Modul Bhs Ing

FACULTY OF ECONOMICS
CHAPTER 1
Where are you from ? / Where fo you come from?

What is your name?
What is her/his name ?
Is he your classmate?
Are they your lecturers?
Do you like swimming?
Does he study Sociology?
Simple Present
FORM
[VERB] + s/es in third person
Examples:
She speak English.
Does she speak English?
She does not speak English.
Repeated Actions
Use the Simple Present to express the idea that an action is repeated or usual. The
action can be a habit, a hobby, a daily event, a scheduled event or something that often
happens. It can also be something a person often forgets or usually does not do.
Examples:
I play tennis.
She does not play tennis.
Does he play tennis?
The train leaves every morning at 8 AM.
The train does not leave at 9 AM.
When does the train usually leave?
She always forgets her purse.
He never forgets his wallet.
Every twelve months, the Earth circles the Sun.
Does the Sun circle the Earth?
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Facts or Generalizations
The Simple Present can also indicate the speaker believes that a fact was true before, is
true now, and will be true in the future. It is not important if the speaker is correct
about the fact. It is also used to make generalizations about people or things.
Examples:
Cats like milk.
Birds do not like milk.
Do pigs like milk?
Montreal is in Australia.
Montreal is not in Australia, it is in Canada.
Windows are made of glass.
Windows are not made of wood.
New York is a small city. ( It is not important that this fact is untrue)
Scheduled Events in the Near Future

Speakers occasionally use Simple Present to talk about scheduled events in the near
future. This is most commonly done when talking about public transportation, but it can
be used with other scheduled events as well.
Examples:
The train leaves tonight at 6 PM.
The bus does not arrive at 11 AM, it arrives at 11 PM.
When do we board the plane?
The party starts at 8 o'clock.
When does class begin tomorrow?
Now (Non-Continuous Verbs)

Speakers sometimes use the Simple Present to express the idea that an action is
happening or is not happening now. This can only be done with Non-Continuous Verbs
and certain Mixed Verbs.
Examples:
I am here now.
She is not here now.
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He needs help right now.

He does not need help now.
He has his passport in his hand.
Do you have your passport with you?
ADVERB PLACEMENT
The examples below show the placement for grammar adverbs such as: always, only,
never, ever, still, just, etc.
Examples:
You only speak English.
Do you only speak English?
Practice.
Can you tell about something/someone in simple present tense ?
Can you ask your friend in simple present tense?
Can you tell to the class about your favorite
Q : do you know how (to cook noodle)?
A: ......................................................................................................................
Q: What do you do every weekend?
A:........................................................................................................................
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READING 1.
INTRODUCTION TO ACCOUNTING
Accountancy (profession) or accounting (methodology) is the measurement, disclosure
or provision of assurance about financial information that helps managers, investors,
tax authorities and other decision makers make resource allocation decisions. The
names come from the use of financial accounts. Financial accounting is one branch of
accounting and historically has involved processes by which financial information about
a business is recorded, classified, summarized, interpreted, and communicated.
Accounting is also widely referred to as the "language of business".
At the heart of accounting is the measurement of financial transactions, which are
transfers of legal property rights made under contractual relationships. Non-financial
transactions are specifically excluded due to conservatism and materiality principles.
Practitioners of accountancy are known as accountants. There are many professional
bodies for accountants throughout the world. Many allow their members to use titles
indicating their membership. Examples are Chartered Certified Accountant (CCA),
Chartered Accountant (CA) and Certified Public Accountant (CPA).
Accountancy attempts to create accurate financial reports that are useful to managers,
regulators, and other stakeholders such as shareholders, creditors, or owners. The day-
to-day record-keeping involved in this process is known as bookkeeping
At the heart of modern financial accounting is the double-entry bookkeeping system.
This system involves making at least two entries for every transaction: a debit in one
account, and a corresponding credit in another account. The sum of all debits should
always equal the sum of all credits. This provides an easy way to check for errors. This
system was first used in medieval Europe, although claims have been made that the
system dates back to Ancient Greece.
Discussion.
What does the text tell about?
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ACTIVITY 1.
Editing.
The study (focuses/focus) on the role that physicality (plays/play) in the construction
of dominant notions of masculinity and men's health. Through an examination of the
centrality of forceful notions of sport in the lives of men, it (identifies/identify) how
pain, the risk of injury, and injury itself have come to be accepted as normal components
of participation. It (shows/shows) how participation in physically demanding sport,
with its potential and actual injurious outcomes, both challenges and reinforces
dominant notions of masculinity. The analysis (grounds/ground) health-promoting
and health-compromising aspects of men's sport within a conceptual framework that
(considers/consider) gendering experiences of sport, body awareness developed
through sport, and orientations towards health. Data from 16 indepth interviews with
former and current Canadian adult male athletes (indicates/indicate) that sport
practices privileging forceful notions of masculinity (are/is) highly valued, and that
serious injury (is/are) framed as a masculinizing experience. It (is/are) argued that a
generally unreflexive approach to past disablement (is/are) an extraordinary domain
feature of contemporary sport. The risks associated with violent sport
(appears/appear) to go relatively unquestioned by men who (has/have) suffered
debilitating injury and whose daily lives (are/is) marked by physical constraints and
pain.
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CHAPTER 2
READING 2.
Indonesia's Q2 economy grew its slowest since 2009
Indonesia's economy unexpectedly failed to gain traction in the second quarter, growing
at the slowest annual pace since the last three months of 2009. The statistics bureau
said the growth rate was 5.12 percent, compared with the median forecast of 5.30
percent in a Reuters poll and the previous quarter's pace of 5.21 percent.
Indonesian growth has been trending down in the past two years. One factor has been
weak exports. This year, mining exports have fallen significantly because of Indonesian
rules banning shipments of mineral ore. In the latest quarter, there was a trade deficit of
$2.20 billion in April-June, following a surplus of $1.07 billion in the first three months
of the year.
Leo Putra Rinaldy, economist with Mandiri Sekuritas in Jakarta, said the slowdown in
the second quarter appeared to be "mainly caused by slowing investment. Political
conditions in the second quarter may have caused some businesses to
hold their investments and tightening in monetary policy by the central bank is also
starting to materialize, especially in the property sector."
The second quarter included the campaign to elect Indonesia's new president. Some
economists thought campaign spending would add enough to domestic consumption to
lift the quarter's growth pace about that of January-March.
Getting the economic growth rate higher is one of many challenges that will face
President-elect Joko Widodo, who is due to take office on Oct. 20. Domestic
consumption, which accounts for more than half of GDP, has remained solid even
though inflation soared last year after fuel prices were hiked.
The central bank has maintained its tight monetary policy since last year to aid the
rupiah, cool inflation and contain the country's large current account deficit.
Between June and November 2013, Bank Indonesia raised the benchmark interest rate
by 175 basis points to 7.5 percent. The rate has been on hold since then, and most
economists expect it to remain on hold the rest of this year.
Discussion.
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PAST TENSE
Where did you go to school?
What did you do yesterday?
How did you celebrate your .............. ?
The past tense in English is used:
To talk about the past
To talk about hypotheses things that are imagined rather than true.
For politeness.
We use these forms:
to talk about the past:
He worked at McDonalds.
hypotheses:
It might be dangerous. Suppose they got lost.
I would always help someone who really needed help.
wishes:
I wish it wasnt so cold.
In conditions, hypotheses and wishes, if we want to talk about the past, we

always use the past perfect:
I would have helped him if he had asked.
It was very dangerous, What if you had got lost?
I wish I hadnt spent so much money last month.
We can use the past forms to talk about the present in a few polite expressions:
Excuse me; I was wondering if this was the train for York.
I just hoped you would be able to help me.
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Forming a negative
Negatives in the simple past are formed by adding didn't (informal) or did not (formal)
before the simple form of the verb. The verb BE is an exception to this; in the case of BE,
we just add n't (informal) or not (formal) after "was" or "were":
Simple past statement Informal negative Formal negative
I had a car. I didn't have a car. I did not have a car.
You ate my toast. You didn't eat my toast. You did not eat my toast.
He was here yesterday. He wasn't here yesterday. He was not here yesterday.
They were in the park. They weren't in the park. They were not in the park.
Forming a yes/no question
Yes/no questions are also created using the auxiliary did. This time, the auxiliary is
placed before the subject. The verb BE is an exception; in this case, we move BE before
the subject. Here are the rules:
Simple past statement Yes/no question
He brought his friend. Did he bring his friend?
They had a party. Did they have a party?
They were here. Were they here?
he was sick. Was he sick?
Forming a WH- question
WH- questions (using words such as "what", "when", and "where") are also created by
putting the auxiliary did before the subject (or moving BE, as explained above). Then,
you add the WH- word at the beginning. Here are some examples:
Statement Yes/no question WH- question
The building fell down. Did the building fall down? Why did the building fall down?
They lived in Vancouver. Did they live in Vancouver? Where did they live?
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The store was closed. Was the store closed? Why was the store closed?
Practice.
Can you telltell

Q : Please to me
theabout
class about your experiences?
your experience.
Can you ask your friends about his/her experiences in the past time?
A : ..........................................................................................................................
ACTIVITY 2.
Ask your friend about he/she experience in the past time.
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CHAPTER 3
PRESENT PERFECT
Have you ever seen that movie?
Have you been in Jakarta?
Has she received the letter?
FORM
[has/have + past participle]
Examples:
You have seen that movie many times.
Have you seen that movie many times?
You have not seen that movie many times.
Unspecified Time Before Now
We use the Present Perfect to say that an action happened at an unspecified time before
now. The exact time is not important. You CANNOT use the Present Perfect with specific
time expressions such as: yesterday, one year ago, last week, when I was a child, when I
lived in Japan, at that moment, that day, one day, etc. We CAN use the Present Perfect
with unspecific expressions such as: ever, never, once, many times, several times,
before, so far, already, yet, etc.
Examples:
I have seen that movie twenty times.

I think I have met him once before.
There have been many earthquakes in California.
People have traveled to the Moon.
People have not traveled to Mars.
Have you read the book yet?
Nobody has ever climbed that mountain.
A: Has there ever been a war in the United States?
B: Yes, there has been a war in the United States.
How Do You Actually Use the Present Perfect?
The concept of "unspecified time" can be very confusing to English learners. It is best to
associate Present Perfect with the following topics:
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Experience
You can use the Present Perfect to describe your experience. It is like saying, "I have the
experience of..." You can also use this tense to say that you have never had a certain
experience. The Present Perfect is NOT used to describe a specific event.
Examples:
I have been to France.
This sentence means that you have had the experience of being in France. Maybe you
have been there once, or several times.
I have been to France three times.
You can add the number of times at the end of the sentence.
I have never been to France.
This sentence means that you have not had the experience of going to France.
I think I have seen that movie before.
He has never traveled by train.
Joan has studied two foreign languages.
A: Have you ever met him?
B: No, I have not met him.
Change Over Time
We often use the Present Perfect to talk about change that has happened over a period
of time.
Examples:
You have grown since the last time I saw you.
The government has become more interested in arts education.
Japanese has become one of the most popular courses at the university since the
Asian studies program was established.
My English has really improved since I moved to Australia.
Accomplishments
We often use the Present Perfect to list the accomplishments of individuals and
humanity. You cannot mention a specific time.
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Examples:
Man has walked on the Moon.
Our son has learned how to read.
Doctors have cured many deadly diseases.
Scientists have split the atom.
An Uncompleted Action You Are Expecting
We often use the Present Perfect to say that an action which we expected has not
happened. Using the Present Perfect suggests that we are still waiting for the action to
happen.
Examples:
James has not finished his homework yet.

Susan hasn't mastered Japanese, but she can communicate.
Bill has still not arrived.
The rain hasn't stopped.
Multiple Actions at Different Times
We also use the Present Perfect to talk about several different actions which have
occurred in the past at different times. Present Perfect suggests the process is not
complete and more actions are possible.
Examples:
The army has attacked that city five times.

I have had four quizzes and five tests so far this semester.
We have had many major problems while working on this project.
She has talked to several specialists about her problem, but nobody knows why she is
sick.
Time Expressions with Present Perfect
When we use the Present Perfect it means that something has happened at some point
in our lives before now. Remember, the exact time the action happened is not
important.
Sometimes, we want to limit the time we are looking in for an experience. We can do
this with expressions such as: in the last week, in the last year, this week, this month, so
far, up to now, etc.
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Examples:
Have you been to Mexico in the last year?

I have seen that movie six times in the last month.
They have had three tests in the last week.
She graduated from university less than three years ago. She has worked for three
different companies so far.
My car has broken down three times this week.
NOTICE:
"Last year" and "in the last year" are very different in meaning. "Last year" means the
year before now, and it is considered a specific time which requires Simple Past. "In the
last year" means from 365 days ago until now. It is not considered a specific time, so it
requires Present Perfect.
Examples:
I went to Mexico last year.

I went to Mexico in the calendar year before this one.
I have been to Mexico in the last year.
I have been to Mexico at least once at some point between 365 days ago and now.
Duration From the Past Until Now (Non-Continuous Verbs)
With Non-Continuous Verbs and non-continuous uses of Mixed Verbs, we use the
Present Perfect to show that something started in the past and has continued up until
now. "For five minutes," "for two weeks," and "since Tuesday" are all durations which
can be used with the Present Perfect.
Examples:
I have had a cold for two weeks.

She has been in England for six months.
Mary has loved chocolate since she was a little girl.
Although the above use of Present Perfect is normally limited to Non-Continuous Verbs
and non-continuous uses of Mixed Verbs, the words "live," "work," "teach," and "study"
are sometimes used in this way even though they are NOT Non-Continuous Verbs.
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ADVERB PLACEMENT
The examples below show the placement for grammar adverbs such as: always, only,
never, ever, still, just, etc.
Examples:
You have only seen that movie one time.

Have you only seen that movie one time?
ACTIVE / PASSIVE
Examples:
Many tourists have visited that castle. Active

That castle has been visited by many tourists. Passive
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CHAPTER 4
PART OF SPEECH 1
What is a Part of Speech?

A part of speech is a group of words that are used in a certain way. For example , "run,"
"jump," and "be" are all used to describe actions/states. Therefore they belong to the
VERBS group. In other words, all words in the English language are divided into eight
different categories. Each category has a different role/function in the sentence.
The English parts of speech are:

Nouns, pronouns, adjectives, verbs, adverbs, prepositions, conjunctions and
interjections.
For example , in the sentence "I would like a drink" the word "drink" is a noun.
However, in the sentence "They drink too much" the word "drink" is a verb. So it all
depends on the word's role in the sentence.
A. Noun
A noun is a word that names a person, a place or a thing. Examples: Sarah, lady,cat, New
York, Canada, room, school, football, reading.
Example sentences:
People like to go to the beach.
Emma passed the test.
My parents are traveling to Japan next month.
Abstract Nouns
An abstract noun is a noun that names an idea, not a physical thing.
Examples: Hope, interest, love, peace, ability, success, knowledge, trouble.
Concrete Nouns
A concrete noun is a noun that names a physical thing.
Examples: Boy, table, floor, coffee, beach, king, rain, children, professor.
Common Nouns
A common noun is a noun that names a general thing, not a specific thing.
Examples: Boy, girl, city, country, company, planet, location, war.
Proper Nouns
A proper noun is a noun that indicates the specific name of a thing. It begins with a
capital letter.
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Examples: Robin, Alice, London, Sweden, Google, Earth, Eiffel Tower, Civil War.
Countable Nouns
A countable noun is a noun that indicates something you could actually count.
For example, you could count pigs: one pig, two pigs, three pigs...
However, you couldn't count water: one water, two water no, it doesn't work...
A countable noun has both a singular and a plural form, and it can be used with the
indefinite articles (a/an).
Examples: Window, teacher, tree, lion, eye, cloud, pencil, heart, movie.
Uncountable Nouns
An uncountable noun is a noun that indicates something you cannot count.
For example, you could count pigs: one pig, two pigs, three pigs...
However, you couldn't count water: one water, two water
An uncountable noun has only one form (no plural), and it cannot be used with the
indefinite articles (a/an).
Examples: Furniture, advice, mail, news, equipment, luggage, work, coffee, information.
Pronouns
A pronoun is a word that is used instead of a noun. For example, you could say, "Lisa is a
nice girl."
Then you could replace the noun "Lisa" with the word "She" and get the following
sentence: "She is a nice girl."
"She" is a pronoun.
Examples:
I, he, it, we, them, us, mine, itself.
Example sentences:
He doesn't want go with them.
Would they help us?
His house is bigger than ours.
Who is she?
Personal Pronouns
Personal pronouns represent people or things. The personal pronouns are: I, you, he,
she, it, we, they, me, him, her, us, them.
Demonstrative Pronouns
"Demonstrative" means "showing, making something clear."
Demonstrative pronouns point to things. The demonstrative pronouns are: this, that,
these, those.
Use "this" and "these" to talk about things that are near in space or in time.
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Use "that" and "those" to talk about things that are farther away in space or time.
Example sentences:
This cannot go on.
That was beautiful!
He wanted those, but decided to compromise on these.
Interrogative Pronouns
"Interrogative" means "used in questions."
Interrogative pronouns are used to ask questions. The interrogative pronouns are: who,
whom, which, what, whoever, whatever, etc.
Use "who" and "whom" to talk about people.
Use "which" and "what" to talk about animals and things.
Example sentences:
Who is your father?
Whom did you speak to?
Which bag did you buy?
What are my choices?
Possessive Pronouns
"Possessive" means "showing ownership."
Possessive pronouns indicate that something belongs to somebody/something. The
possessive pronouns are: my, your, his, her, its, our, their, mine, yours, his, hers, ours,
theirs.
Example sentences:
I've lost my wallet.
He married his girlfriend.
This place is theirs.
Is the cat yours?
My car is slow. Hers is much faster.
Relative Pronouns
"Relative" means "connected with something."
Relative pronouns are pronouns that link different parts of a sentence.
The relative pronouns are: who, whom, which, that, whoever, etc.
Examples sentences:
The girl who called yesterday came to see you.
The teacher whom you wrote has answered your questions.
She lives in Kiev, which is the capital city of Ukraine.
I really liked the book that you gave me.
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Reflexive Pronouns
"Reflexive" means "going back to itself."
Reflexive pronouns show that the action affects the person who performs the action.
Reflexive pronouns end in "-self" (singular) or "-selves" (plural). The reflexive pronouns
are: myself, yourself, himself, herself, itself, ourselves, themselves.
Example sentences:
He cut himself while shaving.
I sent myself to bed.
He could hurt himself!
We must help ourselves.
She trusts herself.
Intensive Pronouns
"Intensive" means "giving force or emphasis."
An intensive pronoun is a pronoun used for emphasis. In other words, intensive
pronouns emphasize the subject of the sentence. They are written exactly the same way
as the reflexive pronouns, but their function is different.
I myself baked the cake.

The queen herself recommended this restaurant.
Have you yourself been there?
The project itself wasn't difficult.
We will do it ourselves.
Reciprocal Pronouns
Reciprocal means that two people or groups do the same thing to each other. They treat
each other in the same way. For example, Joe loves Kate, and Kate loves Joe. So we can
say, "Kate and Joe love each other." Another example: Mike helps Lucy, and Lucy helps
Mike. So we can say, "Mike and Lucy help each other."
There are two reciprocal pronouns in English: Each other and one another.
Example:
The cat and the dog like each other.
The two politicians hate each other.
We must stop fighting one another.
They gave each other Christmas presents.
They can't hear one another.
Indefinite Pronouns
"Indefinite" means "not exact, not limited."
Indefinite pronouns are pronouns that do not refer to any specific person or thing.
Examples: Anything, everybody, another, each, few, many, none, some.
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Example sentences:
Many have died during the war.
Can anyone call her?
Everybody wants to see you.
Something can be done to help.
B. Adjectives
An adjective is a word that describes a person or thing. Examples: Big, pretty, expensive,
green, round, French, loud, quick, fat.
Example sentences:
He has big blue eyes.
The new car broke down.
The old lady was talking in a quiet voice.
Different Types of adjectives

Adjectives can be divided into several types:
Some people consider determiners to be a type of adjective. What's special about

determiners is that you usually can use only one determiner at a time.
Incorrect: He has the my ticket.
Correct: He has my ticket / He has the ticket.
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Nouns that act like adjectives

Sometimes nouns function as adjectives. In other words, they come before another noun
and describe it. Examples: Sports car,Orange juice, Television station, Coffee shop, Book
cover. When you have several adjectives of the same type, you should separate them
with commas or a conjunction (and, but).
Examples:
A cheap, good meal
A happy, smart man
The beautiful, original painting
My nice and sweet cat
An expensive but important trip
Comparative adjectives
"Comparative" means "comparing something to something else."
Comparative adjective show us which thing is better, worse, stronger, weaker, and so
forth. Examples: Better, worse, bigger, smaller, nicer, fatter, thinner, more dangerous.
Example sentences:
She is a better student than her brothers.
The test was worse than I'd expected.
You are stronger than me.
He seems healthier.
You are more beautiful than her.
Superlative adjectives
"Superlative" means "of the highest degree."
Superlative adjectives show us which thing is the best, the strongest, and so forth.
Examples: Best, worst, strongest, smallest, cheapest, most expensive.
Example sentences:
You are my best friend.
This is the worst day of my life.
Even the smallest donation helps.
This is the most expensive restaurant I've ever heard of.
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CHAPTER 5
PART OF SPEECH 2
A. Verbs
A verb is a word or group of words that express an action or a state.
Stative Verbs
Stative verbs are verbs that express a state rather than an action. Examples: be, seem,
love, own, want, sound, have, know, understand.
Examples sentences:
She is a great wife.
He seems rather strange.
He wanted to see you.
That sounds awesome!
We have enough things to do.
Stative verbs are usually not used in the progressive tenses.
Examples:
Incorrect: He is wanting to see you.
Correct: He wants to see you.
Incorrect: I am knowing what to do.
Correct: I know what to do.
Incorrect: They are seeming nice.
Correct: They seem nice.
However, if the same verb is used to describe an actual action (not a state), then it can
be used in the progressive tenses.
Example:
When the verb "have" means "own" it is a state. So we do not use it in the progressive
tenses.
Incorrect: I am having a laptop.
Correct: I have a laptop.
When the verb "have" means "eat" it is an actual action. So we can use it in the
progressive tenses.
Correct: I am having lunch with Kate.

Correct: I have lunch with Kate.
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Dynamic Verbs
Dynamic verbs are the opposite of stative verbs. They express a real action.
Examples:
Jump, swim, catch, write, call, sleep, hit, open, speak.
Example sentences:
They swam to the other side.
She hit me on the head!
Open the window, please.
The dynamic verbs can be used in the progressive tenses.
Phrasal Verbs
A phrasal verb is a verb that is combined with an adverb or a preposition. The
combination creates a new meaning.
Examples:
Run = to move very quickly with your legs. ("She can run fast!")
Into = in the direction of something. ("He looked into my eyes.")
Run into = to meet someone by accident. ("I ran into Joe yesterday.")
Make = to create or do something. ("He made a lot of noise.")
Up = to a higher point. ("Look up!")
Make up = invent (a story, an excuse). ("It never happened. He made the whole thing
up!")
Put = to place something somewhere. ("Could you put this upstairs?")
Up = to a higher point. ("Look up!")
With = concerning ("She is happy with her workplace.")
Put up with = to tolerate. ("I cannot put up with his behavior any more!")
B. Adverbs
An adverb is a word that describes or gives more information about a verb, an adjective,
another adverb, or even the entire sentence.
Adverbs usually answer the following questions:
Where? Home. ("I went home.")
When? Yesterday. ("We met yesterday.")
How? Slowly. ("The turtle moves slowly.")
How often? Sometimes. ("Sometimes it stops responding.")
How long? Temporarily. ("She is staying with us temporarily.")
How likely? Surely. ("Our team will surely win!")
To what degree? Very. ("She was very pleased.")
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In many cases (but not always!) adverbs have the following form:
Adjective + "-ly"
Examples:
Quick + ly = quickly
Strange + ly = strangely
Dead + ly = deadly
Sudden + ly = suddenly
Clever + ly = cleverly
Brave + ly = bravely
Real + ly = really
When an adjective ends with "y" replace the "y" with an "i":
Heavy + ly = heavi + ly = heavily
Happy + ly = happi + ly = happily
When the adjective ends with an "e" drop the "e":

True + ly = tru + ly = truly
However, there are many adverbs that do not end in "-ly":
Fast, very, hard, home, just, too, well, never, sometimes, and so forth.
We can divide English adverbs into several categories:
Adverbs of degree
Adverbs of degree show us the strength or degree of the action or state. They answer
the following questions:
How much? To what degree?
Examples:
Very, highly, totally, perfectly, partially, almost.
Example sentences:
He is very concerned with you.
You are totally right.
We almost made it to the train.
Adverbs of manner
Adverbs of manner show us the way the action is done. They answer the following
question: How?
Examples:
Well, badly, nicely, slowly, loudly, quietly, happily, sadly, secretly, weakly.
Example sentences:
He handled the situation well.
She listened secretly to their conversation.
The children ran happily to their father.
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Adverbs of place
Adverbs of place show us the location of the action or state. They answer the following
question: Where?
Examples: Home, here, there, outside, inside, away, around, anywhere, abroad, up,
down, out.
Example sentences:
We are here.
He went home.
We found him outside.
She looked up.
Adverbs of time
Adverbs of time show us the time of the action or state. They answer the following
question: When?
Examples: Now, soon, later, yesterday, tomorrow, early, before, lately, recently.
Example sentences:
Let's talk now.
I will do it later.
He promised to write back soon.
What are you doing tomorrow?
We haven't met before.
Adverbs of frequency
Adverbs of frequency show us the frequency of the action or state. They answer the
following question: How often?
Examples: Always, never, sometimes, often, rarely, usually, occasionally.
Example sentences:
I always brush my teeth after a meal.
We often meet and chat.
He is usually here on time.
Adverbs of duration
Adverbs of duration show us the length of the action or state.
They answer the following question: For how long?
Examples: Forever, constantly, temporarily, briefly.
24 | P a g e
Example sentences:
He is working there temporarily.
We spoke briefly.
I will be forever grateful.
Adverbs of probability
Adverbs of probability show us the chances for the action or state to happen. They
answer the following question: How likely?
Examples: Certainly, maybe, probably, possibly, surely.
Example sentences:
She will certainly forget about it.
Maybe we'll come after all.
It will probably not work.
Surely you are not serious!
C. Prepositions
A preposition is a word that is used before a noun or a pronoun to connect it to another
word in the sentence. It is usually used to show location, direction, time, and so forth.
Examples: On, in, at, by, under, above, beside, to, out, from, for.
Example sentences:
I sat on the floor.
Let's go into the house.
We will meet at four o'clock.
Have a look under the couch.
He went to school.
This letter is for you.
D. Interjections
An interjection is a short sound, word or phrase used to express the speaker's emotion.
Examples: Oh! Look out! Ow! Hey! Wow! Ah! Um...
Example sentences:
Wow, that's amazing!
Ah, that was a good meal.
Um... I'm not sure what to say.
Oh dear! What happened?
Hello! How are you doing?
Well, that's an option too.
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CHAPTER 6
Reading.
GREEN ECONOMICS
Green economics is the economics of the real worldthe world of work, human needs,
the Earths materials, and how they mesh together most harmoniously. It is primarily
about use-value, not exchange-value or money. It is about quality, not quantity for
the sake of it. It is about regeneration---of individuals, communities and ecosystems---
not about accumulation, of either money or material.
The industrial or capitalist definition of wealth has always been about the accumulation
of money and matter. Any use-values generated (i.e. social needs met) have been
secondarya side-effect, by-product, spin-off or trickle-downto the primary goal of
monetary accumulation. For two centuries, the quest to accumulate money or capital
drove a powerful industrialization process that actually did spin off many human
benefits, however unfairly distributed. But blind material and monetary growth has
reached a threshold where it is generating more destruction than real wealth.
A postindustrial world requires an economics of quality, where both money and matter
are returned to a status of means to an end. Green economics means a direct focus on
meeting human and environmental need.
Tinkering with money, interest rates, or even state regulation is insufficient in creating
sensible economies. One can scarcely imagine a more inefficient, irrational and wasteful
way to organize any sector of the economy than what we actually have right now. Both
the form and the content of sustainable agriculture, of green manufacturing, of soft
energy, etc. are diametrically opposed to their current industrial counterparts, which
are intrinsically wasteful. There is no justifiable rationale to be producing vast
quantities of toxic materials; or generating more deskilled than skilled labour; or
displacing labour rather than resources from production; or extending giant wasteful
loops of production & consumption through globalization. These are economic
inefficiencies, economic irrationalities that can only be righted by starting from
scratchto look at the most elegant and efficient ways of doing everything. As green
economist Paul Hawken writes, our social and environmental crises are not problems of
management, but of design. We need a system overhaul.
Green economics is not just about the environment. Certainly we must move to
harmonize with natural systems, to make our economies flow benignly like sailboats in
the wind of ecosystem processes. But doing this requires great human creativity,
tremendous knowledge, and the widespread participation of everyone. Human beings
and human workers can no longer serve as cogs in the machine of accumulation, be it
capitalistic or socialistic. Ecological development requires an unleashing of human
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development and an extension of democracy. Social and ecological transformation go

hand-in-hand.
Green economics and green politics both emphasize the creation of positive
alternatives in all areas of life and every sector of the economy. Green economics does
not prioritize support for either the "public" or the "private" sector. It argues that BOTH
sectors must be transformed so that markets express social and ecological values, and
the state becomes merged with grassroots networks of community innovation. For this
to happen, new economic processes must be designed, and new rules of the game
written, so that incentives for ecological conduct are built into everyday economic life.
The state can then function less as a policeman, and more as a coordinator. This is a
very different kind of "self-regulation" than current profit- and power- driven market
forces. The basis for self-regulation in a green economy would be community, and
intelligent design which provides incentives for the right things.
Discussion.
Can you describe about your area of Interest?
Can you write an essay about economics?
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CHAPTER 7
WRITING
A. ABSTRACT
What is an abstract?
An abstract is a one-paragraph summary of a research project. Abstracts precede papers

in research journals and appear in programs of scholarly conferences. In journals, the
abstract allows readers to quickly grasp the purpose and major ideas of a paper and lets
other researchers know whether reading the entire paper will be worthwhile. In
conferences, the abstract is the advertisement that the paper deserves the audience's
attention.
Why write an abstract?
The abstract allows readers to make decisions about your project. Your sponsoring
professor can use the abstract to decide if your research is proceeding smoothly. The
conference organizer uses it to decide if your project fits the conference criteria. The
conference audience (faculty, administrators, peers, and presenters' families) uses your
abstract to decide whether or not to attend your presentation. Your abstract needs to
take all these readers into consideration.
How does an abstract appeal to such a broad audience?
The audience for this abstract covers the broadest possible scope--from expert to lay
person. You need to find a comfortable balance between writing an abstract that both
shows your knowledge and yet is still comprehensible--with some effort--by lay
members of the audience. Limit the amount of technical language you use and explain it
where possible. Always use the full term before you refer to it by acronym [DNA double-
stranded breaks (DSBs), for example]. Remember that you are yourself an expert in the
field that you are writing about--don't take for granted that the reader will share your
insider knowledge.
What should the abstract include?
Think of your abstract as a condensed version of your whole project. By reading it, the
reader should understand the nature of your research question. Like abstracts that
researchers prepare for scholarly conferences, the abstract you submit for the
Undergraduate Research Conference will most likely reflect work still in progress at the
time you write it. Although the content will vary according to field and specific project,
all abstracts, whether in the sciences or the humanities, convey the following
information:
28 | P a g e
The purpose of the project identifying the area of study to which it belongs.
The research problem that motivates the project.
The methods used to address this research problem, documents or evidence
analyzed.
The conclusions reached or, if the research is in progress, what the preliminary
results of the investigation suggest, or what the research methods demonstrate.
The significance of the research project. Why are the results useful? What is new
to our understanding as the result of your inquiry?
Whatever kind of research you are doing, your abstract should provide the reader with
answers to the following questions: What are you asking? Why is it important? How will
you study it? What will you use to demonstrate your conclusions? What are those
conclusions? What do they mean?
Stylistic considerations
The abstract should be one paragraph and should not exceed the word limit. Edit it
closely to be sure it meets the Four C's of abstract writing:
Complete it covers the major parts of the project.

Concise it contains no excess wordiness or unnecessary information.
Clear it is readable, well organized, and not too jargon-laden.
Cohesive it flows smoothly between the parts.
The importance of understandable language
Because all researchers hope their work will be useful to others, and because good
scholarship is increasingly used across disciplines, it is crucial to make the language of
your abstracts accessible to a non-specialist. Simplify your language. Friends in another
major will spot instantly what needs to be more understandable. Some problem areas to
look for:
Eliminate jargon. Showing off your technical vocabulary will not demonstrate
that your research is valuable. If using a technical term is unavoidable, add a
non-technical synonym to help a non-specialist infer the term's meaning.
Omit needless wordsredundant modifiers, pompous diction, excessive
detail.
Avoid stringing nouns together (make the relationship clear with
prepositions).
Eliminate "narration," expressions such as "It is my opinion that," "I have concluded,"
"the main point supporting my view concerns," or "certainly there is little doubt as to. . .
." Focus attention solely on what the reader needs to know.
29 | P a g e
Sample
Abstract
OFFSHORE OUTSOURCING: ITS ADVANTAGES, DISADVANTAGES, AND EFFECT ON

THE AMERICAN ECONOMY
TEVEN COLE (Kwahng Kim), 2006
The United States has trained some of the worlds best computer programmers and
technology experts. Despite all of this training, many businesses do not have a full
understanding of information technology. As the importance of technology in the
business world grows, many companies are wasting money on extensive technology
projects. When problems arise, they expect that further investment will solve these
issues. To prevent such problems, many companies have begun to outsource these
functions in an effort to reduce costs and improve performance. The majority of these
outsourced information technology and call center jobs are going to low-wage
countries, such as India and China where English-speaking college graduates are being
hired at substantially lower wages. The purpose of this study is to evaluate the positive
and negative aspects of offshore outsourcing with a focus on the outsourcing markets in
India and China, arguably the two most popular destinations for outsourcers. The cost
savings associated with offshore outsourcing will be evaluated in relation to the security
risks and other weakness of offshore outsourcing. In addition, an analysis of the number
of jobs sent overseas versus the number of jobs created in the United States will be used
to assess the effects that outsourcing is having on the American economy and job
market. Finally, the value of jobs lost from the American economy will be compared to
the value of jobs created. The goal of these analyses is to create a clear picture of this
increasingly popular business strategy.
Abstract
Magnus Dettmar; [2014-06-09]
Abstract: Background: The world is moving towards a knowledge-based, rather

thanmanufacturing-based, industry. During the last decade both EU and U.S.
haveincreased their R&D spending, especially for software development. Thismakes the
accounting choices for these costs of great importance. Since thetwo markets use
different accounting regulations, IFRS and US GAAP, it is ofgreat interest to study if and
why there are differences between the twostandards treatment of software
development costs. Although the similaritiesbetween the two standards are
predominant, still we hypothesize that thereare differences in how firms in the two
regions account for their developmentcosts for software.Research design: The
hypotheses are investigated by comparing a sampleof companies in the software
industry for both EU and U.S. Hypotheses havebeen created and data has been gathered
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from the database Datastream. Toanalyze the data and see if the null hypothesis can be
rejected, multiplestatistical tests have been executed. Both non-parametric test as well
asparametric tests has been utilized in this thesis.Conclusion: The thesis provides
evidence that there is a difference in thepropensity of capitalization of development
costs in the software industrybetween EU and U.S. Moreover, it provides evidence that
neither of theincentives age, turnover or total assets affect the amount
capitalized.Furthermore, neither of the two target-beating variables
affectedcapitalization of development costs. This can be due to the small sampletested.
Only the variable US GAAP is an affecting factor on capitalization. Thissuggests that
other factors, such as enforcement and differences between themarkets, most certain
influence the accounting choice for softwaredevelopment costs.
Keywords: R D; capitalization; IFRS; US GAAP; software industry
B. ESSAY
Academic essays should be written in a formal style. Avoid:
clichs ("the flaws in this argument stand out like a sore thumb")
contractions ("don't", "aren't", "it's")
phrases that sound like speech ("well, this bit is really fascinating")
subjective descriptions ("this beautiful sculpture")
Use the first person "I" only where appropriate (e.g. when writing up your own
experience or professional case study). Where possible use the third person, for
example "It can be argued"instead of "I think"
Use plain language - you don't have to search for a more "academic-sounding" word
when a simple one will do. Markers are looking for clear and accurate expression of
ideas, not jargon or confusing language. Shorter sentences are usually clearer than long
complex ones, but make sure it is a whole sentence and not just a clause or phrase. (See
our guides on Academic writing for more advice on this.)
Your argument is your reasoned answer to the essay question, supported by evidence.
The books, articles, and research material that you read for your essay provide this
evidence to back up your points. The way in which you select and interpret the
evidence, and explain why it answers the question, is where you demonstrate your own
thinking.
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For each point that you make in your essay, you need to support it with evidence. There
are many different kinds of evidence, and the type you use will depend on what is
suitable for your subject and what the essay question is asking you to do.
For example, you might back up a point using a theory (one kind of evidence) then show
how this theory applies to a specific example in real life (another kind of evidence).
A model for a paragraph that includes evidence and your own ideas:
Introduce your point (your own words)

Add the evidence to support your point (quoted or paraphrased evidence that
needs to be referenced)
Explain how and why this evidence supports your point and what you think of
it (your own interpretation and critical thinking)
Explain how the point helps answer the question (your own argument)
Sample
Evaluate whether an increase in economic growth is beneficial?
In the UK, the average growth rate since 1945 has been about 2.5%. Governments often try to
increase the growth rate because it will have various advantages.
Firstly, higher GDP implies the economy is producing more goods and services and therefore
consumers can enjoy more goods and services. If human welfare is linked to consumption
then growth will benefit society.
With higher GDP the govt will collect more taxes; this is because people will pay more
income tax and VAT. This is beneficial because the govt can use this increased revenues to
reduce the level of government borrowing and/or spend more on public services and
investment in the country infrastructure.
Higher economic growth will lead to an increase in demand for labour as firms will be
producing more. Therefore unemployment will fall, this has various advantages such as lower
govt spending on benefits and less social problems.
However economic growth has various costs. Firstly if economic growth is unsustainable and
is higher than the long run trend rate inflation is likely to occur.
Furthermore, this temporary boom in output is unlikely to continue, and may be followed by
an economic downturn or recession. Thus, it can be very damaging to increase the rate of
economic growth above the sustainable rate. This boom and bust cycle happened in the UK in
the late 1980s and early 1990s.
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Also, an increase in economic growth could lead to a balance of payments problem. If

increased consumer spending, like in the UK, causes the growth then there will be an increase
in imports. Is imports rises faster than exports there will be a deficit. However, growth could
be export led e.g. Japans growth in the 1960s and 70s and China currently.
However, if growth is increased through increasing the productive capacity and increasing
the long run trend rate then inflation will not occur and the growth will be sustainable.
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APPENDIX
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TWELVE COMMON ERRORS: A STUDENT SELF-EDITING GUIDE
The following list contains only brief examples and explanations intended for you to use
as reminders while you are editing your papers.
1. Sentence Fragments.
Make sure each word group you have punctuated as a sentence contains a
grammatically complete and independent thought that can stand alone as an acceptable
sentence.
Incorrect: Tests of the Shroud of Turin have produced some curious findings. For
example, the pollen of forty-eight plants native to Europe and the Middle East.
Revised: Tests of the Shroud of Turin have produced some curious findings. For
example, the cloth contains the pollen of forty-eight plants native to Europe and the
Middle East.
Incorrect: Scientists report no human deaths due to excessive caffeine consumption.

Although caffeine does cause convulsions and death in certain animals.
Revised: Scientists report no human deaths due to excessive caffeine consumption,

although caffeine does cause convulsions and death in certain animals.
2. Sentence Sprawl.
Too many equally weighted phrases and clauses produce tiresome sentences.
Incorrect: The hearing was planned for Monday, December 2, but not all of the
witnesses could be available, so it was rescheduled for the following Friday. [There are
no grammatical errors here, but the sprawling sentence does not communicate clearly
and concisely.]
Revised: The hearing, which had been planned for Monday, December 2, was
rescheduled for the following so that all witnesses would be able to attend.
3. Misplaced and Dangling Modifiers.
Place modifiers near the words they describe; be sure the modified words actually
appear in the sentence.
Incorrect: When writing a proposal, an original task is set for research [Who is writing
a proposal?]
35 | P a g e
Revised: When writing a proposal, a scholar sets an original task for research.
Incorrect: Many tourists visit Arlington National Cemetery, where veterans and
military personnel are buried every day from 9:00 a.m. until 5:00 p.m.
Revised: Every day from 9:00 a.m. until 5:00 p.m., many tourists visit Arlington
National Cemetery,where veterans and military personnel are buried.
4. Faulty Parallelism.
Be sure you use grammatically equal sentence elements to express two or more
matching ideas or items in a series.
Incorrect: The candidates goals include winning the election, a health program, and
education.
Revised: The candidates goals include winning the election, enacting a national health
program, and improving the educational system.
Incorrect: Some critics are not so much opposed to capital punishment as postponing it
for so long.
Revised: Some critics are not so much opposed to sentencing convicts to capital
punishment as they are to postponing executions for so long.
5. Unclear Pronoun Reference.
Pronouns must clearly refer to definite referents [nouns]. Use it, they, that, these,those,
and which carefully to prevent confusion.
Incorrect: Einstein was a brilliant mathematician. This is how he was able to explain
the workings of the universe.
Revised: Einstein, who was a brilliant mathematician, used his quantitative ability to
explain the workings of universe.
Incorrect: Because Senator Martin is less interested in the environment than in

economic development, she sometimes neglects it.
Revised: Because of her interest in economic development, Senator Martin sometimes

neglects the environment.
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6. Pronoun Agreement.
Be sure that each pronoun agrees in number (singular or plural) with the noun to which
it refers (its antecedent or referent).
Incorrect: When a candidate runs for office, they must expect to have their personal life
scrutinized.
Revised: When candidates run for office, they must expect to have their personal lives
scrutinized.
Incorrect: According to tenets of the new urbanism, everyone needs to consider the
relationship of their house to the surrounding community.
Revised: According to tenets of the new urbanism, everyone needs to consider the
relationship of his or her house to the surrounding community.
7. Incorrect Pronoun Case.
Determine whether the pronoun is being used as a subject, object, or possessive in the
sentence, and select the pronoun form to match.
Incorrect: Castros communist principles inevitably led to an ideological conflict

between he and President Kennedy.
Revised: Castros communist principles inevitably led to an ideological conflict between

him and President Kennedy.
Incorrect: Because strict constructionists recommend fidelity to the Constitution as

written, no one objects more than them to judicial reinterpretation.
Revised: Because strict constructionists recommend fidelity to the Constitution as

written, no one objects more than they [object] to judicial reinterpretation.
8. Omitted Commas.
Use commas to signal nonrestrictive or nonessential material to prevent confusion, and

to indicate relationships among ideas and sentence parts.
Incorrect: When it comes to eating people differ in their tastes.
Revised: When it comes to eating, people differ in their tastes.
Incorrect: The Huns who were Mongolian invaded Gaul in 451.
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Revised: The Huns, who were Mongolian, invaded Gaul in 451. [Who were Mongolian
adds information but does not change the core meaning of the sentence because Huns
were a Mongolian people; it is therefore nonrestrictive or nonessential and should be
set apart with commas.]
9. Superfluous Commas.
Unnecessary commas make sentences difficult to read.
Incorrect: Field trips are required, in several courses, such as, botany and geology.
Revised: Field trips are required in several courses, such as botany and geology.
Incorrect: The term scientific illiteracy, has become almost a clich in educational
circles.
Revised: The term scientific illiteracy has become almost a clich in educational
circles.
10. Comma Splice.
Do not link two independent clauses with a comma (unless you also use a coordinating
conjunction and, or, but, for, nor, so yet). Instead use a period or semicolon, or rewrite
the sentence.
Incorrect: In 1952 Japans gross national product was one third that of France, by the
late 1970s it was larger than the GNPs of France and Britain combined.
Revised: In 1952 Japans gross national product was one third that of France. By the
late 1970s it was larger than the GNPs of France and Britain combined.
Incorrect: Diseased coronary arteries are often surgically bypassed, however half of
bypass grafts fail within ten years.
Revised: Diseased coronary arteries are often surgically bypassed; however, half of
bypass grafts fail within ten years.
11. Apostrophe Errors.
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Apostrophes indicate possessives and contractions but not plurals. Caution: its, your,
their,and whose are possessives (but no apostrophes). Its, youre, theyre, and whos
are contractions.
Incorrect: In the current conflict its uncertain whos borders their contesting.
Revised: In the current conflict it is [its] uncertain whose borders they are [theyre]
contesting.
Incorrect: The Aztecs rituals of renewal increased in frequency over the course of time.
Revised: The Aztecs rituals of renewal increased in frequency over the course of time.
12. Words Easily Confused.
Effect is most often a noun (the effect) and affect is most often a verb. Other pairs
commonly confused: lead/led and accept/except. Check a glossary of usage to find the
right choice.
Incorrect: The recession had a negative affect on sales.
Revised: The recession had a negative effect on sales. (or) The recession affected sales
negatively.
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TRANSITIONAL WORDS
Illustration
Thus, for example, for instance, namely, to illustrate, in other words, in particular,
specifically, such as.
Contrast
On the contrary, contrarily, notwithstanding, but, however, nevertheless, in spite of, in

contrast, yet, on one hand, on the other hand, rather, or, nor, conversely, at the same
time, while this may be true.
Addition
And, in addition to, furthermore, moreover, besides, than, too, also, both-and, another,
equally important, first, second, etc., again, further, last, finally, not only-but also, as well
as, in the second place, next, likewise, similarly, in fact, as a result, consequently, in the
same way, for example, for instance, however, thus, therefore, otherwise.
Time
After, afterward, before, then, once, next, last, at last, at length, first, second, etc., at first,
formerly, rarely, usually, another, finally, soon, meanwhile, at the same time, for a
minute, hour, day, etc., during the morning, day, week, etc., most important, later,
ordinarily, to begin with, afterwards, generally, in order to, subsequently, previously, in
the meantime, immediately, eventually, concurrently, simultaneously.
Space
At the left, at the right, in the center, on the side, along the edge, on top, below, beneath,
under, around, above, over, straight ahead, at the top, at the bottom, surrounding,
opposite, at the rear, at the front, in front of, beside, behind, next to, nearby, in the
distance, beyond, in the forefront, in the foreground, within sight, out of sight, across,
under, nearer, adjacent, in the background.
Concession
Although, at any rate, at least, still, thought, even though, granted that, while it may be
true, in spite of, of course.
Similarity or Comparison
Similarly, likewise, in like fashion, in like manner, analogous to.
Emphasis
Above all, indeed, truly, of course, certainly, surely, in fact, really, in truth, again, besides,
also, furthermore, in addition.
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Details
Specifically, especially, in particular, to explain, to list, to enumerate, in detail, namely,

including.
Examples
For example, for instance, to illustrate, thus, in other words, as an illustration, in

particular.
Consequence or Result
So that, with the result that, thus, consequently, hence, accordingly, for this reason,
therefore, so, because, since, due to, as a result, in other words, then.
Summary
Therefore, finally, consequently, thus, in short, in conclusion, in brief, as a result,

accordingly.
Suggestion
For this purpose, to this end, with this in mind, with this purpose in mind, therefore.
41 | P a g e
Infinitive Past Tense Past Participle

abide abode, abided abode, abided
arise arose arisen
awake awoke awoken
be was been
bear bore borne, born
beat beat beaten
become became become
befall befell befallen
beget begot begotten
begin began begun
behold beheld beheld
bend bent bent, bended
bereave bereaved, bereft bereaved, bereft
beseech besought besought
beset beset beset
bet bet, betted bet, betted
bid bode, bid bidden, bid
bind bound bound
bite bit bitten, bit
bleed bled bled
blend blended blended
bless blessed, blest blessed, blest
blow blew blown
break broke broken
breed bred bred
bring brought brought
broadcast broadcast broadcast
build built built
burn burnt, burned burnt, burned
burst burst burst
buy bought bought
cast cast cast
catch caught caught
choose chose chosen
cleave clove, cleft cloven, cleft
cling clung clung
clothe clothed clothed
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come came come

cost cost cost
creep crept crept
crow crowed crowed
cut cut cut
dare dared dared
deal dealt dealt
dig dug dug
do did done
draw drew drawn
dream dreamed, dreamt dreamed, dreamt
drink drank drunk
drive drove driven
dwell dwelt dwelt
eat ate eaten
fall fell fallen
feed fed fed
feel felt felt
fight fought fought
find found found
flee fled fled
fling flung flung
fly flew flown
forbear forbore forborne
forbid forbade, forbad forbidden
forecast forecast, forecasted forecast, forecasted
foresee foresaw foreseen
foretell foretold foretold
forget forgot forgotten
forgive forgave forgiven
forsake forsook forsaken
forswear forswore forsworn
freeze froze frozen
get got got, gotten
gild gilded, gilt gilded
give gave given
go went gone
grind ground ground
grow grew grown
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hamstring hamstrung hamstrung

hang hung, hanged hung, hanged
have had had
hear heard heard
heave heaved, hove heaved, hove
hew hewed hewed, hewn
hide hid hidden, hid
hit hit hit
hold hold held
hurt hurt hurt
inlay inlaid inlaid
keep kept kept
kneel knelt knelt
knit knitted, knit knitted, knit
know knew known
lay laid laid
lead led led
learn learnt, learned learnt, learned
leave left left
lend lent lent
let let let
lie lay lain
light lighted, lit lighted, lit
lose lost lost
make made made
mean meant meant
meet met met
melt melted melted, molten
mislay mislaid mislaid
mislead misled misled
misspell misspell misspell
mistake mistook mistaken
misunderstand misunderstood misunderstood
mow mowed mown, mowed
outdo outdid outdone
overcome overcame overcome
overdo overdid overdone
overhang overhung overhung
overhear overheard overheard
44 | P a g e
overlay overlaid overlaid

override overrode overridden
overrun overran overrun
oversee oversaw overseen
overshoot overshot overshot
oversleep overslept overslept
overtake overtook overtaken
overthrow overthrew overthrown
overwork overworked overworked
partake partook partaken
pay paid paid
prove proved proved, proven
put put put
read read read
rebuild rebuilt rebuilt
recast recast recast
redo redid redone
relay relayed relayed
remake remade remade
rend rent rent
repay repaid repaid
rerun reran rerun
reset reset reset
retell retold retold
rewrite rewrote rewritten
rid rid, ridden rid, ridden
ride rode ridden
ring rang rung
rise rose risen
run ran run
saw sawed sawn (sawed)
say said said
see saw seen
seek sought sought
sell sold sold
send sent sent
set set set
sew sewed sewn
shake shook shaken
45 | P a g e
shave shaved shaved, shaven

shear sheared shorn, sheared
shed shed shed
shine shone shone
shoe shod shod
shoot shot shot
show showed shown, showed
shred shredded shredded
shrink shrank, shrunk shrunk, shrunken
shut shut shut
sing sang sung
sink sank sunk, sunken
sit sat sat
slay slew slain
sleep slept slept
slide slid slid, slidden
sling slung slung
slink slunk slunk
slit slit slit
smell smelt smelt
smite smote smitten
sow sowed sown, sowed
speak spoke spoken
speed sped, speeded sped, speeded
spell spelt, spelled spelt, spelled
spend spent spent
spill spilt. spilled spilt, spilled
spin spun, span spun
spit spat spat
split split split
spoil spoilt, spoiled spoilt; spoiled
spread spread spread
spring sprang sprung
stand stood stood
steal stole stolen
stick stuck stuck
sting stung stung
stink stank, stunk stunk
strew strewed strewn, strewed
46 | P a g e
stride strode stridden

strike struck struck, stricken
string strung strung
strive strove striven.
swear swore sworn
sweep swept swept
swell swelled swollen, swelled
swim swam swum
swing swung swung
take took taken
teach taught taught
tear tore torn
tell told told
think thought thought
thrive throve, thrived thriven, thrived
throw threw thrown
thrust thrust thrust
tread trod trodden
understand understood understood
undertake undertook undertaken
undo undid undone
upset upset upset
wake woke woken
waylay waylaid waylaid
wear wore worn
weave wove woven
wed wedded wedded, wed
weep wept wept
win won won
wind winded, wound winded, wound
withdraw withdrew withdrawn
withhold withheld withheld
withstand withstood withstood
work worked worked
wring wrung wrung
write wrote written
47 | P a g e

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FACULTY OF ECONOMICS

Where are you from ? / Where fo you come from?

Scheduled Events in the Near Future

Now (Non-Continuous Verbs)

He needs help right now.

Q : do you know how (to cook noodle)?

Q: What do you do every weekend?

Indonesia's Q2 economy grew its slowest since 2009

What does the text tell about?

Where did you go to school?

What did you do yesterday?

How did you celebrate your .............. ?

The past tense in English is used:

To talk about the past

We use these forms:

to talk about the past:

It might be dangerous. Suppose they got lost.

I would always help someone who really needed help.

I wish it wasnt so cold.

In conditions, hypotheses and wishes, if we want to talk about the past, we

I would have helped him if he had asked.

It was very dangerous, What if you had got lost?

I wish I hadnt spent so much money last month.

I just hoped you would be able to help me.

Simple past statement Informal negative Formal negative

I had a car. I didn't have a car. I did not have a car.

Forming a yes/no question

Simple past statement Yes/no question

He brought his friend. Did he bring his friend?

They had a party. Did they have a party?

They were here. Were they here?

he was sick. Was he sick?

Forming a WH- question

Statement Yes/no question WH- question

Can you telltell

Ask your friend about he/she experience in the past time.

Have you ever seen that movie?

Have you been in Jakarta?

Has she received the letter?

[has/have + past participle]

Unspecified Time Before Now

I have seen that movie twenty times.

How Do You Actually Use the Present Perfect?

Change Over Time

An Uncompleted Action You Are Expecting

James has not finished his homework yet.

Multiple Actions at Different Times

The army has attacked that city five times.

Time Expressions with Present Perfect

Have you been to Mexico in the last year?

I went to Mexico last year.

Duration From the Past Until Now (Non-Continuous Verbs)

I have had a cold for two weeks.

You have only seen that movie one time.

Many tourists have visited that castle. Active

What is a Part of Speech?

The English parts of speech are:

People like to go to the beach.

Emma passed the test.

My parents are traveling to Japan next month.

I myself baked the cake.

Different Types of adjectives

Some people consider determiners to be a type of adjective. What's special about

Incorrect: He has the my ticket.