CRITICAL BOOK REVIEW

GEOGRAPHY ENGLISH
Arranged to fulfill structured task

in geography english

Lecturer:

Nina Novira Ph.D

Syukri Hidayat, M.Kom

Aranged By :

Group 4

Alexander Partogi Lumbantoruan (3223131036)

Elsy Nila Sari Situmeang (3223131039)

Esra Silaban (3223331017)

Mita Nalsalisa Br Barus (3223131016)

Shika Andari (3221131006)

Class : B

GEOGRAPHY EDUCATION MAJOR

FACULTY OF SOCIAL SCIENCE
MEDAN STATE UNIVERSITY
2022
 FOREWORD

Praise and gratitude we pray to the presence of God Almighty because for his blessings
we were able to complete this critical book review task within the specified time limit. We
would also like to thank our lecturers for giving us the opportunity to critique this book.

This Critical Book Review was compiled to fulfill the task of Geography English, and we
have compiled it to the maximum extent possible. We really hope that this critical book review
can be useful for all readers.

Despite all that, we are fully aware that there are still shortcomings, both in terms of
sentence structure and grammar because our knowledge is still limited. Therefore, we really
hope for suggestions and constructive criticism from Mrs. Nina Novira Ph.D and Mr. Syukri
Hidayat, M. Kom as lecturers in English Geography for the sake of perfection of this paper.

Medan, November 5, 2022

Group 4

i
 TABLE OF CONTENT
FOREWORD...................................................................................................................................

i
TABLE OF CONTENT..................................................................................................................ii
CHAPTER I.....................................................................................................................................1

INTRODUCTION...........................................................................................................................1
1. 2 The Background....................................................................................................................1
1. 3 Formulation Of The Problems .............................................................................................1
1. 4 Benefit...................................................................................................................................1
CHAPTER II...................................................................................................................................2
IDENTITY OF BOOKS..................................................................................................................2
CHAPTER III..................................................................................................................................3
SUMMARY OF BOOKS................................................................................................................3
CHAPTER IV................................................................................................................................27
DISCUSSION................................................................................................................................27
A. BOOK ADVANTAGES.......................................................................................................27
B. BOOK WEAKNESSES........................................................................................................27
CHAPTER V.................................................................................................................................28
CLOSING......................................................................................................................................28
A. Conclusion.............................................................................................................................28
B. Suggestion.............................................................................................................................28
BIBLIOGRAFY............................................................................................................................29

ii
 CHAPTER I

INTRODUCTION

1.1. The Background

Book criticism is very important, because it is not just a report or writing about the
contents of a book or article, but more focused on evaluating (explanation, interpretation &
analysis) the advantages and disadvantages of a book or article and what is interesting about
the article, how the content of the book can affect the way of thinking & improve
understanding of a field of study and respond to it more critically. In other words, a Critical
Book Review will test the thoughts of the author or writer based on their respective points
of view, based on their respective knowledge and experiences.

1.2. FORMULATION OF THE PROBLEM

1. Is the content of the first book the same as the contents of the second book?
2. What are the advantages and disadvantages of the two books?
3. How is the completeness and variety of examples of the material in the two
books?

1.3. PURPOSE

1. To find out if the contents of the first book are the same as the contents of
the second book
2. To find out the advantages and disadvantages of the two books
3. To analyze the completeness and variation of examples from the material
in both books
4. Completion of Geography English course assignments

1.4. BENEFIT
1. Increase knowledge about the material in English
2. Improve the ability to find the essence of a book
3. improve the ability to compare one book with another book well
4. Train self to think critically in finding the information provided by the first
and second books

1
 CHAPTER II
IDENTITY OF BOOKS

A. MAIN BOOK

Book Title : PRACTICAL EVERYDAY ENGLISH

Edition :-

ISBN : 978-0-9528358-4-4

Author : Steven Collins

Publisher : Montserrat Publishing

Publication Year : -

Pages : 221 pages

B. COMPARISON BOOK

Book Title : ENGLISH VERBS

Edition : Pertama (1)

ISBN : 978-1-26-014376-8

Author : Loretta Gray

Publisher : MC Graw-Hill Education

Publication Year : 2019

Pages : 234 pages

2
 CHAPTER III
SUMMARY OF BOOK

A. Main Book
Chapter one
Lesson one

Quite a few - Quite a number of (Quite a lot)

Examples:
 We've got quite a few Americans working here.
Ages (A very long time)
Examples:
 I meet your brother quite a bit these days but I haven't seen your sister in/for ages.
Well off (Rich)
Examples:
 He is so well off, he doesn't know what to spend his money on

To hear of (To be familiar with/to know the existence offto recognise the name of a person,
thing or situation - usually famous in a particular field of entertainment, art or profession)

Examples:

 Have you ever heard of a company called ABC Limited?

To hear about

i. (To hear, find out what has happened to someone)

Example:

 A: Have you heard about John?

B: No, tell me.

A: Unfortunately he has lost his job

To hear from (To receive news, communication from someone)

Examples:

 haven't heard from him in ages.

Fussy (Difficult to please, not easily satisfied)

Examples:
3
  Tell me what you TV want to eat before I make dinner because I know you're a
fussy eater/how fussy you are.

To make a fuss (To complain, to be difficult, ie, a person, not a thing)

Examples:

 If I'm in a restaurant and the service is slow, I can't help making a fuss I do wish
you'd stop making a fuss and continue with your work.

To get one's own back on someone/To get someone back (To get one's revenge)

Examples:

 It's no use making a fuss of him. He still wants to get his own back on you/to get
you back for what you did to him last week.

May/Might as well

i. (One should do something only because there is nothing better to do)

Examples:

 We may as well go to John's place again,

unless you can think of something more interesting to do.
A: Shall we go off to work now?
B: I suppose we might as well.

Lesson Two
To take after (To be similar to an elder member of the same family – usually in character rather
than in appearance)

Examples:

 My daughter likes to be made a fuss of, she takes after me in that respect.

What's the point? (What's the use/purpose, what for?)

Examples:

 What's the point in/of coming to England, if you don't want to meer English
people? You may as well stay in your own country.

Lesson Three
To cope with (To be able to tolerate, manage, bear a situation or person)

Examples:

4
  Sometimes I think I'd be better off without a job:
I can't cope with this one any longer.

To come/go over

i. (To come/go to someone's house) Colloquial

Examples:

 Would you like to come over tomorrow, as you've got the day off?

To come round to (To agree with something eventually - often after a lot of persuasion, to
accept the idea of something when it can be seen that there is no alternative)

Examples:

 The other partners don't agree with our plan at the moment but when they see
how much turnover we are losing.I'm sure they'll come round to it.

To ask/have round/over

i. (To invite to one's house) Colloquial

Examples:

 I used to like her friends but now I've gone off the idea of asking/having them
round.

To turn up

i. (To increase the volume, power)

Examples

 What's the point of turning up the radio?

You're not listening to it anyway.

Chapter Two
Lesson One
All over

i. (Throughout, in every part of)

Examples:

 I know his book has sold all over the world, but he does go on about it!
 I'm sorry, I've spilt my wine all over the floor.Be careful not to tread in it.

To work out

5
 i. (To calculate, think of a plan, devise)"

Examples:

 You'd better work out exactly how much you are overdrawn by.

Breakthrough (A sudden development/a dramatic step forward - often in research or

negotiations)

Examples:

 Recent medical research had reached a stalemate but now, I'm happy to say, there has
been a breakthrough.

Clumsy (Describes a person who is always breaking and dropping things or falling over,or a
very unnatural, complicated or careless way of doing something)

Examples:

 Don't ask him round again! The clumsy fool broke three of my best plates.

Bossy (Describes a person who is always telling other people what to do)

Examples:

 I can't cope with sharing a flat with him any longer; he's far too bossy.

I could do with (I need)

Examples:

 I don't really feel up to going out; I could do with an early night.

 I know it'll work out more expensive, but we could do with a better accountant.

Lesson Two
To catch up

i. (To reach the same level, position, place as another person/other people)

Examples:

 We'll catch you up/catch up with you later in the pub; at the moment, we're trying to
work out what has been going on in the office.

Out of the blue (Suddenly, unexpectedly, for no obvious reason)

Examples:

 We were just speaking about Mrs Smith when, out of the blue,she turned up at the front
door.

6
To be/get stuck (To be unable to move or progress)

Examples:

 I could do without being stuck in this I've got so many things to catch up on back at the
office.

Chapter Three
Lesson One
To take advantage of (To use someone/something for one's benefit, to exploit)

Examples:

 You shouldn't let your boss take advantage of you like that;I don't know why you stand
for it.
 We have a wonderful library in this office;
I can't work out why people don't take more advantage of it.

To follow up

i. (To look into something", investigate)

Example:

 I can take a hint! If you don't trust me,why don't you follow it up yourself?

To turn out

i. (To result in, to become - in the end)

Example:

 I thought that going into business with them would be wonderful but it turned out to be a
dreadful idea.

Lesson Two
To take for granted

i. (To regard something as natural without thinking about it, to presume)

Example:

 Don't take it for granted that it will be easy to get a ticket: you'll have to queue for ages
and you won't be able to push in.

To bother (To disturb/trouble someone, to make an effort to do something)

7
Example:

 Sorry to bother you, but I think your car alarm is going off.

To gather (To understand - I've heard that)

Example:

 I gather that there was a good turn-out at the.

Lesson Three
Straightforward

i. (Easy, simple)

Example:

 You're bound to find it; the route is very straightforward.

Tricky (Difficult, complicated)

Example:

 I'm sure they'll come round to it in the end, but you must appreciate that it's a very tricky
situation.

Chapter Four
Lesson One
To turn into (to change completely, transform)

Example:

 It may well have started as a discussion but it soon turned into a fight; at least, that's how
it came over to us.

To do something in one go (To start and finish something without stopping)

Example:

 I thought he had cut out alcohol, but last night I saw him drink three vodkas in one go.

To have a go (To try something to see if one is able to do it)

Example:

 My mum thinks I'm too clumsy to be a ballet dancer but I'm going to have a go (at it)
anyway.

8
To go (To be left, to be remaining)

Example:

 He's only got two years to go before he retires, I'm sure he'll turn into a little boy again
when he has all that time on his hands.

Lesson Two
To pick up (To collect someone, to raise from the ground)

Examples:

 I'll be round to pick you up at 9 o'clock.

 Can you pick up my pencil before someone treads on it?

To get away with (To do something wrong and not be punished for it)

Example:

 He was picked up for speeding and careless driving but, somehow, he got away with it.

To go through/hit the roof (To get very angry, to lose one's temper)

Example:

 I nearly went through the roof when I discovered that they had made the cheque out to
my ex-wife.

Chapter Five
Lesson One
Fun (A good time, enjoyable)

Example:

 What a great weekend! I haven't had so much fun in ages.

Funny (Amusing, humorous, someone or something who/which makes one laugh)

Example:

 Not only is he on the ball when it comes to business but he's also a very funny man
socially.

To get through (To manage to speak to someone on the telephone because the line is not busy)

Example:

 Yesterday, I made up my mind to call John but I couldn't get through (to him).

9
To get hold of (To manage to speak to someone on the telephone because they are there, to be
able to contact someone)

Example:

 Yesterday I made up my mind to call John but I couldn't get hold of him.

Daunting, to be daunted (A frightening or worrying thought, task, to be frightened by, afraid

of)

Example:

 The fact they are unlikely to get through the work on time is a rather daunting thought.

To look up (To search for a word, telephone number, or other piece of information in a book,
eg, dictionary, address book)

Example:

 I can't usually be bothered to look up the meaning of words in the dictionary. I just go on
with what I'm reading.

To look up to (To respect, admire someone)

Example:

 Funnily enough, I'm the only one in this office who doesn't look up to him.

Lesson Two
To rate (To consider someone/something as being important - often used with the word
"highly", to have a high opinion of someone or something)

Example:

 Dedication and a spotless reputation are rated very highly in this profession.

To rave about/over (To get excited about something because of its high quality.

to have a very high opinion of something) Colloquial

Example:

 john, my partner, is very happy about last year's turnover, but I don't think it's anything to
rave about/over.

Hassle, to hassle (A nuisance, problem, inconvenient, to cause someone inconvenience) Slang

Example:

10
  First had to drop my mother off at the post office,then spent hours trying to get through
to my bank manager and finally was held up in traffic. What a hassle!

Lesson Three
To get on (To achieve a high position, to do well, to manage)

Example:

 If you want to get on in the business world, you have to be on the ball.

To get on (well) with (To have good relations with someone without disagreement or argument)

Example:

 Even though look up to my mother, I don't really get on (well) with her.

Outcome (The result, consequence, conclusion)

Example:

 We may as well wait and see the outcome of the Board's discussions before we get on
with any work

Chapter Six
Lesson One
To come up (To arise, to occur - usually unexpectedly)

Example:

 Boss to secretary: I'm off to lunch. If anything comes up, you can get hold of me on my
mobile (phone).

Phrasal verbs are bound to come up in this year's Proficiency exam.

To come up, in this sense, usually suggests a problem which needs to be dealt with or something
else abstract rather than physical (ie. one cannot say an accident came up).

Also note that to crop up can be used in exactly the same way, eg I'm dreadfully sorry but I won't
be able to make it something has just cropped up.

Lesson Two
To get off (To descend from a plane, train, bus, bicycle etc.)

Example:

11
  It's a good thing we're getting off at the next stop: I could murder a cold drink.

One child to another: Can you get off my bike and let my sister have a go? (To stop
touching something/someone)

Example:

 Mother to her children: It's just as well you got off Mr Brown's car before he caught you.

You'd have really shown me up.

Woman to man:

Get (your hands) off! If you touch me again, I'll do more than just tell you off!

This meaning of To get off is very often used when someone is being very possessive about their
property. Note also the colloquial expression To get (someone) off one's back which means to
stop (someone) putting pressure on someone, or simply to stop hassling them. It suggests that the
offender has been doing this for quite a while.

If you promise to get on with this project, I'll try to get the boss off your back (To remove
something which is awkward", stuck, etc.)

Example:

 The chewing gum has now been trodden into the carpet; you'll never get it off! Can you
have a go at getting this lid off? It's impossible

Chapter Seven
Lesson One
To take to (To like someone after knowing them for a short time, to like the idea of something,
to be good at something almost immediately)

ii. (To start a bad habit)

Example:

 She'll never come to terms with the fact that her son has taken to drugs.

To get the hang of/To get to grips with (To understand how to use something/how something
works or to understand a particular situation)

Examples:

 I could do with some help; I can't get the hang of this computer at all.

If you can get by in Spanish, it won't take you long to get to grips with Italian. The police have
started looking into it, but it will take them quite a while to get to grips with the facts.

12
To get the hang of is generally not used for a situation (eg the third example). It is usually
employed in relation to how something works and therefore could also be used in the second
example.

Also note the following two expressions, using the word Grip: L To get a grip on one self/things
which means to pull oneself together or take control of the situation,e.g Instead of feeling hard-
done by, you'd better get a grip on yourself things and start being a little more ruthless

Lesson Two
To fall out with (To stop being friends with someone after having had an argument with them)

Example:

 He fell out with his partners over their decision to call in the tax inspectors. Let's make
up! There's no point in falling out (with each other) over such a silly matter.

To take it/everything/something in one's stride (To deal with life's problems without making a
fuss and in a calm manner)

Example:

 His sister is very highly-strung but he, on the other hand, takes everything in his stride.

Chapter Eight
Lesson One
Patch

i.(A piece of material used to cover holes in clothes or an injured eye)

Example:

 The teacher called him in to her office and told him off for wearing so many patches on
his jeans.
A: Why is that singer always wearing a patch (over his eye)?
B: It's not for real; it's just a gimmick.

ii. (A small area, or part of something which is different from the rest - e.g. in a building, on a
body)

Example:

 Even though we've had the house done up, there are still quite a few damp patches on
some of the walls. The first time realised he was getting on was when I spotted a bald
patch on the back of his head.

Patchy (Good in some parts only)

13
Example:

The film got rave-reviews, but I thought it was rather patchy.

Lesson Two
To fall out with (To stop being friends with someone after having had an argument with them)

Example:

 He fell out with his partners over their decision to call in the tax inspectors.
Let's make up! There's no point in falling out (with each other) over such a silly matter.

To take it/everything/something in one's stride (To deal with life's problems without making a
fuss and in a calm manner)

Examples:

 His sister is very highly-strung but he, on the other hand, takes everything in his stride.

Chapter Nine
Lesson One
To get a move on (To hurry up, to get on with) Colloquial

Examples:

 I think it's about time we got a move on; it's getting on for 11 o'clock. Stop dithering and
get a move on, otherwise it'll be too late to put yourself down for the competition.

Thick-skinned (Not easily offended or upset)

Example:

 She's far too thick-skinned to take in all the nasty comments that people have been
coming out with.

Blunt (Not sharp)

Example:

 You'd be better off using the blunt edge of a knife to open this bottle than one of those
useless gimmicks.

Lesson Two
To entail (To involve, signify)

Examples:

14
  You can't afford to get carried away by your promotion until you know what it entails.
Starting a new business entails much more than putting up the odd £1,000.

B. Comparison Book
PART I
THE PRESENT TENSE

Verbs in the present tense occur in four forms, each signaling a dif ferent aspect. (Aspect is
explained in the Introduction.) Each of these forms conveys information about an action, state,
or event that is relevant now.

SIMPLE PRESENT: I study every day.

PRESENT PROGRESSIVE: I am studying right now

PRESENT PERFECT: I have studied English for two years.

PRESENT PERFECT PROGRESSIVE: I have been studying all day for my test tomorrow. In
the following units, you will learn about these verb forms and the reasons for using them.

SIMPLE PRESENT

When you refer to habitual actions, customs, and facts, use simple present verb forms.

HABITUAL ACTION: I work in the library.

CUSTOM: Most Americans eat turkey on Thanks giving day.

FACT: The earth revolves around the sun.

If you include a time reference, you can also use the simple present to indicate future time.

FUTURE ACTION: The concert starts in five minutes.

BE VERB FORMS, SIMPLE PRESENT

The verb be has three different forms in the simple present: am, is and are

Singular=Plural=we are

First Person= i am

Second Person=you are

Third Person=he,she,it is

PRESENT PROGRESSIVE (BE VERB + -ING)

When you refer to a temporary situation or an activity in progress. use the present progressive.
15
 TEMPORARY SITUATION: I am working in the library this term.
ACTIVITY IN PROGRESS: She is studying right now

If you include a time reference, you can also use the present pro gressive to indicate future time.

FUTURE TIME: My parents are coming tomorrow

The present progressive consists of the auxiliary verb be and the ing form of the main verb. The
auxiliary verb is marked for tense.

When a one-syllable word or a word with a stressed final syllable ends in a single consonant
sound, double the last letter before adding -ing.

One-syllable word: run → running

Word ending in a stressed syllable: admit-admitting

BUT mow moving This word ends in a vowel sound

When a word ends with a consonant and the letter « drop the before adding -ing: come coming.
The letter e is not dropped from words such as be, see, and free.

PRESENT PERFECT

Use the present perfect when you want to refer to a situation that originated in the past but
continues into the present or to refer to a past experience that has current relevance.

PAST SITUATION CONTINUING INTO THE PRESENT: I have lived in Dallas for
six years.
PAST EXPERIENCE WITH CURRENT RELEVANCE: We have traveled to Alaska
three times.

For an experience to be relevant, it is usually related to a possible future experience. In the

example "We have traveled to Alaska three times," the speaker may be considering another trip.
The present perfect is often used in job interviews when an employer asks a prospective
employer about his or her experience: "Have you ever driven a large vehicle?" "Have you ever
used a cash register?"

The present perfect consists of the auxiliary verb have and the per fect/passive form of the main
verb. The auxiliary verb is marked for tense. The perfect/passive verb form is used to indicate
either the perfect aspect or the passive voice. (The passive voice will be discussed in Part IV.)
The perfect/passive form for regular verbs consists of the base form of the verb and the ending-
ed

When a one-syllable word or a word with a stressed final syllable ends in a single consonant
sound, double the last letter before adding-ed

One-syllable word: pet→ petted

Word ending in a stressed syllable: admit admitted

16
 BUT sew sewed [This word ends in a vowel sound.]

PRESENT PERFECT PROGRESSIVE

When you want to refer to an action, a state, or an event that origi nated in the past but is still
ongoing or incomplete, use the present perfect progressive.

 ONGOING SINTE: I have been living on a ship for three months.

 INCOMPLETE ACTION: We have been organizing this trip since May

The present perfect progressive consists of two auxiliary verbs, have and be and the -ing form of
the main verb. The auxiliary verb kave comes first, and it is marked for tense. Next comes the
perfect/pas sive form of the verb be-bon. The final element of the present per fect progressive is
the -ing form of the main verb.

PART II
THE PAST TENSE

Verbs in the past tense occur in four forms, each signaling a differ ent aspect. (Aspect is
explained in the Introduction.) These forms convey information about actions, states, or events
that are remote in the speaker's mind. The past tense most often refers to past time.

SIMPLE PAST: I waited patiently.

PAST PROGRESSIVE: I was waiting for a bus

PAST PERFECT: I had waited long enough.

PAST PERFECT PROGRESSIVE: I had been waiting for three hours. In the following units,
you will learn about these verb forms and the reasons for using them.

SIMPLE PAST

When you refer to past or completed actions, states, or events, use simple past verb forms.

 COMPLETED ACTION: We drove three hundred miles.

 PAST STATE: They seemed uneasy.
 PAST EVENT: The schedule changed.

You can also use the simple past to refer to a hypothetical action. state, or event.

 HYPOTHETICAL ACTION: If you joined our team, we could win the championship.

For regular verbs, the simple past form and the perfect/passive form (see pages 29-30) are the
same. When a one-syllable word or a word with a stressed final syllable ends in a single
consonant sound, double the last letter before adding-ed

17
 One-syllable word: plan→ planned
Word ending in a stressed syllable: occur→ occurred
BUT row→ rowed [This word ends in a vowel sound] Irregular verbs have a variety of
simple past forms, which can be found in the appendix.

PAST PROGRESSIVE (Be Verb + -ing)

When you refer to a past action, state, or event that is incomplete or in progress, use the past
progressive.

PAST ACTION: In 2012, I was working for a large company in Houston.

PAST STATE: I was feeling fine ten minutes ago.
PAST EVENT: Something strange was happening.

A specific time reference is often used with the past progressive. This reference is generally a
prepositional phrase or another clause with a simple-past verb form.

PREPOSITIONAL PHRASE: By 5:00, all the participants were packing their bags.
CLAUSE: While I was preparing breakfast, I heard the news on the

When you want to indicate two simultaneous ongoing actions, use the past progressive for both.

SIMULTANEOUS ACTIONS: While was preparing breakfast, I was listening to the

news.

When a one-syllable word or a word with a stressed final syllable ends in a single consonant
sound, double the last letter before adding-ing

PAST PERFECT

Use the past perfect when you want to refer to a past action, state, or event that occurred prior to
another time in the past. The more recent past time may be expressed as a prepositional phrase or
as a clause in which another action, state, or event is mentioned.

PAST ACTION BEFORE PAST TIME. They had finished the project by Friday. PAST
STATE BEFORE PAST ACTION: He had been depressed before he went on vacation

You can also use the past perfect to refer to a hypothetical action.state, or event.

HYPOTHE TEAL ACTION; If they had come earlier, they would have received free
tickets

Sentences such as this one will be discussed in more detail in Part IV.

The past perfect consists of the auxiliary verb hae and the pi fect/passive form of the main verb.
The auxiliary verb is mark for past tense. The perfect/passive verb form is used to indica either
the perfect aspect or the passive voice. (The passive voke will be discussed in Part IV.) The
perfect/passive form for regular verbs consists of the base form of the verb and the ending-ed

18
When a one-syllable word or a word with a stressed final syllable ends in a single consonant
sound, double the last letter before adding-ed

One-syllable word; pat→→ patted

Word ending in a stressed syllable; occur occurred
BUT tow towed [This word ends in a vowel sound.]

PAST PERFECT

Use the past perfect when you want to refer to a past action, state, or event that occurred prior to
another time in the past. The more recent past time may be expressed as a prepositional phrase or
as a clause in which another action, state, or event is mentioned.

PAST ACTION BEFORE PAST TIME. They had finished the project byFriday. PAST
STATE BEFORE PAST ACTION: He had been depressed before he

You can also use the past perfect to refer to a hypothetical action.state, or event.

HYPOTHETICAL ACTION; If they had come earlier, they would have received free
ticketc

The past perfect consists of the auxiliary verb hae and the per fect/passive form of the main verb.
The auxiliary verb is marked for past tense. The perfect/passive verb form is used to indicate
either the perfect aspect or the passive voice. (The passive voice will be discussed in Part IV.)
The perfect/passive form for regular verbs consists of the base form of the verb and the ending-
ed

When a one-syllable word or a word with a stressed final syllable ends in a single consonant
sound, double the last letter before adding-r

One-syllable word; pat→→ patted

Word ending in a stressed syllable; occur occurred
BUT tow towed [This word ends in a vowel sound.]

PAST PERFECT PROGRESSIVE

When you want to refer to an action, a state, or an event that origi nated prior to another time in
the past but is still ongoing or incomplete, use the past perfect progressive.

 ONGOING STATE: I had been having frequent headaches, so I decided to visit a doctor.
 INCOMPLETE ACTION: We had been making plans when someone interrupted us

The past perfect progressive consists of two auxiliary verbs, he and be, and the -ing form of the
main verb. The auxiliary verb had comes first, and it is marked for tense.

Next comes the perfect/passive form of the verb beben. The final element of the past perfect
progressive is the -ing form of the main verb.

PART III

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THE FUTURE TENSE

Verbs in the future tense occur in four forms, each signaling a dif ferent aspect. (Aspect is
explained in the Introduction.) Each of these forms can be used to predict future actions, states,
or events.

SIMPLE FUTURE: I will work on my project tomorrow.

FUTURE PROGRESSIVE: I will be working for my father next year, FUTURE
PERFECT: By the end of the winter, I will have worked here for five years.
FUTURE PERFECT PROGRESSIVE: On Monday, I will have been working with you
for ten years.

In the following units, you will learn about these verb forms and the reasons for using them.

SIMPLE FUTURE

When you are referring to a future action, state, or event, use the simple future.

FUTURE ACTION: We will take our final exam on Friday.

FUTURE STATE: They will be late.
FUTURE EVENT: The weather will improve

BE GOING TO

The phrasal modal auxiliary verb be going to is also used to indicate future time.

The verb he takes three different forms: am, is, and are.

Be going to is less formal than will.

Friend to friend: I'm going to finish the project by Friday,

Employee to supervisor: I'll finish the project by Friday.

Although sometimes be going to and will can be used interchange ably, there are two special
uses. Be going to signals that something is imminent.

The alarm is going to sound in a second.

Will is used to make commitments.

I'll meet you at 5:00.

You will learn more about modal auxiliary verbs in Part V

FUTURE PROGRESSIVE (Will Be Verb+ -ing)

Use the future progressive when you refer to an action or event that will be ongoing at some time
or for some period of time in the future.

FUTURE ACTION OCCURRING FOR A PERIO OF TIME: will be studying all night.

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 FUTURE EVENT OCCURRING AT A POINT IN TIME: At approximately 7:30, the
sun will be sinking behind the horizon.

The future progressive consists of the auxiliary verbs will and beand the -ing form of the main
verb.

When a one-syllable word or a word with a stressed final syllable ends in a single consonant
sound, double the last letter before adding -ing.

 One-syllable word: plan→ planning

 Word ending in a stressed syllable: emit → emitting
 BUT sew sewing [This word ends in a vowel sound]

When a word ends with a consonant and the letter, drop the before adding -ing: come coming.
The letter e is not dropped from words such as be, see, and free

FUTURE PERFECT

Use the future perfect when you want to refer to a future action. state, or event that will be
completed by a specific time in the future.

FUTURE ACTION. By next work, she will have completed the course.
FUTURE STATE: In 2025, we will have known each other for twenty years.
FUTURE EVENT: The ship will have sunk by then.

The future perfect consists of the modal auxiliary verb will the auxiliary verb have, and the
perfect/passive form of the main verb. The perfect/passive verb form is used to indicate either
the perfect aspect or the passive voice. (The passive voice will be discussed in Part IV.) The
perfect/passive form for regular verbs consists of the base form of the verb and the ending Ed

When a one-syllable word or a word with a stressed final syllable ends in a single consonant
sound, double the last letter before adding-ad

One-syllable word: flip-flipped

Word ending in a stressed syllable: refer→ referred
BUT bowhowed [This word ends in a vowel sound.]

The perfect/passive forms of irregular verbs can be found in the appendix.

FUTURE PERFECT PROGRESSIVE

When you want to refer to an ongoing action, state, or event or to a habitual action that will
continue until or through a specific time. use the future perfect progressive.

 HABITUAL ACTION: In October, we will have been commuting together for twenty
years.
 ONGOING EVENT: By that time, the temperature will have been increasing steadily
for five years.

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The future perfect progressive consists of three auxiliary verbs will, have, and be-and the -ing
form of the main verb. The auxiliary verbs will and have come first. Next is the perfect/passive
form of the verb l-le. The final element of the future perfect progres sive is the ing form of the
main verb.

PART IV
IMPERATIVE, PASSIVE, AND HYPOTHETICAL CONDITIONAL

As you read the units that follow, you will learn to use verbs in three special constructions: the
imperative, the passive, and the hypo thetical conditional.

IMPERATIVE: Be careful!

PASSIVE: We were surprised by the news.

HYPOTHETICAL CONDITIONAL: If I were you, I would look for a new job.

IMPERATIVE

When you want to give instructions or directions, you can use the imperative:

INSTRUCTION: Mix the ingredients together.

DIRECTION: Turn right at the corner.

Imperatives are used for other purposes as well

REQUEST: Close the window, please.

WARNING: Watch out!
INVITATION: Come over to our house tonight.
Wiser: Have a nice time.

Using the verb in the imperative construction is easy because there are no endings. Just use the
base form (the form found in the dictionary). Because imperatives are directed toward another
person or other persons, the subject you is understood; that is, it is not mentioned except for
emphasis.

PASSIVE

The sentences that you studied in Parts I through III were in the active voice. Most of them had
subjects that performed actions. In contrast, sentences in the passive voice have subjects that
receive some action.

ACTIVE: George Lucas produced the film.

PASSIVE: The film was produced by George Lucas.

In passive sentences, the doer of the action is sometimes in a prepositional phrase starting with
the preposition by, as in "by George Lucas In other instances, there is no by phrase because the
doer of the action is not important or is not known.

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 Microcomputers were used in the study

In passive sentences, the main verb is in the perfect/passive form. You have already studied this
form in Parts I, II and III. To refresh your memory, see pages 29-30, 69, and 101. The auxiliary
be pre cedes the perfect/passive form of the main verb.

Oranges are grown in Florida.

HYPOTHETICAL CONDITIONAL

The sentences you will study in this unit have two parts an if clause and a main clause. The if
clause consists of a condition that is either slightly possible or impossible; the main clause states
the consequences of the condition mentioned in the if clause.

SLIGHTLY POSSIBLE: If he felt better, he would come with EIS.

IMPOSSIBLE: If my aunt were still alive, she would be a hundred years old today.

To form a hypothetical conditional that refers to present or future time, use the simple past tense
in the if clause; use a modal verb (either would, might, or could) and the base form of the main
verb in the main clause.

If he studied more, he would earn better grades.

In formal English, we is used in the if clause, even following the first-and third-person singular
pronouns If I were you, I would look for a job.

If she were here, we could leave.

To form a hypothetical conditional that refers to past time, use the past perfect in the if clause;
use would have, might have, or could have and the perfect/passive form of the main verb in the
main clause.

If they had asked earlier, I could have helped them.

PART V
PHRASAL VERBS AND MODAL AUXILIARY VERBS

As you study the units that follow, you will learn about two special types of verbs: phrasal verbs
and modal auxiliary verbs. Phrasal verbs are verb-particle combinations, such as look up in I'll
look up his phone number. Modal auxiliary verbs are auxiliaries that signal such meanings as
obligation and possibility. Although you have been introduced to modal auxiliary verbs in
previous units (will and would, for example), in Part V you will learn more about the subtle
shades of meaning that tense and aspect add to these verbs.

PHRASAL VERBS

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Phrasal verbs are combinations of verbs and particles. Common particles include in, on, off, up,
down, and out. Verb + particle com. binations carry their own meanings. In other words, the
verb and the particle work together to create meaning.

The plane took off ten minutes ago. "left the ground"]
We turned in our papers. ["submitted"]

You can find the definitions of phrasal verbs in most dictionaries made for learners of English.

Phrasal verbs can appear in all the tense-aspect combinations your have studied so far. The
following chart includes the tense-aspect combinations for turn up:

MODAL AUXILIARY VERBS

Modal auxiliary verbs appear before main verbs. They are used for a number of purposes. Here
are some of the most common:

INDICATE ABILITY: She can speak English.

GIVE ADVICE: You should see a doctor.
EXPRESS CERTAINTY: We will finish by 8:00.
INDICATE POSSIBILITY: It may rain tonight.
INDICATE ONLIGATION; You must attend the list class.
GIVE PERMISSION: You may use your dictionaries during the exam.
INDICATE PAST HABET: When I was little, we would go swimming every day.

Unlike other verts, modal verbs have only one form. In other words, nos is added to modal verbs
to indicate third-person singular.

He/she/it can/should/will/may/must move.

PART VI
GERUND AND INFINITIVE COMPLEMENTS

Gerunds and infinitives are verb forms, but they are not used as the main verbs in sentences.
Gerunds are formed by adding sing to the base form of a verb: running, talking, doing. (The -ing
form is often called the present participle.) Infinitives consist of two parts: the infinitive marker
to and the base form of a verb: to run, to talk, to do, Gerunds and infinitives can follow main
verbs.

She enjoys playing the guitar. He promised to sing for us.

Some verbs, such as enjoy, are followed by gerunds. Others, such as promise, are followed by
infinitives. But some verbs can be followed by either gerunds or infinitives.

I like reading mysteries.

I like to read mysteries.

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Generally, gerunds signal that an action has happened or is espe cially vivid. Infinitives indicate
future or hypothetical events.

GERUNDS

Gerunds have four forms

SIMPLE: She avoids driving during rush hour.

PERFECT: He admits having taken the documents.
PASSIVE: They dislike always being put in the last row.
PASSIVE PERFECT. I appreciate having been given this opportunity.

The following verbs can be followed by gerunds but cannot be foollowed by infinitives:

EXAMPLE: Albert considered living (live, simple) abroad for a year.

INFINITIVES

Infinitives have a number of forms. These are the most common:

SIMPLE: Eva wants to become a lawyer.

PROGRESSIVE: They seem to be telling the truth.
PERFECT: He hopes to have finished his work by next Friday,
PASSIVE: Anna deserves to be promoted.
PASSIVE PERFECT: We pretended to have been surprised

The following verbs can be followed by infinitives but cannot be followed by gerunds:

EXAMPLE: Janine managed to find (find, simple) an apartment on the first day of her search.

GERUNDS OR INFINITIVES

Some verbs can be followed by either gerunds or infinitives. Some times there is no significant
difference in meaning between a sen trance with a gerund and a sentence with an infinitive.

He began humming.
He began to hum.

The most common verbs falling into this category are the following three verbs dealing with
time:

Begin continue start

The verb stop, however, is used to express two different meanings

We stopped singing. [The singing has ended.]

We stopped to sing. [The singing has not started yet.]

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After verbs dealing with emotion, the gerund is generally used to express the vividness of an
action, an event, or a state or to indicate its actual occurrence. The infinitive usually indicates a
future,potential, or hypothetical action, event, or state.

I usually prefer cooking my own food, but tonight I would prefer to go out.

The following verbs fall into this category:

Hate like love prefer

Some verbs dealing with memory signal different time sequences,depending on whether a
gerund or an infinitive is used.

I remember locking the door. The door was locked; then the action of locking was
remembered.]
Iremembered to lock the door. [The remembering of a respon sibility took place

The following verbs fall into this category:

Remember forget regret

CHAPTER IV
DISCUSSION

A. BOOK ADVANTAGES
 Main Book
 Explain the material completely so that the reader understands the material.
 In each chapter there are pictures that explain the material in the chapter as well
as examples of the material explained.
 There are practice questions at the end of each chapter that can hone the reader's
abilities.
 Comparison Book
 Explain the material briefly and clearly so that the reader understands the material
being explained.
 In each chapter, questions are immediately given to hone the reader's skills.
 There is a chart at the back of the book explaining irregular verbs.
 There is an answer at the end of the book that can help the reader to compare or
answer the questions from the final question given.

B. BOOK WEAKNESSES
 Main Book
 The writing used in the book is very boring because it is only in black and white.

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 
Lack of pictures in each material explained so that readers do not understand the
meaning of the material
 Comparison Book
 The absence of images in each material described so that readers do not
understand the material.
 There are too many questions than explanations in the material that make the
readers less understand the material that has not been explained in the problem.

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 CHAPTER V
CLOSING

A. CONCLUSION
From the results of these criticisms, it can be concluded that this book is
appropriate and suitable as a source of learning for students. This is because this book
is equipped with a clear explanation of the material and many examples that support
understanding the topic. With the various shortcomings that we found, actually these
shortcomings did not really affect the explanation of the materials in the book.

B. SUGGESTION
After reading these two books, we found some flaws in each sub-chapter. It is
better if the words used are easier to understand, so it is easier for students to apply
the topic in everyday life. We hope that the images that support this topic will be
further developed to facilitate understanding of the topic. We hope that the next
edition of this book will be even better.

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 BIBLIOGRAFY

Steven Collins (-) Practical Every Day English. Monsterat Publishing.

Lorreta Gray (2019) Practice Makes Perfect ENGLISH VERBS. Kota New York : MC
Graw-Hill Education.

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