Tenses in English: Simple Present and Present Progressive

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TENSES 
Time refers to a point in real life at which something occurs. Tense 
refers to the grammatical form of a verb, the form of a verb through 
which a grammar indicates information about time. Kind of tenses 
include: 
 
 
 
 
 
 
 
 
 
 
 
 
UNDERSTANDING GRAMMAR 
 
2 | E n g l i s h 1 , 2 , 3 
 
 
 
3 | E n g l i s h 1 , 2 , 3 
 
 
 
 
4 | E n g l i s h 1 , 2 , 3 
 
 
 
 
 
 
 
 
 
 
 
6 | E n g l i s h 1 , 2 , 3 
 
 
 
7 | E n g l i s h 1 , 2 , 3 
 
CHAPTER I 
 
 
 
 
 
A. SIMPLE PRESENT 
Uses of the simple present tense include: 
1. Permanent truths; use the simple present for statements that are always 
true Summer follows spring Gases expand when heated. 
2. 'The present period'; use the simple present to refer to events actions or 
situations which are true in the present period of time and which for all we 
know may continue indefinitely What we are saying in effect, is 'this is the 
situation as it stands at present' e.g My father works in a bank My sister 
wears glasses 
3. Habitual actions 
 The simple present can be used with or without an adverb of time to 
describe habitual actions, things that happen repeatedly e.g I get up at 
7 John smokes a lot 
 habitual actions by using the simple present with adverbs of indefinite 
frequency or with adverbial phrases such as every day to more 
practice 
 
8 | E n g l i s h 1 , 2 , 3 
 
 We commonly use the simple present to ask and answer questions 
which begin with “How often” e.g How often do you go to the dentist? 
- I go every six months 
 Questions relating to habit can be asked with ever and answered with 
never and sometimes not ever e.g Do you ever eat meat? - No I never 
eat meat 
4. Future reference 
This use is often related to timetables and programmers or to events in the 
calendar e.g 
The exhibition opens on January 1st and closes on January 31st 
The concert begins at 7.30 and ends at 9.30 
We leave tomorrow at 11.15 and arrive at 17.50 
Wednesday, May 24th marks our 25th wedding anniversary 
5. Observations and declarations 
We commonly use the simple present with stative and other verbs to make 
observations and declarations in the course of conversation e.g 
/ hope/assume/suppose/promise everything will be all right 
I bet you were nervous /ust before your driving test 
It says here that the police expect more trouble in the city 
 I declare this exhibition open 
I see/hear there are road works in the street again 
I love you I hate him 
We live in difficult times - I agree 
 
 
9 | E n g l i s h 1 , 2 , 3 
 
Table of structure Simple Present 
Types Structure Examples 
Verbal 
+ Subject + V-1(s/es)+Object She speaks Arabic 
- Subject +do/does +not +V-1+Object She does not speak Arabic 
? Do/Does+ S +V-1+Object? Does she speak Arabic? 
Subject 
V-1, (-) do uses subject: I, you, we, they 
V-1(s/es), (-)does uses subject : he, she, it, name 
Nominal 
+ Subject + is/am/are+ complement She is sad 
- Subject + is/am/are + not +Complement She is not sad 
? is/am/are + subject +complement Is she sad? 
To be Is/am /are used to subject: 
Is : He, she it, name 
Am : I 
Are : you, we, they 
Complement includes: Adjective, noun, adverb, pronoun 
Question word 
S QWs + V-1 (s/es)+object Who speak English in the class? 
V QWv +do/does + S + do? What do they do at home? 
 
10 | E n g l i s h 1 , 2 , 3 
 
O QWo + do/does + S + V-1? What do the speak in the class? 
A QWA +do/does +S +V-1? Where do the speak English? 
 
B. PRESENT PROGRESSIVE 
Uses of the present progressive tense include: 
1. Actions in progress at the moment of speaking; We use the present 
progressive to describe actions or events which are in progress at the 
moment of speaking e.g He's working at the moment, so he can't come to 
the telephone. Actions in progress are seen as uncompleted' e.g He's still 
talking to his girlfriend on the phone. 
2. Temporary situations; The present progressive can be used to describe 
actions and situations which may not have been happening long, or which 
are thought of as being in progress for a limited period: e.g What's your 
daughter doing these days? - She's studying English at Durham University. 
Such situations may not be happening at the moment of speaking: e.g 
Don't take that ladder away Your father's using it (i.e. but perhaps not at 
the moment). Temporary events may be in progress at the moment of 
speaking: e.g The river is flowing very fast after last night's rain . We also 
use the present progressive to describe current trends: e.g People are 
becoming less tolerant of smoking these days 
3. Planned actions: future reference; We use the present progressive [and be 
going to] refer to activities and events planned for the future. We generally 
need an adverbial unless the meaning is clear from the context e.g We're 
spending next winter in Australia This useof the present progressive is also 
 
11 | E n g l i s h 1 , 2 , 3 
 
commonly associated with future arrival and departure and occurs with 
verbs like arrive, come, go, leave, etc. to describe travel arrangements e.g 
He's arriving tomorrow morning on the 13 27 train The adverbial and the 
context prevent confusion with the present progressive to describe an 
action which is in progress at the time of speaking e.g Look' The train's 
leaving 
4. Repeated actions; The adverbs always (in the sense of 'frequently'), 
constantly, continually, forever, perpetually and repeatedly can be used 
with progressive forms to describe continually-repeated actions e.g She's 
always helping people. Some stative verbs can have progressive forms with 
always e.g I'm always hearing strange stories about him. Sometimes there 
can be implied complaint in this use of the progressive when it refers to 
something that happens too often e.g Our burglar alarm is forever going 
off for no reason 
Table of Structure of Present Progressive 
Types Structure Examples 
Verbal 
+ Subject+ is/am/are + V-ing +Object We are studying now 
- Subject + is/am/are +not +Ving+Object We are not studying now 
? Is/am/are+ S +Ving+Object? Are you studying now? 
Nominal 
+ Subject + is/am/are+ being+complement I am happy 
- Subject + is/am/are + not +being+ Complement I am not happy 
 
12 | E n g l i s h 1 , 2 , 3 
 
? is/am/are + subject +being+complement Are you happy? 
To be Is/am /are used to subject: 
Is : He, she it, name 
Am : I 
Are : you, we, they 
Complement includes: Adjective, noun, adverb, pronoun 
Question word 
s QWs + is+ Ving +object? Who are sitting in your room 
V QWv +is/am/are + S + doing? What is she doing in your 
room? 
O QWo + is/am/are + S + Ving? What is she reading? 
A QWA + is/am/are +S +Ving? Where is she eating ? 
Note: 
how to add '-ing' to a verb ? We can add -ing to most verbs without changing the 
spelling of their base forms. e.g beat/beating, carry/carrying, catch/catching, 
drink/drinking, enjoy/enjoying, hurry/hurrying. If a verb ends in -e, omit the -e and 
add -ing. E.g come/coming, have/having, make/making, ride/riding, use/using This 
rule does not apply to verbs ending in double e.g: agree/agreeing. A verb that is 
spelt with a single vowel followed by a single consonant doubles its final consonant 
e.g hit/hitting, let/letting put/putting, run/running, sit/sitting Compare: e.g. 
beat/beating which is not spelt with a single vowel and which therefore does not 
double its final consonant. With two-syllable verbs, the final consonant is normally 
doubled when the last syllable is stressed e.g for'get/forgetting, pre'fer/prefernng, 
up'set/upsetting Compare: 'benefit/benefiting, 'differ/differing and 'profit/profiting 
which are stressed on their first syllables and do not double their final consonants. 
Note 'label/labelling 'quarrel/quarrelling, 'signal/signalling and 'travel/travelling 
(BrE) which are exceptions to this rule. Compare: labeling, quarreling, signaling, 
traveling. -ic at the end of a verb changes to -ick when we add -ing: 
 
13 | E n g l i s h 1 , 2 , 3 
 
panic/panicking picnic/picnicking traffic/trafficking lie/lying die/dying, tie/tying 
 
C. SIMPLE PRESENT VS PRESENT PROGRESSIVE 
The present tense in typical contexts includes: 
1. The simple present and present progressive in commentary 
often used in commentaries on events taking place at the moment, 
particularly on radio and television. In such cases, the simple present is 
used to describe rapid actions completed at the moment of speaking and 
the progressive is used to describe longer-lasting actions. 
e.g MacFee passes to Franklyn Franklyn makes a quick pass to Booth 
Booth is away with the ball, but he's losing his advantage 
2. The simple present and present progressive in narration 
When we are telling a story or describing things that have happened to us, 
we often use present tenses (even though the events are in the past) in 
order to sound more interesting and dramatic. The progressive is used for 
'background' and the simple tense for the main events: 
e.g I'm driving along this country road and I'm completely lost Then I see 
this old fellow He s leaning against a gate I stop the car and ask him the 
way He thinks a bit then says, 'Well, if I were you, I wouldn't start from here 
3. The simple present in demonstrations and instructions 
This use of the simple present is an alternative to the imperative, It 
illustrates step-by-step instructions: 
e.g First (you) boil some water Then (you) warm the teapot Then (you) add 
three teaspoons of tea Next, (you) pour on boiling water 9 
 
14 | E n g l i s h 1 , 2 , 3 
 
4. The simple present in synopses (e.g. reviews of books, films, etc.) 
e.g Kate Fox's novel is an historical romance set in London in the 1880's 
The action takes place over a period of 30 years 9 
5. The simple present and present progressive in newspaper headlines and 
e.g. photographic captions 
e.g The simple present is generally used to refer to past events: FREAK 
SNOW STOPS TRAFFIC DISARMAMENT TALKS BEGIN IN VIENNA The 
abbreviated progressive refers to the future. The infinitive can also be used 
for this purpose [> 9.48.1]: CABINET MINISTER RESIGNING SOON (or: TO 
RESIGN SOON) 
The Differences Structure Simple Present and Present Progressive 
type Simple present Present progressive 
Verbal 
+ Subject + V-1(s/es)+Object Subject+ is/am/are + V-ing +Object 
- Subject +do/does +not +V-
1+Object 
Subject + is/am/are +not +Ving+Object 
? Do/Does+ S +V-1+Object? Is/am/are+ S +Ving+Object? 
Nominal 
+ Subject + is/am/are+ 
complement 
Subject + is/am/are+ 
being+complement 
- Subject + is/am/are + not 
+Complement 
Subject + is/am/are + not +being+ 
Complement 
? is/am/are + subject +complement is/am/are + subject 
+being+complement 
 
15 | E n g l i s h 1 , 2 , 3 
 
 
D. TIME SIGNAL 
Simple present Present progressive 
Everyday Generally Now 
Always Occasionally Right now 
Often Usually At present 
Seldom Once a week Nowadays 
Never Every This morning 
Sometimes at the moment 
On and off just 
Steadily arrive, come, go, leave 
 
Exercise 1 
1. Someone's………….. at the door Can you answer it? (Knock ) 
2. What are you ……? - I'm just tying up my shoe-laces (do) 
3. He's …….. to his girlfriend on the phone (talk) 
4. She's at her best when she's ……….. big decisions (make ) 
5. Andi’ family …………. in the beach right now (picnic) 
 
 
 
16 | E n g l i s h 1 , 2 , 3 
 
CHAPTER II 
 
 
 
 
 
A. SIMPLE PAST 
Uses of the simple past tense 
1. Completed actions 
We normally use the simple past tense to talk about events, actions or 
situations which occurred in the past and are now finished They may have 
happened recently (e.g Sam phoned a moment ago), or in the distant past 
(The Goths invaded Rome in A.D. 410). A time reference must be given (e.g 
I had a word with Julian this morning) or must be understood from the 
context (e.g I saw Fred in town (i e when I was there this morning)). When 
we use the simple past, we are usually concerned with when an action 
occurred, not with its duration (how long it lasted) 
2. Past habit 
Like used to, the simple past can be used to describe past habits e.g 
smoked forty cigarettes a day till I gave up (e.g smoked forty cigarettes a 
day till I gave up) 
 
 
 
 
17 | E n g l i s h 1 , 2 , 3 
 
3. The immediate past 
We can sometimes use the simple past without a time reference to 
describe something that happened a very short time ago (e.g Jimmy 
punched me in the stomach) 
4. Polite inquiries, etc. 
The simple past does not always refer to past time It can also be used for 
polite inquiries (particularly asking for favours), often with verbs like hope 
think or wonder Compare: 
e.g I wonder if you could give me a lift 
I wondered if youcould give me a lift (more tentative/polite) 
For the use of 'the unreal past' in conditional sentences 
5. Adverbials with the simple past tense 
The association of the past tense with adverbials that tell us when 
something happened is very important. Adverbials used with the past 
tense must refer to past (not present) time. 
Almost all verbs, like the verbs in sentences, form their past tense by 
adding the suffix ed. These verbs are called regular verbs. Some verbs, 
however, do not follow this pattern. These verbs are called irregular verbs. 
Some examples of irregular verbs are: see (past tense saw), write (past tense 
wrote), and hit (past tense hit). 
 
 
 
 
 
18 | E n g l i s h 1 , 2 , 3 
 
Table of structure Past Tense 
Types Structure Examples 
Verbal 
+ Subject + V-2+Object She studied yesterday 
- Subject +did +not +V-1+ Object She did not study yesterday 
? Did + S +V-1+Object? Did she study yesterday? 
V-2 look at in regular and irregular verb 
Nominal 
+ Subject + was/were + complement She was sick yesterday 
- Subject + was/were + not +Complement She was not sick yesterday 
? was/were + subject +complement? Was she sick yesterday 
Subject was/were used to subject: 
was : I, He, she it, name 
were : you, they, we 
Complement includes: Adjective, noun, adverb, pronoun 
Question word 
S QWs + V2 + object Who got gift yesterday? 
V QWv +did + S + do? What did she do yesterday? 
O QWo + did + S + V-1? What did she get yesterday? 
A QWA +did +S +V-1? When she bring gift? 
 
 
19 | E n g l i s h 1 , 2 , 3 
 
B. PAST PROGRESSIVE 
Uses of the past progressive tense include: 
1. Actions in progress in the past 
The past progressive to describe past situations or actions that were in 
progress at some time in the past (e.g / was living abroad in 1987, so I 
missed the general election, Often we don't know whether the action was 
completed or not (e.g Philippa was working on her essay last night), 
Adverbials beginning with all (e.g It was raining all night) and In the same 
way, still can emphasize duration (e.g Jim was talking to his girlfriend on 
the phone when I came in and was still talking to her when I went out an 
hour later) 
2. Actions which began before something else happened 
The past progressive and the simple past are often used together in a 
sentence. The past progressive describes a situation or action in progress 
in the past, and the simple past describes a shorter action or event. The 
action or situation in progress is often introduced by conjunctions like 
when and as just as, while (e.g Just as I was leaving the house the phone 
rang) We can often use the simple past to describe the action in progress, 
but the progressive puts more emphasis on the duration of the action, as 
in the second of these (e,g While I fumbled for some money, my friend 
paid the fares) 
3. Parallel actions 
We can emphasize the fact that two or more actions were in progress at 
the same time by using e.g. while or at the time (that) 
 
20 | E n g l i s h 1 , 2 , 3 
 
4. Repeated actions 
This use is similar to that of the present progressive e.g When he worked 
here, Roger was always making mistakes 
5. Polite inquiries 
This use is even more polite and tentative than the simple past e.g I was 
wondering if you could give me a lift 
Table of structure past progressive 
Types Structure Examples 
Verbal 
+ Subject+ was/were + V-ing +Object She was crying in my shoulder 
- Subject + was/were +not 
+Ving+Object 
She was not crying in my shoulder 
? was/were + S +Ving+Object? Was she crying in my shoulder? 
Nominal 
+ Subject + was/were + being+complement She was happy 
- Subject + was/were + not +being+ Complement She was not happy 
? was/were + subject +being+complement Was she happy? 
To be was/were used to subject: 
was : I, He, she it, name 
ware : you, we, they 
Complement includes: Adjective, noun, adverb, pronoun 
Question word 
S QWs +was+ Ving +object? Who was reading this book? 
 
21 | E n g l i s h 1 , 2 , 3 
 
V QWv + was/were + S + doing? What was she doing 
O QWo + was/were + S + Ving? What was she reading in my 
room? 
A QWA + was/were +S +Ving? Where is she reading book? 
 
C. SIMPLE PAST VS PAST PROGRESSIVE 
 
Typ
e 
Simple past Past progressive Versus 
Verbal The simple past combines 
with other past tenses, 
such as the past 
progressive and the past 
perfect, when we are 
talking or writing about 
the past. Note that the 
past progressive is used 
for scene-setting. Past 
tenses of various kinds 
are common in story-
telling, biography, 
autobiography, reports, 
eye-witness accounts, etc. 
e.g On March 14th at 10 
15 a.in I was waiting for a 
bus at the bus stop on the 
corner of Dover Road and 
West Street when a black 
Mercedes parked at the 
stop Before the driver 
(had) managed to get out 
of his car, a number 14 
bus appeared. 
+ Subject + V-2+Object Subject+ was/were + V-
ing +Object 
- Subject +did +not +V-1+ 
Object 
Subject + was/were 
+not +Ving+Object 
? Did + S +V-1+Object? was/were + S 
+Ving+Object? 
Nominal 
+ Subject + was/were + 
complement 
Subject + was/were + 
being+complement 
- Subject + was/were + not 
+Complement 
Subject + was/were + not 
+being+ Complement 
? was/were + subject 
+complement? 
was/were + subject 
+being+complement 
 
 
 
 
22 | E n g l i s h 1 , 2 , 3 
 
D. TIME SIGNAL , USED TO 
Simple Past Past progressive 
Yesterday At…….o’clock 
Last night At…….last 
This morning When 
Two days ago while 
many years ago as just as 
Last………… all night 
Every day last year all yesterday 
……….ago all the afternoon 
The other day 
When 
often 
as recently as 
 
USED TO 
'Used to' to describe past states 
Used to (not would) combines with be, have (possession) and other 
stative verbs to describe past states (e.g / used to be a waiter, but now I'm a 
taxi-driver), If we use past tenses instead of used to, we need a time reference 
(e.g / was a waiter years ago, but now I'm a taxi-driver). We can refer to past 
habit in the following ways (e.g When I worked on a farm I always used to get 
up at 5 a m). “Would” can be used in place of used to, but, like the simple past, 
it always requires a time reference. 
 
 
 
 
23 | E n g l i s h 1 , 2 , 3 
 
Exercise 2 
1. I ……. The home work. (do) 
2. He usually …….. the scientific book. (analyze) 
3. Finishing my work, I …….to the beach and found a nice place to swim 
(walk) 
4. I am sorry Jane, yesterday I could not help you, because I was …….my 
car (wash) 
5. The fire was ….my house when my mother was cooking last night 
(burn) 
 
 
 
 
 
 
 
 
 
 
 
 
 
24 | E n g l i s h 1 , 2 , 3 
 
CHAPTER III 
 
 
 
 
 
Simple future is with will followed by the main verb. The future tense 
can also be expressed with the modal helping verb shall : followed by the base 
of the main verb e.g. John shall study tomorrow. Shall has restricted use gein 
American English: generally , it’s used only informal speech styles. 
Consequently, we’ll ignore shall in our discussion here. Simple future is use to 
future time and to make conditional sentences type 1, will explain below: 
 
A. WILL VS GOING TO 
Will 
Will is used with all persons, but shall can be used as an alternative 
with / and we in pure future reference. Will contracts to '// in writing and in 
fluent, rapid speech after vowels (///, we'll, you'll, etc.). Will not contracts to // 
not or “won t”, shall not contracts to “shan’t” : I/We won't or shan't go (I/We 
will not or shall not go). When we use will/shall for simple prediction, they 
combine with verbs to form tenses in the ordinary way e.g 
Simple future : I will see 
Future progressive : I will be seeing 
Future perfect : I will have seen 
Future perfect progressive : I will have been seeing 
 
25 | E n g li s h 1 , 2 , 3 
 
Uses of the 'will/shall' future; Will/shall' for prediction briefly 
compared with other uses. Will and shall can be used to predict events, think 
will happen, or to invite prediction (It will rain tomorrow Will house prices rise 
again next year). 'Will' in formal style for scheduled events. Will is used in 
preference to be going to (e.g The wedding will take place at St Andrew's on 
June 27th). Other ways of expressing the future; We can express the future in 
other ways, apart from will/shall (e.g be going to: I'm going to see him 
tomorrow). 
Table using “will” 
Typ
e 
Simple future future progressive 
Verbal 
+ S + will/shall + V-1 + O S+will/shall+be+ V-ing +O 
- S+will/shall +not +V-1+ O S+will/shall+not+be+ V-ing +O 
? will/shall + S +V-1+O? will/shall + S + be +Ving+Object? 
Nominal 
+ S + will/shall + be+ C S + will/shall + be+being+ C 
- S + will/shall + not+ be+ C S + will/shall + not+ be+ being + C 
? Will/shall+ S + be + C? Will/shall + S +be +being + 
complement 
Time signal 
 Tomorrow 
Next week 
Next time 
Letter 
At ….tommorow morning 
At the same time next week 
 
26 | E n g l i s h 1 , 2 , 3 
 
To be will/shall used subject: 
Will : he, she, it, name, 
Shall : I/we 
 
GOING TO 
Form of the 'going to'-future; The “going to”-future is formed with 
am/is/are going to + the base form of the verb. The pronunciation of 'going to'. 
There can be a difference in pronunciation between be going to (which has no 
connexion with the ordinary verb go) and the progressive form of the verb go. 
e.g I'm going to have a wonderful time' going to is often pronounced in 
everyday speech. [gənə] 
Uses of the 'going to'-future 
1. The 'going to'-future for prediction 
This use ongoing to includes the present, whereas It will ram is purely 
about the future. Alternatively, the speaker may have prior knowledge of 
something which will happen in the near future (e.g They're going to be 
married soon (Her brother told me.) A future time reference may be 
added with such predictions (e.g It's going to rain tonight They're going to 
be married next May) We usually prefer will to the going to-future in 
formal writing and when there is a need for constant reference to the 
future as in, for example, weather forecasts. 
2. The 'going to'-future for intentions, plans, etc. 
When there is any suggestion of intentions and plans, we tend to use the 
going to-future rather than will in informal style. Intention can be 
 
27 | E n g l i s h 1 , 2 , 3 
 
emphasized with adverbs like now and just which are generally associated 
with present time (e.g I'm now going to show you how to make spaghetti 
sauce). The use of be going to refer to the remote future is less common 
and generally requires a time reference. If we want to be precise about 
intentions and plans, we use verbs like intend to plan to propose to, rather 
than going to (e.g They're going to build a new motorway to the west) 
3. The 'going to'-future in place of the present progressive 
The going to-future may be used where we would equally expect to have 
the present progressive with a future reference (e.g I'm going to have 
dinner with Janet tomorrow evening). we cannot use the present 
progressive to make predictions. Though be going to can combine with go 
and come, the present progressive is preferred with these verbs for 
reasons of style. We tend to avoid going next to go or come (e.g. going to 
go/going to come). I'm going/coming home early this evening 9 
4. The 'going to'-future after "if The 'going to'-future after "if 
We do not normally use will after if to make predictions, but we can use be 
going to to express an intention (e.g If you're going to join us, we'll wait for 
you) Be going to can often be used in the main clause as well (e.g If you 
invite Jack, there's going to be trouble) 
 
 
 
 
 
28 | E n g l i s h 1 , 2 , 3 
 
B. PRESENT PROGRESSIVE AND SIMPLE PRESENT TO 
EXPRESS FUTURE TIME 
The present with a future reference is possible after hope (e.g I hope 
she gets the job she's applied for). Time adverbials with the 'will/shall1 future 
tense, some adverbials like tomorrow are used exclusively with future 
reference; others like at 4 o'clock, before Friday, etc. are used with other 
tenses as well as the future (e.g I'// meet you at 4 o'clock) Now and just can 
also have a future reference (e.g This shop will now be open on June 23rd (a 
change of date) I'm nearly ready I'll just put my coat on) For in + period of time 
and by, not until 
The use of 'am/is/are to' , “Be” to is used to refer to the future when 
the actions are subject to human control. Thus statements such as I'm going to 
faint or It's going to rain cannot be expressed with “be to”, which has 
restricted uses: Formal arrangements/public duties (e.g OPEC representatives 
are to meet in Geneva next Tuesday) Formal appointments/instructions (e.g 
You're to deliver these flowers before 10) Prohibitions/public notices (e.g 
You're not to tell him anything about our plans) 
 
C. INTEND, PLAN, HOPE, BE ABOUT TO 
These ways of expressing the future are concerned less with simple 
prediction and more with intentions, plans, arrangements. 
1. Intend and Plan 
Intention and plans tend to use the going to-future rather than will in 
informal style (e.g I'm going to practise the piano for two hours this 
 
29 | E n g l i s h 1 , 2 , 3 
 
evening). Generally prefer will to going to when we decide to do 
something at the moment of speaking (e.g We're really lost I'll stop and ask 
someone the way) 
2. Hope: Will/shall' to express hopes, expectations 
The future is often used after verbs and verb phrases like assume, be 
afraid, be sure, believe, doubt, expect, hope, suppose, think 
e.g I hope she'll get the job she's applied for 
Lack of certainty, etc. can be conveyed by using will with adverbs like 
perhaps, possibly, probably, surely 
e.g Ask him again Perhaps he'll change his mind 
3. Be about to 
These constructions are used to refer to the immediate future (e.g Look1 
The race is about to start). On the point of conveys even greater 
immediacy (e.g Look' They're on the point of starting'). The use of just with 
about to and be on the point of increases the sense of immediacy, as it 
does with the present progressive (e.g They're just starting' 9) 
 
 
 
 
 
 
 
 
 
30 | E n g l i s h 1 , 2 , 3 
 
D. EXERCISES 3 
Fill the blank with shall, will and going to 
1. I don't know if I ……….. see you next week 
2. I……… buy you a bicycle for your birthday 
3. ………. I get your coat for you? 
4. ………. you hold the door open for me please? 
5. Just wait – you…….. regret this' 
6. The reception …….. be at the Anchor Hotel 
7. I'm just ………. change I'll be back in five minutes 
8. She says she's …………. be a jockey when she grows up 
9. Tom'……….. be here soon 
10. You and I ……… work in the same office 
 
 
 
 
 
 
 
 
 
 
31 | E n g l i s h 1 , 2 , 3 
 
CHAPTER IV 
 
 
 
 
 
A. PRESENT PERFECT VS SIMPLE PAST 
The present perfect always suggests a relationship between present 
time and past time e.g I've had lunch (probably) implies that I did so very 
recently I had lunch an hour ago. In the present perfect tense, the time 
reference is sometimes undefined; often we are interested in present results, 
or in the way something that happened in the past affects the present 
situation. The present perfect can therefore be seen as a present tense which 
looks backwards into the past. Compare the simple past tense, where the time 
reference is defined because we are interested in past time or past results. 
Table of structure present perfect versus simple past 
typ
e 
Present Perfect Simple past Differences 
Verbal  I haven't seen 
him this 
morning (i.e. up 
to the present 
time: it is still 
morning) 
 I didn't see him 
+ S + have/has + V-3 +O Subject + V-2+Object 
- S+ have/has +not +V-1+ 
O 
Subject +did +not +V-1+ 
Object 
? have/has + S +V-1+O? Did + S +V-1+Object? 
Nominal 
+ S + have/has + been+ C Subject + was/were + 
 
32 | E n g l i s h 1 , 2 , 3 
 
complement this morning (i 
e. the morning 
has now 
passed) 
 Have you ever 
flown in 
Concorde? (i e 
up to the 
present time) 
 When did you 
fly in Concorde? 
(i.e. when, 
precisely, in the 
past) 
- S + have/has + not+ been 
+ C 
Subject + was/were + not 
+Complement 
? have/has + S + been + C? was/were + subject 
+complement? 
Time signal 
 Already 
…..just 
…..yet 
For 
since 
Yesterday 
Last night 
This morning 
Two days ago….. 
To be Have/has used subject: 
has : he, she, it, name, 
have : I, you they, we 
 
B. THE PRESENT PERFECT AND THE SIMPLE PAST WITH 
SINCE AND FOR 
Using since and for with the present perfect to refer to periods of time 
up to the present. Since (+ point of time) can be: 
 a conjunction: Tom hasn't been home since he was a boy 
 an adverb: I saw Fiona in May and I haven't seen her since 
 a preposition: I've lived here since 1980 
Since , as a conjunction, can be followed by the simple past or present perfect: 
 I retired in 1980 and came to live here I've lived here since I retired (i 
e. the point when I retired: 1980) 
 
33 | E n g l i s h 1 , 2 , 3 
 
 I have lived here for several years now and I've made many new 
friends since I have lived here (i.e. up to now) 
For + period of time often occurs with the present perfect but can be used with 
any tense. Compare: 
 I've lived here for five years (and I still live here) 
 I lived here for five years (I don't live here now) 
 I am here for six weeks (that's how long I'm going to stay) 
 
C. PRESENT PREFECT PROGRESSIVE VS PRESENT PREFECT 
Uses of the simple present perfect tense. The present perfect is used in 
two ways in English: 
1. To describe actions beginning in the past and continuing up to the present 
moment (and possibly into the future). 
2. To refer to actions occurring or not occurring at an unspecified time in the 
past with some kind of connection to the present 
Actions, continuing into the present; The present perfect + adverbials 
that suggest 'up to the present'. We do not use the present perfect with 
adverbs relating to past time (ago, yesterday, etc.). Adverbial phrases like the 
following are used with the present perfect because they clearly connect the 
past with the present moment: before (now), It's the first time so far, so far 
this morning, up till now, up to the present Adverbs like ever (in questions), 
and not ever or never (in statements) are commonly (but not exclusively) 
used with the present perfect: 
 
 
34 | E n g l i s h 1 , 2 , 3 
 
Table of Present Prefect Progressive versus Present Prefect 
typ
e 
Present Perfect Present perfect 
progressive 
Express future 
Verbal I've planted 
fourteen rose-
bushes so far this 
morning She's 
never eaten a 
mango before 
Have you ever 
eaten a mango? 
It's the most 
interesting book 
I've ever read 
[compare > 6.28.1] 
Olga hasn't 
appeared on TV 
before now 
+ S + have/has + V-3 + O Subject + have/has+ 
been+ V-ing + Object 
- S+ have/has +not +V-1+ 
O 
Subject + have/has +not 
been +Ving+ Object 
? have/has + S +V-1+O? Have/has + S +been +V-ing 
+ Object? 
Nominal 
+ S + have/has + been+ C Subject + Have/has 
+been + (being) + 
complement 
- S + have/has + not+ been 
+ C 
Subject + have/has + not 
+been+ (being) 
+Complement 
? have/has + S + been + C? Have/has + subject 
+been+being+ 
+complement? 
Examples 
 
+ 
- 
 
? 
 
 
+ 
 
Verbal 
I have told you 3 times 
I have not told you 3 
times 
Have you tell me 3 
times? 
Nominal 
She has been in the 
school until now 
Verbal 
She has been doing task 
She hasn’t been doing 
task 
Has she been doing task 
? 
Nominal 
Ita has been happy 
 
 
35 | E n g l i s h 1 , 2 , 3 
 
- 
 
? 
She has not been in the 
school until now 
Has she been in the 
school until now? 
Ita has not been happy 
 
Has ita been happy? 
Time signal 
 Already 
…..just 
…..yet 
For 
since 
- For an hour until now 
- Since 7 O’clock until 
now 
- For…………….until now 
- Since……..until now 
 
 before (now), 
 It's the first time 
so far 
 so far this 
morning, 
 up till now, 
 up to the present 
To be Have/has used subject: 
has : he, she, it, name, 
have : I/we 
The simple present perfect tense in typical contexts; The present 
perfect is never used in past narrative. Apart from its common use in 
conversation, it is most often used in broadcast news, newspapers, letters 
and any kind of language-use which has connexion with the present. 
Implied in newspaper headlines, letters, postcards, etc. 
 
D. PAST PERFECT 
Uses of the past perfect tense; 
1. The past perfect referring to an earlier past 
Combine these two sentences in different ways to show their 
relationship in the past e.g 
 
36 | E n g l i s h 1 , 2 , 3 
 
 The patient died when the doctor arrived (i.e. the patient died at 
the time or just after the doctor arrived) 
 The patient had died when the doctor arrived (i.e. the patient was 
already dead when the doctor arrived) 
The event that happened first need not be mentioned first: “The 
doctor arrived quickly, but the patient had already died” 
2. The past perfect as the past equivalent of the present perfect 
The past perfect sometimes functions simply as the past form of the 
present perfect (e.g Juliet was excited because she had never been to 
a dance before) This is particularly the case in indirect speech. Used 
in this way, the past perfect can emphasize completion (e.g / began 
collecting stamps in February and by November I had collected more 
than 2000). Yet can be used with the past perfect, but we often prefer 
expressions like until then or by that time. 
3. The past perfect for unfulfilled hopes and wishes 
We can use the past perfect (or the past simple or progressive) with 
verbs like expect hope, mean, suppose, think want, to describe things 
we hoped or wished to do but didn't (e.g I had hoped to send him a 
telegram to congratulate him on his marriage, but I didn't manage it) 
Obligatory and non-obligatory uses of the past perfect 
 
 
 
 
 
37 | E n g l i s h 1 , 2 , 3 
 
Table of Past Perfect 
Types Structure Examples 
Verbal 
+ Subject +had+ V-3+Object They had gone to London 
yesterday morning 
- Subject +had +not +V-3+ Object They had not gone to London 
yesterday morning 
? Had + S +V-3+Object? Had they gone to London 
yesterday morning 
V-2 look at in regular and irregular verb 
Nominal 
+ Subject + had +been + complement I had been too hungry to wait you 
yesterday 
- Subject + had + not +been+ Complement I had not been too hungry to wait 
you yesterday 
? had + subject +been + complement? Had you been too hungry to wait 
me yesterday 
Question word 
S QWs + had + V3 + object? Who had got gift? 
V QWv +had + S + done? What had she done? 
O QWo + had + S + V-3? What had she got? 
A QWA +had +S +V-3? When had she got? 
Time signal 
When 
After 
Before 
when and after, 
 as soon as, 
 by the time that 
 
38 | E n g l i s h 1 , 2 , 3 
 
Exercise 4 
1. I …..told you 3 time 
2. The storm ………gone 
3. I ……..not ever gone to Jakarta 
4. In 1703 Indonesia ……not been a country 
5. …….she been in the school now? 
6. ……..you ready take a bath 
7. We ……..announced before we seized that house 
8. We…….been a good team 
9. I ……..not got married when you were 9 year old 
10. …………...you transferred the money yesterday morning 
 
THE CONCLUSION OF TENSES 
 
 
 
39 | E n g l i s h 1 , 2 , 3 
 
Irregular Verbs 
arise, arose, arisen 
awake,awaked/awoke,awaked/aw
oke/awoken 
babysit, babysat, babysatbear, bore, borne/born 
beat, beat, beat/beaten 
become, became, become 
begin, began, begun 
bend, bent, bent 
bet, bet, bet 
bid, bid, bid 
bind, bound, bound 
bite, bit, bitten 
bleed, bled, bled 
blow, blew, blown 
break, broke, broken 
breed, bred, bred 
bring, brought, brought 
build, built, built 
burn, burned/burnt, burned/burnt 
burst, burst, burst 
buy, bought, bought 
catch, caught, caught 
cut, cut, cut 
deal, dealt, dealt 
dig, dug, dug 
dive, dived/dove, dived 
do, did, done 
draw, drew, drawn 
dream, dreamed/dreamt, 
dreamed/dreamt 
drink, drank, drunk 
drive, drove, driven 
dwell, dwelled/dwelt, 
dwelled/dwelt 
eat, ate, eaten 
fall, fell, fallen 
feed, fed, fed 
feel, felt, felt 
fight, fought, fought 
find, found, found 
fit, fit/fitted, fit/fitted 
flee, fled, fled 
fly, flew, flown 
forbid, forbad/forbade, forbidden 
foresee, foresaw, foreseen 
forget, forgot, forgot/forgotten 
forgive, forgave, forgiven 
freeze, froze, frozen 
get, got, got/gotten 
give, gave, given 
go, went, gone 
grind, ground, ground 
grow, grew, grown 
hang, hung, hung 
hang, hanged, hanged 
have, had, had 
hear, heard, heard 
hide, hid, hidden 
hit, hit, hit 
hold, held, held 
housebreak, housebroke, 
housebroken 
hurt, hurt, hurt 
input, input/inputted, 
input/inputted 
keep, kept, kept 
kneel, knelt/kneeled, knelt/kneeled 
know, knew, known 
lay, laid, laid 
 
40 | E n g l i s h 1 , 2 , 3 
 
lead, led, led 
leap, leaped/leapt, leaped/leapt 
leave, left, left 
lend, lent, lent 
let, let, let 
lie, lay, lain 
lie, lied, lied 
light, lighted/lit, lighted/lit 
lose, lost, lost 
make, made, made 
mean, meant, meant 
meet, met, met 
mislay, mislaid, mislaid 
mistake, mistook, mistaken 
misunderstand, misunderstood, 
misunderstood 
mow, mowed, mowed/mown 
outgrow, outgrew, outgrown 
overcome, overcame, overcome 
overeat, overate, overeaten 
oversee, oversaw, overseen 
oversleep, overslept, overslept 
overthrow, overthrew, overthrown 
panic, panicked, panicked 
pay, paid, paid 
picnic, picnicked, picnicked 
plead, pleaded/pled, pleaded/pled 
prepay, prepaid, prepaid 
proofread, proofread, proofread 
prove, proved, proved/proven 
put, put, put 
quit, quit, quit 
read, read, read 
rebuild, rebuilt, rebuilt 
redo, redid, redone 
repay, repaid, repaid 
retake, retook, retaken 
rewind, rewound, rewound 
rewrite, rewrote, rewritten 
ride, rode, ridden 
rid, rid, rid 
ring, rang, rung 
rise, rose, risen 
run, ran, run 
saw, sawed, sawed/sawn 
say, said, said 
see, saw, seen 
seek, sought, sought 
sell, sold, sold 
send, sent, sent 
set, set, set 
sew, sewed, sewed/sewn 
shake, shook, shaken 
shave, shaved, shaved/shaven 
shear, sheared, sheared/shorn 
shed, shed, shed 
shine, shined/shone, shined/shone 
shoot, shot, shot 
show, showed, showed/shown 
shrink, shrank/shrunk, 
shrunk/shrunken 
shut, shut, shut 
sing, sang, sung 
sink, sank/sunk, sunk 
sit, sat, sat 
slay, slew, slain 
sleep, slept, slept 
slide, slid, slid 
sling, slung, slung 
slit, slit, slit 
sneak, sneaked/snuck, 
sneaked/snuck 
 
41 | E n g l i s h 1 , 2 , 3 
 
sow, sowed, sowed/sown 
speak, spoke, spoken 
speed, sped, sped 
spell, spelled/spelt, spelled/spelt 
spend, spent, spent 
spill, spilled/spilt, spilled/spilt 
spin, spun, spun 
spit, spit/spat, spit/spat 
split, split, split 
spread, spread, spread 
spring, sprang/sprung, sprung 
stand, stood, stood 
steal, stole, stolen 
stick, stuck, stuck 
sting, stung, stung 
stink, stank/stunk, stunk 
strike, struck, struck 
string, strung, strung 
swear, swore, sworn 
sweat, sweat/sweated, 
sweat/sweated 
sweep, swept, swept 
swell, swelled, swelled/swollen 
swim, swam, swum 
swing, swung, swung 
take, took, taken 
teach, taught, taught 
tear, tore, torn 
tear, teared, teared 
tell, told, told 
think, thought, thought 
thrive, thrived/throve, 
thrived/thriven 
throw, threw, thrown 
thrust, thrust, thrust 
undergo, underwent, undergone 
understand, understood, 
understood 
undo, undid, undone 
unwind, unwound, unwound 
upset, upset, upset 
wake, waked/woke, waked/woken 
wear, wore, worn 
weave, wove, woven 
weave, wove/weaved, woven 
wed, wedded/wed, wedded/wed 
weep, wept, wept 
wet, wetted/wet, wetted/wet 
win, won, won 
wind, wound, wound 
wind, winded, winded 
withhold, withheld, withheld 
withstand, withstood, withstood 
write, wrote, written 
 
 
 
 
 
 
 
42 | E n g l i s h 1 , 2 , 3 
 
CHAPTER V 
 
 
 
 
Tenses information is always indicated by the first verb in the sentence, 
excluding modals. 
 
Modals always come first in sentences with more than one verb.) That is 
because in general, modals do not carry clear tense information. Look at the 
following examples: 
I might do it tomorrow 
I might have done it yesterday 
Table of Structure of Modal 
Types Verbal Nominal 
+ Subject + Modal + V-1 + Object Subject + Modal + be + 
Complement 
- Subject + Modal + Not + V-1 + Subject + modal+ not +be 
 
43 | E n g l i s h 1 , 2 , 3 
 
Object +complement 
? Modal+ Subject + V-1 + Object Modal + Subject + Be + 
complement 
Kind of modal expresses to: 
A. Ability possible permission ( can, could, may, might) 
e.g 
1. Ability 
I can cook very well 
I could not sing the song beautifully 
2. Possible 
I can call you if I have finished my work 
I could not listen to what he said 
 
Tia does come to the class, she may get up late 
Shinta might not be angry 
3. Permission 
You can watch TV after doing your homework 
You can borrow my novel tomorrow morning 
 
You might meet your moom 
May I ask you a question? 
B. Permission and request (may, could, will, would, can) 
1. Permission 
I will help you 
I will lend you the book 
 
I would sleep last night, but it was too noisy 
 
 
 
44 | E n g l i s h 1 , 2 , 3 
 
2. Request 
Can I use your phone? 
Could you please tell me where the nearest bank is? 
Will you invite Clara to your birthday party? 
Would you please show your ID card? 
Would you please tell when the train leaves? 
 
C. Advice (should, ought to, had batter) 
You look so tired, you should take a rest 
She should tell me where she will go 
Should I give you the money? 
 
You ought to study tonight 
He ought not to be here. 
We ought to do this homework 
 
You had better study hard to pass the examination 
You had better watch this film 
 
D. Necessity (have to, have got to, must) 
You must pay all of these. 
You must not be late 
You must come and taste it tomorrow 
 
They sometimes have to work on Sunday 
Do you have to speak English at work 
 
I have to got to go now 
He have got to visit his mom in hospital 
 
 
45 | E n g l i s h 1 , 2 , 3 
 
 
E. Logical conclusion (must, imperative sentences) 
Since you do not practice seriously, you must not win the dance competition. 
After studying all the day, you must be so tired 
 
Imperative sentence (Concept of “understood you” as the subject of an 
imperative verb with being the listener. The addition of please and a pleasant 
tone of voice can make an imperative sentence quite polite as in “please open 
the door”, but in wrong tone of voice can seem unfriendly or haughty. When 
making polite request, however student can be assured they are using a high 
level a politeness if they use would or could. E.g could you please open the 
door? 
 
F. Suggestion (Let’s, Why don’t) 
Let’s rent a video 
Let’s go to the beach instead 
Let’s go to restaurant for diner 
 
Why don’t you have a strong cup of tea? 
Why don’t you put on a sweater? 
Why don’t we go to beach? 
Why don’t you take some aspirin? 
 
G. Preferences (would rather, prefer, like better) 
 
What would you rather do (read a book) than watch TV? 
She would rather stay home then go shopping 
 
 
Subject + would rather + V1/infinitive/noun + noun /infinitive 
Subject + would prefer to + infinitive/noun +rather than+ infinitive/noun 
 
46 | E n g l i s h 1 , 2 , 3 
 
The would prefer to sing rather thandance 
You did prefer to play ball rather than take a sleep 
 
 
She like sing a song better than paling a guitar 
They like coffee better than tea 
 
 
You had better study hard 
You had better not work on Sunday 
 
Exercise 5 
1. She …….. sing pop song 
2. He said that, he …..do the exam 
3. You ……forget the embarrassing accident tomorrow 
4. He said that he ……be late 
5. ….you open the door 
6. You……. Bring the umbrella before rain 
7. You …….to come my party 
8. You ……..study hard to pass the examination 
9. They sometimes work on Sunday 
10. I ……. To go now 
11. My mother …….lemon to orange 
12. We ……play card than play ball 
13. They ……to sing rather than dance 
14. She ………singing a song better than playing a guitar 
15. You ………not work on Sunday 
Subject + like +noun/gerunds +better than + noun/ gerunds 
Subject + had better +/not + infinitive 
 
47 | E n g l i s h 1 , 2 , 3 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
UNDERSTANDING THE STRUCTURE 
 
48 | E n g l i s h 1 , 2 , 3 
 
 
 
 
49 | E n g l i s h 1 , 2 , 3 
 
 
 
50 | E n g l i s h 1 , 2 , 3 
 
 
 
 
 
 
 
 
 
 
51 | E n g l i s h 1 , 2 , 3 
 
 
 
52 | E n g l i s h 1 , 2 , 3 
 
 
 
 
 
53 | E n g l i s h 1 , 2 , 3 
 
CHAPTER I 
 
 
 
 
 
ust as you know a lot about word categories without necessarily realizing 
that you do,you know a lot about combining words into phrases and 
phrases into sentences, we all sense that the little boyforms a unit and 
that laughed forms another unit. Units like these are called phrases. 
phase is a group of related words forming a grammatical unit that does not 
have both a subject and a main verb. Or A phrase is a group of words which 
can be part of a sentence A phrase may take the form of. 
A phrase is a group of two or more words that does not have the subject and 
verb combination and does not form a predicate. It can contain a noun or a 
verb, but does not have a subject or predicate. Essentially, a phrase provides 
some sort of additional information or provides more context to the 
sentences you write. A phrase can never stand alone as a sentence; however, 
a phrase can nestle itself inside clauses that are either complete sentences on 
their own or ones that are dependent on the rest of the sentence. 
e.g change (word) A phrase may also contain a single word if that word is 
defined as the principal component of the phrase: a change, a chemical 
change, a popular chemical change, a popular chemical change of burning. 
Kind of phase 
J 
 
54 | E n g l i s h 1 , 2 , 3 
 
1. Noun phase 
Noun phase: a phrase whose principal component is a noun, or its 
replacement, a pronoun. It fulfills various grammatical functions with in a 
sentence, such as subject, direct object, and indirect object. 
A noun phrase can consist of a noun alone; the noun phrase will always 
consist of a noun alone. Some sentences may have more than one noun 
phrase (e.g, audiences, John). A noun phrase can consist of a determiner, 
one or more adjectives, and a noun. The determiner and adjective(s) are 
optional. Don’t forget that a noun phrase doesn’t have to have a 
determiner. Here are some examples plus in which the noun phrases 
(underlined) consist only of adjective (s) and a noun (e.g.Cold drinks are 
delicious). A noun phrase can consist of just a pronoun, for example he or 
them. Notice that you can have a determiner before a noun, (e.g the 
monkey) but you’d never put one before a pronoun: *the he, for example, 
is ungrammatical. We also do not usually put an adjective before a 
pronoun (*pretty she, e.g is ungrammatical). 
A noun phrase can have other words in addition to just a noun. Let’s see 
what those other words can be: 
Younger audiences : adjective + noun 
The girl : determiner + noun 
The little girl : determiner + adjective + noun 
The cute little girl : determiner + adjectives + noun 
 
 
 
55 | E n g l i s h 1 , 2 , 3 
 
Exercises 6 
Under line the noun phrases in each of the sentences below. In this 
exercise, the noun phrase will always consist of a determiner (any kind) + 
noun. Some sentences may have more than one noun phrase. Sample: 
My hat blew off in the wind. 
a. His door man hailed taxi. 
b. As the doctor toured the ward, a group of her interns went along. 
c. Your daughter looks great in this picture. 
d. Some people keep their jewelry in a safe deposit box. 
e. Jack’s friend is an artist 
 
Exercises 7 
For each of the underlined noun phrases below, decideifitis: determiner + 
noun or determiner+ adjective + noun. 
Sample: He was not in are a son able mood. Determiner + adjective + 
noun 
a. The pleasure in his voice was real. _________________________ 
b. That annoying customer still got a good deal. __________________ 
c. Count your blessings! ___________________________ 
d. Jonathan’s jacket is brand new. ________________________ 
e. He plays with his new gadget everyday. ______________________ 
 
2. Preposition phase or Adverb phase 
A prepositional phrase consists of a preposition plus a noun phrase, for 
example in the closet. Here again are the common prepositions 
 
56 | E n g l i s h 1 , 2 , 3 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Exercises 8 
 
57 | E n g l i s h 1 , 2 , 3 
 
Under line the prepositional phrases in the sentences below. A 
sentence may contain more than one prepositional phrase. Look for 
the preposition that begin search prepositional phrase. 
Example: She could see the light of the fire in the darkness beyond her 
tent. 
a. Andy ran into the field across the road. 
b. That first winter had been spent in New Hampshire. 
c. She told the story of the night she first arrived at the house. 
d. The lady in the red dress bought a bottle of perfume with her credit 
card. 
e. I met my long lost friend at the airport. 
 
3. Verb phase 
Verb phase is a phrase whose principal component is a main verb. Every 
verb phrase contains a verb (e.g laughs, left), also a verb phrase can consist 
of a verb plus a noun phrase, for example chased the ball (chased the 
ball).)Butcan youseehowtheverb phrase can consist of a linking verb plus 
an adjective (e.g is tall), A verb phrase can consist of a verb plus a 
prepositional phrase (e.gdrove to the mall). 
 
58 | E n g l i s h 1 , 2 , 3 
 
 
Exercises 9 
Here are the same sentences as in Test your self exercices 4 This time, 
indicate if the verb phrase you’ve identified is: verb (alone), verb + 
noun phrase, verb + adjective, verb + prepositional phrase, or verb + 
noun phrase + prepositional phrase. 
Sample: He prepared his speech. Verb+nounphrase 
a. Your sister is a talented pianist _____________________________ 
b. Their doctor operates at that hospital 
________________________ 
 
59 | E n g l i s h 1 , 2 , 3 
 
c. Robert threw himself into the battle. ________________________ 
d. The offer sounded unrealistic. ______________________________ 
e. Hismotherwenttothedrugstore. __________________________ 
 
4. Auxiliary Phrases 
Auxiliary Phrases is a phrase whose principal component is a helping 
(auxiliary) verb. 
The basic helping verbs of English are: 
a. can may shall will must could might should would 
b. have has had 
c. am are is was were be been being 
What are some sentences with helping (auxiliary) verbs? Here are a few 
examples, with the helping verb underlined: 
a. She should study. 
b. She has studied. 
c. She is studying. 
Does every sentence of English have a helping verb? Here are examples of 
sentences that do not have a helping verb. Each only has a main verb, 
which is underlined. 
d. She studies everyday. 
e. She studied everyday. 
f. He leaves at 9 in the morning. 
g. He left at 9 in the morning. 
 
 
60 | E n g l i s h 1 , 2 , 3 
 
 
a. Modal 
Onekind of helping verb is called a modal. The basic modals of English 
are: 
 
Some expressions are similar to modals but consist of more than one 
word. They are called phrasal modals or periphrastic modals. Here are 
some examples, underlined in the following sentences: 
I am able to go. 
I ought to go. 
I am going to go. 
I would like to go. 
I have to go. 
I need to go. 
Notice that many of the phrasal modals have the same meaning as 
one of the one word modals; for example:, am able to can, ought to 
should, am going to will. Example: (I am able to go I can go). (I ought 
to go I should go). (I am going to go I will go). Note also that phrasal 
verbs end in to, which is followed by the base form of the verb. 
 
 
 
61 | E n g l i s h 1 , 2 , 3 
 
b. Perfect have 
One kind of helping verb is the verb have. It has three forms: have, has, 
and had. Have can be used as a helping verb or as a main verb. When 
have is used as the main verb, it refers to the idea of possession. When 
have is used as the helping verb, it is always followed by another verb. 
Examples: 
I have a comfortable bed. 
She has a beautiful home. 
That family had a lot of problems 
c. Progressive be 
One kind of helping verb is be. It has the following forms: am, is, are, 
was, were, be, been, and being. Be and its forms can be used as a 
helping verb or as a main verb. When be is used as the helping verb, it 
is always followed by another verb. 
Examples: 
I am happy 
She was an actress. 
Those Broad way shows are great. 
d. Combining auxiliary verbs 
A sentence can have zero, one, or more than one helping verb. If there 
is more than one, they will always be in the following relative order: 
modal +have +be. Examples 
She should have studied. (modal+have) 
She may be studying. (modal+be) 
 
62 | E n g l i s h 1 , 2 , 3 
 
She has been studying. (have+be) 
She should have been studying. 
Mary might have been looking at him. 
e. The suffixes of auxiliary verbs 
When the helping verb is progressive be, the next verb always has ing 
added to its base form. Example: is sleeping. The ing verb form is called 
the present participle. When have is the helping verb, the next verb 
typically has ed or en added to its base form. Examples: has eaten, 
have watched. The verb form following the helping verb have is called 
the past participle. 
 
When the helping verb is a modal, the next verb is always in its base 
form. Example: can study. A noun that consists of a verb and the suffix 
ing is called a gerund. Example: Entertain ing is fun. 
 
63 | E n g l i s h 1 , 2 , 3 
 
Exercise 10 
Decide whether or not each sentence has a helping verb. Look for the 
main verb, which is underlined, and see if there’s a helping verb. 
Helpingverb:NO Helpingverb:YES 
Example :He talked about himself. ................... 
1. They were arguing loudly. ................... ................... 
2. The frog had jumped five feet. ................... ................... 
3. You invited everyone. ................... ................... 
4. I must buy some milk. ................... ................... 
5. Harry lives in Europe. ................... ................... 
 
5. Adjective phrase 
Adjective phase is a phase that consist of an adjective and a modifier, 
determiner and or intensifier. e.g angry with you, very beautiful 
An adjective phase can interpret as one type phrase or phrase formed or 
composed of an adjective. E.g The book with black cover is Julian’s book ( 
The book bound in black belonged to Julian) 
 
 
 
 
 
 
 
 
64 | E n g l i s h 1 , 2 , 3 
 
CHAPTER VIII 
 
 
 
 
lause is a structure that has a subject and adverb. There are two kind 
of clause. It is independent and independent clause. An independent 
clause is a main clause; it can stand alone as a sentence. A dependent 
clause cannot stand alone as a sentence or subordinate clause. Clause is a 
group of words consisting of a subject + finite verb (+ complementor object if 
necessary). Characters of clause divide into three includes: 
 
1. ADJECTIVE CLAUSES 
An adjective clause is a dependent clause used an adjective: it modifies a 
noun or a pronoun. These clauses are introduced by two different kinds of 
word which always occur just after the noun that the clause modifies. An 
adjective a little difference mean to a noun, it describes or gives 
information about a noun. An adjective usually comes in front of noun. 
Adjective clauses are usually introduction by the relative pronouns who, 
whom, whose, which, that, when, where and why. These pronouns 
function in noun position in the clauses they introduce. 
Krakatao, which is a volcano on an Indonesian island, exploded 
People, who lives 3,520 kilometers away heard the noise 
C 
 
65 | E n g l i s h 1 , 2 , 3 
 
The thousands whom the tidal wave killed lived on the island of java 
People still speak of the day when explosion occurred 
The ocean covered the place where the volcano had been 
Only scientists can explain the reason why this disaster heppened 
Notice that in the first of the preceding two sentences, the relative 
pronouns (relatives because they relate to the noun they modify) function 
as the subjects of the clauses the introduce. In the other sentence, the 
relative pronoun is he direct object f the clause it introduces. 
Punctuation adjective clauses 
Notice that one of the adjective clauses gives in the illustration is set off by 
comment, while the other are not. If a clauses is necessary to the meaning 
of the sentence, it is said to be relative (essential) and requires to the 
punctuation. 
e.g the man who wrote about the explosion was an eyewitness 
Omitting the subordinating word 
Notice that the subordinator is often omitted from restrictive adjective 
clauses. 
The blast you read about occurred in 1883 
This is the place we saw the accident 
In the first of the preceding two sentences that or which has been omitted 
after the world blest 
Adjective clause divided into three: 
1. Adjective clause as subject 
 
66 | E n g l i s h 1 , 2 , 3 
 
Wherever to people as subject, which to thing or animals as subject 
and that refers to people, animal or thing as subject 
Example: 
First sentence : The man is my close friend 
Second Sentence: He helped she yesterday 
 The men who helped she is my close friend 
 The man that helped she is my close friend 
2. Adjective clause as Object 
Whom refers to people as object, which refers to things or animal as 
object and that refers to people, thing and animal as object. Whom 
comes at the beginning of an people, thing and animal as object. 
Whom come at the beginning of an adjective clause. An adjective 
clause immediately follow the noun it modifies. 
An object pronoun can be omitted from an adjective clause. The 
symbol Ø mean nothing goes here. 
Example: 
First sentence : the dog was dead 
Second Sentence: I kick it yesterday 
 The dog that I kick yesterday was dead 
 The dog which I kick yesterday was dead 
 The dog Ø I kick yesterday was dead 
3. Adjective clause as possession 
Whose refers to show possession about people, thing and animals. 
While refers to show possession about thing and animals. 
 
67 | E n g l i s h 1 , 2 , 3 
 
Example: 
First sentence : The film is about a spy 
Second Sentence: His wife Betray him 
 The film is about a spy whose wife betray him 
2. ADVERB CLAUSE 
An Adverb clause is a dependent clause that function as an adverb, that is, 
the entire clause modifies a verb, an adjective or another adverb. As with all 
clauses, it contains a subject and predicate, although the subject as well as 
the (predicate) verb may sometimes be omitted and implied. Ad adverb 
clause is commonly, but not always fronted by a subordinate conjunction-
sometimes called a trigger word. 
Compare 
try hard, butIcan never remember people s namesHowever hard I try Ican 
never remember people s names Hard is an adverb, however hard I try is an 
adverbial (or adverb) clause it is telling us something about (or 'modifying') 
can never remember Adverbs can often be identified by asking and 
answering the questions When? Where? How? Why?,etc and adverbial 
clauses can be identified in the same way 
time Tell him as soon as he arrives (When?) 
place You can sit where you like (Where?) 
manner He spoke as if he meant business (How?) 
reason He went to bed because he felt ill (Why?) 
Adverb clauses are divided into several groups according to the action or 
senses of their conjunction 
 
68 | E n g l i s h 1 , 2 , 3 
 
Type of 
clause 
Common 
Conjunction 
Function Examples 
Time Conjunction 
answering the 
question “when?” 
such as : when, 
before, after, since, 
while, as, as long 
as, till, until etc or 
the paired 
(correlative) 
conjunction 
Hardly…when, 
Scarcely…when 
Barely…when 
Sooner…Than 
These clause: Say 
when something 
happens by 
referring to a 
period or point of 
time or to another 
even 
 Her goldfish died 
when she was 
young 
 He come after 
night had fallen 
 We barely had 
gotten there 
when mighty 
casey struck out 
condition If, unless, lest Talk about 
possible or 
counterfactual 
situation and its 
consequences 
If they lose weight 
during an illness, 
they soon regain it 
afterwards 
Purpose In order to, so that, 
in other that 
Indicate the 
purpose of an 
The had to take 
some of his land 
 
69 | E n g l i s h 1 , 2 , 3 
 
action so that they could 
extend the 
churchyard 
Concessio
n 
Although, though, 
while 
Make two 
statement one of 
which contrast 
with the other or 
makes it see, 
surprising 
Is used to read a 
lot although I do 
not get much time 
for books now 
Place Answering the 
question “where?”: 
where, Anywhere, 
anywhere, 
everywhere.. etc 
Talk about the 
location or 
position of 
something 
He said he was 
happy where he 
was 
Cooperati
on 
As…..as, then, as State comparison 
of a skill, size or 
amount etc 
Johan can speak 
English as fluently 
as his teacher 
Manner Answering the 
question “how?”: 
as like, the way 
Talk about 
someone’s 
behavior or the 
way something is 
done 
I was never 
allowed to do 
thing as I wonted 
to do them 
 
70 | E n g l i s h 1 , 2 , 3 
 
Results So…...that, 
such……that 
Indicate the result 
(s) of an act or 
event 
My suitcase had 
become so 
damaged that the 
lid would not stay 
closed 
 
3. NOUN CLAUSES 
A noun clause can be used like a noun. It can be a subject, predicate 
nominative, direct object, appositive, indirect object, or object of the 
proposition. Some of the English word that introduce noun clause are that, 
whether, who, why, who, what, how, when, whoever, where and 
Whomever .notice that some of these words also introduce adjective and 
adverb clause. A clause is noun clause if a pronoun (he, she, it or they) 
could be substituted for it. 
Compare 
He told me about the cancellation of the match 
He told me that the match had been cancelled 
Cancellation is a noun, that the match had been cancelled is a clause (it has 
a finite verb) The clause is doing the same work as the noun, so it is called 
a noun clause Like any noun, a noun clause can be the subject or (far more 
usually) object of a verb, or the complement of the verb be or some of the 
verbs related to be, such as seem and appear 
 I know that the match will be cancelled (object) 
 
71 | E n g l i s h 1 , 2 , 3 
 
CHAPTER IX 
 
 
 
 
 
 
Ompound divide into two are compound word compound sentence. 
Compound word are formed when two or more words are put 
together to form a new word with a new meaning. Compounds are 
written something as one word (sunglasses), sometimes are two hyphenated 
word (life-threatening) and sometime as two separate words (football 
Stadion). Compound words fall within three categories and its not unusual to 
find the some word in more than one group. Here are the three types of 
compound words with an explanation and example of each: 
 Closed compound words 
Closed compound word are formed when unique words are joined 
together. They do not have space between them and they generally 
come to mind when we think of compound words ( e.g cannot, 
firework, elsewhere, anybody, upside, weatherman, upstream…etc). 
 Open compound words 
Open compound words have a space between the words but when 
they are read together a new meaning is formed (e.g Middle class, real 
estate, full moon, grand jury, post office…etc) 
 
C 
 
72 | E n g l i s h 1 , 2 , 3 
 
 Hyphenated compound 
Hyphenated compound words are connected by hyphen. To avoid 
confusion modifying compounds are often hyphenates, especially 
when they precede a noun such as in the case of part-time teacher, 
high-speed chase. 
A Compound sentences has at least two independent clause. A compound 
sentences includes at two independent clause. Either the noun (subject), verb 
or predicate in this other sentence patterns can be compounded. A compound 
sentence is one of four main sentences structure includes: complex sentences, 
compound sentences, simple sentences and compound complex sentences. 
 The example 
NOUN PHRASE VERB PHRASE 
Noun + Noun Verb + Verb 
The professor and his colleagues 
He and his colleagues 
Neither Hellene nor her friend 
Neither They nor she 
Read and study 
Lecture and teach 
Read or study 
Reads or studies 
 
There are examples of sentence with compound subject and compound 
predicates. The subject part of the sentence is called the noun phrase: the part 
of the sentence that expresses what is said of the subject is called the verb 
 
73 | E n g l i s h 1 , 2 , 3 
 
modifiers and connectors. In some sentence patterns, it also contains 
complements and object. 
 
Agreement and compound subjects 
A compound subject may cause confusion in the agreement of the subject and 
predicate. 
1. If the parts of the compound subject are joined by and, whether they are 
singular or plural, the plural form of the verb is used. 
e.g The boys and the girls are playing 
 Mark and Helene approve 
2. If the parts of the compound subject are singular and are joined by such as 
connectives as or, nor, either-or, neither-nor not only-but also the singular 
form of the verb is used 
3. The pars of the compound subject joined by or, nor, either-or, neither-nor 
not only-but also are different in number of person, the part nearest the 
verb determines the number of the verb. 
 
Agreement and collective noun 
Occasionally, a noun that singular in form may be used in a plural sense 
 e.g The crown were waving their arms and shouting 
 The committee are arguing 
Usually, however, nouns like class, group, committee, juryand so on called 
collectives- are considered singular and the-s form of the verb is used with 
them. 
 
74 | E n g l i s h 1 , 2 , 3 
 
 The committee is meeting 
 The jury has been dismissed 
 
Verb form and auxiliaries that do not change form for agreement 
The simple past form of the verb does not change when the person or number 
of the subject change. The same thing is true of modal auxiliaries. In the 
following sets of sentences, the auxiliaries remain constant regardless of the 
person and number of the subject. 
 The students will listen 
 I must go to the bank 
 What can I do for you? 
When two sentences are combined in a way that shows they are of equal 
importance, the result is a compound sentences. Such a sentences contain two 
complete subject-predicate construct.. each of the subject-predicate construct 
could be an independent clause. To connect the independent clause, we use 
one of the fallowing methods: 1 
1. A coordinate conjunction (and,but, or, not, yet, so, for) 
Coordinating conjunction such as and, or, but, and yet also be used to 
connecting equal words or word groups. Some correlative conjunctions 
consist of set of two or three word: both ….and, not only….but also, 
either….or, neither…nor and whether…..or. e.g Both John and George are 
well-qualified for the position 
 
1
 Ann hogue, The essentials of English A writer’s handbook. (Newyork: Pearson 
education inc 2003) 
 
75 | E n g l i s h 1 , 2 , 3 
 
2. A conjunctive adverb (however, therefore, etc) 
When connecting sentences with a conjunctive adverb, put a semicolon 
before the adverb and comma after it. A conjunctive adverb also begin a 
sentences; in that case of cause it does not have a semicolon before it. 
However, it is still followed by comma. 
3. A semicolon (;) or colon (:) 
Connecting two clauses with a semicolon is effective when the two 
sentences are both forceful. Note1. do not use a colon to separate the 
verb from the rest of predicates, only use it when the part after the colon 
restates or develops what come before. e.g my mother had a full-time job: 
she always made sure that we had meals clean clothes and a secure place 
to call home. 
Note 2. Do not uses a comma in lists of only two items (e.g apples and 
oranges) a comma will help the reader to know when one phrase has 
added and the other has begun. 
 A View in table below 
Table A conjunction 
Conjunction Relationship expressed Conjunction adverb 
And Addition Also, besides, furthermore, in 
addition, moreover 
But Contrast (complete) However, in contrast, on the 
other hand 
 
76 | E n g l i s h 1 , 2 , 3 
 
Or Choices Likewise, similarly 
Nor Negative addition However, nevertheless, 
nonetheless, still 
So Cause- effect (result) As a result, consequently, 
therefore, thus 
Yet Contrast (surprise) (examples)For examples, for 
instance 
for Cause-effect (reason) Afterward, meanwhile, then, 
subsequence 
 
Exercises 12 
1. Use a form auxiliaries be in each of the following blanks. Write the 
sentence on a separate sheet of paper. 
e.g The engineers and the company president are attending. 
a. Both the teachers and the students _____________reading. 
b. Neither Juan Nor Tim _____________reading. 
c. Juan and Tim _______________talking. 
d. Either Juan or Tim _________Leaving. 
e. Prof. Ober and his students ____________vacationing. 
f. Mr. and Mrs. Avery ______________vacationing. 
g. Neither the students nor the professor __________ studying. 
h. Neither the professor nor the students __________studying. 
 
77 | E n g l i s h 1 , 2 , 3 
 
i. Mrs. Todd, together with the daughter ____________shopping. 
j. Mrs. Todd and her daughter _________shopping. 
 
2. Combine the following pairs of group of sentence into one sentence. They 
will be noun + verb sentence with compound subject and /or compound 
predicate. Make sure that subject and predicate agree. Use connector 
gives. Write the new sentence on separate sheet of paper. 
e.g The professor is talking. He is laughing (and) 
 The professor is talking and laughing 
a. His students are listening. His students are writing. 
b. Juan Arevalo is listening. Chris Todd is listening 
c. Mark fisher is not listening. Mark fisher is not writing 
d. He is dreaming. He is planning 
e. Alice Novark is whispering. Marie Gambino is whispering 
f. They are not listening. They are not writing. 
g. Prof.Ober notice. The students notice 
h. Tim work and studies. Cris work and studies 
i. Helen is reading. Lorreine is reading 
j. Juan is not speaking. Juan is not writing 
 
 
 
 
 
78 | E n g l i s h 1 , 2 , 3 
 
CHAPTER X 
 
 
 
 
entences in terms of theme and focus generally presumes that a 
sentence begins with reference to 'given' information and proceeds to 
provide 'new' information. But there are many occasions when we must 
make statements whose content does not fall neatly into these two categories. 
Let us assume that the originator of these sentences has in each case 
put the focus where it was wanted. Nonetheless a certain awkwardness is 
sensed where the recipient is expected to interpret a theme as entirely new 
and unconnected with anything previously introduced. It is in these circums 
Pances that it is convenient to have devices for providing some kind of dummy 
theme which will enable the originator to indicate the 'new' status of a whole 
clause, including its subject. Thus in place of [l], we might have. In serving to 
bring the existence of an entire proposition (such as !hose in [I], [2], and [31 to 
the attention of the hearer, the resultant constructions are known as 
'exislential sentences', by far the commonest being the type introduced by 
unstressed there, accompanied by the simple present or past of he. 
A sentence is a complete unit of meaning When we speak, our 
sentences may be extremely involved or even unfinished, yet we can still 
convey our meaning through intonation, gesture, facial expression, etc When 
we write, these devices are not available, so sentences have to be carefully 
S 
 
79 | E n g l i s h 1 , 2 , 3 
 
structured and punctuated A written sentence must begin with a capital letter 
and end with a full stop (.), a question mark (?) or an exclamation mark (!) 
 A /car is 'blocking my WAY) 
Many 'students are in financial TROUBL 
Quite a 'few 'species of 'animals are in 'danger of exli~ctionl 
Sentence is minimally contains a subject and a main verb, except for 
exclamations and imperatives. 
A. Kind of Sentences: 
1. Active Sentence; is sentences with the subject before the verb. 
Example: Charley repaired this computer. 
2. Passive Sentence; is sentences which do not have the subject before 
the verb. Example: This computer was repaired by Charley. The passive 
be helping verb is always placed after all the other helping verbs, right 
before the main verb. Example: The table has been set by the waitress. 
This kind of passive sentence, where the subject noun phrase is 
missing, is called atruncated passive, Atruncated passive is a passive 
sentence without the by and subject noun phrase. Example: The 
proposal was discussed. 
 
80 | E n g l i s h 1 , 2 , 3 
 
 
3. Clause; is a group of words consisting of a subject + finite verb (+ 
complement or object 
4. Compound Sentence; A sentence that is made up of two or more 
sentences (clauses) joined by a coordinating conjunction (most 
commonly and, or, and but) example: I felt restless after breakfast and 
I wandered around the house. 
In the English language, a compound sentence is composed of at least 
two independent clauses. It does not require a dependent clause. The 
clauses are joined by a coordinating conjunction (with or without a 
comma), a correlative conjunction (with or without a comma), or a 
semicolon that functions as a conjunction. A conjunction can be used 
to make a compound sentence. The use of a comma to separate two 
independent clauses in a sentence is accepted as part of the English 
language. (e.g Example: My honey invited me to a cinema, but I do not 
want to go.) 
 
81 | E n g l i s h 1 , 2 , 3 
 
Type of Sentence by Function 
5. Declarative Sentence; is sentences that make a statement. A 
declarative sentence states a fact and with a period/full stop. 
Remember, a statement which contains an indirect question. 
 e.g Edward’s parents live on a farm. 
 I wonder if other dogs think poodles are members of a weird 
religious cult 
6. Exclamation; is intriguing sentences. Sentences that express strong 
emotion or excitement, its ends with an exclamation mark. 
e.g That’s silly! 
 In Washington, it’s dog eat dog. Academia it’s exactly the opposite! 
 What a beautiful girl 
 How lucky we are 
7. Imperative Sentence; is sentences that give a commandor polite 
request, solicitation, warning, petition or prayer. It ends with an 
exclamation mark or a period/ full stop. 
e.g Don’t believe a word she says! 
 When a dogs runs at you, whistle for him 
a. Command (e.g Be quite! ,Be Careful!...etc) 
b. Invitation (e.g Let’s have a dinner! , let’s get party!...etc) 
c. Warning (e.g Don’t be lazy! , Don’t be late!...etc) 
d. Petition (e.g Open the door, Please! , Please Don’t say so!...etc) 
e. Prayer (e.g God bless you!, Wish you happy!...etc) 
 
82 | E n g l i s h 1 , 2 , 3 
 
Type Affirmative sentences (serves news to declare an intention as 
information) 
8. Positive Sentence; expresses an assertion. Example: You have been 
honest with me 
9. Negative Sentence; A sentence is made negative by inserting not after 
the first helping verb example: I am not going there next week. In 
negative sentences, we use a form of do as the helping verb if the 
sentence does not have any other helping verb. Example: He does not 
like spaghetti. 
 
10. Interrogative Sentence; is sentences that ask a question e.g Have you 
accepted the fact that she’ll never move? 
Interrogative sentences divide into 3 type of question: 
a. A yes/no question is one that can be answered by ‘‘yes’’ or ‘‘no.’’ 
Example: Did you enjoy the music? 
b. A wh question begins with one of the following wh words 
(question words): when, where, what, why, which, who, whom, 
how.(NB: Wh questions cannot be answered with a‘‘yes’’or ‘‘no.’’) 
Example: Where is the meeting? 
 
83 | E n g l i s h 1 , 2 , 3 
 
c. A tag question contains a statement followed by a tag, such as 
could you? aren’t they? hasn’t he? Example: She is leaving soon, 
isn’t she? 
Type of sentence by structure 
11. Simple Sentence. Means that they are sentences that are made up of 
just one sentence. But sentences can be made up of more than one 
sentence. Or a sentence that contains only one clause, that is, one 
subject and one verb phrase. The smallest sentence-unit is the simple 
sentence A simple sentence normally has one finite verb It has a 
subject and a predicate Example: a the officer 
 Five simple sentence patterns 
There are five simple sentence patterns Within each of the five groups 
there are different sub-patterns The five patterns differ from each 
other according to what (if anything) follows the verb 
a. subject + verb My head aches 
b. subject + verb + complement Frank is clever/an architect 
c. subject + verb + direct object My sister enjoyed the play 
d. subject + verb + indirect object + direct object The firm gave 
Sam a watch 
e. subject + verb + object + complement They made Sam 
redundant' chairman 
The examples listed above are reduced to a bare minimum To this 
minimum, we can add adjectives and adverbs His old firm gave Sam a 
beautiful gold watch on his retirement 
 
84 | E n g l i s h 1 , 2 , 3 
 
12. Complex Sentence; a complex sentence consists of at least two 
sentences (clauses): a main clause and a dependent clause. The 
dependent clause is a subpart of the main clause and adds information 
to it. Example, with the dependent clause underlined: Sally visited her 
before she moved. 
Example difference between simple sentence and complex 
sentence 
It remains unknown (Simple Sentence) 
Why they left town remains unknown (Complex 
Sentence) 
I know the truth (Simple Sentence) 
I know that you’re right (Complex Sentence) 
Complex sentence recall that, in a compound sentence, the clauses are 
joined by a coordinating con junction such as and, or, and but. In a 
complex sentence, the dependent clause is joined to the rest of the 
sentence by a subordinating conjunction. The common subordinating 
conjunctions of English are repeated here for reference. 
 
 
 
85 | E n g l i s h 1 , 2 , 3 
 
A dependent clause is joined to another clause by a subordinating 
conjunction such as although, if, where. The easiest way to identify a 
dependent clause is to look for a subordinating conjunction and see if 
it’s followed by a sentence. If it is, then the subordinating conjunction 
plus the sentence directly following it is a dependent clause. 
13. Complex- Compound Sentence; is a combination of a compound and a 
complex sentence: it has at least two main clauses and at least one 
dependent clause. Example: His friends were always there for William, 
and he appreciated the help that they often gave him. 
Examples 
The cat lived in the backyard, but the dog, who knew he was superior, 
lived inside the house. 
Independent clauses: 
• The cat lived in the backyard. 
Dependent clause: 
• who knew he was superior 
14. Conditional sentence 
The general information about conditionals; A condition is 
something that has to be fulfilled before something else can happen If, 
normally meaning 'provided that', is sometimes followed by then. 
Conditions are often introduced by if, but can be introduced by other 
words, Sometimes they are impossible (they did not or cannot happen. 
 
86 | E n g l i s h 1 , 2 , 3 
 
Types of conditional sentences: Conditional sentences are 
usually divided into three basic types referred to as Type 1, Type 2 and 
Type 3. Each has its own variations, but the elements are as follows: 
 
 
Exercises 12 
Match the underlined word or words in each sentence to the appropriate 
term, use each term only once. 
Example: After Katie escorted her mother home, she went out to look for 
work. Adverbial clause 
 
 
1. Alexandra met a girl who lived in an apartment cross the street. 
2. Do you feel that you can trust him? 
 
87 | E n g l i s h 1 , 2 , 3 
 
3. Kirk wrote out a receipt and then they signed it. 
4. I have not actually seen a new version of that movie. 
5. That robot can do all the things that the technician does but it can do 
them better. 
6. Remember to bring those papers. 
7. The city was rebuilt by its residents. 
8. The roads were built last year. 
9. A treaty should be binding, shouldn’t it? 
10. Why did Luke buy that house? 
 
 
 
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B. Sentence patterns: definitions of key terms 
1. Direct or indirect 
A direct object refers to the person or thing affected by the action of 
the verb It comes immediately after a transitive verb (e.g 
Please don t annoy me. Veronica threw the ball over the wall) 
The direct object of a sentence is receiving the action. It can 
usually be found by answering the question: ‘‘Who or what is 
being acted upon or receiving the action?’’ The direct object 
typically occurs immediately after the verb. 
An indirect object usually refers to the person who 'benefits' from the 
action expressed in the verb someone you give something to, 
or buy something for It comes immediately after a verb (e.g 
Throw me the ball. Buy your father a present) 
The indirect object of a sentence can be found by answering 
the question: ‘‘Who or what is receiving the direct object?’’ 
An indirect object can occur: (a) after the direct object (which 
follows the verb), with to or for introducing it, or (b) before 
the direct object (and after the verb), without to or for. For 
example: Joan gave a present to Bill or Joan gave Bill a 
present.(Bill is the indirect object in both sentences.) To help 
you decide if a sentence has an indirect object, see if the 
sentence can be changed from a pattern like The boys left a 
note for their teacher to a sentence with a pattern like The 
boys left their teacher a note, or vice versa. 
 
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If the direct object is a pronoun, it must come before the indirect 
object. Example: My sister sent it to her friend,*My sister sent her 
friend it. 
2. Subject 
The subject of the sentence is the doer of the action and 
generally comes before the verb. It can be found by answering the 
question: ‘‘Who or what is doing the action?’’. Generally,the subject is 
at or near the beginning of the sentence. More specially, the subject is 
the first noun phrase in the sentence. 
e.g 1. John baked a cake. 
 2. You are going to grin and bear it. 
If the main verb of the sentence is a linking verb, the subject is who or 
what the sentence is about; the subject is found before the verb. 
A subject pronoun is used when it is functioning as the 
subject of the sentence. An object pronoun is used when it is 
functioning as: (a) the direct object of the sentence; (b) the indirect 
object of the sentence; (c) the object of a preposition. The subject of 
commands is an understood or implied you. 
3. Complement 
follows the verb be and verbs related to be, such as seem, which 
cannot be followed by an object A complement (e g adjective, noun, 
pronoun) completes the sense of an utterance by telling us something 
about the subject For example, the words following is tell us 
something about Frank Frank is clever Frank is an architect) 
 
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4. Transitive verb or Intransitive verb 
Transitive verb is followed by an object A simple test is to put Who(m)? 
or What? before the the question-form of the verb If we get 
an answer, the verb is transitive 
An intransitive verb is not followed by an object and can never be used 
in the passive , Some intransitive verbs consist of more than 
one part e g touch down (e.g My head aches The plane 
touched down) 
5. Pattern 
Pattern Examples 
a. subject + verb My head + aches 
b. subject + verb + 
complement or 
 Subject + 'be' + 
complement 
Frank + is + clever/an architect 
c. subject + verb + 
direct object 
My sister + answered + the phone 
d. subject + verb + indirect 
object + direct object 
They + gave + him + a watch 1 
e. subject + verb + object + 
complement 
They + appointed + him + 
 
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chairman 
f. Joining two or more 
subjects 
The boss is flying to Paris His 
secretary is flying to Paris 
The boss and his secretary are 
flying to Pans Both the boss and his 
secretary are flying to Pans 
g. Joining two or more 
objects, complements or 
verbs 
a. I met Jane I met her husband 
I met Jane and her husband 
I met both Jane and her husband 
b. It was cold It was wet 
It was cold and wet It wasn't 
cold 
 It wasn't wet It wasn't cold or 
wet It was neither cold nor wet 
c. We sang all night We danced all 
night We sang and danced all 
night 
 
 
 
 
 
 
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The conclusion understanding structure 
 
 
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CHAPTER XI 
A. UNDERSTANDING PARAGRAPH 
What is a paragraph? A paragraph is normally a group of sentences that 
express different aspects of the one idea, when the writer moves on to a new 
idea, than a new paragraph is begun. Nevertheless, if a writer can express an 
idea in one sentence and then moves onto a new idea, it is quite possible for a 
paragraph to be composed of only one sentence. 
A group or specially and intentionally related sentence, a though unit; 
sentence that revolve around a single idea and is a writer’s attempt to develop 
an idea or part of an idea. Organization of paragraph includes statement of the 
main idea, elaboration of the main idea and supporting details and 
restatement of the main idea summary of main ideas or conclusion. 
B. TOPIC 
Topic is the subject that the selection, to fine the topic sentence of a selection 
ask the simple question “ who or what is selection about. 
C. MAIN IDEA 
Main idea Is a statement that tells the author’s point about the topic. 
The main idea can usually be located if you can determine what the topic is. 
The main idea provides the massage of given paragraph of the argument that is 
 
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being made about the topic. In English paragraph, the main idea will most 
likely be found in one of these five places: 
1. In the first sentences 
2. In the last sentences 
3. In the middle of the paragraph 
4. In two sentences of the paragraph 
5. Not stated in the paragraph directly (Implied) 
Main idea as a core of the main sentences, the understanding is the 
result of the approach of the application not on the creative process of 
authorship, because basically the main idea will be forcibly or naturally set out 
clearly in the led. 
 
 
 
 
 
 
 
 
 
 
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CHAPTER XII 
 
 
 
eference is relation between the expression of language. Reference 
refers to the word the meaning of which directly refers to something 
that can be real objects, events, processes, characteristics, symptoms 
of something etc. the word is often to refers to what the speaker did. While 
the term denote or semantic reference is used to refers to what is done by 
word or phrase. The object described by the speaker (people) called the 
reference. While described as semantic objects called denotation (potential of 
word to get into the expression of language). Reference divided into two 
namely the speaker reference and linguistic reference. Speaker reference 
includes what the speaker addressed when delivering something and the 
speaker reference could be asking to what the speaker indicated. 
The theory of reference explain about the concept that exist to in this theory is 
an expression referring to what is referred to as he explained about the 
reference. The historical chain theory is that an expression refers to what 
reference based o a historical relationship between the spoken word and gave 
the title to the object with that names. 
 
R 
 
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CHAPTER XIII 
 
 
 
nference is the act or process that derives logical conclusion from premises 
known or assumed to be true. The conclusion drawn is also called as 
idiomatic. The laws of valid inference are studied in the field of logic 
inference human (is how humans draw conclusions). Thinking indirect is a way 
of thinking that uses the term medium which connects between the subject 
and the predicate. Thoughts do not direct this as a form of reasoning, 
induction and reduction. Inductive reasoning means of the various statement 
of a general nature that can be deduced of general nature. Deductive 
reasoning is thinking activity that is the opposite of inductive reasoning, 
deductive is reasoning that departed from statement of a general nature 
drawn conclusions that are special.2 
A. Definition of inference synonym (consequence, deduction, deduction, 
induction, conclusion, sequitur)3 
1. The act or process of inferring such as the act of passing from one 
proposition statement, or judgment considered as true to another whose 
truth is believed to follow from that the former; the act of passing from 
 
2
 Chip S, Bayer inference in the tobit consored regression model (journal of economic 
metric 1992) 5 
3
 Britannica. Encyclopedia 
I 
 
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statistical sample data to generation (as value of population parameter) 
usually with calculated degrees of certainty. 
2. Something that is inferred especially a conclusion or opinion that is formed 
because of know fact or evidence. 
3. He premises and conclusion of a process of inferring. 
4. English language learner define about inference is noun mean the act or 
process reaching a conclusion about the something from known fact or 
evidence or a conclusion or opinion that is formed because of known fact 
or evidence. 
B. Step of inference4 
1. Identify an inference question 
You will need to determine heather or not, actually being ask to make an 
inference or reading test. The most obvious question will have the words 
“suggest” “imply” or “infer” like this: 
a. According to the passage, we can reasoning infer 
b. Based on passage, it couldbe suggested that 
c. Which of the following statement is best supported by the passage? 
d. The passage suggests that this primary problem 
e. The author seems to imply that 
f. With which of the following statement would the author most likely 
agree? 
g. Which of the following sentences would the author most likely use to 
add additional support to paragraph three. 
 
4
 
4
 Britannica. Encyclopedia 
 
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2. Trust the passage 
a. After have inference question and what exactly what an inference is, 
you will need to let go of your prejudices and prior knowledge and use 
the passage to prove that the inference you select is the correct one. 
b. Inference on a multiple choice exam are different from those in real 
life. Out in the real word, if you make an educated guess, your 
inference could still be incorrect, but on a multiple choice exam, your 
inference will be correct because you will use the details in the passage 
to prove it. You have to trust that the passage offers you the truth in 
the setting of the test and that one of the answer choices provided is 
correct without stepping too far outside the realm of the passage. 
3. Hunt for clues 
Start hunting for clues supporting details, vocabulary character’s action, 
description, dialogue and more to prove one of the inferences. 
4. Narrow down the choices 
a. Making correct inference on a multiple choice test is to narrow down 
the answer choices. 
b. Using clues from the passage, we can infer that nothing much was 
“satisfactory” 
5. Practice 
To get really good at making inference, we need to practice making own 
 
 
 
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CHAPTER XIV 
A. AFFIX 
An affix is added to the rood of a word to change its meaning, an affix added to 
the front of word is known as a prefix. One added to the back is known as a 
suffix. Sometimes prefixes are hyphenated. Affixes are word part that change 
the meaning of a roots or base word. Prefix and suffix are both of affixes. 
1. Prefix 
Prefix is the beginning put dawn of word to make new combination word 
with different meaning to give information. Each prefix have different 
mean, when prefix added in a root of word, prefix change the meaning of 
word become new word has added. 
Table of Prefix 
Word Parts Meaning/ function 
Examples 
Root + Prefix 
a— Not/ without Typical → atypical, moral 
→amoral 
ante— Before Room → anteroom 
anti— Across; against Oxidant → antioxidant 
auto— Soame; by oneself or by 
itself 
Automatically 
bi— Two Cycle → bicycle 
bio— Life, living/science of living 
thing 
Biology 
Centi— Sen; Hundreds Meter→ centimeter 
Con—/Co— With, together Connect, confide 
 
101 | E n g l i s h 1 , 2 , 3 
 
Contra— Resistance; prevention Caption →Contraception 
Cross— Passing; traversing Country→ cross-country 
Cyber— Something to do with IT; 
internet 
Crime →Cybercrime 
De— Down; away; opposite of Hydrate → dehydrate 
dis— Not negative/ not opposite 
of 
Able →disable 
Eco— The associated with 
environment 
Tourism →Ecotourism 
En—/em— Cause to Able →enable 
ex— Former; not any more Student → ex student 
extra— More Ordinary → extraordinary 
Fore— Before Cast → Forecast 
Geo— The earth Geology 
Hyper— Its excessive; to much of a 
thing; quality measure 
Sensitive →Hypersensitive 
Hemi— Half Sphere →hemisphere 
il— Before the letter L;an Legal →Illegal 
im— In become, im before the 
letter b man p 
Patient →impatient 
in— No; negative Competent → 
incompetent 
inter— Between; among Between beginning and 
advance →intermediate 
intra— In, between Cellular → intracellular 
ir— Befor the letter r Regular → irregular 
Kilo— Thousand Meter → kilometer 
macro— Big Economic 
→macroeconomic 
Mega— Something unusual tau 
above average ; millions 
Byte →Megabyte 
multi— Many Color →multicolor 
mis— Indicatives an error or 
mistake ;badly 
Understand 
→misunderstand 
Mid— In the middle Point → midpoint 
 
102 | E n g l i s h 1 , 2 , 3 
 
Micro— Very small Chip→ microchip 
Mini— Small Market →minimarket 
mono— One Atom → monatomic 
Neo— New Fascist → neo-fascist 
non— Not/ without Fiction → non-fiction 
Out— Out over; better Side→ outside 
over— In access :to much Slept →overslept 
Photo— Associated with something 
generated by light 
Synthesis 
→photosynthesis 
Poly— Many Ester →Polyester 
Pro— For; forward Motion → Promotion 
pre— Before the letter L; an test →pretest 
post— After Graduate → postgraduate 
Psycho— From the mind or mental 
process 
Metric →Psychometric 
Quasi Divided Religious →quasi-religious 
Re— Do again Count →recount 
Retro— Looking past ;repeat Retrospective 
Self— Self from or by yourself Critical →Self-critical 
Semi— Half; Incomplete Circle → semicircle 
Socio— Associated with societies Economic →socio-
economic 
sub— Under Conscious →subconscious 
Super— Over; above Market → Supermarket 
Tele— Distance is novel → Tele-novel 
Thermo— Associated with hot or 
temperature 
Meter →Thermometer 
Trans— Across Atlantic →transatlantic 
Tri— Three or triangular Pot → Tripot 
Ultra— Very Careful→ ultra-careful 
un— Not negative / not, opposite 
of 
Pleasant →unpleasant 
Uni— One Verse →Universe 
under— Less than normal; not 
enough 
cooker → under cooker 
 
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2. Suffix 
Suffix is letter or category of letter added in the end of word or root (base 
form of the word –can’t describe again) to result new word. Suffix is the 
one of affix type besides prefix and infix. There are two kind of suffix that 
are: 
a. Derivational Suffix 
If added in the end of word will determine part of speech. The new end 
result by mean of process called derivation (process of decrease word 
information) where the meaning is difference from word or rood 
before. 
Table of Derivational Suffix 
Word Parts Meaning / Function 
Examples 
Root + suffix 
Noun Suffixes 
—acy 
—age Result of action Marry → Marriage 
—al/ —ial Having characteristic of nature →natural 
—an A person doing something History →historian 
—ion The action or condition of educate→ education 
—ance State of Important 
→importance 
—ancy meaning of an act, religion; 
quality 
Brilliant →Brilliancy 
—ant 
—ary 
—ate 
—ation Act; process Image→ imagination 
—dom King →kingdom 
—er A person or thing that does Teach → Teacher 
 
104 | E n g l i s h 1 , 2 , 3 
 
a certain action 
—ess 
—ful To be full of Thank →thankful 
—hood Being in state or time Child→ childhood 
—ical Replacing noun ending 
letter y or ics 
History→ historical 
—ing 
—ive Having nature of Create → Creative 
—ment The action of condition of 
verb + ment =N 
Advertise → 
advertisement 
—monger Person who encourages 
certain actives, especially 
by problem 
War → war-monger 
—ness The a condition of adj +ness Happy → happiness 
—or A person or thing that does 
a certain action 
Operates →Operator 
—ory 
—ology The sense of learning 
something 
Social → sociology 
—ship The action or condition of 
the art of 
Scholar →scholarship 
—th 
—y Characterized by Rain →rainy 
—gram Something that written or 
draw 
Small →diagram 
—ist The action or condition of Novel →Novelist 
—sion The action or condition of 
—speak Particular subject or area 
business 
Market → marketing 
speak 
—tion The action or condition of Invite → Invitation 
—ty/ity A state or quality Possible →Possibility 
—phon Sound; voice Talk → Telephone 
—phile Enjoy or dislike something France → Francophile 
—Self Reffering to the same 
person or thing 
My → myself 
 
105 | E n g l i s h 1 , 2 , 3 
 
 
Verb suffixes 
—ate 
—en To make cause to be Wider → Widen 
—er/—or Person connected with Paint→ painter 
—ify 
—izeTo cause to be or to 
become 
National → 
Nationalize 
—ship Sense of involvement 
among people 
Friend →friendship 
 
Adjective suffixes 
—able Capable of Drink → drinkable 
—
aholic/oholic 
Someone who could not 
stop 
Work →workaholic 
—al Connected with relating to National 
—ant 
—ary 
—ate 
—ed To have done Play → Played 
—en Made of Wood →wooden 
—est The most Small→ Smallest 
—esque Like or style of a person or 
their wors 
Dali→dali-esque 
painting 
—ful Having the characteristic of 
“noun +ful=adj’ 
Care →careful 
—ic Having Poet →poetic 
—ile 
—ing V + ing = adj “geround” Interest →interesting 
—ish Nasionality or langusge having the qualiies 
of moreless; somewhat Sweden → Swedish, 
Childish 
—istic 
—ive This word indicate the type of 
action is very probably 
Effect → Effective 
—less Lock of not having Careful → careless 
—like Similar to Child →childlike 
 
106 | E n g l i s h 1 , 2 , 3 
 
—ly In the manner of this word 
tell how 
Quick→ Quickly 
—ous Change N into adj “having” Joy →joyous 
—proof Have a nation of protecting 
the resistence or is not 
demaged by certain 
Water →waterproof 
—ridden Full of something unpopular 
;bad feelings 
Guilt →Guild-ridden 
mother 
—ward 
—wide 
—y The existence or condition 
“N+y=adj” 
Rain →Rainy 
Adverb suffixes 
—ever 
—fold 
—ily 
—ly Character of Clear → clearly 
—place 
—ward/s Towards the front of the 
place 
inward 
—where 
—wise Relationship with this 
subject 
Clock →clockwise 
OTHER 
—ese Nationality or language Japan → Japanese 
—logy/ology The science or study of Radiology 
 
b. Infection suffix 
If added the end of word give of variation grammatical without change 
word class and drastic meaning (dispose can predicted) 
 
 
 
107 | E n g l i s h 1 , 2 , 3 
 
Table of Infection suffix 
Word Parts Characteristic / Meaning 
Examples 
Root + suffix 
—s/es Plural noun 
 
Verb (3rd person singular) or 
pronoun 
 
 
Note: 
 If the singular form ends in 
s, z, x, ch, or sh, add –es 
(e.g box > boxes match > 
matches dish > dishes) 
 If the singular form ends in 
y preceded by a consonant, 
change y to ie and then add 
–s (e.g baby > babies library 
> libraries university > 
universities butterfly > 
butterflies) 
 For nouns ending in o, the 
regular plural form may be 
formed by adding -esor by 
adding -s. For some words, 
both spellings are possible. 
In this dictionary, each 
entry for a noun ending in 
ospecifies the correct plural 
form or forms for that 
word. 
(e.g radio > radios potato > 
potatoes tornado > 
tornados or tornadoes) 
 For all other regular nouns, 
Book → Books 
Worker → Workers 
Walk → Walks 
like > Bill likes 
cry > the baby cries 
walk > Anne walks 
buy > the man buys 
carry > a truck carries 
fix > she fixes 
pass > it passes 
notify > he notifies 
catch > she catches 
 
 
108 | E n g l i s h 1 , 2 , 3 
 
add -s to the singular form 
to make the plural (e.g 
table > tables boy > boys 
television > televisions 
valley > valleys) 
—Ing As a progressive or 
continuous 
 
Study →studying, swim 
→ swimming 
judge > judging 
take > taking 
ask > asking 
carry > carrying 
pay > paying 
pursue > pursuing 
hoe > hoeing 
see > seeing 
go > going 
lie > lying 
—d/ed Past tense verbs Land →Landed, wish 
→wished 
walk > walked 
like > liked 
judge > judged 
try > tried 
carry > carried measure 
> measured 
—est Superlative form Clever→ cleverest 
—er Comparative Clever →cleverer 
 
 
 
 
 
 
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UNDERSTANDING CONVERSATION 
 
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CHAPTER XV 
 
 
 
Before we learn about make dialogue or conversation, speech and telling story, 
we must understand about the theory of speaking such as the organ of the 
speech first than learn about phonetic alphabet to get best conversation and 
speech like a native speaker, you can see in the picture below: 
 
 
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121 | E n g l i s h 1 , 2 , 3 
 
A. Make Dialogue or conversation 
Literary dialogues therefore are artefacts, and distanced from real 
interactions on two levels. Because of the lack of potential, we might even say 
the impossibility, of representing the fluid process of spoken exchanges on the 
page, writers must adopt a conventional system for encoding interactions and 
allow the reader to feel as if they are ‘hearing’ an interchange between living 
people. A second factor which works to distance written, literary 
conversational exchanges from real ones is the fact that they are constructed 
with an ever-present eavesdropper in mind, the reader. Therefore, many 
literary interactions are more helpful to this third party than actual 
conversation overheard would be. In the next portion of analysis the issue of 
the nature of the choices made by writers in terms of how interactions are 
presented, and who is allowed to speak in them is discussed. The example of 
further from actual dialogue 
Statement : Here’s an object (Speaker 1, non-verbalized) 
Assessment : It’s not a bead (Speaker 2) It’s more like an earring (Speaker 
2) Conclusion : It’s the top of a fountain pen (Speaker 2) 
Statement : Here’s an object (Speaker 1, non-verbalized) 
Assessment : It’s like a paint chipping (Speaker 2) 
Conclusion : We need to keep it in order to identify it further (Speaker 2) 
Conversation in the data in this section are based on a short sample 
originally produced in the spoken channel (and now transcribed into the 
written channel for analysis or the nature of primarily aural/oral 
communication in terms of the influence of the way the discourse is produced) 
 
122 | E n g l i s h 1 , 2 , 3 
 
an extract from a spontaneous conversation between friends. The extract 
exemplifies non-public and interpersonally oriented language use, and has a 
high potential for interactivity. 
While the nature of the written channel makes it ideal for the 
dissemination of ideas for public consumption in a stable, standardised and 
conventional form, the spoken channel, being essentially transient and usually 
shaped by its producers ‘on the hoof’ is more suited to nonpublic and 
interpersonally oriented discourse. A second aspect of channel which was 
isolated above was that of the different level of potential for interaction which 
is offered by language used in the two channels. we can gain a sense of the 
transient, interpersonally oriented discourse of the original channel. Three 
levels of comparison—discourse, grammar and lexis—are each examined in 
turn, and the influence of the way in which the language is produced, the 
original channel, is considered. 
A casual conversation between friends depends on co-operation 
between the contributors whose input creates the discourse the nature of 
casual conversation is bound up with the nature of the spoken channel. In the 
face-to-face, spontaneous interactions of human beings we can witness the 
means by which personalities are projected on to the world and relations 
developed. The process of transcribing a section of a conversation has the 
effect of presenting it for analysis as a completed art effect. Creative writers 
often have a strong sense of the conversational interaction as a chance to 
convey characters’ personalities, and use the representation of speech as a 
tool for conveying important features of their key figures. 
 
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Examples Dialogueand conversation: 
 
 
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Example 2 
 
 
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B. Make Speech 
Speech is for many of us the primary, and certainly the most overt, 
mode of human communication, while writing systems usually begin life as an 
attempt to capture speech sounds, implying that’ speech is a primary medium, 
while writing is derived from it. There’s another reason why analyzing and 
transcribing speech is an activity properly distinct from the analysis of written 
language.in speech there are accent and dialect (accent refers to spoken 
features of English, then dialect refers to variations that include accent, but 
also include features of syntax and vocabulary. 
Typical features of actual interaction in speech. Spoken discourse with 
a high interaction potential (as opposed to monologic discourse with a 
restricted interaction potential, such as the lecture) tends to be a process of 
‘give-and-take’, with participants having the opportunity to assess the reaction 
of listeners, and work towards a consensus of meaning together as they speak. 
Since the speakers are physically in each other’s presence, they have an 
immediate sense of whether what is being said is understood, and this comes 
both from non-linguistic actions such as gaze or eye-contact, and other, 
linguistic, reassurance (called back-channel) such as voiced agreement. Co-
operation between speakers, showing an interaction between two friends, 
gives a typical example of how speakers co-operate to create discourse. 
Several points about naturally occurring exchanges can be seen. The 
first is that that which looks chaotic on the page is not necessarily evidence of 
a disrupted or messy conversation. Second is the fact that whereas we tend to 
think of interaction in terms of speakers taking turns at speaking, and being 
 
130 | E n g l i s h 1 , 2 , 3 
 
individually responsible for a functional/ informational structure (a model 
which writers tend to adopt when constructing dialogue), the process of actual 
communication disrupts this neat picture since speakers often co-operate to 
share, check or produce a meaning. Third is the notion that transcribed speech 
retains strong evidence of the temporally dependent medium in which the 
original discourse was produced. 
When analyzing speech-written-down, that, for most speakers, if they 
have a rough idea of what the other speaker meant—a kind of working 
interpretation— they are usually more interested in the current utterance 
(whether their own or another’s) and seeing whether this fits in with their 
understanding of the discourse being produced, than in scrutinising the last 
thing said in any great detail. In this sense, comprehending conversation in 
which you are involved is a process of accretion and accommodation between 
speakers, as an understanding of what is being said builds up through the 
lifespan of the interaction. Using real speech as a model for literary exchanges. 
Manipulating readers’ perceptions of speech to promote the joke. In speech 
should be attention on many questions: 
 How old are these speakers? 
 Are both samples from the same speaker at different times? 
 Are the speaker(s) male or female? 
 What part of the country are they from? 
 Are they highly educated or not? 
 
 
 
131 | E n g l i s h 1 , 2 , 3 
 
Example of outline speech: 
 
 
132 | E n g l i s h 1 , 2 , 3 
 
C. Telling Story 
Is study to tell some history then retelling in front of the class with their style 
language: Read the fiction text and do the exercises that follow. 
CHINESE VASE 
When I was a child I loved visiting my grandmother. I thought her 
house was as beautiful as a palace and the garden seemed bigger than a park. 
As I grew older the house and garden seemed smaller, but I still loved 
visiting the old lady. There were so many lovely things to look at in the house. 
Sometimes I played with the doll's house which was older than 
Grandmother herself, at other times I looked at books which were lovelier and 
more interesting than my children's books at home. 
 I loved her paintings and the old clock, but most of all I loved the big 
Chinese vase which stood in the hall. It was taller than me, and I couldn't see 
inside it. I walked round and round it looking at the beautiful ladies and the 
birds and flowers and trees, and Grandmother often told me stories about 
these ladies. She said that her grandfather had brought the vase with him 
when he returned from a long voyage to China'. 
When I married I took my sons to visit their great grandmother. They 
were not as interested as I was in the beautiful books and the vase. They found 
comics as attractive as old paintings, and pop music more exciting than the old 
clock. They prefened playing football in the garden. 
We live in a modern house, and I'm afraid my husband and I often 
nag2 at the children. <Don't make the new carpet dirty! Be careful with the 
new table. PhiliP! 
 
133 | E n g l i s h 1 , 2 , 3 
 
Before she died, Grandmother gave me the vase l loved so much. It 
looked beautiful in our modern hall. 
One day l came home from the shops. The boys met me at the door. 
<I'm as strong as George Bes, Mummy>, said Paul' <t got a goal and broke the 
vase). 
Philip tried to be more diplomatic than Paul. <It doesn't really matter, 
does it? You told us it wasn't new. You aren't cross, are you? 
 Difficult word: 
 China ['tJgrne] 
 nag [nreg] 
 get a goal 
 to be cross 
Answer the question 
1. When did the narrator love visiting her grandmother? 
2. Why did she like to visit her grandmother's house? 
3. What did the narrator like in the house most of all? 
4. What happened to the house and the garden as she grew older? 
5. What did she do in the grandmother's house? 
6. What was painted on the vase? 
7. Where do the narrator and her family live at present? 
8. Where was the vase taken to after the grand mother’s death? 
9. How did the boys break the vase? 
10. What did Philip say about the vase? 
 
134 | E n g l i s h 1 , 2 , 3 
 
 
Read the passage imitating the speaker's intonation. 
When I married I took my sons to visit their great grandmother. They 
were not as interested as I was in the beautiful books and the vase. They found 
comics as attractive ds old paintings, and pop music more exciting than the old 
clock, They preferred playing football in the garden. 
we live in a modern house, and I'm afraid my husband and I often nag 
at the children. <Don't make the new carpet dirty, Paul!> Be careful with the 
new table, PhiliP!> 
Before she died, Grandmother gave me the vase I loved so much. It I 
looked beautiful in our modern hall. 
 One day I came home from the shops. The boys met me at the door 
<I'm as strong as George Bes, Mummy>, said Paul' <t got a goal and broke the 
vase) 
Philip tried to be more diplomatic than Paul. <lt doesn't really matter 
'does it? You told us it wasn't new. You aren't cross, are you?>' 
 
 
 
 
 
 
 
 
135 | E n g l i s h 1 , 2 , 3 
 
CHAPTER XVI 
 
 
 
here are many type of listening, various types of instructions like a test 
of listening. The following instructions are typical of those you will find 
in the IELTS Listening booklet. Read each of the instructions and 
questions. Look at what the candidate did in both the Listening question 
booklet and on the answer sheet. in this book will be presented various types 
of instruction through conversation, song, news and movie. 
 
T 
 
136 | E n g l i s h 1 , 2 , 3 
 
 
 
 
 
137 | E n g l i s h 1 , 2 , 3 
 
 
 
138 | E n g l i s h 1 , 2 , 3 
 
 
A. Conversation 
Practice Listening Test 1 
You will heara number of different recordings and you will have to answer 
questions on what you hear. There will be time for you to read the instructions 
and questions and you will have a chance to check your work. All the 
recordings will be played once only. The test is in four sections. Write all your 
answers in the Listening question booklet. At the end of the test, you will be 
given ten minutes to transfer your answers to an answer sheet. Now turn to 
page 7 of this book. 
STOP YOUR TAPE 
You will see that there is an example which has been done for you. On this 
occasion the conversation relating to this will be played first. 
Jane :Hello Steve! How are you? 
 
139 | E n g l i s h 1 , 2 , 3 
 
Steve :Oh! I'm not too bad today, thank you Jane. And you? How did you go 
in the exams? 
Jane :I'm not sure I haven't got all my results yet, but I'm so glad we're 
coming up to the end of the semester I really need a holiday, so I'm 
going camping with some friends. 
Jane is pleased about it being the end of semester, so you choose C 'the 
semester ending'. 
STOP YOUR TAPE 
Section 1 
STOP YOUR TAPE 
Jane : Hello Steve! How are you? 
Steve : Oh! I'm not too bad today, thank you Jane. And you? How did you go 
in the exams? 
 Jane : I'm not sure I haven't got all my results yet, but I'm so glad we're 
coming up to the end of the semester I really need a holiday, so I'm 
going camping with some friends. What are you doing over the 
semester break, Steve? 
Steve : I haven't got any plans yet I don't really have enough money to fly 
home. I suppose I could get a part-time job and earn some money, but 
I don't really want to Then again, maybe I could start studying for next 
semester. 
Jane : Mmm, I thought about doing some summer courses, but I decided 
that's not a good idea. I need a break or I'll get stale. I need to do 
something completely different. You do too. Why don't you join me 
with my friends on the camping trip? 
 
140 | E n g l i s h 1 , 2 , 3 
 
Steve : Well, I don't know really. Would your friends mind? 
 Jane : No, of course not. They'd be happy to have you along. We're going 
down to the Royal National Park. Have you been there yet? 
Steve : No, I haven't. It's somewhere south of Sydney isn't it? 
Jane : Yes, it's about 30 kilometers south of Sydney. We'll he getting an early 
tram from Central to Sutherland. It leaves Central at seven and goes to 
Waterfall via Sutherland. Amin and Lucy are joining us there because 
they live in Carmgbah. 
Steve : Oh, I see. That is very early. And who did you say will join the tram at 
Carmgbah? 
Jane : No, not at Carmgbah. At Sutherland. Amin and Lucy. Then, from 
Waterfall, we'll hike to where we're going to be spending the first few 
days. That's at Gane beach. 
Steve : What's the park like? Is it on the coast, or inland? 
Jane : It's on the coast, but it's very big, over 15 000 hectares and there are a 
couple of rivers, especially one big one, the Hacking. 
Steve : Can you do anything on this river? Can we go on it? 
Jane : Oh yeah, lots. You can hire boats - go boating - row boats. 
Steve : Row boats. Hey, that sounds fun! Um, and what about scuba diving or 
horse riding? Can we do any of those things? 
Jane : Well there isn't much point in scuba diving around there as there aren't 
any reefs or anything, so there's not much underwater life. And 
because it's a national park, domestic animals aren't allowed. 
 
141 | E n g l i s h 1 , 2 , 3 
 
Steve : So what equipment do we need to bring with us if we're going? Do we 
have to carry all our food for a week? 
Jane : No. We've organized for the food to go down with a van, so we don't 
have to carry too much. You know Dave's van. It's a camper with a 
fridge and cooking things, so we needn't bother with that. But you'll 
need to bring a sleeping bag. I've got an extra one I can lend you if you 
haven't got one. 
Steve : And what type of clothes should I bring? Like, what's the weather going 
to be like? 
Jane : Bathers. Definitely bathers 'cause there are beaches, and the river You 
can swim in the river. There's some beautiful little swimming holes 
with waterfalls in the river. Um ... good hiking boots, strong boots and 
socks. I think you need a few pairs of socks because if they get wet it's 
often difficult to dry them. Otherwise, whatever you prefer to hike in. 
If you like shorts that's OK. 
Steve : And what about my bicycle? Should I bring that? 
Jane : Not really. Well, you could. There are places to cycle, but none of us 
are cycling this time. But you will need a warm sweater or jacket for 
the evenings. 
Steve : So that's a bit of a pity. I rather like cycling, but not really on my own. 
And do we have to book anything? Like the train, maybe? 
Jane : No, we don't need to book the train. And we've already booked beds in 
the youth hostel. We've booked eight beds and so far we've only got 
six people, so it's fine for you to come along. 
 
142 | E n g l i s h 1 , 2 , 3 
 
Steve : And do we need a guide? 
STOP YOUR TAPE 
Circle the correct answer. 
1 What does Jane plan to do during the break? 
A fly home to stay with her family 
B take summer courses 
C take an overseas holiday 
D go on a camping trip 
2 Why can't Steve go home during the break? 
A he has to earn some money to pay his fees 
B he can't afford it 
C he is taking a summer course 
D he wants to study for next semester 
3 Where will Jane and her friends go during the semester break? 
A to Royal Island Park 
B to the mountains 
C to Royal National Park 
D to Great Southern Park 
4 Which route will the train follow? 
A Central, Sutherland, Garie 
B Sutherland, Caringbah, Waterfall 
C Central, Waterfall, Sutherland, Garie 
D Central, Sutherland, Waterfall 
Questions 5 and 6 Circle TWO letters for each answer. 
5 Which of the following does Jane suggest Steve should bring? 
A diving gear B cooking equipment 
C swimsuits D a sleeping bag 
E plenty of food F his bicycle 
6 What activities are they planning? 
A boating B scuba diving 
C bungee jumping D horse riding 
 
143 | E n g l i s h 1 , 2 , 3 
 
E hiking F surfboard riding 
Question 7 Write a NUMBER for the answer. 
7 If Steve joins them, how many people will be going on the trip? 
When you hear the words "Now listen carefully and answer questions 17 
 
Section 2 
Good evening I know many of you students are the proud owners of 
your first motor vehicle and this evening I want to talk to you about some of 
the things you can do to make sure your car or motorbike isn't stolen. I'll start 
with a few facts and figures to put you in the picture. Car theft is a widespread 
problem. In this country alone one car is stolen every 32 seconds. That's almost 
a million cars each year. And of those, 40 per cent are never recovered. And 
don't think that just because your car might be a bit old and beaten-up looking 
no one will steal it. Any car can be stolen. Anywhere. Most thefts occur in 
residential areas, often from the front of the house or even from inside the 
garage Some areas that are especially dangerous are shopping centers and 
parking lots, particularly at sports events. Most car thieves don't need to break 
into the car. They usually gain entry through unlocked doors and many times 
they find the key in the ignition. In fact, one in five stolen cars had the keys left 
in the car. Isn't that amazing? Twenty per cent of drivers left the keys in the 
ignition of an unlocked car! Who steals cars? Well, there are basically two 
kinds of car or bike thieves - joyriders aged about 15 to 21, and professionals. 
This last group usually needs lessthan one minute to break into a locked car 
and they often steal cars to use in other crimes such as robberies. You are 
much less likely to get your car back if it's stolen by a professional, and if it's 
 
144 | E n g l i s h 1 , 2 , 3 
 
stolen by a joyrider chances are it'll be a wreck when you do get it back 
Joyriders have a very high accident rate. 
STOP YOUR TAPE 
SECTION 2 Questions 12-17 
Questions 12-14 Complete the table according to the information given by the 
police officer. 
 
Questions 15-17 Write NO MORE THAN THREE WORDS for each answer. 
What are the two kinds of car thieves? 
15 ………………………………… 
16 ……………………………….. 
Which kind of car thief is likely to use a stolen car for committing a crime? 
17 ………………………………… 
How to Answer - Demonstration 
STEP 1- OVERVIEW OF THE INSTRUCTIONS 
The instruction for questions 12—17 tells you to complete a table It does not 
give you any information about what to write in the table. You will have to look 
at the table itself to see what you need to write into it. Now look at the 
instruction for questions 15—17 It tells you to answer in NO MORE THAN 
THREE WORDS. This means that the answer might be one word, two words or 
 
145 | E n g l i s h 1 , 2 , 3 
 
three words, but it will not be four words. You should also know that these 
answers never require a contraction like in font. 
STEP 2 - READ THE QUESTIONS AND STUDY HOW YOU HAVE TO ANSWER 
What you can expect to hear In this test you will hear a police officer giving a 
talk about ways to prevent motor vehicle theft. By looking at the table for 
questions 12— 14 you can see that the speaker will give some statistics about 
motor vehicle theft. So you know you will be listening for numbers. 
What you have to do Sometimes you will not hear numbers in exactly the form 
of the questions. You might have to make a simple calculation, as you did for 
question 7 in Section 1. If you use the time given for studying the questions, 
you will know exactly what kind of information is needed. Then you can quickly 
put the numbers in as you listen. Also, remember that you can write the 
numbers as either numerals or words, or even a combination. So it would be 
easier to write a number like 108 as a numeral, but a number like 5 billion as a 
combination of a numeral and a word. In some tests you might have to answer 
a question with a combination of numerals and letters, as might be used in a 
car registration number or a student registration number. You will find an 
example of this type of question in Practice Listening test 2 (page 36). Listening 
exercise 1 on page 29 will give you practice in listening for numbers, letters and 
names of places. Analyze questions 15-17. What can you expect to hear? What 
do you have to do? What kind of information are they asking for? Actually, the 
first question requires two answers, which is why it has two numbers. The key 
words in this question are 
 
146 | E n g l i s h 1 , 2 , 3 
 
B. Song 
Exercise 13 
Complete the following news report using NO MORE THAN 3 WORDS OR 
NUMBERS. 
Give thanks to Allah 
 
………….(1) thanks to Allah, ……….(2) the moon and the Stars 
…………(3) Him all day for ……..(4) is and what ………(5) 
Take Hold of your imaan, dont give it to shaitan 
Oh you who believe………..(6) give thanks to Allah 
Allahu Ghafur Allahu Rahim Allahu yuhibu al Mohsinin 
huwa Khalikhuna huwa Razikhuna 
wa hua ala kulli shaiin qadir 
Allah ……….(7) Ghafur Allah is Rahim Allah is the one …….(8) 
loves the Muhsinin 
He is a……(9) He is a Sustainer and …(10) is the one who has 
power over all. 
 
 
 
 
 
 
147 | E n g l i s h 1 , 2 , 3 
 
Exercise 15 
We Will Not Go Down 
(using song presentation method) 
 Am C 
 A blinding flash of white .. …………(1). 
 G Am 
Lit up the s ky over Gaza ton ight 
 Am C 
Peo ple …………… (2)for cove r 
 G Am 
Not knowing wheth er ……….(3) dead or ali ve 
 
 Dm Am 
 They ……(4) with their tanks and their pl anes 
 Dm Am 
 With ravaging fiery fl ames 
 Dm F 
 ……(5). nothing rema ins 
 C G 
Just a v oice ……..(6) in the sm oky haze 
 F C 
We …… ……(7) go d own 
 Am G 
In the n ight, ……….(8) a f ight 
 F C 
You can b urn up our mosques and our ho mes and our schools 
 Am G 
But our ………..(9) will never d ie 
 Am G 
We will not go d own 
 Am 
In Gaza ton ight 
 Am C 
…….. ……(10) and children al ike 
 G Am 
Murdered and mass acred night after ….. ….(11`) 
 Am C 
While the so- called leaders of ……..(12) af ar 
 G Am 
 
148 | E n g l i s h 1 , 2 , 3 
 
Deb ated on who's wrong or r ight 
 Dm Am 
 But their ……….(13) words were in v ain 
 Dm Am 
 And the bombs fell down like acid r ain 
 G Am 
 But ….(14) the tears and the blood and the pain 
 C Em 
.....(15) can s till hear that voice through the sm oky haze 
 
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