to use ………. table. (my, me)
10. ………. the students were present in the morning assembly. (every, all)
11. ………. boy must bring the book. (each, every)
12. ………. party was ready for a compromise. (either, neither)
13. ………. the sisters are poor. (each, both)
14. Are there ……….houses in the lane? (much, many)
15. Ram has ………. friends. (few, a few, the few)
16. ………. people paid homage to the departed leader. (much, several)
17. The spectators went to their ………. homes. (many, several)
18. ………. the countries are preparing for war. (several, all)

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 UNIT 6: Part of Speech: Conjunction and Interjection
A. Conjunctions
Conjunctions are used to express relationships between things in a sentence, link different
clauses together, and to combine sentences. Without conjunctions, we would be forced to use
brief, simple sentences that do not express the full range of meaning we wish to communicate.
Only using simple sentences would sound unnaturally abrupt and disjointed. By using different
kinds of conjunctions, however, we are able to make more complex, sophisticated sentences
that show a connection between actions and ideas. There are three kinds of conjunctions:
coordinating conjunctions, correlative conjunctions, and subordinating conjunctions.
1. Coordinating conjunctions link similar words or word groups. There are seven coordinating
conjunctions: for and nor but or yet so
o Lise and Gregor came to America a few years ago.
The two parts of the subject, that is, Lise and Gregor, are connected by and.
o I couldn’t decide whether I should read a book or clean the house.
The phrases read a book and clean the house are connected by or.
o Dave had always been short, but he finally grew as a teenager.
The clauses before and after the comma are connected by but.

For, and, nor, but, or, yet, and so all coordinate words, phrases, and clauses. You can use
the acronym FANBOYS to remember these conjunctions. Because of their function, they
are called coordinating conjunctions.

2. Correlative conjunctions also link similar words or word groups, but they are always used
in pairs. Here are the correlative conjunctions:
both . . .and either . . . or
neither...nor not only . . . but also whether . . . or

39
 o Either I will pass the test, or I won’t be driving.
o The rain ruined not only the flowers, but also the grass.

3. Subordinating conjunctions link an independent clause (complete sentence) to a

dependent clause (fragment). Here are the most often used subordinating conjunctions:
after although as as if
as long as as soon as as though because
before even though if in order that
since so that though till
unless until when whenever
where wherever

Finally, subordinating conjunctions function to connect or link dependent and independent

clauses. You can identify the independent clause by finding the part of each sentence that
can stand alone. For example:
o Until I leave, I’ll be in charge. (independent clause: I’ll be in charge)
o When you call me, I’ll put dinner in the oven. (independent clause: I’ll put dinner in the
oven)
o Zeke died a lonely man because he never tried to make friends. (independent clause:
Zeke died a lonely man)

Exercise 1:
In each of the following sentences, circle the conjunctions and decide what kind it is—
coordinating, correlative, or subordinating.
1. Abby and Michael are siblings.
2. I had to decide between having a big breakfast or saving room for lunch.
3. Karra had always loved sewing, but she didn’t take sewing lessons until she was in her
thirties.
4. Neither the new computer nor the old one is working now.
5. Until the clock strikes 5 P.M., we’ll work!

40
6. Because it is so hot, we’ve run the air-conditioning for days.
7. Your comment was neither funny nor helpful.
8. Our relationship is not only warm, but also encouraging.
9. You join the group first, and I will follow.
10. Since the candidate addressed our issues, we voted for her.

B. Interjection
An interjection, also known as an exclamation, is a word, phrase, or sound used to convey an
emotion such as surprise, excitement, happiness, or anger. Interjections are very common in
spoken English, but they appear in written English as well. Capable of standing alone, they are
grammatically unrelated to any other part of a sentence.
Primary Interjections
Primary interjections are interjections that are single words derived not from any other word
class, but from sounds. Nonetheless, primary interjections do have widely recognized
meaning. Some common primary interjections are:

Primary Interjection Emotion

aah Fear

aha triumph, sudden understanding

argh Frustration

brr Being cold

eww Disgust

grr Anger

hmm Thinking

ooh Amazement, being impressed

phew Relief

41
 yay Approval, happiness

Secondary Interjections
Secondary interjections are interjections derived from words that do belong to other word
classes—they may be adjectives, nouns, or entire clauses. Again, they have nothing to do with
the grammar of the sentences that come before or after them. Some common secondary
interjections are:
o bless you
o congratulations
o good grief
o hell
o hey
o hi
o oh my
o oh my God
o oh well
o shoot
o well
o what
Curse words (vulgar or offensive words; also called swear words) are also considered
interjections when they are not linked grammatically with another part of a sentence.

Exercise 2:
Students need no activity to practice interjections, but they will enjoy suggesting some. (You
may need some ground rules for these!) One could ask them for suggestions of what they
would say given certain situations, for example:
a. they dropped their ice-cream in the gutter …
b. they saw a ghost …
c. they tripped over a thong …

42
d. they bumped into a friend they have not seen for years …
e. they heard their favorite show is cancelled …

UNIT 7: Common Expression

Expressions are standard expressions or terms and are always used in daily conversation
in English which sometimes have other meanings than the real (literal) meaning, for
example: Rubbish! , in the real sense it is "trash" but in conversation it can mean:

43
"Nonsense!", Likewise "Word-Study" which in essence the two are not much different.
Please note that this second package is deliberately shaped in such a way as to make it
easier for us to learn it. Because the examples of sentences are given only briefly, it is
hoped that readers can develop them on their own, of course, with the guidance of a
teacher. Keep in mind that Expressions is also a vocabulary or vocabulary that must be
memorized by anyone who wants to learn English both spoken and written. There is no
reason not to memorize them, because Expressions are standard expressions in English.
Here is a list of some expressions or everyday expressions along with their meanings and
examples in sentences:
1. Nevermind = tidak mengapa, tidak apa-apa.
2. Of course!/absosulutely!/certainly! (di Amerika lebih sering menggunakan:
Sure!) = tentu saja.
3. Of course not!, certainly not!, sure not! =tentu saja tidak.
4. Oh, I see= oh, begitu. (bila kita memahami sesuatu yang disampaikan oleh
seseorang).
5. By the way = ngomong-ngomong ya, teringatnya.
6. What for? = untuk apa? (Kadang-kadang juga diucapkan “For what?”
7. Don’t be like that! = Jangan begitu!
8. Anything else? = Ada lagi? Yang lain?
9. Who else? = Siapa lagi?
10. How about....? What about....?=Bagaimana tentang ?
11. Anyway, anyhow, however, somehow= bagaimanapun juga.
12. It’s up to you! = Terserah kamu!
13. All right! = Baiklah! All right!
14. So... = maka, jadi, lantas
15. Then.. = kalau demikian
16. What happened?, What’s going on? =Apa yang terjadi?

44
17. What happened to....? = Apa yang terjadi terhadap….?
18. Hurry up!, Quickly!, Be quick! = Cepat! Lekas! Buruan!
19. That’s right! = Itu betul!
20. Just a minute!, Just a moment!, Wait a minute!, Wait a bit!, Wait a moment!,=
Tunggu sebentar!
21. Not bad = lumayan.
22. Unfortunately! = Malangnya! Kasihan!
23. Leave me alone! = Tinggalkan aku! Jangan ganggu aku!
24. Stop kidding!, No kidding! = Jangan main- main! Jangan bercanda! (Bukan: Don’t
play- play!)
25. Just kidding!, Not seriously! = Hanya main-main/bercanda! Nggak serius!
26. Are you joking? = Apa kamu bergurau? Kamu bercanda ya?
27. What do you mean?= Apa yang anda maksud? Apa maksud kau?
28. I mean....= Saya maksud....
29. It’s impossible! = Itu nggak mungkin!
30. I’m sure that....= Aku yakin bahwa....I
31. I don’t mean to…= Aku tak bermaksud untuk…
32. What, nonsense! = Apa, omong kosong!
33. I think....= Saya kira....
34. I think so. = Saya kira begitu.
35. Why not? = Mengapa tidak?
36. Oh, my God! = Astaga! Ya, Tuhan!
37. That’s good! = Bagus!
38. Keep silent!= Diharap tenang!, Jangan ribut!
39. Are you all right? = Kamu nggak apa-apa ? Tidak apa-apakah kau? (Are you
OK?) = hanya diucapkan untuk teman yang akrab saja dan dalam suasana
informal)

45
 40. Come on! = Ayoh!
41. That’s all! = Demikianlah!, Sekianlah!, Itu saja!
42. I don’t care (with)....= Saya tak perduli....(dengan).
43. Get away from here! = Berambus dari sini!
44. Get out! = Keluar!
45. You’re welcome!, That’s all right!, Not at all!, It’s OK!, Don’t mention it! =
Kesemuanya berarti: Terima kasih kembali! (Khusus kata ‘It’s OK!’ hanya diucapkan
untuk teman-teman yang akrab saja, sedang kata ‘Don’t mention it!’, sudah
sangat jarang digunakan di kalangan umum, akan tetapi masih digunakan di
kalangan bangsawan di Inggris atapun orang-orang tua).
46. No, thanks. = Tidak, terima kasih. (untuk jawaban menolak suatu yang ditawarkan
47. Maybe = Mungkin.
48. Don’t be afraid! = Jangan takut, Jangan khawatir!
49. Good luck! = Semoga berhasil!
50. In my opinion.... in my view....in my mind = Menurut pendapat saya….

Exercise 1:
Complete the sentences with the expressions in the list. Use simple present tense.

 be acquainted
 be broken
 be composed
 be crowded
 be dissapointed
 be exhausted
 be located
 be lost
 be made
 be qualified
 be related

46
  be satisfied
 be scared
 be spoiled
 be worried

1. Dennis isn’t doing well in school this semester. He______about his grades.
2. my shirt______of cotton
3. I live in a one-room apartment with four other people. Our apartment______
4. Vietnam______in southeast Asia.
5. .I’m going to go straight to bed tonight. It’s been a hard day. I_______
6. I________to jessica Adama. She’s my cousin.
7. Excuse me, sir, but I think I_______could you please tell me how to get to the bus station
from here?
8. My tape recorder doesn’t work. It______
9. My leave a light on in our son’s bedroom at night because he____of the dark
10. Alice thinks her boss should pay her more money. She____not_____with her present
salary.
11. The children_____I had promised to take them to the beach today, but now we can’t go
because it’s raining.
12. ______you______with Mrs.Novinsky? have you ever met her?
13. According to the job description, an applicant must have a master’s degree and at leat five
years of teaching experience. Unfortunately, I_____not____for that job.
14. this milk doesn’t taste right. I think it_____I’m not going to drink it.
15. water______of hydrogen and oxygen.

Exercise 2:

Read carefully and choose the correct answer between A, B, C, D, and E

1. Sinta: Hello Dina! My father gave me this phone two days ago. I’m so happy
Dina : That's good !
The underlined sentence expresses ……

47
 a. Happiness
b. Sadness
c. Congratulation
d. Boredom
e. Disappointment

2. 1) I think it was a fun holiday

2) Oh, I’m so boring
3) I'm so happy to know it.
Which includes a statement of happiness?
a. 1 and 2
b. 2 and 3
c. 1 and 3
d. 1
e. 2

3. Hilal : I get the birthday present from my boyfriend, yesterday !

Mimi :
a. I’ll always remember that
b. Fantastic! That’s great.
c. How boring.
d. Bad luck
e. I’m sorry, I forget

4. Jaka : Mom! I have a good news!

Mom : What is it dear?
Jaka : My English teacher told me that I got excellent score in the last test !
Mom : Really? Oh,!
Jaka : Yeah mom, thanks
a. No, I'm busy

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 b. Sure.
c. That's okay
d. Okay
e. I'm proud of you dear

5. Aria : I am very happy because it got a good

score. Rika : Really?
Expression indicates that he is …
a. Expressing relief
b. Expressing pain
c. Expressing pleasure
d. Expressing sadness
e. Expressing happiness

UNIT 8: Bits and Pieces

The phrase bits and pieces can be used in many different situations and have various
meanings. In general though it refers to many different types of small or random items like the
bits and pieces you might find at the bottom of your handbag such as receipts, pens, coins,
etc. Or the bits and pieces that lay around a mechanics garage such as screws, nails,
hammer, measuring tape, etc.

Let’s look at the phrase to help you with bits and pieces first. This is used when we want to
offer help to somebody with small or miscellaneous things. You could help your housemate
with bits and pieces around the house such as washing the dishes or taking out the trash for
example. Or you could offer to help your work colleague with bits and pieces such as
proofreading an email.

Here are some more examples of the phrase to help you with bits and pieces:

o He helped his wife with bits and pieces around the house. He hung up paintings and
watered the plants.
o Kate asked for to help her with bits and pieces of her assignment, I was happy to
proofread and offer advice on her assignment.

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o I can help you with bits and pieces of the project, if you would like?

The idiomatic phrases I’m in pieces or I’m in bits and pieces are used to describe how upset a
person is. If you think of a completed jigsaw puzzle but then somebody breaks it apart into bits
and pieces, you can use this example figuratively when talking about somebody’s emotions or
feelings. The person is so upset they are broken, they are in bits and pieces.

Here are is a dialogue to help you understand the phrase more clearly:

o What’s wrong Caroline? Why are you crying?

o I was given my notice in work today. I have three more weeks and after that I won’t have a
job.
o I’m so sorry Caroline. Are you ok?
o I’m in bits and pieces. I don’t know what I am going to do. This is a disaster! I needed that
job to pay my student loans.
o Don’t worry, you’ll find a new job.
o I really hope you’re right.

The phrases I miss you to bits and pieces and I love you to bits and pieces have similar
meanings and can be used in similar situations. If you miss somebody to bits it means you
miss every part of them, you miss the smallest and the biggest parts of them. This is the same
for I love you to bits, if somebody says this to you they are saying they love every aspect of
you (even the bad bits).

Let’s take a look at some examples:

o I love my children to bits and pieces. They can be bold at times but I love every part of
them.
o You can see that he loves her to bits and pieces, he adores her.
o I missed you to bits and pieces when you were gone, it is so good to have you back
home.
o We will miss you to bits and pieces when you move away for college, the house will
feel very empty without you.

Exercise 1:

Make 15 sentences about bits and pieces!

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 UNIT 9: Modals
Modal is an auxiliary verb. Modal cannot stand alone, but it needs another verb. There are
three commonly used forms of modal, namely present, past, and perfect. This difference in
form is to unite past or present actions.
Present Past Perfect

Will Would Would have + V3

Can Could Could have + V3

May Might Might have + V3

Must (had to)* Must have + V3

Shall Should Should have + V3

Ought to - Ought to have + V3

Based on its function, capital is categorized into several groups, including:

o Necessity/Obligation
Present
Positive: Must, have/has to

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Negative: Must not, don’t/doesn’t have to
Example
To avoid fire, we must not light a flame in this petrol station
It has just rained, we don't have to water the plants
Past
Positive: head to
Negative: didn't have to

o Advisability
Present
Positive: Should, ought to, had better + V1
Negative: Shouldn’t, ought not to, had better not
Example:
Your stomachache is getting worse, you should see a doctor.
Past
Positive: Should have + V3, ought to have + verb 3
Negative: Shouldn’t have + V3, ought not to have + V3
Advice or advice on what happened in the past has meaning, the speaker expresses
regret that the action that should have been done did not occur.
Example:
You should have helped her yesterday.
Fact: You didn't help her. You were supposed to help for yesterday.

o Certainty
Present
Positive: Must
Negative: Must not/cannot/could not
Example:
You couldn’t be sleepy, you’ve just slept all day already.
Past

52
Positive: Must have + V3
Negative: Can’t/couldn’t have + V3

o Possibility
Present
Positive: May/might, could
Negative: Might not have + V3
Past
Positive: Might have + V3, can/could have + V3
Negative: Might not have + V3

o Ability
Present
Positive: Can, to be able to + V1, to be (am/is/are)
Negative: Can’t, to be not able to
Past
Positive: Could, to be able to + V1, to be (was/were)
Negative: Couldn’t, to be not able to
Unfulfilled ability
Example:
I could have repaired your car, why didn’t you ask me?
Fact: I didn’t pair the car, I could repair if indeed.

o Permission
Present
Positive: May, can
Negative: May not, can not
Past
Positive: could
Negative: couldn’t

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 Example:
Riders may go when the traffic lights turn green.

Exercise 1
a. Multiple Choice

1. Your glass is empty. …. I get you some more fresh water?

A. shall
B. will
C. can
D. should
E. Shall have

2. We …. like to visit that new store someday.

A. shall
B. will
C. can
D. would
E. Shall have

3. You are sick, but you don’t come hospital to see a doctor. You …. visit him soon.

A. would
B. could
C. should
D. will
E. can

4. “I really don’t know why Tony didn’t come to the meeting”. “There ….. something wrong
with him.

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A. might be
B. could be
C. will be
D. should have been
E. must have been

5.“Rini is old enough. She …. know better than the others about it.

A. will
B. could
C. must
D. may be
E. can

6. They………….. study hard because next April they will take the examination.

A. Will
B. Should
C. Can
D. Must
E. May

7. You…………….. permit to your mother if you go to school.

A. Must
B. May
C. Mustn’t
D. Would
E. Shall

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8. She …………………. Come here tomorrow.

A. Will
B. Can
C. Must
D. May
E. Might

9. He……………….speak English well if he took English course.

A. Will
B. Can
C. Could
D. May
E. May not

10. You seem to be having trouble there………………….. I help you ?

A. Would
B. Will
C. Shall
D. Should
E. might

Exercise 2:

Complete the following sentences using can/may/must/should. Sometimes you need the
negatives.

1. My father is very smart. He ________ speak five languages.

2. Look! The girl is falling into the river. We ________ rescue her now.
3. Tom gets failed in his exams. I think he ________ study harder.
4. There is nobody in the room now. They ________ go out to buy something.

56
5. If you don’t bring your dictionary, you ________ borrow mine now.
6. You ________ touch the wall. My father has just painted it.
7. You ________ care about her since she loves you very much.
8. John is absent from school today. He ________ be sick.
9. The bus 1 has just left. We ____wait another later.
10. Sorry, I am very busy now. I ________ help you.

UNIT 10: Question Words

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Question Words are words used to ask or ask something that is not clear or to have a
conversation with one another.

Kinds of Question Words and Functions

In general, the word Tanya in English is often called (eight W and one H). The following are the
kinds of Question words, their functions and some examples in simple Question sentences.

1. What
Function / is used to ask for an object (something) whether the noun occupies the subject
or object in a sentence.

The noun in question occupies the subject position

Pattern: What + Verb/auxiliary/to be/model + Verb + O + Adverb?
Example:
o What makes you feel happy, John?
o What cuts the tree in the garden?

The noun in question occupies the object position

Pattern: What + auxiliary/to be/modal + S + Verb + adverb?

Example:

o What do you eats?

o What will he buy in the market?

2. Who
Function / is used to ask the perpetrator (subject) of an activity or activity that occurs in a
sentence.
Pattern: Who + Verb/tobe/auxiliary/modal + Verb + O + Adverb?
Example:
o Who tells you the story?
o Who took him to the hospital yesterday morning?

58
3. Whom
Function / is used to ask who / the person who is subject to the job that occupies the
object position.
Pattern: Whom + auxiliary/to be/modal + S + verb + Adverb?
Example:
o Whom are you calling now, James?
o Whom would you like to marry?

4. When
Function / is used to ask information about the time.
Pattern: When + auxiliary/to be/modal + S + Verb + Object?
Example:
o When did you visit your grandfather?
o When could you help me?

5. Where
Function / is used to ask information about the place / where someone or object comes
from
Pattern: Where + auxiliary/to be/modal + S + Verb + O?
Example:
o Where is he from?
o Where do you come from?

6. Why
Function / is used to ask the reason / alibi
Pattern: Why + auxiliary/to be/modal + S + Verb + O + Adverb?
Example:
o Why are you here?
o Why did you leave me yesterday?

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7. Which
Function / is used to ask options
Pattern: Which + auxiliary/to be/modal + S + Verb?
Example:
o Which do you like, meatball or sandwich?
o Which book do you prefer, knowledge or science?

8. Whose
Function / is used to ask ownership or possession.
Pattern: Whose + Noun + auxiliary/to be/modal + S + Verb + Adverb?
Example:
o Whose car can you drive for travelling?
o Whose money did you lend me yesterday afternoon?

9. How
Function / is used to ask the situation / description of the method.
Pattern: How + auxiliary/to be/modal + S + Verb + O?
Example:
o How can you speak English very well?
o How did you go to Swiss last night?

WHAT, HOW (Noun, Adjective)

10. What + Noun

a) What + Time: Used to ask for the time.
Example:
o What time do you go to bed everyday?
o What time do you have breakfast in the morning?
b) What + Noun: Used to ask the name of a certain object that has a clear meaning,
Example:

60
 o What country will you visit next week?
o What film do you like to watch?
c) What + Kind of + Noun: Ask for the type of object
Example
o What kinds of book do you usually read everyday?
o What kinds of lesson do you like?
d) What + brand of + Noun: Ask for the brand of the item.
Example:
o What brand of cars does he like to buy?
o What brand of television do you like to buy?
11. How + Noun
a) How + many: Ask how many nouns can be counted.
Example:
o How many students are in your class?
o How many countries have you visited?
b) How + much: Asking for the number of objects that cannot be counted / asking the price of
the goods.
Example:
o How much sugar is in your tea?
o How much water do you drink in a day?
o How much is your shoes?
o How much does his bag cost?
12. How + Adjective
a) How + long: Ask for the duration of an object
Example:
o How long will you stay in Bali?
o How long does it take from your house to this school?
b) How + long: Ask for the length of an object.
Example:

61
 o How long is her hair?
o How long is his ruler?
c) How + far: Asking the distance of an object.
Example:
o How far is his house from the bus stop?
o How far is the post office from here?
d) How + thick: Ask for the thickness of an object.
Example:
o How thick is your book?
o How thick is his laptop?
e) How + fast: Ask for the object's velocity.
Example:
o How fast do you usually drive the car?
o How fast does he run?
f) How + often: Ask for the frequency of the object.
Example:
o How often are you late to school?
o Hoe often did he visit you?

Exercise 1:

A Put the words in brackets ( ) in the right order to make questions.

 (you – where – live – do – ?) : Where do you live?

1. (do – get up – you – when – ?)
2. (she – does – where – come – from – ?)
3. (leaving – they – are – when – ?)
4. (he – is – why – waiting – ?)
5. (are – you – how – ?)
6. (did – to Scotland – how – get – you – ?)
7. (is – where – the town centre –?)

62
8. (Paul – drive – so fast – does – why – ?)
9. (when – the film – does – start – ?)
10. (will – how – you – travel – ?)
11. (is – running – she – why – ?)
12. (did – where – buy – you – that picture – ?)

Exercise 2:

Put where, when, why or how in the gaps.

 Where are you going? ~ To the shops.

1. ______ are you leaving? ~ At six o’clock.
2. ______ does she take a taxi to work? ~ Because she doesn’t have a car.
3. ______ did they get to France? ~ By boat.
4. ______ is he studying Spanish? ~ Because he wants to work in Spain.
5. ______ do you have breakfast? ~ At half past seven.
6. ______ is the restaurant? ~ In Carlton Street.
7. ______ are you feeling today? ~ I’ve got a headache.
8. ______ did she buy that dictionary? ~ In the bookshop near the station.
9. ______ did Pam go to the police? ~ Because she lost her passport.

Exercise 3:

Use the ‘full’ answers to write questions with where, when, why or how. (We usually use the
short, underlined answers when we reply to a question.)

 Question: Where did you lose your bag?

Answer: (I lost my bag) On Saturday morning.
1. Question:
Answer: (I met Joanna) at a disco in the centre of town.
2. Question:
Answer: (I went to the disco) by bus.
3. Question:
Answer: (I’m looking for a new job) because I want more money.

63
4. Question:
Answer: (The nearest hospital is) In Park Street.
5. Question:
Answer: (You get to Park Street) on the number 38 bus.
6. Question:
Answer: (They’re going to see the film) On Friday evening.
7. Question:
Answer: (She left the party at ten o’clock) because she was tired.
8. Question:
Answer: (He’s studying English) at a language school in Edinburgh.

UNIT 11: Simple Present Tense

A. Pattern
(+) S + V-1 (s/es) + O + keterangan waktu.
(-) S + do/does + not + V-1 + O + keterangan waktu.
(?) Do/does + S + V-1 + O + keterangan waktu?

Example
(+) You study English at MEC everyday.
(-) You don't study English at MEC everyday.

64
(?) Do you study English at MEC everyday?

1. If the subject is the third person singular-she / he / it, the verb must be added with "s"
or "es" in the positive statement.
Example:
Mary usually goes swimming on Saturday morning.
Mother always serves our breakfast before we go to school.
My brother likes playing tennis on Sunday morning.

2. Suffix "s" in verbs In general, verbs are added with the suffix "s" if the subject is in the
third person singular (the third person singular he / she / it).
Example:
I work five days a week.
We play tennis every Sunday.
The boys play in the garden.

She works five days a week.

Father takes a train to go to office.
A mouse eats my food every morning.
3. The suffix "es" is used with verbs with the ending letter "s, ch, sh, x, o", if the subject is
in the third person singular. On the other hand, verbs that end in "y" and are preceded
by a dead letter, y are first replaced with "i" and then added with "es".
Example:
I pass the house.
You watch television.
We wash our clothes.
They go to office.
I study English

He passes the house.

John goes to office.

65
 She washes her clothes.
She watches television.
He studies English

4. Negative Sentence
A denial (negative) sentence is formed by placing "do not / don't or does not / doesn't"
after the subject of the sentence. "Doesn't" is used for the third person singular (he
doesn't, she doesn't, it doesn't), whereas "don't" is used for other than the third person
singular (I don't, you don't, we don't, they don't).
Example:
You don't go swimming on Monday.
We don't work on Saturday.
I don't work at the aircraft factory.
He doesn't work on Saturday.
My brother doesn't play football every day.
John doesn't work at the aircraft company
.
5. Interrogative Sentence.
Interrogative sentences are formed by placing the word Bantu "do or does" in front of
the sentence. "Does" is used for the third person singular (he, she, it), while "do" is
used for other than the third person singular (I, you, we, they). "Do / does" in an
interrogative sentence means "what" and the verb no longer uses the "s / es" ending
even though the subject of the sentence is in the third person singular.
Example:
Do you always go to office by train?
Do they go swimming every Sunday?
Do the boys like this film?

Does your brother work for bank Mandiri?

Does he go swimming every Sunday?
Does the boy like this film?

66
 6. The suitability of the subject and auxiliary verb in this tense is as follows:
DO is used by subject I, you, we, and they.
DOES is used by the subjects she, he, and it.

B. Usage
1. Simple Present is used to show an event, incident, activity that occurs repeatedly, or is
a habit.
Example:
I leave for office at 6 every morning.
My father works five days a week.
Father always drinks tea in the afternoon.
2. Simple Present is also used to show a fact (fact) or something that is a general truth
(general truth).
Example:
The River Nile flows into Mediterranean.
Jet engines make a lot of noise.
Vegetarians don't eat meat and fish.

3. Simple Present is also used to show something that will happen in the future, if we are
talking about a schedule, program, and others.
Example:
The second train leaves at 10 a.m.
The football match starts at 4 p.m tomorrow.
The second film begins at 7 p.m.

C. Adverb of time
1. Adverb of frequency
Always: selalu
Usually: biasanya
Generally: umumnya

67
 Ever (?): pernah
Sometimes: kadang-kadang
Occasionally: kadarag-kaclang
Never: tidak pernah
Seldom: jarang

2. Adverb of quantity
Once …: sekali ...
Once a day: sekali dalam sehari
Once a week: sekali dalam seminggu
Twice …: dua kali ...
Three times …: tiga kali dalam ...
Every …: setiap ...

Exercise 1:

Make the sentences using the phrases below.

1. eat breakfast
2. go to class
3. put on my clothes
4. drink a cup of coffee/tea
5. shave f) put on my make-up
6. take a shower/bath
7. get up
8. pick up my books
9. walk to the bathroom
10. watch TV
11. look in the mirror
12. turn off the alarm clock
13. go to die kitchen/the cafeteria
14. brush/comb my hair

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15. say good-bye to my roommate, wife/husband
16. brush my teeth
17. do exercises
18. wash my face
19. stretch, yawn, and rub my eyes

Exercise 2:

Put the following sentences into simple present. Use the words in parentheses!

1. My sister still … (make) some mistakes in pronunciation.

2. Hendry always … (do) his weekly report on Monday afternoon.
3. Mr. David's secretary always … (type) a lot of letters in the office.
4. Some of us … (work) overtime on Saturday.
5. He … (come) early because he … (want) to see you.
6. They always … (report) to their superior once a week.
7. Our receptionist always … (serve) the customers patiently.
8. His assistant never … (forget) to record the daily transactions.
9. One of them often … (pass) my house in the morning.
10. We …… (go) to the seaside every Saturday.

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 UNIT 12: Simple Past Tense

A. Pattern
(+) S + V2 + 0 + keterangan waktu.
(-) S + did + not + V1 + O+ keterangan waktu.
(?) Did + S + V1 + O+ keterangan waktu?

Example
(+) You visited my mother yesterday.
(-) You didn't visit my mother yesterday.
(?) Did you visit my mother yesterday?

Simple past tense using past tense. Adverbs of time that are often used in the simple past
tense are: All subjects use DID for negative and interrogative sentences

B. Usage
1. Simple past tense is used to indicate an event, event or situation that occurred in the
past.
Example:
The children enjoyed the party last night.
His father died when he was ten years old.

70
 2. Simple past tense is also used to ask the time when an event or event occurred.
Example:
When did you buy this new car?
When did she get married?
When did you buy this English dictionary?
When did your brother leave for England?

Exercise 1:

Put the following sentences into simple past tense. Use the verbs in parentheses!

1. They …… (use) this room to discuss their plans last night.

2. The man …… (reserve) two double rooms last week.
3. Mr. Brown …… (return) from England last week.
4. My brother …… (apply) for a job last month and he was accepted.
5. They …… (finish) work at 5.50 yesterday afternoon.

Exercise 2:

Put the following sentences into simple past tense. Use the verbs in parentheses.

1. She … (take) the stamps from my drawer yesterday morning.

2. They … (spend) the night at one of my friend's last night.
3. My secretary … (bring) all the books home last week.
4. A friend of mine … (get) a job here a month ago.
5. My boss … (give) me a good dictionary for my birthday present.

Exercise 3:

Change the following sentences into negative!

1. Mr. Skousens signed these two cheques last Monday.

2. I met them at the airport two weeks ago.
3. The bank debited the amount from my account last week.

71
4. We settled all the payments when I was abroad last month.
5. I decided to contact your service manager yesterday morning.

UNIT 13: Simple Future Tense

A. Pattern
(+) S + will + V1( bare infinitive) + 0 + keterangan waktu.
(-) S + will + not + V1( bare infinitive) + 0 + keterangan waktu.
(?} Will + S + V1( bare infinitive) + 0 + keterangan waktu ?

Example:
(+) She will visit me tomorrow.
(-) She will not visit me tomorrow.
(?) Will she visit me tomorrow?

1. Negative statement
A negative statement is formed by adding a "not" after "WILL" (will not / won't) and
is placed after the subject of the sentence.
Example: John will not read magazine tomorrow.
2. Interrogative statement
An interrogative statement is formed by placing "WILL" in front of the sentence. In
an interrogative sentence, "WILL" means "what".
Example: Will they sell the old house next year?
3. All subjects in this tense use the same auxiliary verb, namely WILL.
4. The time information used in this tense is: Tomorrow, Next, Later.
B. Usage
Simple future tense is used to show an event or event that will occur or be done at a future
time. To denote a plan, "will" is used for all pronouns. But in spoken language, the contraction
form is usually used, namely I'll, We'll and so on.

72
 o I'll probably leave for America next week.
o We'll probably spend our holidays in Bali next year.
o She'll call you this afternoon.
Exercise 1:
Read these famous failed predictions. Then complete the sentence using will + the verb in
brackets.
1. We are in September 1914: according to most newspapers in Britain and Germany, the
war (be) will be over by Christmas. They cannot imagine that the war (continue)
________until1918, and (claim)__________ the lives of about 9 million in the military and
a further 7 million civilians.
2. We are in 1919: according to geologist Albert Porta, the conjunction of six planets
(cause)______ the Sun to explode. In fact, the Sun (probably destroy)______________
the Earth one day, when it becomes a red giant in about 4.5 billion years.
3. We are in 1977: according to Ken Olson, head of a computer company, people (never
want) ________________ a computer in the home. Latest predictions (2005) suggest that
computer ownership (reach)__________________ 1.3 billion machines worldwide by
2010.
4. We are in 1999: according to many scientists, computers (crash) ______________and
(cause) ______________chaos on the first day of the new millennium.
5. And one to look forward to: according to the Aztec calendar, the world (come)
_____________ to an end on 22 December 2012. We (have to) ______________wait and
see.

Exercise 2:
Complete the following sentence with the words will or will be!
1. I ........ clean the windows in this class.
2. He .......... wash the car
3. She ......... angry if I am late.
4. We ......... sad if I get bad score.
5. They ......... play football if it is raining.

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6. I ........ watch Naruto Movie.
7. Susan ......... buy drawing book.
8. You ....... eat food if you are hungry.
9. We ....... sleep because I am Tired.
10. He .......... join sport club at school.

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