General English

Learning Materials
General English
Author:
Dr. Fetty Poerwita Sary, M.Pd.
Language Center
Telkom University
2014
Disclaimer:
Some of the contents in this course book are taken from
published sources and they are acknowledged properly in the
reference. No part of this document may be copied,
reproduced, printed, distributed, modified, removed, and
amended in any form by and means without prior written
authorization of the Language Center of Telkom University.
Copyright LaC Telkom University
Table of Content
Chapter 1: Tenses
Chapter 2: Making Questions in English
25
Chapter 3: Passive Voice
58
Chapter 4: Sentence
70
Chapter 5: Paragraph Building
82
Chapter 6: Reading Skill 1
102
Chapter 7: Reading Skill 1
124
References
139
CHAPTER 1
TENSES
Objectives: Students are expected master Tenses as a basic knowledge and foundation of
learning English.
Things can happen now, in the future or in the past. The tenses show the time of an action or state of
being as shown by a verb. The verb ending is changed (conjugated) to show what time it is referring to.
Time can be split into three periods The Present (what you are doing), The Past (what you did) and The
Future (what you are going to do, or hope / plan to do ).
The tenses we use to show what time we are talking about are split into the Simple, Continuous and
Perfect tenses.
In English we use two tenses to talk about the present and six tenses to talk about the past. There are
several ways to talk about the future some of which use the present tenses, these are:
Verb Tense Overview with Examples

Simple Present
I study English every day.
Simple Past
Two years ago, I studied English

in England.
Language Center of Telkom University
Simple Future
If you are having problems, I will
help you study English.
I am going to study English next
year.
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Present Continuous
I am studying English now.
Present Perfect
Past Continuous
I was studying English when you

called yesterday.
Past Perfect
I have studied English in

I had studied a little English
several different countries. before I moved to the U.S.
Present Perfect
Continuous
I have been studying

English for five years.
Past Perfect Continuous
I had been studying English for

five years before I moved to the
U.S.
Future Continuous
I will be studying English when you
arrive tonight.
I am going to be studying English
when you arrive tonight.
Future Perfect
I will have studied every tense by the
time I finish this course.
I am going to have studied every tense
by the time I finish this course.
Future Perfect Continuous

I will have been studying English for
over two hours by the time you arrive.
I am going to have been studying
English for over two hours by the time
you arrive.
Simple Tenses
The simple tenses are used to show permanent characteristics of people and events or what happens
regularly, habitually or in a single completed action.
Continuous Tenses
The continuous tenses are used when talking about a particular point in time.
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Perfect Tenses
Sometimes you need to give just a little bit more information about an action or state...and that is where
the perfect tenses come in.
The perfect tenses are used when an action or situation in the present is linked to a moment in the
past. It is often used to show things that have happened up to now but aren't finished yet or to
emphasize that something happened but is not true anymore. When they end determines which of them
you use.
Perfect tenses are never used when we say when something happened i.e. yesterday, last year etc. but
can be used when discussing the duration of something i.e. often, for, always, since etc..
The Future Tenses

Discussing the future in English can seem complicated.The present simple, present continuous,
present perfect simple and the present perfect continuous can all be used and often it is possible to
use more than one structure, but have the same meaning.
1. SIMPLE PRESENT TENSE
The simple present tense is used to discuss permanent situations and the frequency of events.
To have
Short form
Other Verbs (to work)
I have
I've
I work
he has
he's
He works
she has
she's
She works
it has
it's
It works
you have
you've
you work
we have
we've
we work
they have
they've
they work
Page 3
Statements
+
Statements
-
Questions
Short answer
+
Short answer
-
I work.
I don't work.
Do I work?
Yes, I do.
No, I don't.
He works.
He doesn't work.
Does he work?
Yes, he does.
No, he doesn't.
She works. She doesn't work. Does she work?
Yes, she does.
No, she doesn't.
It works.
It doesn't work.
Does it work?
Yes, it does.
No, it doesn't.
You work.
You don't work.
Do you work?
Yes you do.
No, you don't.
We work.
We don't work.
Do we work?
Yes we do.
No, we don't.
Do they work?
Yes they do.
No, they don't.
They work. They don't work.
Regular or permanent situations

When something happens regularly or is a permanent situation we usually use the simple present
tense. When using the simple present the verb (with the exception of the auxiliary verbs) remains in
the dictionary form (verb + s with he/she/it).
Simple Present Timeline
For example:
Q) "Where do you live?" A) "I live in Germany."
Q) "Where does he live?" A) "He lives in Germany."
Q) "What do you do?" A) "I'm a teacher."
Q) "What does he do?" A) "He's a teacher."
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Frequency
The simple present tense is also used to show how often something happens with adverbs of
frequency - always, usually, often, sometimes, occasionally, seldom, rarely, never, etc.... And when
discussing daily, weekly, monthly etc. routines.
For example:
"I always get up at 6.00."
"I never drink coffee before 12.00."
"I work on my website every day."
"Every Monday and Thursday I go to the gym."
We also use the simple present to ask for and give instructions or to discuss a series of actions.
For example:
Q) How do I make pancakes?" A) Well, first you take 4 eggs and crack them into a bowl, then you
weigh out 4 oz. of flour and sieve it into the eggs. etc.
The simple present tense can also be used to discuss future events.
2. PRESENT CONTINUOUS TENSE

When we talk about events that are actually happening now, we use the present continuous tense. This
is formed by using the stem of the verb and adding -ing to the end, for example the verb "work"
becomes "working". In some cases you need to alter the spelling a bit for example the verb "die"
becomes "dying".
Statements
+
Statements
-
Questions
Short answer
+
Short answer
-
I'm working.
I'm not working.
Am I working?
Yes, I am.
No, I'm not.
He's working.
He isn't working.
Is he working?
Yes, he is.
No, he isn't.
She's working.
She isn't working.
Is she working?
Yes, she is.
No, she isn't.
It's working.
It isn't working.
Is it working?
Yes, it is.
No, it isn't.
You're working.
You aren't working.
Are you working?
Yes you are.
No, you aren't.
We're working.
We aren't working.
Are we working?
Yes we are.
No, we aren't.
They're working.
They aren't working.
Are they working?
Yes they are.
No, they aren't.
Page 5
Present Continuous Timeline
For example:
Q) "What are you doing?" A) "I'm building a website."
We also use the present continuous tense to talk about things that are happening around now but
are temporary.
For example:
Q) "What are you doing these days?" A) "Unfortunately I'm working a lot."
It is also used to describe trends or situations that are happening but may be temporary.
For example:
"Nowadays more and more people are shopping on the Internet."
...and habitual actions (usually negative).
For example:
"He's always cleaning his car."
The present continuous tense can also be used to discuss future events:
Note:The present continuous is usually used with doing verbs (verbs of action) not with verbs of state. The
following verbs are not used in the continuous form:Conditions: belong, cost, need, own, seem
Feelings: like, love, hate, want, wish
Beliefs: believe, feel, know, mean, remember, think, understand
Page 6
EXERCISE 1: SIMPLE PRESENT OR PRESENT CONTINUOUS

Using the words in parentheses, complete the text below with the appropriate tenses:
A Trekking Journal
November 12, 1997
Today (be)________________the second day of my trek around Mount Annapurna. I am exhausted
and my legs (shake)_________________; I just hope I am able to complete the trek. My feet (kill,
really)__________________me and my toes (bleed)_______________, but I (want,
still)_______________to continue.
Nepal is a fascinating country, but I have a great deal to learn. Everything (be)_____________so
different, and I (try)_________________to adapt to the new way of life here. I (learn) ____________a
little bit of the language to make communication easier; unfortunately, I (learn, not)____________foreign languages quickly. Although I (understand, not)_______________much yet, I
believe
that
I
(improve,
gradually)_________________.
I (travel, currently)______________with Liam, a student from Leeds University in England. He
(be)______________a nice guy, but impatient. He (walk, always)______________ahead of me and
(complain)______________that I am too slow. I (do)______________my best to keep up with him, but
he is younger and stronger than I am. Maybe, I am just feeling sorry for myself because I am getting
old.
Right now, Liam (sit) ______________with the owner of the inn. They (discuss) __________ the
differences between life in England and life in Nepal. I (know, not)______________the real name of the
owner, but everybody (call, just)____________ him Tam. Tam (speak) _______________English very
well and he (try)_______________to teach Liam some words in Nepali. Every time Tam
(say)______________ a new word, Liam (try)______________to repeat it. Unfortunately, Liam (seem,
also)_____________ to have difficulty learning foreign languages. I just hope we don't get lost and
have to ask for directions.
EXERCISE 2
Next week, my friends and I____________ (go) camping in the woods. I _____________ (organize) the
food, because I______________ (like) cooking. Dave _____________ (have) a big car with a trailer, so
he _____________ (plan) the transportation. Sam ____________ (bring) the tent he __________
(go) camping every year, so he___________ (have) a great tent and lots of other equipment. My
wife___________ (think) we're crazy. She______________ (like) holidays in comfortable hotels, so
she____________ (take) a trip to Paris instead.
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3. SIMPLE PAST
The simple past tense is used to talk about actions that happened at a specific time in the past.
You state when it happened using a time adverb.
You form the simple past of a verb by adding -ed onto the end of a regular verb but, irregular verb
forms have to be learned.
To be
Statements
+
To be
Statements
-
Questions ?
I was.
I wasn't.
Was I?
He was.
He wasn't.
Was he?
She was.
She wasn't.
Was she?
It was.
It wasn't.
Was it?
You were.
You weren't.
Were you?
We were.
We weren't.
Were we?
They were.
They weren't.
Were they?
Regular Verb (to work)

Statements
+
Regular Verb (to work)

Statements
-
Questions
Short
answer
+
I worked.
I didn't work.
Did I work?
He worked.
He didn't work.
Did he work? Yes, he did.
No, he
didn't.
She worked.
She didn't work.
Did she
work?
Yes, she
did.
No, she
didn't.
It worked.
It didn't work.
Did it work?
Yes, it did.
No, it didn't.
You worked.
You didn't work.
Did you
work?
Yes you did.
No, you
didn't.
We worked.
We didn't work.
Did we work? Yes we did.
No, we
didn't.
They worked.
They didn't work.
Did they
work?
No, they
didn't.
Page 8
Yes, I did.
Short
answer
-
Yes they
did.
No, I didn't.
Simple Past Timeline
For example:
"Last year I took my exams."
"I got married in 1992."
It can be used to describe events that happened over a period of time in the past but not now.
For example:
"I lived in South Africa for two years."
The simple past tense is also used to talk about habitual or repeated actions that took place in
the past.
For example:
"When I was a child we always went to the seaside on bank holidays."
4. PAST CONTINUOUS TENSE
We use the past continuous tense to describe a past action over a period of time.
Past Continuous Timeline
For example:
Q) "What were they doing yesterday?" A) "They were working all day."
It can be used to describe what someone was doing at a particular point in time.
For example:
Q) "What were you doing at 7.30 last night?" A) "I was watching television."
Page 9
The past continuous can also be used to show that an activity frequently took place over a
period of time.
Q) "What did you do on holiday?" A) "I went skiing a lot."
Often the past continuous is mixed with the past simple to show what was happening when
something happened. The past continuous refers to the longer event and the simple past to
the event that interrupted it.
For example:
"I was driving to work when I crashed my car."
or
As I was driving to work, I crashed my car."
EXERCISE 3: SIMPLE PAST OR PAST CONTINUOUS

Using the words in parentheses, complete the text below with the appropriate tenses.
1. A: What (you, do) _______________ when the accident occurred?
B: I (try) _______________ to change a light bulb that had burnt out.
2. After I (find) ______________ the wallet full of money, I (go, immediately) _____________ to the
police and (turn) ______________ it in.
3. The doctor (say) _______________ that Tom (be) _____________ too sick to go to work and that
he (need)______________ to stay at home for a couple of days.
4. Sebastian (arrive) ______________at Susan's house a little before 9:00 PM, but she (be, not)
______________ there. She (study, at the library)_________________ for her final examination in
French.
5. Sandy is in the living room watching television. At this time yesterday, she (watch, also)
_____________ television. That's all she ever does!
6. A: I (call) _____________ you last night after dinner, but you (be, not) ___________ there. Where
were you?
B: I (work) ____________ out at the fitness center.
Page 10
7. When I (walk) _____________ into the busy office, the secretary (talk) ____________ on the
phone with a customer, several clerks (work, busily)____________ at their desks, and two
managers (discuss, quietly) ______________ methods to improve customer service.
8. I (watch) ______________ a mystery movie on TV when the electricity went out. Now I am never
going to find out how the movie ends.
9. Sharon (be) _____________ in the room when John told me what happened, but she didn't hear
anything because she (listen, not)______________.
10. It's strange that you (call)_______________ because I (think, just)____________ about you.
11. The Titanic (cross)_____________ the Atlantic when it (strike)____________ an iceberg.
12. When I entered the bazaar, a couple of merchants (bargain, busily) ______________ and
(try)_____________ to sell their goods to naive tourists who (hunt)____________ for souvenirs.
Some young boys (lead)_____________ their donkeys through the narrow streets on their way
home. A couple of men (argue)____________ over the price of a leather belt. I (walk)
____________ over to a man who (sell) ___________ fruit and (buy) ______________ a banana.
13. The firemen (rescue) _____________ the old woman who (be) ____________ trapped on the third
floor of the burning building.
14. She was so annoying! She (leave, always) _______________ her dirty dishes in the sink. I think
she (expect, actually) _____________ me to do them for her.
15. Samantha (live) _____________ in Berlin for more than two years. In fact, she (live)
_____________ there when the Berlin Wall came down.
Page 11
5. PRESENT PERFECT SIMPLE

The present perfect simple tense is used to talk about a past time, which has very strong meaning
for the present.
Present Perfect Simple Timeline
For example:
Q) Where's Jane?
A) She has gone out. She should be back in an hour.
We form the present perfect simple by using the auxilliary verb have/has and the -ed form of
the regular verb (the past participle) irregular verb forms have to be learned:
Statements
+
Statements
-
Questions
Short answer
+
Short answer
-
I've worked.
I haven't worked.
Have I worked?
Yes, I have.
No, I haven't.
He's worked.
He hasn't worked.
Has he worked?
Yes, he has.
No, he hasn't.
She's worked.
She hasn't worked.
Has she worked?
Yes, she has.
No, she hasn't.
It's worked.
It hasn't worked.
Has it worked?
Yes, it has.
No, it hasn't.
You've worked.
You haven't worked.
Have you worked?
Yes you have.
No, you haven't.
We've worked.
We haven't worked.
Have we worked?
Yes we have.
No, we haven't.
They've worked.
They haven't worked.
Have they worked?
Yes they have.
No, they haven't.
The present perfect simple is used to discuss events that have just been completed at the
moment of speaking.
For example:
Q) Have you done your homework?"
A) "Yes, I've just finished it."
It is often used to suggest that a past action still has an effect upon something happening
in the present.
Page 12
For example:
"The pound has fallen against the dollar."
It is also used to discuss unfinished time.
For example:
Q) Have you done your homework today?
A) No, I haven't done it yet.
Note - You are talking about today and today isn't finished, so you may do your homework
later!
Q) Have you ever been to England?"
A) "Yes I have."
Note - You are talking about something that has happened in your life and your life isn't
finished!
You can also use the present perfect to discuss something from the past but you don't
want to say exactly when.
For example:
Q) "Are you learning any languages?"
A) "Yes, I've begun to learn English."
This tense is often used to discuss events that have been happening over a period of
time, but aren't finished yet.
For example:
Q) "How long have you studied English for?"
A) "I've studied English for 2 years now."
However it is better (grammatically speaking) to use the Present Perfect Continuous to
express yourself in this way.
For example:
Q) "How long have you been studying English for?" A) "I've been studying English for 2 years
now."
!Note It is always for a length of time and since a point in time.
Page 13
EXERCISE 4: SIMPLE PAST OR PRESENT PERFECT TENSE

1. A: Did you like the movie "Star Wars?"
B: I don't know. I (see, never) _______________ that movie.
2. Sam (arrive) _____________ in San Diego a week ago.
3. My best friend and I (know) ______________ each other for over fifteen years. We still get together
once a week.
4. Stinson is a fantastic writer. He (write)______________ ten very creative short stories in the last
year. One day, he'll be as famous as Hemingway.
5. I (have, not)____________ this much fun since I (be) _____________ a kid.
6. Things (change) ____________ a great deal at Coltech, Inc. When we first (start) ______________
working here three years ago, the company (have, only) ____________ six employees. Since then,
we (expand) ____________ to include more than 2000 full-time workers.
7. I (tell) _____________ him to stay on the path while he was hiking, but he (wander)
_____________ off into the forest and (be) ____________ bitten by a snake.
8. Listen Donna, I don't care if you (miss) ______________ the bus this morning. You (be)
______________ late to work too many times. You are fired!
9. Sam is from Colorado, which is hundreds of miles from the coast, so he (see, never)
____________ the ocean. He should come with us to Miami.
10. How sad! George (dream) _____________ of going to California before he died, but he didn't make
it. He (see, never) ____________ the ocean.
11. In the last hundred years, traveling (become) ____________ much easier and very comfortable. In
the 19th century, it (take) _____________ two or three months to cross North America by covered
wagon. The trip (be) ____________ very rough and often dangerous. Things (change) __________
a great deal in the last hundred and fifty years. Now you can fly from New York to Los Angeles in a
matter of hours.
12. Johnny, I can't believe how much you (change) ___________ since the last time I (see)
____________ you. You (grow) ___________ at least a foot!
13. This tree (be) ____________ planted by the settlers who (found) ____________ our city over four
hundred years ago.
Page 14
14. This mountain (be, never) _____________ climbed by anyone. Several mountaineers (try)
___________ to reach the top, but nobody (succeed, ever) ___________. The climb is extremely
difficult and many people (die) ___________trying to reach the summit.
15. I (visit, never) ___________ Africa, but I (travel) _____________ to South America several times.
The last time I (go) ___________ to South America, I (visit) ___________ Brazil and Peru. I
(spend) _____________ two weeks in the Amazon, (hike) ____________ for a week near Machu
Picchu, and (fly) ____________ over the Nazca Lines.
6. PRESENT PERFECT CONTINUOUS TENSE
The present perfect continuous tense is often used (with for or since) to describe how long
something has been happening up to now.
Present Perfect Continuous Timeline
For example:
Q) How long have you been studying English?"
A) I've been studying English for four years."
Note - You can just say "For four years."
Q) How long have you been living in Germany?

A) I've been living here since 1998.
Note - You can just say "Since 1998".
The present perfect continuous is also used to refer to an event that may or may not be finished
when it's effect can be seen now.
For example:
Look! It's been snowing.
Note - It's not necessarily snowing now but you can see the effect (the snow on the ground).
You should also use the present perfect continuous when talking about how long you have been
doing your current job or working on unfinished projects:
Page 15
For example:
I have been working at BT for three years.
We have been exporting to China since 1999.
EXERCISE 5: PRESENT PERFECT OR PRESENT PERFECT CONTINUOUS

Robin: I think the waiter (forget) ____________ us. We (wait) ______________ here for over half an
hour and nobody (take) ______________ our order yet.
Michele: I think you're right. He (walk) ______________ by us at least twenty times. He probably thinks
we (order, already) _________________.
Robin: Look at that couple over there, they (be, only) ____________ here for five or ten minutes and
they already have their food.
Michele: He must realize we (order, not) _____________ yet! We (sit) ___________ here for over half
an hour staring at him.
Robin: I don't know if he (notice, even) ___________ us. He (run) ___________ from table to table
taking orders and serving food.
Michele: That's true, and he (look, not) ______________ in our direction once.
7. PAST PERFECT SIMPLE

The past perfect simple tense is used to go further back in time when we are already talking about
the past. It can make it clear that something had already happened at the time we are talking
about.
Past Perfect Simple Timeline
Page 16
We form the past perfect simple by using the auxilliary verb had and the -ed form of the regular verb
(the past participle) irregular verb forms have to be learned:
Statements
+
Statements
-
Questions
Short answer
+
Short answer
-
I'd worked ...
I hadn't worked ...
Had I worked ...?
Yes, I had.
No, I hadn't.
He'd worked ...
He hadn't worked ...
Had he worked ...?
Yes, he had.
No, he hadn't.
She'd worked ...
She hadn't worked ...
Had she worked ...?
Yes, she had.
No, she hadn't.
It had worked ...
It hadn't worked ...
Had it worked ...?
Yes, it had.
No, it hadn't.
You'd worked ...
You hadn't worked ...
Had you worked ...?
Yes you had.
No, you hadn't.
We'd worked ...
We hadn't worked ...
Had we worked ...?
Yes we had.
No, we hadn't.
They'd worked ...
They hadn't worked ...
Had they worked ...?
Yes they had.
No, they hadn't.
For example:
"I had already done the shopping by the time she came home."
"I was late for work, by the time I arrived the client had already left."
The past perfect simple can be used to show how often something happened in the past.
For example:
I'd visited the city many times before.
It can also be used to express unfulfilled wishes or dreams. Sometimes called the Third
Conditional.
For example:
"If I had won the lottery I would have bought a new car." Note: If I had done something I would have
done something else.
Page 17
8. PAST PERFECT CONTINUOUS TENSE

The past perfect continuous tense is used to talk about longer situations that continued up to the
moment in the past we are talking about.
Past Perfect Continuous Timeline
For example:
"By the time I left England we had been living in Bristol for five years."
"Her back was sore because she had been sitting at the computer all day."
It is also used to say how long something went on for, up to a time in the past.
For example:We apologised because we had kept them waiting for 3 hours.
We apologised because we had kept them waiting since lunchtime.
EXERCISE 6: Past Perfect OR Past Perfect Continuous

I'm sorry I left without you last night, but I told you to meet me early because the show started at 8:00. I
(try) ______________ to get tickets for that play for months, and I didn't want to miss it. By the time I
finally left the coffee shop where we were supposed to meet, I (have) ____________ five cups of coffee
and I (wait) _____________ over an hour. I had to leave because I (arrange) _______________ to
meet Kathy in front of the theater.
When I arrived at the theater, Kathy (pick, already) _______________ up the tickets and she was
waiting for us near the entrance. She was really angry because she (wait) _____________ for more
Page 18
than half an hour. She said she (give, almost) _____________ up and (go) ____________ into the
theater without us.
Kathy told me you (be) ______________ late several times in the past and that she would not make
plans with you again in the future. She mentioned that she (miss) ___________ several movies
because of your late arrivals. I think you owe her an apology. And in the future, I suggest you be on
time!
EXERCISE 7: PRESENT PERFECT OR PAST PERFECT OR PRESENT PERFECT CONTINUOUS

OR PAST PERFECT CONTINUOUS
1. It is already 9:30 PM and I (wait) ___________ here for over an hour. If John does not get here in
the next five minutes, I am going to leave.
2. I was really angry at John yesterday. By the time he finally arrived, I (wait) ____________ for over
an hour. I almost left without him.
3. Did you hear that Ben was fired last month? He (work) ____________ for that import company for
more than ten years and he (work) ____________ in almost every department. Nobody knew the
company like he did.
4. I (see) ____________ many pictures of the pyramids before I went to Egypt. Pictures of the
monuments are very misleading. The pyramids are actually quite small.
5. Sarah (climb) ____________ the Matterhorn, (sail) __________ around the world, and (go)
____________ on safari in Kenya. She is such an adventurous person.
6. Sarah (climb) ______________ the Matterhorn, (sail) _____________ around the world and (go)
____________ on safari in Kenya by the time she turned twenty-five. She (experience)
_____________ more by that age than most people do in their entire lives.
7. When Melanie came into the office yesterday, her eyes were red and watery. I think she (cry)
_________________.
Page 19
9. SIMPLE FUTURE TENSE

DISCUSSING THE FUTURE USING GOING TO
We say something is going to happen when it has already been planned.
For example:
Q) Are you going to fly to Germany?
A) No, we're going to drive.
We also use it to show something has already been decided.
For example:
"We're going to buy a new car next year."
We also use going to when we can see something is about to happen.
For example:
"Look at that cloud. I think it's going to rain."
"Watch out! He's going to crash into that tree!"

You can also use going to to predict the future based upon the evidence now.
For example:
"It looks as though Manchester United are going to win the European cup.
"I think my friend Louise is going to have a baby."
!Note
Thanks to Ken Anderson for pointing out the following:
"I'm going to Germany." isn't really the future tense. You would have to say "I'm going to go to
Germany."
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DISCUSSING THE FUTURE USING SHALL/WILL

When we give information about the future or predict future events that are not certain we
usually use shall/will.
For example:
Q) Who do you think will win the election?" A) "I'm not sure but I think the current party will win."
We can also use shall/will to make promises for the future.
When leaving work I would say - "Goodnight, I'll (I will) see you tomorrow."
Shall/Will is often used when we just decide to do something.
For example:The phone is ringing - If I decide to answer the phone I would say - "I'll (I will) get it."
It can also be used in formal situations to express planned events and is preferred in formal written
English.
For example:The party will start at 10.00pm.
We sometimes use the simple present form to discuss future events. Especially when talking about
official events that happen at a set time such as timetables, meetings, itineraries, programmes etc.
For example:
Q) "What time does the train leave?" A) "It leaves at 17.30."
Q) "What time does the meeting begin tomorrow?" A) "It begins at 8.00am."
Q) "What time do you arrive at the airport tomorrow?" A) "I arrive at 6.30pm."
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10. FUTURE CONTINUOUS TENSE

USING THE PRESENT CONTINUOUS FOR THE FUTURE
The future continuous tense is the present continuous tense recycled. It is often used to ask about
and discuss future arrangements or plans with just the addition of a future time, but you only
use it when these arrangements are certain.
For example:
Q) What are you doing next week?" A) "I'm working."
Q) What's he doing tomorrow?" A) "He's playing tennis."
The present continuous tense is also used to talk about and make future appointments and
arrangements using the words go or come....
For example:
Q) When are you coming to see me?" A) "Next week."
Q) What are you doing tomorrow?" A) "I'm going to the dentist."
...and using verbs of arrival and departure.
"We're arriving in London at 2.30."
"The train leaving from platform one is the 2.45 to Edinburgh."
THE FUTURE CONTINUOUS (WILL BE DOING)
The use of 'will be doing' in a sentence is often referred to as the future continuous. It is used to talk
about activities that will be happening at a particular time or over a particular time in the future.
For example:
Next week we will be having a party. Can you come?
You can also use it (or the present continuous form) to talk about future plans.
For example:
We will be leaving here at 7.30pm.
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EXERCISE 8: WILL / BE GOING TO

1. A: Why are you holding a piece of paper?
B: I (write) _____________ a letter to my friends back home in Texas.
2. A: I'm about to fall asleep. I need to wake up!
B: I (get) ______________ you a cup of coffee. That will wake you up.
3. A: I can't hear the television!
B: I (turn) _________________ it up so you can hear it.
4. We are so excited about our trip next month to France. We (visit) _______________ Paris, Nice
and Grenoble.
5. Sarah (come) ______________ to the party. Oliver (be) ________________ there as well.
6. Ted: It is so hot in here!
Sarah: I (turn) _____________ the air-conditioning on.
7. I think he (be) ______________ the next President of the United States.
8. After I graduate, I (attend) ___________________ medical school and become a doctor. I have
wanted to be a doctor all my life.
9. A: Excuse me, I need to talk to someone about our hotel room. I am afraid it is simply too small for
four people.
B: That man at the service counter (help) ____________ you.
10. As soon as the weather clears up, we (walk) _______________ down to the beach and go
swimming.
11. FUTURE PERFECT TENSE

Discussing the future using the present perfect simple form
You can use the present perfect simple form to say that something will have happened by a certain time
in the future.
"This time next year I will have finished my exams."
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Discussing the future using the present perfect continuous form (also known as the future
perfect continuous using will have been doing).
You can use the present perfect continuous form to say how long something will have been happening
by a certain time in the future.
"This time next year I will have been teaching English for 9 years."
Page 24
CHAPTER 2
MAKING QUESTIONS IN ENGLISH
Objectives: Students are expected to make questions by using What, When, Where, Who, Why,
How dan Auxiliary Verb correctly and able to apply those types of questions in their activities.
DIAGNOSTIC TEST
PART I
Directions: In the space provided, write the letter (C) if you consider that the question and response
are written correctly, or write the letter (I) if you consider that they are incorrect. Look at the examples
provided!
Examples:
__C__ a. Do you have a car? Yes, I do.

__I__ b. Does she walk to school? No, she dont.
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Are he a student from the University of Puerto Rico? Yes, he is.

Have they traveled to United States before? No, they havent.
Were the boys playing basketball last week? Yes, they were.
I am from Humacao? No, Im not.
She can go the park with her friends? Yes, she does.
Are we answering a diagnostic test right now? Yes, we are.
Why she does study so much? Because she wants to have good grades.
Where you do work on Sundays? I work at a gas station.
When does he play guitar? He plays guitar in the evenings.
Do what you think about the professors at the IMT? They are very good.
Is how she driving her motorcycle? Shes driving it very carefully.
Had she thought about the plan? No, she hadnt.
When have we met before? We met last year at the graduation ceremony.
Where has you been all this time? I have been everywhere.
Is Martha working late this afternoon? No, she doesnt.
What are we cooking for dinner? Were cooking lasagna.
Did they celebrate Christmas in their country? Yes, they do.
Where you do live now? I live in Ponce.
Page 25
PART 2 A: Writing YES / NO questions in English

Directions: Read the sentences below carefully (look at the subject and the verb tense). Then choose
the correct (and/or appropriate) YES/NO question for each one.
1. Many students from the IMT are taking final exams these days.
a. Do many students from IMT take final exams these days?
b. Does many students from the IMT take final exams these days?
c. Are many students from the IMT taking final exams these days?
d. Are many students from the IMT take final exams these days?
2. The other professors and I work very hard to help the students.
a. Do we work very hard to help the students?
b. Why do we work very hard?
c. How do they work to help the students?
d. Do they work very hard to help the students?
3. My classmates are thinking a lot to answer this test.
a. Are they thinking a lot?
b. Why are they thinking a lot?
c. Are we thinking a lot?
d.Why are we thinking a lot?
4. All of my friends want to pass this class with good grades.
a. Do they want to pass this class with good grades?
b.Do we want to pass this class with good grades?
c.Are we going to pass this class with good grades?
d.Are they going to pass this class with good grades?
e.Does they want to pass this class with good grades?
5. Victor and his parents visited the zoo last November.
a. Do Victor and his parents visit the zoo last November?
b. Did Victor and his parents visit the zoo last November?
c. Does Victor and his parents visit the zoo last November?
d. When did Victor and his parents visit the zoo?
Page 26
6. The hurricane will move slowly through the Caribbean zone.

a. Is the hurricane moving slowly through the Caribbean zone?
b. Does the hurricane move slowly through the Caribbean zone?
c. Will the hurricane move slowly through the Caribbean zone?
d. Will move the hurricane slowly through the Caribbean zone?
7. Last year, many employees complained about the working conditions.
a. Why did the employees complained about?
b. When did the employees complained about the working conditions?
c. Does the employees complained about the working conditions last year?
d. Did the employees complain about the working conditions last year?
8. She answers the questions faster than anyone else?
a. Does she answer the questions faster than anyone else?
b. How does she answer the questions?
c. Did she answer the questions faster than anyone else?
d. Do she answers the questions faster than anyone else?
9. My mother sent me to the supermarket to buy milk and coffee.
a. Did she send me to the supermarket to buy milk and coffee?
b. Did my mother sent me to the supermarket to buy milk and coffee?
c. Does she send me to the supermarket to buy milk and coffee?
d. Did I send my mother to the supermarket to buy milk and coffee?
10. The students understand these skills very well.
a. Does he understand these skills very well?
b. Does the student understands these skills very well?
c. Do the students understand these skills very well?
d. Do the student understands these skills very well?
Page 27
______________________________________________________________________________
Match the following questions with their respective (correct and appropriate) answers.
11. Are you watching television at home?
a. No, he isnt.
12. Does the woman play tennis in the mornings?
b. No, he didnt.
13. Did the airplane arrive on time at the airport?
c. Yes, I am.
14. Is he answering the exam correctly?
d. Yes, I do.
e. No, she is not.
f. Yes, she does.
g. Yes, it did.
h. No, it isnt.
______________________________________________________________________________
Part 2 B. Writing Information questions in English
Directions: Read the sentences below carefully. Then choose the correct (and/or appropriate)
INFORMATION question based on the underlined information for each one.
15. The information came later in the afternoon.
a. How did the information come?
b. When did the information come?
c. Why did the information come?
d. Where did the information come from?
e. When does the information come?
16. The players were practicing the new techniques selected by their coach.
a. Where were the players practicing?
b. Why were the players practicing?
c. When did the coach select the practice?
d. What were the players practicing?
e. How many techniques were the players practicing?
17. All the schools closed their doors because of the government crisis.
a. When did all the schools close their doors?
b. How did all the schools close their doors?
c. Why did all the schools close their doors?
d. Did all the schools close their doors because of the government crisis?
Page 28
18. The economic government crisis has affected the emotional state of many Puerto Ricans.
a. What has the economic government crisis affect?
b. What has the economic government crisis affected?
c. What does the economic government crisis affected?
d. Who did affect the economic government crisis?
19. The children play basketball in the backyard.
a. Where the children play basketball?
b. When do the children play basketball?
c. Where does the children play basketball?
d. Where did the children do play basketball?
20. Puerto Rico is sponsoring the next Pan-American Tournament in the city of Mayaguez.
a. Who does Puerto Rico is sponsoring in the city of Mayaguez?
b. When is the next Pan-American Tournament in Puerto Rico?
c. Where is Puerto Rico sponsoring the next Pan-American Tournament?
d. Why is Puerto Rico sponsoring the next Pan-American Tournament in the city of
Mayaguez?
21. Teachers, supervisors, and school directors are evaluating the programs carefully.
a. Who evaluating are the programs carefully?
b. How are they evaluating the programs?
c. How do they evaluate the programs?
d. Are they evaluating the programs carefully?
22. The boy swam about 500 meters in the swimming pool.
a. How many meters did the boy swim in the swimming pool?
b. How many meters did the boy swam in the swimming pool?
c. How many meters does the boy swim in the swimming pool?
d. How many meters did the boy swimmed in the swimming pool?
Page 29
23. Women bought more books than men last year.

a. What did women buy more than men last year?
b. What women bought more than men last year?
c. Why does woman buy more books than men last year?
d. Who buy more books last year?
24. This exam is driving me crazy right now.
a. Who is driving me crazy right now?
b. What is driving me crazy right now?
c. Why is this exam driving me crazy right now?
d. Is this exam driving me crazy right now?
______________________________________________________________________________
Match the following questions with their respective (correct and appropriate) answers.
25. Where is the team playing tonight?
a. No, they arent.
26. Why does the girl cry everyday?
b. Because shes sad.
27. When do we finish this semester?
c. In Cayey.
28. What are the politicians doing right now?
d. Very carefully.
e. Next week.
f. Yes, she does.
g. Absolutely nothing.
h. The next team.
Page 30
GENERAL REVIEW
In any language of the world or in any kind of communication process that exist, there are always going
to be only two kinds of questions possible: yes/no questions and information questions. All types of
conversations, under any circumstances, will have people asking and waiting for a yes or no response
or for some kind of information response in order to establish communication with others. There is no
other kind of question that one can ask. With this in mind, we must consider that one critical aspect of
learning a second language (in this case English) is to master effectively the proper construction of
yes/no questions and information questions in order to function successfully in both the spoken and
written language.
One important aspect that students cannot miss when making questions in English is the recognition of
the different persons in English (figure 1) since they require an exact subject-verb agreement in the
sentence in order to be syntactically correct.
English
Indonesia
SINGULAR
English
PLURAL
st
Saya
1 WE
nd
Kamu
2 YOU
rd
Dia (laki-laki,
3 THEY
1 person I
2 person YOU
3 person HE, SHE, IT
Indonesia
st
Kami
nd
Kalian
rd
Mereka
perempuan), Dia
(benda/ binatang)
nd
nd
Notice how in the English language the 2 person singular, YOU, and the 2 person plural YOU are
practically the same and they will function in the same way for syntactical and structural purposes
although they represent different numbers.
Another consideration that you must pay particular attention to is that of recognizing the persons in a
sentence. Sometimes, students make mistakes when making a question by not understanding who or
what is the right subject of the sentence. Here is a list of helpful hints that you may need to know before
making a question!
Page 31
1. Help your thinking process by converting your subjects into pronouns: the beautiful lady =
she; the old car = it; the elephant =it; Mary and Carlos =they
2. Eliminate clauses to reveal the real subject During Christmas last year, Dina went to Paris. In
this statement, the subject is Dina (she) after the initial clause.
3. Be aware of compound subjects (the conjunction and between names often means it is a
compound (plural) subject requiring a plural verb agreement).
a. a. My brothers and I = We
b. b. Mrs. Vega and her students = They
c. c. Karla, Martha and her brother =They
4. Be aware of special cases of plural nouns (men, women, children, fish, etc.)
5. Identify the noun in the noun phrase the exhausted player of the Olympic team
How does the 1-2-3-4-5 format works

With the use of this module, students will get acquainted with an easy and practical way to formulate
questions in English. This method is so handy and functional that no one can forget it afterwards. The
method is called the 1-2-3-4-5 format! This format arranges all questions (yes/no and information
questions) in any verb tense into a sequence of numbers. A number (from 1-5) is assigned to one
particular syntactic structure or part of the sentence in the following order.
1=
interrogative expressions of information (Where, When, What, Why, How, Who,

How many, How much, and others)
2=
interrogative expressions of yes/no questions

(Do, Does, Did, Am, Is, Are, Have, Has, Had, Will, Can, May, Should, others)
Page 32
3=
subject of the sentence (noun phrase may include articles, adjectives, etc.)
4=
main verb (verb phrase one or more words)
5=
sentence complements (direct object, indirect object, CC)
This is how the format looks!

1
(information)
Yes/no
Subject of the
Main verb
Sentence
interrogative
interrogative
sentence (noun
(verb phrase)
complements
expression
expression
phrase)
Now, lets look at the previous statement inside the format box.
1
3
Luis
4
works
5
in a store.
Most sentences in English will fall in this format. The noun phrases, verb phrases, or, in most cases, the
sentence complements may be longer, but they will fit in this exact sequence 3-4-5 in a given sentence
most of the times.
In the same way, the format arranges the yes/no questions. (figure 2)
1
2
Does
3
Luis
4
work
5
in a store.
Notice how the expression does fits perfectly in the number two spot to make the yes/no question and
then, the rest of the statement follows the format accordingly just like a normal sentence. Not all English
yes/no questions will begin with the expression does. This is just one example of the format! As you
move through the different units of content of the module, you will be able to recognize and practice the
different structures of several other kinds of sentences. Consequently, you have to be careful in making
the proper grammatical changes when necessary as they will be explained to you. Nevertheless, you
will notice that the 1-2-3-4-5 formula will always help you to remember how to keep your English syntax
correct at all times when making questions without any problems.
Page 33
Now, before we start with the first unit, lets look at the format one more time to see how it
accommodates the information question!
(figure3)
1
Where
2
does
3
Luis
Work?
Notice how the interrogative expression where fits in the number one spot to make the information
question, followed by the expression does in number two, then Luis the subject, in the third spot, and
then, work the main verb, in its respective number four spot. In this instance, theres no information in
block five because it is precisely the information that is being asked where. Rememberwe will never
use these boxes when writing formally, but if you keep a mental picture of where to place each part of
the sentence, you can never go wrong! Now, its time to begin your module; learn a lot and enjoy it!
A. The 1-2-3-4-5 format with the verb to be

Like in any language, there are many instances in which the verb to be is used for many reasons. In
these sentences the verb is called a linking verb or most commonly known by linguists as copula verbs.
In other words, these verbs do not carry or bring about any action on behalf of the subjects; they
indicate a state of being, a condition or a description of the subjects and not a performance. Most of the
times, the verb to be provides a description or a location for the subject. The 1-2-3-4-5 format applies
perfectly to all of these sentences whether they are in the simple present tense, simple past tense or in
future tense.
Page 34
Lets look at the following examples of sentences with the verb to be:
simple present
simple past
simple future
I am Indonesian.
I was a little child before.
I will be famous someday.
You are a student.
You were very sick yesterday.
You will be a father soon.
She is beautiful.
He was a rich man.
It will be cloudy tomorrow.
We are tired.
We were afraid last night.
We will be professionals. You
You are intelligent.
You were lost.
will be there tonight.
They are at home.
They were in the classroom.
They will be future stars.
When the verb to be is used in simple present and simple past sentences, students must be aware of
the variations of the verb depending on the persons (subject and verb agreement). As it shown on the
st
nd
examples, in the simple present, the 1 person singular I agrees with am, the 2 person singular YOU
rd
agrees with are, the 3 person singular SHE, HE, and IT agree with is, and all the plural persons WE,
YOU, and THEY, agree with are as well.
st
rd
In the simple past tense, however, there are only two changes: the 1 per. sing. I, and the 3 per. sing.
he, she, and it agree with was, while all the other persons you, we, and they agree with were.
In the simple future tense, there are no changes at all, since all persons agree with will be.
This is important information, because if you want to use the 1-2-3-4-5 format effectively, you must
know how to identify the verb tense of the sentence and, therefore, you must recognize the proper
subject and verb agreement. In this case, the verb to be is always the main verb.
Page 35
Lets see how it looks! The first step is to place some of the sentences in the format box. Remember
rd
once you identify the subject of the sentence, then you place it in the 3 block!
1
am
Indonesian.
He
was
a rich man.
They
will be
future stars
Now comes the easy part. When you have to make a yes/no question with these sentences, all you
have to do is move the main verb (to be) to the number two spot and the other parts will stay in their
respective numbers. Dont forget to capitalize properly and to add the question mark (?) at the end! The
word I is always capitalized in English!
Heres how it looks.
1
am
Indonesian?
was
He
a rich man?
will
They
be
future stars?
Notice that in the case of the simple future tense, the auxiliary will takes the number two spot as the
yes/no interrogative expression, and be remains as the main verb in # 4. This is the same principle for
all verb phrases of two or more words as you will see in the next units of the module. Here are the
responses for these questions:
positive answer
negative answer
Am I Indonesian?
Yes, I am.
No, Im not.
Was he a rich man?
Yes, he was.
No, he wasnt.
Will they be future stars?
Yes, they will.
No, they wont.
Page 36
Lets look at the same example in the format box!

Line (a) sentence. Line (b) yes/no question. Line (c) information question.
1
a.
am
Indonesian
b.
Am
c. What
am
I?
Indonesian?
Notice that in the format, all syntactic structures remain in their respective spots with no alterations.
This is what you need remember always when writing questions. In this question the only answer
(information) that you can provide is the nationality Indonesian. In other examples, you can use other
interrogative expressions: how to ask for a condition (How is John? Hes sick.), where to ask for a
place or location (Where is Carmen? She is in her room.), or who to ask for an identity of someone or
something (Who is him? He is my cousin.) When is used to ask for a date or time, and why to ask for a
reason. The expressions how many and how much ask for quantities.
Well, this first lesson was very easy! And all the others are too! Its time for you to begin practicing with
the 1-2-3-4-5 format. In the following page, you have a series of practice exercises to assess your
knowledge of this first unit sentences with the verb to be (am, is are, was, were).
Practice exercises: The 1-2-3-4-5 format with the verb to be
Exercise 1A :yes/no questions with the verb to be
Directions: In your notebook, or in a separate sheet of paper, write a correct yes/no question for the
following statements. Then, write the appropriate answer for each one.
1. The students from the IMT are very intelligent.
2. This first unit was really easy.
3. Mrs. Gonzlez, the school director, was absent yesterday.
4. Tomorrow will be a hot day.
5. My mother and my father are in St. Thomas this week.
6. I am responsible, honest, and friendly.
7. Lisas dog is her best friend.
8. Some professors were lost in the discussions.
Page 37
Exercise 1B : Information questions with the verb to be

Directions: Write a correct information question for the following statements based on the underlined
information.
1. Some classes are more complicated than others because of the content.
2. The 3101 students are in the English laboratory.
3. Maritza is a student from the University of Puerto Rico.
4. The package will be there tomorrow morning.
5. The weather will be cloudy and windy this weekend.
Exerice 1C: yes/no questions, information questions and responses with the verb to be
Directions: Match the questions with their respective answers.
1. Where is the blue car?
a. At the National Art Museum.
2. Is Sandra happy with her baby?
b. Yes, they were.
3. Were they confused with the lessons?
c. Shes the new English professor. .
4. Where were they yesterday?
d. Its in the driveway.
5. Who is that young lady?
e. No, they arent
6. Are you OK?
f.
No, Im not
g. Yes, she is.
B. The 1-2-3-4-5 format with do and does (simple present)

Now that you know how to make questions with the verb to be, is time to move on to your next
lesson the famous do and does! As you remember, the verb to be was useful to provide a
description, condition, or location of its subjects. But not all sentences will have a verb to be. There
are thousands of other sentences that will provide very important information about their subjects.
That important information is called action this is the performance; what the subjects do. These
kind of sentences required action verbs such as: work, study, eat, dance, talk, watch, etc.
Like in Spanish, or in any other language, these action verbs change their grammatical
constructions depending on the verb tense (time present, past, etc.), or depending on their
agreement with the subject. In this unit, you will practice with the simple present tense and its
Page 38
particular variation the (s) form. Lets take a look at this group of sentences (all persons) in the
simple present tense. Remember the subject is always the third spot in the 1-2-3-4-5 format!
Persons
st
work
everyday.
2 sing.
nd
You
work
everyday.
3rd sing.
She
1 sing.
works everyday.
st
We
work
everyday.
nd
You
work
everyday.
rd
They
work
everyday.
1 plural
2 plural
3 plural
rd
Notice how in all the persons the action verb work remains the same, except for the 3 person
singular which takes the (s) form works. This is one special construction of the English language
rd
that you have to remember very well. The 3 person singular (he, she, it) is always different with
the (S) form. Therefore, when you have to make yes/no questions and information questions in
English in the simple present tense, you must keep in mind this (s) difference.
Lets see how the 1-2-3-4-5 format works with the simple present tense! The first step is to place some
sentences in the format box. Remember once you identify the subject of the sentence, then you
rd
th
place it in the 3 block and the action verb in the 4 block!

1
walk
two miles on weekends.
Carlos
writes
very well.
Liz and Nancy
study
at the IMT.
have to do is use the expressions do and does in the number two spot and the other parts will stay in
their respective numbers. The interrogative expression do is used for all the persons (I, you, we, they)
Page 39
except for the third person singular that takes the expression does. Dont forget to capitalize properly
and to add the question mark (?) at the end! The word I is always capitalized in English!
Heres how it looks.
1
Do
walk
Does
Carlos
write
very well.
Do
Liz and Nancy
study
at the IMT.
When does is used to begin questions, the verb keeps its basic form. There is no need to write the
(s) form in write because it is already marked in the interrogative expression does.
Here are the responses for these questions:
yes/no question positive answer negative answer
Do I walk two miles on weekends? Yes, I do. No, I dont.
Does Carlos write very well? Yes, he does. No, he doesnt.
Do Liz and Nancy study at the IMT? Yes, they do. No, they dont.
As you may remember from the first unit, in English, you must finish the responses with the same
interrogative expressions that began the questions as it is shown above.
Dont forget that contractions are very common in English and particularly in negative expressions such
as dont, doesnt, isnt, arent, wasnt, etc.
The 1-2-3-4-5 format is very convenient and easy to remember with the information questions also.
Lets look at the same example in the format box!
Line (a) sentence. Line (b) yes/no question. Line (c) information question.
Page 40
a.
no (S)
in verbs
walk

two miles on weekends?
b.
Do
walk
c. How many
do
walk?
miles
Sentences with action verbs could offer unlimited possibilities of information in the sentence
complements. For this reason, you will find a variety of information questions to be asked. Look at the
same sentence with different information and the possible information questions that you can ask.
I walk two miles with my friends on weekends because I want to stay in shape.
What do I do on weekends? I walk two miles
With whom do I walk two miles on weekends? With my friends
When do I walk two miles? On weekends
Why do I walk two miles on weekends? To stay in shape
Practice exercises: The 1-2-3-4-5 format with do and does (simple present)
Exercise 1B: yes/no questions with do an does
1. Helen travels to Spain every summer.
2. Victor and Miguel play basketball at school every afternoon.
3. We need better computers in this laboratory.
4. Some professors teach their classes on line.
5. My sister and I take the bus to school every morning.
6. During the Holy Week recess, many students go to the beach.
7. Her dog eats bones, crackers, candy, and even ice cream!
8. He visits his mother on special days like Thanksgiving and Christmas.
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Exercise 2B : Information questions with do and does

information.
1. You work extra hours only because you want to.
2. Linda spends most of her free time speaking on her cel-phone.
3. My mother cooks rice and beans with fried chicken almost everyday.
4. The Governor of Puerto Rico lives in La Fortaleza building.
5. Hector and his fiends practice Tae-Kwon-Do in the evenings.
Exerice 3B: yes/no questions, information questions and responses with do and does
1. Where do you live?
a. She does it very well.
2. How does she sing at school?
b. A lot, I want to buy me a car.
3. Do they travel by bus?
c. No, he doesnt.
4. Does he know about Puerto Rico?
d. To pass the exam.
5. Why does Kim study so hard?
e. No, they dont.
6. How much money do you need?
f. No, Im not
g. In Humacao.
C. The 1-2-3-4-5 format with did (simple past)
Before you take a look at the format box, you must know one important aspect about action verbs
in the simple past. In the English language, verbs in their simple past tense are classified in two
categories: regular verbs and irregular verbs. Regular verbs form the past tense by adding the
suffixes d or ed at the end of the word. In this way, they keep the root of the word like in its basic
form (simple present). Look at the examples below that illustrate the simple present-simple past
conversion. REGULAR VERBS
play-played
talk-talked
dance-danced ask-asked
walk-walked wash-washed live-lived
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need-needed
want-wanted study -studied
On the contrary, irregular verbs form their past tense in many different ways but never with the
suffixes d or ed. Look at these examples of IRREGULAR VERBS!
eat ate
catch caught see saw
go went swim swam
throw threw
send sent
break broke think thought write wrote
However, when you have to make questions with the simple past tense it is very easy and it doesnt
matter if the verbs are either regular or irregular verbs. All you need to do is to recognize that the verb is
in the simple past tense. Lets look at the following sentences in the simple past tense.
I studied last night for my test. simple past regular verb
You traveled to Europe last month. simple past regular verb
She ate pizza and lasagna yesterday.. simple past irregular verb
We swam five miles across the lake. simple past irregular verb
They took the money from the chest. simple past irregular verb
Now lets put some sentences in the 1-2-3-4-5 format box.
1
studied
last night for my test.
She
ate
pizza and lasagna yesterday.
They
took
the money from the chest.
have to do is use the expressions did (to represent the past) in the number two spot and the other parts
will stay in their respective numbers. Then, the main verb in number four spot will change to its basic
form. In this case, the interrogative expression did is used for all the persons (I, you, she we, they).
Dont forget to capitalize properly and to add the question mark (?) at the end! The word I is always
capitalized in English!
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Heres how it looks.
verb in basic
form
Did
study
last night for my test?
Did
she
eat
pizza and lasagna yesterday?
Did they
take
the money from the chest?
did for all

persons, no
exceptions
The answers to these questions follow the format accordingly.

Did I study last night for my test?
Did she eat pizza and lasagna
Yes, I did.
No, I dont
Yes, she did
No, she doesnt
Yes, they did.
No, they didnt.
yesterday?
Did they take the money from the chest?
.
Information questions are just as easy as yes or no/questions as you can see in the format below.
1
When did
Answers
study
for my test?
Last night
What
did
she
eat
yesterday?
Pizza and
What
did they
take
from the chest?
The money
Notice that 1-2-3-4-5 format remains the same for all situations. The grammatical structures that
change are the yes/no interrogative expressions and the verb constructions depending on the verb
tenses.
.
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You must not forget this part! Students might think that a question like What she eat yesterday? is
logical and grammatically correct. But by omitting the interrogative expressions on the number two spot
(do, does, did, etc.), the question is not grammatically correct. Remember that although these incorrect
expressions are acceptable in informal and casual situations, they become embarrassing and
discomforting in formal written works.
Last but not least, remember to change the verb to its basic form especially the irregular verbs that
sometimes are confusing!
Practice Exercises: The 1-2-3-4-5 Format with did (simple past)
REMINDER: Check with the document of verb tenses (regular and irregular) for better
understanding of this exercise.
Exercise 1C: yes/no questions with did
1. Hugo found a baseball.
2. Alex, Yanitza, and Nelly presented their oral report on time.
3. They studied very hard for the College Board Exam.
4. During the practice, some players interrupted their coach.
5. The little kid broke the window with the basketball.
6. The TV showed the latest news.
7. Last summer, my brother and I went to Disney World.
8. Brenda thought about all her friends.
Exercise 2C: Information questions with did
information.
1. You washed your car last Saturday.
2. Roberto ran a 10k marathon last year.
3. My parents gave me a gift because I did good at school.
4. The wind blew harder yesterday.
5. Kathy cleaned her CDs in her room.
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Exerice 3C: yes/no questions, information questions and responses with did
1. Where did you go last summer?
a. In Humacao
2. Why did she write on her book?
b. Yes, she did.
3. Did he find the house?
c. A lot of things.
4. When did they enter IMT?
d. I went to Jamaica.
5. Did Mnica practice last week?
e. Because she didnt have a notebook.
6. What did Martha bring to the party?
f. No, he didnt.
g. Last semester
D. The 1-2-3-4-5 format with progressive (continuous) tenses

present and past progressive
In this unit, you will learn how to make questions with another very common verb tense that is used in
most conversations. These verbs, called the progressive or continuous tenses, are the ones that
provide a continuous action or an action that is (or was) in progress action that is not finished. These
verb tenses are made up by the combination of an auxiliary verb to be + a main verb ending with the
suffix ing.
In unit one, you learn about the subject and verb agreement between the persons and the verb to be,
so you shouldnt have any problems in recognizing them in the progressive tenses! Here are some
examples with both the present progressive and past progressive:
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PRESENT PROGRESSIVE
PAST PROGRESSIVE
I am working today.
I was working yesterday.
You are singing right now.
You were singing last night.
She is dancing everyday.
She was dancing last weekend.
We are watching the news.
We were watching the news.
They are preparing the luggage.
They were preparing the luggage.
Notice that the main verb remains the same (ing ending) for all the persons with no exceptions. The
only structure that changes is the auxiliary verb to be according to the respective person concurrence.
Later on, you will learn more about the structure and function of auxiliary verbs. One thing that is very
helpful to recognize a verb tense is the time markers those expressions such as right now, yesterday,
everyday, last summer, etc. First, lets see some sentences in the format!
1
My friends and I
were listening
to the lecture yesterday.
The professor
was correcting
the papers carefully.
Cats and dogs
are running
all over the house.
Now, to make yes/no questions with the progressive tenses using the 1-2-3-4-5 format is very simple.
All you have to do is move the auxiliary verb to be to the number two spot as the yes/no interrogative
expression. All the other parts of the sentences will fall in their respective numbers. In these questions,
the main verb does not change its structure it remains exactly as it is with the ing suffix ending in all
persons.
No
changes
Here is how it looks!

1
Am
working
too hard nowadays?
Is
he
participating
in a competition?
Are
you and I
considering
our options?
Was
the girl
jumping
in the river?
Were
they
playing
with your friends
One aspect that you must not confuse is the function of the verb to be. In unit one, the verb to be was
the main verb of the sentence indicating a description, location, or condition of the subjects. In this
case, the verb to be is only an auxiliary verb that establishes the time for the main verb, which in turn,
indicates that the action is in progress with the ing ending.
By this time in the module, you should know how to make information questions already. There is no
difference with the progressive tenses as you can see in the chart below.
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Answers
How
Am
working
nowadays?
Too hard.
In what
Is
he
participating?
In a competition
What
Are
you and I
considering?
Our options.
Where
Was
the girl
jumping?
In the river.
With
Were
they
playing?
with your friends.
whom
In the second example, you can see that the interrogative expression what was modified to in what in
order to ask the question properly. You can make as many necessary adjustments and modifications as
you want as long as you keep the interrogative expression in the number one spot. Notice how
sometimes you can have more information, or no information at all, in the number five spot depending
on the question being asked. In a given conversation, you can ask for any type of information.
Therefore, you should have the right interrogative expression for each one.
Practice Exercisesprogressive tenses
Exercise 1D: yes/no questions with present and past progressive tenses (ing)
1. The boys and girls are playing in the back yard.
2. Many students were paying attention to the news.
3. I was driving to Humacao, when the rain began.
4. My mother is cooking a delicious meal right now.
5. The weather is changing very rapidly nowadays.
6. The baseball team was showing some signs of fatigue.
7. Students from last year are receiving more benefits than us.
8. The candidate is looking for better opportunities to excel.
9. All of us are waiting for the bus.
10. Diana is thinking about getting a new job.
Exercise 2D: Information questions with progressive tenses
information.
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1. Luis is playing video games during lunch time with his friends.
2. This exercise is complicating my life right now.
3. Raquel was visiting Ponce last weekend with her family.
4. Christian and Raul were drinking beers at the party last Sunday.
5. We are taking a break to rest a little bit.
6. My dog is eating everything that he finds loose around the house.
7. She was answering the phone when you showed up at her house.
8. The cars are moving slowly down the avenue.
E. The 1-2-3-4-5 format with perfect tenses (have, has, and had)
Another verb tense that is used frequently in conversations is the perfect tense. This verb tense
indicates that an action has been completed over an extended period of time. Notice how in the
statement She has worked all day (present perfect tense), the verb phrase has worked shows an
action that has already taken place during the whole day.
As you may remember from previous units, the third person singular (he, she, it) always shows a
difference in its verb construction. Therefore, in the present perfect tense, all persons need the auxiliary
rd
verb have, except for the 3 p. singular that needs has. It is very similar to the do-does pattern. One
important aspect that you need to know is to identify the verb in its correct past participle (PP) form. In
regular verbs, the (PP) is the same construction as the past tense-worked worked, but in irregular
verbs, there are many differences between the past and the (PP) form like in eat-eaten, swam-swum,
broke-broken, went-gone, etc.
No matter the construction of the verb phrase, the 1-2-3-4-5 format applies in the same way. Lets look
at few sentences with the present and past perfect tenses in the box.
As always, place your subject in number three, and the complete verb phrase goes in number four!
1
have eaten
in many restaurants.
He
has participated
in most of the events.
They
had taken
that test before.
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The construction of the verb phrases in these sentences follow the same pattern as in the progressive
tenses (unit four) where there was an auxiliary verb and a main verb in the verb phrase. For this
reason, you must follow the same pattern when formulating yes/no questions.
1
Past participle
form
Have
eaten
in many restaurants?
Has
He
participated
in most of the events?
Had
They
taken
that test before?
In this case, you move the auxiliary verb (have, has, or had) to the number two slot as the yes/no
interrogative expression and everything else stays in its respective place. You must not forget to write
the question mark at the end and, like in the progressive tenses, you keep your main verb (number
four) the way it is you do not need to change the past participle form! Remember that in this sentences
the verbs have, has, had are functioning as auxiliary verbs and not as the main verb. You might find a
sentence like the following:
The answers for these questions will also follow all previous formats.
Yes/no question
positive response
negative response
Have I eaten in many restaurants?
Yes, I have.
No, I havent.
Has he participated in most of the events?
Yes, he has.
No, he hasnt.
Had they taken that test before?
Yes, they had.
No, they hadnt.
Remember that these answers are useful for formal contexts such as written academic works and
talk, job interviews and the professional environment, or in contexts where politeness and courtesy
manners are expected. As result, in normal and casual conversations, you wont hear often people
expressing themselves with such formality when answering. To make information questions with the
perfect tenses (present perfect and past perfect) you will follow the same
steps in
as before.
Keep verbs
past participle
Page 50
answers
Where
have
you
been
all day?
At school.
Why
has
it
rained
so much lately?
Its a cold front.
What
had
they
done
last month?
Nothing really.
How
have
you
lived
in such conditions?
I have survived.
How many hours
has
she
spent
there alone?
About two hours.
You will place the information interrogative expression (or phrase if necessary) in the number one
spot, the auxiliary verb follows in number two and everything else stays in place. Make sure to leave
the verb in the past participle as shown in the table above. Notice that in the last question how
many hours , the complete phrase was inserted in number one block without affecting or altering the
1-2-3-4-5 format!
Congratulations! You have finished the present perfect tenses lesson! Its time to work with your
practice exercises to see how much have you learned so far!
Practice exercises:
UNIT FIVE Present perfect tenses (have, has, and had)
Exercise 1E: yes/no questions with present and past perfect tense (have, has, had)
1. Francisco has finished his second year at IMT just in time.
2. Many countries around the world had voted against the proposal.
3. You have had a lot of problems lately!
4. Cinthia has answered all the exercises correctly.
5. We have slept all day long without any preoccupations.
Exercise 2E: Information questions with perfect tenses
information.
1. The children have played more video games today than yesterday.
2. Your uncle has traveled five times to Italy this year.
3. The professor and the students had decided to cancel the class because of the weather.
4. Today, I have eaten three slices of pizza, one sandwich, and two doughnuts.
5. Liza and her friends have vacationed in Las Vegas many times.
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Exercise 3E: yes/no questions and information questions with perfect tenses
Directions: Read the following set of questions and answers and determine if they are written properly
by writing the letter (c) if you consider they are correct, or the letter (I), if you consider they are
incorrect. Read carefully!
1. Where have Carlos works during the summer? He has worked at a gas station.
2. Have you seen that movie before? Yes, I did.
3. Why has she cried so much all night? Because she is sad.
4. When had you go to Orlando with your family? I went there last year.
5. Has she ever considered an offer like that one? No, she hasnt.
6. How many times have you had so many classes like this semester? Never.
7. Have they washing the car yesterday? No, they werent.
8. Where have you been all day? I have been everywhere.
F. The 1-2-3-4-5 format with will and other modal or auxiliary verbs
In the very first unit of this module, you were introduced to the future tense of the verb to be I will be a
professional someday. If you remember, to make a yes/no question in these cases, all you had to do
was to move the auxiliary verb will to the number two spot as the interrogative expression leaving
everything else in the statement exactly like it is Will I be a professional someday? The main verb
remains in its basic form without any grammatical alterations.
Now in this last unit, you will see that the same pattern applies in the same way in both yes/no
questions and information questions when we use the 1-2-3-4-5 format for the future tenses
constructions. Lets take a look!
tense
sentence
Simple future
I will study next week
Future
I will be studying all
progressive
night.
When Will
study
next
will
study?
week?
When Will
be studying
all night?
will
be
studying?
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* The future perfect and the future perfect progressive forms are rarely used in questions since the
future progressive tense basically covers these particular time frames.
This pattern of placing the auxiliary verb as the yes/no interrogative expression (number two) is also
applied for all the modal auxiliaries. The modal auxiliaries are those expressions used in the language
to modify the main verbs mode or condition. Lets take the following examples of sentences:
He plays baseball with my friends.
He will play baseball with his friends.
He can play baseball with my friends.
He must play baseball with my friends
He should play baseball with his friends.
He may play baseball with his friends.
When you have to make yes/no questions with sentences that use any kind of auxiliary verbs such as
will, can, may, should, must, the verb to be, or others, you will always place this auxiliary verb in the
number two spot as the yes /no interrogative expression and let the sentence continue its way. Always
remember that in these cases the main verb will keep its basic form that is no (S) forms, no (d, ed)
past forms, no (ing) progressive forms, and no (PP) past participle forms.
Here are some examples!
1
Should
we
stop
right now?
Can
you
take
the exam tomorrow?
May
go
to the bathroom?
The answers for these questions follow the same patterns studied before by ending with the same
expression used in the question a touch of formality:
Yes, we should. No, we shouldnt. Yes, I can. No, I cant.
Information questions with auxiliary verbs will also follow the format in the same way as it shown in the
table below.
1
When
should
we
stop ?
What
can
you
take
Where
may
go?
Answers
right now
tomorrow?
the exam
to the bathroom
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The modals (often referred to as verb auxiliaries) serve various and distinct functions in a sentence.
Sometimes, they may convey a message of present or future possibility (can, may, might, could), on
other occasions they can express an ability past (could) or present (can), and they could also have
other functions as well.
Practice Exercises:
Exercise 1 E
Directions: Write a yes/no question for each of the following sentences. Then, write an appropriate
response for each one.
1. The mother must take her daughter to the doctor right away.
2. Some fashion models will sacrifice their appetite to stay in shape.
3. They should change their way of thinking before is too late.
4. My friends can give me whatever they want for my birthday party.
5. I could prepare dinner tonight for all of us.
6. We can run ten miles a day without getting tired!
7. I will remember this module for the rest of my life.
Exercise 2 E
Directions: Write an information question for the following sentences based on the underlined
information.
1. At the park, we can rent bicycles, skates, go-carts, and many other things.
2. Diana and Norma should participate more in class because they are very quiet.
3. I must reduce my socializing time in order to improve my grades.
4. Several students from UPRH could sing tonight at the concert.
5. I must talk to him peacefully.
6. Ramn can swim five to six miles everyday.
7. You should bring the hot dogs and the ketchup for tomorrows party!
8. Roxanna must pay better attention to class because she doesnt understand the material well.
9. The chef will cook lasagna for all his friends this weekend.
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The negative form and other considerations when writing yes/no questions and information
questions in English.
Throughout the module, you have seen that responses to yes/no questions could either be positive or
negative responses. The negative responses simply carry the not expression at the end like in cannot,
am not, do not, did not, does not, are not, has not, will not, was not, etc. In order to facilitate the
communication process (both written and spoken), the English language relies on contractions
(mentioned in unit one) to construct the negative forms such as cant, shouldnt, doesnt, wont, didnt,
dont, isnt, werent, etc.
In the same way, when you have to make questions in the negative form, you will simply add the
expression not next to the interrogative expression as illustrated below:
Do you have a boyfriend? Yes, I do. No, I dont.
Dont you have a boyfriend? Yes, I do. No, I dont.
Are they painting the house right now?
Arent they painting the house right now?
The format is the same for all tenses and situations. Notice that this negative expression, whether in the
contraction form or separated, will always be placed in the number two position of the 1-2-3-4-5 format
along with the interrogative expression. When the questions are formulated in the negative form, the
responses will be either positive or negative just as if they were formulated in positive.
There are many other verb tenses and/or grammatical situations that were not covered in this module
because of their complexity (present perfect progressive, future perfect progressive, passive voice,
subjunctive mode, clauses, and others) and because they are not as common as the ones that you
studied. However, if you apply the principles and order of the 1-2-3-4-5 format, you will find out that it
applies and fits perfectly to all instances. The only variations will be the number of words used in each
block. For example, take a look at a sentence in the present perfect progressive.
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They have been playing under the sun since ten oclock.
Once you identify that the verb phrase is composed of three words (have been playing), you
immediately find the auxiliary verb (have). Then, you know how simple it gets! You place it in the
second block and everything else falls in place. The same ordeal applies to the information question.
Verb phrase
Where
They
have been playing
under the sun
Have
they
been playing
under the sun
have
they
been playing?
In all instances, when you identify the auxiliary verb in the verb phrase of the sentence, if you
remember the positions in the format, you should never go wrong about formulating questions in
English.
Page 56
POST TEST
PART I . Matching Exercise

Directions: Match the questions from column A with their correct responses on column B
Read carefully! You have examples from all the units!
COLUMN A
COLUMN B
Yes/no questions and information questions
responses
1. Where are you from?
a. Yesterday afternoon.
2. Have they seen that commercial before?
b. Yes, they have.
3. Does she take care of her little brothers at night?
c. At my neighbors house.
4. Will Frank and Jessica go with us to the party?
d. Yes, it has.
5. What did he say about that?
e. Because the bus is late.
6. Do they think they are better than anybody else?
f. About three hours.
7. When were they swimming?
g. No, she didnt.
8. Did Karla bring her materials for the class?
h. Yes, they are.
9. Is the professor checking attendance right now?
i. Shes very sad.
10. Has the weather changed lately?
j. Im from San Juan.
11. Why are we waiting here for so long?
k. No, we shouldnt.
12. Are they Americans?
l. Yes, it does.
13. How many hours did you spend shopping?
m. He said nothing.
14. Should we call the police right now?
n. Yes, she was.
15. Are you taking your medicines everyday?
o. Yes, they do.
16. How is she feeling about this situation?
p. No, it isnt.
17. Was Nancy visiting her parents last week?
q. No, she doesnt.
18. Where am I playing baseball on weekends?
r. Yes, I am.
19. Does the package include the batteries also?
s. Yes, he is.
20. Is this the last exercise of this module?
t. No, they wont.
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CHAPTER 3
PASSIVE VOICE
Objectives: Students are expected to be able to use passive voice in the form of positive,
negative, and interrogative sentence and apply it correctly.
How the passive is formed:
SUBJECT
FORM OF TO BE +
3rd FORM
ADVERB, ...
The room
is cleaned
every day.
They
are sold
as pets.
A lot of guests
are invited
to a party.
SIMPLE PRESENT
Page 58
Put an active sentence into a passive one:

Subject
Verb
Object
Active:
Bats
eat
insects.
Passive:
Insects
are eaten
by
bats.
Subject
Verb
by
Agent
Subject
Verb
Object
Tom
saw
SIMPLE PAST
Active:
Passive:
The burglars were seen

Subject
Verb
the
burglars
by
Tom
by
Agent
Subject of the active sentence Agent of the passive sentence

Object of the active sentence Subject of the passive sentence
Page 59
Tenses:
Tense
Active
Passive (form of to be + 3rd form)
Present tense
invite / see
am / is / are invited / seen
Past tense
invited / saw
was / were invited / seen
Future tense
will invite / see
will be invited / seen
Present perfect tense
have / has invited / seen
have / has been invited / seen
Past perfect tense
had invited / seen
had been invited / seen
EXERCISE 1
Put the sentences into passive voice.
1. They built these houses in 1902. (____________________________________________________)
2. She bakes a cake every Sunday. (____________________________________________________)
3. He broke the vase yesterday. (____________________________________________________)
4. I clean the shoes every Friday. (____________________________________________________)
5. We wrote the exercise an hour ago. (_________________________________________________)
6. They use this road very often. (____________________________________________________)
7. Thieves stole his car. (____________________________________________________)
8. They cancelled all the flights. (____________________________________________________)
9. Brian told the truth. (____________________________________________________)
10. She always loads the dishwasher. (__________________________________________________)
11. He sometimes does the shopping. (__________________________________________________)
12. The ambulance took Peter to hospital. (_______________________________________________)
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EXERCISE 2
1. He ________________ (offer) a new job last week.
2. The bridge________________ (blow off) yesterday.
3. This novel ___________________ (write) by Hemingway.
4. Flies___________________ (catch) by spiders.
5. All the trees___________________ (cut) down yesterday.
6. We_____________________ (tell) to go home now.
7. Their purse ________________________ (steal) yesterday night in the disco.
8. Rain_____________________________ (hold) up by fog.
9. He ____________________ (throw) out of the bar a week ago.
10. Pigs______________________ (use) to find truffles.
11. The old theatre __________________ (reopen) last Friday.
12. She _________________ (ask) about the accident by the police yesterday.
13. Rotten eggs_____________________(throw) at him last month in Bristol.
14. Mice ________________________ (catch) by cats.
15. I _____________________ (often / ask) for her address.
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EXERCISE 3
1. English ________________________ (speak) all over the world. (Present tense)
2. This quarrel _________________________ (forget) in a few years' time. (Future tense)
3. My pencil case__________________________(steal). (Present perfect)
4. We_________________________________ (never / beat) at badminton. (Present perfect)
5. This shirt _____________________________(make) in France. (Past tense)
6. The dogs __________________________ (keep) in house. (Present tense)
7. Her new book ________________________ (publish) next month. (Future tense)
8. Milk __________________________(use) to make butter and cheese. (Present tense)
9. They _______________________________ (take) to school. (Past tense)
10. Not a sound___________________________ (hear). (Past tense)
11. Some ink ___________________________ (spill) on the carpet. (Present perfect)
12. The thieves ___________________________ (arrest) by the police. (Past tense)
13. The homework_____________________________ (correct) by the teacher. (Future tense)
14. Her ring ___________________________ (find) under the bed. (Past tense)
15. I _____________________________ (offer) an interesting job. (Past tense)
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EXERCISE 4
Use the personal pronoun to start the sentence!
1. He has lent her the umbrella. (___She has been lent the umbrella by him _____________)
2. He gave me a good advice. (_____________________________________________________)
3. Dad promised us some money. (_____________________________________________________)
4. They'll give him a reward. (_______________________________________________________)
5. He told me the whole story. (____________________________________________________)
6. They have sent her the bill. (______________________________________________________)
7. She'll show us the way. (_______________________________________________________)
8. He has paid her a lot of money. (__________________________________________________)
9. Peter wrote it down correctly. (___________________________________________________)
10. Noise kept him awake. (______________________________________________________)
11. Dad sometimes takes me to the station. (______________________________________________)
12. She'll give me his address. (___________________________________________________)
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EXERCISE 5
1. He usually buys the tickets. (____________________________________________________)
2. We booked the flights. (____________________________________________________)
3. He opened the bottle easily. (____________________________________________________)
4. She cleans my shoes. (____________________________________________________)
5. They arrested the burglars. (____________________________________________________)
6. He wrote the note. (____________________________________________________)
7. They washed the car. (____________________________________________________)
8. She found the key. (____________________________________________________)
9. He sold his coin collection. (____________________________________________________)
10. We started a new system. (____________________________________________________)
11. Someone stole his car. (____________________________________________________)
12. They used the towels. (____________________________________________________)
13. We turned on the TV. (____________________________________________________)
14. She served tea at 4. (____________________________________________________)
15. The rain flooded the camp. (____________________________________________________)
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EXERCISE 6
1. Paul __________________________________ (send) to prison. (Future tense)
2. My brother___________________________________ (just beat) in the race. (Present perfect)
3. He _____________________________________ (tell) to wait outside. (Past tense)
4. I________________________________ (not pay) for the work. (Past tense)
5. Policemen_________________________________ (often ask) for the way. (Present tense)
6. They lawn___________________________________(cut) once a week. (Present tense)
7. We ____________________________ (ask) by the police. (Future tense)
8. The towels _______________________________ (not use). (Past tense)
9. He _________________________________ (not sell) the jewels. (Present perfect)
10. They___________________________________ (teach) French. (Present tense)
11. The fire brigade ________________________________ (phone) soon after the fire broke out.
(Past perfect)
12. You ____________________________ (laugh) at if you talk such nonsense. (Future tense)
13. All the fruits ___________________________ (eat up) by the guests. (Past tense)
14. The letter _______________________________(answer) tomorrow. (Future tense)
15. Stamps ___________________________ (sell) here. (Present tense)
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EXERCISE 7
Please put the correct passive form in the blank.
1. Many people begin new projects in January.
New projects __________________________________by many people in January.
2. They called the customers yesterday afternoon.
The customers ______________________________________yesterday afternoon.
3. We will give you a discount if you buy 100.
A discount _____________________________________ if you buy 100.
4. I have improved the presentation.
The presentation ___________________________________.
5. The president of the company is listening to his proposal.
His proposal ____________________________ to by the president of the company.
6. We have produced paper products since 1994.
Paper products ___________________________here since 1994.
7. All employees will read the memo.
The memo _____________________________by all employees.
8. My colleague sold the last one yesterday.
The last one _________________________________yesterday.
9. At this moment our boss is speaking to Sarah about always arriving late.
At this moment Sarah ______________________________to about always arriving late.
10. Many hospitals use our samples.
Our samples __________________________________by many hospitals.
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EXERCISE 8
Find the passive voice from this text. Then, describe the other companys profile using passive voice.
PT. Indonusa Telemedia (limited company) was established on May 7, 1997 by PT. Telekomunikasi
Indonesia, Tbk, PT. Datakom Asia, PT. Rajawali Citra Televisi Indonesia, and PT. Telekomindo
Primabhakti c.q. PT. Megacell Media with the share composition around 20%-30% each. The
company is engaged in service provision of Pay TV Cable spread in 5 cities (Jakarta, Bandung,
Semarang, Surabaya and Denpasar) and Pay TV Satellite nationwide and also internet service. The
company has started its operation since December 1999.
In May 2003, there was a change of ownership in which TELKOM had majority of share at 65,76%
and at this time that the company brand image TELKOMVision was introduced. PT. TELKOM
continued to take acquisition process to the shares of PT. RCTI and PT. Megacell so that TELKOM
ownership was 95,68% in 2005 and that TELKOM started to seriously develop Telkomvision as one
of TELKOM strategic portfolio.
In 2006 the company restructuring was made by increasing the capital to make TELKOMVision
finance much sounder and also the change of organizers to be more suitable to the business
environment so as to be able to cope with and pursue other competitors who have made their
expansion in the business of media, entertainment and internet.
Along with technological development and changes in business environment, many more Pay TV
operators, with domestic and foreign investors, running their business in Indonesia signing the
beginning of competitive era in the business of media, entertainment and internet. The government
as the regulator has issued the UU (Law) No. 36 of 1999 on Telecommunications and the UU (Law)
No. 32 of 2002 on Broadcasting as a guide to run the business of media, entertainment and
telecommunications in Indonesia.
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The change of the regulation is a good moment for TELKOMVision to be able to improve
themselves in attaining much bigger opportunity in the media industry and telecommunications
services. This is in line with the telecommunications development that is directed to the convergence
of media technology and entertainment aiming at T I M E (Telecommunication, Information,
Multimedia and Entertainment) business management.
With the development in the media, entertainment and telecommunications services industry,
TELKOMVision, in cooperation with PT. TELKOM, DVB-H (Digital Video Broadcasting Handheld),
DVB-T (Digital Video Broadcasting Terrestrial), MMDS (Multi-channel Multipoint Distribution
Service), plans to continuously develop new products such as IPTV (Internet Protokol Television)
and with TELKOMSEL (3G) in cooperation of content distribution. Development of this product is the
realized commitment of TELKOMVision to meet the market demand.
In July 2007, TELKOMVision launched its first Pre-paid Pay TV service in Indonesia by making
upgrade to the Head End DTH, Change of LOGO and new Tagline with the motto Ini Baru Beda
(=This is different). The Pre-paid system enables the subscribers have freedom in enjoying the TV
shows with their own choice and affordable price.
By availability of infrastructure fully supported by majority shareholder, that is, PT. TELKOM as the
owner of 98,75% share in TELKOMVision and synergy of Telkom group and also good cooperation
with Content Provider, it is sure that TELKOMVision is able to give the best contribution to the
stakeholders. (Taken from www. Telkom.co.id)
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CHAPTER 4
SENTENCE
Objectives: Students are expected to be able to recognize Subject and Verb in a sentence, and
also make subject agree with its verb.
Our definition of a sentence earlier in the book stated that a sentence is an expression of a complete
thought and contains a subject, verb, and ending punctuation. A sentence may also have more than
one subject and more than one verb.
Review the following paragraph.
Exercise 1
Read the following paragraph and circle the subject(s) and verb(s) in each sentence. Then write by
each circled word an S for subject or V for verb.
Jenhua is a high school student at the Tongnae womens college. She lives in Pusan, but she was born
in a small town near Daegu. She lives with her father and mother. She has one brother and one sister.
Her brother is a doctor, and her sister studies English literature at Pusan University of Foreign
Languages. Jenhua wants to go to Korea university. She enjoys studying, and she also likes working
out at the gym.
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Exercise 2
Write an S or V where the question marks are to tell what is missing. Then write the missing words next
to the question marks.
Hospitals ? _______ places where people go when they are very sick.
People ? _______ there also when they have been hurt or injured in
an accident. ? _______ can be expensive unless you have insurance.
Most ? _______ hope they never have to go to a hospital.
Sentence Structure:
As stated in the previous section, some of the most simple sentences you will write will use the verb
be. Be connects or links the subject to more than just nouns, as in the previous exercise, but also to
an adjective or a place. On the previous pages we practiced writing with be, now we will practice using
it in the negative form.
Exercise 3
Write sentences with the words below. Use the correct form of be.
1. I / be / not / at school
________________________________________________________
2. you / be / a student
_______________________________________________________
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3. the students / be / not/ in class

________________________________________________________
4. my office / be / the 3rd floor / on
________________________________________________________
5. frogs / be / not / fish
_______________________________________________________
6. Dr. Park and I / be / friends
________________________________________________________
7. I / be / student / good / a
________________________________________________________
8. we / be / hungry
________________________________________________________
Exercise 4
Rewrite the following sentences. If possible, change all the nouns in parentheses to the plural form.
Complete the sentences with the correct form of the verb. You should use the simple present tense and
correct capitalization and punctuation.
1. the (woman) (be) smart
________________________________________________________
2. his (teeth) (be) white
________________________________________________________
3. the (child) (have) a (toy)
________________________________________________________
4. his (car) (be) expensive
________________________________________________________
5. the (air) (be) dirty in the big (city)
________________________________________________________
6. the (hotel) (be) outside the city
________________________________________________________
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SUBJECT AND VERB AGREEMENT

Basic Rule
The basic rule states that a singular subject takes a singular verb, while a plural subject takes a plural
verb.
NOTE: The trick is in knowing whether the subject is singular or plural. The next trick is recognizing a
singular or plural verb.
Hint: Verbs do not form their plurals by adding an s as nouns do. In order to determine which verb is
singular and which one is plural, think of which verb you would use with he or she and which verb you
would use with they.
Example:
talks, talk
Which one is the singular form?
Which word would you use with he?
We say, "He talks." Therefore, talks is singular.
We say, "They talk." Therefore, talk is plural.
Rule 1
Two singular subjects connected by or or nor require a singular verb.
Example:
My aunt or my uncle is arriving by train today.
Rule 2
Two singular subjects connected by either/or or neither/nor require a singular verb as in Rule 1.
Examples:
Neither Juan nor Carmen is available.
Either Kiana or Casey is helping today with stage decorations.
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Rule 3
When I is one of the two subjects connected by either/or or neither/nor, put it second and follow it with
the singular verb am.
Example:
Neither she nor I am going to the festival.
Rule 4
When a singular subject is connected by or or nor to a plural subject, put the plural subject last and use
a plural verb.
Example:
The serving bowl or the plates go on that shelf.
Rule 5
When a singular and plural subject are connected by either/or or neither/nor, put the plural subject last
and use a plural verb.
Example:
Neither Jenny nor the others are available.
Rule 6
As a general rule, use a plural verb with two or more subjects when they are connected by and.
Example:
A car and a bike are my means of transportation.
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Rule 7
Sometimes the subject is separated from the verb by words such as along with, as well as, besides, or
not. Ignore these expressions when determining whether to use a singular or plural verb.
Examples:
The politician, along with the newsmen, is expected shortly.
Excitement, as well as nervousness, is the cause of her shaking.
Rule 8
The pronouns each, everyone, every one, everybody, anyone, anybody, someone, and somebody are
singular and require singular verbs. Do not be misled by what follows of.
Examples:
Each of the girls sings well.
Every one of the cakes is gone.
NOTE: Everyone is one word when it means everybody. Every one is two words when the meaning is
each one.
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Rule 9
With words that indicate portionspercent, fraction, part, majority, some, all, none, remainder, and so
forth look at the noun in your of phrase (object of the preposition) to determine whether to use a
singular or plural verb. If the object of the preposition is singular, use a singular verb. If the object of the
preposition is plural, use a plural verb.
Examples:
Fifty percent of the pie has disappeared.
Pie is the object of the preposition of.
Fifty percent of the pies have disappeared.
Pies is the object of the preposition.
One-third of the city is unemployed.
One-third of the people are unemployed.
NOTE: Hyphenate all spelled-out fractions.
All of the pie is gone.
All of the pies are gone.
Some of the pie is missing.
Some of the pies are missing.
None of the garbage was picked up.
None of the sentences were punctuated correctly.
Of all her books, none have sold as well as the first one.
NOTE: Apparently, the SAT testing service considers none as a singular word only. However,
according to Merriam Webster's Dictionary of English Usage, "Clearly none has been both singular and
plural since Old English and still is. The notion that it is singular only is a myth of unknown origin that
appears to have arisen in the 19th century. If in context it seems like a singular to you, use a singular
verb; if it seems like a plural, use a plural verb. Both are acceptable beyond serious criticism" (p. 664).
Rule 10
The expression the number is followed by a singular verb while the expression a number is followed by
a plural verb.
Examples:
The number of people we need to hire is thirteen.
A number of people have written in about this subject.
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Rule 11
When either and neither are subjects, they always take singular verbs.
Examples:
Neither of them is available to speak right now.
Either of us is capable of doing the job.
Rule 12
The words here and there have generally been labeled as adverbs even though they indicate place. In
sentences beginning with here or there, the subject follows the verb.
Examples:
There are four hurdles to jump.
There is a high hurdle to jump.
Rule 13
Use a singular verb with sums of money or periods of time.
Examples:
Ten dollars is a high price to pay.
Five years is the maximum sentence for that offense.
Rule 14
Sometimes the pronoun who, that, or which is the subject of a verb in the middle of the sentence. The
pronouns who, that, and which become singular or plural according to the noun directly in front of them.
So, if that noun is singular, use a singular verb. If it is plural, use a plural verb.
Examples:
Salma is the scientist who writes/write the reports.
The word in front of who is scientist, which is singular. Therefore, use the singular verb writes.
He is one of the men who does/do the work.
The word in front of who is men, which is plural. Therefore, use the plural verb do.
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Rule 15
Collective nouns such as team and staff may be either singular or plural depending on their use in the
sentence.
Examples:
The staff is in a meeting.
Staff is acting as a unit here.
The staff are in disagreement about the findings.
The staff are acting as separate individuals in this example.
The sentence would read even better as:
The staff members are in disagreement about the findings.
(Taken from http://www.grammarbook.com)

Remember:
Plural is more than one.
When the subject is plural, the verb DOES NOT have an "s".
When the subject is "I" or "you", the verb DOES NOT have an "s".
Singular is one. When the subject is singular the verb has an "s".
Examples:
I, you and plural words
I eat
You eat
We eat
They eat
Five dogs eat
Singular words
He eats
She eats
Robert eats
(HINT!!! The ONLY time you use an "s" is when the subject is "he", "she", or a person's name.)
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EXERCISE 1:
Choose the correct verb form to agree with the subject.
1. There _________ nine people on the team.
A. are
B. is
C. am
2. I ____ fifteen years old.

A. Are
3.
B. is
C. am
He ___ the fastest runner on the team.

A. Are
4.
B. is
C. am
You____ to be home by five o'clock.

A. Has
B. have
5. I ___ a few dollars left.

A. Have
6.
B. has
They _____ a dog named "Spot".

A. Have
7.
B. has
She ____ an appointment with her doctor.

A. Have
8.
B. has
We _____ paper and pencils, but no glue.

A. Have
B. has
9. I ____ home after school.

A. go
B. goes
10. Mark _____ to work at 6:00 am. Go goes

A. go
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B. goes
EXERCISE 2 (www. superteacherworksheets.com)

The subject of a sentence must agree with the verb.
Notice the verbs in the two sentences below.
Ben reads a book.
Ben and Sam read a book.
In the first sentence, only one person is reading, so the present tense verb is reads. The verb (reads)
agrees with the subject (Ben). In the second sentence, two people are reading, so the present tense
verb is read. The verb (read) agrees with the subject (Ben and Sam).
Read each sentence below. Choose the correct verb that agrees with the subject.
1. Billy _______________ to buy a new skateboard. (want, wants)
2. Those two boys _______________ to buy a new skateboards. (want, wants)
3. Grandpa _______________ a hamburger for dinner. (cook, cooks)
4. Grandma and Grandpa _______________ dinner together. (cook, cooks)
5. The dogs _______________ when the mail carrier comes. (growl, growls)
6. The brown dog _______________ when someone comes in. (growl, growls)
7. All three computers ______________ when you turn them on. (beep, beeps)
8. That computer _______________ when you turn it on. (beep, beeps)
9. The basketball _______________ across the court. (roll, rolls)
10. Three tennis balls _______________ across the court. (roll, rolls)
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EXERCISE 3
The underlined nouns and verbs should be changed, if incorrect. Verbs may need to be changed to
reflect singular or plural subjects. Cross out errors and write the correction above in the space above
them.
When morning came, they started again. Before they had gone far they heard a low rumble, as of the
growling of many wild animal. Toto whimpered a little, but none of the others was frightened, and they
kept along the well-trodden path until they came to an opening in the wood, in which were gathered
hundreds of beast of every variety. There were tiger and elephant and bear and wolf and fox and all the
other in the natural history, and for a moment Dorothy was afraid. But the Lion explained that the
animals was holding a meeting, and he judged by their snarling and growling that they were in great
trouble. (from The Wizard of Oz)
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CHAPTER 5
PARAGRAPH BUILDING
Objectives: Students are expected to be able to build a good paragraph, know how to make a
topic, main idea, supporting sentence and also can recognize the irrelevant sentence in a
paragraph.
PRE-TEST
1. What is the purpose of a topic sentence?
_______________________________________________________
2. A topic sentence is usually the __________ in a paragraph.
3. The sentences following the topic sentence in a paragraph are called ____________ sentences.
4. Supporting sentences must support the main idea of a _________.
5. The main of idea of sentence is stated in the _______ sentence.
Basic Concepts of Paragraph Building

Paragraph Building: Defining a Paragraph
A paragraph is a number of sentences written about the same topic. The main idea of the paragraph is
usually given in the first sentence.which is called the topic sentence. The topic sentence introduces
what the paragraph is talking about and limits the information that can be given in the other sentences
The other sentences add information to the topic and are called supporting sentences.
Topic Sentences: Introducing your Topic
Every paragraph must have a topic sentence. The main idea of the paragraph is usually given in the
first sentence and is called the topic sentence. It introduces what the paragraph is talking about (the
topic) and limits the information that can be given by the other sentences.
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In your paragraph about your day (the exercise below), the purpose of the topic sentence should be to
introduce your topic. A topic sentence should talk about the topic, not about what you intend or are
planning to write. Students often mistakenly begin a paragraph with sentences such as: I want to tell
you about . . . or Im going to write about . . .or This paragraph is about . . . or Let me tell you
about . . .. These are not proper topic sentences as they do not really introduce the topic. They
introduce your intent, your writing plan, but not your topic.
Begin a paragraph with a topic sentence like this:
Exercise 1
Read each of the paragraphs below and write a topic sentence for that paragraph. Remember that the
topic sentence should introduce the main idea of the paragraph and will also limit what the other
sentences can talk about. Be sure the topic sentence is general enough to include all the sentences in
the paragraph.
1. Topic Sentence:
_________________________________________________________
The prizes are named after Alfred Nobel, the inventor of dynamite, who created the prizes in his will. He
donated a good portion of his estate to fund the prizes, decided who would judge the winners of each
award and also named the prize categories.
2. Topic Sentence:
_________________________________________________________
The topic of body odors is so offensive that most people will not tell another person he or she has bad
breath or body odor. You do not have to cover yourself with perfumes and chew gum constantly. It
should be enough to take a shower each day, wear clean clothes, and brush your teeth after meals.
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3. Topic Sentence:
_________________________________________________________
When flirting, you should express an interest in an activity which also interests the other person. Ask
them about themselves and in the course of the conversation tell them a little about yourself. Suggest
that they join you in a casual, non-romantic group activity.
4. Topic Sentence:
_________________________________________________________
Many governments sponsor several different types of gambling games, including instant-win scratch-off
type games, daily games and games where you have to pick three or four numbers. But the game with
the biggest jackpot is almost always called Lotto. This game usually involves picking the correct
numbers from a set of balls, with each ball numbered from 1 to 50.
5. Topic Sentence:
_________________________________________________________
In the last hundred years alone, there have been more than 1.5 million earthquake related fatalities.
Usually, its not the shaking ground itself that claims lives -- its the destruction of manmade structures
and the creation of other natural disasters, such as tsunamis, avalanches and landslides.
6. Topic Sentence:
_________________________________________________________
Think long and hard about the fact that a tattoo is permanent. Whats "cool" at 18 might not be very
appealing on a 40-year-old. Also, tattoo removal is more painful and expensive than tattooing. The
process usually takes several sessions and offers varying results. Doctors say tattoos can be lightened
but not always completely removed.
Irrelevant Sentence
When you are writing a paragraph, it is important to write only about things related to the topic
sentence. When something is not related to the topic sentence it should not be in the paragraph, and it
is called irrelevant.
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Exercise 2:
Which sentences below are relevant or irrelevant to the topic? Write an r or an I on the space next to
each sentence to note if it is relevant (r) or irrelevant (i) to the topic sentence. Below the sentences
write why you think the irrelevant sentence does not belong with the others.
Example:
Topic Sentence: Seoul is a great town to visit on vacation.
___r__ 1. There are many museums and art galleries to see.
___r__ 2. The city is well-known for its many fine restaurants.
___i__ 3. The traffic jams in the city are terrible.
___r__ 4. It is an easy city to fly into from outside the country.
Sentence number 3 is irrelevant because it is not talking about something great about Seoul.
I. Topic Sentence: Learning English is not always difficult.
_____
1. Some teachers know how to make learning English fun.
_____
2. Visiting English speaking countries can help you learn English faster and easier.
_____
3. No matter where you learn English it is expensive to study.
_____
4. Watching English language movies can be a lot of fun and very helpful.
Which sentence is irrelevant? Why?_________________________.

II. Topic Sentence: Football is my favorite sport.
_____
1. Football is exciting to watch.
_____
2. The game is easy to learn.
_____
3. Football doesnt require expensive equipment.
_____
4. Many people get hurt playing football.
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III. Topic Sentence: I love to watch science fiction movies.

_____
1. Science fiction can tell us a lot about what tomorrows world may be like.
_____
2. Science fiction movies can teach us about science sometimes.
_____
3. It is exciting to see the new ideas the writers come up with.
_____
4. Movies are too expensive nowadays.

IV. Topic Sentence: Drunk driving should be punished more severely.
_____
1. It.s okay to drive if you drink just a little bit.
_____
2. Many people are hurt and killed by drunk drivers.
_____
3. Drunk driving causes many accidents.
_____
4. The accidents caused by drunk drivers increase the cost of insurance for all of us.

Exercise 3:
Read this paragraph carefully.
There are many reasons why parents should not hit their children. First of all, there is research that
shows that children who are hit by their parents will learn to hit their children. Hitting can also get in the
way of the child learning a new, more appropriate behavior. It also teaches children that hitting is an
appropriate way to express frustration or anger. Many children hit other children when they are angry.
What is the topic sentence of this paragraph?
_______________________________________
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Read the following paragraphs and answer the questions.

1. Children sick with a cold or the flu usually dont need to stay in bed all day. In fact, you probably
cant keep them there! They should avoid being too active and should rest often. Sometimes
parents are too busy to take care of their sick children. Simple and quiet games can help keep them
occupied. A Disney movie or video may help pass the time too.
What is the topic sentence?
________________________________________________________
Are there any irrelevant sentences? Which one? Why?
________________________________________________________
2. There are many reasons why students cheat on examinations. Some dont understand that it is
wrong. Others are under a lot of pressure to achieve. Still others find the work is too difficult and
dont know how to study. Many children are afraid they will be punished by their parents if their test
scores are too low. Studying is the best way to get a good score on an examination.
What is the topic sentence?
________________________________________________________
Are there any irrelevant sentences? Which one? Why?
________________________________________________________
Exercise 4
Each of the following paragraphs has a sentence that is irrelevant. Draw a line through that sentence.
Example: There are many things you can do to help the earths environment. You can recycle
newspapers, clear plastic and aluminum cans. You can buy products made from recycled paper. Also,
you can purchases drinks in glass bottles or aluminum cans instead of plastic containers. Glass and
aluminum are easier to recycle. I enjoy recycling.
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1.
Responsibility is an important part of being an adult. We should meet our obligations by being reliable,
accountable, and dependable. We should follow through on our promises. It is important to be one time
for appointments that we have agreed to. I am often late for my appointments. Be someone your friends
can count on. Students should do their homework on time. By creating a habit of reliability, people
around us will see us as responsible individuals.
2.
Bird watching is a great hobby. Many birdwatchers began watching birds as children or young people.
Birds hold a fascination with many people because there are almost always birds around to see.
Butterflies are great to watch too. Birds are easy to learn to identify and fun to watch. Backyard bird
feeding is a good way to get started watching birds by bringing them to your yard.
Topic Sentence Review Exercises:
Exercise 5
Choose the best topic sentence for each of the following paragraphs and put an x on the line next to it.
1.
_____ a. Korea has a great variety of plant life.
_____ b. Korea is great!
_____ c. Korea is a nice place to visit.
Theres more to Korean plant life than just rice, apple trees and pine trees. Because of the diversity of
Korean soil and environments, it has a wide variety of plants. A drive around the countryside will show
you what an interesting assortment of plants there are.
2.
_____ a. Flying in bad weather is difficult.
_____ b. Pilots do a lot of work.
_____ c. Pilots plan their flight carefully.
They check their plane to make sure that it is working properly. They also make sure that baggage or
cargo has been loaded correctly. They check the weather forecast to see if they will run into any bad
weather on their trip. They then decide what route they should take, and how high and fast they should
fly.
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3.
_____ a. Doctors work very hard
_____ b. Doctors have an effect upon all our lives.
_____ c. Doctors know a lot about medicine.
When we are sick, they tell us what we have. They give us medicine and other kinds of treatment. They
examine us and listen to us tell them how we feel. They tell us what is good for us to eat and how we
can have better hygiene.
4.
_____ a. Nepal has many colorful celebrations.
_____ b. Anyone can be a relative in Nepal.
_____ c. A day of feast in Nepal.
One in particular is the celebration called Tihar. This is a day when "sisters" honor their "brothers" by
giving tikka (a red powder mark on the forehead, which is a blessing). Quotes are around "sister" and
"brother" because in Nepal these words can mean any relative in the same age range: cousins, children
of in-laws, and so forth. During Tihar, special food is prepared and eaten, and everybody gets new
clothes.
Read the paragraph below and the statement that follow. Next to each statement mark 'SF' if
you think that it is a SUPPORTING FACT of the text or 'Ml' if you think it is the MAIN IDEA.
ln each pangraph, there is only one Main Idea.
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Unity and Coherence in a paragraph

Maintaining unity in a paragraph necessitates that every sentence in a paragraph or every paragraph in
a composition should be closely related to the topic. A strong paragraph will eliminate sentences that do
not relate or help develop the paragraphs main idea. Thus, a unified composition will only have
paragraphs that are crucial to developing the thesis. Ask a peer reviewer to read the checklist below
and keep it in mind as they listen.
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Maintaining coherence in a paragraph or composition not only requires unity, but also a logical, smooth,
and natural flow from one idea to another. When this occurs, coherence has been established. There
are three key ways to create coherence in a paragraph or multi-paragraph text:
Unity
Unity Checklist
1. Does every detail I have selected support the main idea?
2. Have I organized the supporting details in the most logical way?
3. Have I included any sentences that are unnecessary because they simply restate the
main point without adding any new information or meaning?
4. Have I made the relationships between my ideas clear?
Coherence
(1) Arrange ideas to achieve emphasis
All the parts of the composition are not necessarily of equal importance in explaining your topic to your
audience. How you arrange and develop the paragraphs in the body of the composition should,
therefore, clearly indicate which ideas and details are most important. Place emphasis in one of these
three ways:
(1) direct statement
(2) by position first and last body paragraphs or weakest to strongest idea
(3) by proportion a topic may use several paragraphs if it has more value
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Maintaining Coherence
Various Methods of organizing supporting details and the most common purposes for each are listed
below. However, do not feel that you have to limit the organization of your writing to just what is shown
here.
Chronological Order
Spatial Order
Order of Importance
Cause and Effect
Comparison and Contrast
Explanation
Classification
(2) Arrange ideas to achieve coherence
Body paragraphs should be well developed and arranged in a logical order. Use a pattern of
organization that is appropriate to the composition purpose and the audience.
Chronological Order
Narrating a story
Explaining a step-by-step process
Relating a historical account
Relating an incident or anecdote

Spatial Order
Describing a scene or place
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Order of Importance
Presenting facts, examples, reasons
Writing persuasively
Evaluating a subject
Cause and Effect
Explaining scientific findings
Explaining a historical event

Classification
Analyzing literature, a speech, etc.
Defining a subject
Maintaining Coherence
Words that can be used to show LOCATION:

Against
Among
Away from
Beneath
Between
Beyond
In back of
In front of
Onto
Over
Throughout
Under
Words that can be used to show TIME:

After
As soon as
At
Before
Finally
First
Immediately Meanwhile
Second
Then
Third
Tomorrow
Until
When
Yesterday
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Words that can be used to show SIMILARITIES:
Also
As
Furthermore
Like Likewise
Similarly
Words that can be used to show DIFFERENCES:

Although
But
Even though
However On the other hand
Yet
Words that can be used to EMPHASIZE A POINT:

Again
For this reason In fact
To emphasize
To repeat
Truly
Words that can be used to CONCLUDE:

As a result
Finally
In conclusion
In summary Therefore
To sum up
Words that can be used to ADD INFORMATION:

Additionally
Also
And
Another
Equally important
Finally
In addition
Likewise
Moreover
Words that can be used to CLARIFY:
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For instance
In other words
That is
To put in another way
(3) Connect your ideas to achieve coherence

In an effective composition, the current of thought flows smoothly throughout the composition. Use one
or more types of transitional words or phrases to connect ideas within and between paragraphs:
(1) transitional expressions (see below)
(2) direct pronoun references
(3) repetition of key words
Building Descriptive Sentences
A common sentence structure for describing things is:
This type of sentence describes the characteristics or qualities of something.

Example 1:
To put variety in your writing you can also write the characteristic or quality first, use the preposition of,
and change the verb have to be. Then you must begin the sentence with the. Rewrite the follow
sentences using this structure:
Example 2:
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Rewrite the following sentences using the structure in Example 2.

1. An airplane has a long, sleek body.
________________________________________________________
2. A desk has a flat, hard surface.
________________________________________________________
3. A hotel has big, comfortable beds.
________________________________________________________
4. An eagle has strong, powerful wings.
_________________________________________________________
5. A giraffe has a long thin neck.
_________________________________________________________
Sentence Building Tools: Word Order

When writing sentences in English, there are several common word orders that can be used. One of
the most common is below.
Exercise 6
Put the scrambled sentences below into the following order:
Example 1:
Not every sentence will have a What, Where and When part.
1. English / in the library / every morning /Jenna / studies
____________________________________________________
2. in the math building / are studying / the students /for the test
____________________________________________________
3. a difficult language / Chinese / is / to learn
____________________________________________________
4. was stolen / this morning / his new BMW / from the parking lot
_____________________________________________________
5. on Friday / her new job / starts / she
_____________________________________________________
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TYPES OF SENTENCE
SENTENCES: SIMPLE, COMPOUND, COMPLEX
Experienced writers use a variety of sentences to make their writing interesting and lively. Too many
simple sentences, for example, will sound choppy and immature while too many long sentences will be
difficult to read and hard to understand.
SIMPLE SENTENCE
A simple sentence, also called an independent clause, contains a subject and a verb, and it expresses
a complete thought. In the following simple sentences, subjects are in yellow, and verbs are in green.
A. Some students like to study in the mornings.
B. Juan and Arturo play football every afternoon.
C. Alicia goes to the library and studies every day.
The three examples above are all simple sentences. Note that sentence B contains a compound
subject, and sentence C contains a compound verb. Simple sentences, therefore, contain a subject
and verb and express a complete thought, but they can also contain a compound subjects or verbs.
COMPOUND SENTENCE
A compound sentence contains two independent clauses joined by a coordinator. The coordinators are
as follows: for, and, nor, but, or, yet, so. (Helpful hint: The first letter of each of the coordinators spells
FANBOYS.) Except for very short sentences, coordinators are always preceded by a comma. In the
following compound sentences, subjects are in yellow, verbs are in green, and the coordinators and the
commas that precede them are in red.
A. I tried to speak Spanish, and my friend tried to speak English.
B. Alejandro played football, so Maria went shopping.
C. Alejandro played football, for Maria went shopping.
The above three sentences are compound sentences. Each sentence contains two independent
clauses, and they are joined by a coordinator with a comma preceding it. Note how the conscious use
of coordinators can change the relationship between the clauses. Sentences B and C, for example, are
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identical except for the coordinators. In sentence B, which action occurred first? Obviously, "Alejandro
played football" first, and as a consequence, "Maria went shopping. In sentence C, "Maria went
shopping" first. In sentence C, "Alejandro played football" because, possibly, he didn't have anything
else to do, for or because "Maria went shopping." How can the use of other coordinators change the
relationship between the two clauses? What implications would the use of "yet" or "but" have on the
meaning of the sentence?
COMPLEX SENTENCE
A complex sentence has an independent clause joined by one or more dependent clauses. A complex
sentence always has a subordinator such as because, since, after, although, or when or a relative
pronoun such as that, who, or which. In the following complex sentences, subjects are in yellow, verbs
are in green, and the subordinators and their commas (when required) are in red.
A. When he handed in his homework, he forgot to give the teacher the last page.
B. The teacher returned the homework after she noticed the error.
C. The students are studying because they have a test tomorrow.
D. After they finished studying, Juan and Maria went to the movies.
E. Juan and Maria went to the movies after they finished studying.
When a complex sentence begins with a subordinator such as sentences A and D, a comma is required
at the end of the dependent clause. When the independent clause begins the sentence with
subordinators in the middle as in sentences B, C, and E, no comma is required. If a comma is placed
before the subordinators in sentences B, C, and E, it is wrong.
Note that sentences D and E are the same except sentence D begins with the dependent clause which
is followed by a comma, and sentence E begins with the independent clause which contains no
comma. The comma after the dependent clause in sentence D is required, and experienced listeners
of English will often hear a slight pause there. In sentence E, however, there will be no pause when the
independent clause begins the sentence.
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COMPLEX SENTENCES / ADJECTIVE CLAUSES

Finally, sentences containing adjective clauses (or dependent clauses) are also complex because they
contain an independent clause and a dependent clause. The subjects, verbs, and subordinators are
marked the same as in the previous sentences, and in these sentences, the independent clauses are
also underlined.
A. The woman who(m) my mom talked to sells cosmetics.

B. The book that Jonathan read is on the shelf.
C. The house which AbrahAM Lincoln was born in is still standing.
D. The town where I grew up is in the United States.
Adjective Clauses are studied in this site separately, but for now it is important to know that sentences
containing adjective clauses are complex. (Taken from www.eslbee.com)
Exercise 6:
Decide whether these sentences are simple, complex, or compound.
_____
1. The teacher walked into the classroom, greeted the students, and took attendance.
_____
2. Juan played football while Juanita went shopping.
_____
3. Juan played football, yet Juanita went shopping.
_____
4. Although Mexico has the better football team, it lost.
_____
5. The island was filled with many winding trails, a small lake, and dangerous wild pigs.
_____
6. Naoki passed the test because he studied hard and understood the material.
Exercise 7:
_____
1. Helen Keller was born in Tuscumbia, Alabama, in 1880 and died in 1968.
_____
2. Until she was 19 months of age, her sight and hearing were normal.
_____
3. At the age of 19 months, a severe illness left her deaf and blind.
_____
4. When she was seven, she began her education in reading and writing with Anne
Sullivan of the Perkins Institute for the Blind.
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_____
5. Through persistence and stubbornness, Anne breaks through Helen's walls of silence
and darkness and teaches her to communicate.
_____
6. Helen Keller learned to read by the Braille system, and she learned to write by using a
specially constructed typewriter.
_____
7. Later, she entered Radcliffe College and graduated with honors in 1904.
_____
8. Helen Keller's story needed to be told, so in 1962, a beautiful movie was made about
her life.
_____
9. If there were only joy in the world, we could never learn to be brave and patient." -Helen Keller
_____
10. "Life is either a daring adventure, or it is nothing."

-- Helen Keller
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CHAPTER 6
READING SKILL I
Objectives: Students are expected to be able to use some skills in reading so that these skills
can be helpful when they are reading.
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CHAPTER 7
READING SKILL II
Objectives: Students are expected to be able to use some skills in reading so that these skills
can be helpful when they are reading.
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REFERENCE
Claudio, Anibal Munoz. 2006. An Easy Way To Make Questions in English. University of Puerto Rico.
Mikulecky, Beatrice. 1986. Reading Power. Boston University.
www.english-4u.de
www.ego4u.com
www.eslbee.com
www.learnenglish.de
www.grammarbook.com
latihan dikumpulkan dari berbagai sumber.
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Chapter 2: Making Questions in English

Chapter 3: Passive Voice

Chapter 5: Paragraph Building

Chapter 6: Reading Skill 1

Chapter 7: Reading Skill 1

Verb Tense Overview with Examples

I study English every day.

Two years ago, I studied English

Language Center of Telkom University

I am studying English now.

I was studying English when you

I have studied English in

I have been studying

Past Perfect Continuous

I had been studying English for

Future Perfect Continuous

Language Center of Telkom University

The Future Tenses

Other Verbs (to work)

Language Center of Telkom University

She works. She doesn't work. Does she work?

Yes, she does.

No, she doesn't.

You don't work.

Yes you do.

No, you don't.

Yes they do.

No, they don't.

They work. They don't work.

Regular or permanent situations

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2. PRESENT CONTINUOUS TENSE

I'm not working.

No, I'm not.

She isn't working.

Yes, she is.

No, she isn't.

You aren't working.

Are you working?

Yes you are.

No, you aren't.

They aren't working.

Are they working?

Yes they are.

No, they aren't.

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Present Continuous Timeline

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EXERCISE 1: SIMPLE PRESENT OR PRESENT CONTINUOUS

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Regular Verb (to work)

Regular Verb (to work)

Did he work? Yes, he did.

She didn't work.

You didn't work.

Yes you did.

Did we work? Yes we did.

They didn't work.

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Simple Past Timeline

4. PAST CONTINUOUS TENSE

Past Continuous Timeline