MODUL MATA KULIAH

TEORI BAHASA INGGRIS

Disusun oleh
Endah Dwi Lestari, S.Pd., M.M

FAKULTAS EKONOMI
UNIVERSITAS OTTOW GEISSLER PAPUA

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 Subjects

In grammar, we use the word 'subject' to talk about the pronoun, noun or noun phrase that
does the action of verb. In English, the subject is usually before the verb.

The simplest English sentences have only a subject and a verb.

 John arrived. (Subject = John, verb = arrived. 'John' is a proper noun. 'John' is also the subject
of this sentence, because John is the person who arrived, so he is the person who did the verb.)
 Lucy smiled. (Subject = Lucy, verb = smiled. 'Lucy' is also a proper noun, and is also the subject
of the sentence, because she is the person who smiled.)

Here are a few more examples. The subject is often a pronoun.

 I love chocolate. (The subject is 'I'.)

 They went to the cinema. (The subject is 'they'.)

The subject can also be a group of words.

 The scientist looked out of the window. (The subject is 'the scientist'.)
 An orange cat was sitting on the grass. (The subject is 'an orange cat'.)

Some verbs are not actions, but instead link the subject to an adjective or phrase which gives us
more information about the subject. In this case the subject is the person or thing which we get
more information about. These verbs are called linking verbs. In English, 'be', 'seem' and
'become' are examples of linking verbs.

 I am hungry. (The subject is 'I' and the linking verb is 'am'.)

 The children are in the garden. (The subject is 'the children' and the linking verb is 'are'.)
 John seemed tired. (The subject is 'John' and the linking verb is 'seemed'.)

Subjects can be quite long in English. Sometimes they include a noun and all the words that are
used to add extra information to that noun (or 'modify' the noun). (This is called a 'complex
subject'.)

 The man who lived upstairs gave us some sweets.

(Here, the subject is 'the man who lived upstairs'. The main noun is 'man' and 'who lived
upstairs' is a relative clause giving us more information about the man.)
 The book on the red table is mine.
(Here the subject is 'the book on the red table'. The main noun is 'book' and the prepositional
phrase 'on the red table' gives us more information about the book.)

Subjects can even include two or more nouns that each have groups of words giving us extra
information.

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 Lucy's grey cat and Alice's white cat went for a walk.
(Here the subject is 'Lucy's grey cat and Alice's white cat'.)
 The man whose daughter I met in high school and the manager of the bank where Amanda
works and my brother's new girlfriend played golf yesterday.
(The subject is 'the man whose daughter I met in high school and the manager of the bank
where Amanda works and my brother's new girlfriend'.)

Objects

In grammar, we use the word 'object' to talk about the thing or person that the verb is done to,
or who receives the verb. It can be a noun, a noun phrase, a pronoun or a longer complex
object, which is modified (in a similar way to a complex subject).

Only a transitive verb can have an object. An intransitive verb never has an object. Read more
about transitive and intransitive verbs here.

 I love chocolate. (The object is 'chocolate'.)

 David met Lucy yesterday. (The object is 'Lucy'.)
 I put the orange cat into the garden. (The object is 'the orange cat'.)
 We saw the man whose house my brother built. (The object is 'the man whose house my
brother built'.)
 The boys threw away the toys that they no longer played with and all the clothes that had
become too small. (The object is 'the toys that they no longer played with and all the clothes
that had become too small'.)

Direct and indirect objects

A few verbs in English can have two different kinds of objects. We call these the 'direct object'
and the 'indirect object'. The 'direct object' is what I've been talking about on this page so far.
It's the thing or person to who or to which we do the action of the verb. For example, in the
sentence 'I give the chocolate', the subject is 'I', the verb is 'give' and the direct object is 'the
chocolate'. But we can also say 'I give Lucy the chocolate'. In this case, 'Lucy' is the indirect
object and she receives the direct object, which is the chocolate.

 I made my friend some coffee. (Here the direct object is 'some coffee' – the thing that I made.
The indirect object is 'my friend', who is the person who receives the direct object.)
 I threw John the ball. (Here the direct object is 'the ball' and the indirect object is 'John'.)
 I passed Lucy the plate of biscuits. (Here the direct object is 'the plate of biscuits' and the
indirect object is 'Lucy'.)

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Part of Speech
Part of speech Function
Noun (n) To name:
a. A Person
b. Places
c. States
d. Things
e. Quality, or
f. Actions
Pronoun A pronoun is used in place
of a noun
Verb (v) A verb says what people or
things do or what happens
to them.
Adjective (adj) An adjective describes a
noun or pronoun.
Adverb (adv) An adverb gives
information about a verb
(run quickly, an adjective
(very comfortable), or an
adverb (very hardly).
Preposition (PP) A prepo pronoun to
indicate location.sition is
used before a noun or
Conjuction A conjuctions joins two
words or two groups of
words.
Interjection An interjection expresses a
strong feeling such as
surprise, happiness,
horror, or pain and is
usually said loudly and
forcefully.
Examples
a. Jhon, Mr. Erick,
Prof. Thomas, etc
b. Jayapura, London,
Chicago
c. The USA,
Indonesia, Papua
New Guinea, etc
d. table, computer,
laptop, etc
e. a syringe, some
money,etc
f. his laughter,
Jack’s cry, etc
We, she, he, they,
you, us, her, his,
hers, them, your, etc
Walk, cry, eat, talk,
etc
 Jack is smart
 She is beautiful
woman
Usually, very, only,
often, aboard, early,
late, etc.
In, on, under, at, in
front of, above, beside,
behind, etc
And, but, or, because,
etc
Great! Hurrah! Yes!,
etc
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Exercise 1
Determine the parts of speech of these sentences!
Example : Diana work at the International Bank.
S v pp n

1. Hello! Who is speaking?

2. Mr. Jack has practiced in this office since 2000.

3. He opens the book

1. Jhon writes a report every afternoon.

2. They read Information System Book.

3. We go to campus on foot every morning.

4. You get score A for the English Subject.

5. Most of the system information students consider statistics as a difficult subject.

6. Ronny will have basis data examination next week.

10.Wow! Everybody gets suprised to know Roy’s brilliant idea.

Exercise 2
Write a short sentences for each of the following words, using the word as the
part of speech indicated.
Example :

LET’S TALK
Introducing others

(Informal situation)

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 NOUNS

A noun is a word which names things, places, or persons.

In a sentences, a noun can function as the subject of a verb, the complement of the
verb, the object of the verb, and also the object of a preposition.
A noun can be grouped into classes; uncountable and countable nouns.
No plural form for uncountable one. Take a look at the following table.

Singular Plural
One pen Two pens To make the plural form of most nouns
One apple Two apples add -s
A book A few books
An umbrella Some umbrellas
Baby Babies End of noun : consonant + -y
Lady Ladies Plural form : change y to i, add -es
Boy Boys End of noun : vowel + -Y
Toy Toys Plural form : add –y

Wife Wives End of noun : -fe or -f

leaf Leaves Plural form : cahnge –f to v, add -es
Dish Dishes End of noun : -sh, -ch, -x, -ss
Box Boxes Plural form : add -es
Class Classes
match matches
Tomato Tomatoes End of noun : consonant + -O
Plural form : add –es

zoo zoos End of noun : vowel + -O

Plural form : add -s

Irregular Plural Form

Singular Plural
Child Children
Mouse Mice
Deer Deer
Man Men
Woman Women
Foot Feet
Fish Fish

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Uncountable Noun
Most uncountable nouns are singular nouns.
These are examples of uncountable nouns.

bread sugar coffee information news

medicine water advice sand jam
jar salt tea furniture weather
beauty ice wind air gold

Some uncountable nouns are plural.

Example : scissors, trousers, glasses, etc.

Exercise 1
Change these following singular nouns into plural nouns.
Example : teacher  teachers

1. cowboy 6. vas
2. bush 7. office
3. grass 8. baby
4. strawberry 9. hero
5. computer 10. appendix

Exercise 2

Write the correct form of the nouns in the parentheses.

Example: I met some interesting men at the meeting last night. (man)

1. I need some _______ to light the fire. (match)

2. The baby got two new _________ . (tooth)
3. The farmer loaded his cart with ___________ of fresh vegetables to take to
market. His cart was pulled by two ________ (box, ox)
4. Alex saw some _________ running across the floor. ( mouse)
5. New scientific ____________ are made everyday in ___________ throughtout the
world. (discovery, laboratory)
6. Thunder and lightning are __________ of nature. (phenomenon)
7. Before Marie signed the contract, she talked to two ___________(attorney)
8. I caught several ___________ in the lake. (fish)
9. When we spoke in the cave, we could hear ________ of our voices. (echo)
10. On our trip in the mountainous countrysode, we saw some __________,
__________, _____________, and wild __________. (wolf, fox, deer, sheep)

Let’s Talk

Small discussion

Make some groups consisting of 3-4 persons. Each group has to find some references
about countable and uncountable noun. Each of them has to make small discussion
with their own group to share and discuss their opinions and ideas. After that they
have to present the result of disussion in front of the class.

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NAME : ENGLISH PRACTICE
NO :
Exercise 1
Write the correct form of the nouns in the parentheses.
Example: I met some interesting men at the meeting last night. (man)

1. I need some _______ to light the fire. (match)

2. The baby got two new _________ . (tooth)
3. The farmer loaded his cart with ___________ of fresh vegetables to take to market. His
cart was pulled by two ________ (box, ox)
4. Alex saw some _________ running across the floor. ( mouse)
5. New scientific ____________ are made everyday in ___________ throughtout the world.
(discovery, laboratory)
6. Thunder and lightning are __________ of nature. (phenomenon)
7. Before Marie signed the contract, she talked to two ___________(attorney)
8. I caught several ___________ in the lake. (fish)
9. When we spoke in the cave, we could hear ________ of our voices. (echo)
10.On our trip in the mountainous countrysode, we saw some __________, __________,
_____________, and wild __________. (wolf, fox, deer, sheep)

Exercise 2
Fill in the gaps with some, any or a - an.
1. I‟m really thirsty. I need ________ water, please.

2. I went to the library, but I couldn‟t find ________ books about art.

3. Can you give me _________ coffee, please?

4. She sent ________ postcards to her friends, but she didn‟t make _______ phone calls when
she was in Britain.

5. It‟s very sunny but there is only _________ child playing in the street.

6. I bought __________ coffee, but I didn‟t buy ________ tea or ________ papaya.

7. Have you got __________ chocolate biscuits? I‟m sorry, there are____________ biscuits left.

8. Mary, I‟m afraid there isn‟t __________ juice in the fridge but there‟s __________ pineapple.

9. They ate ____________apples, ___________ mango, but they didn‟t eat ___________ oranges.

10. Is there __________ oil in the kitchen? No, there isn‟t ___________ but there‟s __________
butter.

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 COMPARATIVE ADJECTIVES
Comparative adjectives are used to compare differences between the two objects they modify
(larger, smaller, faster, higher). They are used in sentences where two nouns are compared, in
this pattern:

Noun (subject) + verb + comparative adjective + than + noun (object).

The second item of comparison can be omitted if it is clear from the context (final example
below).

EXAMPLES

 My house is larger than hers.

 This box is smaller than the one I lost.
 Your dog runs faster than Jim's dog.
 The rock flew higher than the roof.
 Jim and Jack are both my friends, but I like Jack better. ("than Jim" is understood)

SUPERLATIVE ADJECTIVES
Superlative adjectives are used to describe an object which is at the upper or lower limit of a
quality (the tallest, the smallest, the fastest, the highest). They are used in sentences where a
subject is compared to a group of objects.

Noun (subject) + verb + the + superlative adjective + noun (object).

The group that is being compared with can be omitted if it is clear from the context (final
example below).

EXAMPLES

 My house is the largest one in our neighborhood.

 This is the smallest box I've ever seen.
 Your dog ran the fastest of any dog in the race.
 We all threw our rocks at the same time. My rock flew the highest. ("of all the rocks" is
understood)

FORMING REGULAR COMPARATIVES AND SUPERLATIVES

Forming comparatives and superlatives is easy. The form depends on the number of syllables
in the original adjective.

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ONE SYLLABLE ADJECTIVES
Add -er for the comparative and -est for the superlative. If the adjective has a consonant +
single vowel + consonant spelling, the final consonant must be doubled before adding the
ending.

Adjective Comparative Superlative

tall taller tallest

fat fatter fattest

big bigger biggest

sad sadder saddest

TWO SYLLABLES
Adjectives with two syllables can form the comparative either by adding -er or by preceeding
the adjective with more. These adjectives form the superlative either by adding -est or by
preceeding the adjective with most. In many cases, both forms are used, although one usage
will be more common than the other. If you are not sure whether a two-syllable adjective can
take a comparative or superlative ending, play it safe and use more andmost instead. For
adjectives ending in y, change the y to an i before adding the ending.

Adjective Comparative Superlative

happy happier happiest

simple simpler simplest

busy busier busiest

tilted more tilted most tilted

tangled more tangled most tangled

THREE OR MORE SYLLABLES

Adjectives with three or more syllables form the comparative by putting more in front of the
adjective, and the superlative by putting most in front.

Adjective Comparative Superlative

important more important most important

expensive more expensive most expensive

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IRREGULAR COMPARATIVES AND SUPERLATIVES
These very common adjectives have completely irregular comparative and superlative forms.

Adjective Comparative Superlative

good better best

bad worse worst

little less least

much more most

far further / farther furthest / farthest

EXAMPLES

 Today is the worst day I've had in a long time.

 You play tennis better than I do.
 This is the least expensive sweater in the store.
 This sweater is less expensive than that one.
 I ran pretty far yesterday, but I ran even farther today.

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 Descriptive Text

A. Pengertian Descriptive Text

Descriptive Text merupakan jenis teks yang banyak digunakan dalam kehidupan sehari-hari
dalam menggambarkan benda, tempat, manusia, hewan dan lain sebagainya. Descriptive Text
adalah sebuah teks bahasa Inggris untuk mengggmbarkan seperti apa benda atau mahluk hidup
yang kita deskripsikan, baik secara kenampakan, bau, suara, atau tekstur dari benda atau makhluk
hidup tersebut.

B. Tujuan Komunikatif Descriptive Text

Tujuan Komunikatif dari Descriptive Text adalah untuk menggambarkan dan mengungkapkan ciri-
ciri dari benda, tempat, atau mahluk tertentu secara umum, tanpa adanya riset atau peneilitan
secara mendalam dan menyuluruh.

C. Generic Structure Descriptive Text

Di setiap Descriptive Text terdapat dua bagian yang menjadi ciri dari Descriptive Text itu sendiri.
Kedua bagian tersebut adalah:

1. Identification

Identification adalah bagian dari Descriptive Text yang berisi tentang topik atau "apa" yang akan
digambarkan atau dideskripsikan.

2. Description

Description adalah bagian terakhir dari Descriptive Text yang berisi tentang pembahasan atau
penggambaran tentang topik atau "apa" yang ada di Identification mengenai kenampakan fisik,
kualitas, perilaku umum maupun sifat-sifatnya.

D. Ciri Kebahasan Descriptive Text

1. Descriptive Text menggunakan Present Tense, misalnya: go, eat, fly, etc.

2. Descriptive Text menggunakan berbagai macam Adjectives (kata sifat) yang bersifat Describing
(mengambarkan), Numbering (Menomerkan), dan Classifying (mengklasifikasikan), misalnya: two
strong legs, sharp white fangs, etc.

3. Descriptive Text menggunakan Relating Verbs untuk memberikan informasi tentang subjek,
misalnya: my mum is realy cool, it has very thick fur, etc.

4. Descriptive Text menggunakan Thinking Verbs (kata kerja berfikir, seperti belive, think, etc.) dan
Feeling Verbs (kata kerja perasa, seperti feel)untuk mengungkapkan pandangan pribadi penulis
tentang subjek, misalnya: police believe the suspect is armed, I think it is a clever animal, etc.

5. Descriptive Text juga menggunakan Adverbs (kata keterangan) untuk memberikan informasi
tambahan mengenai perilaku atau sifat (Adjective) yang dijelaskan, misalnya: it is extremely high, it
runs definitely past, etc.

E. Strategi Membaca

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Teknik membaca atau strategi membaca merupakan hal yang penting untuk dipahami ketika
mengerjakan soal-soal reading comprehension. Berikut diuraikan berbagai strategi membaca

1. Skimming
Skimming diartikan membaca dengan cepat untuk menentukan topik atau pokok pikiran dalam
bacaan. Dengan menggunakan teknik ini, Anda dapat memprediksi tujuan penulisan teks, topik
bacaan, dan pokok pikiran utama. Berikut disampaikan contoh penerapan teknik skimming.

Example:

(1) What is the topic of the text? Gold

(2) What is the main idea of the text? Gold is prized for two important characteristics.

2. Scanning

Scanning merujuk pada membaca dengan cepat untuk menemukan informasi faktual yang ada
dalam teks. Tujuan dari teknik ini adalah to extract specific information without reading through the
whole text. Scanning berkenaan dengan pencarian informasi rinci seperti nama, keterangan
tempat, keterangan waktu, kata kunci, hal-hal yang berkaitan dengan angka. Teknik ini dapat
digunakan untuk menjawab pertanyaan yang berhubungan dengan who, what, how long, where,
when, how much, how far, dan sebagainya.

OAP Halts Wagon with Pram

An old aged pensioner managed to stop a ten ton wagon using only a pram, making the wagon
reverse for three quarters of a mile through a park.

83-year old Mrs Norah Padstow was playing with her grandson, Wayne, in Jubilee Park,
Dudley, last week when she saw a ten-ton wagon attempting to take a short cut along a
pedestrian-only path across the park. Furious that he was breaking the law and putting children
at risk, she pushed her pram in front of the wagon and refused to move. The driver, Mr Eric
Smithson, argued with her for some time but eventually had to reverse all the way back to the
ring road.

Mrs Padstow told our reporter, “I knew he wouldn’t knock me down if I stood my ground.
Wagon drivers keep using the park as a short cut to avoid the traffic jams in the town centre
but they shouldn’t do it and one day a child will get hurt!”

Mr Smithson was not available for comment.

Merujuk pada teks tersebut di atas, berikut disampaikan pertanyaan yang berkaitan dengan
informasi faktual yang dapat didekati dengan teknik scanning.

No. Pertanyaan Jawaban

01. Who stopped a ten-ton wagon? An old aged pensioner
02. How old was Mrs. Norah Padstow? She was 83-year old
03. What was her grandson’s name? He was Wayne.
04. What was the name of the driver of the ten-ton He was Mr Eric Smithson
wagon?
05. What did Mrs Padstow tell the reporter? “I knew he wouldn’t knock me down if I
stood my ground
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3. Word-Attack Skills

Word-attack skills adalah teknik membaca yang berkenaan menerka kata-kata sulit dengan
menggunakan hubungan gramatikal dan kontekstual. Hubungan gramatikal diartikan sebagai jenis
hubungan yang berkaitan dengan bentuk dan fungsi kata dalam suatu konstruksi tertentu
sedangkan hubungan kontekstual berkenaan dengan hubungan antara kata tertentu dang kata lain
dalam rangkaian makna.

In the first place, with the rapid (1) development of science and technology, work today is
more demanding than it used to be. For example, college graduates nowadays have to
master English, computer science and driving skills before they can find decent (2) jobs.
People have to spend more time acquiring (3) new techniques and skills. And their spare
time tends to be fully occupied (4), not with leisure (5) pursuit, but with work-related
pursuits.

1. fast 3. gaining 5. free

2. good 4. booked

4. Vocabulary building

Teknik membaca ini berkaitan dengan dua proses utama dalam ranah morfologi, yakni derivasi
dan infleksi. Proses derivasi diartikan sebagai proses morfologi yang berakibat pada perubahan
makna dan/atau perubahan kategori. Proses infleksi merujuk pada proses morfologi yang berupa
afiksasi yang berkaitan erat dengan penjamakan, penanda perubahan tenses, dan kepemilikan.

Verb Noun Adjective Adverb

help help helpful helpfully
comfort comfort comfortable comfortably
enlarge enlargement large largely
enjoy Enjoyment enjoyable enjoyable
compete competition competitive Competitively

Perhatikan kata-kata yang dicetak tebal pada teks berikut. Identifikasi kata-kata sebagai hasil
derivasi dan kata-kata sebagai hasil infleksi.

In the second place, competition is becoming more intense. Many people feel anxious that
they may be “laid-off” if they can‟t work as hard as others. And they also feel at a
disadvantage before new graduates. Therefore, it is understandable that people keep
themselves involved in intensely hard work in order to preserve their positions.
In my opinion, the worst aspect of this phenomenon is that the huge pressure of work will
gradually affect people’s mental health. Excessively hard work means that people can
never get rid of the fatigue of their work, even in their leisure time. This means that they
cannot enjoy a normal life.
In a word, in modern society overwork is stealing our leisure time. however, I believe this
problem will be settled eventually with the development of science and technology.

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5. Interpreting reference

Teknik ini merujuk pada menemukan acuan atau sumber rujukan kata ganti yang muncul dalam
teks. Interpreting reference ini memiliki dua sifat, yakni anaporik dan kataporik. Dikatakan anaporik
ketika rujukan atau acuan berada sebelum kata yang digantikan. Sebaliknya jika rujukan berada
setelah kata yang digantikan disebut kataporik. Di antara dua jenis tersebut, anaporik lazim
ditemukan dalam berbagai soal yang berkenaan dengan interpreting reference.

Contoh 1 Carilah rujukan kata ganti yang digaris bawahi.

In my opinion, the worst aspect of this phenomenon is that the huge pressure of work will
gradually affect people’s mental health. Excessively hard work means that people can never
get rid of the fatigue of their work, even in their leisure time. This means that they cannot
enjoy a normal life. In a word, in modern society overwork is stealing our leisure time.
However, I believe this problem will be settled eventually with the development of science
and technology.

Contoh 2 Carilah rujukan kata ganti yang digaris bawahi.

In brief, the computer age has arrived, and it is changing our lives. Computers have made
communicating and doing business faster and more convenient, and they have greatly
increased our access to information. Just as the invention of automobiles had an unplanned
consequence-the growth of suburbs-so will the invention of personal computers. We will
have to wait and see what these unintentional consequences will be.

6. Recognising text-organisasion

Teknik ini diartikan sebagai salah satuk teknik membaca yang berkenaan dengan pengenalan pola
pengorganisasian teks atau pengenalan jenis-jenis paragraf. Teknik ini sangat penting ketika Anda
ingin mengenali bagaimana penulis mengorganisasi ide-idenya dalam suatu teks. Berikut
disampaikan contoh penerapan teknik ini.

Contoh. Perhatikan teks berikut dan tulislah bagian-bagian sebagai pembentuk teks.

There are three reasons why Canada is one of the best countries in the world. First,
Canada has an excellent health care system. All Canadians have access to medical
services at a reasonable price. Second, Canada has a high standard of education. Students
are taught by well-trained teachers and are encouraged to continue studying at university.
Finally, Canada's cities are clean and efficiently managed. Canadian cities have many
parks and lots of space for people to live. As a result, Canada is a desirable place to live.

Main Idea :

Supporting Detail 1 :

Sub-supporting Details :

Supporting Detail 2 :

Sub-supporting Details :

Concluding Sentence :

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7. Inferencing

Jenis teknik membaca ini berkenaan dengan melakukan penyimpulan berdasarkan informasi yang
diperoleh dari teks yang dibaca. Berikut disampaikan contoh penerapan teknik ini.

The term “neon light” was originally applied to a particular type of vapor lamp using the inert
gas neon. A long tube was filied with neon, which then became luminous at low pressure
when an electric current was passed through it. The lamp then emitted the characteristic
reddish-orange light of neon. Today, the term “neon light” is gievn to lamps of this general
type that may be filled with a vareity of gasses, depending on the color that is desired.
Argon, for example, is used to produce blue light.

Color can also be altered by changing the color of the glass blue. The tubes must be quite
long in all these lamps to light efficiently. As a result, high voltages are required. Neon tube
lamps are not practical for indoor ilumination, but they have found widespread outdoor use
in glowing, colourful advertising signs.

No. Pernyataan Salah/Benar

1. The inert gas neon is reddish-orange in colour.
2. The meaning of the term “neon light” has changed over time.
3. Today‟s neon lights never actually contain neon.
4. All types of “neon light” work on the same general principle.
5. When stimulated by electricity, different types of gas produce different colours.
6. Modern “neon light” are more efficient than those used in the past.
7. The primary market for neon lights is business rather than private household.

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Describing people in English

There are many ways to talk about physical appearance.

Age

 My grandfather is quite old. In fact, as he has a pension, he is an old age pensioner, or a

senior citizen.
 His daughter, my aunt, is 55, and middle-aged. She has three sons. One is a young adult, at
24 years of age, and the other two are both teenagers. They are 16 and 17. My sister also
has two children – one toddler who is a two-year old, and a baby who is 6 months old.

Build

People are built in all shapes and sizes. There are those who are fat and overweight. Some people
are extremely overweight and are obese. Other people are naturally slim, but others look have
absolutely no fat on them and are thin, or skinny.

Personally, I am stocky – small, but well-built. My father is tall and lean – with very little fat. My
sister is short, but wiry – she is quite thin, but muscular. Both my brothers are athletic and well-
proportioned. My mother looks like a 1940's film star. She is curvaceous, with an hour-glass figure.

My grandfather is fit for his age and takes plenty of exercise. He doesn't want all his muscles to get
flabby.

Colouring

My sister is an English rose – she has fair hair and fair skin. She doesn't tan easily and has to be
careful in the sun. My mother is blonde, also with a fair complexion. I am a red-head – with red
hair. Like many other people with a pale complexion, I get freckles from the sun – small brown dots
on my face and arms. In contrast, my father has dark-brown hair and he is quite dark-skinned. You
are born with a colour – white or Caucasian, black or Asian. People whose parents are of different
ethnic origin are mixed-race. Southern Europeans are sometimes described as Mediterranean.

Face

Faces, like build, vary a lot. Some people have oval faces – their foreheads are much wider than
their chins. Other people have heart-shaped, square or round faces.

Features also vary. My grandfather has bushy eyebrows (he has lots of hair!), a hooked nose and
high cheekbones. His eyes are large and set quite far apart. My mother has a broad nose, which
she hates, as she prefers narrow noses. But she is lucky to have even or regular teeth. My sister
corrected her crooked teeth by wearing a brace which straightened them. She has rosy cheeks,
small ears and a snub nose, which goes up at the end.

I have long, curly hair, though my sister is the opposite, with short, straight hair. Her hair is fine and
doesn't weigh very much, but mine is thick and heavy. My mother's hair is wavy – in between
straight and curly. It's cut in a bob and she also has a short fringe, where it is cut horizontally
across her forehead. My father is losing his hair – in fact he is going bald, which makes him very
sad. My brother looks like he is going to lose his hair too – it is receding.

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 ADVERB OF FREQUENCY

We use some adverbs to describe how frequently we do an activity.

These are called adverbs of frequency and include:

Frequency Adverb of Frequency Example Sentence

100% always I always go to bed before 11 p.m.

90% usually I usually have cereal for breakfast.
80% normally / generally I normally go to the gym.
70% often* / frequently I often surf the internet.
50% sometimes I sometimes forget my wife's birthday.
30% occasionally I occasionally eat junk food.
10% seldom I seldom read the newspaper.
5% hardly ever / rarely I hardly ever drink alcohol.
0% never I never swim in the sea.
* Some people pronounce the 'T' in often but many others do not.

These are also known as Adverbs of INDEFINITE frequency as the exact frequency is not defined.

The Position of the Adverb in a Sentence

An adverb of frequency goes before a main verb (except with To Be).

Subject + adverb + main verb

I always remember to do my homework.

He normally gets good marks in exams.

An adverb of frequency goes after the verb To Be.

Subject + to be + adverb

They are never pleased to see me.

She isn't usually bad tempered.

When we use an auxiliary verb (have, will, must, might, could, would, can, etc.), the adverb is placed
between the auxiliary and the main verb. This is also true for to be.
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Subject + auxiliary + adverb + main verb

She can sometimes beat me in a race.

I would hardly ever be unkind to someone.
They might never see each other again.
They could occasionally be heard laughing.

We can also use the following adverbs at the start of a sentence:

Usually, normally, often, frequently, sometimes, occasionally

 Occasionally, I like to eat Thai food.

BUT we cannot use the following at the beginning of a sentence:

Always, seldom, rarely, hardly, ever, never.

We use hardly ever and never with positive, not negative verbs:

 She hardly ever comes to my parties.

 They never say 'thank you'.

We use ever in questions and negative statements:

 Have you ever been to New Zealand?

 I haven't ever been to Switzerland. (The same as 'I have never been Switzerland').

19
Referensi
Brown, D. H. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy. White
Plains: Pearson Education Company.
Hedge, T. (2008). Teaching and learning in the language classroom. New York: Oxford University
Press.
Hermida, J. (2009). The Importance of Teaching Academic Reading Skills in First-Year University
Courses. The International Journal of Research and Review,
Vol3.http://myclass.peelschools.org-/sec/12/28291/Homework/article3_v3.pd. Retrieved
on April 5, 2013

Hudson, T. (2007). Teaching second language reading. New York: Oxford University Press.
Johnson, A.P. (2008). Teaching reading and writing. New York: Rowman & Littlefield Education.
Lenz, K. (2005). „An Introduction to Reading
Comprehension‟,http://www.scribd.com/doc/54218136/An-Introduction-to Reading
Comprehension. Retrieved on 2nd November 2012.
Margana. (2012). Promoting schematic knowledge to English teachers of secondary school levels.
Proceedings on the International Seminar. Salatiga: UKSW.
Pang, S. et al. (2003). Teaching Reading. Brussels: International Academy of Education (IAE)

20
Name _______________________________________ Date _____________________

Section 1 Choose the best word or phrase (a, b, c or d) to fill each blank.
(1) Roberta _____ from The United States.

a) are

b) is

c) am

d) be

(2) What’s _____ name?

a) -

b) his

c) him

d) he

(3) My friend _____ in London.

a) living

b) live

c) lives

d) is live

(4) Where _____?

a) works Tom
b) Tom works
c) Tom does work
d) does Tom work
(5) I _____ coffee.

a) no like
b) not like
c) like don’t
d) don’t like
(6) ‘_____ to Australia, Ginny?’ ‘Yes, two years ago.”

a) Did you ever go

b) Do you ever go
c) Have you ever been
d) Are you ever going

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(7) Tokyo is _____ city I’ve ever lived in.

a) the most big

b) the bigger
c) the biggest
d) the more big
(8) A vegetarian is someone _____ doesn’t eat meat.

a) who
b) what
c) which
d) whose
(9) _____ these days.

a) I never a newspaper buy

b) I never buy a newspaper
c) I buy never a newspaper
d) Never I buy a newspaper

(10) I _____ watch TV tonight.

a) am
b) go to
c) going to
d) am going to
(11) I wish I _____ more money!

a) have
b) had
c) would have
d) was having
(12) _____ be famous one day?

a)Would you like

b)Would you like to
c)Do you like
d)Do you like to
Section 2 Choose the best word or phrase (a, b, c or d) to fill each blank.
(13) It’s my birthday _____ Friday.

a) on
b) in
c) at
d) by
(14) I _____ eighteen years old.

a) am
b) have
c) have got
a) -

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(15) I _____ a headache.

a) am
b) do
c) have
d) got
(16) Do you _____ a uniform at your school?

a) carry
b) wear
c) use
d) hold

(17) ‘What time is it?’ ‘I have no _____.’

a) idea
b) opinion
c) answer
d) time
(18) The meal was very expensive. Look at the _____!

a) ticket
b) receipt
c) invoice
d) bill
(19) How many _____ of trousers have you got?

a) items
b) pairs
c) sets
d) times
(20) Joel came back from his holiday in Brazil looking really _____.

a)tanned
b)sunned
c)coloured
d)darkened
Section 3 Choose the best word or phrase (a, b, c or d) to fill each blank.
(21) Harry can _____ English.

a) to speak
b) speaking
c) speak
d) speaks

(22) I’m not interested _____ sports.

a) for
b) about
c) in
d) to
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(23) She likes _____ expensive clothes.

a) wearing
b) to wearing
c) wear
d) is wearing
(24) Harry _____ his father’s car when the accident happened.

a) was driving
b) drove
c) had driven
d) has been driving
(25) I was wondering _____ tell me when the next plane from Chicago arrives?

a) could you
b) can you
c) if you could
d) if could you

(26) If I _____ him, I would have spoken to him, wouldn’t I?

a) saw
b) had seen
c) have seen
d) would have seen
(27) I like your hair. Where _____?

a) do you have cut

b) have you cut it
c) do you have cut it
d) do you have it cut

(28) I think Joey must _____ late tonight. His office light is still on.

a) have worked
b) work
c) be working
d) to work
(29) John tells me Jack’s going out with Helen, _____ I find hard to believe.

a) which
b) who
c) whose
d) that
(30) What _____ this weekend, Lance?

a) will you do
b) are you doing
c) will you have done
d) do you do
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(31) The weather has been awful. We’ve had very _____ sunshine this summer.

a) little
b) a little
c) few
d) a few
(32) Did you hear what happened to Kate? She _____.

a) is arrested
b) arrested
c) has been arrested
d) is being arrested

Section 4 Choose the best word or phrase (a, b, c or d) to fill each blank.
(33) I usually _____ up at about 7.30.

a) go
b) be
c) do
d) get
(34) I _____ football every week.

a) play

b) go

c) do

d) have

(35) My sister _____ the cooking in our house.

a) does
b) makes
c) cooks
d) takes
(36) Don’t forget to _____ the light when you leave the room.

a) turn up
b) turn in
c) turn off
d) turn over
(37) She was in _____ when she heard the tragic news.

a) crying
b) tears
c) cries
d) tearful
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(38) He _____ that he hadn’t stolen the computer, but no one believed him.

a) reassured
b) informed
c) insisted
d) persuaded
(39) Could you _____ me that book for a couple of days, please?

a) lend
b) owe
c) borrow
d) rent
(40) Greg is _____ a lot of time at Yvonne’s house these days!

a)taking
b)spending
c)having
d)doing
Section 5 Choose the best word or phrase (a, b, c or d) to fill each blank.

(41) Who _____ in that house?

a) does live
b) lives
c) does he live
d) he lives
(42) I’ll call you when I _____ home.

a) get
b) ’ll get
c) ’ll have got
d) ’m getting
(43) If you _____ me, what would you do?

a) was
b) would be
c) were
d) have been
(44) I don’t know where _____ last night.

a) did he go
b) he did go
c) went he
d) he went
(45) John and Betty are coming to visit us tomorrow but I wish _____.

a) they won’t
b) they hadn’t
c) they didn’t
d) they weren’t
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(46) I’m so hungry! If only Bill _____ all the food in the fridge!

a) wasn’t eating
b) didn’t eat
c) hadn’t eaten
d) hasn’t eaten

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(47) I regret _____ harder in school.
a) not studying
b) not to study
c) to not study
d) not have studied
(48) Surely Sue _____ you if she was unhappy with your work.

a) will tell
b) would have told
c) must have told
d) had told
(49) Our neighbours aren’t very polite, and _____ particularly quiet!

a) neither they aren’t

b) either they aren’t
c) nor are they
d) neither did they be
(50) We had expected that they _____ fluent English, but in fact they didn’t.

a) were speaking
b) would speak
c) had spoken
d) spoke
(51) I’d rather I _____ next weekend, but I do!

a) don’t have to work

b) didn’t have to work
c) wouldn’t work
d) wasn’t working
(52) Harriet is so knowledgeable. She can talk about _____ subject that comes up.

a) whatever
b) whenever
c) wherever
d) whoever

Section 6 Choose the best word or phrase (a, b, c or d) to fill each blank.
(53) I always _____ milk in my coffee.

a) have
b) drink
c) mix
d) make
(54) I _____ TV every evening.

a) watch
b) look at
c) see
d) hear
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(55) Can you give me a _____ with my bag?

a) leg
b) back
c) hand
d) head
(56) Before you enter the triathlon, please bear in _____ that you’re not as young as you used to be!

a) thought
b) question
c) mind
d) opinion
(57) The breath test showed he had consumed more than three times the legal limit of alcohol, so
the police arrested him for _____.

a) trespassing
b) mugging
c) speeding
d) drunk driving
(58) The meeting was _____ and not very interesting.

a) time-wasting
b) time-consuming
c) time-using
d) out of time
(59) After the movie was released, the main _____ point was its excessive use of violence.

a) discussion
b) speaking
c) conversation
d) talking
(60) There have been several big _____ against the use of GM foods recently.

a) campaigns
b) issues
c) boycotts
d) strikes

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QUICK TEST CONTENTS

The New Inside Out QUICK test tests structures and vocabulary. It is comprised of 60 multiple-choice
test items (36 structures and 24 vocabularies) that are worth one point each.

New Inside Out QUICK PLACEMENT TEST CONVERSION TABLE

Total Score Level

0-9 Beginner

10–19 Elementary

20–29 Pre-intermediate

30–39 Intermediate

40–49 Upper-intermediate

50–60 Advanced

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