SUBJECT-VERB AGREEMENT AND PARTS OF SENTENCE, Lecture notes of English

Download SUBJECT-VERB AGREEMENT AND PARTS OF SENTENCE and more Lecture notes English in PDF only on Docsity! UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH 1 MEETING I SUBJECT-VERB AGREEMENT AND PARTS OF SENTENCE A. OBJECTIVES After studying this material, students are able to: 1.1 To analyze a subject-verb agreement 1.2 To analyze parts of sentence B. MATERIAL DESCRIPTION Read the following text and identify the subject-verb agreement. Andrew Smodley is a natural worrier. It is something he has inherited from his father— the king of all worriers. But then there are those who are never happy unless they have a problem to solve. Andrew worried about the weather, the state of the pound, his health, the cost of living and once he even worried because he thought he wasn't worrying enough. But that was in the past. Things have changed because something happened to him exactly two years ago. It was in the spring when leaves appear on trees and nature prepares herself for renewal. Other things happen too— people often fall in love. Now Andrew doesn't have a romantic disposition. He never looks up at the leaves starting to grow, sighs and says: «Ah here comes the spring!» He simply thinks to himself: «I live in a small village by a little stream and around this time of year lots of creatures start to wake up and make a lot of noise.» In London, which stands on the River Thames, people make a lot of noise all the time? » I apologize for the simplicity of these statements but I want to illustrate the unimaginative nature which Andrew possesses. Towards the end of this story I give examples to show the extent of the change that he underwent. The other character in this anecdote is a young woman called Sally Fair-weather. She too lives in this tiny and remote village where Andrew has his cottage. Now Sally is an entirely different kettle of fish. Her philosophy runs as follows: «Worrying never gets you anywhere and life is too short to waste time imagining the worst. »In a word she is the complete opposite in temperament of Andrew. Here comes another cliché: Opposites attract. But you must remember that two years ago the two main characters hadn't met, which was surprising when you consider the proximity of Andrew's cottage and Sally's flat. If you take the first left after the post office, you come to Sally's place and if you take the second turning to the right after that you come to the cottage where Andrew lives. Source: English Grammar through Stories by Alan Townend UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH 2 1. Subject-verb agreement Subject verb agreement simply means the subject and verb must agree in number. This means both need to be singular or both need to be plural. Agreement (noun): in language, the form of one word being decided by the form of another word. Also known as "concord". Subject-Verb Agreement RULE #1 (Basic Rule) The subject and verb must agree in number. A singular subject takes a singular verb, whereas a plural subject takes a plural verb. Subject verb agreement examples: A good medicine tastes bitter. He goes to work by bus. They visit us every other week. Subject-Verb Agreement RULE #2 The subject is separated from the verb by “with”, “as well as”, “together with”, “along with”. These words and phrases are not part of the subject. The verb agrees with the subject. UNIVERSITAS PAMULANG Subject Verb Agreement Rules 1 The subject and verb must agree in number. He goes to work by bus. They visit us every other week. oe The words and phrases “with”, “as well as”, “together with”, “along with” are not part of the subject os and the verb agrees with the subject. The politician, along with the newsmen, is expected shortly. 3 Two subjects joined b are plural. Exceptions: te Mary and Joan are quite different. Bacon and eggs ‘s my favourite dish. 4 With collective nouns, the verb might be singular or plural, depending on meaning. The audience was clearly enchanted by her performance. S RRM The audience are strangely subdued, clapping politely after each song. 2 subjects joined by “or/not”, “either...or/neither...nor”, “not only...but also” take the verb agrees with the subject closest to it. Neither my mother nor my father goes to university. 6 In sentences beginning with “here”, “there", the true subject follows the verb. There is a bush near the school playground. 1 The verb is singular if the subject is a singular indefinite pronoun such as each, either, no one, every one, etc. Nobody gets rich from writing nowadays. The verb is plural if the subject is a plural indefinite pronoun such as several, few, both, many. > Several villages have been isolated by the heavy snowfall. Some indefinite pronouns may be either singular or plural, depending upon their use in a sentence. Some of the books are out of place. Please put them in right order. (Books are countable.) Some of the music was weird. (Music is uncountable.) Use a singular verb for expressions of measurement, time. money and weight when the amount is considered one unit. Fifty dollars seems a reasonable price. But: Five dollars were scattered on the on the ground. 9 Plural form subjects with a singular meaning take a singular verb such as mumps, measles, calisthenics, Statistics, civics, etc.. Gymnastics is his favourite sport. 10 Titles of single entities (books, organizations, countries, etc.) are always singular. Harry Potter is an interesting novel. ESL.COM UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH 6 2. The Parts of the Sentence What Are the Parts of a Sentence? A sentence must minimally have a subject and a verb. Sometimes the subject can be omitted if it is understood. Examples as follow: Bold for Subject and Italic for Verb. Tom walks. We met Susan. They are washing the dishes. Lisa will arrive soon. She is nice. There is food on the table. The parts of the sentence are a set of terms for describing how people construct sentences from smaller pieces. There is not a direct correspondence between the parts of the sentence and the parts of speech -- the subject of a sentence, for example, could be a noun, a pronoun, or even an entire phrase or clause. Like the parts of speech, however, the parts of the sentence form part of the basic vocabulary of grammar, and it is important that you take some time to learn and understand them. Sentences consist of a number of parts, using different parts of speech. The most important parts of speech are: The subject, which is either a noun phrase or a pronoun. Normally the subject comes before the verb phrase in a sentence. The girls had been swimming. The new teacher came in. They had finished. The verb phrase, which includes the main verb and which may have auxiliary verbs to go with it. The girls had been swimming. The new teacher came in. They had finished. She uses her skateboard quite a lot. Rajiv was reading a new novel. She is riding someone else’s horse. The object, which is a noun phrase or a pronoun. She used her old skateboard. UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH 7 Rajiv was reading a new novel. Josh found it. Not all verbs need an object. When there is one, the object normally comes after the verb phrase. Some verbs may also need an indirect object. Hamish gave me a party invitation. Ruth gave Lauren a nice bunch of flowers. An adverbial, or adjunct, which is an optional part of the sentence. This may be: a single word, an adverb. Suddenly, it started to rain heavily. An adverbial phrase, a group of words that functions as an adverb. In the morning, the sky was clear. You probably won’t notice it after a while. An adverbial clause, a group of words including a verb, which functions as an adverb. I’ll get some biscuits for you when I’ve poured the drinks. When I’ve poured the drinks, I’ll get some biscuits for you. Mark played while Isabel sang. Though some adverbials have a fixed position, most can be added to a sentence in several places. Any number of them can be added, limited only by the sense of the sentence. In the winter, the roads get very slippery. The roads get very slippery in the winter. A complement. With certain verbs, such as be and seem, a complement takes the place of an object. A complement can be either an adjective or a noun phrase. Complements provide further descriptive detail about the subject. He became a doctor in 2005. Andrew is a motor-mechanic. He felt a bit silly when he realized what he’d done. They became good friends despite the mistake. UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH 10 8. ___ My family are a lot of fun. 9. ___ Mathematics is hard for many. 10. ___ The director, with all the cast members, works very hard. D. REFERENCES https://7esl.com/subject-verb-agreement/ https://grammar.yourdictionary.com/parts-of-speech/verbs/quiz-in-subject-verb- agreement.html Intermediate English | 11 MEETING 2 GERUND AND INFINITIVE A. OBJECTIVES OF THE STUDY After studying this material, students are able to analyze gerund and infinitive. B. MATERIAL DESCRIPTION Look at the image and try to understand it. Intermediate English | 12 1. What are Gerunds? A gerund is a verb in its -ing (present participle) form that functions as a noun that names an activity rather than a person or thing. Any action verb can be made into a gerund. Add ing to most verbs. Ex. play > playing, cry > crying, bark > barking For verbs that end in e, remove the e and add ing. Ex: slide > sliding, ride > riding For verbs that end in ie, change the ie to y and add ing. Ex: die > dying, tie > tying For a verb whose last syllable is written with a consonant-vowel-consonant and is stressed, double the last letter before adding ing. Intermediate English | 15 C. EXERCISES EXERCISE 1 Choose the correct gerund or infinitive from the parenthesis at the end of the sentence. 1. Alan can’t stand _________ on trains. (riding/ to ride) 2. Mr. Harris enjoys _________ people out to dinner. (inviting / to invite) 3. In the old days, gentlemen challenged their rivals _______. (fighting / to fight) 4. As the famous saying goes, there’s no use ______ over spilt milk. (crying / to cry) 5. Jim stopped _________ his shoelace. Wait for him. (tying / to tie) 6. My wife always volunteers ___________ cakes PTA meetings. (baking / to bake) 7. Don’t waste my time ___________ about your salary. (complaining/ to complain) 8. Eva is having trouble _________ on the exam. (concentrating / to concentrate) 9. Please allow me ____________ your Facebook page. (joining / to join) 10. You won’t forget _________milk on your way home, will you? (picking up /to pick up) EXERCISE 2 Choose gerund or infinitive form of the verbs. 1. Belinda is looking forward to (have) a reply from his friend. 2. Hey, you look tired! How about (take) a break from work for a bit? 3. I can't afford (have) my Master's degree at a private university. 4. The criminal avoided (confess) the truth. 5. The clients decided (cancel) the contract. 6. If you don't give up (talk) too much, everybody will get bored. 7. Ken's lawyer advised him (call) his wife as soon as possible. 8. Helen's boyfriend asked her if he fancies (grab) a cup of coffee. 9. After the accident, the old man struggled (stand up). 10. The beautiful girl denied (be) in love with the suspect. EXERCISE 3 Choose gerund or infinitive form of the verbs. Intermediate English | 16 D. REFERENCES https://www.gingersoftware.com/content/grammar-rules/verbs/gerunds-and- infinitives/ https://www.grammarbank.com/gerunds-and-infinitives-exercise.html https://id.pinterest.com/pin/316518680052581767/ INTERMEDIATE ENGLISH | 17 MEETING 3 MULTIPLE CLAUSES: NOUN CLAUSE A. OBJECTIVES OF THE STUDY At the end of the lesson, the students are able to: 1. Understand the concept of multi-clauses sentence; 2. Identify noun clauses; and 3. Write sentence with noun clause. B. MATERIAL DESCRIPTION 1. Introduction to Multiple Clause Before proceeding to talk about noun clause, a discussion about the distinction between sentences and clauses must be made. A clause, in English, is grammatical unit that consist of one (1) Subject and one (1) Verb. Meanwhile, a sentence is grammatical unit comprise of one or more clauses. Understanding the difference between a sentence and a clause is important and will and how clauses combine to form sentence is important in order to develop a more sophisticated writing skill. This is because sentences with multiple clauses allow the integration of several ideas into a single grammatical unit which makes writing more compact and clearer. In Meeting 3, as well as 4 and 5, the discussion will focus on improving the ability to compose appropriate sentences comprising multiple clauses. 2. Types of Multiple Clauses Sentences In order to make sentences comprises of multiple clauses, clause should be combined through coordination and/or subordination. This will result in three different types of multi-clauses sentences: 1. Complex sentence; 2. Compound sentence; and 3. Compound-complex sentence. A multi-clause sentences consist of main clause and subordinate clause or also known as independent clause and dependent clause. The term “dependent” stems from the character of the clause that is grammatically dependent on some element of the main clause (independent clause). A dependent clause may function as a subject, complement, or modifier of the main clause. INTERMEDIATE ENGLISH | 20 Coordinate Clause 1 and compound-complex sentences consist of at least two coordinate clauses Coordinate Conj. Coordinate Clause 2 which is subordinate to it. Conjunction Subordinate Clause 3. Noun Clause After understanding the concept of multi-clause sentences. In this section, the discussion moves to the subordinate clause in a complex sentence that may function as a noun—the noun clause. Since noun clause is a noun, in a sentence, it is used either as an object of a verb, object of preposition, or the subject of the sentence. 3.1 Noun Clause that function as object The sentence below is an example of a noun clause that function as object of a verb. Example I know when he will arrive. Subject Verb Conjunction Subject Verb Object Main Clause Noun Clause In the example above, there are two clauses: “I know” and “he will arrive”. These two clauses are joined with the conjunction when. “When” changes the clause “he will arrive” into a noun clause which functions as the object for the verb “know”. We know that the clause is the object of the verb precedes it because if we substitute a pronoun for the clause it must be in its object form. We can INTERMEDIATE ENGLISH | 21 substitute accusative pronouns for them. The example below shows how a clause is replaced by a pronoun in an object form. Example: Noun Clause as Object We believe when he made a great deal. Subject Verb Conj. Subject Verb Object Object Main Clause Noun Clause Example: Pronoun as Object We believe it. Subject Verb Object 3.2 Clauses that function as objects of prepositions In English sentence, there is an object that belongs to a preposition, hence called Object of Prepositions. An object of preposition is a noun, pronoun, or noun clause that comes after a preposition such as in, at, of, to, by, behind, on, etc which then result to form a prepositional phrase. Example I am concerned about when he will arrive. Subject Verb preposition Conjunction Subject Verb Object of Preposition Main Clause Noun Clause We know that the clause is the object of the preposition that precedes it because if we substitute a pronoun for the clause it must be in its object form. The example below shows how a clause is replaced by a pronoun in an object form. INTERMEDIATE ENGLISH | 22 Example: Noun Clause as Object We left the crumbs for whichever birds came by. Subject Verb Object Preposition Subject Verb Object of Preposition Main Clause Noun Clause Example: Pronoun We left the crumbs for them Subject Verb Object Preposition Subject (Pronoun) Object of Preposition Main Clause Noun Clause 3.3 Clauses that function as subjects Noun clauses can also appear as subjects of the sentence. Below is the example of how a noun clause functions as the subject of a sentence. Example When he will arrive is not certain. Conj. Subject Verb Verb Adjective Subject Noun Clause Main Clause The example above is quite complex. There are two clauses in the example, but they are harder to recognize. He will arrive is one of the clauses, and the connector “when” changes it into a noun clause. This noun clause functions as the Subject of the sentence. This means that this noun clause functions as the Subject of the main clause. The main clause contains the verb “is”. INTERMEDIATE ENGLISH | 25 Exercise 2: Noun Clause as Object of preposition 1. Make up five new sentences with a noun clause as objects of preposition. 2. For each of the sentences you constructed, show that your noun clause is in fact the object of its preposition by replacing it with object pronoun. Exercise 2: Noun Clause as Subject 1. Create five more sentences in which noun clause functions as subject. 2. Apply the pronoun tests described just above to demonstrate that the Noun Clauses really are subjects. D. REFERENCES Azar, B. S. 2002. Understanding and Using English Grammar. New York: Pearson Education. Delahunty, G. P., & Garvey, J. P. 2010. The English Language: From Sound to Sense. Colorado: The WAC Clearinghouse. Phillips, D. 2001. Longman Complete Course for the TOEFL Test. New York: Pearson Education. INTERMEDIATE ENGLISH | 26 MEETING 4 MULTIPLE CLAUSES: ADJECTIVE CLAUSE A. OBJECTIVES OF THE STUDY: At the end of the lesson, the students are able to: 1. Identify adjective clause; 2. Write sentences with adjective clause. B. MATERIAL DESCRIPTION In the previous meeting, we discussed the concept of sentence with multi-clauses and present one type of multi-clauses sentence—noun clause. In Meeting 7, we will discuss another type of multi-clauses sentence that functions to modify a noun—adjective clause. Delahunty and Garvey (2010) argue that Adjective Clause is a mislead name of Relative Clause. However, the name adjective clause is popular to the general public as it is more understandable. 1. Adjective clause connector as object Adjective clause follows the head noun they modify and begin either with one of the three connectors of adjective clause. Below are the connectors used in adjective clause. Table 1 Connectors for Adjective Clause Whom (for people) Which (for things) That (for people & things) Example 1 The woman is filling the bottle that she put on the table. Subject Verb Object Connector Subject Verb Preposition Adjective Main Clause Adjective Clause The Example 1 above contains two clauses. In the main clause, “The woman” is the subject of the verb “is filling”. Meanwhile, in the Adjective clause, “she” is the subject of the INTERMEDIATE ENGLISH | 27 verb “is”. “That” is the adjective clause connector that joins these two clauses. The adjective clause “that she put on the table” modify the noun “bottle” of the first clause. Example 2 The bottle that she put on the table contains milk. Subject Connector Subject Verb Preposition Verb Object Adjective Main Clause Adjective Clause Main Clause The Example 2 above also contains two clauses. In the Main clause, “The bottle” is the subject of the verb “contains”. Meanwhile, in the Adjective clause, “she” is the subject of the verb “put”. In this sentence, the connector “that” joins these two clauses. The adjective clause “that she put on the table” describe the noun “bottle” of the first clause. 2. Adjective clause connectors as subject The Example 1 and 2 above show how adjective clause connectors are used to introduce clause that describe a noun. In several cases, adjective clause connectors can also be the subject of an adjective clause. The adjective clause connectors that can be functioned as subject is different for people. The Table 4 below show the adjective connector clause that can be used as subject, follow by sentence samples. Table 2 Connectors for Adjective Clause (Subject) Who (for people) Which (for things) That (for people & things) Example 3 The woman is filling the bottle that is on the table. Subject Verb Object Connector Subject Verb Preposition Adjective Main Clause Adjective Clause INTERMEDIATE ENGLISH | 30 Sentence Breakdown The students whose composition I read writes well. Subject Connector Object Subject Verb Verb Adverb Adjective Main Clause Adjective Clause Main Clause Whose usually modifies people, but it may also be used to modify things as shown below. Example Sentence Breakdown Mr. John has a sculpture whose value is inestimable. Subject Verb Object Connector Subject Verb Adjective Adjective Main Clause Adjective Clause C. EXERCISES 1. Identifying Adjective Clause Directions: All of these sentences contain errors in adjective clause structures. Correct the errors. 1. In our village, there were many people didn't have much money. 2. I enjoyed the book that you told me to read it. 3. I still remember the man who he taught me to play the violin when I was a boy. 4. I showed my father a picture of the car I am going to buy it as soon as I save enough money.  Mr. John has a sculpture.  Its value is inestimable. Mr. John has a painting whose value is inestimable. INTERMEDIATE ENGLISH | 31 5. The woman about who I was talking about suddenly walked into the room. I hope she didn't hear me. 6. Almost all of the people appear on television wear makeup. 7. I don't like to spend time with people which loses their temper easily. 8. The boy drew pictures of people at an airport which was waiting for their planes. 9. People who works in the hunger program they estimate that 3500 people in the world die from starvation every day of the year. 10. In one corner of the marketplace, an old man who was playing a violin. 2. Sentence Making Exercise a: Adjective clause connector as the object of a verb Directions: Combine the sentences, using the second sentence as an adjective clause. Give all the possible patterns. 1. The book was good. I read it. 2. I liked the woman. I met her at the party last night. 3. I liked the composition. You wrote it. 4. The people were very nice. We visited them yesterday. 5. The man is standing over there. Ann brought him to the party. Exercise b: Adjective clause connector as subject Directions: Combine the two sentences. Use the second sentence as an adjective clause. 1. I saw the man. He closed the door.  I saw the man closed the door. 2. The girl is happy. She won the race. 3. The student is from China. He sits next to me. 4. The students are from China. They sit in the front row. 5. We are studying sentences. They contain adjective clauses. 6. I am using a sentence. It contains an adjective clause. 7. Algebra problems contain letters. They stand for unknown numbers. 8. The taxi driver was friendly. He took me to the airport. Exercise c: Usual patterns of Adjective clause Directions: Combine the sentences, using the second sentence as an adjective clause. Give all the possible adjective clause patterns. Discuss which patterns are used more commonly than others. Example: The scientist is well known for her research. We met her yesterday. The scientist that We met yesterday is well known for her research. Ø Who(m) that who that INTERMEDIATE ENGLISH | 32 1. She lectured on a topic. I know very little about it. 2. The students missed the assignment. They were absent from class. 3. Yesterday I ran into an old friend. I hadn't seen him for years. 4. The young women are all from Japan. We met them at the meeting last night. 5. I am reading a book. It was written by Jane Austen. Exercise d: Using WHOSE in adjective clauses Directions: Combine the sentences, using the second sentence as an adjective clause. 1. I know a man. His last name is Groot.  I know a man whose last name is Groot. 2. I apologized to the woman. I spilled her coffee.  3. The man called the police. His wallet was stolen.  4. I met the woman. Her husband is the president of the company.  5. The professor is excellent. I am taking her course.  6. Mr. North teaches a class for students. Their native language is not English.  7. The people were nice. We visited their house.  8. I live in a dormitory. Its residents come from many countries.  9. I have to call the man. I accidentally picked up his umbrella after the meeting.  10. The man poured a glass of water on his face. His beard caught on fire when he lit a cigarette.  D. REFERENCES Azar, B. S. 2002. Understanding and Using English Grammar. New York: Pearson Education. Delahunty, G. P., & Garvey, J. P. 2010. The English Language: From Sound to Sense. Colorado: The WAC Clearinghouse. Phillips, D. 2001. Longman Complete Course for the TOEFL Test. New York: Pearson Education. UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH | 35 2. Using Adverb Clauses to Show Time Relationship a) After and Before After Before b) When The connector when means “at that time”. Notice the different time relationships expressed by “when” with different tenses. Table 2 Different Tenses in Using When When I arrived, he was talking on the phone. When I got there, he had already left. When it began to rain, I stood under a tree. When I was in Chicago, I visited the museums. When I see him tomorrow, I will ask him. c) While and As The connector “while” and “as” means to express during that time. While As d) By the time The expression by the time means one event is completed before another event. Pay attention to the use of past perfect and future perfect in the Main clause. After she graduates, she will get a job. I will leave before he comes. As I was walking home, it began to rain. While I was walking home, it began to rain. UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH | 36 Example e) Since The connector since means from that time to the present. In the example below, the use of ever is to add emphasis. Notice that present perfect is used in the clause. Example f) Until The connector until means to that time and then no longer. Example g) As soon as The expression as soon as and once means to state a condition when one event happens, another event happens soon afterward. Example h) As/So long as The expression as long as or so long as means to state a situation of during all that time or from beginning to end. By the time he arrived, we had already left. By the time he comes, we will have already left. I haven't seen him since he left this morning. I've known her ever since I was a child. We stayed there until we finished our work. As soon as it stops raining, we will leave. Once it stops raining, we will leave. UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH | 37 Example i) Whenever and every time The expression whenever or every time means to state a situation of every time or always. Example 3. Using Adverb Clauses to Show Cause and Effect a) Because The expression because means to state the reason of a situation. Example Sentence Breakdown He went to bed because he was sleepy. Subject Verb Object Connector Subject Verb Adjective Adverb Main Clause Adverb Clause of Cause Because he was sleepy, he went to bed. Connector Subject Verb Adjective Subject Verb Object Adverb Adverb Clause of Cause Main Clause I will never speak to him again as long as I live. I will never speak to him again so long as I live. Whenever I see her, I say hello. Every time I see her, I say hello. He went to bed because he was sleepy. Because he was sleepy, he went to bed. UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH | 40 Sentence Breakdown If it rains, the streets get Wet. Connector Subject Verb Subject Verb Object Adverb Main Clause Adverb Clause of Condition C. EXERCISES Exercise a: Identifying Adverb Clause Directions: Add necessary punctuation and capitalization. Identify adverb clauses and main clauses. Do not add or delete any words. Example: when Sam was in New York he stayed with his cousins  When Sam was in New York, he stayed with his cousins. 1. we went inside when it began to rain 2. it began to rain we went inside 3. when it began to rain we went inside 4. when the mail comes my assistant opens it 5. my assistant opens the mail when it comes Exercise b: Partial Sentence making Directions: Complete the sentences with your own words. Then, put brackets around the adverb clause in each sentence. 1. I will call you before I come over. 2. Last night I went to bed after I ……………………… my homework 3. Tonight, I will go to bed after I ……………………… my homework. 4. Ever since I was a child, I ……………………… afraid of dogs. 5. Jane's contact lens popped out while she ……………………… basketball 6. Be sure to reread your composition for errors before you ……………………… it in to the teacher tomorrow. 7. By the time I left my apartment this morning, the mail carrier ……………………… the mail. 8. I have known Jim Bates since he ……………………… ten years old. 9. A black cat ran across the road as I ……………………… my car to work this morning. 10. By the time I leave this city, I ……………………… here for four months 11. Whenever Mark ……………………… angry, his nose gets red. UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH | 41 12. I ……………………… to the beach whenever the weather was nice, but now I don't have time to do that because I have to study. 13. We will have a big party when ……………………… 14. The next time I ……………………… to Hawaii, I'm going to visit Mauna Loa, the world's largest active volcano. 15. I had fried chicken the last time I ……………………… at that restaurant. Exercise c: Using adverb clauses to show time relationships. Directions: Create a sentence from the given words. Do not change the order of the words. Use any appropriate verb forms and punctuate correctly. Examples: as soon as + I + finish + I  As soon as I finish my report, I'll call you and we'll go out to dinner. I + after + I + climb  I was exhausted after I climbed the stairs to the eighth floor. 1. whenever+ I + go + I 2. by the time + I + get + I 3. I +since + I +leave 4. just as +I +open +I 5. I + as soon as + I +eat 6. I + when + I + be 7. I + until + I +be 8. while + I +look +I 9. I + before + I +drive Exercise d: Using adverb clauses to show cause and effect Directions: Combine the sentences, using the word or phrase in parentheses. Add commas where necessary. 1. We can go swimming every day. The weather is warm. (now that)  We can go swimming every day now that the weather is warm. 2. All of the students had done poorly on the test. The teacher decided to give it again. (since)  Since all of the students had done poorly on the test, the teacher decided to give it again. 3. Cold air hovers near the earth. It is heavier than hot air. (because) 4. You paid for the theatre tickets. Please let me pay for our dinner. (since) 5. Larry is finally caught up on his work. He can start his vacation tomorrow. (now that) 6. Our TV set was broken. We listened to the news on the radio. (because) UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH | 42 7. My brother got married last month. He's a married man now, so he has more responsibilities. (now that) 8. Oil is an irreplaceable natural resource. We must do whatever we can in order to conserve it. (since) 9. Do you want to go for a walk? The rain has stopped. (now that) 10. Many young people move to the cities in search of employment. There are few jobs available in the rural areas. (since) 11. The civil war has ended. A new government is being formed. (now that) Exercisee: Adjective Clause to express contrast Directions: Complete the sentences by using either even though or because. 4. Tim's in good shape physically even though he doesn’t get much exercise. 5. Larry’s in good shape physically because he gets a lot of exercise. 6. I put on my sunglasses …………………………. it was a dark, cloudy day. 7. I put on my sunglasses …………………………. the sun was bright. 8. Maria has a job, …………………………. she doesn’t make enough money to support her four children. 9. Anna has a job, …………………………. she is able to pay her rent and provide food for her family. 10. Susan didn't …………………………. learn Spanish she lived in Mexico for a year. 11. Joe speaks Spanish well …………………………. he lived in Mexico for a year. 12. Jing-Won jumped into the river to rescue the little girl who was drowning …………………………. he wasn’t a good swimmer. 13. A newborn kangaroo can find its mother's pouch …………………………. its eyes are not yet open. 14. Some people protest certain commercial fishing operations …………………………. dolphins, considered to be highly intelligent mammals, are killed unnecessarily. 15. The earthquake damaged the bridge across Skunk River, the Smiths were able to cross the river …………………………. they had a boat. Exercise f: Adjective Clause to express direct contrast Directions: Complete the sentences. Discuss other ways of expressing the same idea by moving the position of while or whereas. 1. Some people are fat, whereas ………………………….  Some people are fat, whereas others are thin.  Whereas some people are fat, others are thin.  Some people are thin, whereas others are fat. 2. Some people are tall, whereas …………………………. UNIVERSITAS PAMULANG INTERMEDIATEENGLISH | 45 4. Read the underlined words and analyze the structure Parallelism is the use of elements in a sentence that shares grammatical sentence equally, or it has similarities in its construction like words, phrases, or clauses to show that ideas have the same level of importance. The Strategies to identify the parallel structure: 1. Identify the connector (Words, phrases, or clause joined by the coordinate conjunctions and, or, but have the same grammatical pattern) 2. Repeat the same pattern of words at key points within sentence  Sam does not like to get up in the morning or to go to bed at night Note: The underlined words have similar patterns of repetition or produce some words or sentences with equal structure repetition and balance. 1. The selection and the description of details depend on the describer’s purpose 2. When painting a picture with words, you can begin from left to right, from right to left, from top to bottom or from bottom to top. 3. You can describe the person’s clothes, manner of walking, color and style of hair, facial appearance, body shape, and expression. 4. To make this “word picture” as vivid and real as possible, you must observe and record specific details that appeal to your readers’ senses: sight, hearing, taste, smell and touch. Note: Learning parallel contraction within sentence is necessary because it assists to organize ideas clearly. UNIVERSITAS PAMULANG INTERMEDIATEENGLISH | 46  Speaking boldly and clearly, she explained to the tenant why she got that problem  They spent their leisure time playing chess and writing novel Here is the obvious explanation of the above sentences words coordinator Functional word to get up in the morning - to go to bed at night or Infinitive phrase Boldly - clearly and adverb playing chess - writing novel and Gerund phrase PARALLEL STRUCTURE WITH COORDINATE CONJUNCTIONS Same Structure Same Structure and but or Same Structure Same Structure and Same Structure but or See some categories in parallel structure 1. The parallel sentences (Noun) - He discussed the problem with the nurse and the doctor - For dessert, we could serve lemon pie, fruit tarts, chocolate cake, or butter cookies 2. The parallel sentences (Verb) - He lied and told an unbelievable story - Americans declared their independence in 1770 and found their own identity by creating new style of English American and flag. 3. The parallel sentences (Adjective) - The pastries in that shop are very expensive and quite delicious - The discussion was exciting and interesting 4. The parallel sentences (Adverb) - Slowly and hesitantly, he addressed the audience before him - He seriously and extremely asked her to leave UNIVERSITAS PAMULANG INTERMEDIATEENGLISH | 47 5. The parallel sentences (Prepositional phrase) - The missing papers are not on his desk and in the file - They are at their country home or the beach 6. The parallel sentences (Gerund Phrase) - After seeing the preacher in person and hearing his speech, she began to have more respect for him. - This is great difference between dining out and having a snack at home 7. The parallel sentences (infinitive phrase) - It is frustrating to spend much money and to achieve so little 8. The parallel sentences (Clause) - I do not know whether I will get the job or I will like it after I get it - He asked when the apartment would be available and how much it cost Objectives of point 1.2. 1.2. Identify the errors in parallel structural sentences Each of the following sentences contains words or groups of words that should parallel. Circle the connector that indicates that the sentence should have parallel. Underline the words that should be parallel. Then determine if the sentences are correct (C) or incorrect (I). 1. ___C___ You can find some change to buy paper in the drawer, on the Prep Prep top of the dresser, or in the jar. C Prep 2. _______ The living room was decorated with expensive painting and elegance lamps 3. _______ The sick child needs some medicine, some juice, and to rest 4. _______ He stops working when he gets too tired to continue or when he has finished 5. _______ All day long during the trip to the mountains, they were skiing, sledding, or played in the snow. in the drawer, on the top of the dresser, or in the jar OR --- COORDINATOR IN THE DRAWER, ON THE TOP OF THE DRESSER, IN THE JAR --- PREPOSITIONAL PHRASES UNIVERSITAS PAMULANG INTERMEDIATEENGLISH | 50 18. Students must conduct their laboratory experiments accurately and ______. a. in a safe manner b. with safety c. safely d. with safely 19. It takes one hour or more to drive to the city depending on weather and ______. a. traffic b. how much traffic there is c. if traffic is heavy d. Also get traffic D. REFERENCES Frank, Marcella. (1972). Modern English. New Jersey: Prentice-Hall. Phillips, Deborah. (2004). Introductory course for the TOEFL test. New York: Pearson Education. Universitas Pamulang Intermediate English | 51 MEETING 7 PARALLEL STRUCTURE WITH PAIRED CONJUNCTIONS A. OBJECTIVES OF THE STUDY After studying this material, students are able to: 1.1. Analyze the parallel structure within sentences with paired conjunctions 1.2 Identify the errors in parallel structural sentences B. MATERIAL DESCRIPTION Read the following paragraphs and identify the underlined words “From its term, sociolinguistics is derived from two different disciplines. Both sociology and linguistics are included in the study of sociolinguistics. SOCIOLOGY: a study about social structure, social organizations, relationship between and within groups of people, and social behavior. In a broader sense, sociology studies about groups of people in society (family, clan, tribes, and nations), how they behave and affect each other. Sociologists assume sociology as a single discipline which is not related at all with any other disciplines and consider that society could be constituted without language. All scientists (sociologists, psychologists, physicists, biologists, linguists, economists, historians, literary scholars) are all interested in arrangements. Basically, all disciplines try to find patterns of arrangements. Sociology focuses on three basic arrangements: Therefore, sociology is the study of the arrangements through which people know, share, and affect one another’s lives. LINGUISTICS is often called either general linguistics or structural linguistics; it is a study about phones (phonology), words (morphology) and sentences (syntax). Only very recently, it studies discourses (texts)” (Rahardjo, 2015, para 1). Answer the following questions 1. What is the main idea of the above paragraph? Universitas Pamulang Intermediate English | 52 2. See the underlined sentences and analyze them In producing parallel construction, we can also use paired conjunctions: both … and, either …or, neither … nor, and not only … but also. See some examples below:  She knows both where you went and what you did.  Either Tian or Sam has to come to the meeting  The paper is neither in my bag nor in my drawer.  He is not only an excellent author but also an extraordinary student. The Strategies to identify the parallel structure: 1. Identify the connector (Words, phrases, or clause joined by the paired conjunctions both … and, either …or, neither … nor, and not only … but also have the same grammatical pattern) 2. Repeat the same pattern of words at key points within sentence See some categories in parallel structure 1. The parallel sentences (Noun) - Either breakfast or lunch is included in the price - He lent me both some paper and a pencil NOTE: The underlined clauses are the examples of parallel construction with the use of paired conjunctions: both…and, either…or 1. Both sociology and linguistics are included in the study of sociolinguistics 2. LINGUISTICS is often called either general linguistics or structural linguistics Universitas Pamulang Intermediate English | 55 4. He not only passed the test but also receiving the highest score in A B C D the class 5. He married her neither for her ability to cook nor to clean house A B C D 6. He withdrew all the money not only from the checking account but A B C D from the saving accounts 7. John is an adventurous person who enjoys not only skydiving but A B C also goes parasailing. D 8. The play that we saw last night was not only rather delightful but A B C also quite meaning D 9. He regularly studies both in the morning or in the evening A B C D 10. Neither the teacher or the students are ready to leave the A B C D classroom. Choose the letter of the word or group of words that best completes the sentence 11. Their European tour includes_______ Germany and Austria but also Switzerland a. Not only b. As well as c. And d. both 12. The soldiers approached the enemy camp___________ a. Slowly and silently b. Slow and silently c. Slowly and silent d. Slowed and silently 13. Her children have both American cousins and ____________ a. Spanish one b. She is c. Or Spanish d. But also Spanish Universitas Pamulang Intermediate English | 56 14. While Mario was sleeping, both his bag and ___________disappeared. a. Its contents b. Book and pen c. Or content d. Also book 15. The legislation neither resolves the financial crisis nor ______ consumers. a. is helping b. helps c. has helped d. helping D. REFERENCES Frank, Marcella. (1972). Modern English. New Jersey: Prentice-Hall. Phillips, Deborah. (2004). Introductory Course for the TOEFL Test. New York: Pearson Education. Rahardho, Mudjia. (2015). What is sociolinguistics all about?. Retrieved December 18, 2019 from https://www.uin-malang.ac.id/r/150301/what-is-sociolinguistics-all- about.html. UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH | 57 MEETING 8 FINDING PRONOUN REFERENTS AND SPECIFIC INFORMATION A. OBJECTIVES OF THE STUDY After studying this material, students are able to: 1. determine which noun a pronoun refers to 2. find specific information B. MATERIAL DESCRIPTION FINDING PRONOUN REFERENTS Activity 1. Participating in Class Discussion Discuss with your classmates the following sentences. 1. Rini told Indah that her pie was wonderful. 2. The documents arranged by the temporary workers were badly out of order., so we sent them back to the main office. 3. The student senate lobbied for more vending machines in classroom buildings far from the students dining halls, which won them praise. 4. Take the lining out of the suit and hem it. 5. It is a matter of the gravest impossible importance to the health of anyone with a history of a problem with disease of the heart that he or she should avoid the sort of foods with a high percentage of saturated fats. The examples above show the importance of using proper pronouns to make the sentences clearer and simpler and to avoid ambiguity. Then, what are pronouns? Activity 2. Grammar Focus Discuss the following material with your lecturer. UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH | 60 following chart outlines the key information that you should remember about pronoun detail questions: It is important to remember that you don‟t need a full understanding of the complete passage in order to solve this question type. You just need to study the context surrounding the word. Usually, you just read the sentence where the highlighted word is mentioned, and then read a few sentences that come before it. The following mention the most frequently-appeared pronoun referents and its typical questions. 1. Subject pronoun: it, they 2. Object pronoun: it, them 3. Demonstrative pronoun: these, those, this, that 4. Possessive adjectives: its, their 5. Other reference words: the former, the latter, one, ones, another, other, others. PRONOUN REFERENTS (Taken from Phillips, D. 1952) PRONOUN REFERENTS HOW TO IDENTIFY THE QUESTION The pronoun “…” in line X refers to which of the following? WHERE TO FIND THE ANSWER The line where the pronoun is located is generally given in the question. The noun that the pronoun refers to is generally found before the pronoun. HOW TO ANSWER THE QUESTION 1. Find the pronoun in the passage (The line where the pronoun can be found is generally stated in the question.) 2. Look for nouns that come before the pronoun. 3. read the part of the passage before the pronoun carefully. 4. Eliminate any definitely wrong answers and choose the best answer from the remaining choices. Example 1 Economic contact between Native Americans and Europeans can be traced back to the English and French fishermen off the coast of Canada in the 1500s. They traded guns and other weapons for beaver fur. The first explorers to trade with the Native Americans were Giovanni da Verrazano and Jacques Cartier in the 1520s and 1530s. In Verrazano's book he notes, "If we wanted to trade with them for some of their things, they would come to the seashore on some rocks where the breakers were most violent while we remained on the little boat, and they sent us what they wanted to give on a rope, continually shouting to us not to approach the land. UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH | 61 1. The word 'They' in line 3 refers to? A. English and French fishermen B. Beavers C. Europeans D. Traits and characteristics It is referring to who traded guns and other weapons for beaver fur. A and B are in the passage but do not trade for beaver fur. So, C is the best answer Example 2 A tornado is created when warm, moist air rises from the ground and comes into contact with a mass of colder air at the bottom of a thundercloud. The rising air pushes against the colder air, and the rotation of the earth causes the air to spin, in much the same way that water in a sink spins as it goes down a drain.The pressure at the center of a tornado is much lower than that in the air surrounding the tornado. The low pressure creates a funnel in the middle of the tornado, which causes destruction by acting much like a vacuum cleaner and sucking up whatever is in its path. 1. The word it in line 5 refers to: A. way B. water C. sink D. drain In this example, you are asked to find the referent for the subject pronoun it. You should study the context around the singular pronoun it and look for a singular noun in front of it that fits into the context. The context around the pronoun states that water in a sink spins as it goes down a drain. From this context, it can be determined that it refers to water because it is water that goes down a drain. Activity 6. EXERCISES A tornado is created when warm, moist air rises from the ground and comes into contact with a mass of colder air at the bottom of a thundercloud. The rising air pushes against the colder air, and the rotation of the earth causes the air to spin, in much the same way that water in a sink spins as it goes down a drain. The pressure at the center of a tornado is much lower than that in the air surrounding the tornado. The low pressure creates a funnel in the middle of the tornado, which causes destruction by acting much like a vacuum cleaner and sucking up whatever is in its path. 1. The word „that‟ in paragraph 2 refers to A. pressure B. center C. tornado D. air UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH | 62 2.The word „which‟ in paragraph 2 refers to A. funnel B. middle C. tornado D. vacuum cleaner "... These laws are universal in their application, regardless of cultural beliefs, geography, or climate. If pots have no bottoms or have large openings in their sides they could hardly be considered containers in any traditional sense. Since the laws of physics, not some arbitrary decision, have determined the general form of applied-art objects, they follow basic patterns, so much so that functional forms can vary only within certain limits..." 3. The word “their” in line two refers to A. laws B. application C. cultural beliefs D. pots 4. The word they in line five refers to: A. applied-art objects B. the laws of physics C. containers D. the sides of pots The full moon that occurs nearest the equinox of the Sun has become known as the Harvest Moon. It is a bright moon which allows farmers to work late into the night for several nights; they can work when the moon is at its brightest to bring in the fall harvest. The Harvest Moon of course occurs at different times of the year in the Northern and Southern Hemispheres. In the Northern Hemisphere, the Harvest Moon occurs in September at the time of the autumnal equinox. In the Southern Hemisphere, the Harvest Moon occurs in March at the time of the vernal equinox. 5. The pronoun "It" in line 2 refers to A. the equinox B. the Sun C. the Harvest Moon D. the night 6. The pronoun "they" in line 3 refers to A. farmers B. nights C. times of the year D. northern and Southern Hemispheres Mardi Gras, which means "Fat Tuesday" in French, was introduced to America by French colonists in the early eighteenth century. From that time it has grown in popularity, particularly in New Orleans, and today it is actually a legal holiday in several southern states. The Mardi Gras celebration in New Orleans begins well before the UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH | 65 PRAMBANAN TEMPLE Prambanan is the largest Hindu temple located in Central Java, Indonesia, It is approximately 18 km east of Yogyakarta. The temple is a UNESCO World Heritage Site and is one of the largest Hindu temples in south-east Asia. The temple is easily reachable by visitors either by feed or by provided vehicles. The path before reaching the main building is approximately 1 kilometer. The main building is so unique. There are so many temples there. The shape is all characterized by its high and pointed architecture, typical of Hindu temple architecture, and by the 47 meter high central building inside a large complex of individual temples. The structure is so awesome. It is chained by none of modern materials but the maintenance is so strong. The main surface of the building is fulfilled by ash but it does not alleviate the beauty of the temple at all. The original building is still preserved though it has many renovations. The temple was ever damaged during the earthquake in Java in 2006. It caused some destruction. Early photos suggest that although the complex appears to be structurally intact, the damage is significant. Large pieces of debris, including carvings, were scattered over the ground. The temple was closed to the public for a quite long time. It is now already open for public after many renovations. Source: Tourismdestinations.blogspot.com 1. In what paragraph can you find the information about Prambanan‟s structure? 2. How many kingdoms were involved during the Prambanan‟s building process? 3. How many years were needed to complete the reconstruction? 4. What does the last paragraph tell you about? 5. Which paragraph tells you about the process of building the temple? 6. What does the word “it” in line 8 refer to? 7. What does the word “it” in line 12 refer to? UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH | 66 8. What tense is used in the text? C. EXERCISES Answer the following questions. Bioluminescence, defined as the emission of visible light by living organisms, is a characteristic of many near-surface ocean creatures. Most of these creatures produce light when they are irritated by something around them. Scientists have produced light the way these animals do, but the light which is produced by living creatures in the dark will always be beautiful. There are about forty main kinds of organisms that produce bioluminescence. Of these organisms, fireflies are the best known as insects that have lights. Fireflies can control their lights so that they serve as signals between males and females. Other insects such as the cucujo beetle and the lantern fly, which are found in tropical forests, produce a very intense light. It is so bright that an army surgeon once performed an operation under the light of a beetle. 1. Where in the passage does the author give a definition? A. Paragraph 1, lines 1-2 B. Paragraph 1, lines 3-4 C. Paragraph 2, lines 1-2 D. Paragraph 2, line 3-4 2. Where in the passage does the author mention the use of the insect light to illuminate surgery? A. Paragraph 1, lines 2-3 B. Paragraph 1, lines 1-2 C. Paragraph 2, lines 3-4 D. Paragraph 2, lines 6-8 The word citizen comes from the Latin word civitas, meaning membership of a city. Today, citizenship refers mainly to membership in a nation. Citizenship is also called nationality, a full membership in a nation. But nationality has a wider meaning and implies a right to protection by one's own country when visiting another country. Almost all people have citizenship in at least one country. Citizens have certain rights and duties. The rights of citizens differ from nation to nation. Many nations have constitutions that provide for basic rights known as civil rights, which include freedom of speech, freedom of religion, and freedom of assembly. In order to vote, citizens must be registered and must have reached the minimum age. Like citizens' rights, the duties of citizens also differ from one nation to another. Most governments demand that citizens pay taxes, defend their countries, and obey its laws. 3. Where in the passage does the author discuss the origin of the word citizen? UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH | 67 A. Lines 1-2 B. Lines 3-5 C. Lines 6-7 D. Lines 10-11 4. Where in the passage does the author mention the obligations of a citizen? A. Paragraph 1, line 2 B. Paragraph 1, line 5 C. Paragraph 2, lines 1-2 D. Paragraph 2, lines 7-8 Coral is a limestone formation formed in the sea by millions of tiny animals. Coral formations may look like large domes, small irregular crusts, or tiny organ pipes. The living coral forming animals become the color of the coral: beautiful shades of tan, orange, yellow, purple, and green. Most coral-forming animals feed at night on plankton and other small organisms. Poison cells released from their tentacles paralyze these small creatures before they are captured. In addition, hair-like structures around their mouths assist in gathering nutrients. When these animals die, they leave limestone "skeletons" that form the foundations of barriers and ridges in the sea called coral reefs. The reefs are mostly found in warm, shallow tropical seas because they cannot live in water colder than 18° C. Coral reefs abound throughout the South Pacific, in the Caribbean Sea, in the East Indies and in the Indian Ocean. They also form around Madagascar, along the Florida coast, and along the tropical coast of Brazil. There are three kinds of coral reefs: (1) fringing reefs; (2) barrier reefs; and (3) atolls. Fringing reefs extend from the shore into the sea. Barrier reefs follow the shoreline and form a barrier between the water near the shore and the open sea. An atoll is a ring-shaped coral island in the open sea. 5. Where in the passage does the author describe how coral-producing animals find food? A. Paragraph 1, line 1 B. Paragraph 1, lines 3-4 C. Paragraph 1, lines 4-5 D. Paragraph 1, lines 6-8 6. Where in the passage does the author explain why and where coral reefs are formed? A. Paragraph 1, lines 2-3 B. Paragraph 2, lines 1-2 C. Paragraph 2, lines 3-4 D. Paragraph 2, lines 6-8 7. Where in the passage does the author describe the different kinds of reefs? A. Paragraph 1, lines 7-10 B. Paragraph 2, lines 5-7 C. Paragraph 3, lines 2-3 D. Paragraph 3, lines 1-2 UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH | 70 MEETING 9 TRANSITION QUESTIONS A. OBJECTIVES After studying this material, students are able to: 1. determine what probably came before or after the reading passage B. MATERIAL DESCRIPTION Activity 1. Participating in Classroom Discussion Read the following text. “ …My alarm clock was set for PM instead of AM. I woke up really late. I just threw on some clothes and ran out the door. I went to school in super- hurry. I went to school by bike. I rode my bike as fast as I could. I thought I was going to be late. When I got there, everyone was outside and there were firetrucks all lined up in front of the school. I guess somebody pulled the fire alarm before class started. It worked out though, because nobody really noticed or minded that I was tardy.” (adopted from https://wiki.ezvid.com/m/5-examples-of-chronological-order-VGhX33rsoXsfk) A key quality of an effective passage is unity. A unified passage sticks to one or more ideas in each paragraph in which every sentence contributes to the central purpose and main idea. Those paragraphs need to be clearly connected so that readers can follow along, recognizing how one idea leads to the next. A passage with clearly connected paragraph within connected sentences is said to be coherent. To make it so, transitional words are needed. Activity 2. Learning Transitional words Transitional words are chosen to be written in a text for some purposes. They are accordingly grouped to their respective purpose as follows: 1. To add extra information and also additionally alternatively and then apart from as well as well as besides besides that finally first, second, third, and etc following this further furthermore indeed in addition (to) in fact likewise moreover not only but also… not to mention or then too UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH | 71 coupled with equally important last, lastly last but not least what is more 2. To give examples for example as an example chiefly for instance especially illustrated with in this case in another case in particular in this situation including markedly, namely, notably on this occasion particularly in particular specifically such as take the case of to demonstrate to illustrate as an illustration 3. To clarify the information you have presented above all I mean in other words in this case that is to say to put it in another way under certain circumstances up to a point what I mean is 4. To present consequence accordingly as a result consequently for this reason for this purpose hence, thus in that case otherwise so then subsequently therefore therefore thereupon under those circumstances 5. To generalize information and facts As a rule As usual For the most part Generally speaking Ordinarily 6. To compare and contrast But by the same token by way of contrast Conversely equally however in contrast in a like manner instead UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH | 72 likewise nevertheless on one hand on the other hand on the contrary rather similarly still though whereas while yet 7. To present sequential information Afterward at the same time earlier now in the first place in turn later on next the meantime to begin with simultaneously at first in time for the time being for first of all first/second/third/last/lastly the next step then soon while meanwhile later 8. To summarize after all all in all all things considered as final point briefly altogether by and large finally in a word in any case in any event in brief in conclusion in short in summary in the end in the final analysis in the long run lastly on balance on the whole overall to conclude to put it briefly to sum up to summarize (Source: http://i-courses.org/docs/TOEFL%20iBT%20Transitional%20Words) It is important to understand the author’ s text organization to assist you in improving your ability to read academic passages. By recognizing organizational structure, you also can better understand academic writing. A text is generally organized by introduction, body, and conclusion. An introduction defines the subject and often uses a predictor t divide it into subtopics. The body is where each of the subtopics is discussed. Conclusion, on the other hand, contains a summary; a statement indicating the importance of the information, and a transition to the next section. Actvity 3. Learning Transition Questions UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH | 75 increased heartbeat, higher blood pressure, and conversion of glycogen into glucose for energy to enable the body to deal with the stress. It is possible to extract epinephrine from the adrenal glands of animals or to synthesize it chemically in order to put it to further use. It is used in the treatment of severe asthma, where it relaxes the large muscles of the bronchi, the large air passages leading into the lungs. It is also used in cases of severe allergic reaction or cardiac arrest. 4. The paragraph preceding the passage most probably discusses A. Further uses of epinephrine B. The treatment of cardiac arrest C. A different hormone D. The secretions of the adrenal glands Sunlight appears to have no colors. We call in white light. It is really made up of different colors. When you see a rainbow, you see white light that has traveled through millions of falling raindrops. White light is a mixture of all the colors of the rainbow, orange, yellow, green, blue and violet. When white light in a drop of rain, it changes direction is called refraction. Some orange colors in the light change direction more than other and so the white light separate into its different colors. 5. The paragraph following the passage most probably discusses A. White light B. Falling raindrops C. The change direction D. The mixture of color Up to now, confessions that have been obtained from defendants in a hypnotic state have not been admitted into evidence by courts in the United States. Experts in the field of hypnosis have found that such confessions are not completely reliable. Subjects in a hypnotic state may confess to crimes they did not commit for one of two reasons. Either they fantasize that they committed the crimes or they believe that others want them to confess. A landmark case concerning a confession obtained under hypnosis went all the way to the U.S. Supreme Court. In the case of Layra V. Denno, a suspect was hypnotized by a psychiatrist for the district attorney; in a posthypnotic state the suspect signed three separate confessions to a murder. The Supreme Court ruled that the confessions were invalid because the confessions had been the only evidence against him. 6. This passage would probably be assigned reading in a course on UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH | 76 A. American law B. psychiatric healing C. parapsychology D. philosophy The next hormone is epinephrine, or adrenaline. This hormone is a natural secretion of the adrenal glands in the human body. Its primary function in the human body is to assist the body in coping with sudden surges of stress. When a person unexpectedly finds himself in a stressful situation filled with fear or anger, a large amount of epinephrine is released into the blood and the body responds with an increased heartbeat, higher blood pressure, and conversion of glycogen into glucose for energy to enable the body to deal with the stress. It is possible to extract epinephrine from the adrenal glands of animals or to synthesize it chemically in order to put it to further use. It is used in the treatment of severe asthma, where it relaxes the large muscles of the bronchi, the large air passages leading into the lungs. It is also used in cases of severe allergic reaction or cardiac arrest. 7. The paragraph preceding the passage most probably discusses A. further uses of epinephrine B. the treatment of cardiac arrest C. a different hormone D. the secretions of the adrenal glands The locations of stars in the sky relative to one another do not appear to the naked eye to change, and as a result stars are often considered to be fixed in position. Many unaware stargazers falsely assume that each star has its own permanent home in the nighttime sky. In reality, though, stars are always moving, but because of the tremendous distances between stars themselves and from stars to Earth, the changes are barely perceptible here. An example of a rather fast-moving star demonstrates why this misconception prevails; it takes approximately 200 years for a relatively rapid star like Bernard’s star to move a distance in the skies equal to the diameter of the earth’ s moon. When the apparently negligible movement of the stars is contrasted with the movement of the planets, the stars are seemingly unmoving. 8. The paragraph following the passage most probably discusses A. the movement of the planets B. Bernard’s star C. the distance from earth to the moon D. why stars are always moving UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH | 77 The next artist in this survey of American artist is James Whistler; he is included in this survey of American artist because he was born in the United States, although the majority of his artwork was completed in Europe. Whistler was born in Massachusetts in 1834, but nine years later his father moved the family to St. Petersburg, Russia, to work on the construction of a railroad. The family returned to the United States in 1849. Two years later Whistler entered the U.S. military academy at West Point, but he was unable to graduate. At the age of twenty-one Whistler went to Europe to study art despite familial objections, and he remained in Europe until his death. Whistler worked in various art forms, including etchings and lithographs. However, he is most famous for his paintings, particularly Arrangement in Gray and Black No. 1: Portrait of the Artist’s Mother or Whistler’s Mother, as it is more commonly known. This painting shows a side view of Whistler’s mother, dressed I black and posing against a gray wall. The asymmetrical nature of the portrait, with his mother seated off-center, is highly characteristic of Whistler’s work. 9. The paragraph preceding this passage most likely discusses A. A survey of eighteenth-century art B. a different American artist C. Whistler’s other famous paintings D. European artists 10. The paragraph following this passage most likely discusses A. Further characteristic of Whistler’s work B. Whistler’s love to his mother C. Whistler’s artworks D. Whistler’s passion on art D. REFERENCES Phillips, D..(2003). Longman Preparation Course for the TOEFL Test. New York: Pearson Education. https://wiki.ezvid.com/m/5-examples-of-chronological-order-VGhX33rsoXsfk http://i-courses.org/docs/TOEFL%20iBT%20Transitional%20Words UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH | 80 extension?" Deduction questions are very close to detail questions, except that you must make a logical deduction, rather than relying only on information in the passage. 2. Speculation These inference questions ask you to speculate about the meaning (or "suggested" meaning) of a statement, description, or something else in the passage. In some ways, these are similar to function questions, but the answers the SAT is looking for are very different. 3: Examination Inference questions which fall into the examination subcategory question you about the internal life (thoughts, feelings, motivations) of the narrator, author, or someone mentioned in the passage. They can mostly be summed up as asking "What would [this person] think about [that thing]?" Examination questions are the most complicated type of inference questions, because they ask you to get into the head of the author/narrator/character/other person mentioned in the text. You will often see these sorts of questions on paired passages. Here are some tips to answer such typical questions: 1. Inference questions ask you to deduce, speculate, and examine based on evidence directly stated in the text. 2. In order to successfully answer inference questions, you must make sure you understand the question 3. Look for context to help if the lines/words mentioned in the question aren't enough 4. Answer the question in your own words before looking at the SAT’ s answer choices 5. Answer questions in an order that makes sense and is not confusing/disorienting 6. Eliminate three wrong answers UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH | 81 Activity 3. Choosing correct plausible inferences Read the two possible inferences you might draw from the information in the reading, and put a check mark next to the one you think is the most plausible. 1. Ten food groups were difficult for consumers to remember, so these groups were trimmed to four food groups by the U.S government by the late 1950s. ____ The U.S. government thought people were having a hard time understanding so many food groups. ____ There are really only four food groups. UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH | 82 2. In developed countries, food guides tend to promote a diet that prevents chronic disease. In developing countries, however, the goal of the food guide is to promote a diet that provides nutrients to safeguard against malnutrition. ____ People from developing countries don’ t have chronic disease. ____ People from developing countries worry about malnutrition. 3. Mexico’ s chalice graphic illustrates the importance of water for overall health by placing “ water” at the top and largest section of the chalice. Mexico has one of few food guides that characterize water as a principal part of the diet. ____ Water is in short supply in Mexico. ____ Mexico has a lot of water. 4. Budi is one of the many Indonesians and foreign patients who have checked into the Aimin Obesity Reduction Hospital to lose weight and gain self-esteem. ____ Obese people have problems with their self-image. ____ In Indonesian society, obesity is viewed as a positive characteristic. 5. Forty to fifty years back, children used to engage in more of outdoor activities. ____ Today’ s children have many more interesting indoor activities. ____ Children today get a lot of physical exercise. Activity 4. Learning about Inferences you will sometimes be asked to answer a multiple choice question about a reading passage by drawing a conclusion from a specific detail or details in the passage. Questions of this type contain the words implied, inferred, likely, or probably to let you know that the answer to the question is not directly stated. In this type of question, it is important to understand that you do not have to "pull the answer out of thin air." Instead, some information will be given in the passage, and you will draw a conclusion from that information. Look at a multiple choice example of an implied detail question. The following chart outlines the key information that you should remember about implied detail questions: UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH | 78 On the hardness scale, corundum immediately follows diamond, which is the hardest mineral in the world. Corundum is perhaps better known by the names of its gemstones, ruby and sapphire. Basically, gem corundum is divided into two groups: corundum that is red in color is called ruby, and corundum that is any other color is called sapphire. Pure corundum is clear, but pure corundum is rarely found in nature. If small amounts of the chemical substance chromic oxide (Cr2O3) got into the crystal structure when it formed millions of years ago, then the corundum turned a deep, rich red and became ruby. Red is not the only color that corundum can take on. Other chemical substances enter into the crystal structure of corundum, and it can take on a variety of other colors. Most people associate blue with sapphires, and certainly when corundum contains impurities that turn it blue, it is called sapphire. However, corundum can have a variety of other colors—e.g., green or purple and still be called sapphire. 7. It can be inferred from the passage that corundum is A. the hardest mineral in the world B. not as hard as sapphire C. the second hardest mineral D. a rather soft mineral 8. Chromic oxide is probably what color? A. Clear B. Blue C. Red D. Green The number of rings in a tree can be used to determine how old a tree really is. Each year a tree produces a ring that is composed of one light-colored wide band and one dark- colored narrow band. The wider band is produced during the spring and early summer when tree stem cells grow rapidly and become larger. The narrower band is produced in fall and early winter when cell growth is much slower and cells do not get very large. No cells are produced during the harsh winter and summer months. 9. It is implied in the passage that if a tree has 100 wide bands and 100 narrow bands, then it is A. a century old B. two centuries old C. fifty years old D. two hundred years old UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH | 79 “ Madame,” said Akira, “ forgive my disruption, but I come with a matter of urgency.” His voice was soft, refined. He straightened and stole a deferential peek at her face. In the dim light his eyes shone with sincerity. Chie felt herself starting to like him. “ Come inside, get out of this nasty night. Surely your business can wait for a moment or two.” “ I don’ t want to trouble you. Normally I would approach you more properly but I’ ve received word of a position. I’ ve an opportunity to go to America, as dentist for Seattle’ s Japanese community.” 10. Which reaction does Akira most fear from Chie? A. She will consider his proposal inappropriate. B. She will mistake his earnestness for immaturity. C. She will consider his unscheduled visit an imposition. D. She will underestimate the sincerity of his emotions. C. REFERENCES Avery, J.D.. & Fellag, L.R.. (2006). College Reading 3. New York: Houghton Mifflin Company. Fellag. L.R. (2006). College Reading 2. New York: Houghton Mifflin Company. Phillips, D..(2003). Longman Preparation Course for the TOEFL Test. New York: Pearson Education. https://blog.prepscholar.com/inference-questions-on-sat-reading-6-strategies UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH | 80 MEETING 11 LISTENING – SHORT CONVERSATION: IDIOMS A. LEARNING OBJECTIVES In this meeting, students will learn about idioms in short conversation. At the end of the lesson, students are expected to be able to: 1. understand the meaning of the idioms 2. explain the meaning of the idioms 3. use the idioms in daily conversation B. MATERIAL DESCRIPTION There are many kinds of idiomatic expressions in English. In TOEFL exams especially, many of the idiomatic expressions are two- or three-word verbs, such as call off and look out for. Look at the following sample item; You will hear: Fl : I wonder where Mike is. Ml : He'll show up as soon as the work is done, I bet. M2 : What does the man say about Mike? You will read: (A) He probably won't arrive until the work is finished. (B) He went to a show instead of going to work. (C) He can show them how to do the work. (D) He'll probably work late today. The correct answer is A. The idiom show up means "arrive." Choices (B) and (C) contain the word show, but it is not used in the idiomatic sense. In most dialogs, the second speaker uses the idiomatic expression. Most questions about this type of dialog are questions about meaning ("What does the man mean?" for example), but some are inference questions or other types of questions. The correct answer often contains a synonym for the idiom (arrive for show up in choice (A) of the Sample Item). Incorrect choices often contain references to the literal meaning of idioms, as in choices (B) and (C). However, memorizing these phrases does not guarantee that you will recognize all the idiomatic expressions that you will hear in the Listening Comprehension section. There are, after all, thousands of these expressions in English. You must develop "a good ear" for guessing the meaning of idioms. The context of the sentence will help you understand the expression, even if you're unfamiliar with it. UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH | 83 3. ______ (A) Go to bed. ______ (B) Watch a different program. 4. ______ (A) She didn't understand all the jokes. ______ (B) She left before the performance was over. 5. ______ (A) If the weather gets better. ______ (B) If she doesn't have any other plans. 6. ______ (A) Elizabeth is taller than Liz. ______ (B) People call Elizabeth "Liz." 7. ______ (A) She's stopped listening to it. ______ (B) She listens to it constantly. 8. ______ (A) The service is very fast there. ______ (B) It's just an average restaurant. SET B believe one's eyes a breeze chip in get in one's blood lend a hand look who's talking music to one's ears what the doctor ordered 9. ______ (A) Ice water sounds perfect. ______ (B) The doctor told her to drink a lot of water. 10. ______ (A) Skiing can be a dangerous sport. ______ (B) It's easy to get into the habit of skiing. 11. ______ (A) She enjoys the sound of nature. ______ (B) She wishes she'd brought a radio. 12. ______ (A) She wants to talk to Norman. ______ (B) Norman doesn't study much himself. 13. ______ (A) There's not enough wind to go sailing today. ______ (B) It won't be too hard to learn to sail. 14. ______ (A) Lend him some money. ______ (B) Give him some help. 15. ______ (A) They'll all pay for the gasoline. ______ (B) Gasoline is very inexpensive. 16. ______ (A) She doesn't think the man is telling the truth. ______ (B) She was surprised to see the snow. UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH | 84 SET C by heart call it a day come around go without saying ring a bell slowly but surely take a lot of nerve take into account 17. ______ (A) She seems too nervous. ______ (B) She took a bold approach. 18. ______ (A) He doesn't want to do any more painting today. ______ (B) He'll phone the woman later today. 19. ______ (A) She spoke the lines in an emotional way. ______ (B) She's memorized all the lines 20. ______ (A) At some point, they'll agree to let her go. ______ (B) They'll come with her to Alaska. 21. ______ (A) Rob Martin hasn't called him yet. ______ (B) He doesn't think Rob Martin was on the team. 22. ______ (A) He didn't count his money carefully. ______ (B) He forgot about the tax. 23. ______ (A) She's making steady progress. ______ (B) She thinks the work is going too slowly. 24. ______ (A) Of course she was sorry that Molly left. ______ (B) Molly left without saying goodbye. PART III Focus: Using the context of dialogs to understand the meaning of idioms. Directions: Listen to the following dialog. Decide which of the choices (A), (B), or (C) that best answers the question about the dialog and mark the appropriate answer. ))) Now start the audio. 1. ______ (A) Go to work with Jim. ______ (B) Go out for coffee. ______ (C) Get some exercise. UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH | 85 2. ______ (A) If the woman will go to the party with him. ______ (B) If the red tie looks good with his shirt. ______ (C) If he should wear a tie to the party. 3. ______ (A) She missed Friday's class, too. ______ (B) They both missed class because they went sailing. ______ (C) He should take better notes during Professor Morrison's class. 4. ______ (A) He cut himself while he was preparing food. ______ (B) He doesn't want to work in a restaurant. ______ (C) He's planning to open up his own restaurant. 5. ______ (A) He wants to know if the woman is joking. ______ (B) He wants the woman to leave him alone. ______ (C) He'd like to know what the quiz will be about. 6. ______ (A) The program was canceled. ______ (B) The shuttle was launched yesterday. ______ (C) The launch was delayed. 7. ______ (A) She stood up and left the lecture. ______ (B) She was waiting outside the lecture hall. ______ (C) Her sweater made her easy to spot. 8. ______ (A) He deserved to get a ticket. ______ (B) He was going to a good restaurant. ______ (C) He probably wasn't speeding. 9. ______ (A) He'll be glad to help. ______ (B) If he helps, it will save the man some money. ______ (C) He won't be very cooperative. 10. ______ (A) It's about buying large real estate properties. ______ (B) There are too many students in his class. ______ (C) In general, he likes his real estate class. 11. ______ (A) The man didn't get Jill a watch. ______ (B) The weather will be cool on graduation day. ______ (C) Jill won't be graduating. 12. ______ (A) She ordinarily works in a florist shop. UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH | 88 "Yes, but she's actually _____ _____. She found a more interesting job with a higher salary." 6. _____ _____ _____, Carlos is very punctual, but he sure was late tonight. 7. My car _____ _____ last week, and I had to take the bus to work until it was repaired. 8. I was taking a quiet walk last night when, _____ _____ _____ _____, there was a loud explosion. 9. Kent is _____ _____ fail that class if he doesn't start studying. 10. They _____ _____ their children to be honest. 11. There were a Jew things I didn't like about Professor Wong's class, but _____ _____ _____ I enjoyed it. 12. "I think Matthew was cheating on that quiz." "That doesn't _____ _____. Why should the best student in the class cheat?" 13. "Can I have another sandwich'" "Sure, _____ _____ _____. I made plenty." 14. Actors and actresses must know their lines _____ _____ 15. If you don't want to talk about this problem, why did you _____ it _____? 16. Many accidents are _____ _____ by carelessness. 17. Their team won the game, but they _____ _____ _____ dominated it. It was a very close game. 18. "What a boring party. No one is talking to one another." "Maybe we should put on some music and start dancing. That might _____ _____ _____.” 19. "Have you studied Spanish before?" "Yes, but it's been years since 1 took a Spanish class, so I'll need to _____ _____ _____ it before I go to Venezuela." 20. "You're taking five classes this term?" "Yes, and I'm having trouble getting caught up. I'm afraid I _____ _____ _____ _____ I _____ _____ this time.” 21. "You're all packed and ready to go, I see." "I could leave _____ _____ _____ _____ _____ _____.” UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH | 89 22. "Do you know what the name of this street is?" “_____ _____. This is the first time I've ever been in this town." 23. "How's that biology class you’re taking?" "So far, it's been _____ _____. We’ve just been going over things I studied last semester." 24. "What time did the party _____ _____ last night?" "I don't know. It was still going on when I went home." 25. "I was awfully nervous when I gave that speech." "Really? You hid it well. 1 thought you were completely _____ _____.” D. REFERENCES Rogers, Bruce. 2011. The Complete Guide to the TOEFL Test PBT Edition. USA: Heinle Cengage Learning UNIVERSITAS PAMULANG INTERMEDIATE ENGLISH 90 MEETING 12 LISTENING – LONG CONVERSATION: Who, What, Where, When, Why, and How A. LEARNING OBJECTIVES In this meeting, students will learn about Who, Where, When, Why, and How in long conversation. At the end of the lesson, students are expected to be able to: 1. understand what long conversation is. 2. understand how to answer the questions after long conversation. 3. answer the questions about who, where, when, why, and how after long conversation. B. MATERIAL DESCRIPTION Before we get started, it is better to discuss what long conversation means. Long conversation is consists of longer conversations between a man and a woman or (sometimes) between two men or two women. Each conversation lasts from thirty to ninety seconds. It is preceded by brief introductory comments. After each of the conversations, there are from three to five questions. The questions are separated by a twelve-second pause. You must decide which one of the four answer choices in your test book is the best answer for the question, then mark that answer on your answer sheet. The Introductory Comments These comments tell you which questions the conversation refers to and provide some brief information about the conversation: "Questions 31 to 34: Listen to two students talk about their psychology class." "Questions 31 to 35: Listen to a conversation about plans for a class trip." "Questions 35 to 38: Listen to two friends discussing a performance that they attended." "Questions 36 to 39: Listen to a conversation in a student housing office."