SHARING BLOG AND ENGLISH MATERIAL

2012-06-14T11:00:00.000+07:00

You can explore this blog by clicking the dropdown menu above (trick and tips, developing skill, english for SMK, SMU, SMP, Download, and College)

anda bisa menjelajahi blog ini dengan mengklik menu dropdown diatas (trick-tips, developing skill, english for smk, sma, smp, download and college)

TRICK N TIPS CONTAIN A LOT OF USEFUL TRICK AND TIPS ABOUT INTERNET AND COMPUTER (berisi banyak trik dan tips tentang internet dan komputer)
DEVELOPING SKILL CONTAIN ABOUT FIVE SKILL TO LEARNING ENGLISH. (berisi tentang skill-skill yang dibutuhkan untuk belajar english)
ENGLISH SMK CONTAIN ENGLISH LEARNING MATERIALS SMK. IF YOU TAKE SCHOOL AT SMK CHOOSE THIS SECTION INCLUDE FIRST, SECOND, AND THIRD GRADE MATERIAL AND A BONUS NATIONAL EXAMINATION (UN) (berisi materi bahasa inggris untuk smk. didalamnya terdiri dari tiga kelas 1,2,3 dan bonus materi ujian nasional (UN)
ENGLISH SMA CONTAIN ENGLISH LEARNING MATERIALS SMA. IF YOU TAKE SCHOOL AT SMA CHOOSE THIS SECTION INCLUDE FIRST, SECOND, AND THIRD GRADE MATERIAL AND A BONUS NATIONAL EXAMINATION (UN) (berisi materi-materi bahasa inggris untuk sma. didalamnya terdiri dari tiga kelas 1,2,3 dan bonus materi ujian nasional (UN)
ENGLISH SMP CONTAIN ENGLISH LEARNING MATERIALS SMP. IF YOU TAKE SCHOOL AT SMP CHOOSE THIS SECTION INCLUDE FIRST, SECOND, AND THIRD GRADE MATERIAL AND A BONUS NATIONAL EXAMINATION (UN) (berisi materi bahasa inggris untuk smp. pilih bagian ini jika anda bersekolah di smp, didalamnya termasuk materi kelas 1,2,3 dan bonus berupa materi ujian nasional (UN)
DOWNLOAD IS A SECTION CONTAIN A LOT OF THING SUCH AS SOFTWARE, MUSIC, FILM, AND GAME (berisi banyak master-master software, music, film, dan game)
COLLEGE CONTAIN ENGLISH COLLEGE MATERIAL ESPECIALLY IN ENGLISH COURSE (tempat yang berisi materi-materi perkuliahan terutama jurusan bahasa inggris)

(ps: this blog is still in maintenance process, so there are exist some missing link in the page)

(nb: blog ini masih dalam proses penyusunan sehingga masih ada bagian yang belum terisi )

2012-05-12T12:14:00.001+07:00

Rpp untuk SMK
Rpp bahasa Inggris Kelas 1
Rpp bahasa Inggris kelas 2
Rpp bahasa Inggris kelas 3

Rpp bahasa inggris smk

2012-05-12T11:30:00.000+07:00

contoh dari rpp untuk smk

RENCANA PROGRAM PEMBELAJARAN

(RPP)

SMK PELITA SALATIGA

NOMOR 1

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X / 2

Pertemuan ke : 1- 10

Waktu : 22 X 45 menit

Standar Kompetensi : Berkomunikasi dengan bahasa Inggris setara Level novice

Kompetensi Dasar : 1.5 Menjelaskan secara sederhana kegiatan yang sedang terjadi

Indikator :

1. Peristiwa yang sedang terjadi diceritakan dengan tepat sesuai dengan waktu dan tempat kejadian

2. Pernyataan dengan menggunakan “there is/ are” disampaikan dengan tepat sesuai dengan waktu dan tempat kejadian

3. Pertanyaan tentang peristiwa yang sedang terjadi disampaikan dengan tepat

4. Pengungkapan perasaan/ pendapat tentang peristiwa yang sedang terjadi disampaikan dengan tepat

A. Tujuan pembelajaran :

1. Siswa dapat menceritakan peristiwa yang terjadi dengan tepat sesuai dengan waktu dan tempat kejadian

2. Siswa dapat menyampaikan pernyataan dengan menggunakan “there is/ are” dengan tepat

3. Siswa dapat menyampaikan pertanyaan tentang peristiwa yang sedang terjadi

4. Siswa dapat mengungkapkan perasaan/ pendapat tentang peristiwa yang sedang terjadi dengan tepat

B. Materi Pembelajaran:

1. Words and expressions used in the context of telling or describing events.

· The students are cleaning the floor

· When you arrive, the guest will be travelling around the city

2. Grammar

· Present Continuous, Future Continuous

3. Prepositions: in, on, at, under, etc

· There is a napkin on the table

4. Sentences using “there + be”

5. Question about event

· How/ When did it happen?

6. Expressions of feeling/ opinions concerning an event

· I was very shocked to learn about the number of the victims

C. Metode Pembelajaran:

· Ceramah

· Diskusi

· Tanya jawab

· Tugas

D. Langkah-langkah Kegiatan Pembelajaran :

Pertemuan ke 1+2 (4x45menit): Present Continuous Tense

No	Alokasi Waktu	Kegiatan Guru	Kegiatan Siswa	Ket
1. 2. 3.	10 Menit 70 Menit 10 Menit	Kegiatan Awal 1. Guru memberikan salam kepada murid 2. Guru mengecek situasi dan peralatan di dalam kelas 3. Guru membaca presensi siswa 4. Guru mereview materi yang lalu (expression used in describing event) Kegiatan Inti 1. Bertanya jawab untuk menemukan suatu konsep present perfect tense “s + to be (is, am, are)+ verb ing+ object” (elaborasi) 2. memberi kesempatan untuk berpikir, menganalisis, menyelesaikan soal present continuous tense (elaborasi) 3. Guru memberikan beberapa kata-kata, gambar yang berhubungan dengan materi present continuous tense Kegiatan Akhir 1. Menyimpulkan materi present perfect tense (konfirmasi) 2. memberikan konfirmasi terhadap hasil eksplorasi dan elaborasi peserta didik (konfirmasi) 3. guru menutup pelajaran dengan salam	Kegiatan Awal: 1. Murid menjawab salam guru 2. Siswa memperkenalkan diri dan menjawab presensi siswa 3. Siswa berpartisipasi tentang materi Kegiatan inti 1. Mendengar informasi tentang present continuous tense. (eksplorasi) 2. Mengidentifikasi pola present continuous tense benar (elaborasi) 3. Mengerjakan soal-soal tentang Present continuous Tense: matching picture with sentences (listening, writing) 4. Dialog berisi Present continuous Tense (speaking) 5. Completing passage (writing) Kegiatan akhir 1. Mendengarkan kesimpulan tentang present continuous tense (konfirmasi)

Pertemuan ke 3+4 (4x45menit): Present Future Continuous tense

No	Alokasi Waktu	Kegiatan Guru	Kegiatan Siswa	Ket
1. 2. 3.	10 Menit 70 Menit 10 Menit	Kegiatan Awal 1. Guru memberikan salam kepada murid 2. Guru mengecek situasi dan peralatan di dalam kelas 3. Guru membaca presensi siswa 4. Guru mereview materi sebelumnya Kegiatan Inti 1. Bertanya jawab untuk menemukan suatu konsep Present Future continuous Tense “ S+ tobe (is, am, are) + Ving + O (elaborasi) 2. memberi kesempatan untuk berpikir, menganalisis, menyelesaikan kalimat kata berbentuk Present Future Continuous Tense 3. memfasilitasi peserta didik untuk menyajikan hasil kerja individual maupun kelompok berupa soal-soal Present Future Continuous Tense. (elaborasi) Kegiatan Akhir 1. Menyimpulkan materi Present Future Continuous Tense (konfirmasi) 2. memberikan konfirmasi terhadap hasil kerja peserta didik (konfirmasi) 3. menjawab pertanyaan dari siswa (konfirmasi) 4. guru menutup pelajaran dengan salam	Kegiatan Awal: 1. Murid menjawab salam guru 2. Siswa memperkenalkan diri dan menjawab presensi siswa 3. Siswa berpartisipasi dalam membuka wawasan tentang materi Kegiatan inti 1. Mendengar informasi tentang Present Future Continuous Tense (eksplorasi) 2. Berdiskusi tentang Present Future Continuous Tense (eksplorasi) 3. Mengerjakan soal-soal tentang Present Future Continuous Tense: matching picture with sentences (listening, writing) 4. Dialog berisi Present Future Continuous Tense (speaking) 5. Completing passage (writing) Kegiatan akhir 1. Mendengarkan kesimpulan, bertanya tentang Present Future Continuous Tense

Pertemuan ke 5+6 (4x45menit): preposition (in, on, at, under, below, etc)

No	Alokasi Waktu	Kegiatan Guru	Kegiatan Siswa	Ket
1. 2. 3.	10 Menit 70 Menit 10 Menit	Kegiatan Awal 1. Guru memberikan salam kepada murid 2. Guru mengecek situasi dan peralatan di dalam kelas 3. Guru membaca presensi siswa 4. Guru memberikan beberapa kalimat yang berhubungan dengan materi preposition Kegiatan Inti 1. Bertanya jawab untuk menemukan suatu konsep penggunaan preposition 2. Memberi penjelasan tentang preposition (in, on, at, under, etc) 3. memberi kesempatan untuk berpikir, menganalisis, menyelesaikan soal yang berisi preposition (in, on, at, under, etc) (elaborasi) 4. memfasilitasi peserta didik untuk menyajikan hasil kerja individual maupun kelompok. (elaborasi) Kegiatan Akhir 1. Menyimpulkan materi preposition (in, on, at, under, etc (konfirmasi) 2. memberikan konfirmasi terhadap hasil eksplorasi dan elaborasi peserta didik (konfirmasi) 3. menjawab pertanyaan dari siswa (konfirmasi) 4. guru menutup pelajaran dengan salam	Kegiatan Awal: 1. Murid menjawab salam guru 2. Siswa memperkenalkan diri dan menjawab presensi siswa 3. Siswa berpartisipasi dalam membuka wawasan tentang materi Kegiatan inti 1. Mendengar informasi tentang preposition (eksplorasi) 2. Berdiskusi tentang preposition (in, on, at, under, etc) (eksplorasi) 3. Mengerjakan soal-soal tentang preposition (in, on, at, under, etc): matching picture and sentences (listening, writing) 4. Completing passage (writing) 5. Dialog about preposition (speaking) Kegiatan akhir 1. Mendengarkan kesimpulan tentang adjectives materi preposition (konfirmasi)

Pertemuan ke 7, 8 (4x45menit): Describing location by using” There is, There are”

No	Alokasi Waktu	Kegiatan Guru	Kegiatan Siswa	Ket
1. 2. 3.	10 Menit 70 Menit 10 Menit	Kegiatan Awal 1. Guru memberikan salam kepada murid 2. Guru mengecek situasi dan peralatan di dalam kelas 3. Guru membaca presensi siswa 4. Guru membuka wawasan yang berhubungan dengan materi Kegiatan Inti 1. Bertanya jawab untuk menemukan suatu konsep describing location using “there is/ there are” (elaborasi) 2. Menjelaskan bentuk/pattern dari “there is, there are” 3. memberi kesempatan untuk berpikir, menganalisis, menyelesaikan adjective set expression (elaborasi) 4. memfasilitasi peserta didik untuk menyajikan hasil kerja individual maupun kelompok. (elaborasi) Kegiatan Akhir 1. Menyimpulkan materi describing location using “there is, there are” (konfirmasi) 2. memberikan konfirmasi terhadap hasil eksplorasi dan elaborasi peserta didik (konfirmasi) 3. menjawab pertanyaan dari siswa (konfirmasi) 4. guru menutup pelajaran dengan salam	Kegiatan Awal: 1. Murid menjawab salam guru 2. Siswa memperkenalkan diri dan menjawab presensi siswa 3. Siswa berpartisipasi dalam membuka wawasan tentang materi Kegiatan inti 1. Mendengar informasi tentang konsep describing location using “there is, there are”. (listening) 2. Dialog yang berisi describing location using”there is, there are” (speaking, reading) 3. Mengerjakan soal-soal tentang describing location (writing) Kegiatan akhir 1. Mendengarkan kesimpulan tentang describing location using “there is, there are” (konfirmasi)

Pertemuan ke 9, 10 (4x45 menit: WH question)

No	Alokasi Waktu	Kegiatan Guru	Kegiatan Siswa	Ket
1. 2. 3.	10 Menit 70 Menit 10 Menit	Kegiatan Awal 1. Guru memberikan salam kepada murid 2. Guru mengecek situasi dan peralatan di dalam kelas 3. Guru membaca presensi siswa 4. Guru membuka wawasan siswa dengan situasi yang berhubungan dengan materi Kegiatan Inti 1. Bertanya jawab tentang WH question (elaborasi) 2. Menjelaskan fungsi, bentuk WH question 3. memberi kesempatan untuk berpikir, menganalisis, menyelesaikan WH question (elaborasi) 4. memfasilitasi peserta didik untuk menyajikan hasil kerja individual maupun kelompok. (elaborasi) Kegiatan Akhir 1. Menyimpulkan materi WH question (konfirmasi) 2. memberikan konfirmasi terhadap hasil eksplorasi dan elaborasi peserta didik (konfirmasi) 3. menjawab pertanyaan dari siswa (konfirmasi) 4. guru menutup pelajaran dengan salam	Kegiatan Awal: 1. Murid menjawab salam guru 2. Siswa memperkenalkan diri dan menjawab presensi siswa 3. Siswa berpartisipasi dalam membuka wawasan tentang materi Kegiatan inti 1. Mendengar informasi tentang WH question (eksplorasi) 2. Berdiskusi, bertanya tentang WH question (eksplorasi) 3. Mengulang kata tentang WH question (speaking, listening) 4. Membaca artikel yang berhubungan dengan WH question (reading) 5. Mengerjakan soal-soal tentang WH question (writing) Kegiatan akhir 1. Mendengarkan kesimpulan tentang WH question (konfirmasi)

E. Sumber Belajar / Media :

A. Media : Present Continuous Tense, Present Future Continuous Tense, Preposition, Describing location “there is, there are”, WH question.

B. Alat : White board, LCD, Pictures

C. Sumber : English in Progress grade X (Yudhistira)

Pelajaran Bahasa Inggris untuk SMK kelas I (Balai Pustaka)

Bahasa Inggris Umum I (Depdikbud)

Bahasa Inggris untuk SMK semester 2 (New master LKS)

Internet Http://www.scribd.com/

1. Present Continuous Tense

Material

The use of present continuous tense

a. To describe something which happening at this time. Untuk menjelaskan kejadian yang terjadi di saat ini ( now, at the moment, right now)

b. To describe something which happening at present but not right now. Untuk menjelaskan kejadian yang terjadi sekarang tetapi bukan saat ini

c. To express about repeating action (always, constantly). Untuk mengekspresikan tentang kegiatan yang terjadi berulang-ulang

Pattern/Pola/bentuk umum

a. Affirmative sentences

SUBJECT + TO BE (is, am, are) + Verb ING + Object complement

Ex: I am reading novel right now

He is reading novel right now

They are reading novel right now

b. Negative sentences

SUBJECT + TO BE (is, am, are) NOT+ Verb ING+ Object complement

Ex: I am not reading novel right now

He is not reading novel right now

They are reading novel right now

c. Introgative sentences

TO BE (is, am, are) SUBJECT + Verb ING + Object complement

Ex: Am I reading novel right now answer Yes I am

No I am not

Is he reading novel right now answer Yes he is

No he is not

Are they reading novel right now answer Yes They are

No they are not

d. Contraction/ Pemenggalan

1. I am = I’m	I am not = I’m not
2. He is = He’s	He is not = He’s not
3. She is = She’s	She is not = She’s not
4. We are = We’re	We are not = We’re not
5. They are = They’re	They are not = they’re not

Penilaian:

1. Listening

Listen to your teacher and match between pictures and answer

1. The students are studying in the classroom

2. Mr Bagiyo is driving his new car right now

3. She is waiting the bus on the terminal

2. Speaking

Complete this word into a good one

1. Andi is having a shower in …

2. The students are doing the exercises from …

3. The scientists are doing experimental in the …

4. Joko and Budi are watching the movie in the …

5. The welder is combining the metal in the …

3. Writing

Make the sentences using present continuous tense

1. He/deliver/the mails/now

2. Plumber/fix/the water pump/now

3. The dog/ chase/the cat/ in this moment

4. Reading

Read this following text and answer the question

It’s a sunny Saturday, and everyone in Tejo Neighborhood is outside today. Tejo is with his bycicle. Daud, his next door, is near his car with a bucket of water and a piece of cloth. Mr Reno is on the lawn with a sickle in his right hand. Some boys are in the yard with the ball. Some girls are in the garden with their jerry-chan full of water. It’s nice day to be outside.

1. What is Tejo doing?

2. What is Daud doing?

3. What is Mr Reno doing?

4. What are the boys doing?

5. What are the girls doing?

2. Present Future Continuous Tense

Pola/ Pattern

a. Affirmative

Subject + will/shall+ be+ Verb ING+ Object Complement

Ex: She will be learning English next week

I shall be watching football this Saturday evening

b. Negative

Subject+will/shall+Not + be+ Verb ING+ Object Complement

Ex: She will not be learning English next week

I shall not be watching football this Saturday evening

c. Introgative

Will/shall+Subject+be+ Verb ING+ Object Complement

Ex: Will she be learning English next week?

Yes she is, No she is not

Shall I be watching football this Saturday evening?

Yes I am, No I am not

Penilaian

Listening

Listen to the teacher and then match between the pictures and words

a. The mechanic will be fixing your motorcycle tomorrow

b. They will be studying computer when the job done

c. Costumers will be complaining soon if the services is not perfect

Speaking

Complete these words into good sentences

a. Mr andi will be playing badminton …

b. We … be … chemistry next Monday morning

c. I shall be … the material next lesson

Writing

Make sentences using Present Future Continuous Tense

a. She/cook/the food tomorrow

b. They/ look/ for you next week

c. I/eat/the snack after I buy it

Reading

Read this dialogue and then answer it by using Present Future Continuous Tense

Salatiga, 30 July 2010

Koordinator Normadaptive Guru Mata Pelajaran,

(H. Sumarsono, S.Pd) (Ahmad Jauhari M, S.Pd )

teacher section

2012-03-03T15:21:00.004+07:00

disini adalah tempat para guru-guru untuk mendapatkan beberapa materi berupa contoh dari
sillabus, RPP ataupun soal-soal tes

RPP BAHASA INGGRIS
SILLABUS
SOAL-SOAL TES

elliptical construction

2012-02-17T16:43:00.000+07:00

Elliptical atau Elipsis adalah penghilangan kata atau sejumlah kata dari suatu kalimat yang bertujuan agar kalimat menjadi lebih pendek dan lebih baik susunannya. Susunan Elipsis sering digunakan banyak orang baik dalam percakapan maupun dalam bentuk tulisan. Semua ini ditujukan untuk menyingkat kalimat dan memperindah susunan kalimat namun tidak merubah makna dan arti sama sekali. Bayangkan kalau kita membaca sebuah buku dan buku itu berisi kalimat-kalimat yang tidak perlu. Tentu kita akan bosan membacanya. Oleh karena itu, maka Susunan Elipsis ini penting untuk dipelajari.

1. POSITIVE ELLIPTIC

Apabila dalam sebuah kalimat positif kita mendapati predikat yang sama, maka kita sebaiknya menggunakan kata "too" atau "so" yang artinya "juga":

Perhatikan cara menggabungkan beberapa kalimat di bawah ini agar menjadi lebih singkat dan tersusun rapi, namun tidak merubah arti sama sekali.

He is busy. I am busy
(= He is busy and I am too)
(= He is busy and so am I)
Mary is beautiful. You are beautiful
(= Mary is beautiful and you are too)
(= Mary is beautiful and so are you)
My brother can swim well. You can swim well
(= My brother can swim well and you can too)
(= My brother can swim well and so can you)
Alex buys a new car. Henry buys a news car.
(= Alex buys a new car and Henry does too)
(= Alex buys a new car and so does Henry)
Jack went to Bali yesterday. William went to Bali yesterday.
(= Jack went to Bali yesterday and William did too)
(= Jack went to Bali yesterday and so did William)

2. NEGATIVE ELLIPTIC

Apabila dalam sebuah kalimat negatif kita mendapati predikat yang sama, maka kita sebaiknya menggunakan kata "either" atau "neither" yang artinya "juga tidak":

Ed doesn't like mango. George doesn't like mango.
(= Ed doesn't like mango and George doesn't either)
(= Ed doesn't like mango and neither does George )
My father won't come there. I won't come there.
(= My father won't come there and I won't either)
(= My father won't come there and neither will I)
She never comes here. He never comes here.
(= She never comes here and he doesn't either)
(= She never comes here and neither does he)

CATATAN

Ada beberapa adverbs of frequency yang dianggap negatif seperti:

never
seldom
rarely
few
hardly
barely
scarely
litlle
dll

3. CONTRARY ELLIPTIC

Untuk susunan yang berlawanan, kita dapat menggunakan kata "but" yang artinya "tetapi":

Stephanie is clever. Her sister isn't clever
(= Stephanie is clever but her sister isn't)
She does not have a pen. I have a pen.
(= She does not have a pen but I do)

BEBERAPA TEMPAT TERJADINYA SUSUNAN ELIPSIS

1. Menghilangkan Subjek dan atau Auxiliary/Modal

Mr. Hunt ate a piece of bread for breakfast and (he) drank a cup of coffee. (= kata "he" sebaiknya dihilangkan karena tidak perlu pengulangan subjek)
My servant has swept the floor, (my servant has) washed the dishes, and (my servant has) cooked our lunch. (= "my servant has" selalu berulang-ulang. Oleh karena itu, sebaiknya dihilangkan)
To save the time, you should clean the house and Mary (should) cook the meal.

2. Menghilangkan Predikat

I work at school and my wife (works) at a bank.
Jack will visit the church, while Ahmad (will visit) the mosque.

3. Menghilangkan Objek Langsung

Why do you open (the door) and (you) close the door?

adjectives clause (english ver)

2011-12-25T22:26:00.003+07:00

Adjective Clauses
By Richard Nordquist

A dependent clause used as an adjective within a sentence.
An adjective (or adjectival) clause usually begins with a relative pronoun (which, that, who, whom, whose), a relative adverb (where, when, why), or a zero relative. Also known as a relative clause.

a. Relative pronoun (who/ever, whom, which, that, whose, when/ever, where/ever, why)
What are relative pronouns?

A defining relative clause states defining information about a person or a thing. It is used to define one object/thing or a person from another. Without this information the sentence would not be clear. The relative pronouns in English are which, that, who, whom, and whose. Who and whom refer only to people. Which refers to things, qualities, and ideas--never to people. That and whose refer to people, things, qualities, and ideas.

Note: The relative pronoun replaces the noun.
Examples:
• Who is that man in there street?
• Whose husband is that waiting in the car?
• Is that cake good?
• When are you going to call her?
• Why are you so tired?
• Which house is yours?

Relative Pronouns
- Time Reason Person Place Thing
Subject -- -- Who, That Where That, Which
Object When Why Who/Whom/That - That, Which
Possessive Whose - Whose - Whose

Use of Relative Pronouns in Complex Sentences
Whom is used when referring to the object of the sentence, not the subject.
For example;
I saw the boy to whom I spoke.
In this sentence, "I" is the subject and "the boy" is the object.

Another way to know whether you should use whom is to look at the preposition that is being used ; such as
To, against, from, for, about,
That is; against whom, for whom, about whom, etc.
However, you do not use "whom" when dealing with things.
The play, about which, I had much to say.
Other examples
I talked to the girl ___ car had broken down in front of the shop.Correct answer: I talked to the girl whose car had broken down in front of the shop. 2) Mr Richards, ___ is a taxi driver, lives on the corner.Correct answer: Mr Richards, who is a taxi driver, lives on the corner. 3) We often visit our aunt in Norwich ___ is in East Anglia.Correct answer: We often visit our aunt in Norwich which is in East Anglia. 4) This is the girl ___ comes from Spain.Correct answer: This is the girl who comes from Spain. 5) That's Peter, the boy ___ has just arrived at the airport.Correct answer: That's Peter, the boy who has just arrived at the airport. 6) Thank you very much for your e-mail ___ was very interesting.Correct answer: Thank you very much for your e-mail which was very interesting. 7) The man, ___ father is a professor, forgot his umbrella.Correct answer: The man, whose father is a professor, forgot his umbrella. 8) The children, ___ shouted in the street, are not from our school.Correct answer: The children, who shouted in the street, are not from our school. 9) The car, ___ driver is a young man, is from Ireland.Correct answer: The car, whose driver is a young man, is from Ireland. 10) What did you do with the money ___ your mother lent you?Correct answer: What did you do with the money which your mother lent you?

Examples of Identifying relative pronouns in the following clauses

a) "How can you govern a country which has 246 varieties of cheese?"
b) (Charles De Gaulle)
c) "On the plus side, death is one of the few things that can be done just as easily lying down."
d) (Woody Allen)
e) "An atheist is a man who has no invisible means of support."
f) (John Buchan)
g) "Even if you do learn to speak correct English, whom are you going to speak it to?"
h) (Clarence Darrow)
i) "Never play cards with a man called Doc. Never eat at a place called Mom's. Never sleep with a woman whose troubles are worse than your own."
j) (Nelson Algren)

"Three relative pronouns stand out as being particularly common in English: who, which, and that. The zero relativizer [or dropped relative pronoun] is also relatively common. However, . . . the relative pronouns are used in very different ways across registers.
For example:
That and zero are the preferred choices in conversation, although relative clauses are generally rare in that register.
Fiction is similar to conversation in its preference for that.
In contrast, news shows a much stronger preference for which and who, and academic prose strongly prefers which.
In general, the relative pronouns that begin with the letters wh- are considered to be more literate.
In contrast the pronoun that and the zero relativizer have a more colloquial flavor and are preferred in conversation."
(Douglas Biber, Susan Conrad, and Geoffrey Leech, Longman Student Grammar of Spoken and Written English. Pearson, 2002)

Exercise 1
Turn these simple sentences into complex sentences. You are NOT allowed to use conjunctions; only relative pronouns – who, whom, which, whose.
1. I saw a boy. His bag was large. I said hello to him
2. I was riding my bike. I love that old bike. I used it to get to my friend’s house.
3. The guests arrived. We have invited them.
4. The shoes are expensive. I have bought them.
5. This is the gentleman. I am speaking with him.
6. The house is big. We live in this house.
7. I met the lady. Her son is ill.
8. We spoke to the man. His car is here.
9. The edition of the novel is good. I bought the novel.
10. The lawyer’s daughter has just arrived. She telephoned earlier.
11. The lawyer’s daughter has just arrived. He was happy to see her.
12. The man’s wife has just arrived. She spoke to me earlier.
13. The man’s wife has just arrived. He is unhappy.
14. The man’s wife has just arrived. I spoke about him. He is unhappy.
15. The train arrived at 3PM. I ran towards it. I almost missed it.
16. I saw the boy. I threw a ball at him. I have fought against him. I dislike him.
17. This is the woman. I was speaking with her. I had had a fight with her. I had thrown her against the wall.
18. The man was sleeping. He started to snore. I threw a cushion at him.
19. The man ate a cake. He liked it. He was angry.
20. We spoke to a man. His car is here. I spoke to him.
Exercise 2
Identify the relative pronoun of the following sentences
1) "He who can no longer pause to wonder and stand rapt in awe is as good as dead."
(Albert Einstein)
2) "Creatures whose mainspring is curiosity enjoy the accumulating of facts far more than the pausing at times to reflect on those facts."
(Clarence Day)
3) "Among those whom I like or admire, I can find no common denominator, but among those whom I love, I can: all of them make me laugh."
(W. H. Auden)
4) "Love, which was once believed to contain the Answer, we now know to be nothing more than an inherited behavior pattern."
(James Thurber)
5) "The means by which we live have outdistanced the ends for which we live. Our scientific power has outrun our spiritual power. We have guided missiles and misguided men."
(Martin Luther King, Jr.)
6) "The IRS spends God knows how much of your tax money on these toll-free information hot lines staffed by IRS employees, whose idea of a dynamite tax tip is that you should print neatly."
(Dave Barry)
7) "On I trudged, past the carefully roped-off breeding grounds of terns, which chirruped a warning overhead."
(Will Self, "A Real Cliff Hanger," 2008)
8) The man that hit my motorcycle gave me false insurance information.
9) "The man who first abused his fellows with swear words, instead of bashing their brains out with a club, should be counted among those who laid the foundations of civilization."
(John Cohen, 1965)

Subordination with Adjective Clauses
By Richard Nordquist, About.com Guide

Coordination is a useful way of connecting ideas that are roughly equal in importance. But often we need to show that one idea in a sentence is more important than another. On these occasions we use subordination to indicate that one part of a sentence is secondary (or subordinate) to another part. One common form of subordination is the adjective clause--a word group that modifies a noun.

Consider how the following sentences might be combined:
My father is a superstitious man.
He always sets his unicorn traps at night.
One option is to coordinate the two sentences:
My father is a superstitious man, and he always sets his unicorn traps at night.
When sentences are coordinated in this way, each main clause is given equal emphasis.

What if we want to place greater emphasis on one statement than on another? We then have the option of reducing the less important statement to an adjective clause. For example, to emphasize that father sets his unicorn traps at night, we can turn the first main clause into an adjective clause:
My father, who is a superstitious man, always sets his unicorn traps at night.

As shown here, the adjective clause does the job of an adjective and follows the noun that it modifies--father. Like a main clause, an adjective clause contains a subject (in this case, who) and a verb (is). But unlike a main clause an adjective clause can't stand alone: it has to follow a noun in a main clause. For this reason, an adjective clause is considered to be subordinate to the main clause.
Identifying Adjective Clauses

The most common adjective clauses begin with one of these relative pronouns: who, which, and that. All three pronouns refer to a noun, but who refers only to people and which refers only to things. That may refer to either people or things.

The following sentences show how these pronouns are used to begin adjective clauses:
Mr. Clean, who hates rock music, smashed my electric guitar.
Mr. Clean smashed my electric guitar, which had been a gift from Vera.
Mr. Clean smashed the electric guitar that Vera had given me.
In the first sentence, the relative pronoun who refers to Mr. Clean, the subject of the main clause. In the second and third sentences, the relative pronouns which and that refer to guitar, the object of the main clause.

Exercise 3 and answer
PRACTICE: Identifying Adjective Clauses
Only some of the sentences below contain adjective clauses. See if you can pick out the adjective clauses, and then compare your responses with the answers at the end of the exercise.
1) I bought a car from Merdine, and it turned out to be a lemon.
2) The car that I bought from Merdine turned out to be a lemon.
3) Pandora, who had recently celebrated a birthday, opened the box of gifts.
4) Lila, who has been the fire warden for 30 years, lives in a trailer with some scrappy dogs and cats.
5) Lila, who lives in a trailer with some scrappy dogs and cats, has been the fire warden for 30 years.
6) People who smoke cigarettes should be considerate of nonsmokers.
7) Jacob, who smokes cigarettes, is considerate of nonsmokers.
8) Mr. Mann has small, dark eyes, which peer inquisitively from behind metal-rimmed glasses.
9) My wedding ring is worth at least ten dollars, and now I have lost it.
10) I have lost my wedding ring, which is worth at least ten dollars.

Answers of exercise 3
1. (no adjective clause)
2. that I bought from Merdine
3. who had recently celebrated a birthday
4. who has been the town fire warden for nearly 30 years
5. who lives in a trailer with some scrappy dogs and cats
6. who smoke cigarettes
7. who smokes cigarettes
8. which peer inquisitively from behind metal-rimmed glasses
9. (no adjective clause)
10.which is worth at least ten dollars
Punctuating Adjective Clauses

These three guidelines will help you decide when to set off an adjective clause with commas:
Adjective clauses beginning with that are never set off from the main clause with commas.
Food that has turned green in the refrigerator should be thrown away.
Adjective clauses beginning with who or which should not be set off with commas if omitting the clause would change the basic meaning of the sentence.
Students who turn green should be sent to the infirmary.
Because we don't mean that all students should be sent to the infirmary, the adjective clause is essential to the meaning of the sentence. For this reason, we don't set off the adjective clause with commas.

Adjective clauses beginning with who or which should be set off with commas if omitting the clause would not change the basic meaning of the sentence.
Last week's pudding, which has turned green in the refrigerator, should be thrown away.
Here the which clause provides added, but not essential, information, and so we set it off from the rest of the sentence with commas.

Exercise 4 and answer
PRACTICE: Punctuating Adjective Clauses
In the following sentences, add commas to set off adjective clauses that provide additional, but not essential, information. Don't add commas if the adjective clause affects the basic meaning of the sentence.
1) Caramel de Lites which are cookies sold by the Girl Scouts contain 70 calories each.
2) These are the times that try men's souls.
3) I refuse to live in any house that Jack built.
4) I left my son at the campus day-care center which is available to all full-time students with young children.
5) Students who have young children are invited to use the free day-care center.
6) A physician who smokes and overeats has no right to criticize the personal habits of her patients.
7) Gus who gave Merdine a bouquet of ragweed has been exiled to the storm cellar for a week.
8) Professor Legree lost his only umbrella which he has owned for 20 years.
9) Healthy people who refuse to work should not be given government assistance.
10) Felix who was once a hunter in the Yukon stunned the roach with one blow from a newspaper.

Answers of exercise 4
1. Caramel de Lites, which are cookies sold by the Girl Scouts, contain . . ..
2. (no commas)
3. (no commas)
4. . . . day-care center, which is available to all full-time students with young children.
5. (no commas)
6. (no commas)
7. Gus, who gave Merdine a bouquet of ragweed, has . . ..
8. . . . umbrella, which he has owned for 20 years.
9. (no commas)
10. Felix, who was once a hunter in the Yukon, stunned . . ..

Relative Pronouns and Adjective Clauses
By Richard Nordquist, About.com Guide
As we've seen (in Subordination with Adjective Clauses), an adjective clause is a group of words that works like an adjective to modify a noun. Here we'll focus on the five relative pronouns that are used in adjective clauses.

An adjective clause usually begins with a relative pronoun: a word that relates the information in the adjective clause to a word or a phrase in the main clause.

The most common adjective clauses begin with one of these relative pronouns: who, which, and that. All three pronouns refer to a noun, but who refers only to people and which refers only to things. That may refer to either people or things.

Two other relative pronouns used to introduce adjective clauses are whose (the possessive form of who) and whom (the object form of who). Whose begins an adjective clause that describes something that belongs to or is a part of someone or something mentioned in the main clause:
The ostrich, whose wings are useless for flight, can run faster than the swiftest horse.
Whom stands for the noun that receives the action of the verb in the adjective clause:
Anne Sullivan was the teacher whom Helen Keller met in 1887.
Notice that in this sentence Helen Keller is the subject of the adjective clause, and whom is the object. Put another way, who is equivalent to the subject pronouns he, she, or they in a main clause; whom is equivalent to the object pronouns him, her, or them in a main clause.

Exercise 5 and answer

PRACTICE: Adding Pronouns to Adjective Clauses
Complete each of these sentences by adding an appropriate relative pronoun: who, which, that, whose, whom. Then compare your responses with the answers at the end of the exercise.
1) The creek beds, ---- in May are usually overflowing, are no more now than a trickle.
2) Sundown is an unincorporated town of about 20,000 people, almost all of ---- are over the age of 60.
3) Kathryn DiNitto is the lawyer ---- handled my case.
4) A lawyer, ---- first responsibility is to her client, should still have respect for the law.
5) Howard is majoring in badminton, ---- is not yet an Olympic sport.
6) Lori Alexander, ---- we elected as state senator two years ago, has left government to start her own business.
7) The blue liquid ---- you gave me is not cough syrup.
8) My first car was a ten-year-old Pacer, ---- once was considered "the car of the future."
9) Professor Legree, ---- dissertation has just been published by Vanity Press, has agreed to be the keynote speaker.
10) John Wayne, ---- appeared in over 200 movies, was the biggest box-office attraction of his time.

Answers of Exercise 5
1. which; 2. whom; 3. who; 4. whose; 5. which; 6. whom; 7. that; 8. which; 9. whose; 10. Who

adverbial clause

2011-12-25T22:17:00.000+07:00

ADVERBIAL CLAUSES

adverb clause
By Richard Nordquist , About.com

1. Definition

A dependent clause used as an adverb within a sentence to indicate time, place, condition, contrast, concession, reason, purpose, or result. An adverb clause (also known as an adverbial clause) begins with a subordinating conjunction (such as if, when, because, although) and includes a subject and a predicate.

Adverbial is a word, phrase or clause that performs the function of an adverb. Adverbs and adverbials are similar but not the same. Though they share the same modifying function, their characters are different. An adverbial is a sentence element or functional category. It is a part of a sentence that performs a certain function. An adverb, on the other hand, is a type of word or part of speech. We can say that an adverb may serve as an adverbial, but an adverbial is not necessarily an adverb."
(M. Strumpf and A. Douglas, The Grammar Bible. Owl, 2004)

The class of adverbial includes
a. manner and degree adverbs (e.g. happily, clumsily, quickly, very),
b. temporal adverbials (e.g. now, when, today),
c. spatial adverbials (here, north, up, across),
d. attitudinal adverbials (certainly, hopefully),
e. modal adverbials (not, no, probably, etc.),
f. expectation adverbials (only, even, again), and
g. textual adverbials (firstly, finally)."
(W. McGregor, Semiotic Grammar. Oxford Univ. Press, 1997)

In reality, adverbials are very free in their placement, appearing in different positions in the sentence, not just sentence final but as the followings:
a. sentence initial -- [Yesterday], I ran a marathon.
b. sentence final -- I ran a marathon [yesterday].
c. preverbal -- I [always] run well in the heat.
d. postverbal -- I handed the baton [quickly] to the next runner.
e. within the verb group -- I have [never] won a race.

The various types of adverbials behave differently, however; while all can occur sentence finally, time adverbials are acceptable sentence initially and sometimes preverbally, place adverbials are clumsy sentence initially, and manner adverbials frequently occur preverbally but are less good sentence initially. One position which is impossible for adverbials is between the verb and the direct object."
(Laurel J. Brinton, The Structure of Modern English. John Benjamins, 2000)

2. a. Building Sentences with Adverb Clauses (part one)
An Introduction to Building and Combining Sentences with Adverb Clauses
By Richard Nordquist , About.com Guide

Here we'll practice building sentences with adverb clauses. Like an adjective clause, an adverb clause is always dependent on (or subordinate to) an independent clause.

Function of adverbial clauses
The function of adverbial clauses is as an ordinary adverbs
a. an adverb clause usually modifies a verb,
b. though it can also modify an adjective,
c. an adverb, or
d. even the rest of the sentence in which it appears.
Adverb clauses show the relationship and relative importance of ideas in our sentences.

From Coordination to Subordination

Consider how we might combine these two sentences:
The national speed limit was repealed.
Road accidents have increased sharply.
One option is to coordinate the two sentences:
The national speed limit was repealed, and road accidents have increased sharply.
Coordination with and allows us to connect the two main clauses, but it doesn't clearly identify the relationship between the ideas in those clauses. To clarify that relationship, we may choose to change the first main clause into an adverb clause:
Since the national speed limit was repealed, road accidents have increased sharply.
In this version the time relationship is emphasized. By changing the first word in the adverb clause (a word called a subordinating conjunction), we can establish a different relationship--one of cause:
Because the national speed limit was repealed (dicabut), road accidents have increased sharply.
Notice that an adverb clause, like an adjective clause, contains its own subject and predicate, but it must be subordinated to a main clause to make sense.

Common Subordinating Conjunctions
An adverb clause begins with a subordinating conjunction--an adverb that connects the subordinate clause to the main clause. The subordinating conjunction may indicate a relationship of cause, concession, comparison, condition, place, or time. Here's a list of the common subordinating conjunctions:

1. Cause
as
because
in order that
since
so that

Example:
"I'm not a vegetarian because I love animals. I'm a vegetarian because I hate plants."
(A. Whitney Brown)

2. Concession and Comparison
although
as
as though
even though
just as
though
whereas
while

Examples:
"You will find that the State is the kind of organization which, though it does big things badly, does small things badly, too."
(John Kenneth Galbraith)

"It is a waste of energy to be angry with a man who behaves badly, just as it is to be angry with a car that won't go."
(Bertrand Russell)

3. Condition
even if
if
in case
provided that
unless

Example:
"If you have ever lain awake at night and repeated one word over and over, thousands and millions and hundreds of thousands of millions of times, you know the disturbing mental state you can get into."
(James Thurber)

4. Place
where
wherever

Example:
"Read over your compositions, and wherever you meet with a passage which you think is particularly fine, strike it out."
(Samuel Johnson)

5. Time
after
as soon as
as long as
before
once
still
till
until
when
whenever
while

Example:
"As soon as you trust yourself, you will know how to live."
(Johann Wolfgang von Goethe)

Practice in Building Sentences with Adverb Clauses

These five short exercises in sentence combining will give you practice in developing sentences with adverb clauses. Follow the instructions that precede each set of sentences. After you have completed the exercise, compare your new sentences with the sample combinations on page two.

a. Combine these two sentences by turning the second sentence into an adverb clause beginning with an appropriate subordinating conjunction of time:
In a Junction City diner, a sunburned farmer comforts his squirming son.
His wife sips coffee and recalls the high school prom.

b. Combine these two sentences by turning the second sentence into an adverb clause beginning with an appropriate subordinating conjunction of place:
Diane wants to live somewhere.
The sun shines every day there.

c. Combine these two sentences by turning the first sentence into an adverb clause beginning with an appropriate subordinating conjunction of concession or comparison:
Work stops.
Expenses run on.

d. Combine these two sentences by turning the first sentence into an adverb clause beginning with an appropriate subordinating conjunction of condition:
You're on the right track.
You'll get run over if you just sit there.

e. Combine these two sentences by turning the first sentence into an adverb clause beginning with an appropriate subordinating conjunction of cause:
Satchel Paige was black.
He was not allowed to pitch in the major leagues until he was in his forties.
sample combinations

Here are sample answers to the exercise on page one: Practice in Building Sentences with Adverb Clauses.
a. "In a Junction City diner, a sunburned farmer comforts his squirming son while his wife sips coffee and recalls the high school prom."
(Richard Rhodes, The Inland Ground)

b. Diane wants to live where the sun shines every day.
c. Even though work stops, expenses run on.

d. "Even if you're on the right track, you'll get run over if you just sit there."
(Will Rogers)

e. Because Satchel Paige was black, he was not allowed to pitch in the major leagues until he was in his forties.

b. Building Sentences with Adverb Clauses (part two)
Practice in Arranging and Punctuating Adverb Clauses
By Richard Nordquist , About.com Guide

As discussed in part one, adverb clauses are subordinate structures that show the relationship and relative importance of ideas in sentences. They explain such things as when, where, and why about an action stated in the main clause. Here we'll consider ways of arranging, punctuating, and revising sentences with adverb clauses.
Arranging Adverb Clauses
An adverb clause, like an ordinary adverb, can be shifted to different positions in a sentence. It may be placed at the beginning, at the end, or occasionally even in the middle of a sentence.

An adverb clause commonly appears after the main clause:
Jill and I waited inside the Cup-A-Cabana Diner until the rain stopped.

However, if the action described in the adverb clause precedes the action in the main clause, it is logical to place the adverb clause at the beginning:
When Gus asked Merdine for a light, she set fire to his toupee.

Placing an adverb clause at the beginning can help to create suspense (membimbangkan) as the sentence builds toward a main point:
As I shuffled humbly out the door and down the front steps, my eyes to the ground, I felt that my pants were baggy, my shoes several sizes too large, and the tears were coursing down either side of a huge putty nose.
(Peter DeVries, Let Me Count the Ways)

When working with two adverb clauses, you may want to place one in front of the main clause and the other behind it:
When a bus skidded into a river just outside of New Delhi, all 78 passengers drowned because they belonged to two separate castes and refused to share the same rope to climb to safety.

Punctuation Tips:
When an adverb clause appears at the beginning of a sentence, it is usually separated from the main clause by a comma. A comma is usually not necessary when the adverb clause follows the main clause.
An adverb clause can also be placed inside a main clause, usually between the subject and verb:

The best thing to do, when you've got a dead body on the kitchen floor and you don't know what to do about it, is to make yourself a good strong cup of tea.
(Anthony Burgess, One Hand Clapping)

This middle position, though not a particularly common one, can be effective as long as the reader doesn't lose track (tidak kehilangan pemahaman) of the idea in the main clause.

Punctuation Tip:
An adverb clause that interrupts a main clause, as show in the example above, is usually set off by a pair of commas.
Reducing Adverb Clauses

Adverb clauses, like adjective clauses, can sometimes be shortened to phrases:
1) If your luggage is lost or destroyed, it should be replaced by the airline.
2) If lost or destroyed, your luggage should be replaced by the airline.

The second sentence has been shortened by omitting the subject and the verb is from the adverb clause. It is just as clear as the first sentence and more concise. Adverb clauses can be shortened in this way only when the subject of the adverb clause is the same as the subject of the main clause.

Editing Tip:
To cut the clutter (kekacauan) from your writing, try reducing adverb clauses to phrases when the subject of the adverb clause is the same as the subject of the main clause.
Practice in Revising Sentences with Adverb Clauses and the answer

Rewrite each set below according to the instructions in parentheses. When you are done, compare your revised sentences with those on page two. Keep in mind that more than one correct response is possible.
(Shift the adverb clause--in bold--to the beginning of the sentence, making it the subject of the adverb clause.)
1) The forest supports incessant warfare, most of which is hidden and silent, although the forest looks peaceful.

(Shift the adverb clause to a position between the subject and verb in the main clause and set it off with a pair of commas.)
2) While he was on maneuvers in South Carolina, Billy Pilgrim played hymns he knew from childhood.

(Reduce the adverb clause to a phrase by dropping the subject and verb from the adverb clause.)
3) While he was on maneuvers in South Carolina, Billy Pilgrim played hymns he knew from childhood.

(Turn the first main clause into an adverb clause beginning with the subordinating conjunction whenever.)
4) The sea builds a new coast, and waves of living creatures surge against it.

(Make this sentence more concise by dropping the subject and the verb was from the adverb clause.)
5) Although she was exhausted after the long drive home, Pinky insisted on going to work.

(Move the adverb clause to the beginning of the sentence, and make the sentence more concise by reducing the adverb clause to a phrase.)
6) Clutching his teddy bear, the boy hid under the bed because he was frightened by the lightning and thunder.

(Emphasize the contrast in this sentence by converting the first main clause into an adverb clause beginning with although.)
7) Teachers who contend with blank or hostile minds deserve our sympathy, and those who teach without sensitivity and imagination deserve our criticism.

(Omit the semicolon and convert the first two main clauses into an adverb clause beginning with after.)
8) The storm has passed, and the flash floods dump their loads of silt into the Colorado River; water still remains in certain places on rimrock, canyon beach, and mesa top.

Here are sample answers to the exercise on page one: Revising Sentences with Adverb Clauses.

1) Although it looks peaceful, the forest supports incessant warfare, most of which is hidden and silent.

2) Billy Pilgrim, while he was on maneuvers in South Carolina, played hymns he knew from childhood.

3) While on maneuvers in South Carolina, Billy Pilgrim played hymns he knew from childhood.

4) Whenever the sea builds a new coast, waves of living creatures surge against it.

5) Although exhausted after the long drive home, Pinky insisted on going to work.

6) Frightened by the lightning and thunder, the boy hid under the bed, clutching his teddy bear.

7) Although teachers who contend with blank or hostile minds deserve our sympathy, those who teach without sensitivity and imagination deserve our criticism.

8) After the storm has passed, and the flash floods dump their loads of silt into the Colorado River, water still remains in certain places on rimrock, canyon beach, and mesa top.

c. Building and Combining Sentences with Adverb Clauses (part three)
Practice Exercise in Building and Combining Sentences
By Richard Nordquist , About.com Guide

As discussed in part one and part two, adverb clauses are subordinate structures that show the relationship and relative importance of ideas in sentences. They explain such things as when, where, and why about an action stated in the main clause. Here we'll practice building and combining sentences with adverb clauses.

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Practice Exercise:
Building & Combining Sentences with Adverb Clauses

Combine the sentences in each set below by turning the sentence(s) in bold into an adverb clause. Begin the adverb clause with an appropriate subordinating conjunction. When you are done, compare your new sentences with the sample combinations on page two, keeping in mind that multiple combinations are possible.

Example:
Sailors wear earrings.
The earrings are made of gold.
Sailors always carry the cost of a burial.
They carry the cost on their own bodies.

Combination 1:
So that they always carry the cost of a burial on their bodies, sailors wear gold earrings.
Combination 2:
Sailors wear gold earrings so that they always carry the cost of a burial on their bodies.
1)
It is unlikely that Cleopatra actually committed suicide with an asp.
The species is unknown in Egypt.

2)
The boy hid the gerbil.
No one would ever find it.

3)
Our neighbors installed a swimming pool.
The pool is in their backyard.
They have gained many new friends.

4)
My parents and I watched in awe.
We watched on a hot August evening.
Erratic bolts of lightning illuminated the sky.
The bolts of lightning were from a distant storm.

5)
Benny played the violin.
The dog hid in the bedroom
The dog whimpered.

6)
Natural rubber is used chiefly to make tires and inner tubes.
It is cheaper than synthetic rubber.
It has greater resistance to tearing when wet.

7)
A Peruvian woman finds an unusually ugly potato.
She runs up to the nearest man.
She smashes it in his face.
This is done by ancient custom.

8)
Credit cards are dangerous.
They encourage people to buy things.
These are things that people are unable to afford.
These are things that people do not really need.

9)
I kissed her once.
I kissed her by the pigsty.
She wasn't looking.
I never kissed her again.
She was looking all the time.

10)
Some day I shall take my glasses off.
Some day I shall go wandering.
I shall go out into the streets.
I shall do this deliberately.
I shall do this when the clouds are heavy.
I shall do this when the rain is coming down.
I shall do this when the pressure of realities is too great.

Here are sample answers to the practice exercise on page one: Building and Combining Sentences with Adverb Clauses. Keep in mind that multiple combinations are possible.

1) Because the species is unknown in Egypt, it is unlikely that Cleopatra actually committed suicide with an asp.

2) The boy hid the gerbil where no one would ever find it.

3) Since our neighbors installed a swimming pool in their backyard, they have gained many new friends.

4) On a hot August evening, my parents and I watched in awe as erratic bolts of lightning from a distant storm illuminated the sky.

5) Whenever Benny played the violin, the dog hid in the bedroom and whimpered.

6) Natural rubber is used chiefly to make tires and inner tubes because it is cheaper than synthetic rubber and has greater resistance to tearing when wet.

7) By ancient custom, when a Peruvian woman finds an unusually ugly potato, she runs up to the nearest man and smashes it in his face.

8) Credit cards are dangerous because they encourage people to buy things that they are unable to afford and do not really need.

9) I kissed her once by the pigsty when she wasn't looking and never kissed her again although she was looking all the time.
(Dylan Thomas, Under Milk Wood)

10) Some day, when the clouds are heavy, and the rain is coming down and the pressure of realities is too great, I shall deliberately take my glasses off and go wandering out into the streets, never to be heard from again.
(James Thurber, "The Admiral on the Wheel")

f. Expanding Sentences With Adverb Clauses
A Sentence-Expanding Exercise
By Richard Nordquist , About.com Guide
This exercise will give you practice in applying the principles and guidelines in these two articles:
An Introduction to Building and Combining Sentences with Adverb Clauses
Practice in Arranging and Punctuating Adverb Clauses

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Instructions:

(a) Some of the word groups below are complete sentences. Expand each one by adding information in an adverb clause that answers the question in parentheses.
Example
Gus installed a burglar alarm. (When or why did Gus install the alarm?)
Gus installed a burglar alarm after his house had been broken into while he was on vacation.

(b) The other word groups below are adverb clauses. Attach each adverb clause to a main clause that answers the question in parentheses.
Example
Before he roasted the turkey (What did Charles do or forget to do before he roasted the turkey?)
Charles forgot to remove the giblets before he roasted the turkey.

Of course, there's no single set of correct answers to this exercise. Rely on your imagination to create original sentences, and then compare your new sentences with those of your classmates.
We were having a good time at the party.
(You were having a good time until what happened?)

whenever you begin to feel sorry for yourself
(What should we do whenever this happens?)

It is unwise to strike a match.
(When is it unwise to strike a match?)

because our TV set has been broken for the past week
(How has your family coped with this misfortune?)

although tarantulas pose no threat to human beings
(How do many people respond to these large hairy spiders?)

Classes were canceled today.
(Why were classes canceled?)

The baby cried loudly.
(What was going on while the baby cried?)

when I received my new iPod
(What did you do when you received your new media player?)

if the power goes out while you're alone in the house
(What should we do when the electricity goes out?)

I threw out the chicken.
(Why did you throw out the chicken?)

Adding Adjectives and Adverbs to the Basic Sentence Unit
By Richard Nordquist , About.com Guide

As shown in Basic Sentence Structures, a common way of expanding a simple sentence is with modifiers--words that add to the meanings of other words. The simplest modifiers are adjectives and adverbs. Adjectives modify nouns, while adverbs modify verbs, adjectives, and other adverbs. For instance, in the sentence below, the adjective sad modifies the noun smile (the subject of the sentence).
The clown's sad smile touched us deeply.
In this same sentence, the adverb deeply modifies the verb touched. Used carefully, adjectives and adverbs can make our writing clearer and more precise.

Arranging Adjectives

Adjectives most often appear just in front of the nouns that they modify:
The old, cranky caretaker refused to answer our questions.
Notice that when two (or more) adjectives precede a noun, they are usually separated by commas. But occasionally adjectives follow the nouns they modify:
The caretaker, old and cranky, refused to answer our questions.
Here the commas appear outside the pair of adjectives, which are joined by the conjunction and. Placing the adjectives after the noun is a way of giving them added emphasis in a sentence.

Adjectives sometimes appear in a third position in a sentence: after a linking verb such as am, are, is, was, or were. As their name implies, these verbs link adjectives with the subjects they modify. See if you can identify the adjectives in the sentences below:
His voice was rough.
Your children are cruel.
This seat is wet.
In each of these sentences, the adjective (rough, cruel, wet) modifies the subject but follows the linking verb (was, are, is).

Arranging Adverbs

Adverbs usually follow the verbs they modify:
I dance occasionally.
However, an adverb may also appear directly in front of the verb or at the very beginning of a sentence:
I occasionally dance.
Occasionally I dance.
Because not all adverbs are this flexible in all sentences, you should try them out in different positions until you find the clearest arrangement.
Practice in Adding Adjectives

Many adjectives are formed from nouns and verbs. The adjective thirsty, for example, comes from thirst, which may be either a noun or a verb. Complete each sentence below with the adjective form of the italicized noun or verb. When you're done, compare your answers with those at the end of the exercise.
In 2005, Hurricane Katrina brought great destruction to the Gulf coast. It was one of the most _____ hurricanes in recent decades.
All of our pets enjoy good health. Our collie is exceptionally _____, despite its advanced age.
Your suggestion makes a great deal of sense. You have a very _____ idea.
Microsoft made record profits last year. It is one of the most _____ companies in the world.
Dr. Kraft's job requires patience and skill. He is a _____ negotiator.
Answers
1. destructive; 2. healthy; 3. sensible; 4. profitable; 5. patient.
Practice in Adding Adverbs

Many adverbs are formed by adding -ly to an adjective. The adverb softly, for instance, comes from the adjective soft. Note, however, that not all adverbs end in -ly. Very, quite, always, almost, and often are some of the common adverbs that are not formed from adjectives. Complete each sentence below with the adverb form of the italicized adjective. When you're done, compare your answers with those at the end of the exercise.
The exam was easy. I passed _____.
Leroy's careless act set the warehouse on fire. He _____ tossed a cigarette into a tank of gasoline.
Paige is a brave little girl. She fought _____ against the poltergeists.
Howard is a graceful dancer. He moves _____.
Tom's apology sounded quite sincere. He said that he was _____ sorry for misusing the tax funds.

Answers
1. easily; 2. carelessly; 3. bravely; 4. gracefully; 5. sincerely.

C. Noun Clauses

(Arrange the material of noun clauses using certain source/s by writing its/their author/s)

Menghilangkan blacklist smadav

2011-12-15T20:09:00.001+07:00

disini ada tutorial untuk menghilangkan smadav yang membandel blacklistnya....silahkan cermati dan dicoba dengan cara seksama dan dalam tempo yang sesingkat-singkatnya....hehhehehe...

1. Pastikan Smadav tidak sedang dijalankan. (Cek Tray Icon, jika masih ada logo Smadav >> klik kanan - EXIT)

2. Hapus file "PIRΔSYS.DLL" yang ada di "C:\Windows\System32\PIRΔSYS.DLL" (Jika sudah tidak ada, lanjut ke langkah 3)

3. Jalankan 'Registry Editor'

(Caranya : Start - RUN - ketik: regedit) // (atau tekan tombol logo WINDOWS + R, ketik: regedit)

4. Klik "HKEY_CURRENT_USER - Software - Microsoft - Notepad"

5. Hapus "lfPitchΔndFamily", "lfPitchΔndFamily2", dan "lfPitchΔndFamily3"

(Pokoknya yang ada lfPitchΔndFamily-nya)

6. Tutup Registry Editor

7. Cek dulu Host File-nya, dengan cara: ke C:\Windows\System32\drivers\etc - Buka file 'hosts' dengan Notepad.

Jika ada tulisan '# 241.241.241.241 antipiracyworld.com', hapus tulisan itu - Lalu SAVE.

8. Silahkan jalankan SMADAV 8.8 yang ter-blacklist, nanti kembali HIJAU kembali

Key Registrasi Smadav 8.8.2 Pro :
       1. Kolom Nama : FreeMgz
           Kolom Key : 998899031380
       2. Kolom Nama : IThings
           Kolom Key : 995799033401

english for smp grade 3

2011-11-22T19:28:00.002+07:00

Materi disini adalah materi khusus kelas 3, dimana biasanya materi merupakan pengulangan dari materi-materi kelas 1 dan kelas 2. Supaya lebih afdhol alangkah baiknya anda selalu update didalam blog ini, dan insyaallah tidak akan berbeda dari sillabus dan RPP yang diajarkan. untuk itu selamat menikmati dan belajar mandiri...doa kami semoga di kelas 3 anda lebih siap menghadapi tantangan dan ujian terakhir yaitu UN...

TEXT TYPE

Narrative text
Descriptive text
Argumentative text
Procedure text
Report text

GRAMMAR

Past Perfect Continuous Tense

2011-11-09T23:58:00.000+07:00

Past Perfect Continuous Tense

Past Perfect Continuous Tense dalam pelajaran Bahasa Inggris Grammar digunakan untuk menyatakan hal atau peristiwa yang sesuatu yang TELAH dan SEDANG terjadi dimasa LAMPAU. Nah loh: Telah, Sedang dan Lampau pula!. Dalam setiap tenses yang mengandung Perfect Continuous, maka “sedang” nya itu mengandung arti “sudah dimulai, masih terjadi, dan masih terus”, lebih panjang periodenya, dan itu bisa kini (present), bisa dulu (past) dan bisa akan datang (future). Nanti Akan tau perbedaanya setelah memahami kesemua tenses.

Memang sih kalau diterangkan begitu maka sebagian orang bisa jadi males untuk mengertinya, termasuk saya dulu, hehe.. Karena itu memang sebaiknya Anda mempelajari Tenses secara berurutan, satu demi satu. Mengerti yang satu baru lanjutkan ke Tenses yang lainnya. Yang lebih penting lagi adalah membandingkan tense yang sejenis, misalnya antara Present Perfect Continuous Tense dengan Past Perfect Continuous Tense ini. Dengan cara itu Anda akan memilki pengertian yang mendalam.

Kita kembali pada topik utama kali ini, yaitu Past Perfect Continuous Tense

Contoh peristiwanya begini:
Kemarin teman saya datang ke rumah saya, ketika itu saya sedang memperbaiki kulkas. Waktu dia sampai saya sudah mulai kerja, dan saya lanjutkan pekerjaan tersebut sambil ngobrol sama dia. Untuk menyatakan kejadian “membetulkan kulkas” tersebut kita gunakan Past Perfect Continuous Tense.

Rumus Past Perfect Continuous Tense
Positif: S + had + been + Ving
Negatif: S + had + not + been + Ving
Tanya:  Had + S + been + Ving

Berdasarkan Contoh peristiwa diatas maka kalimatnya begini:
-I had been repairing freezer when my friend came to my house

Tenang saja, Past Perfect Continuous ini termasuk jarang digunakan, hehe.. Jadi pelajaran kali ini akan dipersimple saja ya. Yang penting Anda dapat apa INTI-nya. Kalau ingin lancar tentu Anda perlu banyak praktek, atau sok pinter dengan ngajar seperti saya, hehe..

Contoh lain:
-They had been playing football.
-She had been singing
-Joh and Merry had been loving each other.

Bentuk Negatif:
-They had not been playing football.
-She had not been singing
-Joh and Merry had not been loving each other.

Kalimat Tanya:
-Had They been playing football?.
-Had She been singing?
-Had Joh and Merry been loving each other?.

Mengapa tidak pakai kalimat lain untuk membandingkannya sehingga logic “Past” nya menjadi jelas? susaahh! haha..

Tips untuk memperkuat pengertian Anda tentang Tenses:

Setiap tenses yang mengandung “Past” pasti pakai kata kerja atau kata kerja bantu bentuk ke-2. Dalam Past Perfect Continuous Tense ini kata kerja bentuk ke-2 atau V2 nya adalah HAD. Bentuk pertamanya adalah Have/has. Urutannya: Have-had-had.

Setiap tenses yang yang mengandung kata “Perfect” pasti pake kata kerja atau kata kerja bentuk ke-3. Dimana kata kerja ketiganya di Past Perfect Continuous Tense ini? Ia terletak pada “Been” nya itu. Been adalah bentuk ke-3 atau V3 dari be (tobe). Urutannya: tobe (am, is are) – (was, were) – been.

Setiap tenses yang mengandung kata “Continuous” pasti menggunakan kata kerja bentung ING atau saya singkat Ving. Present Continuous Tense, Present Perfect Continuous Tense, Past Continuous Tense, Past Perfect Continuous Tense dan sebagainya pasti pakai Ving.

Pegang erat-erat ketentuan diatas, maka Anda akan selamat

Ok, demikian dulu pelajaran yang jarang terpakai kali ini, yaitu Past Perfect Continuous Tense.

Present Future Continuous Tense

2011-11-09T23:48:00.000+07:00

Future Continuous Tense

Tense yang satu ini berbicara tentang suatu peristiwa yang “Sedang Terjadi” juga sebagaimana Present Continuous Tense, tetapi bedanya dalam Future Continuous Tense maka “Sedang” nya itu bukan sekarang melainkan besok, akan datang, nanti.
Jadi, “sedang terjadi” itu tidak hanya bisa sekarang loh, bisa saja belum terjadi sekarang tetapi sedang terjadi besok. Fahami benar hal ini agar Future Continuous ini dapat Anda mengerti dengan tuntas dan dapat menggunakannya tanpa berpikir lagi nanti
Contohnya begini:
Anda telepon saya dan bilang mau ke rumah saya jam 9 besok. Wah saya nda bisa terima tamu tuh jam segitu, karena pas jam 9 itu saya akan sedang berenang. Jadwal saya renang itu 8:30 sampai 10:00. Jadi jam 9 besok itu sedang renang kan? kapan renangnya? besok!. Itulah arti “sedang tetapi akan” ini. Sekarang Anda faham 100 persen kan? Dalam hal ini kita gunakan Future Continuous Tense ya: “I will be swimming at 9 tomorrow, You may not meet me at home”.

Rumus Future Continuous Tense
Positif: S + will + be + Ving
Negatif: S + will not + be + Ving
Tanya: Will + S + be + Ving

Pegang kuat-kuat kunci pelajaran Bahasa Inggris ini ya:

Seperti saya ceriakan dalam setiap pelajaran Tenses Bahasa Inggris yang mengandung kata “Continuous” maka selalu pakai kata kerja bentuk ING, Verb + Ing atau saya singkat “Ving” doang. Setiap kata kerja atau kata kerja bantu yang mengikuti WILL pasti bentuk-1. Mana bentuk kesatu disana? Di “be” nya itu loh.

Lihat ni urutan perubahan kata kerja bantu “to be”:
“be” atau to be (am, is, are) – was, were – been

Dan setiap ada to be, baik itu be itu sendiri atau am, is, are, was, were, been maka kata kerjanya pasti pakai ING.

Contoh Future Tense
-I will be swimming at 9 o’clok tomorrow
Selanjutnya kita persimple tanpa embel-embel waktu, agar mudah difahami, perhatikan pemakain rumusnya ya:
-You will be working …
-They will be driving home …
-She will be learning music …
Coba buat beberapa lagi contoh Anda sendiri untuk kalimat positif dalam bentuk Future Continuous Tense ini, ya bahasa Inggris dong, kalau bahasa Indonesia tak terasa tenses itu karena kata kerjanya tidak berubah.

Kalimat Negatif Future Continuous Tense

Mudah saja, tinggal tambah NOT setelah Will, seperti ini:
-You will not be working…
-They will not be driving home…
-She will not be learning music…
Loh katanya tadi Future Continuous Tense ini digunakan untuk menyatakan sesuatu yang sedang akan terjadi di masa datang, ini yang negatif kan berarti TIDAK akan sedang terjadi dong? Salah dong? Waduh.. pusing lah kalo protes begituan, ini kan bentuk negatifnya bo’ !

Kalimat Tanya Future Continuous Tense

Kalimat tanya dalam bentuk Future Continuous Tense juga gampang sekali, tinggal Will nya di depan. Kayak gini:
-Will You be working …?
-Will They be driving home …?
-Will She be learning music …?

Elliptical construction

2011-11-01T18:51:00.000+07:00

Elliptical atau Elipsis adalah penghilangan kata atau sejumlah kata dari suatu kalimat yang bertujuan agar kalimat menjadi lebih pendek dan lebih baik susunannya. Susunan Elipsis sering digunakan banyak orang baik dalam percakapan maupun dalam bentuk tulisan. Semua ini ditujukan untuk menyingkat kalimat dan memperindah susunan kalimat namun tidak merubah makna dan arti sama sekali.

1. POSITIVE ELLIPTIC

Apabila dalam sebuah kalimat positif kita mendapati predikat yang sama, maka kita sebaiknya menggunakan kata "too" atau "so" yang artinya "juga":

Perhatikan cara menggabungkan beberapa kalimat di bawah ini agar menjadi lebih singkat dan tersusun rapi, namun tidak merubah arti sama sekali.

She is busy. I am busy
(= She is busy and I am too)
(= She is busy and so am I)
Tary is beautiful. You are beautiful
(= Tary is beautiful and you are too)
(= Tary is beautiful and so are you)
My brother can swim well. You can swim well
(= My brother can swim well and you can too)
(= My brother can swim well and so can you)
Alex buys a new car. Henry buys a news car.
(= Alex buys a new car and Henry does too)
(= Alex buys a new car and so does Henry)
Aron went to Bali yesterday. William went to Bali yesterday.
(= Aron went to Bali yesterday and William did too)
(= Aron went to Bali yesterday and so did William)

2. NEGATIVE ELLIPTIC

Apabila dalam sebuah kalimat negatif kita mendapati predikat yang sama, maka kita sebaiknya menggunakan kata "either" atau "neither" yang artinya "juga tidak":

Ed doesn't like mango. George doesn't like mango.
(= Ed doesn't like mango and George doesn't either)
(= Ed doesn't like mango and neither does George )
My father won't come there. I won't come there.
(= My father won't come there and I won't either)
(= My father won't come there and neither will I)
She never comes here. He never comes here.
(= She never comes here and he doesn't either)
(= She never comes here and neither does he)

CATATAN

Ada beberapa adverbs of frequency yang dianggap negatif seperti:

never
seldom
rarely
few
hardly
barely
scarely
litlle
dll

3. CONTRARY ELLIPTIC

Untuk susunan yang berlawanan, kita dapat menggunakan kata "but" yang artinya "tetapi":

Stephanie is clever. Her sister isn't clever
(= Stephanie is clever but her sister isn't)
She does not have a pen. I have a pen.
(= She does not have a pen but I do)

BEBERAPA TEMPAT TERJADINYA SUSUNAN ELIPSIS

1. Menghilangkan Subjek dan atau Auxiliary/Modal

Mr. Hunt ate a piece of bread for breakfast and (he) drank a cup of coffee. (= kata "he" sebaiknya dihilangkan karena tidak perlu pengulangan subjek)
My servant has swept the floor, (my servant has) washed the dishes, and (my servant has) cooked our lunch. (= "my servant has" selalu berulang-ulang. Oleh karena itu, sebaiknya dihilangkan)
To save the time, you should clean the house and Mary (should) cook the meal.

2. Menghilangkan Predikat

I work at school and my wife (works) at a bank.
Jack will visit the church, while Ahmad (will visit) the mosque.

3. Menghilangkan Objek Langsung

Why do you open (the door) and (you) close the door?

Modals

2011-11-01T18:20:00.000+07:00

Modal auxiliary verbs are used to moderate the main verb, that is to enhance or restrict the verb to a certain context.

The modal auxiliary verbs adalah kata-kata seperti can, will, shall, may, might, should, ought to, must, could yang digunakan bersama dengan kata kerja dan ditempatkan di depan subyek.

Kata kerja can, could, may, might, will, would, shall(biasanya dalam Inggris British), should, must, dan ought todisebut ’modal auxiliary verb’ (kata kerja bantu modal). Mereka digunakan sebelum infinitive atau kata kerja lainnya, dan menambah makna tertentu. Need, dare, dan had better kadang juga bisa digunakan seperti modal auxiliary verb.

The most common modal auxiliaries in English are:

can

could

may

should

might

will

must

would

Notice the usage of modals in the following sentences:

I pay my taxes.	General declaration of fact. Paying taxes is something I normally do.
I can pay my taxes.	Expresses ability. I have the means (funds) to pay.
I might pay my taxes.	Expresses possibility, but not certainty. Maybe I will pay; maybe I won't.
I will pay my taxes.	Expresses future intent. I resolve to do it at some later time.
I should pay my taxes.	Expresses mild obligation. It is required, and I expect to comply.
I could pay my taxes.	Expresses possibility. If I have nothing else to do with the money, I might pay taxes.
I would pay my taxes.	(In this case), expresses reservation. If I had the money (but I don't). . .
I must pay my taxes.	Expresses strong obligation. I am required and have to comply.

Modals are followed by only the base form of the verb and are not used alone unless there is a clear connection to a main verb.

He must to finish his homework.

He must finish his homework.

Jack could heard the bell.

Jack could hear the bell.

Penny will going to the movie.

Penny will go to the movie.

WRONG

RIGHT

WRONG

RIGHT

WRONG

RIGHT

There are many ways to make requests in English. The most common involves using the imperative and modals. See the examples below:

Using the Imperative

The imperative is the simple form of the verb. The
subject of an imperative sentence is understood as "you" although it is usually not spoken.

Open the door.

Will you help me?

Pick up your toys.

Please help me.

(You) open the door.

Yes, I will (help you).

(You) pick up your toys.

(You) please help me.

The imperative is often used by persons of authority when speaking to subordinates, e.g. parent to child.

Using Modals

To show respect and politeness, most people use modal
expressions when making requests. For example:

Will you...?

Would you...?

Would you please...?

Could you (please)...?

Could you possibly...?

Would you kindly...?

Would you mind (Ving )...?

Would you be so kind as to...?

Will you open the door for me?

Would you open the door for me?

Would you please open the door (for me)?

Could you (please)...? Could you (please) open the door?

Could you possibly open the door?

Would you kindly open the door?

Would you mind opening the door?

Would you be so kind as to open the door?

Common Problems with Modals

1. Using "to" unnecessarily:

Incorrect

They going to meet us at the theater.

He should to eat his dinner.

I had better to go now.

You must not to use that pencil.

Correct

They are going to meet us at the theater.

He should eat his dinner.

I had better go now.

You must not use that pencil.

2. Using anything but the base form after a modal:

John could heard the bell.

Penny will going to the movie.

John could hear the bell.

Penny will go to the movie.

3. Using double modals:

You should ought to speak English.

She might can help me.

You ought to speak English. /should speak

She might be able to help me.

4. Omitting "be" in certain modal expressions:

They going to meet us at the theater.

Jack supposed to take his medicine.

They are going to meet us at the theater.

Jack is supposed to take his medicine.

5. Using wrong word order in questions:

How I can help you?

Where I should go for the meeting?

How can I help you?

Where should I go for the meeting?

PRESENT PERFECT CONTINUOUS TENSE

2011-10-26T20:08:00.002+07:00

PRESENT PERFECT CONTINUOUS TENSE

S + have/has + been + verb 4…………etc

S + haven’t/hasn’t + been + verb 4……etc

Have/has + S + been + verb 4……….etc ?

QW + have/has + S + been + verb 4…etc ?

Example :

- Pelajar pelajar tengah menyanyi sejak pagi ini

+ The students have been singing since this morning

- The students haven’t been singing since this morning

? Have the students been singing since this morning ?

Past Perfect Tense

2011-10-26T20:06:00.002+07:00

PAST PERFECT TENSE

We use the Past perfect to say that something had already happened before this time :

Example :

- When I arrived at the party, Tom had already gone home

- When I got home, I found that someone had broken into my flat and had stolen my fur coat.

- George didn’t want to come to the cinema with us because he had already seen the film twice.

- It was my first time in an aeroplane. I was very nervous because I hadn’t flown before.

The pattern:

S + had + verb 3…………when/before S + V2

S + hadn’t + Verb 3……… when/before S + V2

Had + S + verb 3………… when/before S + V2 ?

QW + had + S + verb 3……… when/before S + V2 ?

Past Continuous Tense

2011-10-26T20:05:00.002+07:00

We use past continuous Tense to say that someone was in the middle of doing something at a certain time. The action or situation had already started before this time but hadn’t finished:

This time last year I was living in Brazil

We often use the past continuous Tense and the past simple together to say that something happened in the middle of something else:

When I was working in the garden, I hurt my back.

The pattern :

S + was/were + verb 4………………….When + s + Verb 2…….……

S + was/were + not + Verb 4…………….When + s + Verb 2…………

Was/were + S + verb 4…………………. When + s + Verb 2 ……. ….?

QW + was/were + S + verb 4……………When + s + Verb 2 …………?

e.g. + She was cooking rice when Tom came yesterday

- She wasn’t cooking rice when Tom came yesterday

? Was she cooking rice when Tom came yesterday ?

Past tense

2011-10-26T20:00:00.001+07:00

PAST TENSE

The Use of Simple Past Tense

We use the past simple to talk about actions or situations in the past.

The Adverbs of time used

The adverbs of time used in this tense are Yesterday, last….., a week ago, this morning , last night, yesterday morning, yesterweek, yestermonth, yesteryear, etc.

The Patterns of Simple Past Tense

The Positive Pattern

S + Verb 2…………………………………………………… Yesterday

S + 2…………………………………………………..

Examples :

1. John saw a crocodile in the river yesterday.

2. We studied English here last week.

3. They played football in the field yesteryear

2.3.2. The Negative Pattern

S + didn’t + Verb 1…………………………………… ……..Yesterday

S + tidak + 1…………………………………kemarin

Examples :

1. John didn’t see a crocodile in the river yesterday.

2. We didn’t study here last week.

3. They didn’t play football in the field yesteryear.

The Interrogative Pattern

Did + S + Verb 1……………………………………………..Yesterday?

Apakah + S + 1…………………………………………kemarin?

Examples:

1. Did John see a crocodile in the river yesterday ? Yes, he did/No, he didn’t

2. Did you study here last week ? Yes, we did/ No, we didn’t

3. Did they play football in the field yesteryear? Yes, they did/No, they didn’t

The Question-word Pattern

QW + did + S + Verb 1……………………………….………Yesterday?

Qw + yang + S + 1…………………………………….?

Examples:

1. What did John see in the river yesterday ? a crocodile

2. When did John see a crocodile in the river? yesterday

QW + Verb 2……………………………….………Yesterday? S + did

QW + 2……………………………..?

Examples :

1. Who saw a crocodile in the river yesterday ? John did

2. What grew in the rice-field last year? A coconut tree did

This, That, These, Those

2011-10-25T18:41:00.002+07:00

Demonstratives are used to point out a particular item. They are as follows:
This (indicates something close to the speaker)
That (indicates something away from the speaker)
These (indicates some things close to the speaker)
Those (indicates some things away from the speaker)

Example:

A: What is this? (pointing to something held in the speaker's hand or near the speaker)
B: A pencil.
A: What is that? (pointing to something at a distance from the speaker)
B: A tree.
Remember that demonstratives are used in reference to the speaker. (What is near "you" may not be near "me" and vice versa.)

Be sure to use this/that with singular and non-count nouns and these/those with count nouns.

This orange is sour.		These oranges are sweet.
That truck is full.		Those trucks are empty.
This milk is fresh.

Sometimes demonstratives can be used as pronouns (to refer to a particular noun.)

Give me that!		Whose are these?
Give me that (spoon).		Whose are these (socks)?

This and that can also be used with one. However, these and those are more commonly used alone.

I want this one.		I want these. (not these ones)
I'll take that one.		I'll take those.

On the telephone, this and that are used differently in British and American English to identify callers.

Example:

Receiver:		Hello.
Caller:		I was wondering if you would be interested in buying . . .
Receiver:		Who is *this*? (American)
		Who is *that*? (British)
		(Both expressions are used to ask the caller to identify himself/herself.)
Caller:		This is Mr. Fuller from the Acme Brush Company.
		(Same for both British and American English)
Caller:		Hi Jack. Long time no see!
Receiver:		Is *this* Bob? What a surprise! (American)
		Is *that* Bob? What a surprise! (British)

Verb Be

2011-10-17T18:29:00.000+07:00

The verb be takes on different forms in the present and past.

I
He
She
It
You
They
we

Present
am
is
is
is
are
are
are

Contraction
'm
's
's
's
're
're
're

Past
was
was
was
was
were
were
were

The verb be indicates existence, temporary condition or permanent status.

are

was

The base form is be, the past participle is been, and the -ing form is being.

ll be

has been

is being

The verb be is also used in progressive tenses, passives and prepositional collocations:

Progressive tenses:

is writing

was cleaning

have been living

Passive voice:

were surprised

was stopped

Prepositional collocations:

is fond of

afraid of

'm interested in

Infinitive

2011-10-15T13:40:00.000+07:00

Infinitives are defined as to + base form of the verb. They have several functions.

1. Used as subjects and subject complements.

To know

love

To live

2. Used as objects following certain verbs.*

to tell

to ask

3. Used as a shortened form of in order to.

to get

to cash

Infinitives can sometimes take objects of their own.

to find the person

to make a dessert

*These verbs are commonly followed by infinitives.

afford
beg
decide
forget
intend
mean
prepare
seem
threaten

agree
begin
demand
go
know how
need
pretend
start
try

appear
care
deserve
happen
learn
neglect
promise
stop
volunteer

arrange
choose
desire
hate
like
offer
refuse
struggle
wait

ask
claim
expect
hesitate
love
plan
regret
swear
want

attempt
consent
fail
hope
manage
prefer
remember
tend
wish

Clause and Phrase

2011-10-15T13:37:00.001+07:00

Clauses consist of a Subject and Verb and sometimes a subordinating conjunction.

    Roger went to Japan last summer.

    After he went to Japan, Roger went to Korea.

    Roger is the man who went to Japan last summer.

    Whoever went to Japan had a great time.


    (Independent clause)

    (Adverbial clause)

    (Relative clause)

    (Noun clause)

Phrases are groups of words without a complete subject or verb.

    After Japan, Roger went to Korea.

    After going to Japan, Roger went to Korea.

    Having gone to Japan, Roger went to Korea.


    (Prepositional phrase)

    (Participial phrase)

    (Participial phrase)

Some clauses can be reduced to phrases by omitting certain words:

    The man who is going to Japan is Roger.

    The man going to Japan is Roger.

    "When he was traveling to Japan, Roger met Lori.

    When traveling to Japan, Roger met Lori.

    When he was in Japan, Roger ate sashimi.

    When in Japan, Roger ate sashimi.

    In Japan, Roger ate sashimi.


    (Relative clause)

    (Reduced)

    (Adverbial clause)

    (Reduced)

    (Adverbial clause)

    (Reduced)

    (Prepositional phrase)

Tips SEO (Search Engine Optimization)

2011-09-26T15:04:00.000+07:00

Tips SEO (Search Engine Optimization)
What is SEO (Search Engine Optimization)? SEO in my opinion is a way that is done by the Web master or the blog master to optimize their websites or blogs in order to get good rankings on search engines or search engine. And I want to talk about are the tips on the Google search engine optimization, because for now Google is the world's most popular search engines.

and probably a lot of mistakes, but so-so for the beginner to read and try, because I write is the things that I do and still feel the benefits, as is evident from the reports of a good tracker that I use it from the site meter or google analytics that blog visitors sharing blog and english material is nearly 50 percent comes from search engines.

In order not to linger too intermezo reading, here are some tips for our blog to get good rankings on search engines:

Original Content / content original

The first thing to remember is that your blog get a good ranking on search engines is the content of your blog is orsinil fruit of your own writings or in other words is not the result of copy and paste from other people's work. Besides the optimization of search engines, copy and paste actions often invite problems from the original owner of the work, let alone that you copy and paste is protected by law or in other words, copyright, can you really will get a serious problem.

Install the Meta tag in the header template code.

The second thing that must not forget is the need to install meta tag in the header of your template code. For this one I've discussed in this post, but in putting the meta tag is a bit different from what I have explained in these postings, if you want to install meta tag as masjohnb0y use, the code is like this:

<data:blog.pageTitle/> </ title> <meta content='text/html; charset=utf-8' http-equiv='Content-Type'/> <meta content='rohman' name='Author'/> <meta content='1 days' name='revisit-after'/> <meta content='Blog contain a lot of tips and trick for forex, blogging, computer' name='description'/> <Meta content = 'blog sharing, blog sharing blogger, blog sharing material, make a blog, how to make a blog, download, free software, free, google adsense, internet business, tutorials, templates' name = 'keywords' / > <meta content='-5;120' name='geo.position'/> <meta content='id' name='geo.country'/> For author and meta keywords of course be adjusted to your own property. Especially for the master, beg in the correction if there is an error code installation (beginner understand, post the code does not know). After installing the meta tag, you should analyze the meta tag that you attach it with a meta tag analyzer. For the meta tag analyzer you can use various free tools on the internet, which is very easy you just type the keyword meta tag analyzer on the search engine below to select the Web but do not be a column of his tutorial, please try if you want.</div> </DIV>

Page Rank Blog

2011-09-23T23:02:00.002+07:00

A few About Pagerank Blog What Is The Meaning About Pagerank Blog For Us?Pagerank Blog is a standard algorithm that is useful to assess the popularity of a blog. PageRank is one of the main features of the Google search engine which is calculated with a scale of 1-10 (wikipedia.org). Your blog will be more popular if more and more web / blog and others who put links leading to your blog is, in other words posting on the blog is more popular than other blogs.
For what?The first is for the prestige. The higher the PageRank, the more crowded all the bloggers mania request to leave the backlinks in a blog. Although it is just to exchange links.Both are attractive advertisers to advertise in your blog. Not infrequently the advertiser is concerned about this one, because it can be reference material that you would blog on google search engine patents. This means that by typing in certain keywords in search engines, very large chance your blog will get listed in the "search". Quotation marks are hidden sentence which read something like this, "not necessarily go in search listings on the main page".
How do I get pagerank?1. Keep your blog SEO friendly. This means that if your blog appears in the main list of search engine, then the greater the chance your blog will be visited by many people. The end result expected from the many visitors to the blog, hopefully there are 2-3 people to backlink to post or blog.2. Build links, both inbound and outbound. Inbound links are web links / other blogs that point to your blog (ex: a link between the posts), while the outbound link is a link that leads you to the web / other blogs (ex: exchange links).3. Links that you make must be qualified, in other words have a fit with the theme or subject that you raise.4. Do not forget to make the link between your posts, especially for words or phrases related to the particular post in your own blog.5. Use a meta tag optimal.6. Try to browse the content (posts) are unique, interesting and original.7. Give emphasis to words or phrases associated with the keyword.8. Update your blog posts, at least 2 times a week.9. Often promoting your blog either through registering on search engines, blog walking, etc. and make sure your blog traces left on the blogs that you visit (diligent comment).
Note:The way that extreme, but legal in the eyes of search engines is the blog you get a backlink from the web / other blogs that have high pagerank. But do not ever try to buy a web link / blog berpagerank high. Find a course is free because it is more Efficient, thorough and unpretentious (pat scouts he .. he ..).
In essence, the approach used is a page would be considered important if other pages have a link to that page. A page will also become increasingly important if other pages have a rank (pagerank) refers to the page height (wikipedia.org).
Remember ...!!! Pagerank is not everything (there is Alexa ranking) ... oops ... point to what pagerank if you high in blog search engines are not included in the main page. If it does not mean having to enter the main page often promote dong. It's different if your blog entry in the main page of search engines when people type in certain keywords. Guns need hard campaign, people will find themselves ...Suggestions And Criticism It Helps You In My Next Article Writing In This Blog ...

Search Engine Index

2011-09-03T14:09:00.002+07:00

Setiap blogger pasti memimpikan untuk terindek di semua search engine (google, yahoo, msn dll). akan tetapi hal tersebut tidaklah mudah untuk dilakukan karena memerlukan ketekunan yang mendalam

ini adalah salah satu impian saya yaitu mbah google mengindeks artikel-artikel atau bacaan yang saya tuliskan dan saya yakin bukan saya saja yang memimpikan seperti itu tapi para blogger yang ada di dunia maya juga semuanya pasti menginginkan karyanya di lihat dan bisa di nikmati oleh orang banyak juga.

        Sekian banyak usaha yang saya keluarkan dan tak sedikit waktu dan materi yang saya habiskan untuk membuat blog saya bisa di nikmati oleh orang banyak dan juga kreatifitas saya tak lupa juga di nilai serta di lirik oleh para pengunjung blog itulah semangat saya untuk terus dan terus berkarya lagi.

       Kini akhirnya blog masjohnb0y sudah di indeks dalam pencarian google, awalnya saya tidak yakin kalo blog saya bakalan bisa di cara oleh mbah google, eh pas saya coba sendiri ternyata bisa menjawab semua pertanyaan dalam hati saya dengan hasil yang lebih memuaskan. Dan saya bahagia karena banyak pengorbanan untuk blogku dan sudah terbayar semuanya dan tidak sia-sia juga perjuangan ku untuk mendirikan masjohnb0y

       masjohnb0y mengucapkan banyak-banyak terimakasih untuk para pengujung setia masjohnb0y dan relawan visitor dan tak lupa juga saya ucapkan banyak terimakasih kepada sahabat blogger yang ada di dunia maya khususnya Indonesia yang tak bisa saya ucapkan satu persatu, karenanya selalu mendukung dan memberi pengarahan kepada saya.
Ok saya akhiri cuap-cuap dari saya dan maaf jika ada kata-kata yang kurang bekenan di hati dan menyinggung pembaca ,karena saya tidak punya maksud untuk pamer, ria sombong atau menyakiti hatipembaca.. kekurangan hanya milik kita semua dan kesempurnaan hanya milik tuhan pencipta maha segala.

Wassalammualaikum wr.wb

Menghilangkan Icon Obeng Pada Navbar di Atas Blog

2011-09-03T13:46:00.002+07:00

Menghilangkan Icon Obeng dan Tang itu judul yang aneh ya? hehe, tapi bermakna banget buat temen - temen yang suka blogging. oya sebelum menuju tema yang akan kita bahas apakah ada kesulitan mengenai cara memasang auto read more otomatis atau mengenai membuat read more disertai judul artikel? jika ya silahkan bertanya jika tidak mari kita lanjutkan. Icon yang sering desebut dengan icon Quick Edit atau dengan kata lain untuk mengedit secara cepat.Begini Caratanya:

Fungsinya jika kita ingin melakukan editing terhadap elemen tersebut tinggal klik saja icon tersebut. Icon bisa dilihat di bagian kiri tulisan ini, jika temen- temen melihatnya risi dan ingin menghapusnya caranya mudah, kita hanya menulis sedikit code css agar icon itu tidak muncul, Berikut langkah - langkah Menghilangkan Icon Obeng dan Tang "Quick edit Blogger" :

1 login ke blogger kamu
2 pilih tata letak kemudian edit html
3 tekan Ctrl+F kemudian cari ] ] > 
4 kalo udah ketemu, paste kode dibawah ini diatas ] ] > 

.quickedit{
display:none;
}

5 kemudian SIMPAN
MUDAH KANNNNNNN??