Problems with Nouns

1. Use the correct Singular or Plural Noun

Singular Nouns Keywords : each, every, single, one, a
e.g.: Every receipt must be removed from the cashiers drawer and tallied.
Plural Nouns Keywords : both, two, many, various, several
e.g.: The woman found it difficult to believe that both of the pieces of jewelry had
disappeared.
2. Distinguish countable and uncountable noun
Countable Noun : Many, number, few, fewer
e.g.: I buy many apples.
Uncountable Noun : much, amount, little, less
e.g.: I buy much fruit.
3. Recognize irregular plural of nouns
Irregular Plurals : Man/Men, Foot/ feet, Mouse/mice, Child/children, Ox/Oxen,
diagnosis/diagnoses, crisis/crises, Curriculum/curricula, datum/data, alumnus/alumni,
Stimulus/Stimuli
4. Distinguish the person from the thing
Example :
Ralph Nader is an authorization in the field of consumer affairs.
There are many job opportunities in accountant

Problems with adverbs and adjectives

1. Use basic adjectives and adverbs correctly
The function of adjective : To describe nouns or pronouns
e.g.: She is beautiful woman.
The function of adverbs : To describe verbs, adjectives, or other adverbs
e.g.: She sings beautifully.
2. Position adjectives and adverbs correctly
Adjective must come before nouns or pronouns it describes;
Adjective must not come directly after nouns or pronouns it describes;
e.g.: The information important is on the first page. (false)
The important information is on the first page. (true)
Adverbs may be used in many positions;
Adverbs may not be used between a verb and its object.
e.g.: He has taken recently an English course. (false)
He has recently taken an English course. (true)
3. Use adjectives after linking verbs
Linking verbs terdiri dari: verb of sensation (feel, look, smell, sound, taste) dan verb of
being (act, appear, be, become, continue, grow, prove, remain, seem, dan turn).
Linking verb adalah kata kerja yang menghubungkan subject dengan informasi atau
deskripsi tentang subject tersebut (subject complement berupa noun, adjective,
atau adverb). Berbeda dengan main verb yang dapat menunjukkan aksi/tindakan, kata ini

hanya sebagai penghubung. Dengan demikian kata kerja ini selalu intransitive karena
tidak ada direct object yang menerima aksi. Setelah linking verb diikuti adjective.
e.g.: She looks nice.
4. Recognize ly adjectives
Costly likely daily quarterly northerly
Early lively hourly weekly easterly
Friendly lonely monthly yearly southerly
Kindly manly nightly lovely westernly
5. Use predicate adjectives correctly
Certain adjectives appear only in the predicate of the sentence; that is, they appear
after a linking verb such as be, and they cannot appear directly in front of the nouns
that they describe.
Predicate Adjectives
Predicate Adjectives
Forms Used In Front Of A Noun
Alike
Like, similar
Alive
Live, living
Alone
Lone
Afraid
Frightened
asleep
sleeping
e.g.: The frog on the rock was alive.
The live frog was lying on the rock.
6. Use ed and in adjectives correctly
-ed and -ing Adjectives
Type
Meaning
Use
Example
-ing
active
It does the action of ... The happily
the verb
playing children ...
(the children play)
-ed
passive
It receives the action ... The frequently
of the verb
played record ...
(someone plays the
record)
e.g.: The teacher gave a quiz on the just completed lesson.
They thought that it had been a very satisfying dinner.

Comparative, superlative
AsAs Comparison
As ... as is used to say that the two parts of a comparison are equal or the same in some
way.
a. as + objective +as (e.g.: Tina is as old as Sam)
b. as + adverb + as (e.g.: Mike came as quickly as he could)
Negative form: not as ... as. Quite and nearly are often used with the negative.
d. not quite as ... as = a small difference (e.g.: Ted is not quite as old as Tina; Ted is 20
and Tina is 21)
e. not nearly as ... as = a big difference (e.g.: Amy is not nearly as old as Tina; Amy is 5

and Tina is 21.)

Common modifiers of as .... as are just (meaning exactly) and nearly/almost.
f. Sam is just old as Tina
g. Ted is nearly/almost as old as Tina
Comparative and superlative
The comparative compares this/these to that/those. Form: -er or more. A comparative
followed by than.
e.g.: A is older than B.
Ed is more generous than his brother.
The superlative compares one part of a whole group to all the rest of the group. Form:
-est or most. A superlative begins with the.
e.g.: A woman in Turkey claims to be the oldest person in the world.
Ed is the most generous person in his family.
Comparison with less..than and not as..as
The opposite of -er/more is expressed by less or not as ... as. They have the same
meaning. Less (not as ... as) is used with adjectives and adverbs of more than one
syllable.
e.g.: A pen is less expensive than a book.
A pen is not as expensive as a book.
Only not as ... as (not less) is used with one-syllable adjectives or adverbs.
e.g.: A pen is not as large as a book.
Repeating and double comparatives
Repeating a comparative gives the idea that something becomes progressively greater,
i.e., it increases in intensity, quality, or quantity.
e.g.: Because he was afraid, he walked faster and faster.
Life in the modern world is becoming more and more complex.
A double comparative has two parts, both parts begin with the. The second part of the
comparison is the result of the first part.
e.g.: The harder you study, the more you will learn.
The older he got, the quieter he became.
The more, the merrier, and the sooner, the better are two common expressions.
e.g.: Should we ask Jenny and Jim to the party too? Yes. The more, the merrier.
When should we leave? The sooner, the better.
Superlative
Typical completions when a superlative is used:
Superlative + in a place (the world, this class, my family, etc) (e.g. Tokyo is one of the
largest cities in the world)
Superlative + adjective clause (e.g. David is the most generous person I have ever
known)
Superlative + of all (e.g. I have three books, these two are quite good, but this one is the
best of all)
The least has opposite meaning of the most. (e.g. I took four final exams, the final in
accounting was the least difficult of all)
Notice the pattern with one of: one of + plural noun (+ singular verb)
e.g.: One of the best students in this class is Ali.
Using the same, similar, different, like, alike

The same, similar, and different are used as adjectives. The always precedes same.
e.g.: John and Mary have similar/the same/different books.
The same is followed by as (e.g. This book is the same as that one)
Similar is followed by to (e.g. This book is similar to that one)
Different is followed by from (e.g. This book is different from that one)
A noun may come between the same and as (e.g. She is the same age as my mother)
Notice: Noun + be like + noun (e.g. My pen is like your pen)
Noun and noun + be alike (e.g. My pen and your pen are alike)
In addition to following be, like also follows certain verbs, primarily those dealing with
the senses (looks, sounds, feels, smells, tastes, acting, seems). (e.g. It looks like rain)
Alike may follow a few verbs other than be (look, think, act, talk, are + V2). (e.g. The
twins look alike; The little boys are dressed alike)

Present, past, future, present perfect, past perfect

Present
The simple present expresses daily habits or usual activities. (e.g. Ann takes a shower
every day)
The simple present expresses general statements of fact. (e.g. The earth revolves
around the sun)
In sum, the simple present is used for events or situations that exist always, usually,
or habitually in the past, present, and future.
The present progressive expresses an activity that is in progress (is occurring, is
happening) right now. The event is in progress at the time the speaker is saying the
sentence. The event began in the past, is in progress now, and will probably continue
into the future. (Form: am, is, are + -ing)
Static verbs:
Know
wish
own
Need
Suppose
see
Have
prefer
hear
Mean
remember
like
Realize
understand
love
smell
Sound
appear
want
Believe
belong
taste
Hate
forget

Past
The simple past is used to talk about activities or situations that began and ended in
the past. (e.g., yesterday, last night, two days ago, in 1990) (e.g. Mary walked
downtown yesterday)
Most simple past verbs are formed by adding -ed to a verb. (e.g. Bob stayed home
yesterday morning)
Some verbs have irregular past forms. (e.g. I ate breakfast this morning; Sue took a
taxi to the airport)
The past progressive expresses an activity that was in progress (was occurring, was
happening) at a point of time in the past (e.g., when Tom came). Form: was, were +
-ing. (e.g. I sat down at the dinner table at 6:00 P.M. yesterday. Tom came to my
house at 6:10 P.M. I was eating dinner when Tom came.)
When = at that time (e.g. When the phone rang, I was sleeping)
While = during that time (e.g. The phone rang while I was sleeping)
When two actions are in progress at the same time, the past progressive can be used
in both parts of the sentence (e.g. While I was doing my homework, my roommate
was watching TV)
Used to expresses a past situation or habit that no longer exist at present. Form: used
to + the simple form of a verb. (e.g. I used to live with my parents. Now I live in
my own apartment)
Question form: did + subject + used/use to (e.g. Did you used/use to live in Paris?)
Negative form: did not use to/never used to (e.g. I did not use to drink coffee at
breakfast; I never used to drink coffee at breakfast, but now I always have coffee in
the morning)
Past perfect. Form: had + V3/been + C/O. Additional verb: for (duration), since
(starting time), ever, just, already, yet, before, after.
For and since all followed by past time
Past perfect progressive, is used to show that something started in the past and
continued up until another time in the past. Form: had + been + being + C/O.
Future
Be going to and will are used to express future time. Be going to is used to
expressing about exact time, will is used to expressing about plan. (e.g. I am going to
leave at nine tomorrow morning; Marie will be at the meeting tonight)
The present progressive can be used to express future time. The present progressive
describes definite plans for the future, plans that were made before the moment of
speaking. A future meaning for the present progressive is indicated either by future
time words (e.g. tomorrow) or by the situation. (e.g. Ann is flying to Chicago next
week)
The present progressive is not used for predictions about the future.
The simple present can express future time when events are on a definite schedule or
timetable. Only a few verbs are used in the simple present to express future time. The
most common are arrive, leave, start, begin, end, finish, open, close, be. (e.g. My

plane arrives at 7:35 tomorrow evening)

Most verbs cannot be used in the simple present to express future time. For example,
the verb wear does not express an event on a schedule or timetable. It cannot be used
in the simple present to express future time.
Present perfect
The present perfect expresses activities or situations that occurred (or did not occur)
before now, at some unspecified time in the past. (e.g. Jim has already eaten lunch)
The present perfect expresses activities that were repeated several or many times in
the past. The exact time are unspecified. (e.g. Pete has eaten at that restaurant many
times)
The simple past expresses an activity that occurred at a specific time (or times) in the
past (e.g. I finished my work two hours ago)
The present perfect expresses an activity that occurred at an unspecified time (or
times) in the past (e.g. I have already finished my work)
The present perfect progressive expresses the duration (the length of time) an activity
is in progress. Time expressions with since and for are used with the present perfect
progressive. (e.g. I have been sitting in class for 45 minutes/since 9 oclock)
Non-action verbs (e.g., know, like, own, belong) are not used in any progressive
tenses.
The present perfect is used to express repeated actions in the past. The present perfect
progressive is used to express the duration of an activity that is in progress.
With some verbs duration can be expressed by either the present perfect or the
present perfect progressive. They have essentially the same meaning.
Often either tense can be used with verbs that express the duration of usual or
habitual activities/situations (things that happen daily or regularly). e.g. Live, work,
teach.

Passive voice
I eat bakso -> Bakso is eaten by me.
After I had eaten soto, I eat noodle -> After soto had been eaten by me, noodle was
eaten by me.
Some sentences can not be changed into passive form (e.g. When I was sleeping,
students slept => intransitive sentences)

Reading comprehension
Major types of question
1. Main idea
Refers to the passage as a whole, not to some segment or part. Typically found in the
first paragraph (sentence 1-3)

2. Supporting ideas
3. Drawing inference
Ask about ideas that are explicitly stated in the passage.
4. Specific details
Asked about specific facts/details the author has stated explicitly in the passage.
5. Applying information from the passage to other situations
6. Determining the meaning of words from the context
Shortcut to answer reading comprehension question
1. Answer passages with familiar subject matter first
2. Read the question first, then the passage
3. Read all the answer alternatives
4. Learn to identify the major question types
5. Pray and hardwork

Question Tag
Rules:
Positive statement, negative tag?
E.g.: Snow is white, isnt it?
Negative statement, positive tag?
E.g.: You dont want to lose me, do you?
Note:
Never, seldom, rarely, hardly, nothing, nobody, none, neither, few/little are
talking negative meaning, therefore the tag must be positive
Nothing, something, everything, anything are considered singular, therefore the
substituting pronouns must be it.
No one, some, nobody, everybody, everyone, anyone are all considered plural,
therefore the substituting pronouns must be they.

Causative
S + have/has/had, Let/lets, Make/makes/made, Get/gets/got + object + V1(active)/
V3(passive)
Note:
All verbs are in basic form, no prefixes nor suffixes
Verb 1 is used for active
Verb 3 is used for passive
Exception: get -> active -> to + verb 1
Examples:
I have my brother apply for that prestigious scholarship
Yesterday, maria made her old laptop repaired at the gadget store

 Mr. Kusmanadji let the students prepare their final paper in English
The teacher get the students to finish their paper at home
Last night, irma get the report taken by her staff

Conditional Sentences
1. Form 1 : If + Simple present, I + will + V1
Possiblity:
E.g.: if I study harder for the final, I will get A for English class
2. Form 2 : If + Simple past, I + would + V1
Possibility:
E.g: if I found the key, I would go to Bintaro Plaza
3. Form 3 : If + Past perfect, I + would + have + V3
Possibility: O
E.g.: if Mr. Joko had not been a president, I would have been happier

Indirect Speech/Statement
There are some important things to be taken into account in forming an indirect
speech/statement. The things include the reporting verbs, the tenses changes, the pronoun
changes, and the adverb changes. Reporting verbs are crucial since they determine
whether the subordinate clause will be change. In general, if the reporting verbs are in
the present form, it is not necessary to alter the tenses of the subordinate clause.
However, if the reporting verbs are in the past form then there will be changes in the
subordinate clause.
Form: reporting verb (that) + tenses, pronoun, adverb changes
Tenses changes in reported speech
DIRECT SPEECH
Simple present
Present progressive
Past progressive
Present perfect
Present perfect progressive
Past perfect
Past perfect progressive
Future (will)
Future progressive
Pronoun changes in reported speech
DIRECT SPEECH

INDIRECT SPEECH
Simple past
Past progressive
Past perfect progressive
Past perfect
Past perfect progressive
Past perfect
Past perfect progressive
Conditional (would)
Past future progressive

INDIRECT SPEECH

I, my, me
You, your
You, your
We, our, us
Adverb changes in reported speech
DIRECT SPEECH
Now
Last (year, month, week, ...)
Yerterday
Tomorrow
Next (year, month, week, ...)
This
That
These
Those
Here
There

He/she, his/her, him/her

I, my/our, me/us
They, their, them
They, their, them

INDIRECT SPEECH
Then
The (year, month, week, ...) before
The previous (year, month, week, ...)
The day before
The previous day
The next day
The following day
The (week, month, year, ...) after
The following (year, week, month, ...)
That
That
Those
Those
There
there

Examples:
Frank declared: I am thinking about moving
Frank declared that he was thinking about moving
She said: I have just seen an old friend of mine
She said that she had just seen an old friend of hers
He asked: Paul, how long have you been studying English?
He asked Paul how long he had been studying English
Anna declared: I will be announcing my engagement next month
Anna declared that she would be announcing her engagement the following month
He says the test is difficult
She has said that she watches TV every day
Jack will say that he comes to school every day
Indirect/reported command/order/request
Form: inperative reporting verb + object + to /not to + V1
E.g.:
He warned us to come early to the meeting
They instruct us to finish our paper soon
Prof. Schmit demanded us not to forget to keep working on our project
Indirect/reported question

Form: imperative reporting verb + noun/pronoun + if/whether (yes/no question) +

subject + predicate
E.g.:
He asked if I knew the name of the participants
Form: imperative reporting verb + noun/pronoun + what/when/why/where/who/how
(wh- question) + subject + predicate
E.g.:
She doesnt know where the boss had gone for the past three days

Dependent Clause
Noun/nominal clause
A noun clause is an entire clause that takes the place of a noun in another clause or
phrase. Like a noun, a noun clause acts as the subject or object of a verb or the object of a
preposition. Noun/nominal clauses may begin with interrogatives:
Who
Whomever
Whom
Whatever
What
When
Which
Where
Whoever
How
Why

Form:
Noun/nominal clause (subj + V/ to be + O/C) + Verb/to be + Obj/Comp
Or
Subject + Verb/to be + noun/nominal clause (subj + V/ to be + O/C)
Example:
That george learned how to swim is a miracle
Whether fred can get a better job is not certain
We didnt know billy would jump
Can you tell me if fred is here?
The truth is billy was not very smart

Adjective clause
An adjective clause is a dependent clause which takes the place of an adjective in another
clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun. The
words used in adjective clause include who, which, that, whose, whom, where, when.
Form:
Subject + Adj. Clause + Verb/to be + Obj/Comp
Subject + Verb/to be + Adj. Clause + Obj/Comp
Subject + Verb/to be + Obj/Comp + Adj. Clause
Example:
People who are living in glass houses should not throw stones
Mary applied for a job that was advertised in the paper
The building where he works is new
The girl whose mother won the lottery is excited
Yesterday I met Rina to whom I fell in love with two years ago

Adverb clause
An adverb clause begins with a subordinating conjunction (such as if, when, because,
although) and includes a subject and predicate.
There some subordinative conjunction often used in adverb clause. Those conjunction
define time, place, cause and effect, contrast, and condition.
Time:
After, before, when, while, as, by the time, whenever, since, until, as soon as, once,
as long as
Place:

Where, in which, on which

Cause and effect:
Because, now that, as, as long as, in as much as, so (that), in order that
Contrast:
Although, even though, though, whereas, while
Condition:
If, unless, only if, whether or not, even if, providing (that), provided (that), in case,
in the event (that)
Form:
Subject + Verb/To be + Obj/Comp + Adverb Clause
Adverb Clause + Subject + Verb/To be + Obj/Comp
Example:
After he took lessons, george could swim well
Billy drowned because he couldnt swim
Although he isnt interested in food, fred works as a cook
You must practice if you want to write well
Although jay has a masters degree, he works as a store clerk.

Reduced adjective clause

Adjective clauses can be reduced to phrases. The relative pronoun must be the subject
of the verb in the adjective clause. Adjective clauses can be reduced to phrases in two
different ways depending on the verb in the adjective clause. The first one is by
substituting the relative pronoun of the adjective clause with bare V-ing for the predicate
(for active meaning sentence). The second option is by substituting the relative pronoun
of the adjective clause with bare V3 for the predicate (for passive meaning sentence).
Illustration:
Rita who works as a secretary at that multinational company is friendly girl
Active : Rita working as a secretary at that multinational company is friendly girl
Rita who is known as the best secretary at that company is friendly girl
Passive: Rita known as the best secretary at that company is friendly girl
Other examples:
Children playing in the streets may get run over
Students not practicing their English during class time today will be punished
The books lying on the floor are mine

Gerund and Infinitive

Gerund
Gerund may function as subject and object. It may also follow adjective, preposition, and
noun. Gerund is always singular and is followed by third person singular singular form of
the verb when it is places as subject. It is also common to find gerund following go

expression. Since gerund is a noun, it can also be placed as object of possesive adjective
pronoun.

Infinitive
Infinitive (to+V1) can be used both as subject and object.there are some verbs that can be
followed by an infinitive directly but there are also some other verbs which need an
object before the infinitive. To form the negative infinitive, simply place not before the
infinitive. However, the most important thing to remember is that the negative infinitive
sentence may have a very different meaning from a sentence with a negative main verb.